Experiential Learning (EL)

Experiential Learning (EL) is a way of teaching and learning that immerses students in real life
situations that helps them learn content, develop skills, apply knowledge to real world problems,
make connections, and create relationships. Experiential learning crosses all disciplines and can
be implemented in such ways as internships, co-op experiences, field courses, travel and study
abroad, undergraduate research, clinicals, service learning, community-based projects, and other
methods. All experiential learning courses must include application of content to real world
situations, use of critical thinking skills to make informed decisions, and reflection on their
learning and experience.
How does this proposal address the Guiding Principles?
1. Provide the best possible educational solution for our students that will prepare them for their
next steps in life (transfer or career pursuits) and for lifelong learning.
In a recent survey, the majority of employers valued the ability of potential employees to
apply learning in real world situations. However, they felt that most students lacked that ability.
Additionally, 73% of those surveyed think that requiring college students to complete a
significant applied learning project before graduation would improve the quality of their
preparation for careers. (Hart Research Associates 2015)
Research on the introduction of an Experiential Learning requirement shows increases in
student learning outcomes including writing clearly and effectively, contributing to the welfare of
communities, desire to attend the same institution, synthesis an application of knowledge,
overall better educational experience, working effectively with others, and having better
relationships with faculty and other students (Coker et al. 2016). Students found many benefits
of Experiential Learning including improving worldview (93% of students), career development
(87%), and academic learning (87%) (Coker and Porter 2016). While participating in experiential
learning is beneficial for students, it is best not to be prescriptive and to allow students to choose
the type of experience that would work best for them (Coker and Porter 2015).
The particular choice of experiential learning would be flexible and suited to help students
apply their knowledge and skills to a real-world problem in their particular area of interest.
Experiential learning includes High-Impact Practices (NLC for LEAP 2007; Kuh 2008; Kuh and
ODonnell 2013) such as undergraduate research which are known to increase retention and
completion rates. Since community colleges struggle with retention and completion rates,
General Education designations that address retention and completion can be the beneficial to
students (National Academies of Sciences 2015; PCAST 2012; NRC 2012). In addition, some
college courses are consistently difficult for many students (i.e. Math 1050 and science courses)
and these can serve as barriers to student completion and retention (NRC, 2012). An EL
designation is likely to increase the teaching of high-impact practices and thus increase retention
and completion rates and aid in achieving the goals in SLCCs Strategic Plan.
2. Keep it simple.
a. Gen Ed categories should be intuitive and rational and not cause an undue burden for
students (especially one that outweighs the benefit received).
Students will build skills that will benefit them in their future studies and in the workforce.
Real world experiential experiences will be a benefit to the students. The course offerings will be
available in a variety of subjects and in a variety of modes allowing students to tailor their choice
of courses to their educational and career plans.
b. Student decision-making should be easy.
This designation could be completed in a traditional curricular format (see attached course
list), but also by experiential learning activities that students are already completing and
receiving credit for, such as student leadership and internships.
c. Have a clear set of criteria for the category with a specific educational goal in mind.
This proposal aims to help students build skills they will need in their professional lives in
further education or in the workforce. With Experiential Learning they will apply knowledge to
real world situations integrating the college wide learning outcomes, particularly communication,
critical and creative thinking, and civic engagement.

