This research focuses on the academic programs at the Centre for Sustainable Food Systems at UBC Farm (the Farm). The Farm is a centre for sustainability learning and research, providing a working model of sustainable food systems with which to engage students, faculty and community. The Farm is situated within the global context of a dominant industrial food paradigm that is demonstrated to be a major contributor to the social and ecological crises the world now faces. The Farm is further situated within the context of a dominant education paradigm that provides most students with knowledge that is disconnected from social and ecological realities, leading to the misuse of knowledge and to the exacerbation of global crises. The purpose of this research is to explore the contributions that the Farm’s academic programs provide toward advancing sustainability learning from the perspective of program participants, including myself. The research methodology was guided by participatory approaches to research. Qualitative methods were employed, focusing primarily on surveys and semi-structured interviews with program participants. I have also been an involved participant in a diversity of programs at the Farm from April 2004 – December 2008. The results of the research suggest that program participants value the ability to engage with their subject matter, not only on an abstract/theoretical level, but also on practical and affective levels. Participants feel that UBC is lacking in programs that allow students to engage physically and emotionally with their learning. Students feel their knowledge will be better recalled and more likely to be useful if they care about what they are learning, if they can engage with it in a real world context, and if they have some ownership and responsibility for what they are learning. Further, program participants feel that the Farm’s academic programs would benefit from providing more theoretical context and connection to their other academic work, from additions and improvements to Farm infrastructure and resources, and from additional human resources support. This research project was site specific. Nevertheless, it connects with and complements work being done at dozens of universities, colleges and student farms around the world.

Experiential education has impacted many classrooms across the United States since its inception. Experiential learning, for this study, is defined as the process of learning by experiences. For this study a specific course at Texas A&M University was observed to identify the aspects of the course that directly impacted the students' transfer of knowledge. This study identifies the themes within the course that impacted the students over one year after the completion of the course. It describes the five themes that emerged from data collection as: the role of the instructor as facilitator, the student's role is active, learning by experiences, deep learning, and emotional connection. These themes were consistent with previous research on experiential learning. The findings in this study revealed that knowledge is transferred after deep learning occurs, and that reflection and intrinsic motivation are two contributing factors of knowledge transfer. This study found that an experiential learning based course is effective in promoting deep learning. Since the sole purpose of this course was to teach the students how to teach the content of experiential learning as well as how to use experimental education methods, this particular course was effective in promoting deep learning. In the future, researchers should continue to observe the higher retention levels due to reflection, and note its results in other disciplines. Reflection is believed to be the key ingredient in experiential learning that contributes to knowledge transfer and application.

The main purpose of this study was to explore the situation of experiential theories merging into the teaching of Integrative Activities Learning Area in elementary schools. Samples were taken from two classes of fourth graders at a primary school in Kaohsiung. One class of the subjects was used as the experimental group and the other class was used as the control group. Experiential theories were emerged into the Integrative Activities Learning Area teaching of the experimental group, while the control group received the traditional lecture. The courses lasted six weeks. After completion of the course, students from both groups filled up the Integrative Activities Learning Area attitude questionnaires. The research also adopted qualitative research method, which includes observation, interview, questionnaire, and document analysis. As a result, the following conclusions were obtained: 1. Students were used to thinking in one way about discussion chart¡FThey confused suspense with surprise about assessment chart¡FThey could reflect over reflection chart . 2. Students loved visiting and performance, because of fun, inter- action and challenge. 3. Discussion chart and assessment chart could be applied to formative assessment¡FReflection chart could be applied to summative assessment. 4. Understanding the member enhanced learning performance. 5. Teachers must be flexible when they merge experiential theories into Integrative Activities Learning Area teaching. 6. When students had good attitude towards group cooperation, their learning performances were fine. 7. Merging experiential theories into Integrative Activities Learning Area teaching could enhance students¡¦ attitude toward Integrative Activities Learning Area.

Thesis (EdD)--Open University.

Thesis(Ph.D.)--Case Western Reserve University, 2010 / Title from PDF (viewed on 2010-01-28) Department of Organizational Behavior Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 126-131). Also available on the Internet.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xi, 279 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Barbara Lehman, College of Education. Includes bibliographical references (p. 241-255).

Thesis (Ed. D.) in Educational Leadership--University of Maine, 2001. / Includes vita. Includes bibliographical references (leaves 250-255).

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 162-173). Available also in a digital version from Dissertation Abstracts.

The purpose of this study is to explore possible interventions aimed at educating college students about the roles, services, settings, and job outlook for school psychologists as a means to increase interest in the field as a graduate school career option. More specifically, the proposed study aims to test what type of educational activity- didactic information presentation versus didactic information presentation coupled with an experiential learning task- interacts with which learning style to produce the greatest gains in interest in the field as a graduate school option. Further, the proposed study seeks to determine if a correlation exists between knowledge of school psychology and level of interest in the field. / text