Experiential Learning

What is experiential learning?

Experiential learning is characterized by learning by doing. There is a diverse range of experiential learning approaches that engage students in applying theoretical knowledge to practical situations.

• Problem-based learning involves students tackling real-world problems to develop solutions through research, collaboration, and problem-solving, typically within a limited scope and timeframe.
• Project-based learning extends over longer periods, allowing students to engage deeply in complex projects that incorporate multiple learning objectives and skills.
• Case-based learning has students analyze real-world scenarios through detailed case studies, enhancing their ability to apply theoretical knowledge practically and from multiple perspectives.
• Cooperative or community-based learning integrates course content with local community contexts, involving collaborations with local organizations and sites to enrich learning experiences.
• Inquiry-based learning encourages students to learn by questioning, exploring, and investigating, guiding them through hands-on experiments, research, and problem-solving to discover knowledge themselves.

Experiential learning theory was first introduced by psychologist David Kolb in 1984, whose model was influenced by the work of other educational theorists including John Dewey, Jean Piaget, Paulo Friere, and Kurt Lewin (Kolb 1984, Chan 2023). Kolb’s constructivist model presents experiential learning not merely as an outcome, but as a continuous, dynamic process rooted in real-world experiences. According to Kolb, this process comprises four cyclic stages:

1. concrete experience
2. reflective observation
3. abstract conceptualization
4. active experimentation

Since Kolb published this model, our understanding of experiential learning has grown to include more holistic views of experiential learning. To understand the “experience” as a whole, Mark Tennant and Philip Pogson (1995) illustrated that aside from learning from a new experience, prior and current experience should also be considered while designing experiential learning opportunities. Tara Fenwick (2003) suggests that, in addition to viewing experiential learning through a constructivist lens, educators should also consider situative, ecological, and critical cultural perspectives to help learners construct meaning in their learning. Peter Jarvis in his book, Lifelong Learning and the Learning Society (2006) established that the “whole person” engagement in experiential learning involves a cognitively, emotively, and practically (or through any combination) process.

This is all to say that experiential learning encompasses many things—to help clarify how to do experiential learning, is can be helpful to think of it in these two categories:

• Field-based learning, which includes service-learning, internships, and practicums
• Classroom-based learning, which encompasses simulations, role-plays, case studies, and more.

Both categories may incorporate various methods such as problem-based, project-based, case-based, cooperative/community-based, and inquiry-based learning. (While such types of learning traditionally happens in a face-to-face environment, with the support of digital technologies, experiential learning opportunities can also be designed in digital learning spaces, which we expand upon below.)

What makes a course “experiential”?

Level of engagement: students making sense of the world and becoming actively engaged in their learning in order to a future defined by uncertainty and complex challenges.

Challenge-oriented: gives students extensive experience with unstructured problems in authentic contexts and engagements in diverse communities.

Interactive and situated: experiential learning practices are always interactive and involve a connection between the person, the learning environment, and the wider culture (Illeris 2007).

Why experiential learning?

Experiential learning is a high-impact practice strongly linked to enhanced student retention and engagement (National Survey of Student Engagement). Research on experiential learning has shown it can foster critical thinking, build community and belonging, deepen understanding, and boost retention. It has also been shown to enhance learning in soft and transferable skills, which are viewed as crucial for success in a global society (Chan 2023).

How to incorporate experiential learning

Here’s a list of tips to keep in mind as you design your course or project:

• Tie the experience directly to the curriculum/course content.
• Show students your “why.”
• Remind students how the experience aligns with course goals.
• Clarify expectations around engagement.
• Scaffold the skill: Think about what you want your students to leave your course knowing, being able to do, or having experienced, and design accordingly.
• If engaging a speaker, plan an activity ahead of time and afterwards.
• Balance experiences where the students work individually, in pairs, in groups, or with an expert.
• If you assign, assess. Consider these in-class assignments.
• Collect student feedback and iterate.

Examples across Georgetown

What does this look like in practice? See this list of examples of experiential learning opportunities from real courses at Georgetown:

• In MSB’s Globalization & Wine Industry course (MGMT-573), the final project involves teams of five students advising vineyard CEOs on entering or expanding into international markets. The deliverable is a video recording of the team’s presentation, accompanied by a detailed written report of their analysis and recommendations.
• Spanish in the Community (SPAN 380) and Spanish in the US courses maintain partnerships with community-based organizations in the DMV area. Students offer interpretation and translation services to Spanish-speaking residents, either virtually or in person. Through class discussions and assignments, students reflect on their service experiences and interactions with the community to deepen their understanding of the sociology of language in the United States.
• In the Applied Cybersecurity & Crisis Management certificate course (XBUS-605), students engage in a simulated cyber incident, making rapid decisions under tight deadlines, limited data, and external pressures.
• The Emergency Disaster Management program and CNDLS designed a role-play simulation for students to learn mitigation strategy during a Zombie Apocalypse using a platform called Viewpoint. Students played different roles during an emergency disaster in a pre-designed storyline and learned to communicate with a variety of parties to coordinate resources during a humanitarian crisis.

Digital tools

Tools and technology can play a crucial role in enhancing experiential learning by providing interactive, engaging learning environments where theoretical knowledge can be applied in practical settings. Technology such as virtual reality (VR) and augmented reality (AR) immerses students in realistic simulations, allowing them to explore complex scenarios and environments that might be inaccessible or too risky in the real world. For example, medical students can perform virtual surgeries, or history students can explore ancient civilizations through VR experiences.

