Pub Date : 2024-01-23DOI: 10.1177/10538259241226972
Tara Penry, Eun Hye Son
Background: Leadership development is commonly named as an outcome for experiential learning (EL) programs. Some programs have shown success at inculcating individual leadership traits. However, it is not clear whether there is a relationship between certain kinds of experiential pedagogy and specific leadership concepts or styles, such as industrial and postindustrial leadership and other concepts. Purpose: The researchers identify course-design factors associated with leadership-learning outcomes in an interdisciplinary EL program called Vertically Integrated Projects. Method: From five courses across disciplines, faculty were interviewed and syllabi and student reflections were analyzed for concepts of leadership and course designs. Findings: Students showed the most evidence of leadership learning when at least two of the three factors were present: (i) flexible and cooperative course structures; (ii) conceptual instruction; and (iii) faculty coaching. Leadership practice is distinguished from leadership learning. Implications: Leadership educators recommend conceptual instruction prior to experiential learning; the findings support supplementing that instruction with a flexible, cooperative course design to encourage leadership learning. More research is needed on the relationship between “vertical” experiences, in which advanced students mentor junior students in courses of any size, and leadership development.
{"title":"Course Design for Leadership Learning in an Experiential Program","authors":"Tara Penry, Eun Hye Son","doi":"10.1177/10538259241226972","DOIUrl":"https://doi.org/10.1177/10538259241226972","url":null,"abstract":"Background: Leadership development is commonly named as an outcome for experiential learning (EL) programs. Some programs have shown success at inculcating individual leadership traits. However, it is not clear whether there is a relationship between certain kinds of experiential pedagogy and specific leadership concepts or styles, such as industrial and postindustrial leadership and other concepts. Purpose: The researchers identify course-design factors associated with leadership-learning outcomes in an interdisciplinary EL program called Vertically Integrated Projects. Method: From five courses across disciplines, faculty were interviewed and syllabi and student reflections were analyzed for concepts of leadership and course designs. Findings: Students showed the most evidence of leadership learning when at least two of the three factors were present: (i) flexible and cooperative course structures; (ii) conceptual instruction; and (iii) faculty coaching. Leadership practice is distinguished from leadership learning. Implications: Leadership educators recommend conceptual instruction prior to experiential learning; the findings support supplementing that instruction with a flexible, cooperative course design to encourage leadership learning. More research is needed on the relationship between “vertical” experiences, in which advanced students mentor junior students in courses of any size, and leadership development.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139602992","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 : 2024-01-22DOI: 10.1177/10538259241226865
Ryan K. Hines, Ryan Zwart
Background/Purpose: Organized events with environmental and outdoor education (EOE) components have the potential to change participant environmental behaviors. This study further investigates emergent outcomes, meanings, and effect on behavior that an organized, community-based, multigenerational river canoeing and kayaking event may have for its participants and considers these intersections of pro-environmental behavior, sense of place, and multigenerational community involvement. Methodology/Approach: Research participants experienced a multi-day canoeing and kayaking event and were invited to participate in semi-structured interviews (n = 13). Participants ranged from teen-age to older adults. This research uses a qualitative methodology and a data collection procedure which employs semi-structured interviews conducted on the water, in-situ, during the program. Interviews were recorded and transcribed. Findings: Emergent themes and sub-themes including experiential learning's effect on knowledge acquisition, changes in attitude and environmental behavior, the value of rivers, and sense of place and socio-cultural outcomes related to such EOE programs. Implications: These results support experientially based EOE programs effectiveness for the continued development of pro-environmental behavior in the citizenry. This research aims to add to the current EOE literature on diverse and inclusive socially supported, community engagement EOE programs through a diverse sample (i.e., age, gender, race/ethnicity, etc.).
