ABSTRACT

In this article, we examine the development of a new, experiential learning human geography and planning course at a smaller campus in Newfoundland, Canada. Our interest is twofold: to consider how pedagogical approaches can be transferred between a large urban campus and a small-town location; and to examine the benefits and complications of such transfers through a reflective examination of the resulting experiential learning program. The article captures the experiences of students, faculty, and university engagement staff in the deployment of the course. From these perspectives, we situate the decision to transfer an existing program across universities, the nuances of adapting such programs to the local context, and the challenge of meeting student desires for experiential learning amidst experimental pedagogical approaches. The paper concludes by suggesting that transferring pedagogical models across locations requires flexibility in terms of ensuring that new modules fit existing program constraints, and that such transfers have the potential to both challenge and positively transform experiential learning processes.

摘要

在本文中，我们研究了在加拿大纽芬兰的一个较小校园内开发的新的体验式学习人文地理和规划课程。我们的兴趣是双重的：考虑如何在大型城市校园和小镇之间转移教学方法；并通过对由此产生的体验式学习计划的反思性检查来检查这种转移的好处和复杂性。本文记录了学生、教师和大学参与人员在课程部署中的经验。从这些角度来看，我们确定了在大学之间转移现有项目的决定、使此类项目适应当地环境的细微差别，以及在实验教学方法中满足学生对体验式学习的需求所面临的挑战。