SEER at Age 9: Past, Present, and Future

Abstract

A s SEER transitions into its fourth generation of leadership, we saw an opportunity to revisit then depart a bit from the traditional closing remarks. In the inaugural SEER, Camille Bunting ( 2003) established scientific research as a professional responsibility. Karla Henderson ( 2003) explained why we need both quality theory-driven and evidence-based research in order to build a body of knowledge. Christian Itin (2004) urged conceptual clarity around the use of terms such as "adventure" and "experience." Denise Mitten reminded us of our ethical responsibility to not use participants as a means to our own ends (2005). Dan Garvey (2006) suggested that scholarship provides an important outlet for experiential educators who see themselves primarily as carers for ideas. Jude Hirsch (2007), drawing lessons from a popular business book, stressed the need to think strategically about moving the field from good to great. Kath Pinch (2008) suggested that the notions of goal attainment and goal-free models of evaluation might help approach program research in a more nuanced way. Last year, Jim Sibthorp ( 2009) challenged researchers consider the importance of their questions and proposed a think-tank approach to devising the "big questions" that need to be addressed.Certainly these remain important topics that deserve our consistent attention. But this year we raised a fundamental question about SEER itself: "What role should SEER play in the future of experiential education research enterprise?" We addressed this question by conducting a conversation about SEER's past, present, and future.In order to provide context for our conversation, we presented SEER's vision and mission, reviewed contextual factors, and posed three questions. Our interest in these questions is both broadly visionary and immediately practical. With permission, we recorded and transcribed