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Development of Emotional Intelligence During an Adventure and Experiential-Based Learning Course 在冒险和体验式学习课程中情商的发展
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 10.1177/10538259231197201
Adam I. Silver, Rob Marshall, Dave Huston, Greg Gentry
The United States Air Force Academy's Center for Character and Leadership Development developed the ‘Adventure and Experiential Based Learning’ (AEBL) course—a new experiential education summer course intended to develop interpersonal leadership skills in 1,100 sophomore cadets. Improving cadet emotional intelligence (EI) is of particular focus due to its value in leader effectiveness. Rather than rely upon the more common military pedagogy of lecture-based learning or a military handbook that prescribes exactly what participant success looks like, the aim of the course examined in this study was to improve participant EI via a combination of experiential education methods including interactive classwork, challenge course experimentation, and a capstone 28-h adventure comprised of uncertainty and stressful team dynamics. To measure the effect the experiential education curriculum had on participant EI, the Workgroup Emotional Intelligence Profile (WEIP) was used in a pre/postsurvey method. The results indicated a significant increase in EI among AEBL participants as measured by the WEIP. Outdoor experiences like the one described in this article may be an effective way to train EI skills.
美国空军学院性格与领导力发展中心开发了“冒险与体验式学习”(AEBL)课程,这是一门新的体验式教育暑期课程,旨在培养1100名大二学员的人际领导技能。提高学员的情绪智力(EI)是特别关注,因为它在领导效能的价值。与其依赖于更常见的以讲座为基础的军事教学法或确切规定参与者成功的军事手册,本研究中研究的课程的目的是通过结合体验式教育方法来提高参与者的情商,包括互动课堂作业,挑战课程实验,以及由不确定性和紧张的团队动态组成的顶点28小时冒险。为了测量体验式教育课程对被试情绪智力的影响,本研究采用调查前/调查后方法,采用工作组情绪智力量表(WEIP)。结果表明,通过WEIP测量,AEBL参与者的EI显著增加。像这篇文章中描述的户外体验可能是训练情商的有效方法。
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引用次数: 0
A Cross-Sectional, Decade-Long Examination of the Impacts of International Service Learning in Teacher Education 国际服务学习对教师教育影响的十年横断面研究
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-23 DOI: 10.1177/10538259231193730
Sean P. Kearney, Julie Maakrun, Thuan Thai, V. S. Athota
Background: The literature has expounded on the impacts of international service-learning (ISL) in teacher education as positively affecting everything from improving academic achievement to developing a greater moral and ethical sense. Other studies have examined the role of cultural competence and dimensions of power between those providing and receiving service. Purpose: This paper examines a decade-long ISL immersion program to understand the outcomes on students in three key areas that have received attention in the literature: motivation, employment, and academics. Methodology: A longitudinal case study comprising a cross-section of students who were asked to reflect on their immersion experiences, which took place from 2011 to 2020. Reflective journals completed during and directly after each immersion supplemented the survey data. Findings: While much of the data supports previous studies regarding the impacts of ISL, there are some anomalous findings, especially in the longer-term effects of ISL within teacher education. While participants’ perceptions of the impacts were significant, evidence of that impact was lacking. Implications: Although short-term impacts of the immersion were more significantly noted, students perceived the impact for more extended periods than previously thought. However, the evidence to suggest that these perceptions are realizable is lacking.
