Incorporating
Experiential
Learning (EL) in
the Classroom
Sarah Prescott, Associate Professor of Chemistry
Alison Paglia, Associate Professor of Psychology
Christine Andrews, Science Support Coordinator
Incorporating Experiential
Learning (EL) in the Classroom

What is Experiential Learning (EL) and how might I
incorporate experiential learning in my courses?

What are some concrete examples where experiential
learning has been infused into curriculum?

What are EL best practices, and how do I assess
outcomes using experiential learning?
Outcome & Objectives

Participants will be able to plan an in-class EL activity
Project based learning
Problem based learning
Inquiry based learning
Other active learning: simulations, debate, case study
•
•
•
•

Participants will:

engage in an EL activity

gain an understanding of the fundamental theory / process of
EL

gain an understanding in-class EL activities through examples

have the opportunity to collaboratively explore an approach to
designing in-class EL experience

become aware of resources to support planning a variety of EL
modes
Agenda

Ice breaker

Experiential Activity

EL What? Why?

BREAK

EL How? Classroom Examples

Collaborative EL Planning
Ice Breaker

Choose a picture card that best represents
your feelings or attitudes toward EL in the
classroom

Share with a partner

Group share
EL Activity- Picture Sequencing
Our purpose for this activity is two-fold:
 to engage you in experiential learning
 secondary: to explore issues around
collaborative learning
EL Activity- Picture Sequencing
Goal: Determine the sequential order of the related
pictures in your group within the 20 minute time limit
Instructions:
 Each group member receives a picture
 You may not at any time show your picture to others in
the group
 Feedback- you may receive feedback from a facilitator
at any time during the 20 minutes. When you believe
you have determined the order of the pictures, place
them picture side down in front of you (on floor or
table) in your determined order and
 At the end of the time limit the group with the
greatest number of correctly sequenced pictures is
victorious!
EL Activity- Picture Sequencing
 Did you notice…
…what surprised you about the experience?
…what challenges arose?
…how the challenges were overcome?
 Why (why not)…
…were you surprised?
…did the challenges arise?
…was the group successful?
 Do you…
…think these concepts/experiences could be articulated through
‘telling’ or ‘reading’? Why? Why not? When?
…think the challenges you experienced can arise for students in
collaborative work? Why? Why not? When?
 Based on this experience…
…what questions about EL arose for you?
Adapted from The 5 Questions Model
Jacobson, M., Ruddy, M. (2015). Open to Outcome: A practical guide for facilitating & teaching experiential
reflection. 2nd ed. Wood N Barnes Publishing & Distribution.
EL – What?
What is EL?
Experience
Doing or having an
experience
Experiment
What now?
Applying/
experimenting/
trying out what was
learned
“…the process whereby knowledge is created
through the transformation of experience”
(Kolb, 2014).
Reflect
What happened?
Observing and
reflecting on the
experience
Conceptualize
Why? So what?
Generalizing the
concepts/concluding/l
earning from the
experience
EL –Why?
Why should I engage students in EL?
Holistic process of learning that;

Engages students through relevancy

Allows for deeper student understanding

Creates student ownership

Addresses intellectual development

Provides opportunity for professional and
personal growth

Can provide opportunity for career exploration

Can provide opportunities for learning civic &
social responsibility, ethical practice, crosscultural and global awareness
From:Kolb, D. A. (2014). Experiential Learning. 2nd ed. [electronic
resource]: Experience As the Source of Learning and Development.
Upper Saddle River : Pearson Education Dec. 2014.
EL – How?
How do I engage students in EL?
Recursive process that includes
concrete experience, reflection,
generalization and transfer.
Experience
Doing or having
an experience
Experiment
What now?
Applying/
experimenting/
trying out what
was learned
Reflect
What happened?
Observing and
reflecting on the
experience
Conceptualize
Why? So what?
Generalizing the
concepts/concludi
ng/learning from
the experience

