<b>Experiential Learning as Pedagogy for Institutional Change</b>: A Seminar Report with Recommendations
Creators: name: Andrews, Ruth
Publisher: name: figshare
Year: 2025
Subjects: classificationCode: 390102
subject: Curriculum and pedagogy theory and development
classificationCode: 390199
subject: Curriculum and pedagogy not elsewhere classified
classificationCode: 390303
subject: Higher education
classificationCode: 390305
subject: Professional education and training
classificationCode: 390307
subject: Teacher education and professional development of educators
classificationCode: 390399
subject: Education systems not elsewhere classified
classificationCode: 390201
subject: Education policy
classificationCode: 390203
subject: Sociology of education
classificationCode: 441004
subject: Social change
classificationCode: 441005
subject: Social theory
classificationCode: 441006
subject: Sociological methodology and research methods
classificationCode: 441007
subject: Sociology and social studies of science and technology
classificationCode: 441008
subject: Sociology of culture
classificationCode: 441012
subject: Sociology of inequalities
classificationCode: 441099
subject: Sociology not elsewhere classified

description: On 17 October 2024, the Committee In Response to Commission Recommendations (CIRCoRe) hosted a seminar titled <i>Experiential Learning as Pedagogy Towards Institutional Transformation</i> at Stellenbosch University. This event, part of CIRCoRe's Workstream 2, explored how experiential learning can be used as a strategic approach to advance the University's transformation agenda, aligning with the imperatives set forth by the Khampepe Report. The Seminar focused on integrating experiential learning into curricula to bridge theory and practice, fostering an inclusive university environment that promotes diversity, equity, and social justice. Three institutional partners shared evidence-based practices and strategic insights into the role of experiential learning in addressing systemic inequities and fostering a more inclusive, cohesive institutional culture.The seminar focused on integrating experiential learning into curricula to bridge theory and practice, fostering an inclusive University environment that promotes diversity, equity, and social justice.Therefore, discussions during this seminar directly addressed several key recommendations from the Khampepe Report, particularly the need for a more integrated approach to transformation at the institution. Below is a breakdown of how the report's key recommendations informed the focus of discussions.Experiential Learning as a Bridge Between Theory and Practice: Seminar Presenters stressed that experiential learning provides a mechanism to translate the University's theoretical commitments to diversity and equity into tangible outcomes. This approach aligns with the Khampepe Report's call for educational practices that directly engage students in addressing systemic inequalities.Building Capacity for Inclusive Education: The seminar highlighted the importance of equipping faculty and student leaders with the skills needed to facilitate experiential learning programmes. This approach addresses the Report's critique of fragmented efforts and the need for consistent training to ensure that all members of the university community can contribute to transformation efforts.Addressing Structural Barriers to Transformation: The seminar also acknowledged the challenges associated with implementing experiential learning at scale, such as limited resources and varying levels of faculty engagement. The Khampepe Reported barriers identified these as significant obstacles to achieving meaningful transformation.I've attached the seminar report that outlines key recommendations.