Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is not interchangeable with experiential learning; however experiential learning is a sub-field and operates under the methodologies of experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". Experiential education is the term for the philosophy and educational progressivism is the movement which it informed.
John Dewey was the most famous proponent of experiential education, writing Experience and Education (1938). It expressed his ideas about curriculum theory in the context of historical debates about school organization and the need to have experience as central in the educational process; hence, experiential education is referred to as a philosophy. Dewey's fame during that period rested on relentlessly critiquing public education and pointing out that the authoritarian, strict, pre-ordained knowledge approach of modern traditional education was too concerned with delivering knowledge, and not enough with understanding students' experiences.
Dewey's work influenced dozens of other prominent experiential models and advocates in the later 20th century, including Foxfire, service learning, Kurt Hahn and Outward Bound, and Paulo Freire. Freire is often cited in works on experiential education. He focused on the participation by students in experience and radical democracy, and the creation of praxis among learners.
John Dewey was an educator, but he was foremost a philosopher. His interests included political philosophy, metaphysics, epistemology, aesthetics, logic, and philosophy of education. Political philosophy was one of his many philosophical interests. He saw weaknesses in both the traditional and progressive styles of education. He explains in length his criticisms of both forms of education in his book, Experience & Education (1938). In essence, he did not believe that they met the goals of education, which he defined as obtaining freedom of thought. Dewey did not believe in freedom of thought in any kind of absolute sense.
Dewey advocated that education be based upon the quality of experience. For an experience to be educational, Dewey believed that certain parameters had to be met, the most important of which is that the experience has continuity and interaction. Continuity is the idea that the experience comes from and leads to other experiences, in essence propelling the person to learn more. Interaction is when the experience meets the internal needs or goals of a person. Dewey also categorizes experiences as possibly being mis-educative and non-educative. A mis-educative experience is one that stops or distorts growth for future experiences. A non-educative experience is one in which a person has not done any reflection and so has obtained nothing for mental growth that is lasting (Experience & Education, Dewey).
In addition to the notions raised by Dewey, recent research has shown that experiential learning does not replace traditional methods of learning but supplements it in the form of laboratory and clinical learning to offer additional skills, perspectives, and understanding of relationships. Instead, experiential learning is designed to improve one's understanding by giving one the freedom to explore and find the learning path that is most suitable for them.
The methodologies reflected in experiential education have evolved since the time of Hahn and Dewey. For experiential education to become efficient pedagogy, physical experience must be combined with reflection. Adding reflective practice, allows for personal introspection of challenges and key learnings. That is, physical challenges provide a gateway in which we can observe qualities about ourselves, and those whom we are working with. Further, for the efficacy of experiential education, experiences must be separated, giving the learner sufficient time to process the information.
Experiential education informs many educational practices underway in schools (formal education) and out-of-school (informal education) programs. Many teaching methods rely on experiential education to provide context and frameworks for learning through action and reflection while others at higher levels (university and professional education) focus on field skills and modeling.
Experiential education serves as an umbrella for linking many diverse practices into a coherent whole. Its philosophy is closely linked to numerous other educational theories, but it should not be conflated with progressive education, critical pedagogy, youth empowerment, feminist-based education, and constructivism. The development of experiential education as a philosophy has been intertwined with the development of these other educational theories; their contrasts have clarified differences.
Fellowships and other training programs are available for experiential educators; but, formal training in experiential methods is lacking for K-12 undergraduate teaching programs (see Wendel, A. and Mantil, A., (2008) and the National Society for Experiential Education).
Examples of experiential education can be found in various disciplines. The educator Lucy Calkins writes,
If we asked our students for the highlight of their school careers, most would choose a time when they dedicated themselves to an endeavor of great importance...I am thinking of youngsters from P.S. 321, who have launched a save-the-tree campaign to prevent the oaks outside their school from being cut down. I am thinking of children who write the school newspaper, act in the school play, organize the playground building committee.... On projects such as these, youngsters will work before school, after school, during lunch. Our youngsters want to work hard on endeavors they deem significant.
