Tagging Experiential Learning Classes

Experiential learning is the first component of an undergraduate student’s journey through Immersion Vanderbilt. Through experiential learning, the student will learn to make meaning by direct engagement in a “real world” context and then by critical reflection on their learning. Vanderbilt undergraduates may pursue experiential learning opportunities independently with an experience mentor, through their co-curricular involvements, or through their academic coursework.

Experiential Learning in the Classroom

Experiential learning classes provide students with opportunities for self-directed, “real world” experience and guide them through regular critical reflection. Students should be able to articulate and reflect on the learning processes and their growth, personal as well as academic. The class is student centered and the student learns by doing and reflecting. If this sounds like your class, please consider tagging it in YES. Classes that include direct or indirect community or civic engagement; a practicum, student-directed lab work, internship or fieldwork, methodological training for research or production, or study abroad are examples of classes that might request tagging.

For more information about tagging your experiential learning class, contact Dr. Amy M. Johnson, Assistant Provost for Experiential Education and Undergraduate Affairs. If you are interested in learning more about experiential learning, contact Dr. Joe Bandy in the Center for Teaching and Learning.

Information for Instructors

If you would like to have your class tagged as an experiential learning class, please indicate on the Experiential Learning Tag Submission Form which of the two or more effective experiential learning practices you employ.

Experiential Learning Tag Submission Form

Students are actively engaged in concrete, hands-on experiences that they find meaningful and relevant.
Learning activities are student-directed; the faculty acts as a facilitator to student learning. Students develop questions, devise experiments, and revise their opinions based on their findings.
The content, skills, and product(s) from the class have real-world applicability or relevance and the activities allow the students to make connections between their learning and the world. For example, interviewing stakeholders, conducting field work, or designing a lesson.
Activities and assignments purposefully build on students’ previous knowledge, backgrounds, and experiences.
Students are required to take initiative, make decisions, and are held responsible for the outcome of their choices. For example, students might set their own due dates or co-design rubrics, select the topic of study or methodology employed, or be expected to revise their work multiple times.
There are opportunities for student reflection on the content and learning process to foster meaning-making and integration. Reflection can take many forms from weekly minute-writing sessions to group or paired discussions, journaling, portfolios, etc. These activities may be graded or ungraded.
Student self-evaluation of their academic and personal growth is promoted and valued.
Students co-create learning objectives and goals with the instructor.