Experiential learning programs are ubiquitous in post-secondary education. Formalized in the mid-20th century, experiential learning is defined by the Association for Experiential Education as a teaching philosophy that engages learners in direct experience and focused reflection.
My research has looked at the changing ways that universities and others have spoken about the purposes of experiential learning in Canada. I have noted that, over the past decade or so, there has been a movement from community service-learning, and community-based research, to a newer and overarching term of “work-integrated learning.” This suggests the purposes of experiential learning have been reconfigured. The shift in the language from “community” to “work” has not been accidental.