Writing journals proves to be quite effective as part of English classes. Specifically, by writing "personal" and "text-related" journals, students find meaning in their own thoughts as well as in concepts learned in class. Personal journaling is the recording of past and present personal thoughts and events in the student's life to enhance self-awareness, student interest, and learning. Text-related journaling is writing about concepts learned in class in relation to students' personal experiences, to promote understanding.
The Nicodemus Wilderness Project provides an environmental experiential education program with a global reach called the "Apprentice Ecologist Initiative". This scholarship-based opportunity is targeted for youth volunteers who want to help protect the environment. The initiative seeks to develop young people for leadership roles by engaging them in environmental cleanup and conservation projects, empower volunteers to rebuild the environmental and social well-being of our communities, and improve local living conditions for both citizens and wildlife.
Presidential Classroom, a non-profit civic education organization in Washington D.C., is open to high school students from across the country and abroad. They meet and interact with government officials, media correspondents, congressman, and key players on the world stage to learn how public policy shapes many aspects of citizens' lives. Students travel to Washington and spend a week hearing from prominent speakers, meet with interest group spokesmen and tour the national capital. Students participate in a group project directed by experienced instructors; they have mediated debates on current issues facing the country. The focus of the week is to give students a hands-on introduction to how "real world" politics take place.
Global College, a four-year international study program offered by Long Island University, is based on self-guided, experiential learning while a student is immersed in foreign cultures. Regional centers employ mostly advisors rather than teaching faculty; these advisors guide the individual students in preparing a "portfolio of learning" each semester to display the results of their experiences and projects.
The New England Literature Program in the English Department at the University of Michigan is a 45-day program, in which University instructors live and work together with 40 UM students in the woods of Maine in early spring. They intensively study 19th and 20th-century New England literature, in a program that includes creative writing in the form of academic journaling, as well as a deep physical engagement with the landscape of New England. NELP students and staff take hiking trips into the White Mountains and other parts of the New England natural areas each week, integrating their experience of the landscape with writing and discussion of texts.
The Chicago Center for Urban Life and Culture is the only nonprofit and independent experiential educational program for college students in the United States. The Chicago Center is distinguished by unique seminars characterized by a 'First Voice' pedagogy, its location in the multi-ethnic Hyde Park neighborhood of Chicago, and development of several hundred internship sites in Chicago. While many of the students who attend Chicago Center grew up in cities, the majority are from suburban, rural and farming communities. Students participate individually in its Semester, May Term and Summer Session. The Chicago Center also designs and staffs programs for groups, what it calls "LearnChicago!", which promise non-tourist experiences in the city.
The Philadelphia Center is an off-campus program based on a model of experiential education. Recognized by The Great Lakes Colleges Association, The Philadelphia Center is currently the only undergraduate level program that supports independent living and encourages the use of the city as a learning space.
Several Australian high schools have established experiential education programmes, including Caulfield Grammar School's five-week internationalism programme in Nanjing, China and Geelong Grammar School's Timbertop outdoor education programme.
At the professional school level, experiential education is often integrated into curricula in "clinical" courses following the medical school model of "See one, Do one, Teach one", in which students learn by practicing medicine. This approach is being introduced in other professions in which skills are directly worked into courses to teach every concept (starting with interviewing, listening skills, negotiation, contract writing and advocacy, for example) to larger-scale projects in which students run legal aid clinics or community loan programs, or write legislation or community development plans.
The Boys and Girls Club of America provides a framework for youth development professionals to employ experiential learning methods.
Lifeworks International offers experiential, service-learning programs for high school students. Trips combine adventure travel, cultural immersion, community service, and global education during expeditions in China, Thailand, India, Costa Rica, Peru, the British Virgin Islands, and Ecuador and the Galapagos Islands.
In Legal Education, critical pedagogy is associated with devising more equitable methods of teaching, helping students develop consciousness of freedom, and helping them connect knowledge to power.
Whether teachers employ experiential education in cultural journalism, service learning, environmental education, or more traditional school subjects, its key idea involves engaging student voice in active roles for the purpose of learning. Armstrong (2012) claims that students should be responsible for learning, not teachers. Students participate in a real activity with real consequences for the purpose of meeting learning objectives.