Project based learning

Problem based learning

Inquiry based learning

Other active learning: role
playing, simulations, debate, case
study
EL – How?
Intent
Clear goals/objectives
 Content
 Skills
 Application
Considerations
•
•
•
Background
Knowledge &
Skills
Support &
Resources
Assumptions
Experience
Authenticity
 Mode
 Timeframe
 Individual/
Collaborative
Processing & Assessment
Intentional and purposeful reflection
of the experience and transfer to new
experiences
 Reflection
 Generalization &
Transfer
 Formative/feedback
loop
 Summative
In the Classroom
• Project based
learning
• Problem based
learning
• Inquiry based
learning
• Other active
learning: role
playing,
simulations,
debate, case
study
EX: ZOOM
Activity
Intent
Clear goals/objectives
Outcome: Participants will be able
to plan an in-class experiential
activity
Objectives:
Participants will;
•
engage in an experiential
activity
•
gain an understanding of the
fundamental theory / process
of experiential learning
•
Secondary: explore issues
around collaborative learning
Considerations
Assumptions:
• Teaching and curriculum
development experience
• Motivation to incorporate
student centered learning
Support & Resources:
• Facilitator & peer feedback
• Presentation
• Examples
• Literature
• Community resources
Experience
Authenticity
• Problem based
learning
• Collaborative, 40
minute activity
Processing & Assessment
Intentional and purposeful reflection on
the experience and transfer to new
experiences
•
•
•
•
Guided discussion/ experience
reflection (5 Question Model)
Reflection and generalization to
theory and EL activity
development approach
Transfer - collaborative EL
activity development & feedback
Feedback & reflection cards
EX: Organic
Chemistry/Green
Chemistry
Project
Intent
Clear goals/objectives
Students will;
•
Continue the ongoing process
of becoming more
scientifically literate.
•
Analyze scientific research
and report on specific findings
relevant to a larger nonscientific community.
•
Apply knowledge of organic
chemistry in connection with
the practice of green
chemistry.
•
Research and disseminate to
the larger community
Considerations
Assumptions:
• Chemistry knowledge with
emerging organic
chemistry
• desire to connect
classroom learning to real
world examples
Support & Resources:
• Facilitator feedback
• Scaffolded in phases
• Web resources
• Past projects
Experience
Authenticity
–
–
–
–
Project based
Semester long
Individual
Open ended
topics
Processing & Assessment
Intentional and purposeful reflection on
the experience and transfer to new
experiences
– Poster
session/scientific
report writing
– Wiki pages
http://prescottochem.wikispaces.com
EX: PSYC Adult
Development
Intent
• Application of
course concepts
(e.g. sensorimotor; gains,
losses,
preserved skills)
• Empathy
Considerations:
• Students with
Disabilities
• May lead to increased
stereotyping
Support & Resources
• Simulation / Activity
Kits
Experience
• In-class
aging
simulations
Processing &
Assessment
• In-class
discussion
• Service-Learning
Journal Entries
• Exam questions
EX: PSYC CommunityBased Research
Intent
• Scientific Thinking
and Communicating
• Transferable Skills
• Understanding
agency capacity
and resources
Experience
• One semester
• Individual &
Collaborative
• Modes
– Project-Based
– Problem-Based
– Inquiry-Based
Considerations
• CommunityPartner
- Availability
- Expectations
• Scope of the
Project
• Student Dynamics
• Expect the
unexpected
Processing &
Assessment
• Formative
• Summative
• Community partner
• Undergraduate
Research
Conference
Collaborative
EL Planning
Intent
Clear goals/objectives
• What content
and/or skills?
Considerations
•
What background,
skills, knowledge,
resources or
support do
students need to
engage in the
experience,
processing and
assessment?
Experience
Authenticity
•
•
Why these
goals/objectives?
What relevant activity
or experience might
students encounter in
their
field/job/career?
Processing & Assessment
Intentional and purposeful reflection
of the experience and transfer to new
experiences
•
•
How will students
reflect and analyze
the experience?
How will students
transfer and apply
what they've learned?
In the Classroom
• Project based
learning
• Problem based
learning
• Inquiry based
learning
• Other active
learning: role
playing,
simulations,
debate, case
study
Collaborative EL Planning



10 min: Reflect individually on the
project/activity/concept that you've brought with
you

Identify: Goals and objectives

Brainstorm: Why these particular goals/objectives?
What relevant activity/experience might students
encounter in their field/job/career?
20 min: Collaborate with a partner

Share: Goals, objectives and individual brainstorm

Brainstorm: What possible experiences, reflection and transfer
activities would help to meet goals and objectives?
20 min: Switch partners!

Share and provide feedback
Reflection

Choose a picture card that best represents how your
feelings or attitudes toward EL in the classroom have
changed as a result of our work today.

On the back of the card please write a sentence or two
that captures your thought.

Please leave with us!
References & Resources

EL General Resources
Barkley, E.F., Cross, P.K., & Major, C.H. (2005). Collaborative Learning Techniques: A handbook
for college faculty. San Francisco, CA: Jossey-Bass.
Dewey, J. (1938). Experience and Education. Kappa Delta Pi Lecture Series. New York:
Macmillan.
Keeton, M. & Tate, P., eds. (1978). Learning by Experience—What, Why, How. San Francisco:
Jossey-Bass.
Kolb, D. A. (2014). Experiential Learning. 2nd ed. [electronic resource]: Experience As the
Source of Learning and Development. Upper Saddle River : Pearson Education.
National Society for Experiential Education. (1998). Eight Principles of Good Practice for All
Experiential Learning Activities. Online
http://www.nsee.org/index.php?view=article&catid=20:site-content&id=79:8principles&format=pdf
Warren, K., M Mitten, D., & Loeffler , T., ed. (1995). The Theory of Experiential Education. A
Collection of Articles Addressing the Historical, Philosophical, Social, and Psychological
Foundations of Experiential Education. 3rd ed. Boulder, CO: The Association for Experiential
Education
Stanchfield, J. (2007). The art of Experiential Group Facilitation: Tips & tools. Oklahoma City,
OK: Wood ‘N’ Barnes Publishing.
Wiggins, G. & McTighe, J. (2005). Understanding by Design. 2nd ed. Alexandria, VA: Association
for Supervision and Curriculum Development.
Wurdinger, S.D ((2005). Using Experiential Learning in the Classroom : Practical ideas for all
educators. Lanham, MD. ScarecrowEducation.
Wurdinger, S.D. & Carlson, J.A. (2010). Teaching for Experiential learning: Five approaches
that work. Lanham, MD: Rowman & Littlefield Education.
References & Resources

