Pub Date : 2022-01-01DOI: 10.1177/10538259231167475
Dora Malech
These articles together explore wilderness expeditions, service learning implementation, and educational responses to environmental crises. Several of the articles in this issue explore service learning educational implementation. This study analyzed course syllabi as well as quantitative measures of students' civic attitudes, collecting data from 55 students in 10 undergraduate courses with service learning components. [Extracted from the article] Copyright of Journal of Experiential Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
这些文章一起探讨了荒野探险、服务学习的实施以及对环境危机的教育反应。本期的几篇文章探讨了服务学习的教育实施。本研究分析了课程教学大纲以及学生公民态度的量化测量，收集了10门包含服务学习成分的本科课程的55名学生的数据。【文章摘录】《Journal of Experiential Education》的版权是Sage Publications Inc.的财产，未经版权所有者的明确书面许可，其内容不得复制或通过电子邮件发送到多个网站或发布到listserv。但是，用户可以打印、下载或通过电子邮件发送文章供个人使用。这可以删节。对副本的准确性不作任何保证。用户应参阅原始出版版本的材料的完整。(版权适用于所有人。)
{"title":"Letter From the Editor","authors":"Dora Malech","doi":"10.1177/10538259231167475","DOIUrl":"https://doi.org/10.1177/10538259231167475","url":null,"abstract":"These articles together explore wilderness expeditions, service learning implementation, and educational responses to environmental crises. Several of the articles in this issue explore service learning educational implementation. This study analyzed course syllabi as well as quantitative measures of students' civic attitudes, collecting data from 55 students in 10 undergraduate courses with service learning components. [Extracted from the article] Copyright of Journal of Experiential Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91313025","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 : 2021-12-13DOI: 10.1177/10538259211065971
Rina Marie Camus, Cindy H. Y. Lam, G. Ngai, S. Chan
Background: The context of learning, which includes the host country, is an important variable of service-learning. Since international service-learning programs often take place in developing countries, studies about their impact and outcomes commonly draw from experiences in developing countries. Purpose: We investigate service-learning experience in developed, urban settings focusing on dissonances and civic outcomes, key areas of service-learning pedagogy. Methodology/Approach: This an instrumental case study based on a small group sample of 12 Asian student participants of a service-learning exchange to partner universities in the USA. Findings/Conclusions: Findings suggest that developed cities can be fertile grounds for impactful dissonances and civic learning. “First-world expectations” increased or intensified dissonances students experienced. Confronting urban poverty and other social issues in cities similar to their own led students to see domestic problems with fresh eyes. Implications: Service-learning exchange in developed cities can facilitate understanding social problems particularly in the way these occur in developed countries and promises transferability of learning. However, students need prompting to connect experiences overseas to home contexts and draw practical consequences. Faculty or staff assistance is necessary to help students constructively cope with powerful dissonances.
{"title":"Service-Learning Exchange in Developed Cities: Dissonances and Civic Outcomes","authors":"Rina Marie Camus, Cindy H. Y. Lam, G. Ngai, S. Chan","doi":"10.1177/10538259211065971","DOIUrl":"https://doi.org/10.1177/10538259211065971","url":null,"abstract":"Background: The context of learning, which includes the host country, is an important variable of service-learning. Since international service-learning programs often take place in developing countries, studies about their impact and outcomes commonly draw from experiences in developing countries. Purpose: We investigate service-learning experience in developed, urban settings focusing on dissonances and civic outcomes, key areas of service-learning pedagogy. Methodology/Approach: This an instrumental case study based on a small group sample of 12 Asian student participants of a service-learning exchange to partner universities in the USA. Findings/Conclusions: Findings suggest that developed cities can be fertile grounds for impactful dissonances and civic learning. “First-world expectations” increased or intensified dissonances students experienced. Confronting urban poverty and other social issues in cities similar to their own led students to see domestic problems with fresh eyes. Implications: Service-learning exchange in developed cities can facilitate understanding social problems particularly in the way these occur in developed countries and promises transferability of learning. However, students need prompting to connect experiences overseas to home contexts and draw practical consequences. Faculty or staff assistance is necessary to help students constructively cope with powerful dissonances.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87070251","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 : 2021-12-13DOI: 10.1177/10538259211049535
Joanna E. Bettmann, I. Anderson, Joe Makouske, Adam W. Hanley
Background: Skepticism of therapy and stigma are significant barriers for veterans with mental health issues. Therapeutic adventure shows promise in addressing veterans’ mental health needs while circumventing the stigma many veterans face in initiating treatment. Purpose: Given the small group model of therapeutic adventure programs, such programs may be ideal to provide social support for veterans and reduce mental health symptomology. The present study investigated: can a brief peer-led therapeutic adventure program modify veterans’ mental health symptoms? Methodology/Approach: The study's sample included 56 participants attending one Sierra Club Military Outdoors trip lasting at least three days and two nights and involving camping. Participants completed study measurements assessing depression, anxiety, stress, Post-Traumatic Stress Disorder symptoms, substance misuse symptoms, and suicidality at pre-trip, post-trip, one-month post trip, six-months post trip, and 12-months post trip. Six-month and 12-month post-trip data was collected during the COVID-19 pandemic. Findings/Conclusions: Results indicated significant reduction in mental health symptomology from pre-trip to post-trip, but showed few longer-term changes in mental health symptomology. Implications: The present study's findings are consistent with research suggesting improvements in overall psychological well-being immediately following a nature-based intervention and suggest the need for on-going, community-based interventions to support optimally military veterans’ mental health.
