Experiential Learning (EL) gives students opportunities to apply course concepts through authentic activities such as case studies, simulations, and service-learning. To maximize learning, instructors can structure experiences around Kolb’s Experiential Learning Cycle (1984): experience, reflect, conceptualize, and apply.
A well-designed EL activity includes reflection before, during, and after the experience. For example, students in a marketing class might address a real marketing challenge proposed by the Campus Food Pantry. Before the project, prompt them to anticipate what they might learn or what challenges they expect. During the project, brief written or verbal check-ins help them connect classroom theory to real actions. Afterward, guide them to analyze outcomes and identify lessons to carry forward.
Use open-ended questions that prompt critical thinking, such as those from the Service-Learning Program’s recommended reflection questions:
- BEFORE: What strengths can you bring to this experience? What do you hope to learn, and what concerns or challenges do you anticipate?
- DURING: What surprises you most about this experience so far? How does your experience relate to a course concept?
- AFTER: How has your thinking shifted? What skills or perspectives will you take into future work?
Structured reflection transforms activity into learning. Start small by embedding a single reflection prompt before, during, and after a brief experiential task, and observe how student engagement and learning improve.
Reach out to the CTL to explore simple ways to integrate experiential learning and reflection into your teaching.
By Kara Brascia