EL in the Classroom- Modes and Models
Beenen, G., & Barbuto, J. E. (2014). Let's Make a Deal: A Dynamic Exercise for Practicing Negotiation
Skills. Journal Of Education For Business, 89(3), 149. doi:10.1080/08832323.2013.794121
Beidatsch, C. C., & Broomhall, S. B. (2010). Is this the past? The place of role-play exercises in undergraduate
history teaching. Journal Of University Teaching & Learning Practice,7(1), 1-20.
Elder, A. A. (2015). Using a Brief Form of Problem-Based Learning in a Research Methods Class: Perspectives of
Instructor and Students. Journal Of University Teaching & Learning Practice, 12(1), 1-12.
English, M. F., & Kitsantas, A. A. (2013). Supporting Student Self-Regulated Learning in Problem- and ProjectBased Learning. Interdisciplinary Journal Of Problem-Based Learning, 7(2), 127-150. doi:10.7771/15415015.1339
Herreid, C. F. (2001). When Justice Peeks: Evaluating students in case study teaching. Journal of College
Science Teaching, 30(7), 395-399.
Poppy Lauretta McLeod, P. L. (2013). Experiential Learning in an Undergraduate Course in Group
Communication and Decision Making. Small Group Research. doi:10.1177/1046496413488217
Warren, K. (1988). The student-directed classroom: A model for teaching experiential education theory. Journal
of Experiential Education, 11(1), 4-9.
Windsor, E. J., & Carroll, A. M. (2015). The Bourgeoisie Dream Factory: Teaching Marx’s Theory of Alienation
Through an Experiential Activity. Teaching Sociology, 43(1), 61-67. doi:10.1177/0092055X14547824
BusinessBalls.com (site full of activities, learning resources and links geared toward business HR
development, but adaptable in an education setting)
Reacting to the Past (RTTP) at Barnard College (role playing)
National Center for Case Study Teaching in Science
Student Guidelines for Case Discussion
References & Resources

Reflection and Assessment
Anderson, J. (2013). Active Learning through Student Film: A Case Study of Cultural Geography. Journal Of
Geography In Higher Education, 37(3), 385-398.
Angelo, T.A., & Cross, P.K. (1993). Classroom Assessment Techniques: A handbook for college teachers. 2 nd ed.
San Francisco, CA: Jossey-Bass.
Chance, B., & Peck, R. (2015). From Curriculum Guidelines to Learning Outcomes: Assessment at the Program
Level. American Statistician, 69(4), 409-416. doi:10.1080/00031305.2015.1077730
Goldberg, K. (2010) Reflective Journaling: Creating Learning Pathways for Experiential Learning and the Adult
Learner. The International Journal of Learning. 17(4), 551-558.
Jacobson, M., Ruddy, M. (2015). Open to Outcome: A practical guide for facilitating & teaching experiential
reflection. 2nd ed. Wood N Barnes Publishing & Distribution. (The 5 Question Model)
Kemp, J., Mellor, A., Kotter, R., & Oosthoek, J. W. (2012). Student-Produced Podcasts as an Assessment Tool: An
Example from Geomorphology. Journal Of Geography In Higher Education, 36(1), 117-130.
Lei, S. A. (2010). Assessment Practices of Advanced Field Ecology Courses. Education, 130(3), 404.
Moon. J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and practice. New York, NY:
RoutledgeFalmer
O'Sullivan, A. J., Harris, P., Hughes, C. S., Toohey, S. M., Balasooriya, C., Velan, G., & ... McNeil, H. P. (2012).
Linking Assessment to Undergraduate Student Capabilities through Portfolio Examination. Assessment &
Evaluation In Higher Education, 37(3), 379-391. doi: 10.1080/02602938.2010.534766
Sitthiworachart, J., & Joy, M. (2008). Computer support of effective peer assessment in an undergraduate
programming class. Journal Of Computer Assisted Learning, 24(3), 217-231. doi:10.1111/j.13652729.2007.00255.x
Stoyanovich, C., Gandhi, A., & Flynn, A. B. (2015). Acid-Base Learning Outcomes for Students in an Introductory
Organic Chemistry Course. Journal Of Chemical Education, 92(2), 220-229.
References & Resources

ZOOM Activity
Banyai, I. (1998). Re-Zoom. New York, NY: Penguin Group.

Green Chemistry Project
http://prescottochem.wikispaces.com

Adult Development Simulations
Activity revised by Alison Paglia, PhD. University or New Hampshire [email protected]
Activity originally created by Monica Deppen Wood, Rutgers University Camden Wood, MD, (2002). "Experiential Learning
for Undergraduates: A Simulation About Functional Change and Aging." In Gerontology & Geriatrics Education, Vol. 23(2),
37-48.http://crab.rutgers.edu/~deppen/teach.htm