{"title":"Developing Pro-Environmental Behavior and Environmental Advocacy Through Multi-Day Canoe and Kayak Experiences","authors":"Ryan K. Hines, Ryan Zwart","doi":"10.1177/10538259241226865","DOIUrl":"https://doi.org/10.1177/10538259241226865","url":null,"abstract":"Background/Purpose: Organized events with environmental and outdoor education (EOE) components have the potential to change participant environmental behaviors. This study further investigates emergent outcomes, meanings, and effect on behavior that an organized, community-based, multigenerational river canoeing and kayaking event may have for its participants and considers these intersections of pro-environmental behavior, sense of place, and multigenerational community involvement. Methodology/Approach: Research participants experienced a multi-day canoeing and kayaking event and were invited to participate in semi-structured interviews (n = 13). Participants ranged from teen-age to older adults. This research uses a qualitative methodology and a data collection procedure which employs semi-structured interviews conducted on the water, in-situ, during the program. Interviews were recorded and transcribed. Findings: Emergent themes and sub-themes including experiential learning's effect on knowledge acquisition, changes in attitude and environmental behavior, the value of rivers, and sense of place and socio-cultural outcomes related to such EOE programs. Implications: These results support experientially based EOE programs effectiveness for the continued development of pro-environmental behavior in the citizenry. This research aims to add to the current EOE literature on diverse and inclusive socially supported, community engagement EOE programs through a diverse sample (i.e., age, gender, race/ethnicity, etc.).","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139608277","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 : 2024-01-17DOI: 10.1177/10538259231226320
Nathan L. Moody, Brant G. Miller, R. Hougham
Background: Outdoor Adventure Education (OAE) predominantly centers learning around individual goal setting and experiences and has not traditionally elevated Indigenous Knowledge Systems (IKS). Purpose: This research focuses on understanding how student learning and inquiry is affected through OAE that emphasizes the importance of IKS as a starting point for environmental and experiential data collection. Methodology/Approach: Over the course of two multi-day river trips on Idaho's Salmon River during the summer of 2023, 30 incoming university students encountered an Adventure Learning (AL) educational framework centered around IKS. Students used citizen science methods to collect environmental and experiential data to be shared digitally using GIS applications prior to oncampus learning. Web-based surveys will be sent to assess learning impacts. Results will be analyzed for changes in appreciation and awareness of IKS. Conclusions: We anticipate that the data will demonstrate an appreciation and awareness of other ways of knowing within OAE that decenters a Western epistemic ideal of goal driven knowledge production and elevates IKS as a recognized and respected approach to knowledge production. Implications: Incorporating a hybrid environment for incoming university students to address personal knowledge production in context to IKS will promote various decolonizing projects within higher education through shifting student inquiry.
{"title":"Shallow Water Crossings: Elevating Indigenous Knowledge Systems Through Adventure Learning","authors":"Nathan L. Moody, Brant G. Miller, R. Hougham","doi":"10.1177/10538259231226320","DOIUrl":"https://doi.org/10.1177/10538259231226320","url":null,"abstract":"Background: Outdoor Adventure Education (OAE) predominantly centers learning around individual goal setting and experiences and has not traditionally elevated Indigenous Knowledge Systems (IKS). Purpose: This research focuses on understanding how student learning and inquiry is affected through OAE that emphasizes the importance of IKS as a starting point for environmental and experiential data collection. Methodology/Approach: Over the course of two multi-day river trips on Idaho's Salmon River during the summer of 2023, 30 incoming university students encountered an Adventure Learning (AL) educational framework centered around IKS. Students used citizen science methods to collect environmental and experiential data to be shared digitally using GIS applications prior to oncampus learning. Web-based surveys will be sent to assess learning impacts. Results will be analyzed for changes in appreciation and awareness of IKS. Conclusions: We anticipate that the data will demonstrate an appreciation and awareness of other ways of knowing within OAE that decenters a Western epistemic ideal of goal driven knowledge production and elevates IKS as a recognized and respected approach to knowledge production. Implications: Incorporating a hybrid environment for incoming university students to address personal knowledge production in context to IKS will promote various decolonizing projects within higher education through shifting student inquiry.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139526801","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 : 2024-01-17DOI: 10.1177/10538259231225196
Aaron Leonard, J. Bettmann, Ellison Blumenthal
Background: Existing outdoor programs which market to veterans are likely to help veterans to get outdoors and to connect with one another. However, these programs appear to market to mostly White, male populations even though many veterans are female and racially diverse. Purpose: In order to consider barriers to outdoor program engagement for diverse and marginalized populations of veterans, the present study evaluated the website landing pages for outdoor programs serving veterans. This study explored the question: what racial and gender identities appear on the online marketing for veterans-serving outdoor programs? Methodology/Approach: In order to answer the research question, four coders independently coded visual data from imagery found on publicly-available websites and each organization's associated social media. Three hundred and six veteran-serving organizations providing outdoor programming were identified and coded. Findings/Conclusions: Image coding revealed that website landing pages for these programs presented a majority of White and male images, with a minority of images of women and racial minorities. Implications: The present study suggests that veteran-serving outdoor programs should consider how they present themselves in terms of their representation of diverse and marginalized identities in their marketing. Unless such program change their online materials, female veterans and veterans from racially diverse backgrounds and marginalized communities may continue to face significant barriers in accessing outdoor programming.