背景:文献已经阐述了国际服务学习(ISL)对教师教育的影响,从提高学业成绩到培养更强的道德和伦理意识,ISL对教师教育的影响都是积极的。其他研究考察了文化能力的作用以及提供服务者和接受服务者之间的权力维度。目的:本文研究了一个长达十年的ISL浸入式课程,以了解学生在三个关键领域的成果,这些领域受到文献的关注:动机,就业和学术。方法:一项纵向案例研究,包括要求学生反映他们在2011年至2020年期间的沉浸式体验。在每次浸泡期间和之后直接完成的反思日志补充了调查数据。研究结果:虽然大部分数据支持先前关于ISL影响的研究,但也有一些反常的发现,特别是在教师教育中ISL的长期影响方面。虽然参与者对影响的感知是显著的,但缺乏这种影响的证据。启示:虽然浸入式学习的短期影响更为显著,但学生感受到的影响比之前想象的要长。然而,缺乏证据表明这些观念是可以实现的。
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引用次数: 0
Student Experiences of Online Problem-Based Learning in an Interdisciplinary Dietetic and Engineering Environment 跨学科饮食与工程环境下的在线问题学习的学生体验
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-08 DOI: 10.1177/10538259231193100
Michael Johnson, A. Griffin
Background: During the COVID-19 pandemic, restricted access to in-person facilities and traditional experiential learning activities meant that new, online solutions were needed to facilitate student learning/development across the disciplines of Allied Health and Engineering. Purpose: This article describes research conducted as part of an interdisciplinary Dietetic/Electronic Engineering project to evaluate student experiences of online problem-based learning (PBL) activities in addressing this necessity. Methodology/Approach: The authors implemented a specific, health technology-based assignment using an online PBL approach to evaluate and develop the effectiveness of this approach for students’ experiential learning. Surveys and observations were used to evaluate the project effectiveness. Findings/Conclusions: Participating students reported on their experiences of working in interdisciplinary teams, focusing on aspects such as knowledge gained, collaboration, perspective, facilitation and experiential learning. Students identified enhanced learning and research skills as some key benefits. Drawbacks identified included difficulties associated with the online environment, such as synchronisation and remoteness. Implications: The use of interdisciplinary assignments highlights the many advantages/benefits which experiential pedagogies have in supporting students to integrate and apply their knowledge to a real-world problem space. The ability to connect student engagement and motivation to the development of critical thinking skills appears to enhance problem-solving in the student work.
背景:在2019冠状病毒病大流行期间,面对面设施和传统体验式学习活动的使用受到限制,这意味着需要新的在线解决方案来促进学生在联合健康和工程学科中的学习/发展。目的:本文描述了作为跨学科饮食/电子工程项目的一部分进行的研究,以评估学生在线问题学习(PBL)活动的经验,以解决这一必要性。方法/方法:作者使用在线PBL方法实施了一项具体的、基于卫生技术的作业,以评估和发展这种方法对学生体验式学习的有效性。通过调查和观察来评估项目的有效性。调查结果/结论:参与的学生报告了他们在跨学科团队中的工作经历,重点是获得的知识、合作、观点、促进和体验式学习等方面。学生们认为提高学习和研究技能是一些关键的好处。确定的缺点包括与在线环境相关的困难,例如同步和远程。启示:跨学科作业的使用突出了体验式教学法在支持学生整合和应用他们的知识到现实世界问题空间方面的许多优势/好处。将学生的参与和动机与批判性思维技能的发展联系起来的能力似乎可以增强学生工作中解决问题的能力。
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引用次数: 0
Video-Shorts: A Simple and Useful Classroom-Based Method for Developing Skills 视频短片:一种简单而有用的基于课堂的技能发展方法
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-07 DOI: 10.1177/10538259231189167
J. Pye, J. Fledderjohann
Background: The teaching and learning of skills in a classroom setting are often thought to require a resource-intensive approach. Purpose: This study explores the impact of a relatively basic and short communication skills teaching session on postgraduate students’ self-perception of their skills. Methodology/Approach: Data was gathered using a preteaching and postteaching survey designed to enable students to evaluate their own sense of skill development. Findings/Conclusions: Students overwhelmingly found this teaching session helpful in terms of increasing their confidence and readiness to communicate on their first social work practice placement. Implications: Effective skill development can take place within the constraints of a classroom setting with few resources using a basic simulation within an experiential framework.
