Featured Books
Moore, S., & Hudson, T. (2022). Amplifying activities for great experiential learning: 37 practical and proven strategies. Taylor & Francis. Summary: This book provides proven practical strategies and approaches to run existing learning activities in new and more effective ways, and shows how teachers and trainers can guide and maximize the learning and development that their activity provides by using distinct and deliberate strategies.
Smith, D., Frey, N., Pumpian, I., & Fisher, D. (2017). Building equity: Policies and practices to empower all learners. ASCD Summary: Building Equity, introduces the School Equity Taxonomy, a new model to clarify the structural and interpersonal components of an equitable and excellent schooling experience, and the School Equity Audit, a survey-based tool to help school and teacher leaders uncover equity-related issues and organize their efforts to better address physical integration, social-emotional engagement, opportunity to learn, instructional excellence, and engaged and
inspired learners.
Books Available through IUP Libraries
Aaron, A. et al., 2020. The Synergistic classroom : Interdisciplinary teaching in the small college
setting, Rutgers University Press. Summary: The Synergistic Classroom addresses the many ways faculty can leverage their institutions' small size and openness to pedagogical experimentation to overcome the challenges of limited institutional resources and enrollment
concerns and better prepare students for life and work in the twenty-first century, including the use of experiential learning. Taken together, the contributions in this volume invite reflection on a variety of important issues that attend the work of small college faculty committed to expanding student learning across disciplinary boundaries.
Journal Articles
Estepp, C., Roberts, T., & Carter, H. (2012). An experiential learning model of faculty development to improve teaching. NACTA Journal, 56(1), 79-86. Summary: This article proposes an experiential learning model of faculty development, which
consists of three stages, including planning, delivery, and evaluation. The model utilizes field
experiences, reflection, and peer observation to help college instructors learn how to implement and use various instructional methods.
Mantai, L., & Huber, E. (2021). Networked teaching: Overcoming the barriers to teaching experiential learning in large classes. Journal of Management Education, 45(5), 715-738.
Summary: As student enrolments grow and student diversity increases in many areas of higher education, faculty face challenges to support and ensure individual student learning and development. At the same time, active and experiential approaches to learning are recognized for their potential to develop autonomy and critical thinking, among other valuable
skills. However, such approaches are challenging to implement at scale and alter the educator’s role from a directive one to a more facilitating role. This article reports on a questionnaire with 66 business academics at a large Australian metropolitan university that examined teaching experiences at scale and identified perceived barriers and enablers of experiential learning in large classes. Academics reported their lived experiences of teaching at scale and revealed the
need to recognize teaching practice as a highly networked and distributed activity. In experiential learning, and particularly in large classes, the locus of control for learning shifts to the student, leading to feelings of disorientation and disempowerment. We make several recommendations for teaching development, faculty, and future research.
Redcross, N. (2015). The Campus-wide presentation: An experiential approach to increasing student learning, growth and marketability. Journal of College Teaching and Learning, 12(2), 75-86. Summary: This article describes a service learning project implemented jointly by undergraduate and high school students during summer. The service learning project was designed through a Summer Research Institute hosted at a Midwestern University; the institute encouraged faculty to recruit undergraduate students who would partner with area high school students to conduct a community-based research project in their field of interest. The article describes the partnership between students, as well as the experiential learning that occurred during: research topic identification, literature analysis, planning and implementing a mixed-methodology community-based research project, and during the qualitative and quantitative data analysis, by students. Using a mosaic theory, the students inferred relationships
between three apparently unrelated spheres of their research: challenges faced by youth in the community, financial health of social services for youth, and corporate philanthropy for youth services. Recommendations for designing creative academic, experiential and service learning projects are offered for all educators.
Jeffrey Perrin. (2014). Features of engaging and empowering experiential learning programs for college students. Journal of University Teaching & Learning Practice, 11(2).
Summary: This article describes a service learning project implemented jointly by undergraduate and high school students to conduct a community-based research project in their field of interest. The article describes the partnership between students, as well as the experiential learning that occurred. Recommendations for designing creative academic, experiential and service
learning projects are offered for all educators.