{"title":"Barriers for Veterans Accessing Outdoor Programming: An Examination of Website Representation","authors":"Aaron Leonard, J. Bettmann, Ellison Blumenthal","doi":"10.1177/10538259231225196","DOIUrl":"https://doi.org/10.1177/10538259231225196","url":null,"abstract":"Background: Existing outdoor programs which market to veterans are likely to help veterans to get outdoors and to connect with one another. However, these programs appear to market to mostly White, male populations even though many veterans are female and racially diverse. Purpose: In order to consider barriers to outdoor program engagement for diverse and marginalized populations of veterans, the present study evaluated the website landing pages for outdoor programs serving veterans. This study explored the question: what racial and gender identities appear on the online marketing for veterans-serving outdoor programs? Methodology/Approach: In order to answer the research question, four coders independently coded visual data from imagery found on publicly-available websites and each organization's associated social media. Three hundred and six veteran-serving organizations providing outdoor programming were identified and coded. Findings/Conclusions: Image coding revealed that website landing pages for these programs presented a majority of White and male images, with a minority of images of women and racial minorities. Implications: The present study suggests that veteran-serving outdoor programs should consider how they present themselves in terms of their representation of diverse and marginalized identities in their marketing. Unless such program change their online materials, female veterans and veterans from racially diverse backgrounds and marginalized communities may continue to face significant barriers in accessing outdoor programming.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139526952","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 : 2024-01-17DOI: 10.1177/10538259231226315
Curt Davidson, Alan Ewert
Background: The COVID-19 pandemic has changed many facets of outdoor adventure and experiential education (OAEE) programs. Using past literature, four variables represent important student outcome variables associated with OAEE programs. Purpose: This study examined the effects of participation in an OAEE program on levels of anxiety, depression, hope, and resilience. Methods: This study used online data collection software with a 30-item inventory to measure the selected variables. Using a retrospective predesign, data were collected and analyzed using repeated measure t-tests. Findings: Results suggest that OAEE programs can effectively enhance an individual's ability to cope with anxiety and hopelessness while enhancing their levels of resilience.
{"title":"Exploring Mental Health Outcome Variables in Outdoor Adventure and Experiential Education","authors":"Curt Davidson, Alan Ewert","doi":"10.1177/10538259231226315","DOIUrl":"https://doi.org/10.1177/10538259231226315","url":null,"abstract":"Background: The COVID-19 pandemic has changed many facets of outdoor adventure and experiential education (OAEE) programs. Using past literature, four variables represent important student outcome variables associated with OAEE programs. Purpose: This study examined the effects of participation in an OAEE program on levels of anxiety, depression, hope, and resilience. Methods: This study used online data collection software with a 30-item inventory to measure the selected variables. Using a retrospective predesign, data were collected and analyzed using repeated measure t-tests. Findings: Results suggest that OAEE programs can effectively enhance an individual's ability to cope with anxiety and hopelessness while enhancing their levels of resilience.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139617959","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 : 2024-01-15DOI: 10.1177/10538259241226652
Hans-Herman Holthuis
Background: Critical reflection is an essential curricular component for learning from experience that determines placement quality in postsecondary experiential learning placements. However, there are poor empirical connections between the use of critically reflective processes and learning outcomes. Purpose: This research explored reflective processes professionals use in their practice and how these processes compare with the reflective activities postsecondary instructors in professional faculties use during experiential learning. Methodology/Approach: This collective case study used focus group interviews, field notes, and professional grey literature to examine the research questions. Findings/Conclusions: Professional training programs must align their reflective practices with more integrated and holistic models of reflective practice to better mirror the professional skills demanded in professional practice contexts. Professionals in context-laden professional environments should integrate reflective activities into their practice based on emergent, iterative, and cocreative models that are more like their lived realities at work. Reflective practices which better fit and mirror these lived realities may lead to better connections between reflective activities and work outcomes. Implications: Professional environments are complex, dynamic, and affected by contextual factors. New integrated and holistic models of reflective experience should replace the separated, stepwise, or automatic models that have guided reflective practices in the past.
