Experientially Learning and Teaching in a Student-Directed Classroom

Abstract

There exists a relatively coherent body of research relevant to problem-based and transformational learning but too few studies that have empirically explored the many anecdotal claims of the attributes of experiential, student-directed pedagogy. The purpose of this present study was to explore students’ and professor experiences with/in a student-directed experiential education elective course. What successes and challenges do students and the professor experience and how? What surprises, new learnings, and pedagogical risks ensue? The primary results include (a) Student Responsibility and Accountability, (b) Structure, (3) Role of the Professor, (4) Experiences With Self-Study Participation, and 5) Informing and Transforming Practice. These results and the review of literature add to the body of knowledge relevant to “doing” student-directed experiential education and Scholarship of Teaching and Learning (SoTL) in the postsecondary classroom.