2013 3M Student Fellows Feature Article - Exploring the Role of the University Student as an Experiential Learner

Oct 15, 2026

Uploaded by awa

The article examines how university students’ roles are evolving through experiential learning opportunities across Canada. It focuses on more altruistic forms—volunteerism, development work, and service-learning—and uses the authors’ experiences as student leaders to define these roles, assess benefits for students, and recommend improvements. It also explores complexities such as privilege, ethics, and responsibility, concluding with experiential learning’s contribution to articulating the value of post-secondary education.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Overview

Introduction

2013 3M Student Fellows Feature Article Exploring the Role of the University Student as an Experiential Learner: Thoughts and Reflections from the 2013 Cohort of 3M National Student Fellows Anita Acai±, University of Guelph, Victoria Cowan±, University of Saskatchewan, Stephanie Doherty±, University of Northern British Columbia, Gaurav Sharma±, McGill University, Naythrah Thevathasan±, University of Guelph. ± Equal authorship. Abstract In recent years, there has been a dynamic shift in the role of the university student through the creation and promotion of experiential learning opportunities on campuses across the country. Many post-secondary programs now include co-op placements, practicums, or internships where students can apply theoretical knowledge to real-world settings. However, in this article, we have chosen to focus on more “altruistic”forms of experiential learning – volunteerism, development work, and service-learning – which have gained increased focus in recent years but are often used, we feel, without appropriately reflecting on their meaning. In this article, we draw upon our experiences as student leaders to define each of these roles, outline what we see as the benefits of experiential learning for students, and provide recommendations for how these learning opportunities can continue to be improved. Moreover, we identify privilege, ethics, and responsibility as complexities related to experiential learning and discuss each of these topics in more detail. We end our discussion by addressing the role of experiential learning in helping to define the value of a post-secondary education. Overview The five of us represent half of the 2013 cohort of 3M National Student Fellows, the second cohort to be recognized since the establishment of the awards program. It was an honour and a privilege to be given the opportunity to develop and share a concurrent session on June 20, 2013 at the 2013 Society for Teaching and Learning in Higher Education (STLHE) conference concerning the role of the university student as a volunteer, development worker, and servicelearner. This article is a combination of the thoughts, perspectives, and experiences discussed during our seminar, which we believe can be used as such opportunities continue to expand on campuses across the country. Given that our perspectives and experiences are varied, the statements in this article may reflect both individual and/or group opinions. Introduction According to Jarvis et al. (1998), experiential learning is, “the process of creating and transforming experience into knowledge, skills, attitudes, values, emotions, beliefs and senses”(p. 67)– or in short, learning through doing. In recent years, there has been a dynamic shift in the role of the university student through the creation and promotion of experiential learning opportunities on campuses across the country. Many post-secondary programs now include co- op placements, practicums, or internships where students can apply theoretical knowledge to real-world settings. Some institutions also offer specific for-credit courses that incorporate service-learning or community placements, while others have developed entire sets of not-forcredit opportunities that are based on experiential learning models.1 In 2012, the National Student Survey on Student Engagement (NSSE) reported that on average, 40.1% of senior postsecondary students across 577 institutions in Canada and the US felt that their universities had provided them with learning opportunities beyond the classroom including,“internships and coops, community service, study abroad, and a campus environment that promotes contact among students from different backgrounds”(NSSE, 2012) . For students, experiential learning has particular incentive in today’s society where opportunities beyond post-secondary education, particularly in the realm of employment, have become increasingly competitive. A report from the Canadian Council

FAQs

What kinds of experiential learning does the article emphasize?

It emphasizes altruistic experiential learning such as volunteerism, development work, and service-learning, and contrasts this with how these forms are sometimes used without reflecting on their meaning.

How does the article define experiential learning?

It cites Jarvis et al. (1998), describing experiential learning as creating and transforming experience into knowledge, skills, attitudes, values, emotions, beliefs, and senses—learning through doing.

Why are experiential learning opportunities important for university students?

The article argues they help students develop soft skills and critical thinking, engage more meaningfully with communities, and distinguish themselves in competitive employment environments.

Oct 15, 2026

Uploaded by awa