The mobility of experiential learning pedagogy: transferring ideas and practices from a large- to a small-campus setting

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.