The student may work with practicing professionals, complete a project, attend public events, interview and observe constituents and employees. It is usually assessed by a faculty member and supervised by an employer who is not a faculty member. It is often a credit-bearing, free-standing activity in a student’s field of interest not connected to a theoretical course.
Internships – A more broad term used to describe experience-based learning activities that often subsume other terms such as cooperative education, service-learning or field experiences. Some forms of experiential learning include (Indiana University, 2006 Moore, 2010): Help the learner notice the connections between one context and another, between theory and the experience and encouraging this examination repeatedly. Recognize and encourage spontaneous opportunities for learning, engagement with challenging situations, experimentation (that does not jeopardize the wellbeing of others) and discovery of solutions. Pose problems, set boundaries, support learners, provide suitable resource, ensure physical and emotional safety, and facilitate the learning process. Select suitable experiences that meet the criteria above. Relationships are developed and nurtured: learner to self, learner to others, and learner to the world at large.ĭuring experiential learning, the faciltiators role is to:. Learners are engaged intellectually, emotionally, socially, and/or physically, which produces a perception that the learning task is authentic. This reflection leads to analysis, critical thinking, and synthesis (Schon, 1983 Boud, Cohen, & Walker, 1993). Reflection on learning during and after one’s experiences is an integral component of the learning process. 
Throughout the experiential learning process, the learner is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning, and is challenged to take initiative, make decisions and be accountable for results. whether they provide opportunities for students to practice and deepen emergent skills, encounter novel and unpredictable situations that support new learning, or learn from natural consequences, mistakes, and successes). Experiences are carefully chosen for their learning potential (i.e. 
What does experiential learning look like?Įxperiential learning has the following elements ( Association for Experiential Education, 2007-2014):
reflection-the analysis and synthesis of knowledge and activity to create new knowledge” (Indiana University, 2006, n.p.). activity-the application of knowledge to a “real world” setting and. knowledge-the concepts, facts, and information acquired through formal learning and past experience. This process includes the integration of: Kolb’s (1984) cycle of learning depicts the experiential learning process (see figure below). A designed learning experience that includes the possibility to learn from natural consequences, mistakes, and successes. Opportunities for students to engage intellectually, creatively, emotionally, socially, or physically. 
Opportunities for students to take initiative, make decisions, and be accountable for the results. Reflection, critical analysis and synthesis. Learning that is considered “experiential” contain all the following elements: #Learn to type professional
Well-planned, supervised and assessed experiential learning programs can stimulate academic inquiry by promoting interdisciplinary learning, civic engagement, career development, cultural awareness, leadership, and other professional and intellectual skills. Experiential learning activities can include, but are not limited to, hands-on laboratory experiments, internships, practicums, field exercises, study abroad, undergraduate research and studio performances. Experiential learning is an engaged learning process whereby students “learn by doing” and by reflecting on the experience.
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