Experiential learning and student engagement: meaningful learner outcomes as articulated by Drexel University Sacramento Ed.D. graduates

Mary E. Holly

doi:10.17918/etd-4544

Although experiential learning is foundational to Drexel University, Pennsylvania, it remains unclear how experiential learning in the Drexel University Sacramento (DUS), California Ed. D. satellite program contributes to the redefining of one's habits of mind and points of view as a scholar, educator, and societal contributor. Thus, this narrative study gathered stories of the learning experiences of DUS Ed. D. alumni, as one means to understand how experiential learning persists to transform and sustain this purposeful selection of scholarly, educational leaders. The 12 alumni in this study graduated from the Drexel University Sacramento Ed. D. in Leadership and Management program between June 2011 and December 2013. The program design observes a hybrid, cohort model focused on educational leadership for the professional practitioner and educational leader. Narrative inquiry provided the ingress to delve into the graduate students' reconstructed learning experiences while in the program as well as into their present day perceptions of who they have become upon attaining the Ed. D. Assuming a social constructivist paradigm, this study was informed by a collection of personal interviews, an archival document, and researcher field notes. The key archival document, the "Keystones" exists as the gold standard for DUS Ed. D. program graduate students. Essentially, it is a set of underlying principles for the neophyte doctoral student and is so written that it remains intact as a living document to sustain the alumni throughout life. Study participants confirmed the use of the Keystones and attested to personal transformation and professional growth. Results of this study, based on findings include first, prepared to learn, Ed. D. graduates valued, engaged in, and retained meaningful learning. Second, graduate students' assumed level of participation in cohort socialization and collaborative learning was a consequence of self-regulated preference for in-class social climate and ideal learning style. Third, significant learning inspired confidence to make life-changing decisions. This study concluded by recommending refining cohort cohesiveness through the lens of leadership identity and ethics. Additionally, a pool of virtual volunteer Ed. D. alumni could be established to advise students in the program, thus providing students with additional vis-à-vis time that graduate students perceive as valuable and necessary program features.

Experiential learning and student engagement: meaningful learner outcomes as articulated by Drexel University Sacramento Ed.D. graduates

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Experiential learning and student engagement: meaningful learner outcomes as articulated by Drexel University Sacramento Ed.D. graduates

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