Participating in experiential learning is a vital “Big Six” experience because it bridges the gap between academic theory and professional practice, allowing students to apply what they are learning in the classroom to real-world settings. This practical application significantly boosts students’ confidence and preparedness for the job market, making them more likely to secure full-time employment upon graduation. Furthermore, the impact is long-lasting: graduates who complete an internship that utilizes their skills are roughly 1.5 times more likely to thrive in their overall well-being and twice as likely to be engaged in their future careers compared to those who do not.
This section focuses on ways faculty can support applied learning, whether through co-ops and traditional internships, sponsored courses and capstone courses, and community-based service learning. Each approach is student-centered and emphasizes putting academic knowledge into practice. To learn more about experiential learning from a research-based framework, the place to start is “Experiential Learning: Experience as the Source of Learning and Development,” written by David Kolb, who is considered to be the father of experiential learning.
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Work-Integrated Learning (Co-ops & Internships) Primary focus: Employment Key Feature: Paid, full-time, integrated into the academic calendar |
These are structured work experiences that allow students to apply classroom knowledge in professional settings, often resulting in higher starting salaries and job offers. Examples:
Recent Research and News
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Experiential & Performance-Based Courses Primary focus: Hands-On Learning Key Feature: Practical application in fields like nursing, education, and the arts |
These courses bridge the gap between theory and practice by emphasizing “learning by doing” through external evaluations and public demonstrations. Examples:
Service Learning: Partnerships with civic organizations where students share their skills with the larger community (e.g., K-12 arts outreach). |
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Culminating & Preparatory “Practicums” Primary focus: Synthesis Key Feature: Final project requiring integration of all previous coursework |
These courses are typically final experiences or the essential bridges required before entering a professional field. Examples:
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Sponsored & Career-Specific Pathways Primary focus: Readiness Key Feature: Focused on observation and foundational skill-building (e.g., labs) |
Programs are designed in collaboration with industry to meet specific professional requirements. Examples:
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Effective Practices for Building Long-Term Strategic University-Industry Partnerships University of Minnesota’s 6 Steps for Developing Successful and Sustainable Industry Partnerships – includes short videos from UM’s Corporate Engagement Center explaining key points related to forming Industry Partnerships White Paper on “Principles and Guidelines for Large-Scale Collaborations between the University and Industry, Government, and Foundations” from UC Berkeley, examining a wide range of possible issues that may arise in future University-industry partnerships |
Contributors
Harly Ramsey, University of Southern California
Jennifer Amox, Midwestern State University
Lee Walmsley, University of Kentucky
Edward Latorre, University of Florida
