Every student’s program of study centers on the familiar work of classroom and laboratory, library and studio. Yet important learning also takes place in less familiar settings, where the student is called upon to adapt to a new environment, to act without one’s customary support system, to develop trust in one’s own resources of intelligence and discipline. It is to encourage that kind of learning, so critical to personal maturity, that the College makes available a variety of special programs.

Experiential Learning

Certain experiential education requirements are a part of the core curriculum, and they are described under General Education in this catalog. All students take a freshman January course on the environment that uses an experiential approach, and all students must fulfill one additional three-credit-hour experiential education requirement.

Experiential education emphasizes guided activity as a primary mode of learning. It is usually carried on outside the conventional setting of a classroom, library, or laboratory, and it typically does not take place at a study desk. While mastery of information, understanding of expert opinion and cognitive learning are not ignored, the stress is on effective change and growth. By exposing the student to unfamiliar tasks and environments, experiential learning encourages mental and emotional adjustments and promotes the development of new skills and attitudes. It has as a principal goal the creation of sense of achievement, personal competence, and self-reliance.

Experiential learning begins with concrete experience, but it does not stop there. It also involves an important element of reflection, an effort to develop a clear view of what one is doing and to assess its value. These observations and reflections should lead the learner to new generalizations and concepts, fresh understandings of the world and oneself, and some enhancement of ability. Subsequently, new learning should be tested and refined in a different situation or additional experiences. At its best, experiential learning deepens the learner’s sensitivity to social and physical surroundings and encourages him or her to use senses and wits more fully. Thus it affords powerful opportunities for holistic learning.

An “experiential education” course has the following characteristics:

  • It involves active and sustained participation by the student.
  • It is a kind of experience that the student has not had before.
  • It requires the student not only to do something new but to stand back from the activity, assess its significance, and draw conclusions about it.
  • It provides opportunities to test these conclusions (or, in the case of a skill-oriented course, to demonstrate increased mastery).
  • It has as a major goal some modification in attitude or outlook, some change in personal perspective, and some deepening of insight regarding oneself and others or oneself and the world.

Within the guidelines, experiential education courses are quite diverse in type. They include exploring a creative process, developing new physical skills, living for a time in an alien setting, or trying out a field through a hands-on approach. Courses having to do with service projects, life-enhancing activities, or new leisure skills and interests are especially appropriate.

Some experiential learning courses assess fees that vary with particular offerings each year.