1. Consider the learning context

Consider the Faculty, discipline, course level, and student population when planning experiential learning activities. Some disciplines may naturally lend themselves to certain types of experiential learning opportunities more than others. For example, project-based or entrepreneurial experiences may align closely with industry expectations in some fields, while other disciplines may emphasize clinical, laboratory, field-based, or community-engaged learning.

It is also important to consider learner readiness and the amount of scaffolding required. Learners earlier in their academic careers may need more structure, guidance, and support, while senior or graduate learners may be more comfortable with open-ended exploration, experimentation, and independent problem solving (Cantor, 1995).

2. Build in reflection and application

Kolb's Experiential Learning Model (1984) describes experiential learning as a cycle of experience, reflection, conceptualization, and experimentation. To support meaningful learning, experiential learning activities should include opportunities for learners to apply concepts, reflect on experiences, connect theory to practice, and consider how their learning can transfer to future situations.

Reflection may be especially important for learners who are less familiar with experiential or reflective learning approaches. Providing structured opportunities for reflection throughout the learning process can help learners make meaning from their experiences and deepen their understanding.

3. Allow time for experimentation

Experiential learning often involves exploration, uncertainty, revision, and multiple attempts. Learners may need time to test ideas, make adjustments, receive feedback, and reflect on outcomes before reaching a successful solution or conclusion.

Because these experiences may feel unfamiliar compared to more traditional lecture-based approaches, instructors should allow flexibility within activities and recognize that authentic learning processes do not always unfold in predictable ways. Experiential learning activities may also benefit from iterative refinement over time based on learner experiences and outcomes (Wurdinger & Alison, 2017).

4. Align activities with learning outcomes

Reflection is an important part of the experiential learning process because it helps learners connect experiences to deeper learning and future application. Learners may need support in developing reflective skills, particularly if reflective practice is unfamiliar within their discipline or prior learning experiences.

Consider incorporating structured reflection opportunities such as journals, guided prompts, discussion activities, portfolios, self-assessments, or debrief sessions throughout the learning process (Chapman, McPhee, & Proudman, 1995).

5. Support self-reflection

Experiential learning activities should clearly connect to course learning outcomes and assessment expectations. Clear alignment helps learners understand the purpose of the activity, how it supports their learning, and how it connects to academic, professional, or career development goals.

Strong alignment also helps maintain the academic integrity of experiential learning activities so that they are viewed as meaningful and intentional components of the learning experience rather than disconnected or “extra” activities.

6. Reinforce higher-level thinking

Experiential learning can support higher-order thinking skills such as analysis, evaluation, problem solving, decision making, and creation. While traditional instructional approaches may emphasize knowledge acquisition and comprehension, experiential learning provides opportunities for learners to apply theory in authentic and complex situations.

Well-designed activities can encourage learners to justify decisions, solve real-world problems, evaluate outcomes, and create meaningful solutions or products (Armstrong & Fukami, 2009; Cannon & Feinstein, 2014).

7. Encourage interdisciplinary thinking

Authentic experiential learning opportunities often mirror real-world environments where collaboration across disciplines, perspectives, and roles is common. Providing opportunities for interdisciplinary thinking and teamwork can help learners strengthen communication, collaboration, cultural awareness, and professional skills.

These experiences can also help learners better understand how their discipline connects to broader organizational, social, or community contexts (Knobloch, 2003).

8. Plan for partner engagement

Experiential learning opportunities may involve collaboration with employers, community organizations, industry partners, or other external groups. Because partner availability, goals, and capacity may vary, flexible approaches to participation can help support successful collaboration.

Clear expectations, timelines, communication processes, and shared understandings of learner roles and outcomes can help create more meaningful and sustainable experiential learning partnerships (The Higher Education Academy, 2013).