Incorporating experiential learning into courses across an undergraduate curriculum: The role of a community of teaching and learning

Abstract

Background: Experiential learning (EL) has played an increasingly important role in undergraduate (Ug) education, with universities adopting EL initiatives. A major challenge remains: how can EL be incorporated into a course, rather than be a one-time outgoing trip that is tacked on to the curriculum. The learning opportunities and feasibility of incorporating small-scale EL visits within courses were explored in this project. The aim of this project was to provide students with the opportunity to: 1) apply theories and concepts learned in class to relevant populations and 2) collaborate with classmates and members of the local community. The EL projects and assessments were planned to achieve course learning outcomes, Program Learning Outcomes, and University aims. Methods: Five teachers developed a community of practice to plan and implement EL projects across fi ve courses in the BSc Speech and Hearing Sciences curriculum. Through collaboration and discussion, approaches to meaningful assessment of learning, which mapped onto course learning outcomes, were created. Assessment rubrics were developed to ensure consistent grading criteria for the EL assessments across the program. A common framework was adopted that included a fi eld trip or observation, a community project, and a two-pronged approach to EL assessment. The assessments included: 1) a group presentation that evaluated the relationship between theory and experience (i.e. identifi cation of how the experience fi t into the larger body of knowledge and course/program learning outcomes); and 2) individual refl ective journal to evaluate one’s own performance in the experience and identifi cation of what insights were gained through the process. Findings: All courses provided students with relevant EL visits that allowed the students to apply the theories learned in class to the HK community, as demonstrated by the quality of student’s group presentations and variety of community projects. Overall, students showed genuine interest and engagement in the observation/visit, as reported in their refl ective journals. The refl ective journals showed various depths of refl ection; however, the majority of students were able to demonstrate deep refl ection and critical review of the events and the process of learning. Students reported many insights gained beyond what was expected. Teachers reported relative ease incorporating the EL projects into their course, though arranging visits was time consuming. The use of detailed marking rubrics was reported to facilitate grading. All teachers reported that they will continue to include EL in their courses, though some modifi cation to the EL visit or mode of group presentation may be made. The way to best distribute the materials from the community project and showcase the student’s learning is being considered, with the aim to promote knowledge exchange. Conclusion: Incorporating small-scale EL visits into courses across a curriculum engages students in meaningful opportunities to relate theory to practice within the local community, as well as achieve course learning outcomes.