Required experiential learning within the context of higher education is on the rise. This dissertation endeavors to expand current understandings of resistance to required experiential learning including root causes, implications, and opportunities to address and alleviate resistance. The debate regarding the merits of required service, service-learning, study abroad, and other experiential learning opportunities is examined. In addition, access to such opportunities, causes and effects of resistance that develops for some participants, and ways of addressing this phenomenon are identified. To this end, an exploration of existing literature related to required experiential learning and reluctant participation is offered. In addition to a case study of Susquehanna University’s Global Opportunities program, data for this study was gathered through research methods including focus groups and semi-structured, open-ended interview. Findings reveal a variety of causes of resistance, why resistance manifests for some students prior to required study away, and strategies that practitioners in the field of experiential education employ to address such resistance.
|Commitee:||Hartman, Eric, Hertel, Antoinette, Manning, Scott|
|Department:||Education / Sustainability Education|
|School Location:||United States -- Arizona|
|Source:||DAI-A 76/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education Policy, Education|
|Keywords:||Fair trade learning, Global service-learning, Required experiential education, Resistant participants, Study abroad, Sustainability education|
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