{"title":"Mental Health Outcomes of Peer-led Therapeutic Adventure for Military Veterans","authors":"Joanna E. Bettmann, I. Anderson, Joe Makouske, Adam W. Hanley","doi":"10.1177/10538259211049535","DOIUrl":"https://doi.org/10.1177/10538259211049535","url":null,"abstract":"Background: Skepticism of therapy and stigma are significant barriers for veterans with mental health issues. Therapeutic adventure shows promise in addressing veterans’ mental health needs while circumventing the stigma many veterans face in initiating treatment. Purpose: Given the small group model of therapeutic adventure programs, such programs may be ideal to provide social support for veterans and reduce mental health symptomology. The present study investigated: can a brief peer-led therapeutic adventure program modify veterans’ mental health symptoms? Methodology/Approach: The study's sample included 56 participants attending one Sierra Club Military Outdoors trip lasting at least three days and two nights and involving camping. Participants completed study measurements assessing depression, anxiety, stress, Post-Traumatic Stress Disorder symptoms, substance misuse symptoms, and suicidality at pre-trip, post-trip, one-month post trip, six-months post trip, and 12-months post trip. Six-month and 12-month post-trip data was collected during the COVID-19 pandemic. Findings/Conclusions: Results indicated significant reduction in mental health symptomology from pre-trip to post-trip, but showed few longer-term changes in mental health symptomology. Implications: The present study's findings are consistent with research suggesting improvements in overall psychological well-being immediately following a nature-based intervention and suggest the need for on-going, community-based interventions to support optimally military veterans’ mental health.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75862447","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 : 2021-11-13DOI: 10.1177/10538259211040185
Kaleb Germinaro, Erin K. Dunn, Kayla D. Polk, Hannah G. de Vries, D. Daugherty, Janine M. Jones
Background: Outdoor education plays a significant role in social emotional development; however, research on the benefits of outdoor education has focused on white student populations. Purpose: This pilot-study examines social emotional learning (SEL) growth, measured by instructor ratings, across a multicultural group of students who participated in an immersive outdoor education program. Methodology/Approach: 69 fifth-grade students from a public (n = 50) and private school (n = 21) located in western Washington state were included in the study. Instructors’ ratings were examined. Findings/Conclusions: Results indicated across all participants in the subsample, instructors’ ratings of students’ SEL skills significantly increased over the course of the program. Specifically, instructors perceived white students to improve more during the program than students of color. Implications: There will be more possibilities for outdoor immersive education experiences if there is increased focus on creating equitable experiences for students.
