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Experiential & Reflective

Pedagogic Principle 5

Active & Collaborative Caring &
Inclusive Creative Critical Experiential & Reflective Flexible

Education should be responsive to the needs of the place in which it is situated - the wider community, city, and region, as well as disciplinary and professional networks (Greunewald & Smith, 2008; Cooley, 2022). Our educational offer is rooted in a critically reflective and global sense and experience of place. This is one in which we experience our local places as intersections of social relations, movements, and communications that operate on a global scale, and are rooted in cultural histories of inequity, exploitation and oppression.  

The notion of the civic university paves the way for experiential initiatives, including placements, work-based learning, and community engagement that attempt to address the challenges facing local places in health, education, and sport. Chiming with the call for more hyperlocal research focus (Grant, 2023) and building on student-led knowledge exchange (Cotton et al, 2024), an experiential and reflective approach can enhance impact.

Beyond placements, programmes might consider giving opportunities for place-based learning and enquiry projects conducted in and with local communities. Such projects build research and impact skills and strengthen student belonging and mattering, particularly for first-year students (Sprowles et al., 2019).

Experiential and reflective teaching and learning helps students to develop the following Marjon Attributes:

- Criticality & Creativity;
- Digital Capability;
- Enquiry & Analysis;
- Engagement; 
- Inclusivity & Collaboration;
- Professionalism;
- Sustainability & Citizenship.

What kinds of teaching and learning activities can I introduce to my practice?▼

These are some of the experiential and reflective teaching and learning activities (taken from the Marjon Pedagogic Glossary) that could be used:

Deliberate practice;
Experiential learning;
Fieldwork;
Game-based learning;
Laboratory practical;
Living lab;
Master class;
Outdoor and place-based learning;
Placement;
Practical experimentation;
Reflection;
Role play and simulation;
Service learning;
Simulated learning;
Student-led knowledge exchange (SLKE);
Work-based learning;
Workshop.

Case Study: Reflective Practice in Sport Therapy & Rehabilitation (Department of Sport) ▼

Reflective practice a core skill required by many professional bodies in health, sport and related professions but teaching it in Higher Education in a way that students find engaging and meaningful is a recurring challenge. Reflective practice is a key requirement in the Sports Therapy profession, but Senior Lecturer and Programme Leader Sarah Catlow is not convinced it is being taught as effectively as it might.

Although basic reflective practice is taught from Level 4, her team have found that their students consistently struggle to reflect deeply, often focusing narrowly on communication skills or specific tasks without exploring the emotional or contextual aspects of their experiences. For many, it has become a ‘tick-box’ exercise:

"They look at the marking scheme, they want to see what we want and then they mould their reflections to that to get the higher grades. But it is actually not a true reflection."

In Higher Education, we also tend to frame reflection as an individual process that we can assess on an individual basis but, in practice, the process of reflection is far more fluid. Reflection in professional environments, like sports therapy or healthcare, often happens collaboratively — discussing cases, sharing ideas, and ‘crowdsourcing’ solutions with colleagues. Sarah’s goal is to make her students better practitioners and has made some changes in the way the Sports Therapy programme team teach reflective practice at Level 6.

Here are eight key points from Sarah’s experience that might help you enhance your students’ engagement with reflective practice:

