Edited by Helen Walkington, Jennifer Hill and Sarah Dyer
Chapter 25: Examining the potential of experiential learning as pedagogy for senior undergraduate students
This chapter highlights the value of experiential learning in undergraduate education and focuses on the potential for multi-faceted learning for senior undergraduate students. The chapter begins by introducing experiential learning opportunities connected to curricular learning as an important means through which to provide students with a set of skills and a knowledge base to become knowledgeable geographers, engaged learners and active citizens. A literature review highlights both pedagogical theory and best practice case studies, helping to inform and advise on the meaning and value of the synergistic relationship developed by connecting classroom learning to experiential learning. We then explore three types of academic courses that connect learning inside and outside the classroom as follows: 1) placement courses, 2) studio courses and 3) field study courses. Through an examination of these different yet complementary approaches to experiential learning, we highlight ways in which course and assignment design – combined with various approaches to experiential learning – enrich and extend student learning beyond the classroom. The chapter concludes with suggestions and recommendations for embedding discipline-based content into experiential, outside the classroom initiatives targeted to undergraduate learners in the final years of their programs of study.
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