{"title":"Diversity in Outdoor Education: Discrepancies in SEL Across a School Overnight Program","authors":"Kaleb Germinaro, Erin K. Dunn, Kayla D. Polk, Hannah G. de Vries, D. Daugherty, Janine M. Jones","doi":"10.1177/10538259211040185","DOIUrl":"https://doi.org/10.1177/10538259211040185","url":null,"abstract":"Background: Outdoor education plays a significant role in social emotional development; however, research on the benefits of outdoor education has focused on white student populations. Purpose: This pilot-study examines social emotional learning (SEL) growth, measured by instructor ratings, across a multicultural group of students who participated in an immersive outdoor education program. Methodology/Approach: 69 fifth-grade students from a public (n = 50) and private school (n = 21) located in western Washington state were included in the study. Instructors’ ratings were examined. Findings/Conclusions: Results indicated across all participants in the subsample, instructors’ ratings of students’ SEL skills significantly increased over the course of the program. Specifically, instructors perceived white students to improve more during the program than students of color. Implications: There will be more possibilities for outdoor immersive education experiences if there is increased focus on creating equitable experiences for students.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73469869","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 : 2021-11-08DOI: 10.1177/10538259211048611
Jacquelyn B. Kercheval, A. Bernard, Hanna Berlin, N. Byl, Boone Marois, Rahul Puttagunta, Elizabeth S. Holman, P. Bridge
Background: Undergraduate outdoor orientation programs facilitate students’ transition into college. Research has yet to be conducted on the few programs at medical schools, which may have unique benefits given the specific challenges of transitioning to medical school and high rates of burnout among medical students. Purpose: This mixed methods study examines the impact of one medical school's outdoor orientation program on its participants. Methodology/Approach: A survey was administered immediately following the 2018 trip (N = 56 responses). Follow-up focus groups were conducted with a sample of the same participants (N = 18) in 2019. Responses were analyzed using descriptive statistics and thematic analysis. Findings/Conclusions: Participants felt that the program helped ease their transition into medical school, establish a support system, and hone personal development and wellness skills. Many of these effects persisted up to one year later. Implications: These findings are of particular interest to the medical and experiential education communities because many outcomes persisted for at least one year after the original trip and aligned with factors believed to protect against medical student burnout. There is opportunity for additional research as well as expansion of similar programs to other medical schools.
{"title":"The Impact of a Novel Outdoor Orientation Program on Incoming Medical Students","authors":"Jacquelyn B. Kercheval, A. Bernard, Hanna Berlin, N. Byl, Boone Marois, Rahul Puttagunta, Elizabeth S. Holman, P. Bridge","doi":"10.1177/10538259211048611","DOIUrl":"https://doi.org/10.1177/10538259211048611","url":null,"abstract":"Background: Undergraduate outdoor orientation programs facilitate students’ transition into college. Research has yet to be conducted on the few programs at medical schools, which may have unique benefits given the specific challenges of transitioning to medical school and high rates of burnout among medical students. Purpose: This mixed methods study examines the impact of one medical school's outdoor orientation program on its participants. Methodology/Approach: A survey was administered immediately following the 2018 trip (N = 56 responses). Follow-up focus groups were conducted with a sample of the same participants (N = 18) in 2019. Responses were analyzed using descriptive statistics and thematic analysis. Findings/Conclusions: Participants felt that the program helped ease their transition into medical school, establish a support system, and hone personal development and wellness skills. Many of these effects persisted up to one year later. Implications: These findings are of particular interest to the medical and experiential education communities because many outcomes persisted for at least one year after the original trip and aligned with factors believed to protect against medical student burnout. There is opportunity for additional research as well as expansion of similar programs to other medical schools.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84505283","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 : 2021-11-06DOI: 10.1177/10538259211057257