背景:在课堂环境中教授和学习技能通常被认为需要一种资源密集的方法。目的:本研究探讨较短的基础沟通技巧课程对研究生沟通技巧自我知觉的影响。方法/方法:数据收集采用教学前和教学后的调查,旨在使学生评估自己的技能发展的感觉。调查结果/结论:绝大多数学生认为这个教学课程有助于提高他们在第一次社会工作实习中沟通的信心和准备。启示:有效的技能发展可以在课堂环境的限制下进行,在经验框架内使用基本模拟,资源很少。
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引用次数: 0
Stakeholder Perspectives of Experiential Education in Tertiary Institutions and Learning From COVID-19 高等院校体验式教育的利益相关者视角与新冠肺炎的教训
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-01 DOI: 10.1177/10538259231192015
Hanna Chidwick, L. Kapiriri, En Chi Chen
Many universities in Canada offer experiential education (EE) opportunities for students that are both field-based and on-campus. Despite a commitment to EE, there is a paucity of information about various stakeholder perspectives of EE and the equity implications of the different approaches to EE. Furthermore, it is unclear how EE programs at universities changed in response to the COVID-19 pandemic and related restrictions. This study aims to explore stakeholder perspectives of EE experiences and understand the shifts to EE, perhaps towards more equitable and accessible EE opportunities, prompted by the COVID-19 pandemic. We used an exploratory case study approach involving a survey with university students, interviews with university instructors and community organizations, and a document review, to understand stakeholder perspectives and shifts to EE due to COVID-19. Findings suggest that there are consistent benefits of EE, and barriers to EE, across student, instructor, and organization perspectives, where learning from changes prompted by the pandemic could be beneficial to increase equity in EE. We recommend that instructors and institutions continue to work in partnership with students and community organizations to build virtual, on-campus, and local field-based EE (FBEE) opportunities that aim to increase equitable access and impact.
加拿大的许多大学为学生提供实地和校内体验式教育(EE)的机会。尽管有对情感表达的承诺,但关于不同利益相关者对情感表达的观点和不同情感表达方法的公平含义的信息缺乏。此外,目前还不清楚大学的EE项目如何应对COVID-19大流行和相关限制。本研究旨在探讨利益相关者对情感表达体验的看法,并了解在2019冠状病毒病大流行的推动下,向情感表达的转变,也许是朝着更公平和更容易获得的情感表达机会的转变。我们采用了探索性案例研究方法,包括对大学生的调查、对大学教师和社区组织的访谈以及文件审查,以了解利益相关者的观点以及因COVID-19而向情感表达的转变。研究结果表明,从学生、教师和组织的角度来看,情感表达的好处和障碍是一致的,从大流行引发的变化中学习可能有利于增加情感表达的公平性。我们建议教师和机构继续与学生和社区组织合作,建立虚拟的、校园的和当地实地的EE (FBEE)机会,旨在增加公平的机会和影响。
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引用次数: 0
That Special Time of the Month: Feminine Hygiene in College Outdoor Recreation 每月的特殊时刻:大学户外娱乐中的女性卫生
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-25 DOI: 10.1177/10538259231189171
Meghan Campano, Shelby Langdon, J. Hodges, Anthony Deringer
More women are going outdoors and menstrual hygiene is a concern for these women, we do not know how collegiate outdoor programs are addressing this topic, if at all. It is possible that feminine hygiene may not be adequately discussed in these settings. Because of this, the overall health and outdoor experiences of female participants are potentially at risk. The purpose of this study was to gain a better understanding of current practices and potential barriers surrounding feminine hygiene and menstruation dialogs in college outdoor recreation programs in Texas. An open-ended online survey was distributed to 36 schools with outdoor recreation programs in Texas. Responses were independently analyzed and coded for emergent themes. Thirty-eight percent of schools did not address feminine hygiene and menstruation in pretrip communications. Predominant themes consisted of an emphasis on health and hygiene, dependence on female leaders, a need for more knowledge and resources, and a desire for normalization. Most professionals expressed that resources to expand their knowledge on these topics can help to better prepare participants. Current practices surrounding these topics may be insufficient and able to improve. Further research is needed to evaluate the efficacy of the curriculum and the preference of participants.
