Pub Date : 2024-09-14DOI: 10.1177/10538259241279765
Celine Kristoff, Stephen C. Hill, Yoshie Nakai, Hannah Daugherty
Background: The mentoring and leader–member exchange (LMX) literature suggests that the relationship formed between interns and their supervisors contributes to interns’ career development. Although interns and their supervisors evaluate their relationship quality differently, the quality of intern–supervisor relationship is often evaluated only by interns in the literature. Purpose: This study examined college intern-supervisor relationships from both the intern and supervisor perspectives. Methodology/Approach: The quantitative data were collected from 183 college intern-supervisor pairs in the United States by a survey questionnaire. Interns and supervisors both reported their weekly interaction frequency and their LMX quality. Interns also reported their perceived career support received from the supervisors and clarity of their professional identity. Findings/Conclusions: For both interns and supervisors, their interaction frequency was positively related to their evaluation of LMX quality. However, only interns’ perceived LMX led to a greater perception of career support, which in turn fostered a greater sense of clarity of professional identity among interns. Implications: The study highlights the importance of interaction frequency in the development of high-quality intern–supervisor relationships and intern–supervisor differences in evaluating the relationship. Guiding both interns and supervisors to develop relationships can benefit interns’ professional growth and better address employers’ recruitment needs through college internship programs.
{"title":"Do You See What I See? Examining College Internships From Both the Intern and Supervisor Perspectives","authors":"Celine Kristoff, Stephen C. Hill, Yoshie Nakai, Hannah Daugherty","doi":"10.1177/10538259241279765","DOIUrl":"https://doi.org/10.1177/10538259241279765","url":null,"abstract":"Background: The mentoring and leader–member exchange (LMX) literature suggests that the relationship formed between interns and their supervisors contributes to interns’ career development. Although interns and their supervisors evaluate their relationship quality differently, the quality of intern–supervisor relationship is often evaluated only by interns in the literature. Purpose: This study examined college intern-supervisor relationships from both the intern and supervisor perspectives. Methodology/Approach: The quantitative data were collected from 183 college intern-supervisor pairs in the United States by a survey questionnaire. Interns and supervisors both reported their weekly interaction frequency and their LMX quality. Interns also reported their perceived career support received from the supervisors and clarity of their professional identity. Findings/Conclusions: For both interns and supervisors, their interaction frequency was positively related to their evaluation of LMX quality. However, only interns’ perceived LMX led to a greater perception of career support, which in turn fostered a greater sense of clarity of professional identity among interns. Implications: The study highlights the importance of interaction frequency in the development of high-quality intern–supervisor relationships and intern–supervisor differences in evaluating the relationship. Guiding both interns and supervisors to develop relationships can benefit interns’ professional growth and better address employers’ recruitment needs through college internship programs.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"11 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142266145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Tall ship sail training, a form of outdoor adventure education, has historically been used with youth to build competency in seamanship and social and emotional skills. However, there is a void in the literature documenting precise program models connected to specific goals. Purpose: This paper presents a case study of the Shenandoah Model of sail training. It details its Positive Youth Development (PYD) framework and mean changes in PYD assets reported by participants. Methodology/Approach: Participants were surveyed using a one-group retrospective pretest-posttest pre-experimental design to assess the impact of participation. Findings/Conclusions: The participants reported significant mean increases across all PYD assets (Caring, Connection, Contribution, Competence, Character, Confidence, and Happiness), including moderate effect sizes for all measures except Happiness. In addition, over 70% of the participants would recommend the program and/or do it again, suggesting program satisfaction. Implications: Connecting different PYD assets to various program activities allows future program designs to intentionally develop sail training voyages to build competencies. Future follow-up research is needed, including qualitative methods to capture the impact of these programs from the participants’ viewpoint.
