Experiential place-based learning

At Coast Mountain College, we create adventurous pathways to transform lives.

We have set out to become the College of choice for experiential place-based learning by 2027. So what does this mean, by definition and by implications?

This section provides instructors with resources about designing learning (curriculum development), instructing, and assessing from an experiential standpoint.


OUR MISSION

We create adventurous pathways to transform lives.

OUR BHAG

To become the College of choice for experiential place-based learning by 2027.

WHAT IS IT?

COLT infographic

Experiential learning means engaging with learners in direct experience and focused reflection to increase knowledge, develop skills, clarify values and develop people’s capacity to contribute to their communities.

Place-based learning connects classroom to learning from, about, in, and for the local environment, cultures, history, economy and politics.

HOW DO WE DO IT?

Active
learning		 Project Based Learning Community Based Learning Integrative Learning

Increasing student involvement and ownership of their learning. Students are involved more than listening; less emphasis is placed on transmitting information and more on facilitating student construction of learning.

Using complex, real-world problems to motivate students to identify and research the concepts and principles they need to know to work through those problems. Students work in small teams, bringing together collective skill at acquiring, communicating and integrating information.

Connecting the school to real world settings because of the learning potential beyond campus. Takes place away from campus. Bridges boundaries between school and community.

Connects skills and knowledge from multiple sources and experiences; applying theory to practice in various settings; utilizing diverse and even contradictory points of view; and understanding issues and positions contextually. Learners address real-world problems, unscripted and sufficiently broad to require multiple modes of inquiry, solutions and  perspectives.

Ask:  

What is the active : passive ratio in my class? How can students be more active?

Ask:

How can I design problems and projects that require open-ended inquiry, uncertainty and high degree of student ownership? What problems could my students solve while learning?

Ask:  

What is happening in our community that could connect with learning? What can my students do for and in community?

Ask:  

Where and how does my course connect with other courses? What other fields influence my field? How can students engage multiple modes, solutions and perspectives?

Examples:

  • Cooperative and collaborative
  • Game-based
  • Case studies
  • Think-pair-shares
  • Socratic questioning
  • Writing prompts
  • Debates
  • Role plays
  • Peer-to-peer teaching

Examples:

  • Inquiry-based
  • Problem-based projects
  • Capstone projects

Examples:

  • Service projects
  • Place-based curriculum
  • Off-campus study
  • Internships
  • Research project
  • Fieldwork
  • Clinical placement
  • Volunteering

Examples: 

  • Work-integrations
  • Internships
  • Co-curricular integrations
  • Inter-disciplinary courses
  • Work study
  • Mentorship programs