Jayson O. Seaman
Issue 44(4) rounds out 2021, a year when everyone thought the world might be further through the COVID pandemic than it is. In an innovative follow-up article, Karen L. Anderson, Margaret E. Pierce, and Kathleen M. McNamara revisit their 2019 study (see JEE issue 42[3], pp. 229-248) and demonstrate that service-learning involvement can have a long-term impact on teachers who participate during their preservice training. Lan Kolano and Anna Sanczyk report on their study of preservice teachers engaged in a service project involving English language learners. [Extracted from the article] Copyright of Journal of Experiential Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
第44期(4)结束于2021年，在这一年，每个人都认为世界可能会比实际情况更早地度过COVID大流行。在一篇创新的后续文章中，卡伦·l·安德森、玛格丽特·e·皮尔斯和凯瑟琳·m·麦克纳马拉重新审视了他们2019年的研究(见JEE第42期[3]，229-248页)，并证明服务学习参与可以对参与职前培训的教师产生长期影响。Lan Kolano和Anna Sanczyk报道了他们对从事英语学习者服务项目的职前教师的研究。【文章摘录】《Journal of Experiential Education》的版权是Sage Publications Inc.的财产，未经版权所有者的明确书面许可，其内容不得复制或通过电子邮件发送到多个网站或发布到listserv。但是，用户可以打印、下载或通过电子邮件发送文章供个人使用。这篇摘要可以删节。对副本的准确性不作任何保证。用户应参考资料的原始出版版本以获取完整摘要。(版权适用于所有摘要。)
{"title":"Letter From the Editor","authors":"Jayson O. Seaman","doi":"10.1177/10538259211057257","DOIUrl":"https://doi.org/10.1177/10538259211057257","url":null,"abstract":"Issue 44(4) rounds out 2021, a year when everyone thought the world might be further through the COVID pandemic than it is. In an innovative follow-up article, Karen L. Anderson, Margaret E. Pierce, and Kathleen M. McNamara revisit their 2019 study (see JEE issue 42[3], pp. 229-248) and demonstrate that service-learning involvement can have a long-term impact on teachers who participate during their preservice training. Lan Kolano and Anna Sanczyk report on their study of preservice teachers engaged in a service project involving English language learners. [Extracted from the article] Copyright of Journal of Experiential Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82348971","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 : 2021-11-06DOI: 10.1177/10538259211057256
Bernard Rupe, Michael Riley
i S. Anthony Deringer, Denise Mitten, Aaron M. Leonard, I COVID-19 and Rekindling the Love for Nearby Nature i Thomas Karagiorgos, Charilaos Kouthouris, Aglaia Zafeiroudi, Kostas Alexandris, I Exploring the Well-being Factors among Different Adventure Recreation Activities. i Session 3 W. Brad Faircloth, Brad Daniels, Andrew J. Bobilya, Aimee Cox-King, John Talaber, I Impact of Community-Based Outdoor and Adventure Programming on Participant Social and Emotional Learning i Lorie Ouellet, Suzanne Laberge I , The Relational "Status Game" within an Educational Expedition Group i Kathy Chau Rohn, Patrick Conway, I Thriving on the AT: A phenomenological exploration of college students' self-guided thru-hike of the Appalachian Trail i Session 4 Stuart Slay, Denise Mitten, I Literature Review: Cultural Factors' Influence on Risk i W. Brad Faircloth, Jayson Seaman, Andrew J. Bobilya, Riley Whitney I Psychometric Investigation of a Reduced Kellert-Shorb Biophilic Values Indicator: Development of a Brief Measure of Environmental Values i Andrew Bailey, Colton Greganti, Kristen Heign, I A Randomized Experiment Assessing Learning and Physical Activity in Traditional and Forest School Contexts i Session 1 Jaclyn Angotti, I Addressing Racial Inequality in Outdoor Education: Supporting Student Wellbeing Through Nature Connection i Christine Lynn Norton, Anita R. Tucker, Bernard Rupe, & Michael Riley, I Positive Youth Development and Therapeutic Adventure with Underserved Youth i Jacob Hyle, I Supporting People from Diverse Backgrounds, Cultures, and Identities in Outdoor Experiential Education i Session 2 Alan W. Ewert, Aaron M. Leonard, Erik Rabinowitz, Forrest Schwartz, & S. Anthony Deringer, I After Covid, What have We Learned?. [Extracted from the article] Copyright of Journal of Experiential Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
