case study experiential learning

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The Role of Experiential Learning on Students’ Motivation and Classroom Engagement

Yangtao kong.

1 School of Education, Shaanxi Normal University, Xi’an, China

2 Faculty of Educational Science, Shaanxi Xueqian Normal University, Xi’an, China

Due to the birth of positive psychology in the process of education, classroom engagement has been flourished and got a remarkable role in the academic field. The other significant determining factor of success in education is motivation which is in line with classroom engagement. Moreover, based on the constructivist approach, experiential learning (EL) as a new method in education and a learner-centric pedagogy is at the center of attention, as a result of its contributions to improving the value of education which centers on developing abilities, and experiences. The current review makes an effort to consider the role of EL on students’ classroom engagement and motivation by inspecting its backgrounds and values. Subsequently, the efficacy of findings for academic experts in educational contexts is discussed.

Introduction

It is stated that a basic causative factor in the general achievement of learners studying in higher education is learners’ engagement ( Xerri et al., 2018 ; Derakhshan, 2021 ). It is extensively approved that learners who are actively participating in the learning progression and take interest in their academic education are more likely to achieve higher levels of learning ( Wang et al., 2021 ). Therefore, higher education institutions encourage learners to use their capabilities, as well as learning opportunities and facilities that enable them to be actively engaged ( Broido, 2014 ; Xie and Derakhshan, 2021 ). Moreover, students’ dissatisfaction, boredom, negative experiences, and dropping out of school are in part due to the low engagement in academic activities ( Derakhshan et al., 2021 ). It has been demonstrated that engagement is, directly and indirectly, related to intelligence, interest, motivation, and pleasure with learning outcomes within many academic fields ( Yin, 2018 ). Likewise, engagement is a construct that is shaped from the multifaceted relations of perceptions, feelings, and motivation which is corresponding to the progress of self-determination theory in the motivation realm ( Mercer and Dörnyei, 2020 ). Besides, the student’s motivation is a significant factor in cultivating learning and consequently increasing the value of higher education because the more the learners are motivated, the more likely they can be successful in their activities ( Derakhshan et al., 2020 ; Halif et al., 2020 ).

From a psychological point of view, motivating learners and engaging them in the classroom are closely related ( Han and Wang, 2021 ); nevertheless, motivation consists of factors that are psychological and difficult to observe, while engagement involves behaviors that can be observed by others that it is not simple to notice and estimate learners’ motivation ( Reeve, 2012 ). In other words, educators cannot concretely understand the fulfillment of their learners’ basic mental necessities and enthusiasm for learning ( Reeve, 2012 ). Nonetheless, Reeve asserted that in contrast to motivation, learners’ engagement by all accounts is a phenomenon that is distinctive and can nearly be noticed. Generally, educators can impartially consider whether or not a specific learner is engaged in the class exercises, such as problem solving.

As a reaction to the traditional teaching approach that is teacher-centric ( Che et al., 2021 ) and following the inclination to expanding interest in a more unique, participative learning atmosphere, educational organizations are orienting toward learning approaches that cultivate students’ involvement, interest, and dynamic participation. EL is a successful teaching method facilitating active learning through providing real-world experiences in which learners interact and critically evaluate course material and become involved with a topic being taught ( Boggu and Sundarsingh, 2019 ). Based on the teaching theory of Socrates, this model relies on research-based strategies which allow learners to apply their classroom knowledge to real-life situations to foster active learning, which consequently brings about a better retrieval ( Bradberry and De Maio, 2019 ). Indeed, engaging in daily activities, such as going to classes, completing schoolwork, and paying attention to the educator, is all indicators of classroom engagement ( Woods et al., 2019 ). Moreover, by participating in an EL class paired with relevant academic activities, learners improve their level of inherent motivation for learning ( Helle et al., 2007 ) and they have the opportunity to choose multiple paths to solve problems throughout the learning process by having choices and being autonomous ( Svinicki and McKeachie, 2014 ). EL is regarded as learning by action whereby information is built by the student during the renovation of changes ( Afida et al., 2012 ). Within EL, people become remarkably more liable for their learning which regulates a stronger connection between the learning involvement, practices, and reality ( Salas et al., 2009 ) that are key roles in learning motivation.