{"title":"Positive Youth Development at Sea: A Case Study of the Shenandoah Model","authors":"Casey Blum, Anita Tucker, Mikole Levran, Lucy Holmes, Hannah Walsh","doi":"10.1177/10538259241275051","DOIUrl":"https://doi.org/10.1177/10538259241275051","url":null,"abstract":"Background: Tall ship sail training, a form of outdoor adventure education, has historically been used with youth to build competency in seamanship and social and emotional skills. However, there is a void in the literature documenting precise program models connected to specific goals. Purpose: This paper presents a case study of the Shenandoah Model of sail training. It details its Positive Youth Development (PYD) framework and mean changes in PYD assets reported by participants. Methodology/Approach: Participants were surveyed using a one-group retrospective pretest-posttest pre-experimental design to assess the impact of participation. Findings/Conclusions: The participants reported significant mean increases across all PYD assets (Caring, Connection, Contribution, Competence, Character, Confidence, and Happiness), including moderate effect sizes for all measures except Happiness. In addition, over 70% of the participants would recommend the program and/or do it again, suggesting program satisfaction. Implications: Connecting different PYD assets to various program activities allows future program designs to intentionally develop sail training voyages to build competencies. Future follow-up research is needed, including qualitative methods to capture the impact of these programs from the participants’ viewpoint.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"7 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142175399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-22DOI: 10.1177/10538259241269943
Donna L. Schuman, M. Christine Highfill, Siraj Alyami, Scott D. Ryan, LaTisha Thomas, Jodie Yblood, Jessica Lampert, Regina T. Praetorius
Background: During the COVID-19 pandemic lockdowns, U.S. Veterans struggling with posttraumatic stress found symptom relief outside traditional therapies through participation in therapeutic motorcycling (anecdotally known as “wind therapy”) in the form of solo and group participation. Purpose: We conducted an interpretative phenomenological analysis to explore and understand the healing aspects of “wind therapy” (i.e., therapeutic motorcycling) for Veterans riding to manage combat-related stress symptoms during the pandemic. Methodology: We analyzed data from interviews with 16 Veterans who reported military-related trauma. Findings/Conclusions: We identified five overarching themes and eight subthemes: connection (subthemes: camaraderie, Veteran identity, spirituality); symptom mastery (subthemes: mindfulness and focus, emotional regulation and enhancement, coping with lockdown); thrill and adventure (subthemes: risk and adrenaline, freedom/liberation); nature and sensory engagement; and giving back. Results emphasize that most participants viewed wind therapy as a positive experience that satisfied important needs not met by traditional trauma-focused approaches. Implications: Motorcycle-based adventures can potentially address critical needs for trauma-exposed Veterans that may go unmet, opening a promising avenue for supporting Veterans who might be hesitant to engage in traditional counseling due to stigma or other concerns.
{"title":"“Wind Therapy” Motorcycling by U.S. Veterans During COVID-19: An Interpretive Phenomenological Analysis","authors":"Donna L. Schuman, M. Christine Highfill, Siraj Alyami, Scott D. Ryan, LaTisha Thomas, Jodie Yblood, Jessica Lampert, Regina T. Praetorius","doi":"10.1177/10538259241269943","DOIUrl":"https://doi.org/10.1177/10538259241269943","url":null,"abstract":"Background: During the COVID-19 pandemic lockdowns, U.S. Veterans struggling with posttraumatic stress found symptom relief outside traditional therapies through participation in therapeutic motorcycling (anecdotally known as “wind therapy”) in the form of solo and group participation. Purpose: We conducted an interpretative phenomenological analysis to explore and understand the healing aspects of “wind therapy” (i.e., therapeutic motorcycling) for Veterans riding to manage combat-related stress symptoms during the pandemic. Methodology: We analyzed data from interviews with 16 Veterans who reported military-related trauma. Findings/Conclusions: We identified five overarching themes and eight subthemes: connection (subthemes: camaraderie, Veteran identity, spirituality); symptom mastery (subthemes: mindfulness and focus, emotional regulation and enhancement, coping with lockdown); thrill and adventure (subthemes: risk and adrenaline, freedom/liberation); nature and sensory engagement; and giving back. Results emphasize that most participants viewed wind therapy as a positive experience that satisfied important needs not met by traditional trauma-focused approaches. Implications: Motorcycle-based adventures can potentially address critical needs for trauma-exposed Veterans that may go unmet, opening a promising avenue for supporting Veterans who might be hesitant to engage in traditional counseling due to stigma or other concerns.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"18 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142175400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-10DOI: 10.1177/10538259241272278
Joanna Ellen Bettmann