i S. Anthony Deringer, Denise Mitten, Aaron M. Leonard, i COVID-19与重燃对附近自然的热爱i Thomas Karagiorgos, Charilaos Kouthouris, Aglaia zafiiroudi, Kostas Alexandris, i探索不同冒险娱乐活动的幸福感因素i第三届会议Brad Faircloth, Brad Daniels, Andrew J. Bobilya, Aimee Cox-King, John Talaber，《基于社区的户外和冒险项目对参与者社会和情感学习的影响》，Lorie Ouellet, Suzanne Laberge，《教育探险小组中的关系“地位游戏”》，Kathy Chau Rohn, Patrick Conway，《在AT上茁壮成长》大学生自助穿越阿巴拉契亚山径的现象探索(ⅰ):文献综述:文化因素对风险的影响(ⅱ):Brad Faircloth, Jayson Seaman, Andrew J. Bobilya, Riley Whitney环境价值的简要度量的发展/ Andrew Bailey, Colton Greganti, Kristen Heign, i一个评估传统和森林学校背景下学习和体育活动的随机实验/第1期《通过自然联系支持学生的幸福》，克里斯汀·林恩·诺顿、安妮塔·塔克、伯纳德·鲁普和迈克尔·赖利，《积极的青少年发展和与得不到充分服务的青少年的治疗冒险》，《雅各布·海勒，《在户外体验教育中支持不同背景、文化和身份的人》，第二部分，艾伦·w·埃沃特，亚伦·m·伦纳德，埃里克·拉比诺维茨，福雷斯特·施瓦茨和s·安东尼·德林格，《在Covid之后，我们学到了什么?》【文章摘录】《Journal of Experiential Education》的版权是Sage Publications Inc.的财产，未经版权所有者的明确书面许可，其内容不得复制或通过电子邮件发送到多个网站或发布到listserv。但是，用户可以打印、下载或通过电子邮件发送文章供个人使用。这篇摘要可以删节。对副本的准确性不作任何保证。用户应参考资料的原始出版版本以获取完整摘要。(版权适用于所有摘要。)
{"title":"2021 AEE Symposium for Experiential Education Research (SEER)","authors":"Bernard Rupe, Michael Riley","doi":"10.1177/10538259211057256","DOIUrl":"https://doi.org/10.1177/10538259211057256","url":null,"abstract":"i S. Anthony Deringer, Denise Mitten, Aaron M. Leonard, I COVID-19 and Rekindling the Love for Nearby Nature i Thomas Karagiorgos, Charilaos Kouthouris, Aglaia Zafeiroudi, Kostas Alexandris, I Exploring the Well-being Factors among Different Adventure Recreation Activities. i Session 3 W. Brad Faircloth, Brad Daniels, Andrew J. Bobilya, Aimee Cox-King, John Talaber, I Impact of Community-Based Outdoor and Adventure Programming on Participant Social and Emotional Learning i Lorie Ouellet, Suzanne Laberge I , The Relational \"Status Game\" within an Educational Expedition Group i Kathy Chau Rohn, Patrick Conway, I Thriving on the AT: A phenomenological exploration of college students' self-guided thru-hike of the Appalachian Trail i Session 4 Stuart Slay, Denise Mitten, I Literature Review: Cultural Factors' Influence on Risk i W. Brad Faircloth, Jayson Seaman, Andrew J. Bobilya, Riley Whitney I Psychometric Investigation of a Reduced Kellert-Shorb Biophilic Values Indicator: Development of a Brief Measure of Environmental Values i Andrew Bailey, Colton Greganti, Kristen Heign, I A Randomized Experiment Assessing Learning and Physical Activity in Traditional and Forest School Contexts i Session 1 Jaclyn Angotti, I Addressing Racial Inequality in Outdoor Education: Supporting Student Wellbeing Through Nature Connection i Christine Lynn Norton, Anita R. Tucker, Bernard Rupe, & Michael Riley, I Positive Youth Development and Therapeutic Adventure with Underserved Youth i Jacob Hyle, I Supporting People from Diverse Backgrounds, Cultures, and Identities in Outdoor Experiential Education i Session 2 Alan W. Ewert, Aaron M. Leonard, Erik Rabinowitz, Forrest Schwartz, & S. Anthony Deringer, I After Covid, What have We Learned?. [Extracted from the article] Copyright of Journal of Experiential Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83933550","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 : 2021-10-30DOI: 10.1177/10538259211050098
Alexandra L. Beauchamp, S. Roberts, Jason M. Aloisio, Deborah L Wasserman, J. Heimlich, J. D. Lewis, J. Munshi-South, J. A. Clark, Karen Tingley
Background: Authentic research experiences and mentoring have positive impacts on fostering STEM engagement among youth from backgrounds underrepresented in STEM. Programs applying an experiential learning approach often incorporate one or both of these elements, however, there is little research on how these factors impact youth's STEM engagement during the high school to college transition. Purpose: Using a longitudinal design, this study explored the impact of a hands-on field research experience and mentoring as unique factors impacting STEM-related outcomes among underrepresented youth. We focus on the high school to college transition, a period that can present new barriers to STEM persistence. Methodology/Approach: We surveyed 189 youth before and up to 3 years after participation in a 7-week intensive summer intervention. Findings/Conclusions: Authentic research experiences was related to increased youths’ science interest and pursuit of STEM majors, even after their transition to college. Mentorship had a more indirect impact on STEM academic intentions; where positive mentorship experiences was related to youths’ reports of social connection. Implications: Programs designed for continuing STEM engagement of underrepresented youth would benefit from incorporating experiential learning approaches focused on authentic research experiences.