To make sure that the learners gain the required knowledge and get the factual training, it is equally important to give them time to develop their ability to use their knowledge and apply those skills in real-world situations to resolve problems that are relevant to their careers ( Huang and Jiang, 2020 ). So, it seems that they would like more hands-on training and skills development, but awkwardly, in reality, they generally just receive theoretical and academic education ( Green et al., 2017 ). In addition, as in today’s modern world, where shrewd and high-performing people are required, motivation and engagement should be prioritized in educational institutions as they are required features in the learning setting while they are often overlooked in classrooms ( Afzali and Izadpanah, 2021 ). Even though studies on motivation, engagement, and EL have been conducted so far; however, based on the researcher’s knowledge, just some have currently carried out systematic reviews about the issue and these studies have not been all taken together to date; therefore, concerning this gap, the current mini-review tries to take their roles into account in education.

Classroom Engagement and Motivation

As a three-dimensional construct, classroom engagement can be classified into three types: physical, emotional, and psychological ( Rangvid, 2018 ). However, it is not always easy to tell whether a learner is engaged because observable indicators are not always accurate. Even those who display signs of curiosity or interest in a subject or who seem engaged may not acquire knowledge about it. Others may also be learning despite not displaying any signs of physical engagement ( Winsett et al., 2016 ).

As an important component of success and wellbeing, motivation encourages self-awareness in individuals by inspiring them ( Gelona, 2011 ). Besides, it is a power that manages, encourages, and promotes goal-oriented behavior, which is not only crucial to the process of learning but also essential to educational achievement ( Kosgeroglu et al., 2009 ). It appears that classroom motivation is influenced by at least five factors: the learner, the educator, the course content, the teaching method, and the learning environment ( D’Souza and Maheshwari, 2010 ).

Experiential Learning

EL, developed by Kolb in 1984, is a paradigm for resolving the contradiction between how information is gathered and how it is used. It is focused on learning through experience and evaluating learners in line with their previous experiences ( Sternberg and Zhang, 2014 ). The paradigm highlights the importance of learners’ participation in all learning processes and tackles the idea of how experience contributes to learning ( Zhai et al., 2017 ). EL is a method of teaching that allows learners to learn while “Do, Reflect, and Think and Apply” ( Butler et al., 2019 , p. 12). Students take part in a tangible experience (Do), replicate that experience and other evidence (Reflect), cultivate theories in line with experiences and information (Think), and articulate an assumption or elucidate a problem (Apply). It is a strong instrument for bringing about positive modifications in academic education which allow learners to apply what they have learned in school to real-world problems ( Guo et al., 2016 ). This way of learning entails giving learners more authority and responsibility, as well as involving them directly in their learning process within the learning atmosphere. Furthermore, it encourages learners to be flexible learners, incorporate all possible ways of learning into full-cycle learning, and bring about effective skills and meta-learning abilities ( Kolb and Kolb, 2017 ).

Implications and Future Directions

This review focused on the importance of EL and its contributions to classroom engagement and motivation. Since experiential education tends to engage a wider range of participants who can have an impact on the organization, employees, educators, leaders, and future colleagues, it is critical to maintain its positive, welcoming atmosphere. The importance of EL lies in its ability to facilitate connections between undergraduate education and professional experience ( Earnest et al., 2016 ), so improving the connection between the university and the world of work ( Friedman and Goldbaum, 2016 ).

The positive effect of EL has actual implications for teachers who are thinking of implementing this method in their classes; indeed, they can guarantee their learners’ success by providing them with the knowledge required in performing the task as following the experiential theory, knowledge is built through converting practice into understanding. Based on the literature review, the conventional role of the teacher shifts from knowledge provider to a mediator of experience through well-known systematic processes. Likewise, teachers should encourage learners by providing information, suggestion, and also relevant experiences for learning to build a learning milieu where they can be engaged in positive but challenging learning activities that facilitate learners’ interaction with learning materials ( Anwar and Qadir, 2017 ) and illustrates their interest and motivation toward being a member of the learning progression. By learners’ dynamic participation in experiential activities, the teacher can trigger their ability to retain knowledge that leads to their intrinsic motivation and interest in the course material ( Zelechoski et al., 2017 ).

