Experiential Learning Programs

🎓 Can we revolutionize university education by borrowing a strategy from medicine?🎓 In healthcare, teaching hospitals have long been the gold standard for preparing future doctors—immersing them in real-world scenarios under the guidance of experienced professionals. Imagine applying that same model across other disciplines. This is exactly what the Space Flight Laboratory (SFL) at the University of Toronto has done, and the results speak for themselves. Since 1998, SFL has adopted a "teaching hospital" approach to educate its graduate students in spacecraft engineering, blending formal instruction, cutting-edge research, and hands-on, real-world practice. Students don't just learn theories—they apply them in mission-critical environments, working on actual satellite projects for paying customers. The outcome? Graduates who are not only skilled but also seasoned in the complexities of their field, ready to tackle challenges with confidence and creativity. Why stop at aerospace engineering? Entrepreneurial pedagogies have similarly embraced hands-on, real-world learning, pushing students to solve complex problems with innovative thinking. Like the teaching hospital model, entrepreneurial education thrives on bridging the gap between theory and practice, ensuring students are not just academically proficient but also professionally ready. Universities often keep real-world practice at arm's length, relegating it to internships and co-op programs. But as the demands of society grow more complex, it's time to rethink this approach. Imagine what could happen if we integrated these immersive learning models into disciplines beyond medicine and engineering—fields like business, environmental science, and the humanities. We could cultivate a new generation of graduates with the critical thinking skills and practical experience necessary to make immediate, impactful contributions to their fields. It's time to challenge the status quo and advocate for wider adoption of teaching hospital and entrepreneurial models across university disciplines. The future of education and society may depend on it. #EducationInnovation #TeachingHospitalModel #ExperientialLearning #EntrepreneurshipEducation #HigherEd #FutureOfEducation #InnovationInEducation #Universities

Not all soft skills training is created equal. A few months ago, I was working with a group of managers from a large manufacturing company. They had been through plenty of training programs before- the kind where you take notes and then go right back to doing things the old way. When I walked into the room, I could see it in their faces: Let’s see if this is any different. So instead of starting with slides or theory, I took them straight into a live simulation: - A crisis scenario that could actually happen in their business. - Conflicting priorities, tough personalities, and limited time to decide. - Every move they made in real time had visible consequences. To begin with, I saw a lot of resistance in experimentation, voices which were not too loud and over powering were ignored leading to loss of critical information- the room was tense. People hesitated. Some stuck to their usual patterns. But as it got deeper, they started communicating much more effectively, this led to them collaborating, noticing blind spots, and eventually testing new ways to lead. By the end, they weren’t asking- Will this work? They said that they wanted to cascade it to their teams. Weeks later, I got an email from one of the managers. He told me he used the exact process from our simulation to navigate a real customer crisis and not only avoided a major fallout, but actually strengthened the client relationship through this crisis. That’s the difference between training that’s forgotten by the time you’re back at your desk, and training that rewires how you think, act, and lead. The secret? Immersion. When participants practice real scenarios, solve actual challenges, and see the impact of their decisions in the room, learning sticks. Priya Arora #immersivelearning #trainingdesign #employeeengagement #learningthatsticks #corporatelearning #leadershipdevelopment #upskilling #skillbuilding #workplacetraining #experientiallearning #Learningdeisgn #corporatetrainer #softskillstrainer #simulation #experintialtraining

Over the last few years, I have noticed a clear shift. More organizations are asking for experiential learning. They may call it team building, simulations, outbound learning, or activity-led sessions. Different names, same intent. People are no longer satisfied with being told what good leadership, collaboration, or decision-making looks like. They want to experience it. At its core, experiential learning is about creating a space where people learn by doing and by observing themselves while doing it. In a simulation, people do not perform for an audience. They show up exactly as they do at work. How they respond to pressure. What they do when time is running out. How they behave when resources are limited. How they influence others when authority is unclear. These moments stay with them because they are personal. When someone later says, “That is exactly how I show up at work,” learning has landed where it matters. Not just in the mind, but in the body. This is how muscle memory is created. With reflection and reinforcement, that memory slowly turns into habit. Experiential learning works because it does not add more information. It creates awareness. And awareness, once triggered, rarely disappears. Glimpses of our work with one of our clients.

