Scholarlink

<p>The benefits of experiential teaching and learning are discussed as evidenced from empirical research. The author proposes that this valuable dynamic of college/university teaching has been steadily decreasing, especially after the COVID-19 pandemic and an increased prevalence of Zoom lectures. More relevant for readers interested in enhancing experiential learning for higher education is the description of a successful long-term research class that has involved university students in applied behavioral science (ABS) research for the benefit of human welfare—from improving vehicle safety to increasing interpersonal expressions of gratitude. The factors that enabled the remarkable success of this experiential teaching/learning research course for 50 to 70 undergraduate students every academic semester since 1987 include: (a) conducting behavioral observations and interventions in the community, (b) targeting behaviors related to human welfare, (c) providing opportunities for students to choose the behavior(s) to target and the behavior-improvement intervention(s) to test, (d) ongoing university support, (e) a grading system that motivated relevant behavioral engagement, and (f) a few diligent undergraduate students to manage and support the process—from developing and presenting weekly project-development and training sessions to meeting regularly with the undergraduate student leaders of various ABS research projects.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Experiential Teaching and Learning: Reflections on an invaluable but declining dynamic of higher education

  • 期刊论文

  • 发表日期：

    2026年2月8日

查看全文
  • E. Scott Geller

摘要

The benefits of experiential teaching and learning are discussed as evidenced from empirical research. The author proposes that this valuable dynamic of college/university teaching has been steadily decreasing, especially after the COVID-19 pandemic and an increased prevalence of Zoom lectures. More relevant for readers interested in enhancing experiential learning for higher education is the description of a successful long-term research class that has involved university students in applied behavioral science (ABS) research for the benefit of human welfare—from improving vehicle safety to increasing interpersonal expressions of gratitude. The factors that enabled the remarkable success of this experiential teaching/learning research course for 50 to 70 undergraduate students every academic semester since 1987 include: (a) conducting behavioral observations and interventions in the community, (b) targeting behaviors related to human welfare, (c) providing opportunities for students to choose the behavior(s) to target and the behavior-improvement intervention(s) to test, (d) ongoing university support, (e) a grading system that motivated relevant behavioral engagement, and (f) a few diligent undergraduate students to manage and support the process—from developing and presenting weekly project-development and training sessions to meeting regularly with the undergraduate student leaders of various ABS research projects.