Adapting Experiential Learning in Times of Uncertainty: Challenges, Strategies, and Recommendations Moving Forward

Authors

  • Eileen O'Connor School of Human Kinetics, Faculty of Health Sciences, University of Ottawa
  • Emily Marcogliese School of Nursing, University of Ottawa
  • Hanan Anis Faculty of Engineering, University of Ottawa
  • Gaelle Faye Office of the Special Advisor on Anti-Racism and Inclusive Excellence, uOttawa
  • Alison Flynn Faculty of Science, University of Ottawa https://orcid.org/0000-0002-9240-1287
  • Ellis Hayman Faculty of Education, University of Ottawa
  • Jamel Stambouli Elisabeth Bruyère School of Social Innovation, Saint Paul University

DOI:

https://doi.org/10.15402/esj.v8i4.70793

Keywords:

experiential learning, higher education, COVID-19, community engagement

Abstract

Experiential learning offers students the opportunity to gain practical experience with a community or industry partner in their field of study. During the Covid-19 pandemic, many workplaces transitioned from in-person to at-home work environments, and those that did not, often reduced or removed access for non-essential personnel. In this report from the field, multiple viewpoints are shared that emerged from an interdisciplinary panel on experiential learning in the June 2022 Spotlight Series hosted by Teaching and Learning Support Services at the University of Ottawa. These voices “from the field” shed light on the impact of uncertain times on experiential learning and, collectively, focus on identifying challenges, implementing strategies and good practices, and sharing recommendations moving forward. 

Author Biographies

Eileen O'Connor, School of Human Kinetics, Faculty of Health Sciences, University of Ottawa

(corresponding author) is an Associate Professor in the School of Human Kinetics, Faculty of Health Sciences, University of Ottawa and TLSS Chair in University Teaching (Experiential Learning) from 2018-2022. Email: eoconnor@uottawa.ca 

Emily Marcogliese, School of Nursing, University of Ottawa

is a PhD candidate in the School of Nursing at the University of Ottawa. Her PhD work focuses on the moral experiences of undergraduate nursing students during clinical placements. Emily’s research interests include topics related to nursing ethics and education as well as qualitative and systematic review methodologies. 

Hanan Anis, Faculty of Engineering, University of Ottawa

is a Full Professor, NSERC Chair in Entrepreneurial Engineering Design, and Faculty Coordinator in Entrepreneurship and Innovation, Faculty of Engineering. University of Ottawa. 

Gaelle Faye, Office of the Special Advisor on Anti-Racism and Inclusive Excellence, uOttawa

is a proud alumna of the Telfer School of Management and will complete an MA in Conflict Studies, April 2023. Being of African origin, trilingual, and having lived on three continents, Gaëlle is passionate to foster cultural diversity and is Special Projects Officer, Anti-racism and Inclusive Excellence Unit, uOttawa. 

Alison Flynn, Faculty of Science, University of Ottawa

is a 3M National Teaching Fellow, Associate Vice-Provost–Academic Affairs and Full Professor in the Department of Chemistry and Biomolecular Sciences, University of Ottawa. 

Ellis Hayman, Faculty of Education, University of Ottawa

is Coordinator at the Practicum Office – Teacher Education Faculty of Education, University of Ottawa. 

Jamel Stambouli, Elisabeth Bruyère School of Social Innovation, Saint Paul University

is an Associate Professor and Director of the Élisabeth Bruyere School of Social Innovation at Saint Paul University, Ottawa. 

References

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Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

Krendl, A. C. (2021). Changes in stress predict worse mental health outcomes for college students than does loneliness; evidence from the COVID-19 pandemic. Journal of American College of Health, 1(1), 40–43. https://doi:10.1080/07448481.2021.1887198

Leite, S. N., Rover, M. R. M., Soares, L., & Matheus, F. C. (2020). Losses and gains in experiential education in a university pharmacy in Brazil: Lessons from a pandemic: Innovation in experiential learning or assessment. Pharmacy Education, 20(2), 39–40.

Morris, T. H. (2020). Experiential learning – a systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064–1077.

O’Connor, E., Cianciotta, J., & Crete, D. (2021). Exploring student satisfaction of experiential learning in structured, non-renumerated placements. New Directions for Teaching and Learning, 2021(167), 23–32.

Downloads

Published

2023-04-14

How to Cite

O’Connor, E., Marcogliese, E., Anis, H., Faye, G. ., Flynn, A., Hayman, E., & Stambouli, J. (2023). Adapting Experiential Learning in Times of Uncertainty: Challenges, Strategies, and Recommendations Moving Forward. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 8(4), 49–56. https://doi.org/10.15402/esj.v8i4.70793

Issue

Vol. 8 No. 4 (2022): Fall 2022

Section

Reports from the Field

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