Experiential education uses various tools like field work, policy and civic activity, and entrepreneurship outside of the classroom along with games, simulations, role plays, stories in classrooms. The experiential education mindset changes the way the teachers and students view knowledge. Knowledge is no longer just some letters on a page. It becomes active, something that is transacted with in life or lifelike situations. It starts to make teachers experience and skill facilitators, and not just transmitters of the written word.
Besides changing student roles, experiential education requires a change in the role of teachers. When students are active learners, their endeavors often take them outside the classroom walls. Because action precedes attempts to synthesize knowledge, teachers generally cannot plan a curriculum unit as a neat, predictable package. Teachers become active learners, too, experimenting together with their students, reflecting upon the learning activities they have designed, and responding to their students' reactions to the activities. In this way, teachers themselves become more active; they come to view themselves as more than just recipients of school district policy and curriculum decisions.
It is also important to point out that not all learners learn in the same way. As a result, there are diverse learners that have unique learning styles pertinent to their success as students. Studies have shown that cooperative learning is strongly suggested in a diverse learning atmosphere. "Contemporary views of learning and their pedagogical applications have begun to change traditional classroom interaction patterns, shaping the communicative roles of the teacher and students as participants in a classroom learning community," write David Wray & Kristiina Kumpulainen. This paradigm shift in education gives both the student and teacher shared responsibility of the learning process. The teacher's participation in discussion sessions is to act as a facilitator, maintain classroom decorum, provide individual and group feedback, and alleviate concerns or issues in the lesson.
Critical thinking strategies are pertinent to the success of student-oriented learning. When students are engaged in active discussions, high-level thinking skills are put into practice to the point where students are synthesizing the information at a deeper level of understanding. According to Elliot Eisner, "We need to provide opportunities for youngsters and adolescents to engage in challenging kinds of conversation, and we need to help them know how to do so. Such conversation is all too rare in schools. I use 'conversation' seriously, for challenging conversation is an intellectual affair. It has to do with thinking about what people have said and responding reflectively, analytically, and imaginatively to that process. The practice of conversation is almost a lost art. The most significant intellectual achievement is not so much in problem solving, but in question posing." Through experimental education, students are capable of finding their voice through peer-to-peer interaction. Students are now seen as active participants in the learning process. Vygotsky`s social development theory requires students to play untraditional roles as they collaborate with one another through critical thinking and conversational skills. According to Ann Ketch, author of Conversation: The comprehension connection writes, "The oral process helps students clarify and solidify their thoughts. The thinking changes from what it was before the conversation took place. Through conversation, the student is in charge of his or her own mental processing. The teacher acts as a facilitator, pushing the student to rely upon and monitor his or her own comprehension, which fosters critical thinking." This is very vital because student conversation can elicit new ideas that may not have been mentioned or even thought of by another student. Therefore, student dialogue is very important because it helps individuals make sense of what is being learned. It also helps build respect for other's opinions while taking ownership of his or her learning process.
In experimental education, students are given the opportunity to apply their knowledge and skills by making connections to the real world. Therefore, effective learning entails active experimentation with a hands-on approach to learning. It is perceived that students learn more by being active. Students are interdependent in establishing group goals and decision-making skills. As a result, students are also capable of developing leadership skills, which can also enhance student motivation and confidence.
When students are given a choice in terms of content to be learned, it ensures the teacher that his or her learners are interactive in the learning process. According to Ernie Stringer, "Action learners move through continuous cycles of this inquiry process to improve their understanding, extend their knowledge, or refine their skills." When given a preference, students may feel motivated to take control of his or her learning experience. Student incentives are tied to progress in academic achievement. "Research indicates that intrinsic motivation stems from one's interests and capacities to surmount challenge s when presented or pursued," says Fenice B. Boyd. Many schools are encouraging teachers to tap into student interests with the hope that they transfer that motivation into the classroom.