Designing training programs that actually transform learners? Start with this timeless truth: People don’t learn just by listening. They learn by doing. One of the models I often use while designing development interventions is the 70-20-10 model of learning. Originally developed by McCall, Eichinger, and Lombardo, this framework continues to remain relevant — even in an age of AI-driven learning and digital platforms. Here’s how it breaks down: 1) 70% – Experiential Learning - Learning by doing. On-the-job tasks, stretch assignments, simulations, and real-life decision-making. This is where actual transformation happens. It’s the space where knowledge turns into capability. 2) 20% – Social Learning - Learning from people. Through feedback, coaching, mentoring, peer discussions — we learn by observing, reflecting, and engaging with others. It deepens context and creates community. 3) 10% – Formal Learning - Learning from structured content. Workshops, courses, textbooks, instructional videos. Still important — but only a small piece of the bigger puzzle. When I design workshops, I treat this model not as a formula — but as a design principle. The formal workshops (10%) introduce key concepts. The social components (20%) reinforce it through feedback and peer exchange. But it’s the on-the-job application (70%) that brings the real shift. Because people don’t remember slides — they remember experiences. The 70-20-10 model is a reminder that learning isn’t an event. It’s a process. Transformation doesn’t come from knowing… it comes from doing. If you're building learning programs for your organization, start by asking: “Where will this show up in their real work?” That’s where learning becomes meaningful. #LearningAndDevelopment #CorporateTraining #ManishKhanolkar

🌟 Looking at real, high-quality pathways into STEM and education? The Smithsonian Science Education Center (SSEC) internship program is a compelling example of what workforce development should look like: intentional, well-structured, and deeply tied to real learning outcomes. Too often, we talk about “skills gaps” and “talent pipelines” without highlighting programs that actually deliver practical experience, mentorship, and professional growth. This internship model offers exactly that, and it’s backed by one of the most respected scientific institutions in the world. What stands out to me is not just the access it provides to science education work, but the way it integrates learning, communication, and application. That’s the kind of experiential training that builds data- and science-literate professionals, ready to step into policy, research, analytics, and community impact roles. As we consider future workforce readiness, especially in fields that intersect with AI, data governance, STEM education, and public policy, programs like this should be amplified, studied, and replicated. 💬 Curious to hear your thoughts: 👉 What internship or apprenticeship models have you found most effective in bridging learning and real work? 👉 How can institutions do better at integrating education with professional impact? 📌 Learn more: Smithsonian Science Education Center Internship Program ➡️ https://lnkd.in/egR4eZPG #WorkforceDevelopment #STEMEducation #Internships #ExperientialLearning #ProfessionalGrowth #EducationInnovation

I’ve spent 20+ years building CTE and business programs that grew an average of 30% year-over-year… and here’s the truth: Kids aren’t bored because they lack motivation. They’re bored because school doesn’t let them matter. When I started treating high school programs more like MBA programs — bringing in businesses, real challenges, and authentic feedback — everything changed. Classes filled. Students showed up hungry. They failed forward. They became fearless. Communities thrived. And here’s the part everyone in education needs to pay attention to: This is exactly why internship programs are exploding right now. Students want relevance, contribution, and real experience — not worksheets. The Naperville District 203 Career Internship Program is one of the fastest-growing examples of this shift. Students are lining up because they can finally do work that means something. Here’s what I’ve learned building programs like this: 1️⃣ Students crave relevance. 2️⃣ Real-world work beats textbooks by a mile. 3️⃣ Put students into the deep end on day one. 4️⃣ Failure is feedback, not a penalty. 5️⃣ Community partners are rocket fuel. 6️⃣ Parents become your biggest advocates. 7️⃣ Teachers thrive when they coach, not deliver content. 8️⃣ Programs grow when they matter to kids. 9️⃣ Students want to contribute now. 🔟 Learning escapes the classroom or it dies there. If you want programs to grow, give students meaningful work. If you want communities to thrive, open your doors to young talent. Internships aren’t an “add-on” anymore — they’re the heartbeat. Let’s build what’s next. —Peter https://lnkd.in/gprF5ext

When I coached teachers through Teach For America, we relied on Kolb's experiential learning framework. The process was simple but powerful: learn a new concept, apply it in practice, reflect on the experience, and use those reflections to learn and grow further. This continuous cycle of learning, application, and reflection remains, in my view, the most effective way for adults to learn—and when I speak with Learning & Development (L&D) leaders, they wholeheartedly agree. For a long time, however, replicating this process in an online setting was incredibly challenging, and scaling was impossible. But that has changed as AI has come into the picture. Online learning can be multi-directional, enabling real-world practice, reflection, and feedback. You’re not just reading about how to deliver tough feedback to an employee but actually practicing it with an AI-driven coach that provides personalized feedback. Or honing your presentation skills. Or tackling a hands-on coding project. This is how adults learn best—through doing, reflecting, and iterating. And we’re excited to build the tools that make that possible. When people ask what we do at Uplimit, I often say that we are in the weeds of teaching and learning. And it’s within those weeds that there are tons of opportunities to use automation and AI to make meaningful learning possible and easy. What are some of the best experiential learning programs that you've seen with adults?

