In the field of experiential education, there is a general understanding that concepts and definitions of experiential education and experiential learning differ by individuals, departments, organizations, and institutions. The purpose of this quantitative descriptive research study was to gather the perspectives of individual experiential educators across higher education (n = 121) on what they perceive to be experiential education’s criteria and what forms of educational methodologies qualify as experiential learning forms. The findings demonstrated inclusive perspectives regarding both criteria and forms, such as receptiveness to experiential education being able to occur within classrooms, in short durations, and without third-party participation. The findings support broadening the parameters of what qualifies as experiential, which can have significant implications for encouraging and expanding equitable access to experiential offerings.
","abstract_html":"<p>In the field of experiential education, there is a general understanding that concepts and definitions of experiential education and experiential learning differ by individuals, departments, organizations, and institutions. The purpose of this quantitative descriptive research study was to gather the perspectives of individual experiential educators across higher education (n = 121) on what they perceive to be experiential education’s criteria and what forms of educational methodologies qualify as experiential learning forms. The findings demonstrated inclusive perspectives regarding both criteria and forms, such as receptiveness to experiential education being able to occur within classrooms, in short durations, and without third-party participation. The findings support broadening the parameters of what qualifies as experiential, which can have significant implications for encouraging and expanding equitable access to experiential offerings.</p>","abstract_has_math":false,"creators":["Gaszak, Paul"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Higher Education Leadership","degree_department":null,"school":null,"contributors":["Jaclyn Rivard","Brian Hamluk","Stuart Carrier"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05-01T07:00:00Z","date_published":"2024-05-01T07:00:00Z","updated_at":"2026-07-24T03:21:20Z","subjects":["experiential learning","experiential education","higher education","taxonomy","definition","equity","Curriculum and Instruction","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Educational Methods","Higher Education and Teaching","Other Education","Scholarship of Teaching and Learning","Social and Philosophical Foundations of Education","Teacher Education and Professional Development","Vocational Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/829","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jaclyn Rivard","Brian Hamluk","Stuart Carrier"]},{"key":"dc:creator","label":"Author","values":["Gaszak, Paul"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-06-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["experiential learning","experiential education","higher education","taxonomy","definition","equity","Curriculum and Instruction","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Educational Methods","Higher Education and Teaching","Other Education","Scholarship of Teaching and Learning","Social and Philosophical Foundations of Education","Teacher Education and Professional Development","Vocational Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/829"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In the field of experiential education, there is a general understanding that concepts and definitions of experiential education and experiential learning differ by individuals, departments, organizations, and institutions. The purpose of this quantitative descriptive research study was to gather the perspectives of individual experiential educators across higher education (n = 121) on what they perceive to be experiential education’s criteria and what forms of educational methodologies qualify as experiential learning forms. The findings demonstrated inclusive perspectives regarding both criteria and forms, such as receptiveness to experiential education being able to occur within classrooms, in short durations, and without third-party participation. The findings support broadening the parameters of what qualifies as experiential, which can have significant implications for encouraging and expanding equitable access to experiential offerings.
"]},{"key":"dc:title","label":"Title","values":["Defining Experiential: Higher Education Educator Perspectives on Experiential Education Criteria and Experiential Learning Forms"]}]}],"canonical_facts":{"dc:contributor":["Jaclyn Rivard","Brian Hamluk","Stuart Carrier"],"dc:creator":["Gaszak, Paul"],"dc:date.available":["2024-06-07T07:00:00Z"],"dc:description.abstract":["In the field of experiential education, there is a general understanding that concepts and definitions of experiential education and experiential learning differ by individuals, departments, organizations, and institutions. The purpose of this quantitative descriptive research study was to gather the perspectives of individual experiential educators across higher education (n = 121) on what they perceive to be experiential education’s criteria and what forms of educational methodologies qualify as experiential learning forms. The findings demonstrated inclusive perspectives regarding both criteria and forms, such as receptiveness to experiential education being able to occur within classrooms, in short durations, and without third-party participation. The findings support broadening the parameters of what qualifies as experiential, which can have significant implications for encouraging and expanding equitable access to experiential offerings.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/829"],"dc:subject":["experiential learning","experiential education","higher education","taxonomy","definition","equity","Curriculum and Instruction","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Educational Methods","Higher Education and Teaching","Other Education","Scholarship of Teaching and Learning","Social and Philosophical Foundations of Education","Teacher Education and Professional Development","Vocational Education"],"dc:title":["Defining Experiential: Higher Education Educator Perspectives on Experiential Education Criteria and Experiential Learning Forms"],"thesis:degree_discipline":["Higher Education Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:20Z"}