Through the continuous cycle of learning, teacher's often work with students to develop a framework of knowledge, which is to be evaluated based on student input to the lessons content. Therefore, the teacher should establish criteria of what is to be learned as related to the student(s) choice in learning material. Ernie Stringer draws on the importance that "action research provides a process for developing a rich, engaging curriculum relevant to the lives and purposes of students, engaging their interests and abilities, and serving the broad human needs of community, society, and the planet. Creative construction of curricula or syllabi provides the means whereby the needs, perspectives, and/or interests of diverse stakeholders can be incorporated into vital, creative, effective programs of learning." In essence, a well-planned curriculum is designed for learning that encompasses a broad range of goals and individual needs that ensures the active learning process.
As students and teachers take on new roles, the traditional organizational structures of the school also may meet challenges. For example, at the Challenger Middle School in Colorado Springs, Colorado, service activities are an integral part of the academic program. Such nontraditional activities require teachers and administrators to look at traditional practices in new ways. For instance, they may consider reorganizing time blocks. They may also teach research methods by involving students in investigations of the community, rather than restricting research activities to the library (Rolzinski, 1990).
At the University Heights Alternative School in the Bronx, the Project Adventure experiential learning program has led the faculty to adopt an all-day time block as an alternative to the traditional 45-minute periods. The faculty now organizes the curriculum by project instead of by separate disciplines. Schools that promote meaningful student involvement actively engage students as partners in education improvement activities. These young people learn while planning, researching, teaching, and making decisions that affect the entire education system.
Other university level programs are entirely field-taught on outdoor expeditions. These courses combine traditional academic readings and written assignments with field observations, service projects, open discussions of course material, and meetings with local speakers who are involved with the course subjects. These "hybrid" experiential/traditional programs aim to provide the academic rigor of a classroom course with the breadth and personal connections of experiential education.
At first, these new roles and structures may seem unfamiliar and uncomfortable to both students and adults in the school. Traditionally, students have most often been rewarded for competing rather than cooperating with one another. Teachers are not often called upon for collaborative work either. Teaching has traditionally been an activity carried out in isolation from one's peers, behind closed doors. Principals, accustomed to the traditional hierarchical structure of schools, often do not know how to help their teachers constitute self-managed work teams or how to help teachers coach students to work in cooperative teams. The techniques of experiential education can help students and staff adjust to teamwork, an important part of the process of reforming schools.
Adventure education may use the philosophy of experiential education in developing team and group skills in both students and adults (Rohnke, 1989). Initially, groups work to solve problems that are unrelated to the problems in their actual school environment. For example, in a ropes course designed to build the skills required by teamwork, a faculty or student team might work together to get the entire group over a 12-foot wall or through an intricate web of rope. After each challenge in a series of this kind, the group looks at how it functioned as a team:
The wall or web of rope can then become a metaphor for the classroom or school environment. While the problems and challenges of the classroom or school are different from the physical challenges of the adventure activity, many skills needed to respond successfully as a team are the same in both settings.
These skills — listening, recognizing each other's strengths, and supporting each other through difficulties — can apply equally well to an academic Socratic Method of questioning or problem-solving toward schoolwide improvement efforts.
For example, the Kane School in Lawrence, Massachusetts has been using adventure as a tool for school restructuring. The entire faculty — particularly the Faculty Advisory Council, which shares the decisionmaking responsibilities with the principal — has honed group skills through experiential education activities developed by Project Adventure. These skills include open communication, methods of conflict resolution, and mechanisms for decision making (High Strides, 1990).
Established in 1973, Breakthrough in Hong Kong was the first non-profit organization that applied the concepts of experiential education (though primarily conceptualized in terms of outdoor adventure education) in youth works. Since then, development in experiential education has proceeded in Singapore, Taiwan, Macau, and some large cities in China.
Experiential methods in education have existed in China for thousands of years. However, it should be noted that John Dewey was in China in the early 1900s and his ideas were extremely popular. Interest in Dewey's experience in China and contribution is growing.
Experiential education started in Qatar in 2010 through AL-Bairaq, which is an outreach, non-traditional educational program that targets high school students and focuses on a curriculum based on STEM fields. The idea behind AL-Bairaq is to offer high school students the opportunity to connect with the research environment in the Center for Advanced Materials (CAM) at Qatar University. Faculty members train and mentor the students and help develop and enhance their critical thinking, problem-solving, and teamwork skills, using a hands-on-activities approach.
