DOCSLIB.ORG

Experiential Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Experiential Education Experiential Education: Does It Realize the Value Promoted by Colleges and Universities? About Lebanon Valley College • Carnegie Classification: Master’s College & University –small programs • Total Undergraduate Enrollment: 1712 • Total Graduate Enrollment: 204 • % Residential – 77% of full‐time undergraduates • Degrees offered: B.A., B.S., B.M., MAT, MBA, MSSE, MME, DPT • 113 Full time faculty Theories of Experiential Education • Dewey: Learn by doing; reflect on experience • Kolb: Create knowledge through the transformation of experience • Lee: Work‐based applied learning opportunities Theories of Experiential Education • Beard & Wilson: Engagement of the “inner world of the person and the outer world of the environment • Eyler: Interaction with the world and integration of learning • Qualers: Unique pedagogy that includes deep reflection, collaborations, and assessment LVC Definition Adapted from George Kuh’s definition of “high impact experiences” (2008) • Application & integration of classroom learning to a “real‐world” problem or situation • Transformative educational experience • Collaboration in an intellectually or socially challenging environment • Enhanced understanding of self and one’s relation to the larger world Value of Experiential Education As reported in the literature • Fosters the goals of liberal learning: increases knowledge, develops skills, clarifies values • Promotes self‐awareness • Enhances learning via reflection and operating outside of one’s comfort zone • Expands opportunities to interact with persons different from self; promotes value of diversity Value of Experiential Education As promoted at Lebanon Valley College • Develops students’ professional attributes & competencies: “World‐Ready” • Promotes original & innovative thinking and creative risk‐taking • Promotes intercultural competence, including openness and receptivity to other cultures • Promotes civic engagement Categories of Experiential Education at LVC • Creativity: Student/faculty collaborations in art, music, drama, or writing; performances, recitals, and exhibitions. • Intellectual engagement: Capstone courses/ projects, student/faculty collaborative research, independent research. • Intercultural awareness: Study abroad, multi‐ cultural initiatives, international service learning Categories of Experiential Education at LVC • Leadership & Professional Development: Internships, clinical experiences & fieldwork, student teaching, student leadership positions (e.g. student government), resident assistants, peer mentors, study POD leaders • Community Engagement: Community‐engaged learning and service opportunities Experiential Education and Student Learning “The difference between experiential education programs that enhance student learning and those that do not is likely the approach used by the university to develop the program.” M. Jill Austin & Diana Zeh Rust (2015) Institutionalizing Experiential Education Donovan, Porter, & Stellar (2010) characterize successful programs: • Well defined mission or statement of purpose • Actively engaged faculty in planning & oversight of programs • Clearly articulated learning goals/outcomes • Quality control • Internal and external expertise • Showcase of student work Immersive Experiences at LVC • Managed by individual departments (academic programs or services, co‐curricular units) • Required for graduation • Vetted and approved by the General Education Committee and the Committee on Curriculum and Assessment • Meet criteria established by the faculty for immersive educational experiences Immersive Experiences at LVC • Clearly articulated criteria • Assessed regularly and systematically • Reviewed on a 3‐year cycle • Supported by budget, college infrastructure, and donors • Showcased via web stories, blogs, social media, class presentations, conferences, performances, recitals, exhibitions, and Inquiry Assessment What is assessed? • Student learning • Quality of the experience • Student satisfaction with the experience • Equity and access Assessment Methods Reported in annual program‐level assessment reports • Performance criteria • Reviews • Projects, presentations, and papers scored using well‐defined criteria • Focus groups • Surveys (standardized & self‐designed) Assessment Methods • “3 Minute Response”: Pre & Post assessment • Reflective writings measured by rubric • Evaluations of external agencies • Portfolios WORKSHOP ACTIVITY Do we value the intentions of experiential learning? • Does our mission statement, value proposition, and/or strategic plan drive intentional experiential learning engagement for our students? WORKSHOP ACTIVITY What curricular & co‐curricular opportunities do we provide to students to create a culture of learning through “real‐world” experiences and reflection? Perform an audit of the institution’s offerings that could be categorized into experiential learning opportunities. Include credit and