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