When Learning Becomes an Adventure: The Certificate in Experiential Education

Walking through the forest with a compass, solving tricky problems together, and stepping outside their comfort zones: In the Experiential Education certificate program, students combine theoretical knowledge with practical experience—and learn a lot about themselves in the process.

Carrying heavy backpacks, maps, and compasses, students hike through the Palatinate Forest. The group has about 25 kilometers ahead of them as they find their way without cell phones or GPS devices. At the end of the day, the students reach their campsite. Together, they build a fire and prepare dinner. “It was exciting and, at the same time, so wonderful to be able to experience a real adventure again as an adult,” Ellen Ritter says enthusiastically.

Pauline Weigel also has fond memories of the hike. “I didn’t sleep well that night. But when the sun came out the next morning and we made coffee and porridge together, that was quickly forgotten,” she says. The hike is one of many hands-on experiences that students gain as part of the Certificate in Experiential Education at RPTU University Kaiserslautern-Landau.

Learning with the Mind, Heart, and Hands

Over the course of a year and a half, participants complete four modules. They explore the theoretical foundations of experiential education, gain practical experience during field trips, and, through a program called “Citybound,” discover how experiential education methods work in an urban setting.

The underlying philosophy is clearly evident in the group activities: Experiential education is based on the idea that people learn through their own actions and experiences. “Learning with head, heart, and hands” is a fundamental principle of experiential education. Students solve tasks, face unfamiliar situations, and reflect together on what worked and what insights they can take away from the experience.

Growing Together and Overcoming Boundaries

Ellen Ritter learns just how important patience and mutual understanding are during a group exercise. In the so-called “spider web” exercise, two groups must solve a task by describing to each other how a specific pattern is constructed. Ellen Ritter mediates between the groups—and loses her patience: “I couldn’t concentrate anymore, so I said, ‘I can’t do this anymore.’”

She’s all the more impressed by the others’ reaction: No one blames her; instead, the others try to find a solution together. “That’s my greatest takeaway from the seminar—that a group of people came together who, entirely of their own free will, were simply kind to one another.”

Ellen Ritter also makes a point of emphasizing that no one is pressured during the exercises. She herself had initial concerns that she wouldn’t be able to keep up with some of the activities. It was an unfounded worry: “There was always the option to say no and not do something,” she emphasizes.

Gaining Professional Experience

The certificate program brings together students from various areas of study, including future teachers as well as students of psychology, education, sports science, and human resources development. Ellen Ritter, who is studying to become a special education teacher, hopes to apply her experiences later in her work with children and adolescents.

Pauline Weigel also hopes to apply these experiences in her future teaching career. She is studying to become an elementary school teacher, and the certificate has given her a new perspective on challenges. When she encounters children today who are struggling with a task, she sometimes thinks back to that sleepless night in the Palatinate Forest. “Then I remember that experience and realize: Just because it looks easy to me right now doesn’t mean it isn’t difficult for others.”

Pauline Weigel is already putting these practical ideas into practice: She has incorporated some of the exercises from the certificate program into volunteer-led recreational activities for children and teens. She finds it particularly important that children learn to tolerate conflicts, talk to one another, and find solutions together.

Experiential Education in Adult Education

Leonard Grimus is also among the certificate program graduates. He is pursuing a master’s degree in organizational education and human resources development and works in the Learning and Organizational Development department of a large telecommunications company. “What made my situation unique was that I work with adults rather than children,” he explains. In his professional setting, for example, he uses the “Lego Serious Play” method: Participants build models with Lego bricks, use them as a starting point for conversation, and develop new perspectives on shared tasks.

For his final project for the certificate, Leonard Grimus is putting what he has learned into practice. To this end, he is developing a career orientation program for students that, among other things, connects them with potential employers. For him, the project is a highlight of the certificate program, as he is also conducting academic research on the long-term impact of training. “I’ve clearly seen that experiential education has a demonstrable impact on learning transfer,” he reports.

“I have clearly seen that experiential education has a demonstrable impact on learning transfer.”

In addition, Leonard Grimus is exploring how experiential education methods can be adapted for virtual training. He wants to develop exercises that facilitate active learning even on a screen. For him, experiential education offers inspiration for programs beyond the natural environment and for every age group: “I think it’s simply a great toolkit that can be used in a wide variety of contexts and for every age group.”

Consciously Experiencing Activities

While Leonard Grimus explores new possibilities for digital learning, Ellen Ritter and Pauline Weigel particularly value experiences away from the screen. “It’s remarkable how long three days without electricity and the internet can feel—and how intensely you can experience time,” says Ellen Ritter.

Pauline Weigel also sees this as an important approach to working with children and teens. She often hears from students that they spend a lot of time on their smartphones or playing video games after school. This makes shared activities all the more important to her: “This sense of togetherness is especially close to my heart—that the children learn to resolve conflicts and talk about problems,” she says.

The students in the certificate program also experience firsthand what children can learn through shared experiences: They grow together as a group, overcome challenges, and learn a lot about themselves. “It’s not like you can just sit down in a seminar room and let the information wash over you,” says Ellen Ritter. For her, that’s precisely where the special value of this additional qualification lies: “Here, you get the opportunity to try out methods for yourself, learn practical exercises, and push yourself beyond your limits.” Leonard Grimus agrees: “The certificate isn’t just a lot of fun—it also contributes immensely to your personal development.”