Explain the benefits of reflection – students need to know why they should reflect so ‘sell’ them the importance of reflection as a life skill and how it will help them through their degree and into their professional career.
Don’t be afraid to try new models and modes of reflection with your students – we know students struggle with reflection the way it has traditionally been taught, so try something new. There are many ways to reflect, so expose your students in Levels 4 and 5 to a variety of reflective techniques so they can find one that excites them. Reflection doesn’t always have to be a written format: try drawing or mind-mapping, voice notes or short videos as Sarah has introduced effectively - “we have students coming off pitch-side videoing themselves, doing instant reflections of how they felt, what went well and then they go back and rethink and [make] links”.
Individual vs. collaborative reflection - although students will have their own preferences for how they like to reflect, give them the opportunity to reflect in both ways. Experiment to see how your students prefer to reflect and over the course of the whole programme, give students the opportunity to engage with both.
Provide structure but make space to hold adult conversations: Sarah tries to “make it really informal so they can really open up […] I always make them start off with strengths which they always struggle with. You know, what's going well with you? [...] what have you done to make that a strength? Have you worked on it? Does it come naturally? And then we go into ‘what do you need to work on’.” Like Sarah, you might wish to start with their strengths — often a challenging but essential part of self-reflection — before moving on to identifying their areas for improvement.
Model the creation of action plans: help your students turn their reflections into action by co-creating personalised action plans, which outline their strengths, areas for development, and clear steps for improvement. Students can then refer to these plans and continue reflecting on their progress over time.
Make links between students’ reflections and your teaching: use insights from reflective conversations to identify the common struggles students face, then feed this information back into your teaching strategies, addressing their shared challenges collectively in the classroom. Be mindful that clinicians may not have sufficient training in how to develop reflective practice in students and may revert to what they learnt when it may no longer be appropriate.
Consider authentic assessment for reflection (or whether reflective practice needs to be assessed at all). Avoid rigid, model-based reflections (like Gibbs) that may push students to write formulaically and instead focus on assessing thoughtful reflections that show genuine engagement with their experiences and growth. It may be that reflective practice does not need to be assessed at all. Sarah says “I always say to my third-year students, if I can see an improvement from the start of Y3 to the end of Y3 in you as a practitioner, I know that reflection has worked. And I don't care how you got there. I'm not going to mark you on what you've written, I’m not going to judge you on certain things. I just want to see that improvement. That's all I want to see.”
Independent learning is key to experiential and reflective practice. Consider the steps that promote effective reflective practice, like giving adequate time and scaffolding to reflective practice. Aspects of the curriculum may need to be redesigned to allow for more experiential learning, as Sarah and her team have found. This can include expecting students to learn content (such as anatomy or physiology) independently online and freeing up class time for students to practise and develop their reflective skills. It might mean that switching to problem- or case-based learning helps them to understand the content in context, as they may have seen in clinic or on placement. Bear in mind that students will need to be taught initially how to learn independently. Show them how they can engage with the online material so they feel prepared to come to their practicals with knowledge and understanding developed in their own time. Give them protected time in their timetable and structure to follow to do weekly learning (see Learning Design resources). “We’ve expanded the practical sessions, so we expect them to come in with that baseline knowledge, which they can do in their own time […] and then our practicals are reinforcing that theory but hands-on, because that's how our students learn, they're all hands-on learners."

Resources

de la Croix, A., & Veen, M. (2018). The reflective zombie: Problematizing the conceptual framework of reflection in medical education. Perspectives on medical education, 7(6), 394–400. https://doi.org/10.1007/s40037-018-0479-9

#active & collaborative

#caring & inclusive

#experiential & reflective

Case Study: Forensic Investigation (Department of Human Sciences, Society and Culture)▼

This case study explores the pedagogical approach embedded in the Forensic Investigation programme, drawing upon the insights of Programme Lead Dave Moore and his significant experience both in academic delivery and in policing practice. The programme is rooted in experiential, spiral, and reflective learning principles, carefully structured to develop both technical and transferable skills across three years of undergraduate study.

At the heart of the curriculum is a spiral model of learning. The programme deliberately revisits key concepts with increasing complexity, ensuring students revisit, consolidate, and extend their understanding across levels. The first year focuses on laying foundational knowledge in forensic science, anatomy and physiology, and crime scene investigation. Initial sessions include lab inductions and simple scene examinations. Many students from diverse backgrounds are attracted by popular media depictions of forensics and crime investigation, but unfamiliar with real-world practice so the first year builds their confidence in the essential knowledge they need to progress.

The first year adopts a transition pedagogy that scaffolds knowledge and skills in an accessible and supportive way, considering the diversity of student backgrounds and motivations. Early modules assume no prior specialist knowledge and build confidence through supportive yet challenging tasks. The deliberate pacing and progression, alongside experiential, feedback-rich learning, demonstrate a deep commitment to student development. For example, a module on trace evidence in Semester A develops into a more complex forensic science module in the second semester. Similarly, basic crime scene work evolves into the analysis of impression evidence, such as fingerprints and tool marks, combining practical investigation with theoretical underpinnings. By the second year, students are ready to move into more specialised areas like forensic anthropology and crime scene photography, where earlier biological knowledge is applied to complex, ambiguous real-world scenarios.