non‐credit offerings. • Are any required for graduation? • Who owns or manages the offerings? • Are they supported by the institutional budget? WORKSHOP ACTIVITY How do we know if we are succeeding? • Do your experiential learning opportunities have well‐defined learning outcomes? • Were these opportunities vetted & approved by the faculty? • Are there systematic and regular assessments for student learning in these experiences? • Are students able to design their learning goals and reflect on the experience? • Are the outcomes showcased to market the value of experiential learning at your institution? Assessment Challenges How do we measure the promises inherent in our experiential learning mission statement? • Transformation • Enhanced understanding of self • Innovation & risk taking Bibliography Austin, M. J. & Rust, D. Z. (2015). Developing an experiential learning program: Milestones and challenges. International Journal of Teaching and Learning in Higher Education, 27.1, 143‐153. Brownell, J. E. & Swaner, L. E. (2010). Five high‐impact practices: Research on learning outcomes, completion, and quality. Washington, DC: AAC&U. Butler, G. & Hanlon, J. (n.d.). Implementing experiential learning across the curriculum. Available from http://www.ocsb.ca/images/highschool/ocsb‐experiential‐learning‐reference‐guide.pdf Center for Urban Education. (n.d.). Template for analyzing data with respect to equity in high‐impact practices (HIPs). Los Angeles, CA: University of Southern California Center for Urban Education. Faculty Development and Instructional Design Center. (n.d.). Experiential learning. Available from http://www.niu.edu/facdev/_pdf/guide/strategies/experiential_learning.pdf Gosen, J. & Washbush, J. (2004). A review of scholarship on assessing experiential learning effectiveness. Simulation & Gaming, 35.2, 270‐293. Gosenpud, J. (1990). The evaluation of experiential learning. In Gentry, J.W. Guide to business gaming and experiential learning (pp. 301‐329). Dubuque, IA: Nichols Publishing Company. Kinzie, J. (2012). Fostering student learning and success: The value of high‐impact practices. Available from http://www.d.umn.edu/vcaa/sem/kinzieHO2012(3).pdf Bibliography Kuh, G. D. (2008). High‐impact educational practices: What they are, who has access to them, and why they matter. Available from http://secure.aacu.org/store/detail.aspx?id=E‐HIGHIMP O’Toole, K. (2007). Assessment in experiential learning: The case of a public policy internship. Education Research and Perspectives, 34.2, 51‐61. Schwartz, M. (2013). Best practices in experiential learning. The LTO Best Practices Series, 36, 1‐20. Retrieved from http://www.ryerson.ca/lt/resources/newsletters/best_practices/ Teaching and Learning Services. (2014). Guidelines for assessment of experiential learning. Retrieved from https://www.mcgill.ca/tls/files/tls/guidelines_‐_assessment_of_experiential_learning_1.pdf Yates, T., Wilson, J. & Purton, K. (2014). Surveying assessment in experiential learning: A single campus study. The Canadian Journal for the Scholarship of Teaching and Learning, 6.3, 1‐20. Questions? Ann E. Damiano [email protected] Jill Russell [email protected].
Load more

Recommended publications
  • Experiential Education Through Project Based Learning
    Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 152 ( 2014 ) 1256 – 1260 ERPA 2014 Experiential education through project based learning Douladeli Efstratia* ASPAITE-Roehampton University,Irakleio Attikis,14121,Greece Abstract Experiential learning is the key factor of acquiring knowledge through experiencing things. It addresses specific teaching methods, which are believed to achieve a beneficial outcome to the learning ability of students. Project Based Learning is such a modern teaching method. The core idea of Project Based Learning is to connect student’s experiences with school life and to provoke serious thinking as students acquire new knowledge. While there are some negative implications related to PBL, the method can leverage the advantages of modern teaching techniques. Finally, through Experiential Learning and in particular through PBL, connection with problems of real world is achieved. ©© 2014 2014 The The Authors.Authors. PublishedPublished byby ElsevierElsevier Ltd. Ltd. This is an open access article under the CC BY-NC-ND license (Selectionhttp://creativecommons.org/licenses/by-nc-nd/3.0/ and peer-review under responsibility of th).e Organizing Committee of the ERPA Congress 2014. Peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014. Keywords:experiential education; experiential learning; project based learning; skills; knowledge. 1. Experiential learning Although the traditional form of education has been with us for some years, experiential education is a modern form of education that appeared in recent years. It focuses on the learning process of the individual and concerns the development of student’s abilities, such as memory, creativity, and sensitivity to achieve knowledge (Mulligan, cited in Boud et al., 1993).
