Experiential learning opportunities have been shown to enhance the student learning experience by providing a "hands-on" experience to apply relevant knowledge for problem-solving. In the Fall of 2021, we received funding from the University of Toronto International Relations Office to launch our inter-disciplinary, global course for students in Management and Chemistry at the University of Toronto Scarborough (UTSC). This novel and unique course enabled students specializing in Human Resources and Chemistry to develop an equity perspective by collaborating with each other on an interdisciplinary group project about COVID-19 vaccine access to disadvantaged groups around the world.  The content and process of the group project provided students with a robust, international, and diverse experiential learning opportunity (Millenbah and Millspaugh, 2003).

Inter-disciplinary student teams investigated the development of different COVID-19 vaccines and the systemic factors contributing to inequities in their uptake in countries from the global south with low vaccination rates. They were also introduced to international community partners (e.g., from India, Sri Lanka, etc.) who provided country-specific research that helped them understand the factors impeding vaccination rates among disadvantaged groups in that country.

At the same time, student learning and interest in equity were encouraged through weekly virtual classes and activities with the instructor and fellow students. In these classes students engaged in role-plays (e.g., mediation, arbitration), case discussions, and debates on equity, diversity, and inclusion in different organizational contexts (e.g., schools, governments, corporations). They also participated in a meditation session and engaged in a discussion about the research on the efficacy of mindfulness meditation – yet another experiential learning opportunity but this time relating to health in particular. We hoped that such experiential learning opportunities of EDI and health would help students understand barriers (e.g., fear of vaccine side-effects, misinformation, mistrust due to a history of medically based mistreatment) that marginalized groups face in COVID-19 vaccine access in different parts of the world. The EDI-focused weekly experiential activities and the inter-disciplinary and globally focused group projects enabled students to apply their critical thinking, problem-solving, and leadership skills to a contemporary social justice issue (equity in covid19 vaccine access). Students made evidence-based recommendations and culturally relevant infographics on COVID-19 vaccines for specific countries. They presented their findings to international and local community partners and stakeholders interested in equity in global vaccine access.

Reference

Millenbah, K. F., & Millspaugh, J. J. (2003). Using Experiential Learning in Wildlife Courses to Improve Retention, Problem Solving, and Decision-Making. Wildlife Society Bulletin (1973-2006), 31(1), 127–137. http://www.jstor.org/stable/3784366