{"title":"Reflection in Professional Practice and Education in Engineering, Nursing, and Teaching","authors":"Hans-Herman Holthuis","doi":"10.1177/10538259241226652","DOIUrl":"https://doi.org/10.1177/10538259241226652","url":null,"abstract":"Background: Critical reflection is an essential curricular component for learning from experience that determines placement quality in postsecondary experiential learning placements. However, there are poor empirical connections between the use of critically reflective processes and learning outcomes. Purpose: This research explored reflective processes professionals use in their practice and how these processes compare with the reflective activities postsecondary instructors in professional faculties use during experiential learning. Methodology/Approach: This collective case study used focus group interviews, field notes, and professional grey literature to examine the research questions. Findings/Conclusions: Professional training programs must align their reflective practices with more integrated and holistic models of reflective practice to better mirror the professional skills demanded in professional practice contexts. Professionals in context-laden professional environments should integrate reflective activities into their practice based on emergent, iterative, and cocreative models that are more like their lived realities at work. Reflective practices which better fit and mirror these lived realities may lead to better connections between reflective activities and work outcomes. Implications: Professional environments are complex, dynamic, and affected by contextual factors. New integrated and holistic models of reflective experience should replace the separated, stepwise, or automatic models that have guided reflective practices in the past.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139620639","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 : 2024-01-10DOI: 10.1177/10538259231225621
Nathan Williams
Background: Despite access to nature-based recreation, many college students do not take advantage of these experiences to improve their mental and physical health. Virtual reality experiences provide a potential pathway to motivate this population to recreate outdoors, but research is needed to determine whether virtual recreation can lead to real-world intent to recreate. Purpose: This study investigated whether virtual reality experiences influence student motivation for nature-based recreation, as measured with the intention and self-efficacy to spend time in nature scales. Methodology/Approach: As part of an introductory parks, recreation, and tourism class, students explored nature through virtual reality. The study incorporated a mixed methods design using pre- and post-experience surveys, interviews with participants, and document analysis of student assignment submissions over Instagram. Findings/Conclusions: Preliminary findings suggest that virtual reality can approximate real-world nature environments and provide a potential pathway for this population to access real-world outdoor recreation opportunities. Implications: In situations where real-world field experiences are not possible, educators and practitioners can use the findings of this study to assess whether a virtual recreation experience is appropriate for their audience. While these experiences do not substitute real-world nature, they may be part of a participant’s pathway to recreate outdoors.
