Running head: PHILOSOPHY OF EXPERIENTIAL LEARNING STATEMENT

Philosophy of Experiential Learning Statement Sally Blechschmidt Loyola University Chicago

PHILOSPHY OF EXPERIENTIAL LEARNING STATEMENT As I complete the course Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education, one thought framed the semester: experiential learning in its ideal

form should spark excitement for additional development. I believe that one high-impact activity of quality will ignite a students passion to continue to learn and grow throughout their collegiate career. When this first flare of passion occurs, the process has begun. This is not only a process for students, but it is also a process for me. As I continue down my path toward a career in higher education, I recognize that I reached this point because of my own experiential learning experiences. I was drawn to work with others, initially in a therapeutic setting, but my path changed because of my internship experiences. I knew I needed to move toward higher education, but the dissonance had to become strong enough for me to make a change. I recognize the difficulty during these tension-filled times, but I also appreciate the opportunity for growth. In order for these experiences to be meaningful, they must be a quality experience. I believe that learning can occur when bad experiences happen, but I also believe that for students well-being and development, higher education professionals should design and implement the best practices possible. As described by Kolb, experiential learning experiences should contribute to students holistic development: cognitive, social, psychosocial, professional, and civic. Although this work can be complex in nature, higher educational professionals should strive to build high-impact practices which address or relate to these forms of development. However, ethically and morally, the field of higher education still has room for growth. One glaring area of improvement is to increase the number of students participating in experiential learning, especially underrepresented students. Research indicates that students benefit from these high-impact practices, but the numbers continue to lag. If higher education

PHILOSPHY OF EXPERIENTIAL LEARNING STATEMENT

institutions are to meet the goals put forth by the Obama administration, colleges and universities must capitalize on experiential learning. Although this statement may sound business-centered, I find no harm identifying how to be more effective and efficient in promoting experiential learning. I do not intend to take the substance out of these activities. On the contrary, I believe that the usage of experiential learning as a focus in higher education will invigorate students, faculty, and staff, which will contribute to the educational mission of each university. Additionally, these activities could also promote improvement in the research and service components of their mission statements. Perhaps idealistic, but I believe that if all students participate in high-impact experiences, colleges and universities will create more engaged and prepared students. They will have opportunities to work with diverse others; they will interact more closely with their communities; they will build mentoring relationships with faculty researchers; and, they will bring closure to their undergraduate careers. As someone beginning her career in higher education, I cannot imagine more fulfilling and educative experiences. Students will move forward with a clearer understanding of their purpose, and the world outside of higher education will be eager to work with this globally prepared population. Without a doubt, I look forward to assisting future students navigate this process and observing them develop and grow as a result.