There are multiple ways in which experiential education is practiced. Examples of experiential learning methods used include:
All of these use the pattern of problem, plan, test and reflect as their foundation for the educative experience.
Adventure therapy, as a distinct and separate form of psychotherapy, has become prominent since the 1960s. Influences from a variety of learning and psychological theories have contributed to the complex theoretical combination within adventure therapy. The underlying philosophy largely refers to experiential education. Existing research in adventure therapy reports positive outcomes in effectively improving self-concept and self-esteem, help seeking behavior, increased mutual aid, pro-social behavior, trust behavior and more. Although there is considerable and growing research evidence indicating positive outcome there is some disagreement about the underlying process that creates these positive outcomes.Association for Experiential Education
The Association for Experiential Education, or AEE, is a nonprofit, professional membership association that promotes experiential education. Currently based in Denver, Colorado, USA, it was founded in the early 1970s in Boone, North Carolina by a group of educators who believed that the core of learning is enhanced by experiential forms of education.Doctor of Pharmacy
A Doctor of Pharmacy (Pharm.D.; New Latin Pharmaciae Doctor) is a professional doctorate in pharmacy. In some countries, it is a first professional degree, and a prerequisite for licensing to practice the profession of pharmacy. Pharm.D program has significant experiential education components in introductory and advanced levels. Experiential education prepares graduates to be practice-ready as they already spent a significant amount of time training in areas of direct patient care.Experiential learning
Experiential learning is the process of learning through experience, and is more specifically defined as "learning through reflection on doing". Hands-on learning is a form of experiential learning but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.Experiential learning is often used synonymously with the term "experiential education", but while experiential education is a broader philosophy of education, experiential learning considers the individual learning process. As such, compared to experiential education, experiential learning is concerned with more concrete issues related to the learner and the learning context.
The general concept of learning through experience is ancient. Around 350 BCE, Aristotle wrote in the Nicomachean Ethics "for the things we have to learn before we can do them, we learn by doing them". But as an articulated educational approach, experiential learning is of much more recent vintage. Beginning in the 1970s, David A. Kolb helped to develop the modern theory of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget.Experiential learning has significant teaching advantages. Peter Senge, author of The Fifth Discipline (1990), states that teaching is of utmost importance to motivate people. Learning only has good effects when learners have the desire to absorb the knowledge. Therefore, experiential learning requires the showing of directions for learners.Experiential learning entails a hands-on approach to learning that moves away from just the teacher at the front of the room emparting and transferring their knowledge to students. It makes learning an experience that moves beyond the classroom and strives to bring a more involved way of learning.Foxfire (magazine)
The Foxfire magazine began in 1966, written and published as a quarterly American magazine by students at Rabun Gap-Nacoochee School, a private secondary education school located in the U.S. state of Georgia. At the time Foxfire began, Rabun Gap Nacoochee School was also operating as a public secondary education school for students who were residents of northern Rabun County, Georgia. An example of experiential education, the magazine had articles based on the students' interviews with local people about aspects and practices in Appalachian culture. They captured oral history, craft traditions, and other material about the culture. When the articles were collected and published in book form in 1972, it became a bestseller nationally and gained attention for the Foxfire project.
The magazine was named for foxfire, a term for a naturally occurring bioluminescence in fungi in the forests of North Georgia. In 1977, the Foxfire project moved from the Rabun Gap-Nacoochee School to the newly built and consolidated public Rabun County High School. Additional books were published, and with profits from magazine and book sales, the students created a not-for-profit educational and literary organization and a museum. The Foxfire program has been shifted from the English to the business curriculum. Nationally, the Foxfire model has inspired numerous school systems to develop their own experiential education programs.Indiana University Maurer School of Law
The Indiana University Maurer School of Law is located on the campus of Indiana University in Bloomington, Indiana. IU Maurer is one of the top 15 public law schools in the United States, and tied for 30th overall, according to rankings published by U.S. News and World Report.
