Experiences for All:�Crafting Accessible “Beyond the Classroom” Opportunities

Hannah Quire, M.Ed.

Academic Advisor & Service Coordinator

South Carolina Honors College

Learning Outcomes

As a result of this presentation, attendees will:

​

1. Understand and be able to utilize critical frameworks surrounding experiential learning for their own practices.
2. Be able to interrogate experiential learning opportunities to better develop ethical and accessible programming.
3. Leave with examples of ways to infuse tenets of diversity, equity, inclusion, and accessibility into the fabric of experiential learning opportunities.

Outline

1. History of Experiential Learning Theory
2. Critical Frameworks Related to Experiential Learning
3. Connecting Theory to Practice: Examples from the SCHC
4. Questions/Debrief

​

​

Word Cloud:�What does “experiential learning” mean to you?

The Birth of Experiential Learning Theory

John Dewey’s text, Democracy and Education: An Introduction to the Philosophy of Education (1915), served as one of the seminal works upon which most experiential learning theory was founded. He writes:

​

To “learn from experience” is to make a backward and forward connection between what we do to things and what we enjoy or suffer from things in consequence. Under such conditions, doing becomes a trying; an experiment with the world to find out what it is like; the undergoing becomes instruction - discovery of the connection of things (p. 164).

The Birth of Experiential Learning Theory

Dewey is cited in another seminal work, Kolb’s (1984) Experiential Learning: Experience as the Source of Learning and Development, in which he intends to “tie [experiential learning theory] clearly to its intellectual origins in the work of Dewey,” among others (p. 20).

​

It is in this text that Kolb (1984) positions “experiential learning theory [as] a holistic integrative perspective on learning that combines experiences, perception, cognition, and behavior” (p. 21, bold added).

The Birth of Experiential Learning Theory

Drawing on the work from several theorists, Kolb (1984) lays out his own experiential learning framework and the key tenets therein:

​

1. It is process-oriented, rather than outcome-oriented.
2. It is ongoing and continuous.
3. It both creates and resolves conflicts between ways of viewing the world: abstract versus concrete, observation versus action, reason versus impulse.
4. It is holistic by nature to allow individuals to adapt to the world around them.
5. It involves transactions between the learner and their environment.
6. It creates knowledge.

​

The Birth of Experiential Learning Theory

Kolb’s (1984) theory, a combination of Dewey, Lewin, and Piaget’s own models, is demonstrated in the image at right.

​

​

McPheat (n.d.)

The Birth of Experiential Learning Theory

Based on the models provided, common forms of ELOs include:

​

​

​

Undergraduate Research

Service Learning

Study Abroad/Away

Internships

Discuss:�In your experience, what barriers to inclusion/access are present when considering ELOs?

Let’s Get Critical

Experiential learning has exploded in popularity in recent years, and with it, questions of equity and accessibility have arisen.

​

Henry (2005) points to the imbalanced dynamics that can occur in service learning courses when students of marginalized identities “who occupy both privileged and underprivileged status [in the context of these types of courses]” and then are put “in a position to ‘serve’ communities that represent their backgrounds prior to college” (p. 45).

Let’s Get Critical

Similarly, study abroad and study away often presents intrinsic barriers for folks with marginalized identities due to the high cost of programs, microaggressions while abroad, and so on.

​

The data points to this gap.

“Trends in U.S. Study Abroad,” (n.d.)

Let’s Get Critical

For many students that hold marginalized identities, ELOs are inaccessible because:

​

• The content is not designed with them in mind.
• They are required to “pay to play,” and they need to save their funds for their basic needs.
• They work jobs in their free time, and don’t have the extra time to dedicate to extracurricular work, particularly if it is unpaid.
• For international experiences, they may not have access to a passport or other essential items to travel abroad.

​

​

Developing Accessible Programming

An easy way to develop more accessible experiential learning opportunities is to curate content that is representative of all student populations, but also ensuring students are developmentally ready to engage in that material.

​

Jones, Gilbride-Brown, and Gasiorski (2005) point out the importance of using instructor-led, tailored reflection as a method of ensuring student safety in the classroom:

​

Without tapping into students’ meaning making through active reflection, students are left to come up with their own analysis that may serve to reinforce inaccurate information and stereotypes (p. 19).

Developing Accessible Programming

Allowing students to build experiential learning into their regular course schedules makes it easier for them to engage regularly, while also making time for their other necessary full- or part-time work.

​

Many of these courses, however, do not allow students to be paid for their experiences, or require students to pay tuition and fees even over the summer term, when their financial aid does not apply.

​

By eliminating these barriers, more students would have the chance to engage and be compensated for their experiences.

Applying Theory to Practice in the SCHC: �Service Learning

Problem: experiential learning requires a good bit of outside classwork, which can be challenging for students who are juggling other classes, multiple jobs, and additional responsibilities.

​

Solution: SCHC 480 (Data Advocacy: Supporting Non-Profits with Assessment)

​

• Much of the students’ service is built-in to their class time already, with the rest being scheduled out on their own time in small groups
• Course involves students producing a tangible final product that they will present out, building critical skills for their resume
• Students work with multiple non-profit organizations, reducing risk of discomfort

​

Applying Theory to Practice in the SCHC: Internships

Problem: to be considered experiential learning, students typically need to engage in an internship course, which can be incredibly expensive for students, especially those participating in summer experiences.

​

Solution: USC 999 (0 credit hours) offered summer only

​

• Exact same material & instructor as standard SCHC internship course
• No credit hours = no tuition and fees
• Still shows up on transcript to demonstrate student’s completion of experience
• Students can be paid for their experiences, regardless of class type!

Applying Theory to Practice in the SCHC: �Alternative Beyond the Classroom Experience

Problem: students’ experiences are not always neatly packaged into one of the four main categories, and taking a class (that requires tuition & fees), is not always accessible.

​

Solution: Alternative Beyond the Classroom Experience Application

​

• Allows students to receive credit for experiences that may not be encapsulated within our “core four”
• Frequently used for students engaged in research who do not want to take a course and pay tuition & fees!
• Provides students with flexibility while also affording them credit for their experiences

Discuss:�1. What are some strategies you could use to make your ELOs more accessible for students?�2. What resources are necessary to make those things happen?

Questions?��Contact: hquire@email.sc.edu

To submit feedback on this presentation, scan:

References

Butin, D.W. (Ed.). (2005). Service-learning in higher education. New York, NY: Palgrave MacMillan.

​

Dewey, J. (1915). Democracy and education. New York, NY: Columbia University Press. https://s3.amazonaws.com/arena-attachments/190319/2a5836b93124f200790476e08ecc4232.pdf

​

High-Impact Practices. (n.d.) American Association of Colleges & Universities. Retrieved 2022, February 27. https://www.aacu.org/trending-topics/high-impact.

​

Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. http://www.learningfromexperience.com/images/uploads/process-of-experiential-learning.pdf

​

McPheat, S. (n.d.). What are Kolb’s learning styles and what do they mean? SkillsHub. Retrieved 2022, February 26. https://www.skillshub.com/what-are-kolbs-learning-styles/

​

Trends in U.S. Study Abroad. (n.d.) NAFSA. Retrieved 2022, February 26. https://www.nafsa.org/policy-and-advocacy/policy-resources/trends-us-study-abroad.