{"title":"Effects of Research and Mentoring on Underrepresented Youths’ STEM Persistence Into College","authors":"Alexandra L. Beauchamp, S. Roberts, Jason M. Aloisio, Deborah L Wasserman, J. Heimlich, J. D. Lewis, J. Munshi-South, J. A. Clark, Karen Tingley","doi":"10.1177/10538259211050098","DOIUrl":"https://doi.org/10.1177/10538259211050098","url":null,"abstract":"Background: Authentic research experiences and mentoring have positive impacts on fostering STEM engagement among youth from backgrounds underrepresented in STEM. Programs applying an experiential learning approach often incorporate one or both of these elements, however, there is little research on how these factors impact youth's STEM engagement during the high school to college transition. Purpose: Using a longitudinal design, this study explored the impact of a hands-on field research experience and mentoring as unique factors impacting STEM-related outcomes among underrepresented youth. We focus on the high school to college transition, a period that can present new barriers to STEM persistence. Methodology/Approach: We surveyed 189 youth before and up to 3 years after participation in a 7-week intensive summer intervention. Findings/Conclusions: Authentic research experiences was related to increased youths’ science interest and pursuit of STEM majors, even after their transition to college. Mentorship had a more indirect impact on STEM academic intentions; where positive mentorship experiences was related to youths’ reports of social connection. Implications: Programs designed for continuing STEM engagement of underrepresented youth would benefit from incorporating experiential learning approaches focused on authentic research experiences.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74185926","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 : 2021-09-01DOI: 10.1177/10538259211035294
Jayson O. Seaman
{"title":"Letter From the Editor","authors":"Jayson O. Seaman","doi":"10.1177/10538259211035294","DOIUrl":"https://doi.org/10.1177/10538259211035294","url":null,"abstract":"","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76620531","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 : 2021-07-12DOI: 10.1177/10538259211030529
Bradley H. Smith, Hanjoe Kim, Gulden Esat, Amy K. Izuno-Garcia, Allison C. Meinert, Dejon Banks Hawthorne, Mariana Vazquez, Jorge González
Background: Summer camps can promote positive youth development. Unfortunately, racial, ethnic, and economic disparities contribute to inequities in camp participation and related research on marginalized youth. Consequently, it is not clear what types of camping programs work best for marginalized youth. Purpose: To conduct a quasi-experimental comparison of three summer camps described as experiential education camp (EEC), recreational camp (RC), and integrated didactic and experiential camp (IC). Methodology/Approach: Black and Latinx middle schoolers completed summer camps with the support of a community organization that also provided social-emotional learning classes during the school year. Findings/Conclusions: Dependent sample t tests and effect size comparisons on self-report collected before and after the camp showed that the EEC had small negative effects, the RC had neutral or mixed effects, and IC had positive effects. Implications: Overnight summer camp interventions can have a range of effects based on the type of activities and procedures. Outcomes may be improved by integrating didactic lessons with experiential education. Other explanations, such as positive behavioral supports and relationships with adults on the trip, could also account for differences in outcomes. Further research is needed to establish best practices for overnight camps to support the positive development of marginalized youth.
{"title":"Comparing Three Overnight Summer Camp Experiences for Marginalized Middle School Students: Negative, Neutral, and Positive Results","authors":"Bradley H. Smith, Hanjoe Kim, Gulden Esat, Amy K. Izuno-Garcia, Allison C. Meinert, Dejon Banks Hawthorne, Mariana Vazquez, Jorge González","doi":"10.1177/10538259211030529","DOIUrl":"https://doi.org/10.1177/10538259211030529","url":null,"abstract":"Background: Summer camps can promote positive youth development. Unfortunately, racial, ethnic, and economic disparities contribute to inequities in camp participation and related research on marginalized youth. Consequently, it is not clear what types of camping programs work best for marginalized youth. Purpose: To conduct a quasi-experimental comparison of three summer camps described as experiential education camp (EEC), recreational camp (RC), and integrated didactic and experiential camp (IC). Methodology/Approach: Black and Latinx middle schoolers completed summer camps with the support of a community organization that also provided social-emotional learning classes during the school year. Findings/Conclusions: Dependent sample t tests and effect size comparisons on self-report collected before and after the camp showed that the EEC had small negative effects, the RC had neutral or mixed effects, and IC had positive effects. Implications: Overnight summer camp interventions can have a range of effects based on the type of activities and procedures. Outcomes may be improved by integrating didactic lessons with experiential education. Other explanations, such as positive behavioral supports and relationships with adults on the trip, could also account for differences in outcomes. Further research is needed to establish best practices for overnight camps to support the positive development of marginalized youth.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87460907","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}
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