As students begin post-secondary studies this fall, many of them may wonder if the concepts and knowledge they are studying are applicable in whichever occupation they wish to enter. The University of Saskatchewan answers that concern by providing students a chance to apply certain classroom skills or knowledge in their field via experiential learning.

Experiential learning at the U of S focuses on combining direct experience with focused reflection. It is the capacity to tie what goes on in the classroom with what goes on outside, either in a community or a professional environment. The hope is that students will reflect on the direct experience and how it relates to what they learn about in lectures. In this sense, it acts as a complement to the lecture system.

Patti McDougall, vice provost teaching and learning, has played a leading role in promoting experiential learning at the U of S and notes that in educational literature, experiential learning is referred to as a “high impact practice.”

“Experiential learning is tied to increases in knowledge and skills, but also an opportunity for people to clarify their values and an opportunity to apply prior learning,” McDougall said.

McDougall describes five categories of experiential learning available to U of S students. The first, undergraduate research, emphasizes using methods of the discipline to solve problems and answer questions. The second, studying abroad, involves the student studying in a new environment, adding to their knowledge and experience.

The third, field-based activities, offers students an opportunity to gain experience in their field outside the classroom. The fourth involves internships, practicums and co-ops where students tend to be in a professional environment practicing their skills and connecting it back to the classroom.

The fifth opportunity involves community-engaged or community-based learning.

“A great example of that is service learning,” McDougall said, referring to an example of psychology or sociology students working at a non-profit organization. Students can then understand sociological concepts from the classroom through their interaction in the field and reflect on this understanding when they return to the classroom.

Chelsea Willness, assistant professor at Edwards School of Business, agrees that when students are eager to practice the skills they learn in the classroom, experiential learning presents them with a unique opportunity.

“In my experience, students do enjoy experiential learning and active practice, getting outside the classroom when possible and learning by doing. Often, after they graduate, they tell me that the experience really helped them in their job search and also in their careers,” Willness said.

According to Willness, the university has put more emphasis on experiential learning in some of its programs and offers support for instructors who are interested in including it. 

In the Third Integrated Plan for 2012-16, which describes university-wide strategies to advance academic priorities, the U of S set a goal of increasing current student involvement and opportunities to participate in experiential learning by 20 per cent.

Indeed, there are already 150-200 courses offered at the U of S, if not more, with an experiential learning component. All students have to do is know where to look for them when they register.

“As you’re looking to register for a course, if you look to the last column under attributes, if the course has an experiential learning element, it will show up as such,” McDougall said.

Furthermore, the university wants to promote experiential learning via a better website presence, not only for students interested in taking such a course but also for faculty who want an experiential learning component in their classrooms.

The faculty have been very supportive of the initiative, McDougall insists, pointing out that professors who want an experiential learning component in the class are very committed to making sure that it is worthwhile for the students.

“Make no mistake, these things take work. When you find a faculty member who’s doing this, they’ve made a commitment to doing this,” McDougall said.

As the website presence develops, McDougall encourages students to check out the video testimonials of others who have already experienced the benefits of learning beyond the lecture.

“It’s a great testament to why students value this opportunity and in turn, why the university wants to do more of it.”

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Liam Fitz-Gerald

Graphic: Jeremy Britz/Graphics Editor