The Interplay of Space, Place and Identity: Transforming Our Learning Experiences in an Outdoor Setting

Authors

  • Alice Cassidy Faculty of Science and Faculty of Land and Food Systems, University of British Columbia
  • Alan Wright University of Windsor
  • William B. Strean University of Alberta
  • Gavan Watson Western University

DOI:

https://doi.org/10.22329/celt.v8i0.4242

Keywords:

Place-based learning, pre-conference workshop, outdoor education, field-based learning, transformative learning, conference pedagogy

Abstract

In this paper, we use a day-long professional development workshop for higher education faculty conducted in an outdoor setting as the starting point for an examination of the value of such activities. We explore the potential benefits, in terms of learning and holistic well-being, of educational activities designed to provide participants with sessions either in the natural environment or the built (urban) environment beyond the four walls of the traditional classroom. Drawing on the literature of ‘place-based learning’, the well-established traditions of some conference organizations, the emerging trend to mount such pre-conference workshops in the Society for Teaching and Learning in Higher Education (STLHE: Canada) and the feedback of past participants, we explore the nature of these experiences and the various outcomes, grappling with the challenge of identifying tangible ‘takeaways’ at the individual and community levels. We conclude with directions for further analysis of the role of this type of session in terms of conference pedagogy and means of measuring impact on the well-being, outlook, and practices of instructors in higher education.

Author Biographies

Alice Cassidy, Faculty of Science and Faculty of Land and Food Systems, University of British Columbia

Alice Cassidy, Ph.D. is an Educational Developer, facilitator and science educator currently organizing first year courses in the Faculties of Science and Land and Food Systems (LFS) at the University of British Columbia. Having conducted field work for three degrees and as a wildlife consultant, she very much enjoys and has years of experience connecting students and teachers to the value of natural world connections to teaching and learning.

Alan Wright, University of Windsor

W. Alan Wright is Vice-Provost, Teaching and Learning, at the University of Windsor where he oversees the work of the Centre for Teaching and Learning and the Office of Open Learning. Dr. Wright has been a member of the STLHE for many years, and was one of the founding editors of the Green Guide publication series. He was the 2013 recipient of the Christopher Knapper Lifetime Achievement Award.

William B. Strean, University of Alberta

William B. Strean, Ph.D. is Professor, 3M National Teaching Fellow, and Education Director for the Integrative Health Institute at the University of Alberta. He incorporates nature, mindfulness, and somatics into his teaching and scholarship.

Gavan Watson, Western University

Gavan P.L. Watson is the Associate Director, eLearning at Western University’s Teaching Support Centre. With a PhD in environmental education, Gavan has a professional background in educational development and has published widely on topics such as: the role of technology in non-formal environmental learning; teaching critical reflection to graduate students; and using social media in the university classroom

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Published

2015-06-12

Issue

Vol. 8 (2015): Transforming our Learning Experiences

Section

Transforming Through Metacognition

License

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.