{"title":"Letter from the Editor","authors":"Joanna Ellen Bettmann","doi":"10.1177/10538259241272278","DOIUrl":"https://doi.org/10.1177/10538259241272278","url":null,"abstract":"","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"22 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-02DOI: 10.1177/10538259241265964
Neyoulla T. AlJurdi, Sara Salloum
Background: Youths’ declining interest and engagement in science due to traditional content-driven curricula and teaching methods remains a concern. Thus, innovative pedagogical approaches and curricula are needed, specifically at upper elementary and middle school, to counter learners’ disengagement and negative attitudes toward science. The purpose of this study was to explore the effect of an experiential learning (EL) curriculum on students’ ability to solve problems in new contexts and their attitudes and affective engagement with science. Methodology/Approach: A multimethod case study approach was used. Quantitative data included a science attitude survey and a feedback loop reasoning pre and posttest given to the regular and EL classrooms. Qualitative data included classroom observations and student focus group interviews. We conducted a thematic analysis to systematically analyze classroom observation data. Also, internal reliability for the attitude survey pretests data was established via Cronbach's alpha. Findings/Conclusion: The results revealed that the EL group's average on the attitude scale somewhat increased, whereas the average of the regular class decreased significantly. The problem-solving pre- and posttests revealed a sizable increase in learning progression levels of the EL group compared to the regular group. Class observations showed mostly manifestations of positive affective engagement in the EL class, with some challenges connected to a competitive culture. Implications: EL provides opportunities to enhance students’ solving problems skills and positive engagement and attitudes toward science.
{"title":"Experiential Learning in Upper Elementary Science Classrooms: Influence on Students’ Problem-Solving and Affect in Science","authors":"Neyoulla T. AlJurdi, Sara Salloum","doi":"10.1177/10538259241265964","DOIUrl":"https://doi.org/10.1177/10538259241265964","url":null,"abstract":"Background: Youths’ declining interest and engagement in science due to traditional content-driven curricula and teaching methods remains a concern. Thus, innovative pedagogical approaches and curricula are needed, specifically at upper elementary and middle school, to counter learners’ disengagement and negative attitudes toward science. The purpose of this study was to explore the effect of an experiential learning (EL) curriculum on students’ ability to solve problems in new contexts and their attitudes and affective engagement with science. Methodology/Approach: A multimethod case study approach was used. Quantitative data included a science attitude survey and a feedback loop reasoning pre and posttest given to the regular and EL classrooms. Qualitative data included classroom observations and student focus group interviews. We conducted a thematic analysis to systematically analyze classroom observation data. Also, internal reliability for the attitude survey pretests data was established via Cronbach's alpha. Findings/Conclusion: The results revealed that the EL group's average on the attitude scale somewhat increased, whereas the average of the regular class decreased significantly. The problem-solving pre- and posttests revealed a sizable increase in learning progression levels of the EL group compared to the regular group. Class observations showed mostly manifestations of positive affective engagement in the EL class, with some challenges connected to a competitive culture. Implications: EL provides opportunities to enhance students’ solving problems skills and positive engagement and attitudes toward science.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"81 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141883855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23DOI: 10.1177/10538259241265970
Stephen Anthony Deringer, Denise Mitten, Erik Rabinowitz, Aaron Leonard, Joel Clegg
BackgroundA universal adjustment to pandemic restrictions for the colleges and university outdoor programs we interviewed was limiting travel. This forced outdoor programs to modify their offerings. Some chose to use closer outdoor venues.PurposeThis investigation sought to understand if college outdoor leaders believed they achieved or could achieve their program's goals using nearby nature from March 2020 until travel restrictions were lifted—usually beginning in fall 2021—as well as if the use of closer outdoor venues stayed the same or increased after that.MethodologyThis study gathered data through semi-structured interviews ( n = 14) with college outdoor program leaders.FindingsCollege outdoor leaders reported they were able to achieve some to most of their program's goals, like teaching trip planning skills and providing opportunities for social contact with others by using nearby nature. Once pandemic travel restrictions were lifted, programs largely returned to distant programming.ImplicationsGiven the reduction of barriers to participation (e.g., cost and travel logistics) and the benefits (positive health outcomes and socialization) identified in this study of programming in nearby nature, college outdoor leaders are encouraged to increase programming in nearby nature to achieve some of their program goals.
