Expeditionary Learning in Public Schools

  1. Expeditionary learning in public schools positively impacts learning across the curriculum.
  2. Learning in public schools is as important to our future as it has ever been.
  3. Expeditionary learning is proven to advance student achievement; build student character; enhance teacher practices; and instill a positive school culture.
  4. Teachers and schools that foster expeditionary learning “inspire the motivation to learn.”
  5. This model succeeds in urban, rural, and suburban schools and at every grade level.
  6. Expeditionary learning promotes peer interactions among students.
  7. Expeditionary learning promotes faculty-student interaction.
  8. Expeditionary learning enhances self-confidence and self-efficacy.
  9. Expeditionary learning is an effective option beyond the secondary level.
  10. Distinguished colleges/universities and many of their faculty are staunch proponents of expeditionary learning.

References

Association for Experiential Education. (n.d.). What is experiential education? Retrieved March 31, 2009, from http://www.aee.org/about/whatIsEE

Cantor, J.A. (1995). Experiential learning in higher education: Linking classroom and community.‖ ASHE-ERIC Higher Education Report No.7. Washington, D.C.: The George Washington University, Graduate School of Education and Human Development.

Clary, E.G.; Snyder, M.; Ridge, R.D.; Copeland, J.; Stukas, A.A.; Haugen, J.; & Miene, P. (1998). Understanding and assessing the motivations of volunteers: A functional approach. Journal of Personality and Social Psychology, 74, 1516-1530.

Ferrier, M.D. (1989). Planning and implementing undergraduate field experiences in tropical marine science. Journal of College Science Teaching, 18, 368-372.

Fisher, R.L., & McLaren, J.P. (1989). A tropical ecology field program in Central America. American Biology Teacher, 51, 370-373.

Grove, J. (1984). Environmental biology: a field experience. Journal of College Science Teaching, 13, 150-153.

Holtzman, R. (2011).  Experiential Learning in Washington, D.C.: 
A Study of Student Motivations and Expectations.  Transformative Dialogues: Teaching & Learning Journal Volume 5 Issue 1, 1 – 12.

Koernig, S.K. (2007). Planning, organizing, and conducting a 2-week study abroad trip for undergraduate students: Guidelines for first-time faculty. Journal of Marketing Education, 29, 210-217.

Kuh, G.D. (2008). High-impact educational practices: What they are, who as access to them, and why they matter. LEAP, Association of American Colleges and Universities.

Lei, S.A.   (2007).  Field Trips in College Biology and Ecology Courses: Revisiting Benefits and Drawbacks.  Journal of Instructional Psychology, Vol. 37, No. 1, 42 – 48.

Lowenthal, D.J., & Sosland, J.K. (2007). Making the grade: How a semester in Washington may influence future academic performance. Journal of Political Science Education, 3(2), 143-160.

Washington Center for Internships and Academic Seminars (n.d.). Presidential inauguration. Retrieved September 10, 2008, from http://www.twc.edu/seminars/programs/inauguration