Background: College students need the ability to generalize and apply solutions through reflective practice. University faculty need professional development to use authentic cases to prepare students for the future. Purpose: This study was to explore the experiences of faculty through a year-long professional development program that included a field experience contextually focused on natural disasters. Methodology: This phenomenological study used personal interviews with faculty about the essence of the shared experience. Data were analyzed through open coding, axial coding, and theoretical triangulation from Kolb’s experiential learning model. Findings/Conclusions: Participant interviews yielded 32 codes that were categorized into 12 themes and theoretically triangulated into the four components of Kolb’s experiential learning model: Experience, Reflection, Generalization, and Application. The concrete experience themes were connection to disasters, to other faculty, and new perspectives. Faculty reflected on their expertise, the importance of engaging experiences, and new realizations. Generalization broadened disciplinary perspectives and connections. Faculty gained teaching applications, including leadership concepts, and humanizing science. Implication: Professional development for faculty using experiential learning can improve teaching capacity for the next generation to solve complex problems of social, economic, and health concerns within communities.

中文翻译：

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大学教师专业发展强化体验式学习的现象学研究

背景：大学生需要通过反思实践来概括和应用解决方案的能力。大学教师需要专业发展，利用真实案例为学生的未来做好准备。目的：本研究旨在探索教师通过为期一年的专业发展计划的经验，其中包括针对自然灾害的现场经验。方法论：这项现象学研究采用了对教师的个人访谈，探讨了共同经历的本质。通过开放编码、轴向编码和科尔布体验式学习模型的理论三角测量来分析数据。结果/结论：参与者访谈产生了 32 个代码，这些代码被分为 12 个主题，并在理论上三角化为 Kolb 体验式学习模型的四个组成部分：经验、反思、概括和应用。具体的体验主题是与灾难、与其他教师的联系以及新观点。教师们反思了他们的专业知识、参与经验的重要性以及新的认识。泛化拓宽了学科视角和联系。教师获得了教学应用，包括领导力概念和人性化科学。启示：利用体验式学习对教师进行专业发展可以提高下一代的教学能力，以解决社区内社会、经济和健康问题的复杂问题。