{"title":"“Nature Environments Without Actually Being There”: Virtual Recreation Experiences and Real-World Intentions","authors":"Nathan Williams","doi":"10.1177/10538259231225621","DOIUrl":"https://doi.org/10.1177/10538259231225621","url":null,"abstract":"Background: Despite access to nature-based recreation, many college students do not take advantage of these experiences to improve their mental and physical health. Virtual reality experiences provide a potential pathway to motivate this population to recreate outdoors, but research is needed to determine whether virtual recreation can lead to real-world intent to recreate. Purpose: This study investigated whether virtual reality experiences influence student motivation for nature-based recreation, as measured with the intention and self-efficacy to spend time in nature scales. Methodology/Approach: As part of an introductory parks, recreation, and tourism class, students explored nature through virtual reality. The study incorporated a mixed methods design using pre- and post-experience surveys, interviews with participants, and document analysis of student assignment submissions over Instagram. Findings/Conclusions: Preliminary findings suggest that virtual reality can approximate real-world nature environments and provide a potential pathway for this population to access real-world outdoor recreation opportunities. Implications: In situations where real-world field experiences are not possible, educators and practitioners can use the findings of this study to assess whether a virtual recreation experience is appropriate for their audience. While these experiences do not substitute real-world nature, they may be part of a participant’s pathway to recreate outdoors.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534759","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 : 2024-01-10DOI: 10.1177/10538259231223463
Robert P. Lubeznik-Warner, Michael Froehly, Taylor Wycoff, Victoria Povilaitis, Luke Cloward, Shannielle Taylor, Seunghee Moon
Summer camp is an experiential learning setting that supports youth development. Due to high fees, youth from low-income backgrounds often have fewer opportunities to attend. Subsequently, there is little literature about these youth’s camp experiences. This research examined growth and the characteristics supporting growth in memorable camp experiences shared by youth more than one year after attending camps for youth from low-income backgrounds. We collected written narratives via an online survey distributed May 2022. A total of 352 youth ( Mage=16.06; SDage=0.88) provided narratives. About 56% of youth identified as female and about 23% of youth identified as a youth of color (36% identified as white; race/ethnicity data was not available for about 40% of youth). Considering the entire narrative as the unit of analysis, we inductively coded narratives for growth and characteristics supporting growth. We identified growth in 33% of youth’s narratives (e.g., adopting new perspectives, discovering passions, value clarification, developing resilience). Growth occurred when youth had opportunities to try new activities, overcome challenges, or felt accepted and connected with peers or staff. These findings provide useful information for practitioners and serve as a foundation for research about youth from low-income backgrounds’ camp experiences.
{"title":"Narratives About Memorable Camp Experiences: Fostering Growth in Youth from Low-Income Backgrounds","authors":"Robert P. Lubeznik-Warner, Michael Froehly, Taylor Wycoff, Victoria Povilaitis, Luke Cloward, Shannielle Taylor, Seunghee Moon","doi":"10.1177/10538259231223463","DOIUrl":"https://doi.org/10.1177/10538259231223463","url":null,"abstract":"Summer camp is an experiential learning setting that supports youth development. Due to high fees, youth from low-income backgrounds often have fewer opportunities to attend. Subsequently, there is little literature about these youth’s camp experiences. This research examined growth and the characteristics supporting growth in memorable camp experiences shared by youth more than one year after attending camps for youth from low-income backgrounds. We collected written narratives via an online survey distributed May 2022. A total of 352 youth ( Mage=16.06; SDage=0.88) provided narratives. About 56% of youth identified as female and about 23% of youth identified as a youth of color (36% identified as white; race/ethnicity data was not available for about 40% of youth). Considering the entire narrative as the unit of analysis, we inductively coded narratives for growth and characteristics supporting growth. We identified growth in 33% of youth’s narratives (e.g., adopting new perspectives, discovering passions, value clarification, developing resilience). Growth occurred when youth had opportunities to try new activities, overcome challenges, or felt accepted and connected with peers or staff. These findings provide useful information for practitioners and serve as a foundation for research about youth from low-income backgrounds’ camp experiences.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139627352","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 : 2023-12-27DOI: 10.1177/10538259231222453
Emily G. Warner, C. Autry, David P. Loy, Clifton E. Watts, Jaehyun Kim
Background: Participation in adventure as a recreational therapy intervention is well-recognized for its benefits for people with disabilities. Advances in technology and adaptive equipment have increased accessibility to adventure-based activities for those with physical disabilities. Climbing has long been established to facilitate the psychological state of flow; however, there is little research on the experience of flow in individuals with physical disabilities and adaptive climbing, specifically. Purpose: This study investigated if flow is experienced differently between individuals with and without physical disabilities who participated in climbing programs and to determine if there was a relationship between flow and intentions in future participation in climbing. Methodology: The Flow State Scale-2 was used to assess flow and additional questions measured participation. Findings: The global flow score on the FSS-2 indicated that climbers with and without disabilities both experienced a flow-like state. Climbers without disabilities reported a significantly higher sense of control, one of the nine dimensions of flow. Implications: With a better understanding of how people with physical disabilities experience flow, practitioners can better design interventions to facilitate this experience and should know how flow can best be used to promote an active leisure lifestyle.