The present review is significant for the learners as it allows them to model the appropriate behavior and procedures in real-life situations by putting the theory into practice. Indeed, this method helps learners think further than memorization to evaluate and use knowledge, reflecting on how learning can be best applied to real-world situations ( Zelechoski et al., 2017 ). In the context of EL, students often find activities challenging and time-consuming which necessitates working in a group, performing work outside of the classroom, learning and integrating subject content to make decisions, adapt procedures, compare, and contrast various resources of information to detect a difficulty at one hand and implement that information on the other hand to form a product that aims to solve the issue. Participation, interaction, and application are fundamental characteristics of EL. During the process, it is possible to be in touch with the environment and to be exposed to extremely flexible processes. In this way, education takes place on all dimensions which cover not only the cognitive but also the affective and behavioral dimensions to encompass the whole person. Learners enthusiastically participate in mental, emotional, and social interactions during the learning procedure within EL ( Voukelatou, 2019 ). In addition, learners are encouraged to think logically, find solutions, and take appropriate action in relevant situations. This kind of instruction not only provides opportunities for discussion and clarification of concepts and knowledge, but also provides feedback, review, and transfer of knowledge and abilities to new contexts.

Moreover, for materials developers and syllabus designers to truly start addressing the learners’ motivation and engagement, they could embrace some interesting and challenging activities because when they can find themselves successful in comprehending the issue and being able to apply their information to solve it; they are not only more interested to engage in the mental processes required for obtaining knowledge but also more motivated and eager to learn. More studies can be conducted to investigate the effect of EL within different fields of the study courses with a control group design to carry out between-group comparisons. Besides, qualitative research is recommended to scrutinize the kinds of EL activities which make a more considerable effect on the EFL learners’ motivation and success and even their achievement.

Author Contributions

The author confirms being the sole contributor of this work and has approved it for publication.

This study was funded by the Projects of National Philosophy Social Science Fund, PRC (17CRK008), and the Projects of Philosophy and Social Science Fund of Shaanxi Province, PRC (2018Q11).

Conflict of Interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Experiential and Case-Based Learning

Case-based teaching.

Case-based teaching strategies use real-life examples to offer a shared learning experience. It may be difficult for students to experience real-world situations together. These scenarios, provide a common “experience” so that students can solve problems, make decisions, and generally think critically together. Many case studies are stories, designed to engage students in research and analysis of a specific problem or set of problems. Case studies tend to work well in the online/hybrid learning environment.

Examples and Resources

• National Center for Case Study Teaching in Science, University of Buffalo  – A comprehensive site for all scientific disciplines, links to numerous articles on case study teaching in science plus an extensive collection of cases.
• Teaching with the Case Method from Carleton College   – Several examples of teaching with case studies.

Major, A., & Viswanathan, R. (2019). Create a case method group activity to engage students in critical thinking. In A. deNoyelles, A. Albrecht, S. Bauer, & S. Wyatt (Eds.),  Teaching Online Pedagogical Repository . Orlando, FL: University of Central Florida Center for Distributed Learning.  https://topr.online.ucf.edu/create-case-method-group-activity-engage-students-critical-thinking/ .

Experiential Learning

Experiential learning is an activity-oriented strategy rooted in experiences. Personalized reflection on experiences and the formulation of plans to apply learning to other contexts are critical factors. Experiential learning is effective in providing opportunities for students to engage and apply academic understanding through hands-on experience. There are many methods and tools that can be useful when employing experiential instruction such as simulations, field experience, games, storytelling, and surveys.

Field Experience

Field experience is an excellent way to bring real-world experiences back to a course. Students are often asked to document their experiences and observations and share reflections. For example, students majoring in art history frequently visit local museums to view examples of artwork presented in class.

Games/Simulations

Games and simulations allow learners to practice skills, acquire knowledge and learn concepts while having fun. Tools such as Kahoot can be used by faculty in order to conduct formative assessment in the form of an online, in-class game. In addition, technologies such as SimCity  provide virtual environments for students to explore, like  Center of the Cell and the many simulations found on  Phet  can offer students experiences that might be impossible in real life.

