Experiential learning in STEM education: review of interesting practices

This paper is an interim report into current practice in experiential learning in Higher Education with a primary focus on STEM courses funded by a QAA Collaborative Enhancement project grant. The methodology was mixed method with a combination of document analysis, a large-scale survey of QAA linked institutions, and focus. This paper looks at the key emergent themes – a fuller discussion of the research and a toolkit for effective use of experiential learning will follow as an output of the project. Key themes which have been identified are:

APL processes tend to focus on prior academic learning rather than experiential. The exception being English Degree Apprenticeships.
Experiential learning’ includes a wide range of activities which “bring the workplace into the classroom, or the classroom into the workplace” (focus group attendee 15).

Key benefits include: improved employability, improved experience and engagement with studies, deeper understanding and better grades and increased maturity for students and more industry contact, course relevance, and enriched professional experience for staff. There is also a recognised marketing boost for institutions.

Challenges to implementation include: existing university structures and processes, staff reluctance to become involved, lack of planning and structure, engagement of industrial partners.

Supporting factors include: Strong industry links, supportive University structures and processes, a clear rationale, purpose and pedagogy, a focus on reflection, staff motivation, student engagement.