    [Show full text]
  • Do and Understand: the Effectiveness of Experiential Education Claudia Gama, MBA Cristina Fernández, B.S
    GAMA & FERNÁNDEZ Do and Understand: The Effectiveness of Experiential Education Claudia Gama, MBA Cristina Fernández, B.S. Abstract /Resumen This paper shares the results of a study on the benefits which an experiential education program has on students in the K-12 range. The study was carried out at a bilingual North American-style college preparatory school located in Colombia, South America. Research was based on experiences obtained through the coordination and implementation of an experiential education program during the 2008-09 school year. The findings deal with experiential education as a pedagogical philosophy. Este manuscrito comparte los resultados de un estudio sobre los beneficios que un programa de educación experiencial les otorga a estudiantes de grados pre-escolar a bachillerato. El estudio fue realizado en un colegio bilingüe, de estilo norteamericano, localizado en Colombia, Sur América. La investigación fue basada en las experiencias obtenidas a través de la coordinación e implementación de un programa de educación experiencial durante el período escolar 2008–2009. Los resultados se refieren a educación experiencial como una filosofía educativa. Keywords/Palabras claves: experiential education, emotional well- being, social interaction, service learning, outdoor education companies, physical abilities; educación experiencial, bienestar emocional, interacción social, servicio social, compañías de educación al aire libre, habilidades físicas GAMA & FERNÁNDEZ Introduction “I hear and I forget. I see and I remember. I do and I understand.” This saying of Confucius (551-479 BC) sums up much of the effectiveness inherent in experiential education methodologies. However, experiential education as a systematic pedagogical philosophy was only first introduced in the early 20th century.
    [Show full text]
  • MASARYK UNIVERSITY BRNO FACULTY of EDUCATION Department of English Language and Literature
    MASARYK UNIVERSITY BRNO FACULTY OF EDUCATION Department of English Language and Literature Experiential Learning and its Impact on Students of English Bachelor Thesis Brno 2016 Supervisor: Author: Ailsa Marion Randall, M.A. Kateřina Špačková Declaration: Prohlašuji, že jsem závěrečnou bakalářskou práci vypracovala samostatně, s využitím pouze citovaných pramenů, dalších informací a zdrojů v souladu s Disciplinárním řádem pro studenty Pedagogické fakulty Masarykovy univerzity a se zákonem č. 121/2000 Sb., o právu autorském, o právechsouvisejících s právem autorským a o změně některých zákonů (autorský zákon), ve znění pozdějších předpisů. I hereby declare that I worked on my thesis independently, using only the sources listed in the bibliography. I agree with storing of this work in the library of the Faculty of Education at the Masaryk University Brno and making it accessible for study purposes. Brno, 20 March 2016 …………………………………. Kateřina Špačková 2 Acknowledgements: I would like to thank to my supervisor Ailsa Randall for all her kind help and valuable advice which she provided throughout the whole process of my writing. I would also like to thank all those who participated in the intensive language course in autumn 2013, when I first went to Fryšták, as it was the first time I was introduced to experiential learning. Even more so I wish to give my thanks to those who participated in the course in Fryšták in spring 2015, as they inspired me to write this thesis. Last but not least, I would like to thank all my classmates and other students of the faculty for their help with my research. 3 Annotation This bachelor thesis deals with experiential learning and intensive learning courses in English and its title is “Experiential Learning and its Impact on Students of English”.