{"title":"Use of Nearby Nature in College Outdoor Programming","authors":"Stephen Anthony Deringer, Denise Mitten, Erik Rabinowitz, Aaron Leonard, Joel Clegg","doi":"10.1177/10538259241265970","DOIUrl":"https://doi.org/10.1177/10538259241265970","url":null,"abstract":"BackgroundA universal adjustment to pandemic restrictions for the colleges and university outdoor programs we interviewed was limiting travel. This forced outdoor programs to modify their offerings. Some chose to use closer outdoor venues.PurposeThis investigation sought to understand if college outdoor leaders believed they achieved or could achieve their program's goals using nearby nature from March 2020 until travel restrictions were lifted—usually beginning in fall 2021—as well as if the use of closer outdoor venues stayed the same or increased after that.MethodologyThis study gathered data through semi-structured interviews ( n = 14) with college outdoor program leaders.FindingsCollege outdoor leaders reported they were able to achieve some to most of their program's goals, like teaching trip planning skills and providing opportunities for social contact with others by using nearby nature. Once pandemic travel restrictions were lifted, programs largely returned to distant programming.ImplicationsGiven the reduction of barriers to participation (e.g., cost and travel logistics) and the benefits (positive health outcomes and socialization) identified in this study of programming in nearby nature, college outdoor leaders are encouraged to increase programming in nearby nature to achieve some of their program goals.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"80 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-07DOI: 10.1177/10538259241252814
Steph N. Dean, Josep Gallifa
Background: Outdoor environmental education (OEE) is an effective learning approach that helps prepare students to address the complex problems currently facing our world. Integral theory (IT) is a comprehensive framework that acknowledges the interconnectedness between self, society, and the environment. Purpose: The purpose of this study was to examine the presence of four categories derived of IT – subjective, objective, intersubjective, interobjective – within OEE and to investigate the extent to which outdoor environmental educators consider learning experiences as a contribution to integral development. Methodology: Using discourse analysis, we analyzed 23 interviews from twelve outdoor environmental educators. We employed a deductive approach as we looked for evidence of IT categories and then adopted an inductive approach while analyzing participants’ discourse for general patterns related to IT and integral human development. Findings: The four categories of IT are illustrated within OEE experiences to varying degrees of representation. Outdoor environmental educators consider learning experiences as a contribution to integral development, regularly employing systems thinking, and mindfulness, among others. Implications: The findings from our study indicate a connection between OEE, teacher sensemaking, and integral education. Furthermore, OEE can be a way to facilitate integral human development, contributing to future understandings within education fields.