Online tools and platforms can facilitate experiential learning opportunities by offering students access to a broad range of resources and real-time data including in-class polling, enabling them to collaborate across space. Additionally, technologies like 3D printers and laser cutters in the Maker Hub provide hands-on experience with design and fabrication, encouraging creativity and innovation.

To learn more about tools available to you at Georgetown, reach out to CNDLS for a consultation and/or visit our technology tools page.

Support and resources

There are many ways to integrate experiential learning in your assignment or course by working with a campus partner:

CNDLS resources

Consultations

Reach out to cndls@georgetown.edu to schedule a teaching consultation to chat about how and where you can infuse experiential learning into your courses.

Guides and slides

• See this presentation on using AI to design simulations for experiential learning.
• Read this guide on designing in-class assignments for ideas around assessing experiential learning.

Curriculum Enrichment Grants

Curriculum Enrichment Grants (CEGs) fund course-related activities like guest speakers, field trips, cultural experiences, project supplies, and inclusive pedagogy workshops. These activities broaden student perspectives, connect course material to real-world contexts, and enhance faculty teaching by extending learning beyond their expertise.

Apply for a grant.

Maker Hub

The Maker Hub provides a collaborative space dedicated to innovation, design, prototyping, and fabrication. Based on the educational principles of constructivism and constructionism, makerspaces engage students directly in learning through active participation in building and creating. Faculty can collaborate with the Maker Hub’s staff and volunteers to design experiential learning activities that integrate academic concepts with practical application. Students have the opportunity to create tangible products or prototypes as part of their coursework, enhancing their learning experience through direct engagement with the material.

Work with the Maker Hub.

Capitol Applied Learning Labs: The CALL

The CALL offers Georgetown students a customized, immersive semester where they can live and learn in Downtown DC, directly engaging with the city and community. This program allows students to build networks, develop new skills, and align their professional ambitions with academic inquiry.

Learn more about teaching at The CALL.

Center for Social Justice

Georgetown’s Center for Social Justice (CSJ), established in 2001, provides numerous experiential learning opportunities for students and faculty aimed at fostering engagement with social justice themes.

Explore courses taught through the CSJ.

Other centers and initiatives

The following centers and initiatives foster experiential learning across academic programs:

• GU Impacts (Beeck Center)
• Gui2de (Georgetown Initiative on Innovation, Development and Evaluation)
• Ethics Lab

Departmental opportunities

The following programs at Georgetown integrate experiential learning opportunities into their curriculum as a whole:

• Georgetown Law offers the following types of experiential learning opportunities:
  • Clinics (over 18 different types)
  • Pro bono and community service
  • Externships
  • Simulation courses
  • Practicum courses
• The Government Department’s Conflict Resolution Program, a 3-semester experiential series, with 2 Practicum seminars and the Summer Field Fellowship
• Global Business Experience (MSB undergraduate and graduate courses, internships
• RISE and Teach (Biology)

References

• Chan, C. K. Y. (2023). Assessment for experiential learning. Taylor & Francis.
• Davidson, Curt. (2020). “Interactive and Experiential Modalities for Online Teaching and Converting our Courses in the Time of the Pandemic.” [Webinar]
• Debelius, M., Huisman Lubreski, K., Maloney, E., McWilliams, M., Olsen, J., Skallerup Bessette, L., & Vovides, Y. (2022). Ignatian pedagogy as a critical framework for online course design. In E. Mikulek & T. Ramalho (Eds.), Best practices in teaching critical pedagogy online (pp. 45-63). DIO Press, Inc.
• Fenwick, T. (2003). Reclaiming and re-embodying experiential learning through complexity science. Studies in the Education of Adults, 35(2), 123–141.
• Illeris, K. (2007). What do we actually mean by experiential learning? Human Resource Development Review, 6(1), 84-95.
• Jarvis, P. (2006). Lifelong learning and the learning society. United Kingdom: Routledge.
• Kolb, D. (1984). “Experiential learning: Experience as the source of learning and development.” New Jersey: Prentice-Hall.
• Kolb, A. & Kolb, D. (2005). “Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education.” Academy of Management Learning & Education (4), 193-212.
• Kreber, C. (2001). Learning experientially through case studies? A conceptual analysis. Teaching in Higher Education, 6(2), 217-228.
• Markham, T., Larmer, J., & Ravitz, J. (2003). “Project-Based Learning Handbook: A Guide to Standards Focused Project-Based Learning for Middle and High School Teachers.” Novato, CA: Buck Institute for Education.
• McLeod, S. A. (2017, October 24). “Kolb – learning styles and experiential learning cycle.” Simply _Psychology.
• Motley, P., Archer-Kuhn, B., Hondzel, C. D., Dobbs-Oates, J., Eady, M., Seeley, J., & Tyrrell, R. (2024). Defining immersive learning. Teaching and Learning Inquiry, 12.
• Parnell, A. (2023, June 9). Student success redefined. Summer Institute for Equity in the Academic Experience, Washington DC virtual conference.
• PBLWorks. “What is PBL?” Retrieved September 11, 2020.
• Rosenstand C.A.F. (2012). “Case-Based Learning.” In: Seel N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA.
• The Glossary of Education Reform. (2014, March 03). “Community-Based Learning.”
• Tennant, M., & Pogson, P. (2002). Learning and change in the adult years: A developmental perspective. Jossey-Bass.
• Villarroel, V., Benavente, M., Chuecas, M. J., & Bruna, D. (2020). Experiential learning in higher education: A student-centered teaching method that improves perceived learning. Journal of University Teaching & Learning Practice, 17(5), 8.
• Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91.