越来越多的女性外出,经期卫生是这些女性关注的问题,我们不知道大学户外活动如何解决这个问题,如果有的话。在这些环境中,女性卫生可能没有得到充分的讨论。正因为如此,女性参与者的整体健康和户外体验都可能面临风险。本研究的目的是为了更好地了解德克萨斯州大学户外娱乐项目中围绕女性卫生和月经对话的当前实践和潜在障碍。一份开放式的在线调查被分发给德克萨斯州36所有户外娱乐项目的学校。针对突发主题,我们对反馈进行了独立分析和编码。38%的学校在旅行前的交流中没有提到女性卫生和月经问题。主要的主题包括强调健康和卫生、对女性领导人的依赖、对更多知识和资源的需要以及对正常化的渴望。大多数专业人士表示,扩充他们在这些主题方面的知识的资源可以帮助与会者更好地做好准备。目前围绕这些主题的实践可能是不够的,并且可以改进。需要进一步的研究来评估课程的有效性和参与者的偏好。
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引用次数: 0
Recreational Therapists and the Duty of Care 娱乐治疗师和照顾义务
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-25 DOI: 10.1177/10538259231190844
Kerrie A. Bethel, N. Fuhrman, K. Kelsey, Abigail Borron
Background: A variety of residential and experiential therapeutic programs exist for youth who experience emotional, behavioral, or substance abuse problems that are not adequately responsive to traditional treatment options. While evaluations of programs are available in the literature, investigation of the experiences of professionals who undergird these programs and oversee reentry of youth back into their communities is lacking. Purpose: The research reported here aimed to explicate the experiences of recreational therapists. Methodology/Approach: Qualitative design was used to collect and analyze data. Semistructured interviews were employed, and data were analyzed by content analysis. Findings/Conclusions: Findings indicated recreational therapists were optimistic, intrinsically motivated to spend time outdoors, became personally invested in their work and experienced personal growth from their work. They required additional systems of support and guidance to effectively counter compassion fatigue and associated burnout. Measures for organizations to effectively counter compassion fatigue through enhancement of peer support systems and self-care guidance are needed. Implications: The results provided insight into the characteristics, needs, and experiences of recreational therapists who work with high-promise youth. Further, the work provided a proposed change to current models of compassion satisfaction and compassion fatigue subscale interactions in this population.
背景:对于经历情感、行为或药物滥用问题的青少年,传统的治疗方案没有充分的反应,存在各种各样的住院和体验治疗方案。虽然对项目的评估在文献中是可用的,但对支持这些项目并监督青年重返社区的专业人员的经验的调查是缺乏的。目的:本研究旨在阐明休闲治疗师的经验。方法/方法:采用定性设计来收集和分析数据。采用半结构化访谈,采用内容分析法对数据进行分析。研究结果/结论:研究结果表明,休闲治疗师是乐观的,内在动机花时间在户外,个人投入到他们的工作中,并从他们的工作中体验到个人成长。他们需要额外的支持和指导系统来有效地对抗同情疲劳和相关的倦怠。组织需要采取措施,通过加强同伴支持系统和自我照顾指导来有效地对抗同情疲劳。启示:结果提供了洞察的特点,需求,和经验的娱乐治疗师谁与高前途的青年工作。此外,本研究还提出了对该人群中当前同情满意度和同情疲劳子尺度相互作用模型的修改建议。
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引用次数: 0
Instructor Perspectives on Mobile Technologies and Social Media in Practice: Findings From the United Kingdom's Outward Bound Trust 教师对移动技术和社交媒体实践的看法:来自英国外展拓展信托基金的调查结果
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-18 DOI: 10.1177/10538259231186774
Jack Reed
Background: The use or non-use of mobile technologies and social media in residential outdoor adventurous education (OAE) remains contested and generates an often-cited for-and-against argument in both theory and practice. Purpose: This qualitative study explored instructor perceptions of mobile technologies and social media in their practice as members of instructional staff at the United Kingdom's Outward Bound Trust. Methodology/Approach: Grounded within a multiple-case study design, 20 members of instructional staff were interviewed online from three Outward Bound Trust centers across Wales, England, and Scotland. Findings/Conclusions: Two major themes are shared as statements: (1) phone-free outdoor experiences are more impactful for young people in contemporary society; (2) social media is fake, outdoor adventurous education necessitates in-person and in-place interaction. These findings are presented within a postdigital conceptual lens which questions whether any residential outdoor experience can be truly “technology free.” Implications: The study consolidates perspectives on mobile technologies and social media in the practices of residential OAE instructors. These perspectives are considered important in the framing and delivery of contemporary OAE practice.