{"title":"Flow Perspectives: Using the FSS-2 to Compare Climbers With and Without Disabilities","authors":"Emily G. Warner, C. Autry, David P. Loy, Clifton E. Watts, Jaehyun Kim","doi":"10.1177/10538259231222453","DOIUrl":"https://doi.org/10.1177/10538259231222453","url":null,"abstract":"Background: Participation in adventure as a recreational therapy intervention is well-recognized for its benefits for people with disabilities. Advances in technology and adaptive equipment have increased accessibility to adventure-based activities for those with physical disabilities. Climbing has long been established to facilitate the psychological state of flow; however, there is little research on the experience of flow in individuals with physical disabilities and adaptive climbing, specifically. Purpose: This study investigated if flow is experienced differently between individuals with and without physical disabilities who participated in climbing programs and to determine if there was a relationship between flow and intentions in future participation in climbing. Methodology: The Flow State Scale-2 was used to assess flow and additional questions measured participation. Findings: The global flow score on the FSS-2 indicated that climbers with and without disabilities both experienced a flow-like state. Climbers without disabilities reported a significantly higher sense of control, one of the nine dimensions of flow. Implications: With a better understanding of how people with physical disabilities experience flow, practitioners can better design interventions to facilitate this experience and should know how flow can best be used to promote an active leisure lifestyle.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139154373","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 : 2023-12-18DOI: 10.1177/10538259231221511
Christian Compare, Cinzia Albanesi
Background: Service-learning is a widely adopted approach in higher education institutions globally, integrating civic engagement experiences into academic curricula while being responsive to the development of local communities. Purpose: This study aimed to assess the impact on students in participating in voluntary semester-long service-learning labs and courses in comparison to traditional labs and courses. Methodology/Approach: A quantitative online survey was administered to 110 students at the beginning and end of the lectures, investigating four psychosocial variables of citizenship: social justice attitude, cognitive empowerment, sense of community responsibility, and civic engagement. The post-survey also collected data on the participants’ quality of participation experiences. Findings/Conclusions: Analyses performed on data revealed no statistically significant group differences over time in all examined variables, except for the quality of participation experiences, where service-learning students scored significantly higher than other students. Factors potentially influencing these results include the students’ perception of their competence, the duration of the service-learning program, and relying on self-reported measures. Implications: This study contributes to the advancement of experiential learning knowledge emphasizing the significance of methodological rigor, underpinning a narrative that leverages failure to foster understanding. Future research could further explore the role of quality of participation experiences in service-learning.
{"title":"Exploring the Effects of Semester-Long Service-Learning: A Study on Psychosocial Variables and Quality of Participation Experiences","authors":"Christian Compare, Cinzia Albanesi","doi":"10.1177/10538259231221511","DOIUrl":"https://doi.org/10.1177/10538259231221511","url":null,"abstract":"Background: Service-learning is a widely adopted approach in higher education institutions globally, integrating civic engagement experiences into academic curricula while being responsive to the development of local communities. Purpose: This study aimed to assess the impact on students in participating in voluntary semester-long service-learning labs and courses in comparison to traditional labs and courses. Methodology/Approach: A quantitative online survey was administered to 110 students at the beginning and end of the lectures, investigating four psychosocial variables of citizenship: social justice attitude, cognitive empowerment, sense of community responsibility, and civic engagement. The post-survey also collected data on the participants’ quality of participation experiences. Findings/Conclusions: Analyses performed on data revealed no statistically significant group differences over time in all examined variables, except for the quality of participation experiences, where service-learning students scored significantly higher than other students. Factors potentially influencing these results include the students’ perception of their competence, the duration of the service-learning program, and relying on self-reported measures. Implications: This study contributes to the advancement of experiential learning knowledge emphasizing the significance of methodological rigor, underpinning a narrative that leverages failure to foster understanding. Future research could further explore the role of quality of participation experiences in service-learning.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138995253","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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