The Cincinnati Approach to Experiential Education
From Cooperative Education to Reality Learning:
Pushing the Boundaries of Experiential Education
Marianne W. Lewis
Abstract
The founder of cooperative education, the University of Cincinnati (UC) continues to innovate
and expand in the realm of experiential education. We now explore the tenets and variations of
the Cincinnati Approach to Experiential Education. Broadly defined, this approach seeks theorypractice integration, contextual complexity, and community engagement to foster learning that is
self-directed, integrative and transformational. From professional development, field projects
and study abroad to service learning and student research, “reality learning” permeates every
program on campus. We conclude by noting opportunities to fuel, and even accelerate, ongoing
innovation through the nurturing of related communities of practice.
INTRODUCTION
At the University of Cincinnati, a century of cooperative education has helped foster a culture
steeped in experiential education. Loosely defined, experiential education denotes rigorous
learning experiences that occur within a community setting (e.g., professional, artistic, scientific,
scholarly, local) and are integral to academic programs. From foundations in co-op, experiential
education now encompasses an array of pedagogies, including field projects, clinical/practicum
experiences, study abroad, service learning and student research.
The Cincinnati Approach to Experiential Education is summarized below. Understandably, an
approach that is both consistent and flexible enough to canvas such a large, research-based
university poses a major challenge. At UC, its development over the past century marks an
extensive and dynamic social construction. The following sections elaborate the underlying
tenets and pedagogical variations of the approach, concluding with a discussion of limitations
that energize continuing innovation.
The Cincinnati Approach to Experiential Education
Tenets
Variations
 Theory-Practice Integration
 Professional Development
 Contextual Complexity
 Field Projects
 Community Engagement
 Study Abroad
 Service Learning
 Student Research
Underlying Tenets
The Cincinnati Approach rests on the premise that theory-practice integration, contextual
complexity and community engagement may foster student learning that is exceptionally selfdirected, integrative and transformational. We now examine each of these tenets.
Building from traditions of cooperative education [1], theory-practice integration is central to
the Cincinnati Approach. Yet the notion of integration, as used here, goes beyond basic premises
of theory application. Theory-practice integration supports a push and pull dynamic between
academia and application that enables innovation. Traditional classroom learning provides
students a toolkit to be continuously used, refined and expanded through practice. Yet at its best,
experiential education helps students do more than just manage their own toolkits on a one-time
basis. First, returning to their classrooms and professors to share insights into when and why
theories work and do not work in practice, students may help fuel intellectual inquiry and
curricular development. Second, theory-practice integration seeks to inspire continuous learning.
Opportunities to apply theory may spur awareness that certain tools are missing or need revision.
Such awareness may help students become more self-directed and purposeful in their learning.
Contextual complexity denotes settings replete with the uncertainties, tensions, intricacies and
even absurdities often inherent in everyday life. The Cincinnati Approach values contextual
complexity, applying the assumption that a traditional, teacher-controlled setting cannot replicate
certain qualities vital to developing the capacity for more integrative, critical and paradoxical
thinking. Indeed, rather reduce or manage ‘extraneous’ factors, this approach seeks to help
students recognize and work through intricate, often subtle tensions [2]. This is not to downplay
conventional classroom or lecture settings, however. Such environments may be highly
conducive to learning fundamental concepts and theories. Further, UC has substantial expertise
in problem-based learning pedagogies that help transform the classroom for more active learning
(see http://www.uc.edu/pbl/index.shtml).
Community engagement signifies the importance of vibrant learning collaborations that extend
beyond students and professors. The Cincinnati Approach values partnerships across community
contexts, from a scholarly research community, to a business or industry community, to a local,
urban community. Engagement denotes shared learning goals and mutual benefits. For instance,
the community may seek learning related to a particular issue (such as a research question in a
scholarly community or a project supporting an area non-profit), while providing the contextual
complexity valued for rich student learning.
Combining these three tenets, the Cincinnati Approach presumes that theory-practice integration
within complicated and collaborative settings helps students develop the capacity to effectively
apply – and know when not to apply or when to critique and revise – theories, while encouraging
ongoing theory, course and program development. Such contexts range from a project client
working with a student team to professional opportunities within industry to research within a lab
or library, to artistic performances on the stage. In these settings, students are challenged to
grapple with exceptionally ‘fuzzy’ issues, often having to identify the focal problem and respond
by mobilizing their own intellectual, as well as surrounding physical and human, resources.
This approach seeks to energize three, synergic goals of self-directed, integrative and
transformational learning. First, participating faculty provide facilitation, rather than control, to
encourage self-directed learning. Realizing their active and purposeful role in learning and its
ongoing need may help develop students into exceptionally effective and motivated life-long
learners. Second, experiential education seeks to foster integrative learning. The assumption is
that complex and collaborative settings may help students value a comprehensive education – an
education that encompasses the liberal arts as well as more scientific and technological domains.
