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.
Recommended Citation
Gaszak, Paul, "Defining Experiential: Higher Education Educator Perspectives on Experiential Education Criteria and Experiential Learning Forms" (2024). Dissertations. 829.
https://digitalcommons.nl.edu/diss/829
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education and Teaching Commons, Other Education Commons, Scholarship of Teaching and Learning Commons, Social and Philosophical Foundations of Education Commons, Vocational Education Commons