Experiential learning is a defining pedagogical feature of this programme. Students are regularly immersed in simulated crime scenes, lab work, and mock trials. These scenarios are designed to replicate real-world environments, in which students can learn to apply theory, develop confidence, and learn through doing and making mistakes. Reflection is a key aspect of learning from experience. It is deliberately embedded in a practical way into the programme, although it is not always formally assessed. The team promotes ongoing, informal reflective dialogue between staff and students, a process that might be encountered in the professional workplace. A notable example occurred when a student incorrectly scaled a knife in a crime scene photo. Through discussion, the student recognised the error and adjusted their technique; a change that was both a moment of learning and would ultimately be reflected in their summative assessment.

Reflection is both self-directed and peer-led. Students often work in pairs or groups in crime scene scenarios and lab settings, discussing observations, interpretations, and decision-making processes. Tutors support this with in-the-moment feedback, allowing students to revise their approach. This mirrors real policing environments where immediate, informal debriefs are common after incidents, creating authentic habits of mind in future professionals.

The programme draws upon a diverse range of multi-modal learning environments, from traditional labs and lecture spaces to outdoor simulations, a crime scene house, and courtrooms. This variety is intentionally designed to develop different cognitive and technical skills. Laboratory work requires analytical precision, while crime scene simulations demand wider critical thinking and interpretation, including understanding of human behaviour and behavioural biases. The courtroom experiences teach professional communication under pressure and legal literacy. This flexible learning ecology supports different learning styles and builds the kind of adaptability required in forensic careers. It also reflects the complexity of real forensic work, where professionals shift between lab, field, and courtroom environments, often in the same case.

The programme explicitly develops students’ critical thinking. Students are taught not to accept evidence or narratives at face value. Cognitive bias, confirmation bias, and context effects are explored directly. Examples include when a knife placed at a crime scene is misinterpreted as a weapon rather than a burglary tool, or when gendered assumptions are made about skeletal remains based on surrounding artefacts. Discussion-based activities encourage students to justify their interpretations and critique one another’s reasoning. These are scaffolded to build from simple observation to complex evidential interpretation, culminating in final-year modules such as Case Assessment and Interpretation. These modules not only integrate technical and theoretical knowledge but also demand robust argumentation under scrutiny in mock courts.

There is considerable evidence that active learning not only has a positive effect on student attainment but amongst all interventions that promote engagement and completion rates, designing the curriculum around active learning has the most impact (Price & Tovar, 2014). Collaborative and active learning are central to the Forensic Investigation programme. Students learn together in small groups or pairs during practical sessions and regularly critique one another’s work. Working together fosters shared learning, exposes students to multiple perspectives, and prepares them for the inherently collaborative nature of real forensic investigations. Tutors also intentionally mix student pairings during the term, so students learn to adapt and draw upon diverse ways of thinking. Listening to student discussions through observation or playback supports formative feedback and gives tutors insight into student reasoning and group dynamics.

The integration of mass disaster scenarios, mock courts, and interdisciplinary learning showcases creative and inventive teaching approaches. For example, the final year scenario involving a simulated migrant boat disaster on Plymouth’s shoreline brings together practical policing skills, mass victim identification, and forensic analysis into a single complex real-world case. These high-stakes simulations not only demand interdisciplinary integration but also engage students emotionally and ethically, promoting deeper learning and career insight.

Conclusion and Implications

This forensic investigation programme highlights how flexible, experiential and collaborative pedagogies can be integrated into a professional education programme to build both discipline-specific knowledge and critical, transferable skills for future employment. Crucially, the programme showcases how pedagogy grounded in care, inclusivity, and collaboration can lead to confident, employable graduates who are both technically competent but also reflective, critical, and adaptable, all essential traits in the complex and evolving field of forensic investigation.

This case study underscores the value of articulating pedagogic principles as a common language for curriculum development and offers a compelling example for other professionally oriented programmes seeking to integrate theory, practice, and reflection meaningfully.

References

Price, D.V. & Tovar, E. (2014). Student Engagement and Institutional Graduation Rates: Identifying High-Impact Educational Practices for Community Colleges. Community College Journal of Research and Practice, 00. 1–17. e DOI: 10.1080/10668926.2012.719481

# active & collaborative

# critical

# experiential & reflective

Case Study: Speech & Language Therapy (School of Health)▼

Preparing students for professional practice through pedagogical design

This case study draws on Senior Lecturer Alex Mallinson’s insights into how pedagogic principles can help programme teams support students’ experience in their professional placement. Alex leads the Speech and Language Therapy programme and shares how through reflective practice and curriculum redesign, the team has sought to bridge the gap between academic study and the realities of working in emotionally intense environments such as healthcare, education, and social care.

