ABSTRACT

This chapter describes about understanding the principles and practices of experiential education design such that you can design well-perhaps even with the distinction, refinement, and grace that McClean mentions. Backward design is useful precisely because it forces everyone to think about how students are to demonstrate the learning we most care about. Ignoring this brings everyone back to Wiggins and McTighe's twin sins-an overemphasis on content coverage on one hand or activity on the other. Another crucial principle in experiential design is the "Theirs to ours to theirs" model. Too often, in our common education practice, students are required to enter people world as professors and faculty members with little to no acknowledgment of their world as students. In experiential design, everyone must design for multiple and sufficient opportunities for students to experience chewing-doing so means we must be extra diligent about how much gum (content) everyone are presenting as part of the class or course.