Abstract:

The purpose of this Scholarship of Teaching and Learning practice-based paper is to provide instructors with ideas on how to include experiential learning, reflection, and mastery learning into their course design and assignment evaluations. This paper begins by defining learning and experiential learning. The academic literature is then reviewed to provide background on models of experiential learning and on how reflection is incorporated into these models. It then summarizes the common themes emerging from these models. After this, it uses Grain’s (2019) classifications to show the different types of experiential learning activities. Next, it defines mastery learning and how experiential learning can be extended to include mastery learning. This results in experiential reflective mastery learning. The following presents a specific example of a written assignment marking rubric that uses the concepts identified in the experiential reflective mastery learning academic literature. Instructors can then choose to use or not use all or any of the suggestions presented in this paper to enrich their courses for student success. This manuscript is significant for educators because it shows how the common themes emerging from experiential learning models can be combined with mastery learning to teach students to reflect on their experiences, analyze what they did well and not so well, and plan for future applications. This is a skill necessary for all students and is applicable to all areas of their lives.

Keywords:

Key Words: experiential learning, reflective practice, mastery learning, rubrics