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Integrating Experiential Learning into Course Curricula through Faculty Professional Development: A Case Study

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Title: Integrating Experiential Learning into Course Curricula through Faculty Professional Development: A Case Study
Language: English
Authors: Joseph Fees, Erin Perchiniak, Alexa B. Silver
Source: Experiential Learning and Teaching in Higher Education. 2026 9(1):6-23.
Availability: California State University. 401 Golden Shore, Long Beach, CA 90802. Tel: 301-243-3307; Web site: https://journals.calstate.edu/elthe/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Case Studies, Faculty Development, Experiential Learning, Curriculum Development, Instructional Design, Summer Programs, Curriculum Implementation, Reflection, College Faculty, Learning Processes
Geographic Terms: Delaware
ISSN: 2474-3429
Abstract: Experiential learning has benefits for students as they develop skills for the real world and gain cognizance of the learning process. While experiential learning has significant value for students, faculty often do not have the time to design new activities related to experiential learning. Can faculty professional development, focused on experiential learning, increase the use of these theories and related activities in individual courses? The research reported here focused on summer‑long faculty training to give faculty a better background in experiential learning and designing new classroom activities. Two post‑training, mixed methods, open‑ended, and multiple‑choice survey questionnaires were distributed, one after the training and one at the end of the academic year, to the training participants. The survey responses were uniformly positive, and most faculty implemented new experiential learning projects. Focused training on experiential learning can improve faculty understanding of the experiential learning process and increase their use of these elements in the classroom. Designing experiential learning training for faculty can increase the impact of experiential learning at a university. This training can serve as a model for other institutions to implement and expand.
Abstractor: As Provided
Entry Date: 2026
Access URL: https://journals.calstate.edu/elthe/article/view/3785
Accession Number: EJ1499759
Database: ERIC
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  Data: California State University. 401 Golden Shore, Long Beach, CA 90802. Tel: 301-243-3307; Web site: https://journals.calstate.edu/elthe/
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  Data: Experiential learning has benefits for students as they develop skills for the real world and gain cognizance of the learning process. While experiential learning has significant value for students, faculty often do not have the time to design new activities related to experiential learning. Can faculty professional development, focused on experiential learning, increase the use of these theories and related activities in individual courses? The research reported here focused on summer‑long faculty training to give faculty a better background in experiential learning and designing new classroom activities. Two post‑training, mixed methods, open‑ended, and multiple‑choice survey questionnaires were distributed, one after the training and one at the end of the academic year, to the training participants. The survey responses were uniformly positive, and most faculty implemented new experiential learning projects. Focused training on experiential learning can improve faculty understanding of the experiential learning process and increase their use of these elements in the classroom. Designing experiential learning training for faculty can increase the impact of experiential learning at a university. This training can serve as a model for other institutions to implement and expand.
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      – Text: English
    PhysicalDescription:
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        PageCount: 18
        StartPage: 6
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      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Faculty Development
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      – SubjectFull: Experiential Learning
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      – SubjectFull: Curriculum Development
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      – SubjectFull: Instructional Design
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      – SubjectFull: Summer Programs
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      – SubjectFull: Curriculum Implementation
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      – SubjectFull: Reflection
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      – SubjectFull: College Faculty
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      – SubjectFull: Learning Processes
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      – SubjectFull: Delaware
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      – TitleFull: Integrating Experiential Learning into Course Curricula through Faculty Professional Development: A Case Study
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