Getting More out of Less: The Benefits of Short-Term Experiential Learning in Undergraduate Sociology Courses

Experiential learning is a flexible instructional tool, adaptable to suit most courses. However, only a minority of instructors use these types of assignments in their courses. I examine whether short-term experiential learning reduces the drawbacks that may prevent instructors from using this instructional technique. I explore instructor and student perspectives on three types of short-term exercises: observations, participant-observations, and field trips. I find that short-term experiential assignments reduce the logistical concerns involved in experiential exercises and increase the opportunities for analytical reflection, especially for instructors of smaller courses and for non-field trip activities. In large introductory lecture courses, additional steps to structure the reflection process can successfully alleviate many of the problems dealing with lack of analysis. Proper selection of exercises included and careful choices about their use in courses or units with sensitive subject matter will help increase the chance of positive learning outcomes