The programme has a strong practice-based element in its various placements, where students get the opportunity to engage in real-world professional environments as part of their degree. This kind of experiential learning is critical but challenging as placements expose students to the complex realities of their future professions. These includes navigating time pressures and professional responsibility, as well as learning to work within emotionally stressful environments, often before they feel fully prepared.

What are the challenges with placements?

Alex describes a growing awareness of the emotional and cognitive impact that placements have on students. Drawing from a review of pedagogic principles, she reflected on the idea of cognitive load, especially as it relates to learning during placement. She noted:

Placement learning really struck me as notable... I've had more conversations this year with students who find placement the most cognitively and emotionally demanding aspect of their programme.

The management of student expectations of their future profession and the nature professional practice is now a central feature of the educator’s role. While university modules typically prepare students with theoretical and practical skills, they may not sufficiently prepare them for the emotional realism of working life, where decisions are fast-paced, emotionally charged, and often ambiguous. Alex said:

I try to manage students' expectations of the actuality of the job and the fact that the job is far more demanding than sitting in a lecture room and learning it.

Rather than downplaying the intensity of professional practice, and the emotional and intellectual challenges that lie ahead, she advocates for preparing students for it in pedagogically thoughtful ways. This includes introducing students to the types of cognitive demands they will face that range from multitasking and emotional regulation, to making decisions in real time with limited information to hand.

One of the ways this is being tackled is through the redesign of a module strand focused on Professional Knowledge in Skills and Everyday Practice, reshaping it in ways that are responsive to student needs and experiences, especially in their final year. In the most recent iteration, Alex has introduced a placement module specifically for final-year students. This strategic timing is intentional: by their final year, students are closer to entering the workforce and need targeted support to process their experiences and expectations. This new module builds on the foundational learning of previous years, acting as a capstone where students consolidate their knowledge, process the emotional complexity of placement, and rehearse the demands of professional identity.

A central pedagogic strategy in this module is reflective practice on the students’ experiential learning in placements. Through structured sessions, students are encouraged to make sense of their placement experiences; what challenged them, what surprised them, and how they managed those situations. This reflective space is not just about recounting events but about understanding cognitive and emotional responses and developing coping mechanisms. By providing students with tools to process and interpret complex experiences they may encounter, educators can support their deeper learning and build their emotional resilience. Rather than being overwhelmed by placement, students are encouraged to make sense of it through facilitated dialogue and reflective writing.

The shaping of professional identity is a core aim within the Speech and Language Therapy programme. By the final year, students are not just learning how to do a job but are learning what it means to be a professional in that field. Through reflection, discussion, and critical engagement with practice, they begin to understand the values, ethics, and emotional skills required to work in healthcare or social care.

What can other disciplines learn from the Speech and Language Therapy programme?

Although this case is grounded in healthcare and social care, the insights are broadly transferable. Any discipline that includes practice-based learning at Marjon, like teaching, Psychotherapy and Counselling, Nursing, Physiotherapy, or Sports Therapy can draw on the principles discussed here. The key is recognising that placement is not just a logistical requirement but a cognitively and emotionally rich learning environment that requires intentional pedagogical support.

Here are five points from this case study that can help enhance placement learning:

Acknowledge the emotional labour: Recognise that placement learning involves emotional as well as intellectual effort. Create space for students to reflect on, and process, their experiences and responses.
Manage student expectations: Help students understand what working in their chosen profession will really involve, especially in terms of decision-making, time pressure, and the need for emotional regulation.
Use reflective practice: Embed structured reflection into the curriculum to help students make sense of their experiences and reduce cognitive overload.
Scaffold placement learning: Design modules that build up to placement gradually and culminate in a final-year experience that supports professional identity formation.
Foster dialogue: Encourage open conversations with students about their fears, uncertainties, and experiences. These discussions can be transformative and affirming.

This case study illustrates the power of pedagogic reflection in improving practice-based education. By rethinking how placement learning is supported, the programme has begun to address the emotional and cognitive load students experience and prepare them more fully for the complex realities of professional life. This work not only improves student experience but also contributes to developing resilient, reflective, and capable professionals.

