Experiential Learning

Abstract

Abstract Building on early works by John Dewey, Paulo Freire, and David A. Kolb, this chapter discusses the objectives of and challenges and opportunities in adopting various forms of experiential learning in our international studies curricula. With specific attention paid to study abroad, internships, and service-learning options, experiential learning differs from “traditional” modes of knowledge acquisition as it requires students and teachers to place themselves in potentially unfamiliar places (literally or theoretically) and become active participants in the co-creation of knowledge. Faculty become facilitators, helping students reflect on the learning process. Adopting such practices does require personal and pedagogical risk for all involved, but the potential rewards, especially in the long term, can be invaluable and benefit all co-learners: faculty, students, local partners, co-facilitators, and communities alike.