If you are interested in exploring the topic of experiential education in greater depth, please refer to a list of relevant publications below.

Aronson, L. (2011). Twelve tips for teaching reflection at all levels of medical education. Medical Teacher, 33(3), 200-205.

Ash, S. L., & Clayton, P. H. (2004). The articulated learning: an approach to reflection and assessment. Innovative Higher Education, 29(2), 137-154.

Ash, S. L., & Clayton, P. H. (2009). Generating, deepening, and documenting learning: the power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1, 25-48.

Atkins, S., & Murphy, K. (1993). Reflection: a review of the literature. Journal of Advanced Nursing, 18, 1188-1192.

Baker, C., Pulling, C., McGraw, R., Dagnone, J. D., Hopkins-Rosseel, D. and Medves, J. (2008), Simulation in interprofessional education for patient-centred collaborative care. Journal of Advanced Nursing, 64: 372–379. doi:10.1111/j.1365-2648.2008.04798.x

Baker, M. A. (2012). The effect of Kolb’s experiential learning model on successful secondary student intelligence and student motivation (Dissertation). Available from ProQuest Database. (3554889).

Balsys, A. How to be alone: an exploration of activities in solitude and connections to processes of learning (Thesis). Available from Qspace. (

Bartkus, K., & Stull, W. (2001). Supervisor/Manager perceptions of cooperative education/internship students: Implications for the development of a needs-based program. Journal of Cooperative Education, 36(3), 46-57.

Beard, C., & Wilson, J. P. (2013). Experiential learning: a handbook for education, training and coaching (3rd ed.). London, UK: Kogan Page Publishers.

Beatty, Stephanie Hayne et al. The Effects of an Alternative Spring Break Program on Student Development. Journal of Higher Education Outreach and Engagement, [S.l.], v. 20, n. 3, p. 90-119.

Bell, D., & Benes, K. (2012). Transitioning graduates to work: Improving the labour market success of poorly integrated new entrants (PINEs) in Canada. Retrieved from Canadian Career Development Foundation website

Billett, S, (2009). Realising the educational worth of integrating work experiences in higher education. Studies in Higher Education, 34(7), 827-843.

Billett, S. (2015). The practices of using and integrating practice-based learning in higher education. In M. Kennedy, S. Billett, S. Gherardi & L. Grealish (eds.), Practice-based learning in higher education: jostling cultures (pp. 15-30). New York: Springer.

Blaschke, L.M., & Brindley, J. (2011). Establishing a foundation for reflective practice: A case study of learning journal use. European Journal of Open, Distance, and E-Learning (EURODL), Special Issue. Retrieved from

Bolton, G. (2001). Reflective practice: writing and professional development. London, UK: Paul Chapman Publishing.

Bowes, L., & Harvey, L. (1999). The impact of sandwich education on the activities of graduates six months post-graduation. London, UK: National Centre for Work Experience.

Bradshaw, J. (2013, May 17). Class of 2013 demands more from universities: Help us find jobs. The Globe & Mail. Retrieved from:

Braunstein, L., & Stull, W. (2001). Employer benefits of, and attitudes toward postsecondary cooperative education. Journal of Cooperative Education, 36(1), 7-17.

Braxton, J.M, Milem, J.F. & Sullivan, A. S. (2000). The influence of active learning on the college student departure process. The Journal of Higher Education, 71, 569 -590.

Bringle, R.G., & Hatcher, J.A. (1996). Implementing service learning in higher education. Journal of Higher Education, 67, 221-239.

Bristol, C.L. Knapp. T.D. & Fisher, B.J. (2010). The effectiveness of service-learning: It’s not always what you think. The Journal of Experiential Education, 33 (3), 208-224.

Business Higher Education Roundtable (2016). Taking the Pulse of Work-Integrated Learning in Canada. Retrieved from

Callanan, G., & Benzing, C. (2004). Assessing the role of internships in the career-oriented employment of graduating college students. Education & Training, 46(2), 82-89.

Canadian Association for Co-operative Education (2000). Co-operative Education Manual: A Guide to Planning and Implementing Co-operative Education Programs in Post-Secondary Institutions. Retrieved from

Canadian Chamber of Commerce. (2012). Skills development discussion paper. Ottawa: Canadian Chamber of Commerce. Retrieved from

Canadian Council of Chief Executives (2014). Preliminary Survey Report: the skill needs of major Canadian employers. Retrieved from

Canadian Council on Learning (2008). Lessons in learning: The benefits of experiential learning. Ottawa: Canadian Council on Learning. Retrieved from

Canning, N. & Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), 71-82.