The school is named after Michael S. "Mickey" Maurer, an Indianapolis businessman and 1967 alumnus who donated $35 million in 2008. From its founding in 1842 until Maurer's donation, the school was known as the Indiana University School of Law – Bloomington.The law school is one of two law schools operated by Indiana University, the other being the Indiana University Robert H. McKinney School of Law (IU McKinney) in Indianapolis. Although both law schools are part of Indiana University, each law school is wholly independent of the other.
According to the law school's ABA-required disclosures, 78.8% of the Class of 2015 had obtained full-time, long-term, JD-required employment 10 months after graduation.James Kielsmeier
James "Jim" Kielsmeier is founder and President/CEO of the National Youth Leadership Council, based in St. Paul, Minnesota. He also founded the Center for Experiential Education and Service-Learning at the University of Minnesota, where he is also an Adjunct Professor. Kielsmeier helped initiate the nonprofit African Reconciliation and Development Corps International and led their first project in Somalia (1993–94) during the civil war.Journal of Experiential Education
The Journal of Experiential Education is a quarterly peer-reviewed academic journal covering the field of experiential education. The editor-in-chief is Jayson Seaman (University of New Hampshire). It was established in 1978 and is published by SAGE Publications on behalf of the Association for Experiential Education.List of counseling topics
Counseling is the activity of the counselor, or a professional who counsels people, especially on personal problems and difficulties.
This is a list of counseling topics.Minnesota State University, Mankato
Minnesota State University, Mankato (MSU or MNSU), also known as Minnesota State, is a public university in Mankato, Minnesota. Established as the Second State Normal School in 1858, it was designated in Mankato in 1866, and officially opened as Mankato Normal School in 1868. It is the second oldest member of the Minnesota State Colleges and Universities system. It is also the second largest public university in the state, and has over 123,000 living alumni worldwide. It is the most comprehensive of the seven state universities and is referred to as the flagship of the Minnesota State Colleges and Universities system. It is an important part of the economy of Southern Minnesota and the state as it adds more than $781 million to the economy of Minnesota annually.Minnesota State offers 130 undergraduate programs of study, 75 graduate programs and 4 doctoral programs. It hosts the only nationally, regionally, and state accredited aviation program in Minnesota. Students are served by 750 full-time faculty members creating a 21:1 student to faculty ratio. In addition to the main campus, it operates two satellite campuses: one in the Twin Cities suburb of Edina and the other in Owatonna. Through the College of Extended Learning it provides bachelor's degrees at the Normandale Partnership Center in Bloomington and programs online through an online campus.Outdoor education
Outdoor education usually refers to organized learning that takes place in the outdoors. Outdoor education programs sometimes involve residential or journey wilderness-based experiences in which students participate in a variety of adventurous challenges and outdoor activities such as hiking, climbing, canoeing, ropes courses and group games. Outdoor education draws upon the philosophy, theory, and practices of experiential education and environmental education.Outward Bound USA
Outward Bound USA (OBUSA) is a non-profit organization providing experiential education in the United States through a network of regional schools, especially in wilderness settings. Outward Bound counts among its desired outcomes the development of self-awareness, self-confidence, leadership skills, environmental and social responsibility.Rochester Area Colleges
The Rochester Area Colleges is a consortium of higher education institutions in the Rochester, New York metropolitan area in the United States. Founded in 1970, Rochester Area Colleges has numerous area public and private colleges as members, and provides numerous collaborative working opportunities for colleges and their students. The purpose of the association is to support the functions of career development, placement and experiential education in the region. University of Rochester is generally regarded as the premier institution within the consortium.
