I set out to critically examine experiential education (EE) research to determine the type of research being published in the Journal of Experiential Education (JEE). I chose this task because of my interest in several challenges that have been set forth by leaders in the field in past years at this symposium and other conferences. These challenges have asked researchers to employ more quantitative methods, address process variables, and to employ more rigorous research designs. In examining research done in the past year, I am essentially testing to see if research in EE has undertaken these challenges. To do this, I identified refereed articles published in 2004 and 2005 that I then categorized as to: a) research approach; b) whether primary data collection was evident in the manuscript; c) methods employed; d) the research topic and subjects; and e) findings generated from the studies. Also of interest were the occupational backgrounds and academic departmental affiliations of the authors. Finally, using "experiential education" as a keyword, two specific databases were searched (Educational Resource Information Center (ERIC) and PsycINFO) to explore the breadth of EE research in broader psychology and education journals. Implications and subsequent questions generated from this exercise are offered as conclusions for continued discussion.

I chose to take a current "snapshot" of refereed articles published in the JEE in 2004 and 2005. I identified a total of 14 refereed articles in volumes 27(1), 27(2), and 28(1) that I reason represent current interest areas and research approaches. It was interesting to note the trends, diversity, and breadth of research being conducted under what is loosely defined as experiential education. Numerous definitions of EE exist in the literature, and it is not the point of this paper to review these. To frame the discussion I will utilize the Association for Experiential Education's (AEE) definition, which is: "Experiential education is a philosophy and methodology in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills and clarify values" (AEE, 2005). Therefore, the intent of the JEE would be to publish research in this area, and specifically "to present scientific and conceptual inquiries into the study and practice of experiential education and its various subfields" (AEE, 2005). The purpose of this exercise was to explore the previously mentioned challenges, and to also ask those associated with the Symposium on Experiential Education Research (seeR) what are the current scientific and conceptual inquiries in EE, what are we learning from them and how do they relate to practice, and what academic and other backgrounds are represented by the researchers? A limitation and disclaimer to this discussion is that I am not trying to conclude that three issues of a journal define a research paradigm and strategy for a field. Also of note is that the studies will be described in general and not directly cited, as I choose to examine a body of research rather than review each individual article for its merit or findings.

Research Approaches and Methods

In the 14 articles reviewed, qualitative approaches were used in 10 of the 14 articles. Three studies were described as quantitative and one was a mixed design. Digging a little deeper, the methods used in these 14 studies were classified as: a) journal content or qualitative analysis; b) survey assessment; c) literature reviews; and d) recorded transcriptions of group discussions. The predominantly qualitative approach employed by researchers suggests that the exploration of learners in "direct experience and focused reflection," as our definition clarifies for us, deems qualitative methodology more appropriate for this inquiry. Social constructions like experience and reflection situated within complex social and environmental milieus are difficult to define, measure, and interpret. In the qualitative articles reviewed, authors were examining phenomena from a critical theory perspective, inducing meaning from how specific groups were experiencing a variety of environments, and what outcomes were likely to occur from these experiences. Included in this qualitative classification were articles that were in essence literature reviews that referenced no primary data collection (7 of 14 manuscripts). These articles examined deeply held beliefs and assumptions about facilitation, risk, and challenge courses in experiential education. The authors were directly critiquing these beliefs and assumptions, and offering various challenges to practitioners and researchers, asking them to critically examine their own practice.

Qualitative research is becoming more accepted within academic institutions, with annual international conferences (e.g., International Institute for Qualitative Methodology), and several journals in education and mental health fields solely dedicated to qualitative research (e.g., Qualitative Health Research). Though much slower to act, federal agencies are also re-examining the funding of qualitative research, given that complex community and school contexts are not appropriate for randomized controlled studies often required for funding. Researchers in EE may be uniquely situated to begin accessing some of these funding sources. These research approaches also reflect the original intent of the AEE's founding members who are now considered pioneers in their field. That intent was based on a widespread dissatisfaction with the status quo in education and other social services, and a growing awareness of the value of programs like Outward Bound. The goal was to question and ultimately change existing paradigms in how we teach and learn. It seems that our field has firmly trained that critical eye inward, and that researchers are continuing to embrace qualitative paradigms of research.