Role-playing gets students to explore acting out different scenarios or characters. For example, in a business class students may act as a buyer or seller of a specific product. In doing so, students develop a better understanding of the concepts they’ve learned by testing them out.

Ertmer, P. A., & Koehler, A. A. (2014). Online case-based discussions: Examining coverage of the afforded problem space.  Educational Technology Research and Development , 62( 5 ), 617-636.  https://doi.org/10.1007/s11423-014-9350-9

Kolb, D. (1984).  Experiential learning: Experience as the source of learning and development . Englewood Cliffs, NJ: Prentice Hall. Retrieved from  https://www.pearson.com/us/higher-education/program/Kolb-Experiential-Learning-Experience-as-the-Source-of-Learning-and-Development-2nd-Edition/PGM183903.html

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2023-24 General Bulletin

Experiential Learning

Case Western Reserve University offers undergraduates a variety of experiences inside and outside the classroom that are built on a process of guided inquiry, preparation, action and reflection. Many research, internship, and employment opportunities are aligned with academic programs. Linguistic and cultural immersion characterize the study abroad experience.  In many courses, Case Western Reserve students engage in experiential learning beyond the on-campus classrooms and laboratories. Experiences that form the basis for reflection and synthesis under the guidance of faculty include working with hospitalized children, designing engineering solutions for a problem presented by a municipality, interning at a local media outlet, tutoring in Cleveland’s Hispanic community, gaining experience in public health clinics, studying history with “the city as classroom,” or collecting aquatic specimens from the ponds at the university’s 389-acre farm. Courses that incorporate community service or internships into the curriculum forge links between Case Western Reserve undergraduates and schools, neighborhoods, businesses, and governmental and health care institutions in Cleveland and elsewhere.

International Experience

Case Western Reserve University encourages students to study, research, intern, and participate in service learning experiences abroad. Students benefit personally, academically, and professionally from educational experiences abroad.

The Office of Education Abroad partners with overseas institutions and facilitates participation by CWRU students in a wide selection of courses abroad. Students of all majors can stay on track to graduate while including study abroad in their degree timeline. In consultation with their academic advisors and study abroad advisors, students can identify which study abroad programs meet their academic and personal goals. They can choose from traditional semester or academic year study abroad programs or shorter programs with CWRU faculty and students.  Many study abroad programs cost about the same as studying in Cleveland.  Additionally, financial aid can be applied to study abroad, and many students find that they are eligible for study abroad scholarships.

Semester and Academic Year Programs

In order to participate in semester and academic year programs of study or practical experience that immerse them in the culture and language of another country, students must first

• Have completed at least 24 credit-hours of coursework at CWRU,
• Have declared a major,
• Be in good academic and disciplinary standing with no pending judicial actions, and
• Be otherwise eligible to register on campus at CWRU for the proposed semester(s) (no financial holds, e.g.).

After matriculation at Case Western Reserve University, students are permitted to earn at other accredited colleges or universities or through an approved program of study abroad no more than 38 credit hours toward the totals required for their degree, with no more than 15 credit hours taken as part of domestic programs or as summer study in a student's home country; this includes courses taken through the cross-registration program.  Any off-campus study beyond 15 credit hours may only be taken through approved study abroad programs.  Any additional credits earned at other institutions after matriculation at Case Western Reserve beyond 15 domestically or as summer study in a student's home country and beyond a total of 38 including study abroad will raise the total number of credit-hours required for the degree by a corresponding number.

Case Western Reserve does not require students to complete any foreign language prerequisites before studying abroad, though students wishing to study in a country where the native language is not English are advised to develop their language skills to the extent possible. Students studying for at least a semester in a single location where English is not an official language must take a course that advances their skills in a language of the host country during each semester of study abroad, provided such courses are available. This may be a course of language instruction or a course taught in a language of the host country. Students participating in study abroad experiences that are comparative in nature and visit several sites within the same semester are not required to include language study in their academic programs.

Students participating in semester or academic year study abroad must enroll in the equivalent of at least 12 credit hours each semester in order to maintain full-time student status for the semester abroad. Upon presentation of an official transcript from the study abroad program, transfer credit will be awarded for courses completed with a grade of C or better and determined to be equivalent or comparable to those offered by the appropriate academic department at CWRU.

