Experiential learning educators have long fought to justify this form of active learning in their curriculum (Hesser, 2013), and the past several decades have seen a resurgence of, and renewed interest in, experiential learning through forms of hands-on learning, such as: service-learning/community-based learning, educational internships, global study abroad experiences, and undergraduate research opportunities (Kuh, 2008). Given its distinct elements in planning, design, and implementation of teaching and learning (Heinrich and Green, 2020), and its potential outcomes that can lead to deep learning (Kuh, 2008), experiential learning requires educators to contribute ample amounts of time and energy in the planning and execution of such courses and programs. More importantly, another reason educators may utilize this pedagogical approach is to practice and advocate for a different paradigm of teaching and learning.
Green, Patrick M.; Castor, Theresa; Leyburn, Dale J.; DeMaria, Don; and Jaime, Andres
"Experiential Learning Educators as Tempered Radicals and Social Change Agents in Higher Education: The NSEE Fellows Program as Reflective Practitioner-Scholars,"
Experiential Learning & Teaching in Higher Education: Vol. 5:
1, Article 6.
Available at: https://nsuworks.nova.edu/elthe/vol5/iss1/6