Evaluating the Oregon Experiential Learning Model: Findings from Clients, Students, and Alumni

Abstract

Experiential learning has long been integral to planning education. For decades, the University of Oregon has offered a unique experiential model involving paying clients supported by nontenure track faculty. We utilize surveys and interviews to evaluate nine years of course delivery in relation to learning outcomes, work quality, and lessons learned. We found the model provides thorough professional training and excellent products due largely to client engagement and staffing support, but ongoing challenges include collaborative work programs, team dynamics, and integrating equity and inclusion. This model requires client and university investment, and we highlight transferable lessons for developing experiential learning programs.