Degree Date

5-2024

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Higher Education Leadership

First Advisor

Jaclyn Rivard

Second Advisor

Brian Hamluk

Third Advisor

Stuart Carrier

Abstract

In the field of experiential education, there is a general understanding that concepts and definitions of experiential education and experiential learning differ by individuals, departments, organizations, and institutions. The purpose of this quantitative descriptive research study was to gather the perspectives of individual experiential educators across higher education (n = 121) on what they perceive to be experiential education’s criteria and what forms of educational methodologies qualify as experiential learning forms. The findings demonstrated inclusive perspectives regarding both criteria and forms, such as receptiveness to experiential education being able to occur within classrooms, in short durations, and without third-party participation. The findings support broadening the parameters of what qualifies as experiential, which can have significant implications for encouraging and expanding equitable access to experiential offerings.

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