Chan, Cecilia Ka Yuk (2012). Assessment for community service types of experiential learning in the engineering discipline. European Journal of Engineering Education, 37:1, 29-38, DOI: 10.1080/03043797.2011.644763 or

Chavan, M. (2011): Higher education students' attitudes towards experiential learning in international business, Journal of Teaching in International Business, 22 (2), 126-143

Chin, P., H. Munby, H., Hutchinson, N. L., Taylor, J. & Clark, F. (2004). Where's the science? Understanding the form and function of workplace science. In Eileen Scanlon, Patricia Murphy, Jeff Thomas & E. Whitelegg (Eds.),  Reconsidering science learning  (118-134). London: Routledge Falmer.

Chin, P., Hutchinson, N. L., Versnel, J., & Munby, H. (2010). Principles for research on workplace learning: At the intersection of the individual and the context. In M. Van Woerkom & R. Poell (Eds.), Workplace learning: Concepts, measurement, and application (41-54) New York: Routledge.

Chisholm, C. & Davis, M. (2007). Analysis and evaluation of factors relating to accrediting 100% of prior experiential learning in UK work-based awards. Assessment & Evaluation in Higher Education, 32

(1), 45-49.

Cooper, L., Orrell, J., & Bowden, M. (2010). Work integrated learning: a guide to effective practice. New York: Routledge.

Council of Ontario Universities (2012). Transforming Ontario Universities. Retrieved from

Council of Ontario Universities, 2014. Bringing Life to Learning at Ontario Universities. Retrieved from

Cowart, M.R. (2010). Growing and funding experiential learning programs: A recipe for success. New Directions for Teaching and Learning, 2010 (124), 63-68.

Degravel, D. (2011). Internships and small business: A fruitful union? A conceptual approach. Journal of Management Policy and Practice, 12(2), 27-43.

DeLuca, C., Klinger, D., Pyper, J., Shulha, L., & Woods, J. (2014). Instructional Rounds as a professional learning model for systemic implementation of Assessment for Learning. Assessment in Education: Principles, Policy and Practice, (ahead of print) p. 1-18.

Dewey, J. (1910). How we think. Boston, MA: D.C. Heath and Company

Dewey, J. (1933). How we think: a restatement of the relation of reflective thinking to the educative process. Boston, MA: D.C. Heath.

Dewey, J. (1938). Experience and education. New York: Collier Macmillan.

Dewey, D.I. (2009). Teaching experiential learning in geography: Lessons from planning. Journal of Geography, 107 (4), 167-174.

Dodge, R., & McKeough, M. (2003). Internship and the Nova Scotia experience. Education & Training, 45(1), 45-55.

Duan N. & H. Schmidt. (2011). Writing to learn: can reflection journals be used to promote self-reflection and learning? Higher Education Research & Development, 30(4): 519-532.

Education Advisory Board (2013). Internship Program Management: Managing Internship Programs at Large Universities. The Advisory Board Company, Washington, D.C. Retrieved from:

Education Advisory Board (2015). Reimagining Experiential Learning: Skill-Building Opportunities Outside the Classroom. The Advisory Board Company, Washington, D.C. Retrieved from

Einfeld, A. & Collins, D. (2008). The relationships between service-learning social justice, multicultural competence, and civic engagement. Journal of College Student Development, 49 (2), 95-109.

Estes, C.A. (2004). Promoting student-centered learning in experiential education. Journal of experiential education, 27 (2), 141-160.

Eyler, J. (2001). Creating your reflection map. New Directions for Higher Education, 114, 35-43.  DOI: 10.1002/he.11

Eyler, J. (2002). Reflecting on service: helping nursing students get the most from service learning. Journal of Nursing Education, 41(10), 453-456.

Eyler, J. (2009). The power of experiential education. Liberal Education (Fall), 24-31.

Feldman, A. M., Moss, T., Chin, D., Marie, M., Rai, C., & Graham, R. (2006). The impact of partnership centered, community-based learning on first-year students' academic research papers. Michigan Journal of Community Service Learning, 13(1), 16-29.

Field, Caroline M.J (2002). Exploring cross-cultural experiential education. Masters Thesis, Faculty of Education, Queen’s University, Kingston.

