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An Experiential Learning Approach to Graduate Education

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dc.creator Bliss, John C.
dc.creator MacTavish, Kate
dc.creator Christoffersen, Nils
dc.creator Abrams, Jesse
dc.creator Guillozet, Kathleen
dc.date.accessioned 2008-04-21T14:43:20Z
dc.date.available 2008-04-21T14:43:20Z
dc.date.issued 2008-04-21T14:43:20Z
dc.identifier.uri http://hdl.handle.net/1957/8341
dc.description Corresponding author: John Bliss, College of Forestry, Oregon State University. john.bliss@oregonstate.edu en
dc.description Nils Christoffersen, Wallowa Resources, Enterprise, Oregon. en
dc.description Kate MacTavish, Department of Human Development and Family Sciences, Oregon State University. en
dc.description Jesse Abrams, College of Forestry, Oregon State University. en
dc.description Kathleen Guillozet, College of Forestry, Oregon State University. en
dc.description Prepared for the 7th Biennial Conference on University Education in Natural Resources, March 13 -15, 2008, Oregon State University. en
dc.description.abstract This paper assesses the promises and challenges associated with developing, conducting, and funding a rigorous, interdisciplinary, graduate field course with a strong experiential learning foundation. The course, Communities and Natural Resources, is designed to provide students from diverse backgrounds with an interdisciplinary, experiential learning opportunity. While the authors handle course logistics and provide students with relevant theoretical foundations from several disciplines, the actual instructors are county commissioners, health and education professionals, natural resource managers, ranchers, forest owners, tribal resource specialists, and other community leaders. Course objectives include; 1. To learn first hand from community leaders about current conditions and future prospects for rural, natural-resource - dependent communities. 2. To become familiar with the social science concepts of poverty, natural resource dependency, community well-being; social, human, economic and natural capital, land tenure, and sustainability. 3. To sharpen empathetic listening, analytical thinking, and effective communication skills. 4. To foster constructive dialogue between the university and rural communities. The course has been offered for the past three years, involving students from forestry, anthropology, public policy, public health, agricultural economics, and other disciplines. In this paper we reflect on the experience of these past three years from the perspectives of students, community participants, and academic faculty. We consider what values such a course might contribute to graduate education and to university – community relations, what pitfalls might be encountered, and how the challenge of funding such a course might be addressed. A panel of student and community participants will share their perspectives on this mode of graduate education. en
dc.format.extent 3601920 bytes
dc.format.mimetype application/vnd.ms-powerpoint
dc.language.iso en_US en
dc.subject field courses en
dc.subject graduate education en
dc.subject experiential learning en
dc.title An Experiential Learning Approach to Graduate Education en
dc.type Presentation en


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