Abstract: This paper will focus on a qualitative research project that occurred in the fall of 2011 at Chandler Gilbert Community College, which set out to better understand the learning process of experiential education by observing the comments and actions of students interacting in nature-based learning. The research study is based on the premise that students who develop a moral awareness of nature will better understand the core conceptual components of environmental sustainability. The main objective of this research project was to assess the transformational learning of students enrolled in PHI-216 Environmental Ethics courses who engaged in experiential learning to better understand environmental sustainability.The intent of this paper is to first establish clear and plausible theories associated with experiential learning and transformational education, noting how theoretical methods can be incorporated into higher education. A theoretical base will be used to explore: 1) conditions of modernity, 2) ideas associated with nature-based learning, and 3) to formulate an experiential learning model to be incorporated into course curriculum. This paper will then analyze data collected during the case study.
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