Experiential learning is based on the premise that students learn by doing. It is an older educational model, building on the learning theory that students construct their knowledge from experience, an idea which was coined constructivism by Piaget in 1973. Experiential learning is gaining in popularity as many disciplines are exploring new teaching strategies to help students become more engaged and better prepared for entering the workforce. Research has shown that experiential learning increases a student’s ability to problem solve and think critically, both of which are considered 21st century skills and are two of the most desirable characteristics employers are seeking in students as they enter the industry.

This paper utilizes the experiential learning model to incorporate basic print production processes into courses and class exercises that may not customarily use printing as part of the instruction. The researchers will discuss how these methods can be both cost effective and relatively easy to implement. For this study, these printing tools were included in an introductory digital graphic design course. The two print production processes used are: dye sublimation and direct-to-garment printing (DTG).

Many programs that include design education lack opportunities for students to physically produce their work. These can still be experiential learning activities, but the researchers have found that the opportunity for students to take their ideas through to a physical product provides additional learning and engagement.

Keywords: Experiential learning, graphic communications, print production.