Experiential Learning: Benefits for Hispanic and First-Generation College Students

Abstract

Experiential learning continues to gain in popularity within
higher education in the United States. Consideration of the effects
experiential learning has on different groups of student populations,
however, is quite limited. Accordingly, this article examines several
different examples of experiential learning assignments and projects in
two specific courses at a Hispanic-serving institution to better
understand the outcomes for underrepresented student populations.
The analysis utilizes qualitative data collected from student reflections
and assignments, as well as faculty observations, from seven sections of
two classes that were comprised of half to two-thirds Hispanic students.
The results highlight the benefits of learning through facilitating
students‘ connections between their lived experience and their
educational experiences. The paper also addresses how such
experiences help to scaffold learning and promote more democratic
classroom environments, in turn increasing student perceptions of their
own learning. Specifically, the findings highlight the benefits
experiential learning offers for Hispanic, first-generation students.