    [Show full text]
  • The Philosophy and Theory of Experiential
    2009 The Philosophy and Theory of Experiential Education: An Introduction A short overview of the most important educational philosophies, learning theories and leading theorists/practioners, that have laid the fundaments of Experiential Learning, as it is practiced by the partnership of Via Experientia: the International Academy of Experiential Education. Via Experientia: the International Academy of Experiential Education. Contents: Page 2 Table of contents Page 3 What? Introduction to the context of this text. Page 4 I Where does the partnership of Via Experientia come from? Page 6 II Background and dimensions of experiential learning, as a theory and a practice in adult education. Page 6 An overview of philosophies of adult education Page 8 The nature of experience Page 9 Learning orientations and learning theories Page 13 III Constructivism – a reflection orientation Page 13 Learning through reflection on experience Page 14 Constructivist models of experiential learning Page 16 Roles for educators in experiential learning Page 17 Critiques of the constructivist theory of experiential learning Page 18 IV So what? Page 19 Litterature list Áskorun Ehf. Björn Vilhjálmsson 2 Via Experientia: the International Academy of Experiential Education. The Philosophy and Theory of Experiential learning Via Experientia: The International Academy of Experiential Education. This project has been funded by the Grundtvig Programme with support from the European Commission. This learning material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. What? The aim of this text is to give a short overview of the most important educational philosophies, learning theories and leading theorists/practioners, that have laid the fundaments of Experiential Learning as it is practiced by the partnership of Via Experientia: The International Academy of Experiential Education.
    [Show full text]
  • Environmental Education (EE) and Experiential Education:A Promising
    Creative Education 2011. Vol.2, No.2, 114-120 Copyright © 2011 SciRes. DOI:10.4236/ce.2011.22016 Environmental Education (EE) and Experiential Education: A Promising “Marriage” for Greek Pre-School Teachers Alexandros Georgopoulos1, Maria Birbili1, Anastasia Dimitriou2 1Department of Early Childhood Education, Aristotle University of Thessaloniki, Thessaloniki, Greece; 2Department of Educational Science in Early Childhood, Democritus University of Thrace, Komotini, Greece. Email: [email protected] Received February 18th, 2011; revised March 19th, 2011; accepted April 14th, 2011. Kindergarten teachers tend to combine EE and experiential education in their every day practice as a matter of course. The majority perceive EE as related to sensory awareness and exploration and the concomitant will to act in a pro-environmental direction. They deal with and elaborate their pupils experiences in a way that is remi- niscent of Colb’s learning cycle. It is not clear from the interviews whether they effectively facilitate their child- ren’s reflection upon the acquired experience, although there is some evidence that they accompany and assist their pupils in associating their new knowledge to that previously acquired, integrating it into new wholes and appropriating it. They do not give any information about the elaboration of their pupils emotions developed through the experiential educational approaches. They claim that when EE and experiential education are blen- ded together then this can generate active citizens of the future. Keywords: Environmental Education, Experiential Education, Preschool, Teachers Introduction Munson, 2005) using direct experiences as the first stage of a quite effective learning strategy. Experiential education treats the individual experiences of Early childhood is a period largely neglected by environ- pupils as educative material and exploits them in order to pro- mental education research (Chawla & Cushing Flanders, 2007: duce learning rather than using texts and knowledge imposed p.
    [Show full text]
  • Measuring the Values and Costs of Experiential Education, Report Of
    digitalcommons.nyls.edu Faculty Scholarship Articles & Chapters 2015 Measuring the Values and Costs of Experiential Education, Report of the Working Group on Cost and Sustainability Stephen Ellmann New York Law School, [email protected] K. R. Kruse Follow this and additional works at: http://digitalcommons.nyls.edu/fac_articles_chapters Recommended Citation 7 Elon L. Rev. [i] (2015) This Article is brought to you for free and open access by the Faculty Scholarship at DigitalCommons@NYLS. It has been accepted for inclusion in Articles & Chapters by an authorized administrator of DigitalCommons@NYLS. 2015] Experiential Education in Law Law Practicum. A course focused on a discrete area of law that inte- grates a requirement that students engage in practical fieldwork or complex simulations on the topic of study. Experiential education is an integral part of the class but a secondary method of instruction. Capstone Course. A course that provides students with the opportu- nity to apply accumulated learning from across the curriculum, en- hancing student learning by integrating doctrinal knowledge with experiential application. Ideally, a capstone course also establishes and cultivates connections within the larger legal community, allowing students to develop strategies for analyzing and addressing legal mat- ters. Although "capstone" implies a culminating experience, capstone courses can be designed to be at the end of any component of legal training. Experiential Module. A self-contained experiential education activity that can be inserted into any law school course. The activity is used to enhance learning of substantive material and to introduce students to real world lawyering experiences. Examples include role-plays, draft- ing exercises, and field trips with reflection.
