The goal of this historical and exploratory study was to describe and analyze the spread and legitimacy of experiential learning to and within Cornell University and Stanford University. Using an institutional and political framework, this analysis focused on understanding how elements of legitimacy from the academy, the experiential learning field and the external environment intersected to shape the diffusion, forms and purposes of experiential learning within Cornell and Stanford. The constructions of legitimacy within these three different contexts shifted over time, influencing the extent to which experiential learning was adopted; and once adopted, the extent to which it was adapted, co-opted or rejected.
Schmiede, Angela E., "The Legitimacy of Experiential Learning in Research Universities" (2003). Dissertation and Thesis. 66.
Files over 3MB may be slow to open. For best results, right-click and select "save as..."