The consortium consists of:
Rochester Area Colleges also sponsor a website, biz2edu.com, to assist in regional economic development. This provides economic development organizations, site selectors, corporations, and individuals a gateway to the multitude of resources provided by Rochester's academic institutions.School of Experiential Education
School of Experiential Education (SEE) is a small alternative high school located in Toronto's west end of Etobicoke. SEE's take on alternative education includes small class sizes, discussion-based courses, thematic English courses, as well as opportunities for independent and project-based learning. SEE delivers all courses required for the completion of the Ontario Secondary School Diploma. In addition, SEE offers opportunities to participate in media, technology, and photography courses, with equipment such as cameras, two computer labs, recording equipment and a dark room available for student use. SEE has a full curriculum that includes the arts, math, humanities and sciences, as well as physical education, technology and business. SEE is a semestered school.Solid Rock Outdoor Ministries
Solid Rock Outdoor Ministries (SROM) is a Christian non-profit outdoor education and wilderness adventure school. SROM focuses teaching on four major areas through experiential education: technical outdoor skills, leadership development, wilderness care/ethics, and spiritual transformation. Activities that SROM teaches include rock climbing, backpacking, snowshoeing, and mountaineering. SROM offers customized courses and open enrollment courses ranging from one to forty days in length. SROM is accredited by the Association for Experiential Education (AEE), and is a partner of the Leave No Trace Center for Outdoor Ethics. College credit is available for some courses through Columbia International University. SROM currently operates in the Wind River Range, Snowy Range, Never Summer Mountains, and Vedauwoo; Rocky Mountain National Park, Grand Canyon National Park, Yosemite National Park and mountainous areas internationally.The Colorado Springs School
The Colorado Springs School (CSS), on the estate formerly known as Claremont, is a private, nonprofit, college preparatory school serving pre-kindergarten to 12th grade in Colorado Springs.
The 32-acre (130,000 m2) campus is located on the former Claremont Estate, built in 1907 as the home of Charles and Virginia Baldwin. The main building, known as the Trianon (formerly called "Claremont"), is listed on the National Register of Historic Places. The school is set in a residential neighborhood at the foot of the Rocky Mountains.
CSS is accredited by The Association of Colorado Independent Schools (ACIS) and is a member of the National Association of Independent Schools (NAIS).The Emery/Weiner School
The Emery/Weiner School (EWS) is a co-educational, independent Jewish day school in Houston, Texas, United States, serving grades 6-12. The school is accredited by the Independent Schools Association of the Southwest.
The $14 million campus is located on 15 acres (61,000 m2) of land, in Link Valley, a community in southwest Houston outside of the 610 Loop, inside Beltway 8, and east of the Westwood subdivision.
The school houses 100,000 square feet (9,000 m2) of classroom space, along with several acres of accessible playing fields. Campus highlights include a state-of-the art science and computer labs, a 500+ seat proscenium theater, art and music studios, a multi-court gymnasium, a well-furnished library, football stadium and turf field alongside an incredible weight room, a high-tech audio/visual room, a student center/cafeteria, and a new makerspace known as the Levine Innovation Lab, equipped with lasers and a handful of 3D printers.
Roselyn Bell, author of the "Houston" entry in The Jewish Traveler: Hadassah Magazine's Guide to the World's Jewish Communities and Sights, wrote around 1987 that the school, then the I. Weiner Jewish Secondary School, had a "centrist" viewpoint in regard to the Jewish religious movements.University of Montana School of Business Administration
Founded in 1918, the University of Montana College of Business is the oldest AACSB-accredited business school in Montana. The college tied for best business school in the Big Sky Conference in U.S. News & World Report's 2016 and 2017 rankings. This ranking made it the top-rated business school in Montana by more than 100 spots.The College of Business focuses on applied, experiential education by having students participate in hands-on business projects. Specific attention is given to professional networking. Over one hundred business professionals come to the Gallagher Business Building each year to share their knowledge through formal lectures and to talk with and recruit students.
The college's Gianchetta Student Success Center offers an internship coordinator, adviser, and other support structures foster student success. Student organizations and study abroad opportunities in the college give students the chance to connect with peers and engage with the wider world in a variety of ways.Wilderness therapy
Wilderness therapy (also known as outdoor behavioral healthcare) is a controversial adventure-based therapy treatment modality for behavior modification and interpersonal self-improvement, combining experiential education, individual and group therapy in a wilderness setting. The success of the Outward Bound outdoor education program in the 1940s inspired the approach taken by many current-day wilderness therapy programs, though some adopted a survivalist methodology. Clients typically range in age from 10–17 for adolescents, and 18–28 for adults.