背景:在住宅户外冒险教育(OAE)中使用或不使用移动技术和社交媒体仍然存在争议,并在理论和实践中产生了经常被引用的赞成和反对的论点。目的:本定性研究探讨了作为英国拓展训练信托基金教学人员的教师在实践中对移动技术和社交媒体的看法。方法/方法:基于多案例研究设计,来自威尔士、英格兰和苏格兰三个拓展训练信托中心的20名教学人员接受了在线采访。研究结果/结论:两大主题被分享为陈述:(1)无手机户外体验对当代社会年轻人的影响更大;(2)社交媒体是假的,户外冒险教育需要面对面和现场的互动。这些发现是在后数字概念的视角下提出的,它质疑是否任何住宅户外体验都可以真正“无技术”。启示:本研究整合了移动技术和社交媒体在住宅OAE教师实践中的观点。这些观点在当代OAE实践的框架和交付中被认为是重要的。
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引用次数: 0
Letter From the Editor for JEE Issue 46(3) JEE第46期(3)编辑来信
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-13 DOI: 10.1177/10538259231182466
Joanna E. Bettmann
I am pleased to share with you the six articles which comprise this issue of the Journal of Experiential Education. Together, these articles examine service learning, University–community partnerships, equine-facilitated psychotherapy, and educational resources to explore climate change. The first two of these articles address service learning in different contexts. In “Bridges to Civic Health: Enhancing Shared Service-Learning Collaboration in Nursing and History,” Sundberg and Koehler explore a collaboration between a nursing undergraduate course and a history undergraduate course. Both courses had service-learning components and focused on the history or health consequences of lead pollution and exposure. The nursing course presented the social determinants of health through practical training (focused on lead exposure), while the history course introduced students to structural inequities in public health by focusing on the history of lead exposures. The initial, ad hoc collaboration between the two faculty members led to changes in the courses to encourage peer-to-peer learning and engagement between students in both courses. The authors present their qualitative analysis of student reflections, emphasizing the importance of exploring convergences between disciplines and developing transdisciplinary partnerships within higher education settings like theirs. The second of the service-learning-focused articles is “‘Real Students Helping Others’: Student Reflections on a Research-based Service Learning Project in a Gender and Victimization Course.” In this article, Boppre, Reed, and Belisle investigate student outcomes from a research-based service-learning project within a campus community. Utilizing a feminist and trauma-informed pedagogical lens, the authors qualitatively examine how one group of students experienced the creation and dissemination of a campus survey to explore the broader campus students’ experiences of victimization, perceptions of campus safety, and knowledge of campus resources. The authors conclude, “This project highlights the potential for researchbased service-learning to be used as a survivor-centered format that can empower students, provide hands-on skills, and build critical thinking.” Two other articles investigate University–community partnerships. In “Intergenerational, Community-based Learning and Exercise Science Student Perceptions of Classroom Community,” Crawley and Crawley use a mixed methods approach to compare undergraduate exercise science students’ perceptions of an intergenerational, community-based learning environment to a traditional learning Editorial