A construction management student participating in a service learning project overseas, for
example, may recognize the interwoven needs for anthropology, history and foreign language, as
well as construction techniques. Transformational learning marks the final goal. Intense, handson experiences may alter students’ worldviews in powerful ways. Such challenges may
complicate their understandings of theory, practice and their interplay, changing how students
think, as well as what they think.
Pedagogical Variations
Although experiential education is integral to all UC programs, its form varies depending on
disciplinary needs. More specifically, efforts may be categorized broadly into five variations:
professional development, field projects, study abroad, service learning and student research.
This section describes each category as distinctive. Yet often these forms are tightly interwove,
such as a field project that serves a non-profit organization overseas.
Professional development signifies opportunities for students to apply their theories and hone
their skills within a particular profession. The format and setting of these experiences, however,
may vary. At UC, co-op is a prominent form of professional development in such fields as
business, design and engineering. Intern, practicum and clinical experiences offer alternatives
central to programs in such areas as the health sciences, law and education. Given the need for
artists to similarly apply and extend their capabilities, performance marks yet another form
occurring in such professional settings as the stage, studio or theatre.
Field projects denote experiential assignments integral to a course or series of courses that
require creative, collaborative and critical problem-solving and often are linked to a client or
external partner. Collaboratives and action research offer illustrative forms of field projects
utilized across campus. Collaboratives, as defined by UC Professors Welsh and Murray [3],
involve interdisciplinary student teams typically working for a client on an innovation project.
For instance, recent collaboratives have included business, industrial design and engineering
students in product development projects for consumer goods, transportation service and
biomedical instrument clients. In such field projects, learning revolves around the collaboration
itself as well as the particular project and related disciplinary skills and theory. Action research,
as described by UC Professor Brydon-Miller and colleague [4], entails more interactive
participation of students, faculty and client. Related projects seek insightful and potentially
empowering changes to organizational or professional practice, such as in the field education.
Study abroad entails international experiences aimed at fostering cultural competence through
immersion. Study abroad programs are developed on the tenets of the Cincinnati Approach.
Specifically, guiding faculty stress that comprehending the nuances and complexity of different
cultures requires moving beyond the classroom and into a foreign community. At UC, such
opportunities vary by location, length and disciplinary or interdisciplinary focus depending on
the goals of a particular program.
Service learning signifies academic experiences that may support a regional community
initiative or non-profit organization. Learning goals often include fostering social responsibility
and community engagement, as well as providing opportunities for theory application and
disciplinary skill building. Service learning differs from voluntarism in its academic nature.
Whether building a home for Habitat for Humanity or tutoring students in local high schools,
service learning involves faculty guidance and is integral to a course or academic program.
Student research entails experiential education designed for those exploring fields of knowledge
and scientific creation. In such fields, hands-on work in the library or laboratory offers essential
opportunities for applying methodological theory and building related skills. Student research at
UC is particularly prominent in certain field of arts and sciences, engineering and medicine.
Fuel for Ongoing Innovation
The University of Cincinnati has built a strong and pervasive foundation of experiential
education. Yet the paradox of learning is ever present – the more we know, the more we know
we don’t know – fueling ongoing innovation. Within each pedagogical variation opportunities
exist for further improvement. At a higher level of abstraction, however, it is the model itself
that requires continuous refinement. Indeed, a current university goal entails building,
expanding and linking related communities of practice [5]. Such interwoven communities will
be vital to further refining and communicating the Cincinnati Approach to experiential education
– an approach that celebrates our academic diversity and excellence (across disciplines and
programs) and our vibrant urban setting (with field opportunities and external partnerships).
From this solid base and by sharing our efforts beyond UC, innovation in experiential education
can continue to thrive, fueling self-directed, integrative and transformational student learning.
REFERENCES
1. Reilly, M.B. 2006. The ivory tower and the smokestack: 100 years of cooperative
education at the University of Cincinnati. Emmis Books: Cincinnati.
2. Lewis, M.W., & Dehler, G.E. 2000. Learning through paradox: A pedagogical strategy
for exploring contradictions and complexity, Journal of Management Education, 24: 708725.
3. Welsh, M.A. & Murray, D. 2003. The Ecollaborative: Using critical pedagogy to teach
sustainability. Journal of Management Education, 27: 220-235.
4. Williams, B. and Brydon-Miller, M. (2004). Changing directions: Participatory action
research, agency, and representation, In S.G. Brown and S. Dobrin, Ethnography
unbound: From theory shock to critical praxis, (pp. 241-257). Albany: SUNY
Press.2436
5. Welsh, M.A. & Dehler, G.E. 2004. P(l)aying attention: Communities of practice and
organized reflection. In M. Reynolds & R. Vince (Eds.), Organizing reflection, pp. 1529. Aldershot, UK: Ashgate.