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Framework: Cycle of Experiential Learning

Experiential Learning is accomplished by learning through experience (Kolb, 1984). While learning may naturally occur through any given experience, not every experience produces experiential learning. At BYU, four pillars distinguish experiential learning from ordinary or chance experience:

Framework
The BYU framework for Experiential Learning provides definitions of terms, experience types, expense categories, and integration of high impact practices.

  • Enables common points of reporting.
  • Aligns types of experience for benchmarking and best practices across campus and other institutions.
  • Provides indicators of quality for these experiences. Informs student awareness and access to these experiences.
  • Informs student awareness and access to these experiences.

Definition of Terms

  1. Intention: Learning outcomes are outlines. The learning outcomes may describe the knowledge, skills, or abilities the learners should have after successfully completing the experience. Measurement of learning outcomes is established.
  2. Integration: Avenues to apply learning are identified. Application of emerging knowledge, skills, or abilities are fostered.
  3. Reflection: Learners engages in purposeful reflection. learners consider what they have learned (what), ascertain meaning (so what), and how their learning can be used in future career or life plans (now what).
  4. Inspiration: Inspiring Learning is "Learning that leads to inspiration or revelation" (Worthen, 2016). Learners are invited to actively engage the inspiration of the Holy Spirit in the realm of inquiry they may be involved (see Moroni 10:5)

BYU recognizes six broad categories of experiential learning opportunities outside the classroom (experience types), along with high impact practices, which lead to inspiring learning.