    [Show full text]
  • Perspectives: the Use in Experiential Education of Ceremonies and Rituals from Native American Cultures
    University of Nebraska at Omaha DigitalCommons@UNO Tribal Nations Documents Special Topics in Service Learning 5-1-1992 Perspectives: The Use in Experiential Education of Ceremonies and Rituals from Native American Cultures McLellan Hall Follow this and additional works at: https://digitalcommons.unomaha.edu/slcetribalnations Recommended Citation Hall, McLellan, "Perspectives: The Use in Experiential Education of Ceremonies and Rituals from Native American Cultures" (1992). Tribal Nations Documents. 19. https://digitalcommons.unomaha.edu/slcetribalnations/19 This Article is brought to you for free and open access by the Special Topics in Service Learning at DigitalCommons@UNO. It has been accepted for inclusion in Tribal Nations Documents by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. Perspectives • The Use in Experiential Education of Ceremonies and Rituals from Native American Cultures Editor's Note: These perspectives address long standing issues within the Association for Experiential Education which have been a focus for significant informal discussions, but they have not been addressed in the Journal of Experiential Education or in other publications with broad distribution in the field. The Editor and authors specifi­ cally invite comment and reaction from others, at a personal, professional, and/or academic level, in order to fur­ ther awareness and development of these issues. The thoughts below are the personal views of the authors, based on their own experiences and teachings. They do not claim to speak for anyone else. Other people from Native cul­ tures, or other cultures, may disagree with these comments. Both authors work in the same organization and have discussed these issues, but each one's decision to write down his personal thoughts was arrived at independently, and each perspective was written and submitted independently.
    [Show full text]
  • Service-Learning: a Balanced Approach to Experiential Education by Andrew Furco
    Service-Learning: A Balanced Approach to Experiential Education by Andrew Furco The Service-Learning Struggle For over a quarter of a century, education researchers and practitioners have struggled to determine how to best characterize service-learning. In 1979, Robert Sigmon defined service-learning as an experiential education approach that is premised on "reciprocal learning" (Sigmon, 1979). He suggested that because learning flows from service activities, both those who provide service and those who receive it "learn" from the experience. In Sigmon's view, service-learning occurs only when both the providers and recipients of service benefit from the activities. Today, however, the term "service-learning" has been used to characterize a wide array of experiential education endeavors, from volunteer and community service projects to field studies and internship programs. By perusing schools' service program brochures, one realizes that the definitions for service-learning are as varied as the schools in which they operate. While some educators view ?service-learning" as a new term that reveals a rich, innovative, pedagogical approach for more effective teaching, others view it as simply another term for well-established experiential education programs. As Timothy Stanton of the Haas Center for Public Service at Stanford University once asked, "What is service- learning anyway? How do we distinguish service-learning from cooperative education, internship programs, field study and other forms of experiential education?" (Stanton, 1987). The National Society for Experiential Education, which for years has focused on various types of experiential education programs, broadly defines service-learning as "any carefully monitored service experience in which a student has intentional learning goals and reflects actively on what he or she is learning throughout the experience." (National Society for Experiential Education, 1994).
    [Show full text]
  • The Experiential Education Project the Experiential Education Project 45
    44 The Experiential Education Project The Experiential Education Project 45 The Experiential Education Project By Professor Ferre Laevers Department of Education, University of Leuven and Director of the Research Centre for Experiential Education SUMMARY When we talk about the Quality of Education we distinguish three elements: 1. The context in which the education takes place 2. The output of the education (objectives, outcomes) 3. The Process to bring us from (1) to (2). The Experiential Education Project has a consistent approach to enhance the Context. With regards to the Output Mr Laevers pleads for a paradigm shift: it is not important what the child learns, but how he or she uses what was learnt. Furthermore he advocates deep-level learning, including intuitive intelligence. With regards to the Process Professor Laevers explains that before asking whether students have learned something, we should focus on their well-being and their level of involvement. They indicate, at the level of the process, if we can expect any outcome. When we talk about the Quality of Education we distinguish three elements: 1. The Context in which the education takes place 2. The Output of the education (objectives, outcomes) 3. The Process to bring us from (1) to (2). It is not just about making a few changes to the educational framework, but we will have to look at education, and the three components mentioned above, in a new way. We are talking about a paradigm shift. 1. What kind of context should we create? The basic qualities of the context should be: • Respect for the child.
