Learning by Experience

I am reminded tonight of the vast Jesuit network of schools as I completed JebNet faculty survey. What was most interesting to me was the subject of the survey—experiential learning. Specifically, the survey queried respondents on their use and understanding of experiential learning methods in their classes. This is a subject especially dear to me as I think learning activities that engage students in actually doing the target skills is not only Jesuit but most effective.

Fortunately, there are lots of opportunities here at Rockhurst in the Helzberg School for hands-on learning that isn’t simply listening to the instructor or doing exercises out of the textbook. First, I have a colleague this semester using creative simulation for the senior capstone. It is not a computer simulation, but an activity that stretches students to develop strategies, work in teams, and present interpretations.

In fact, in the School of Management some other courses typically use simulations that force students act the role of managers—in, for example, the Introduction to Business and Marketing Policy courses.

Students who take Personal Selling don’t spend all semester just talking about selling concepts, but are required to actually sell in a simulated role play. Usually, they must sell to faculty who play the buyer—a tough buyer at that. Such "labratory" activities allow for self reflection and self assessment.

Finally, several of our faculty make use of projects that require students to interact with real people. Importantly, many of these projects are leveraged to help not-for-profit and community concerns. Right now our Executive Fellows students are working with Operation Breakthrough, providing critical services in marketing, IT and other functions. Importantly, the University supports such efforts with our Center for Service Learning.

And these experiential activities are quire Jesuit and consistent with the notion of education of the whole person. That is, it is not only what you know but what you value (place importance on) and believe (how you relate to things) that makes learning whole . . . best done through experiential activity.