Abstract:
This qualitative case study focused on an eight day field experience course developed using Kolb’s model of experiential learning (1984) and guided by the Knowles et al. (2005) theory of adult learning. The field experience encouraged students to embrace their education by developing as an individual, inquiring into the unknown or misunderstood and exploring unfamiliar environments. Thirteen undergraduate students and one graduate student were exposed to cultures and beliefs not necessarily familiar or similar to their own. Cohort members reflected multiple times during the course. Data were analyzed using qualitative methods to reveal the impacts of the experiential learning instances of the experience. Seven major themes were revealed in students’ reflections: emotion, service, culture, barriers/risk, professionalism, career and desire to know. As educators, it is important to look at opportunities to incorporate both small- and large-scale field experiences into course curriculum. The emphasis on study abroad programs is evident at many universities and, in some cases, overshadows the unique experiences that could occur during a domestic study away. Thus, it is important that educators do not overlook the opportunities for high-impact learning to occur within the bounds of the United States.
Key Words:
High impact field experience, Kolb's model of experiential learning, Cohort members
 26. Leggette NACTA Special Issue Sept 2013.pdf | [ ] | 978 kB |
