Small Teaching Meets Experiential Learning: A Case and Framework for Accessible Experiential Learning in Post-Secondary Education

Abstract

Many post-secondary institutions have mandates to ensure access to high-quality experiential learning (EL) for all undergraduate students. Historically, EL initiatives have focused on immersive, high-impact practices like co-op and internship placements, honours research theses, and global exchanges, which are time- and resource-intensive for both students and institutions. While there are many benefits to participating in these experiences, not all students have the resources or interest to take part in these immersive types of EL. To broaden participation in EL across campus contexts, we advocate for a strategic shift in EL’s typical focus on highly immersive programs to include smaller-scale, course-embedded experiences—what we call “Small EL”—that maintain pedagogical value while removing traditional barriers to access. As we define them, Small EL activities are time bound, focused, and lower risk, making them adaptable across disciplines and accessible to diverse student populations. Through an exploration of the experiences of five academics in different roles, we provide a framework for developing, implementing, assessing, and supporting Small EL across a large research-intensive university. This approach to scaling EL not only addresses equity concerns by making EL accessible to historically underserved populations but also offers institutions a scalable strategy to meet performance metrics while enhancing student engagement and skill development.