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Integrated Experiential Education: Definitions and a Conceptual Model

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Bibliographic Details
Title: Integrated Experiential Education: Definitions and a Conceptual Model
Language: English
Authors: Fenton, Lara, Gallant, Karen
Source: Canadian Journal for the Scholarship of Teaching and Learning. 2016 7(2).
Availability: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Experiential Learning, Definitions, Models, Integrated Curriculum, Undergraduate Students, Leisure Education, Recreational Programs, Interviews, Service Learning, Student Placement, Adoption (Ideas), Program Implementation, Barriers, Educational Benefits, Foreign Countries
Geographic Terms: Canada
ISSN: 1918-2902
Abstract: Universities are currently embracing community engagement strategies to increase opportunities for student learning in community settings such as community organizations. Experiential learning is often touted as the pedagogy underlying such experiences. We undertook a research project exploring the challenges and benefits for students and faculty who are offering integrated experiential curriculum in universities within North American Recreation and Leisure studies programs. We also address the ways in which interviewees defined experiential, and in particular, integrated experiential education. In the paper, we propose a model, defining the breadth of integrated experiential education approaches across continua of place, curriculum, philosophy, instructor role, and content. The model provides a tool for both understanding common aspects of integrated experiential approaches and identifying where specific experiential activities lie across these continua.
Abstractor: As Provided
Number of References: 31
Entry Date: 2016
Accession Number: EJ1123228
Database: ERIC
FullText Text:
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  Data: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
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  Data: Universities are currently embracing community engagement strategies to increase opportunities for student learning in community settings such as community organizations. Experiential learning is often touted as the pedagogy underlying such experiences. We undertook a research project exploring the challenges and benefits for students and faculty who are offering integrated experiential curriculum in universities within North American Recreation and Leisure studies programs. We also address the ways in which interviewees defined experiential, and in particular, integrated experiential education. In the paper, we propose a model, defining the breadth of integrated experiential education approaches across continua of place, curriculum, philosophy, instructor role, and content. The model provides a tool for both understanding common aspects of integrated experiential approaches and identifying where specific experiential activities lie across these continua.
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      – SubjectFull: Experiential Learning
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      – SubjectFull: Definitions
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      – SubjectFull: Models
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      – SubjectFull: Leisure Education
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      – SubjectFull: Interviews
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      – SubjectFull: Service Learning
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      – SubjectFull: Adoption (Ideas)
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      – SubjectFull: Program Implementation
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