Students participating in semester or academic year study abroad pay the normal CWRU tuition to Case Western Reserve University and maintain their student status at CWRU during the period of study abroad. Case Western Reserve University will, in turn, pay the tuition costs for the student's program abroad. Students are responsible for paying all non-tuition costs associated with study abroad to the study abroad program directly (i.e. housing, student fees, excursions, travel costs, etc.). Students retain all of their financial aid while studying abroad.  Additional study abroad financial information is available from the Office of Education Abroad.

Short-Term Programs

Case Western Reserve University offers a robust portfolio of short-term study abroad options that allow students to travel as a group with a member of the Case Western Reserve University faculty. These programs are often one to three weeks in duration and are offered over spring break, winter break, and during the summer. Program offerings vary each year, but recent short-term study abroad locations included China, Costa Rica, Cuba, Ecuador, France, Ghana, India, Israel, Italy, Japan, Jordan, Kenya, Namibia, the Netherlands, Norway, Poland, Spain, Uganda, and the United Kingdom. All Case Western Reserve University students in good academic and disciplinary standing are eligible to participate in short-term study abroad programs.  

Summer Programs

All Case Western Reserve University undergraduates in good academic and disciplinary standing are permitted to study abroad during the summer. With approval, up to 15 credit hours of summer coursework can be transferred to Case Western Reserve University. During the summer, study abroad students pay tuition and fees directly to the study abroad program.  A wide variety of summer programs is available through the Office of Education Abroad.  

Research, Service Learning, and Internship Opportunities Abroad

Case Western Reserve University offers international research, service learning, and internship opportunities as part of a semester abroad on many of our approved programs.  Study abroad advisors can help students identify and apply to these programs. With the help of the Office of Education Abroad and Case Western Reserve University faculty, students can also conduct independent research projects abroad.

Research Experience

Undergraduate research.

Case Western Reserve University is a research-intensive community with a tradition of involving undergraduates in research and creative endeavors. Regardless of a student's major or academic interests, there are numerous opportunities to engage in research either on campus with Case Western Reserve faculty or elsewhere during both the academic year and the summer. The Undergraduate Research Office provides assistance to students throughout the undergraduate educational experience, including:

• helping students identify research and creative project opportunities on campus or around the university during the academic year and around the world during the summer,
• providing funding for on-campus summer research,
• providing funding for travel for students presenting their work at regional and national conferences,
• providing educational research and informational seminars,
• sponsoring the Intersections Symposium and Poster Session for students to present their work to our academic community, and
• advising Discussions: The Undergraduate Research Journal of CWRU .

In many cases, students pursuing research under the guidance of a faculty member may earn degree credit by registering for “Undergraduate Research” or "Independent Study" in the appropriate department. These are advanced-level courses and require departmental approval. However, students may not earn both degree credit and pay for the same work.  Students may discuss academic credit for research with their major advisor.

Work Experience 

The center for civic engagement and learning.

The Center for Civic Engagement and Learning (CCEL) works to create an engaged campus by providing and supporting opportunities for community service and collective action while promoting civic awareness and leadership.  CCEL offers a variety of programs, services, and resources to accommodate different student interests and schedules.  These include one-day Saturdays of Service, flexible weekly opportunities through CCEL Serves, week-long and weekend Alternative Break experiences, and the year-long Civic Engagement Scholars program.  CCEL coordinates Cleveland excursions to explore and connect with our community and facilitates educational training about community issues, responsible engagement, voter education/registration, and active citizenship.  CCEL also provides community service advising and assists faculty and students in designing and implementing service learning courses and community-based capstone projects.

Cooperative Education

Cooperative Education (Co-op) is an academic program that enables students in majors offered by the Case School of Engineering to alternate classroom studies with career-based experiences in industry. It is a learning experience designed to integrate classroom theory with practical experience and professional development. Co-op is a paid full-time work experience designed to enhance the student’s education. Case Western Reserve co-op assignments are typically for two seven-month periods, each period consisting of a summer and a contiguous spring or fall semester. While participating in co-op, students maintain their full-time student status. This program is available to students pursuing majors in all fields of engineering, computer science (BA and BS), and data science.