背景：户外环境教育（OEE）是一种有效的学习方法，有助于学生为解决当前世界面临的复杂问题做好准备。综合理论（IT）是一个全面的框架，承认自我、社会和环境之间的相互联系。目的：本研究的目的是检查户外环境教育中是否存在源自 IT 的四个类别--主观、客观、主体间、主体间--并调查户外环境教育者在多大程度上将学习经验视为对整体发展的贡献。研究方法：我们使用话语分析法分析了来自 12 位户外环境教育者的 23 个访谈。我们采用演绎法寻找信息技术类别的证据，然后采用归纳法分析参与者的话语，寻找与信息技术和人类整体发展相关的一般模式。研究结果：信息技术的四个类别在户外环境教育经验中都有不同程度的体现。户外环境教育者认为，学习经历是对人的全面发展的一种贡献，他们经常采用系统思维和正念等方法。影响：我们的研究结果表明，户外环境教育、教师的感性认识和整体教育之间存在联系。此外，户外环境教育可以成为促进人类整体发展的一种方式，有助于未来对教育领域的理解。
{"title":"Outdoor Environmental Educators’ Views on Learning in Light of Integral Theory","authors":"Steph N. Dean, Josep Gallifa","doi":"10.1177/10538259241252814","DOIUrl":"https://doi.org/10.1177/10538259241252814","url":null,"abstract":"Background: Outdoor environmental education (OEE) is an effective learning approach that helps prepare students to address the complex problems currently facing our world. Integral theory (IT) is a comprehensive framework that acknowledges the interconnectedness between self, society, and the environment. Purpose: The purpose of this study was to examine the presence of four categories derived of IT – subjective, objective, intersubjective, interobjective – within OEE and to investigate the extent to which outdoor environmental educators consider learning experiences as a contribution to integral development. Methodology: Using discourse analysis, we analyzed 23 interviews from twelve outdoor environmental educators. We employed a deductive approach as we looked for evidence of IT categories and then adopted an inductive approach while analyzing participants’ discourse for general patterns related to IT and integral human development. Findings: The four categories of IT are illustrated within OEE experiences to varying degrees of representation. Outdoor environmental educators consider learning experiences as a contribution to integral development, regularly employing systems thinking, and mindfulness, among others. Implications: The findings from our study indicate a connection between OEE, teacher sensemaking, and integral education. Furthermore, OEE can be a way to facilitate integral human development, contributing to future understandings within education fields.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"66 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140933505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-29DOI: 10.1177/10538259241248634
Thi Nhu Ngoc Truong, Hoang Thao Phuong Nguyen
Background: Experiential learning (EL) through educational field trips positively impacts students’ creativity, motivation, and subject knowledge. However, research on this in the context of architecture education in Vietnam is limited. Purpose: This study delves into the largely unexplored realm of EL in the context of architecture education in Vietnam, focusing on the Project subject. Methodology: A carefully organized field trip aligned with Kolb's EL cycle engaged 22 participants from different stages of their undergraduate education. Semi-structured interviews were conducted, with 10 participants assigned to two focus groups. The data analysis utilized an elaborative coding approach within grounded theory methodology. Findings: The study reveals three core categories: traditional pedagogy constraints, experiential learning transformation, and educational ecosystem enhancement. Implications: The study informs curriculum designers and architecture lecturers about the benefits of organized field trips for enhancing architectural students’ learning experiences. The emergent theoretical framework also sets the stage for an innovative and student-centered approach to architectural education in Vietnam. Future research avenues may explore the long-term professional impact of EL and assess the practical implementation of suggested curricular changes.
背景：通过实地考察进行体验式学习（EL）会对学生的创造力、学习动机和学科知识产生积极影响。然而，针对越南建筑教育的相关研究却十分有限。目的：本研究以 "项目 "科目为重点，深入探讨越南建筑教育中尚未开发的体验式学习领域。研究方法：根据科尔布的英语学习周期，精心组织了一次实地考察，22 名来自本科教育不同阶段的参与者参加了考察。进行了半结构式访谈，10 名参与者被分配到两个焦点小组。数据分析采用了基础理论方法中的详细编码方法。研究结果研究揭示了三个核心类别：传统教学法的限制、体验式学习的转变和教育生态系统的改善。影响：这项研究让课程设计者和建筑讲师了解到有组织的实地考察对提升建筑专业学生学习体验的益处。新出现的理论框架也为越南建筑教育的创新和以学生为中心的方法奠定了基础。今后的研究可探讨 EL 的长期专业影响，并评估建议的课程改革的实际实施情况。
{"title":"Navigating Experiential Learning: Insights From Vietnamese Architecture Students on an Educational Field Trip","authors":"Thi Nhu Ngoc Truong, Hoang Thao Phuong Nguyen","doi":"10.1177/10538259241248634","DOIUrl":"https://doi.org/10.1177/10538259241248634","url":null,"abstract":"Background: Experiential learning (EL) through educational field trips positively impacts students’ creativity, motivation, and subject knowledge. However, research on this in the context of architecture education in Vietnam is limited. Purpose: This study delves into the largely unexplored realm of EL in the context of architecture education in Vietnam, focusing on the Project subject. Methodology: A carefully organized field trip aligned with Kolb's EL cycle engaged 22 participants from different stages of their undergraduate education. Semi-structured interviews were conducted, with 