Building Theoretical Foundations Through Collaborative Learning
Collaborative experiential learning transforms theory from abstract knowledge into applied competence, strengthening professional identity, motivation, and real-world decision making.
Presented by:
Matthew Drake, MSU Denver
Hear it from the author:
Transcript:
Hello, my name is Dr. Matt Drake. Thank you for taking the time to view my poster.
We are teaching in challenging times. Many classrooms face disengagement, shorter attention spans, and growing reliance on AI tools. Students can access information instantly, but that doesn’t mean they can think with it or apply it in practice.
This presentation focuses on building theoretical foundations through collaborative learning. The core idea is simple: theory should be something students use, not just memorize. To address this, I developed Theories for Change at MSU Denver, shifting learning from passive lectures to active engagement.
Students experience theory through collaborative exercises such as simulations, problem-solving, applied projects, and reflection. They move from working in groups to learning communities drawing them into participation in ways AI cannot replicate.
This model emphasizes learning by doing in a supportive, trauma-informed environment, where students engage, receive feedback, and develop critical thinking. Here, theory becomes a foundation for resilience and ethical practice.
The impact has been clear: stronger comprehension, higher motivation, and a connection to professional identity.
So, the question becomes: how might you create more collaborative, meaningful learning experiences for your students?
Feel free to click on the QR code for more information.
Thank you.
Key Words:
Collaborative Learning, Experiential Pedagogy, Professional Identity
Abstract:
Theoretical frameworks shape students’ professional identities, ethical decision-making, and long-term effectiveness. Yet theory courses often prioritize knowledge acquisition over application, limiting students’ ability to translate abstract concepts into practice. Theories for Change at MSU Denver, Department of Social Work, reimagines this model through structured collaborative and experiential learning. Students engage in problem-solving, simulations, applied projects, and guided reflection that move them from working in groups to working as collaborative learning communities. This approach deepens comprehension, strengthens motivation, builds professional confidence, and transforms theory from abstract content into a practical tool for navigating complex real-world challenges.
Outcomes:
1. Analyze how collaborative and experiential exercises transform abstract theoretical frameworks into applied knowledge across disciplines.
2. Compare and contrast traditional lecture focused courses with experiential, student-centered approaches to understand differences in engagement, motivation, and professional identity development.
3. Construct strategies for integrating collaborative and experiential learning activities into courses to enhance comprehension, application, and student engagement.
References:
Hammar Chiriac, E. (2014). Group work as an incentive for learning: Students’ experiences of group work. Frontiers in Psychology, 5, 558. https://doi.org/10.3389/fpsyg.2014.00558
Mendo-Lázaro, S., León-del-Barco, B., Polo-del-Río, M.-I., & López-Ramos, V. M. (2022). The impact of cooperative learning on university students’ academic goals. Frontiers in Psychology, 12, 787210. https://doi.org/10.3389/fpsyg.2021.787210
Iskandarova, S., & Ford, K. (2024). A case study for experiential teaching and learning. Journal of Effective Teaching in Higher Education, 7(1), 3–27. https://doi.org/10.36021/jethe.v7i1.358