Professional Practicum

Practicum is a non-credit experiential education program coordinated through the Career Center that provides students with opportunities to develop and enhance skills, insights, and knowledge related to career development. The desired learning outcome of the practicum experience is intellectual, professional, and personal growth in an area related to a student's academic and career goals.  Undergraduate and graduate students enrolled in the College of Arts and Sciences, the Case School of Engineering, the Frances Payne Bolton School of Nursing, or the Weatherhead School of Management who are pursuing career-related work experience and students pursuing entrepreneurial ventures may participate.  (Most Case School of Engineering students participate in experiential education through the Co-op program, but may participate in practicum, depending on the duration of the assignment.)  International students are eligible for the practicum program through Curricular Practical Training (CPT).

Practicum students enroll in course sections for the semester in which they are on assignment either full-time (40 hours/week) or part-time (20 hours/week). The duration of the program can range from a minimum of 6 weeks to a maximum of 14 weeks. Full-time practicum students do not enroll in other coursework, but maintain full-time student status during the practicum period; part-time participants are expected to enroll in other credit-bearing coursework. Although no credit is awarded, students who successfully complete the practicum assignment receive transcript notation. Successful completion is determined by the Practicum Coordinator with input from the faculty advisor and employer once the required deliverables are submitted by the student.

Students interested in participating in a practicum should contact the Career Center , the semester prior to the intended practicum period.

Entrepreneurship

The Veale Institute for Entrepreneurship at Case Western Reserve University catalyzes entrepreneurial ideas through education and training, accelerates venture creation, and connects people in a transformative way.  The Veale Institute’s mission is to ensure that all CWRU students, no matter their major, have the access and resources they need to foster their entrepreneurial mindset.  Educational programming such as the CWRU Alumni Entrepreneurship Speaker Series and Skills Lab workshops are available for students looking to explore their interests.

CWRU LaunchNET is the entrepreneurship gateway on campus to help students in all majors test, validate, and turn their ideas into products and services.  LaunchNET connects students to a network of mentors and peers who share an interest in entrepreneurship and innovation.

Washington Study Program

The Washington Study Program provides students with the opportunity to complete a full-time, research-intensive internship in Washington, D.C.  By participating in a semester-length program during the fall or spring ( WASH 2A ), students earn 9 credit hours; for a summer internship ( WASH 2D ), they earn 3 credit hours.  In addition, students earn 3 credit hours for participating in a seminar and attending a weekly lecture/discussion group ( WASH 2B ) and 3 credit hours by developing a portfolio based on their internship experiences ( WASH 2C ).  The credits earned can be counted as general electives or applied to a student’s major or minor with the prior consent of the individual department(s).

To be eligible for the program, a student is expected to be a junior or senior and have a GPA of at least 3.000.  The program director, the student’s major advisor, and the appropriate dean in the Undergraduate Advising Support Office must approve each application.  Students must ensure that their participation will not prevent them from meeting on-campus residency or other university requirements.

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Educational Experiences Become Experiential When the Learner is Fully Present There is more to experiential learning than just "having" the experience.

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The 21st century has seen a dramatic rise in experiential learning research and practice. After the previous century, where research on subjective experience was for the most part excluded from academic journals, there is today a resurgence of scholarly research on experience and experiential learning. Yet, how do we know when a given educational experience is experiential? We argue that there is something more to experiential learning than just having an experience.  That “something more” is a process of experiencing, a process whereby the learner deeply engages with an experience and is fully present. Through research conducted from an international sample of learners who based response to their lived experience outside of the classroom, we extend findings from Stock & Kolb (2021) and introduce a revised version of the Experiencing Scale based on the discovery of the overarching importance of the role of presence and its ramifications for the experiencing process.  Our analysis here suggests that when learning is experiential, it is characterized by active participation, sensory engagement, deep involvement, alert/ aware attention and being fully present in the here-and-now.  