Just published: "Modernizing Onboarding at Accenture with Immersive Learning" in MIS Quarterly Executive: https://lnkd.in/gGWYmwkj If your company is still onboarding employees with asynchronous training modules, you'll want to read this article. Jeff Mullins and I share how Accenture delivered a globally consistent onboarding program, the New Joiner Experience (NJX), featuring extended reality (XR). Launched in 2021, NJX centers around One Accenture Park, a virtual campus where new employees collaborate, explore company innovations and career paths, and build their Technology Quotient. This immersive onboarding experience has been very successful, with over 400,000 employees participating as of December 2024. Employees consistently rate it over 4.6/5, and Accenture has achieved a positive return on investment, initially driven by reduced travel costs. Beyond financial benefits, XR-based learning has improved knowledge retention and strengthened employee engagement. Accenture’s journey offers five key lessons: 1.       Scale Will Not Happen Without Senior Management Support 2.       Make XR a Part of a Larger Immersive Learning Experience 3.       Web-Based Access Is Effective, for Now 4.       Unsolicited Social Media Posts Provide Insight into Employee Sentiment 5.       Deliver an Immersive Learning Product, Not a Project Thank you to all the Accenture leaders for sharing your journey and lessons with us: Aaron Saint, Jason Warnke, Katy Geraghty, and Olly Jeffers. Shout out to to Yorke Rhodes III of Microsoft for being a fellow XR traveler in and outside of the classroom. Thank you also to the MISQE team: Iris Junglas, David Kimble, and Joaquin Rodriguez. Brian Fugate--this collaboration happened because of you! Thank you for serving as our Associate Dean for Graduate Programs and Research at the University of Arkansas ­- Sam M. Walton College of Business! Feeling grateful.

🦷 Redefining Experiential Education: A Sustainable, Funded Model for Community-Based Dental Learning At this year’s American Dental Education Association (ADEA) Business and Financial Administration and Clinic Administration (BFACA) meeting, Rachel Greene (University of Washington) and Dr. Bill Piskorowski (UCLA) presented a compelling roadmap for scaling community-based clinical education (CBCE) — one that’s both financially sustainable and educationally transformative. Their work reminds us that innovation in dental education must go beyond curriculum redesign — it must include funding models, operational logistics, and meaningful community impact. 💡 Funded Model Development Highlights: 1️⃣ Determine a feasible pilot (ideally 3–5 weeks), starting with an elective rotation. 2️⃣ Build a curriculum that maintains patient care continuity while students are away. 3️⃣ Establish clear affiliation and financial agreements between the dental school and outside clinics. 4️⃣ Ensure students have full clinical autonomy, a chairside assistant, and equitable patient access. 5️⃣ Appoint and calibrate external faculty for consistency in evaluation. 6️⃣ Monitor pilot results — and revise based on real data. 7️⃣ Scale once outcomes prove sustainable. 💰 The Financial Framework: Under this model, outside clinics pay the school a per diem fee (plus travel and housing), creating a predictable revenue stream that covers faculty/staff overhead and generates additional institutional income — a true “win-win” for education and service delivery. 📈 The Michigan Model: 20 Years of Impact A powerful example came from the University of Michigan, which has sustained CBCE partnerships for two decades — completing over 862,000 procedures and providing $201.8 million in care to underserved communities between 2004 and 2024. More than just a statistic, this demonstrates how academic–community collaborations can expand access, enrich student experience, and strengthen school finances simultaneously. 🏫 The Bigger Picture: The message was clear — financial sustainability and educational innovation must coexist. As schools face faculty shortages, rising costs, and growing community needs, funded experiential models like these represent a new blueprint for dental education. We must continue to build, test, refine, and scale — ensuring our students learn not just dentistry, but the values of service, adaptability, and innovation. #ADEA #DentalEducation #CommunityDentistry #ExperientialLearning #DentalSchools #HealthEquity #AcademicLeadership #InnovationInEducation #DentalStudents #DentalAcademia #FacultyDevelopment #HigherEducation #BFACA #ADEABFACA

Executives don’t learn most deeply by reading case studies or sitting through lectures. They learn when they are thrown into action—when the stakes feel real, the dynamics are exposed, and their own behaviors are on the line. This is the power of experiential learning for adult executive teams. Give a team of senior leaders an unstructured problem and watch what happens. Very quickly, the same patterns that plague their actual meetings—confusion, dominance, silence, avoidance—come to the surface. The scenario may be simulated, but the behaviors are authentic. And that authenticity is where change begins. If you want to improve the effectiveness of a CEO and their direct reports, you must work with them while they are doing the work, not after. Just as a football coach doesn’t only give a lecture in the locker room but trains on the field, executives need short, sharp exercises that reveal how they operate under pressure. I use the amazing challenges that Graham Cook and the amazing team at RSVP Design have put together over many years in almost every session that I run to surface the prickly issues they need to talk about is a safe space. I even use them with my family whenever we have a get together! I don't believe we need to wait till my sons and nephews are grown to learn some of the valuable lessons that are available from these exercises. We measure every millisecond of a 100-meter sprint. We benchmark athletes against the best. Yet we rarely track executive team effectiveness with the same rigor. Imagine the potential if we did—for the leaders, for their organizations, and for the futures they are shaping.