Fink, L. D. (2003). Creating significant learning experiences: an integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.

Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2011). Program evaluation: alternative approaches and practical guidelines (4th ed.). Upper Saddle River, NJ: Pearson.

Fook, J., & Gardner, F. (2007). Practicing critical reflection: a resource handbook. New York: McGraw-Hill Education.

Fredericksen, P.J. (2000). Does service learning make a difference in student performance? The Journal of Experiential Education, 23 (2), 64-74.

Gault, J, Redington, J., and Schlager, T. (2000). Undergraduate business internships & career success: are they related? Journal of Marketing Education, 22 (1), 45 – 53.

Gault, J., Leach, E., & Duey, M. (2010). Effects of business internships on job marketability: The employers’ perspective. Education & Training, 52(1), 76-88.

Goff, L., Potter, M. K., Pierre, E., Carey, & T., Gullage, A. (2015). Learning outcomes assessment: a practitioner’s handbook. Toronto, ON: Higher Education Quality Council of Ontario.

Guile, D., & Griffiths, T. (2001). Learning through work experience. Journal of Education and Work, 14(1), 113-131.

Hamer, L. (2000). The Additive Effects of Semistructured Classroom Activities on Student Learning: An Application of Classroom-Based Experiential Learning Techniques. Journal of Marketing Education, 22 (1), 25-34

Hansen, H. (2007). Education and Early Labour Market Outcomes in Canada. Learning Policy Directorate, Human Resources and Social Development Canada. Retrieved from

Hatry, H. P., Wholey, J. S., & Newcomer, K. E. (2010). Evaluation challenges, issues, and trends. In J. S. Wholey, H. P. Hatry & K. E. Newcomer (Eds.), Handbook of practical program evaluation (3rd ed., pp. 668-679). San Francisco, CA: Jossey-Bass.

Healey, M., & Jenkins, A. (2000). Kolb’s experiential learning theory and its application in geography in higher education. Journal of Geography, 99(5), 185-195.

Hernández‐March, J., Martín del Peso, M., & Leguey, S. (2009). Graduates’ skills and higher education: The employers’ perspective. Tertiary Education and Management, 15(1), 1-16.

Holly, M. E. (2014). Experiential learning and student engagement: meaningful learner outcomes as articulated by Drexel University Sacramento Ed.D. graduates (Doctoral dissertation). Available from ProQuest Database UMI Number: 3628187

Hynie, M., Jensen, K., Johnny, M., Wedlock, J., & Phipps, D. (2011). Student intern-ships bridge research to real world problems. Education and Training, 53(1), 45-56.

Johnson, R. Dean Ed. Teachable moments: essays on experiential education. Lanham, MD: University Press of America, 2006.

Katula, R.A. & Threnhauser, E. (1999). Experiential education in the undergraduate curriculum. Communication Education, 48 (3), 238-255.

Kember, D., Mckay, J., Sinclair, K., & Wong, K., Y. (2008). A four-category scheme for coding and assessing the level of reflection in written work. Assessment and Evaluation in Higher Education, 33 (4), 369-379.

Kennedy, M., Billett, S., Gherardi, S., & Grealish, L. (2015). Practice-based learning in higher education: jostling cultures. In M. Kennedy, S. Billett, S. Gherardi & L. Grealish (Eds.), Practice-based learning in higher education: jostling cultures (pp. 1-14). New York: Springer.

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: the four levels (3rd ed.). San Francisco, CA: Berrett-Koehler Publishers, Inc.

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2007). Implementing the four levels: a practical guide for effective evaluation of training programs. San Francisco, CA: Berrett-Koehler Publishers, Inc.

Kitchen, J., & Russell, T. (Eds.) (2012). Canadian perspectives on the self-study of teacher education practices (Vol. 2 in the CATE Polygraph Series). Ottawa, ON: Canadian Association for Teacher Education.

Klassen, T. (2013). The university myth of good employment: The transition from school to work can be less stressful with more realistic expectations and more preparation. The Toronto Star.  Retrieved from:

Knouse, S. B., & Fontenot, G. (2008). Benefits of the business college internship: a research review. Journal of Employment Counseling, 45(2), 61-66.

Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, Inc., Englewood Cliffs, N.J.

Kolb, D. A. (1998). Experiential learning: from discourse model to conversation. Lifelong Learning in Europe, 3, 148-153.

Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: previous research and new directions. Perspectives on Thinking, Learning, and Cognitive Styles, 1, 227-247.

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193-212.

Larkin, I. & Beatson, A. (2010). Assessing and learning in internships: Reflecting on pedagogy and progress. Presented at the. International Conference on Work Related Learning : "University-Industry Collaboration for Real Life Education" 2010 World Association of Collaborative Education (WACE) Conference, Hong Kong. Retrieved from

Laverty, C. (2017). Experiential Learning in a Faculty of Education Library. In McDonnell, P. (Ed), The Experiential Library: Transforming Academic and Research Libraries through the Power of Experiential Learning (16-26).  Cambridge, MA: Chandos Publishing.

Ledvinka, G. (2006) Reflection and Assessment in Clinical Legal Education: Do You See What I See? International Journal of Clinical Legal Education, 9:29-56. Retrieved from:

Maher, A. (2004). Learning outcomes in higher education: implications for curriculum design and student learning. Journal of Hospitality, Leisure, Sport and Tourism Education, 3(2), 46-54.

Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: a systematic review. Advances in Health Sciences Education, 14(4), 595-621.

Martin, A., & Hughes, H. (2009). How to make the most of work integrated learning: a guide for students, lecturers and supervisors. Palmerston, NZ: Massey University Press.

McGill University. Teaching and Learning Services, 2014. Guidelines for Assessment of Experiential Learning, Teaching and Learning Services. McGill University, Montreal. Retrieved from

McLaughlin, J. & Johnson, K. (2006). Assessing the Field Course Experiential Learning Model: Transforming Collegiate Short-term Study Abroad Experiences into Rich Learning Environments. Frontiers: the Interdisciplinary Journal of Study Abroad, 8: 65-85. Retrieved from

Mertens, D. M., & Wilson, A. T. (2012). Program evaluation theory and practice: a comprehensive guide. New York: Guilford Press

Mezirow, J., & Associates. (1990). Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning. San Francisco, CA: Jossey-Bass.

Miettinen, R. (2000). The concept of experiential learning and John Dewey’s theory of reflective thought and action. International Journal of Lifelong Education, 19(1), 54-72.

Ministry of Training, Colleges and Universities (now Ministry of Advanced Education and Skills Development) (2012). Strengthening Ontario’s Centres of Creativity, Innovation and Knowledge (205 kB PDF)

Mooney, L. A. & Edwards B. (2001). Experiential learning in sociology: Service learning and other community-based learning initiatives. Teaching Sociology, 29 (2), 181-194.

Moore, D. T. (2010). Forms and issues in experiential learning. New Directions for Teaching and Learning, 124, 3-13.

Mpofu, E. (2007). Service-learning effects on the academic learning of rehabilitation services students. Michigan Journal of Community Service Learning, 14(1), 46-52.

Munby, H., Chin, P. and Hutchinson, N. L. (2003) Co-operative education, the curriculum, and working knowledge.  In D. Trueit, W. Doll, H. Wang and W. Pinar (Eds.), The Internationalization of Curriculum (205–18), New York: Peter Lang.

Munby, H., Hutchinson, N. L., & Chin, P. (2009). Workplace learning: Metacognitive Strategies for learning in the knowledge economy. In R. Maclean & D. Wilson (Eds.), International handbook on education for the world of work: Bridging academic and vocational education. New York: Springer.

Nolan, A. (2008). Encouraging the reflection process in undergraduate teachers using guided reflection. Australian Journal of Early Childhood, 33(1), 31-36.

Ogilvie, A., & Douglas, K. (2007). Online role plays and the virtual placement: aiding reflection in work-integrated learning. Proceedings, ASCILITE, Singapore

Paul, P. & Mukhopadhyay, K. (2005). Experiential learning in international business education. Journal of Teaching in International Business, 16 (2), 7-25.

Pee, B., Woodman, T., Fry, H., & Davenport, E. (2002). Appraising and assessing reflection in students’ writing on a structure worksheet. Medical Education, 36, 575-585.

Peters, Julie, Academica Group Inc. (2012). Faculty Experiences with and Perceptions of Work-Integrated Learning (WIL) in the Ontario Postsecondary Sector. Toronto: Higher Education Quality Council of Ontario. Retrieved from

Qualters, Donna M. & Wehlburg, Catherine M. Eds. Experiential education: making the most of learning outside the classroom. San Francisco, Calif. : Jossey-Bass ; New York : Wiley, c2010.

