Are We Experienced? Reflections on the SUNY Experiential Learning Mandate

Abstract

Background: The State University of New York (SUNY), the nation’s largest comprehensive public university system, recently proposed making experiential learning activities available to all students enrolled in an academic program. Each campus was tasked with examining the feasibility of including experiential learning activities as a degree requirement. The Plattsburgh campus faculty senate voted to reject this requirement. Purpose: In light of the Plattsburgh rejection of the SUNY mandate, this study seeks to examine the practice and perspectives of four Plattsburgh faculty through the lens of a single experiential learning assignment. Methodology/Approach: A case study approach was used to illuminate common and/or distinctive pedagogies of instructors across four disciplines. Findings/Conclusions: Common themes include the elements of choice, embodiment, relationships, and risk. Critical to each case study was the willingness and ability of the instructor to engage in the educational process as a participant and expert learner. Implications: If the state, university system, or campus seeks to mandate experiential/applied learning, the mandate should be focused on the pedagogical components of experiential education not on the types of activities that count.

Experiential learning – a systematic review and revision of Kolb’s model

“…Moreover, the educator inevitably plays a very important role in facilitating the process, such as assisting learners to remain open to trying novel solutions to problems, encouraging tenacious attitudes, and promoting the effectiveness of communication skills (Isaak, Devine, Gervich, & Gottschall, 2018).…”

“…Reflection and analysis, which is often undertaken both alone (e.g., quiet time for journaling, Harper, 2018) and in collaboration with others, are two central features of the experiential learning process (Fede, Gorman, & Cimini, 2018;Isaak, Devine, Gervich, & Gottschall, 2018).…”

“…Thus demanding learners to think creatively (Collins, Sibthorp, & Gookin, 2016;Isaak, Devine, Gervich, & Gottschall, 2018;Jordan, Gagnon, Anderson, & Pilcher, 2018;Scogin, Kruger, Jekkals, & Steinfeldt, 2017).…”

“…. In this regard, scholars generally position with a constructivist stance toward meaning making (e.g.,Dorfsman & Horenczyk, 2017;Grimwood, Gordon, & Stevens, 2017;Isaak, Devine, Gervich, & Gottschall, 2018). Dialogue in collaboration with others, such as with the instructor and peers, allows further (double loop) deeper critical reflection(Asfeldt, Hvenegaard, & Purc-Stephenson, 2017;Collins, Sibthorp, & Gookin, 2016).…”

Kolb’s Learning Style Inventory 4.0 and its association with traditional and problem based learning teaching methodologies in medical students

“… 10 The learning process is often progressively difficult and educators need to gradually increase the difficulty of the intellectual, social, emotional, and/or physical challenge as the academic process proceeds ahead as seen with increasing years of study. 11 …”