3. Provide a format that ensures maximum integration of learning across required designations.
a. Build on HIPs such as ePortfolio (reflection), 1st year experience, learning communities,
common intellectual experiences, etc.
Experiential learning would be large step forward in integrating High Impact Practices
including collaborative assignments and projects, undergraduate research, service or community
based learning, and internships. Depending on the subject matter or course goals, faculty can
focus on these or other HIPs in their course development and integration.
4. Have minimal impact on department/division enrollment and budgets.
One of the goals of this designation is to not preference one department, program, or
school above another. This designation preserves as many existing Gen Ed courses as possible,
but also allow the possibility of other existing courses to become general education courses,
which would be a benefit to the students.
a. Encourage faculty to consider re-classification of some courses into one of the new, or existing
Gen Ed categories.
With this designation most of the courses currently designated as ID or IN could likely find
a new home in the within Experiential Learning or within another already used designation (see
attached list). Some could likely move to the new designations with no changes. Others may
require some amount of redesign in order to meeting the learning outcomes of the new
designation.
b. This includes addressing the ID/IN problem in a way that is clearly defined.
This proposal would eliminate ID and IN and create a new designation that has clearly
defined learning outcomes, criteria, and pedagogy (High Impact Practices). Some current ID and
IN designated courses would likely fit into these new categories with no changes, while others
might require some redesign to fit the new or other existing designations.
References
Coker, J.S., Heiser, E., Taylor, L., Book, C. (2016). Impacts of experiential learning depth and
breadth on student outcomes. Journal of Experiential Education. In press.
Coker, J.S. and Porter, D. (2016). Student motivations and perceptions across and within five
forms of experiential learning. Journal of General Education. In press.
Coker, J.S. and Porter, D. (2015). Maximizing experiential learning for student success.
Change: The Magazine of Higher Learning 47: 66-72.
Hart Research Associates (2015) Falling Short? College Learning and Career Success.
American Association for Colleges and Universities (AAC&U). Retrieved May 31, 2016, from
http://www.aacu.org/leap/public-opinion-research/2015-survey-results
Kuh, G.D. (2008). High-Impact Educational Practices: What They Are, Who Has Access to
Them, and Why They Matter. American Association for Collegest and Universities (AAC&U).
Retrieved October 26, 2016, from https://secure.aacu.org/store/detail.aspx?id=E-HIGHIMP
Kuh, G.D. and ODonnell K. (2013). Ensuring Quality & Taking High-Impact Practices to Scale.
American Association for Colleges and Universities (AAC&U). Retrieved October 26 from
https://www.aacu.org/publications-research/publications/ensuring-quality-taking-high-impactpractices-scale
National Academies of Sciences (2015) Integrating Discovery-Based Research into the
Undergraduate Curriculum: Report of a Convocation. Washington, DC: National Academies
Press. Retrieved May 31, 2016, from http://www.nap.edu/catalog/21851/integrating-discoverybased-research-into-the-undergraduate-curriculum-report-of
National Leadership Council for Liberal Education and Americas Promise (LEAP) (2007)
College Learning for the New Global Century. American Association for Colleges and
Universities (AAC&U). Retrieved October 26, 2016 from
https://www.aacu.org/sites/default/files/files/LEAP/GlobalCentury_final.pdf
National Research Council, Community Colleges in the Evolving STEM Education Landscape:
Summary of a Summit. 2012: The National Academies. Retrieved May 31, 2016, from

http://www.nap.edu/catalog/13399/community-colleges-in-the-evolving-stem-educationlandscape-summary-of
President's Council of Advisors on Science and Technology (PCAST) (2012) Engage to Excel:
Producing One Million Additonal College Graduates with Degrees in Science, Technology,
Engineering, and Mathmatics. p. 130. Retreived May 31, 2016 from
https://www.whitehouse.gov/administration/eop/ostp/pcast/docsreports

Possible Courses (that are currently designated IN or ID)

IN or ID Courses that might fit the Experiential Learning (EL) designation include. Courses in
italics are likely already incorporating Experiential Learning. Courses not italicized might require
some redesign to fit designation criteria OR some courses may prefer to redesign to fit in one of
the distribution areas rather than EL.
ANTH 2530 - Historical Archaeology (ID)
BMAN 1130 - Bioengineering in Society (ID)
BMAN 1110 - Intro to Biomanufacturing (ID)
BUS 1010 - Introduction to Business (IN,HR)
BUS 1040 - Ethics at Work (ID) (SL)
BUS 1050 - Foundations of Business (ID)
BUS 2200 - Bus. Communications (CM,IN) (SL)
COMM 1010 - Elements of Eff. Comm (CM,IN)
COMM 1020 - Prin/Public Speaking (CM,IN)
COMM 1270 - Analysis of Argument (IN)
COMM 1500 - Intro to Mass Comm (ID)
COMM 1560 - Radio Performance & Production (ID)
COMM 2110 - Interpersonal Comm (ID,HR)
COMM 2150 - Intercultural Commun. (ID,DV) (SL)
COMM 2500 - Elemt/Issues-Digital Media(ID)
CSIS 1070 - Living in a Digital World (ID)
CSIS 1430 - Internet & XHTML Fundamentals (ID)
EDU 1020 - Essentials College Study (ID)
ENGR 1600 - Engineering the Guitar (ID)
FIN 1050 - Personal Finance (ID)
GEOG 1300 - Regional Geography (ID)
GEOG 1400 - Human Geography (ID)
GEOG 1800 - Mapping Our World (ID)
GEOG 2200 - Urban/Environ. Issues (ID)
HLTH 1050 - Life, Society and Drugs (ID)
HLTH 1110 - Social Health & Div. (ID,DV) (SL)
HLTH 1500 - Lifetime Wellness/Fitness (ID)
HS 2050 - Cultural, Legal, And Ethical Issues For The Health Sciences(ID, DV)
INTL 2980 - Travel Study (ID)
INTL 2990 - Study Abroad (ID) (SL)
LE 1310 - Mind, Mach., Consciousness(ID)
LE 1350 - Values and Self-Image (ID)
MKTG 1050 - Consumerism (ID)
MUSC 1500 - Music and Technology (ID)
PHIL 1120 - Ethics and Moral Problems (ID)
PHIL 1250 - Resn. & Rat`l Decsn-Makng (IN)
SOC 1020 - Social Problems (ID) (SL)
SOC 2400 Intermountain West & People(ID)
TECH 1010 - Technology and the Future (ID)
TECH 1030 - Complex Devices Simp. (IN)