Interdisciplinary "Experiential Learning" Semester in Nepal

Man Kali family enjoying chain free environment

Experiential learning theory suggest educational models that develop better understanding among students and add value to the global nature and culture. Students need to learn about the real climate change induced global problems such as, poverty, hunger, degrading human health and wellbeing. And they have to find out ways to solve them. Experiential learning opportunity provide numerous chance of learning by experience. This is the hands on experience in academic education. Various educational scholars have defined experiential learning, some with educational focus and others with professional career development. University of Minnesota’s College of Food, Agriculture and Natural Resources Sciences (CFANS) has started an initiative of Experiential Learning semester program. The program was implemented in Nepal’s low-land around Chitwan National Park (CNP). 

Students engaged in the field work and observing rhinoceros

The semester planning was done in two ways, first was developing integrated course curriculum, and second was the delivery of the 16 credit course in the field. We believe that “experiential learning” objective should or has to be: i) global awareness on change in environment and developing countries’ challenges and aspirations; ii) holistic understanding of social, cultural and environmental aspects of the world; and iii) produce a new form of sensible educational pedagogy to engage with the environmental and socio-cultural phenomena. A 16 credit “Multidisciplinary Experiential Learning Nepal Semester Topic Course” was designed integrating forestry, wildlife biology and environmental science and policy. The five courses taught were; i) Nepali Culture and Rural Society; ii) Biodiversity Assessment and Monitoring; iii) Community Forest Dynamics and Measurements; iv) Sustainable Community Based Natural Resource Management; and v) An Ecosystem Service and Socio‐economic Assessment of 4 Community Forests.The course was started at the beginning of the Spring 2013 Semester and seven students took part in the semester program. Students from wildlife biology, environmental science, and policy management tracks were registered for the semester program. Students felt comfortable to study during this semester program as they learnt hands-on the environmental conservation and sustainable development practices. Some students felt that this semester program has been a life changing experience, as it requires creative thinking to solve global problems. 

A Royal Palace of the King Bhupatindra Malla - wood carvings icon of the Malla Dynasty in Bhaktapur 

According to the students’ collective reflection, the semester program is a success and they would like to recommend their peers. Some important features have to be added to make this semester program more effective to the students and to achieve the learning abroad goal of the University of Minnesota. A comprehensive semester program planning coupled with action plans for marketing and faculty capacity development has to be prepared and endorsed by either the University or collegiate level authority. Amid global climate change impacts, experiential learning educational venture will benefit students by teaching skills in solving complex global economic and environmental problems and developing climate change adaptation strategies. 

An orphanage in Sauraha, Chitwan - need volunteers & donors

For more detail please contact:
Narayan P. Dhakal, PhD
Freelance Consultant in Curriculum Development and Instruction

Narayan is a facilitator in designing interdisciplinary course curriculum for the undergraduate and graduate students. Please contact if you would like to have collaboration in developing and delivering experiential learning semester in Nepal at e-mail: dhak0002@umn.edu