Background: While the learning benefits of experiential education are well-documented, there are few empirical studies of program implementation and assessment. Purpose: We investigated how experiential learning (EL) was implemented and assessed within EL-endorsed courses across six academic colleges and nine courses within one university in the Southeast U.S. Method: We conducted qualitative interviews with instructors to examine how the EL activities were structured and delivered, as well as challenges and successes. We also completed quantitative analyses of student learning across three learning outcomes through comparison of instructor and author rubric ratings of student reflections. Findings: EL was implemented individually and within student groups, including activities related to equine leadership, community art, storybook creation, Model United Nations participation, pedestrian safety, plant physiology, fingerprint analysis, community nursing, and business simulations. Significant differences were found among instructor and author ratings of student learning outcomes. Implications: Student and instructor reflections across learning objectives overwhelmingly pointed to the benefits and successes of EL activities for undergraduate students, ranging from confidence and collaboration to connections to university courses and professional responsibilities. We present future directions related to how EL can be implemented at the university level.
Beal et al. (Wed,) studied this question.