Focus:
Submitted papers may address questions including the following, but not limited to:
- How do we define “experiential education”?
- What kinds of teaching strategies maximize experiential education?
- What are the essential elements of effective use of experiential education in the classroom setting?
- How are students’ experiences incorporated into the experiential education process?
- How can we assess the effectiveness of experiential education techniques?
- How can experiential education be utilized across curriculums, K-graduate level?
The notion of experiential education, or learning by doing, has a lengthy history. Experiential education is a philosophy of education that focuses on the transactive process between teacher and student involved in direct experience with the learning environment and content. When education is said to be experiential, this means that it is structured in a way that allows the learner to explore the phenomenon under study, that is, to form a direct relationship with the subject matter, rather than merely reading about the phenomenon or encountering it indirectly. An experiential educator’s role is to organize and facilitate direct experiences of phenomenon under the assumption that this will lead to meaningful and long-lasting, learning. Experiential educators operate under the assumption that educational goals can be effectively met by allowing the character of the learner’s educational experience to influence the educational process.
Who May Submit:
Faculty, administrators, librarians and graduate students.
Please identify your submission with keyword: EXPERIENTIAL
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