我很高兴与你们分享这期《体验教育杂志》的六篇文章。这些文章一起考察了服务学习、大学-社区合作、马促进心理治疗和探索气候变化的教育资源。本文的前两篇讨论了不同上下文中的服务学习。在“通往公民健康的桥梁:加强护理和历史的共享服务学习合作”中,桑德伯格和凯勒探讨了护理本科课程和历史本科课程之间的合作。这两门课程都有服务学习内容,并侧重于铅污染和接触的历史或健康后果。护理课程通过实践培训(侧重于铅接触)介绍了健康的社会决定因素,而历史课程通过侧重于铅接触的历史,向学生介绍了公共卫生中的结构性不平等。最初,两位教师之间的特别合作导致了课程的变化,以鼓励学生在两门课程中进行对等学习和参与。作者介绍了他们对学生反思的定性分析,强调了在像他们这样的高等教育环境中探索学科之间的融合和发展跨学科合作关系的重要性。第二篇以服务学习为重点的文章是““真正的学生帮助他人”:学生对性别和受害课程中基于研究的服务学习项目的反思”。在这篇文章中,Boppre, Reed和Belisle调查了校园社区中一个基于研究的服务学习项目的学生成果。利用女权主义和创伤知识的教学视角,作者定性地研究了一组学生如何经历校园调查的创作和传播,以探索更广泛的校园学生的受害经历,对校园安全的看法以及对校园资源的了解。作者总结道:“这个项目强调了以研究为基础的服务学习的潜力,它可以作为一种以幸存者为中心的形式来使用,可以赋予学生权力,提供实践技能,并建立批判性思维。”另外两篇文章探讨了大学与社区的合作关系。在“代际、社区为基础的学习和运动科学学生对课堂社区的看法”中,Crawley和Crawley使用混合方法比较了本科生运动科学学生对代际、社区为基础的学习环境和传统学习社论的看法
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引用次数: 0
Freighted Friendships to Phony Flowers: Feminist Memory Work and Self-Study in a Study Abroad Program 满载友谊的假花:女权主义者的记忆工作和出国留学项目中的自学
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-08 DOI: 10.1177/10538259231178521
Kathleen (Kaye) Hare, Amber Moore
Background: This paper analyzes a remembered shared experience of cocurricular designing and coteaching an experiential learning pilot project in a university study abroad program (SAP) that emphasized social justice. Purpose: We look back because the pilot program is a significant demonstration of what complexities can arise when feminist educators bring their own politics and pedagogies to experiential learning and study abroad education contexts; we understand this as valuable because “experience” broadly is complex. Memory is crucial to feminist educators because it indicates the development of care, ethics, pedagogy, politics, and priorities, and so, we ask: what pedagogical insights can be gained through revisiting our enmeshed personal/professional memories of cocurricular designing and coteaching an experiential learning series for study abroad students? Methodology: We use self-study and memory work to analyze memory objects (curriculum materials) and narratives (of teaching) to explore this pedagogical work and highlight generative tensions that emerged while employing a critical feminist approach to work not initially conceptualized with this framing. Findings: We uncovered three key tensions: personal, community, and racial that troubled emergent issues related to difference, discourse, and positionality. Implications: This project offers pedagogical insights into how oppression and inequality may enter experiential learning and study abroad spaces.
背景:本文分析了一所强调社会正义的大学海外留学项目(SAP)体验式学习试点项目课程设计与合作教学的共享经验。目的:我们回顾过去,因为试点项目是一个重要的示范,当女权主义教育者将自己的政治和教学法引入体验式学习和出国留学教育背景时,会产生什么样的复杂性;我们认为这是有价值的,因为“经验”广义上是复杂的。记忆对女权主义教育工作者来说是至关重要的,因为它表明了关怀、伦理、教育学、政治和优先事项的发展,因此,我们问:通过重新审视我们对课程设计和为留学学生共同教授体验式学习系列的个人/专业记忆,可以获得什么样的教学见解?方法:我们使用自学和记忆工作来分析记忆对象(课程材料)和(教学)叙述,以探索这种教学工作,并强调在采用批判性女权主义方法进行工作时出现的生成紧张关系,而不是最初概念化这种框架。研究发现:我们发现了三个关键的紧张关系:个人、社区和种族,它们困扰着与差异、话语和地位相关的新兴问题。启示:这个项目提供了关于压迫和不平等如何进入体验式学习和留学空间的教学见解。
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引用次数: 0
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Journal of Experiential Education
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