Community-Based Learning as Experiential Learning in Geography

Experiential learning (EL) is an intrinsic component of education in geography: geography and geospatial science are founded on the practice of concrete experience, reflective observation, abstract conceptualization, and active experimentation (Kolb & Kolb, 2008). Within geography, EL typically manifests as fieldwork or lab courses, where students learn to define an issue, research and analyze it using a range of tools and techniques, and develop solutions and recommendations (Ives-Dewey, 2008). In higher education, this often includes direct professional or occupational preparation, such as internships or study abroad programs (Grabbatin & Fickey, 2012). Service learning and community-based learning courses also fall into this category. Community-based learning (CBL) is a pedagogy that connects students with local communities to co-produce knowledge (Cal Corps Public Service, 2015; Strait et al., 2015). The concepts of space and place further connect student learning to a tangible, experiential process, enhancing memory and adding value to the learning process (Vogler et al., 2012). Geography curriculum traditionally involves a foundational grounding in concepts of the discipline. Students are introduced to the principles of human and physical geography through one or more introductory courses. Later on, they are expected to reflect and build on these foundations with lab or fieldwork, culminating in a capstone course which synthesizes their learning (Grabbatin & Fickey, 2012; Dorsey, 2001). While CBL has gained prominence in higher education as a tool for retention and engagement, it is more fundamental to the discipline than that (Elwood, 2004). The intersectionality of geographic subfields with individual identities allows for a deep and robust learning that cannot be reached through traditional pedagogies. This paper offers examples from a community geography course as an example of effective experiential learning pedagogy to foster spatial understanding, critical thinking, and a more holistic understanding of the applications of geography in society.