# caring & inclusive

# experiential & reflective

Case Study: Youth and Community Work ▼

This case study explores the application of key pedagogic principles - experiential and reflective learning, critical engagement, creativity, and flexibility - within the Youth and Community Work programmes at Marjon. Based on an interview with Dr Tracy Hayes, this case study highlights how these principles are embedded in curriculum design, assessment, and teaching practices to foster inclusive and impactful learning experiences.

Pedagogic Principles in Practice

Experiential and Reflective Learning

The programmes place a strong emphasis on experiential learning, with placements integrated across all three years of undergraduate study and in postgraduate routes. Tracy notes that students engage in reflective assessments, such as portfolios, diaries, and critical incident analyses, which encourage them to connect theory with practice. A standout example is a final-year module where students reflect on their entire academic journey through creative formats like poetry or music, fostering deep personal and professional growth. Reflective practices are scaffolded throughout the programme, enabling students to critically evaluate their experiences and develop a nuanced understanding of their roles as practitioners.

Critical Engagement

Social justice is a cornerstone of the curriculum. Tracy highlights how students critically examine British values and other societal constructs from a youth work perspective, particularly in apprenticeship programmes. This critical lens ensures that graduates are equipped to challenge inequities and advocate for marginalised communities. Criticality is not confined to theoretical discussions but is applied in real-world contexts, such as apprenticeships where students have to navigate complex ethical dilemmas in their workplaces.

Creativity in teaching and assessment

While the programmes utilise discursive teaching methods, Tracy identifies opportunities to enhance creativity. For instance, students in a leadership module now engage in practical projects at a youth centre run by their tutor, blending theory with hands-on experience. Creative assessments, such as storytelling or artistic representations of professional identity, are also being expanded, particularly in the redesigned Master’s programme. Creativity fosters engagement and inclusivity, allowing students to demonstrate learning in ways that align with their strengths and identities.

Flexibility and Inclusivity

The programmes attract cohorts with a high proportion of neurodiverse students, and assessments are designed to minimise the need for individual adjustments. For example, there are no exams, and presentations include flexible time limits where needed. Tracy emphasises a 'neuro-affirmative' approach, openly discussing inclusivity in seminars and collaborating with disability services to support students. Flexible assessment design benefits all students, particularly those with additional learning needs, by reducing barriers without compromising academic rigour.

Additionally, we discussed challenges and Innovations:

A tension of praxis arises when trying to balance workplace and study environments, for example when students transition from supportive university environments to rigid workplace settings, such as schools or youth centres. Tracy shared an example of a student who struggled until their autism was acknowledged, and accommodations were made. This highlights the need for sector-wide changes in how neurodiversity is accommodated in professional settings.

The institution is exploring partnerships with schools to research neuro-inclusive behaviour policies, aiming to influence broader systemic change.

Apprenticeships require students to work 30 hours weekly, blending academic study with practical experience. While this route offers deep immersion, Tracy notes challenges, such as organising observations for students doing night-time remote work. The programmes are adapting to potential regulatory changes, such as shifting professional qualifications from Level 6 to Level 5. Apprenticeships are currently (March 2025) being refined to balance academic requirements with the realities of youth work practice, ensuring both rigour and relevance.

Lessons for Higher Education Lecturers

Embed reflection systematically: Reflective tasks should be iterative and scaffolded across modules, allowing students to build on their insights over time. Creative formats (e.g., storytelling) can deepen reflection and engagement.

Design assessments for inclusion: Flexibility should be "baked into" assessments, such as offering varied formats (written, oral, artistic) and avoiding high-stakes exams. This benefits neurodiverse students and aligns with universal design for learning (UDL) principles.

Foster criticality through real-world contexts: Partner with community organisations to ground critical theory in practice. For example, apprenticeships can serve as a platform for students to interrogate social justice issues in real time.

Advocate for systemic change: Universities can collaborate with employers to bridge gaps between academic accommodations and workplace expectations. Research projects, like those exploring neuro-inclusive policies, can drive broader institutional and sectoral reforms.

The Youth and Community Work programmes exemplify how pedagogic principles can be translated into practice to create dynamic, inclusive, and impactful learning experiences. By prioritising reflection, criticality, creativity, and flexibility, the programmes prepare students not only for professional roles but also as advocates for change in their fields. For HE lecturers, this case study underscores the importance of designing curricula that are both theoretically robust and deeply connected to the realities of practice.

#caring & inclusive

#experiential & reflective