Assessment and evaluation practices in outdoor, experiential, environmentally-focused integrated and interdisciplinary programs

Abstract

Two integrated/interdisciplinary programs were used as qualitative case studies of assessment and evaluation practices in outdoor, experiential, environmentally-focused integrated and interdisciplinary programs. Data were collected from program instructors by conducting informal conversational interviews and administrating a questionnaire with both open-and closed-form questions. Results indicate that, while there is some learning that occurs in the classroom, the emphasis is placed on applying learnt concepts to novel situations outside of the walls of the classroom.