IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

As universities navigate an era of change that sees shifting student demographics, the aftermath of a pandemic, and growing calls to widen participation in meaningful learning, questions of access and equity have moved to the centre of pedagogical debates. Experiential Learning (EL) sits at the heart of this tension. Research demonstrates that EL enhances student engagement, career readiness, civic consciousness and professional and interpersonal skills (Cutherbert et al. 2012; Duchatelet et al. 2024; Eyler 2009; Kuh 2008; Lopatto et al. 2020; McRae 2015). However, there are also many barriers in post-secondary institutions (time commitments, financial resources, and scheduling flexibility) that make immersive EL like co-op, internships, practicums, and field work inaccessible to some students (Finley and McNair 2013; Hora et al. 2019; Stowe et al. 2022b; Wolfgram et al. 2020). Universities must explore different ways to offer EL for all students to access the benefits that come from these opportunities. Researchers at the University of Calgary have proposed that many of these barriers can be alleviated through Small EL — EL that happens in the curricular space, with existing course structures and resources. Small EL is intentionally narrow in scope, concentrating on a particular aspect of a subject, experience, or skill set that can be integrated into regular instruction. This presentation defines and explores Small EL, profiling two examples from the University of Calgary that have increased access to EL for students on a smaller scale, while still delivering the engagement, skill development, and professional readiness characteristic of more immersive experiential learning models.