Redefining Teaching and Learning in Educational Administration

Recent attention to alternatives for traditional educational leadership program delivery models is part of an evolutionary process that serves to redefine teaching and learning. The conventional linear relationship between content, teaching, and learning is being transformed by these alternative models. The assumptions and components of an experiential learning model are presented to bring focus to this process and to offer one way to redefine teaching and learning in educational leadership preparation programs. This redefinition describes teaching and learning as a transactional process of creating personal knowledge through experiential alternative learning environments. The model has design implications for individual lessons, courses, projects, or an entire program. Two examples of experientially-based course projects are presented.