Roberts, Jay W. Beyond Learning by Doing: Theoretical Currents in Experiential Education. NY: Routledge, 2012.

Rogers, R. R. (2001). Reflection in higher education: a conceptual analysis. Innovative Higher Education, 26 (1), 37-57.

Rubin, S. (2002). Developing community through experiential education. New Directions for Higher Education, 2000 (109), 43-50.

Russell, T., & Martin, A. K. (2013). Challenges to promoting quality in preservice practicum experiences. In M. A. Flores, A. A. Carvalho, F. Ferreira, & T. Vilaça (Eds.), Back to the future: Legacies, continuities and changes in educational policy, practice and research (219-230). Rotterdam, The Netherlands: Sense Publishers.

Russell, T. (1993). Reflection-in-Action and the Development of Professional Expertise Teacher Education Quarterly 20(1), 51-62 Published by: Caddo Gap Press Retrieved from:

Russell, T & Munby, H Eds. (1992). Teachers and teaching: from classroom to reflection. London ; New York: Falmer Press.

Sattler, P. (2011). Work-Integrated learning in Ontario’s postsecondary sector. Toronto: Higher Education Quality Council of Ontario. Retrieved from

Sattler, P. & Peters, J. (2012). Work-integrated learning and post secondary graduates: The perspective of Ontario Employers. Toronto: Higher Education Quality Council of Ontario. Retrieved from

Schwartz, M. 2012. Best Practices in Experiential Learning. Ryerson University Teaching and Learning Office. Retrieved from

Schwartz, M. 2012. Assessing experiential learning in Engineering. Ryerson University Learning and Teaching Office. Retrieved from

Smith, Thomas E. & Knapp, Clifford E. Eds. Sourcebook of experiential education: key thinkers and their contributions. New York : Routledge, 2011.

Stevens, D. & Levi, A. (2013). Introduction to Rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning. 2nd Ed. Sterling, Virginia: Stylus Publishing, LLC.

Stirling, A. E. (2013). Applying Kolb’s theory of experiential learning to coach education. Journal of Coaching Education, 6(2), 34-51.

Stirling, A., Kerr, G., Banwell, J., MacPherson, E., Bandealy, A., & Battaglia, A. (2014). What is an internship? Inventory and analysis of “internship” opportunities available to postsecondary students in Ontario. Toronto: Higher Education Quality Council of Ontario. Retrieved from

Stirling, A., Kerr, G, Banwell, J., MacPherson, E, & Heron, A. (2016). A Practical Guide for Work-Integrated Learning: Effective Practices to Enhance the Educational Quality of Structured Work Experiences Offered through Colleges and Universities. Retrieved from von Treuer, K., Sturre, V., Keele, S., & McLeod, J. (2011). An integrated model for the evaluation of work placements. Asia-Pacific Journal of Cooperative Education, 12(3), 195-204.

Turcotte, J.F., Nichols, L., Philipps, L. (2016) Maximizing Opportunity, Mitigating Risk: Aligning Law, Policy and Practice to Strengthen Work-Integrated Learning in Ontario. (1013 kB PDF). Toronto: Higher Education Quality Council of Ontario.

Wald, H. S., Borkan, J. M., Taylor, J. S., Anthony, D., & Reis, S. P. (2012). Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing. Academic Medicine, 87(1), 41-50.

Walters, D. and Frank, K. (2010). Exploring the Alignment between Postsecondary Education Programs and Labour Market Outcomes in Ontario. Toronto: Higher Education Quality Council of Ontario. Retrieved from

Weible, R. (2009). Are universities reaping the available benefits internship programs offer? Journal of Education for Business, 85(2), 59-63.

Wolf, K. (2010). Bridging the distance: the use of blogs as reflective tools for placement students. Higher Education Research and Development, 29, 589-602.

Wong, K., Kember, D., Chung, L., & Yan, L. (1995). Assessing the level of student reflection from reflective journals. Journal of Advanced Nursing, 22, 48-57.

Wright, M.C. (2000). Getting more out of less: The benefits of short-time experiential learning in undergraduate sociology courses. Teaching Sociology, 28 (2), 116-126.

Yates, C. & Axelrod, P. (July 3, 2013). Is the BA a ticket to nowhere? ’No. Employers want independent, critical thinking workers. The Hamilton Spectator. Retrieved from