10 participants assigned to two focus groups. The data analysis utilized an elaborative coding approach within grounded theory methodology. Findings: The study reveals three core categories: traditional pedagogy constraints, experiential learning transformation, and educational ecosystem enhancement. Implications: The study informs curriculum designers and architecture lecturers about the benefits of organized field trips for enhancing architectural students’ learning experiences. The emergent theoretical framework also sets the stage for an innovative and student-centered approach to architectural education in Vietnam. Future research avenues may explore the long-term professional impact of EL and assess the practical implementation of suggested curricular changes.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"12 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140835202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-29DOI: 10.1177/10538259241245712
Junghoon Park, Elizabeth Garcia, Michihito Ichihara, Taeyou Jung, Mai Narasaki-Jara
Background: Service-learning (SL) programs have been shown to be effective for college students in developing positive attitudes toward people with disabilities (PWDs). Such positive attitudes are particularly important for Kinesiology (KIN) students as they are trained to become future health and fitness professionals. Purpose: The present study investigated the effect of a 10-week in-person versus virtual SL program on KIN students’ attitudes toward PWD. Methodology/Approach: A pre- postintervention, three-way, analysis of variance was utilized. This 3 × 2 mixed model design was utilized to assess students’ attitudes toward PWD with three independent variables (in-person program, virtual program, and control) on two dependent variables (pre and post). Findings/Conclusions: There was significant Group × Time interaction. The between-group comparison showed a significant increase in Attitudes Toward Disabled Person scale score in the in-person SL group ( p < .05) compared to non-SL group. There were no significant differences in the virtual SL group. Implications: These results indicate that in-person SL is effective for improving students’ attitudes toward PWD, whereas virtual programs may not be as effective as in-person. In-person SL programs for KIN students may positively improve their attitudes toward PWD thus ameliorating interpersonal skills and creating more inclusive health and fitness professionals. KIN programs should consider SL programs with an emphasis on PWDs.
{"title":"Effect of Service-Learning Physical Activity Programs on Kinesiology Students’ Attitudes Toward People With Disabilities","authors":"Junghoon Park, Elizabeth Garcia, Michihito Ichihara, Taeyou Jung, Mai Narasaki-Jara","doi":"10.1177/10538259241245712","DOIUrl":"https://doi.org/10.1177/10538259241245712","url":null,"abstract":"Background: Service-learning (SL) programs have been shown to be effective for college students in developing positive attitudes toward people with disabilities (PWDs). Such positive attitudes are particularly important for Kinesiology (KIN) students as they are trained to become future health and fitness professionals. Purpose: The present study investigated the effect of a 10-week in-person versus virtual SL program on KIN students’ attitudes toward PWD. Methodology/Approach: A pre- postintervention, three-way, analysis of variance was utilized. This 3 × 2 mixed model design was utilized to assess students’ attitudes toward PWD with three independent variables (in-person program, virtual program, and control) on two dependent variables (pre and post). Findings/Conclusions: There was significant Group × Time interaction. The between-group comparison showed a significant increase in Attitudes Toward Disabled Person scale score in the in-person SL group ( p < .05) compared to non-SL group. There were no significant differences in the virtual SL group. Implications: These results indicate that in-person SL is effective for improving students’ attitudes toward PWD, whereas virtual programs may not be as effective as in-person. In-person SL programs for KIN students may positively improve their attitudes toward PWD thus ameliorating interpersonal skills and creating more inclusive health and fitness professionals. KIN programs should consider SL programs with an emphasis on PWDs.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"31 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140834955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-27DOI: 10.1177/10538259241249326
Curt Davidson, Kathy Chau Rohn, Ryan Zwart
{"title":"Letter from the Editor","authors":"Curt Davidson, Kathy Chau Rohn, Ryan Zwart","doi":"10.1177/10538259241249326","DOIUrl":"https://doi.org/10.1177/10538259241249326","url":null,"abstract":"","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"148 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140811991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：