Recent research indicates that traditional academic structures may not effectively promote self-directed learning. We investigated whether an experiential interdisciplinary projects program, called the Global Studies Program, increased readiness for selfdirected learning (SDL) and life-long learning (LLL) using three methods: a nationally recognized course evaluation system called the Individual Development and Educational Assessment system (IDEA); an internal student project quality assessment protocol; and the Self-Directed Learning Readiness Scale (SDLRS).Student self-assessments through the IDEA system showed Global Studies Program students reported much greater progress in LLL-related skills than did national and local comparison groups. Similarly, review of student projects by independent faculty teams found Global Studies Program students consistently outscored on-campus project students in LLL-related measures by wide margins. The SDLRS also showed a positive, but less emphatic increase in SDL readiness among a Global Studies Program cohort. The research demonstrates the success of one experiential learning environment in promoting SDL/LLL, while raising interesting issues regarding alternative methods of measuring potential benefits.

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