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This chapter is a reflective case study that demonstrates the practice of experiential learning (EL) partnership between University alumni and undergraduate students studying the applied creative skills that the most in-demand careers are seeking. Eyler (2015) explains how “experiential education blurs the line between theory and practice” (para. 19); this case study provides a working framework for students to practice creative skills in an alumni program that could lure graduates, regardless of era, to connect across disciplinary silos and engage directly with students from design to evolution to positive return on partnership. I am Brian LaDuca, Executive Director of the Institute of Applied Creativity for Transformation (IACT) and administrative faculty at the University of Dayton (UD). Together with my colleague and co-author of this chapter, Adrienne Ausdenmoore, Director of IACT, we are driven to prepare students across any discipline of study for today’s ever-changing workforce.

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LaDuca, B., Ausdenmoore, A. (2022). Alumni Engagement Through Applied Creativity: A Case Study. In: Lovett, K. (eds) Diverse Pedagogical Approaches to Experiential Learning, Volume II. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-83688-7_5

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Stanton Foundation grant to fund canine mitral valve diagnosis research at veterinary college

• Kevin Myatt

21 Mar 2024

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Mitral valve degeneration is common among small dogs as they age. It’s often asymptomatic and not always lethal, but it can lead to heart enlargement and heart failure. Medications can reduce the effects and delay the onset of heart failure.

A $141,000 grant from the Stanton Foundation will fund research at the Virginia-Maryland College of Veterinary Medicine to determine if primary care veterinarians using only a stethoscope and chest X-rays can be effective in identifying dogs that would benefit from medical treatment for myxomatous mitral valve disease before symptoms have occurred.

Spectrum of care

The research supports the Stanton Foundation’s focus on “spectrum of care,” a concept also embraced by the veterinary college, its Veterinary Teaching Hospital , and its  Small Animal Community Practice  veterinary clinic. Clinicians provide a variety of care options and work with the client to decide together which approach best meets the needs of the pet and its family. This approach provides affordable and readily available options for those who cannot afford or don’t have access to more expensive or specialized procedures for their dogs.

“The foundation’s mission in canine health is to ensure that dogs who belong to families of modest economic means enjoy the best possible health throughout their lives,” according to the Stanton Foundation website. “It supports clinical research on preventive care and alternatives to ‘gold standard’ veterinary medicine with wider experiential learning in veterinary training.”

In this case, research will determine the accuracy of less costly and readily available diagnostic testing for identifying dogs for mitral valve disease that would benefit from treatment without the use of an echocardiogram

“Clients have a variety of ability, both from an access standpoint - whether there's a specialist in their area - and a cost standpoint - what their budget can allow for – in pursuing gold standard veterinary care,” said Sunshine Lahmers , clinical associate professor of cardiology and principal investigator for the Stanton-supported research. “The spectrum of care concept from the Stanton Foundation is for all clients to feel like they can provide their pets quality care, even if they can't pursue the gold standard testing. We want to develop evidence-based approaches for a primary care practitioner to provide a client a variety of options when they hear a murmur in a patient’s heart.”

Heart murmurs

Jenny Marin , clinical assistant professor in community practice, said cases of heart murmurs in dogs, often related to mitral valve disease, are very common.

“We see it all the time in general practice,” said Marin, who was a veterinarian in a North Carolina private clinic before joining the Veterinary Teaching Hospital. “The struggle I was having a lot before I came here, where I have cardiologists down the hall, was getting these dogs in to see a cardiologist at an early stage of their heart disease. We were having to make a lot of decisions just based on things we could do.

“The goal is to see if those techniques work well and have some evidence-based procedures to help general practitioners, like me, be able to make those decisions when we can’t send those dogs to a cardiologist.”

Two stages of research

The research funded by the Stanton Foundation at veterinary college will have two stages.

The first stage is a retrospective study, in which 150 radiographs of asymptomatic dogs with murmurs evaluated at the teaching hospital over the past decade will be reviewed. Kurt Zimmerman , professor of pathology and informatics, will use a computer model to create a decision tree designed to help clinicians predict the cases of asymptomatic mitral valve disease that would benefit from treatment.

The second stage will involve 30 dogs in a case recruitment pilot study to test the performance of the model, which will gauge how accurate primary care clinicians can be, without an echocardiogram, in identifying the dogs with a murmur that can have the onset of heart failure delayed with medical treatment.

Andrew Mann

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