    [Show full text]
  • Student Disability and Experiential Education
    The Journal of Effective Teaching an online journal devoted to teaching excellence Student Disability and Experiential Education Gerald D. Klein1 Rider University, Lawrenceville, NJ 08648-3099 Abstract As a significant percentage of students in higher education today have one or more dis- abilities, it is important for instructors to be aware of what disabilities, and how disabili- ties, impact student performance. Students with a wide range of disabilities can encoun- ter significant obstacles when experiential instructional methods are implemented assum- ing that learners are disability-free. This article presents a taxonomy of disabilities and il- lustrates how experiential instruction can place students with disabilities in situations where they may not do well. The article also evaluates Universal Design, an approach to course design and management that attempts to address a range of student disabilities and learning styles. Finding that this approach does not fully address the problems of the ex- periential classroom, three strategies are proposed that increase the likelihood that all stu- dents, including those with disabilities, will have satisfying and successful experiences in courses using experiential methods. Keywords: Disability, experiential, Americans with Disabilities Act, ADA, ac- commodations, universal design. Faculty in higher education today are increasingly aware of student differences – for ex- ample, differences in learning styles and national origin and culture - and the need to alter their instructional practices to better reach more of their students (see, for example, Kolb & Kolb, 2005; Auster & Wylie, 2006; Evans & Porcano, 2001; Niehoff, Turnley, Yen, & Sheu,, 2001; Ryland, 1992). This article argues that possessing one or more disabilities is another important way in which college students may be different, and that this difference warrants instructor reflection and action.
    [Show full text]
  • Experiential Education. Research Brief
    Research Brief Experiential Education Question: What does research say about Experiential Education? Summary of Findings: Learning through experience is the process of acquiring knowledge directly; the learner applies theories and concepts in a real world situation and learns from the outcome. Experiential education is essentially an educational philosophy first developed in the late nineteenth century and has since been articulated in a variety of fields including cooperative education, internships, outdoor education, organizational development and training, and service- learning. The essence of Experiential Education was captured by the philosopher John Dewey, who argued that "Events are present and operative anyway; what concerns us is their meaning." Experience happens; it is unavoidable. The problem for teachers and students is how to make meaning out of our experience. In its purest forms, Experiential Education is inductive, beginning with "raw" experience that is processed through an intentional learning format and transformed into working, useable knowledge. Common forms of Experiential Education Internships Service-Learning School-to-Work Cooperative Education Field Studies Cross-Cultural/International Education Leadership Development Active Learning Experiential Education has been shown to positively impact at-risk students, put learning into context, and make learning more meaningful for students. Online Resources: National Society for Experiential Education The National Society for Experiential Education (NSEE) is a nonprofit membership association of educators, businesses, and community leaders. Founded in 1971, NSEE also serves as a national resource center for the http://www.educationpartnerships.org/ development and improvement of experiential education programs nationwide. NSEE serves as a national network deeply committed to advancing experiential education as a tool for education reform, civic awareness, and workforce development.
    [Show full text]
  • Assessing the Impacts of Experiential Learning on Teacher Classroom Practice
    Research in Higher Education Journal Assessing the impacts of experiential learning on teacher classroom practice Michael P. Marlow University of Colorado Denver Brad McLain University of Colorado Denver ABSTRACT This paper focuses on the professional development of formal science educators through extraordinary experiences that occur within the realm of informal science learning. For many years the University of Colorado Denver (UCD) has offered programs that take teachers on “science learning journeys” to Africa, South America, through the Pacific, and many U.S. destinations through its Experiential Science Education Research Collaborative (XSci). On these adventures, teachers gain direct, first person experiences of unique and often challenging environments and multidisciplinary science within those settings. Similar professional development opportunities for teachers are widespread as summer programs through organizations nationwide. However, there is currently a lack of in-depth qualitative research investigating the actual benefits and interpretive nature of such programs as personal and professional “extraordinary” science learning experiences for the individuals who participate in them. The research agenda for the XSci Collaborative examines the experiences of educators engaged in informal extraordinary professional development experiences in order to understand the personal processes that make them extraordinary and valuable. Specifically, the primary research approach is to examine the interpretation of these experiences by
    [Show full text]