Pub Date : 2023-09-05DOI: 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.
{"title":"Development of Emotional Intelligence During an Adventure and Experiential-Based Learning Course","authors":"Adam I. Silver, Rob Marshall, Dave Huston, Greg Gentry","doi":"10.1177/10538259231197201","DOIUrl":"https://doi.org/10.1177/10538259231197201","url":null,"abstract":"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.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87867082","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 : 2023-08-23DOI: 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.
{"title":"A Cross-Sectional, Decade-Long Examination of the Impacts of International Service Learning in Teacher Education","authors":"Sean P. Kearney, Julie Maakrun, Thuan Thai, V. S. Athota","doi":"10.1177/10538259231193730","DOIUrl":"https://doi.org/10.1177/10538259231193730","url":null,"abstract":"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.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74670292","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 : 2023-08-08DOI: 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.
{"title":"Student Experiences of Online Problem-Based Learning in an Interdisciplinary Dietetic and Engineering Environment","authors":"Michael Johnson, A. Griffin","doi":"10.1177/10538259231193100","DOIUrl":"https://doi.org/10.1177/10538259231193100","url":null,"abstract":"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.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74111263","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 : 2023-08-07DOI: 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.
{"title":"Video-Shorts: A Simple and Useful Classroom-Based Method for Developing Skills","authors":"J. Pye, J. Fledderjohann","doi":"10.1177/10538259231189167","DOIUrl":"https://doi.org/10.1177/10538259231189167","url":null,"abstract":"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.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73628136","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 : 2023-08-01DOI: 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.
{"title":"Stakeholder Perspectives of Experiential Education in Tertiary Institutions and Learning From COVID-19","authors":"Hanna Chidwick, L. Kapiriri, En Chi Chen","doi":"10.1177/10538259231192015","DOIUrl":"https://doi.org/10.1177/10538259231192015","url":null,"abstract":"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.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73161476","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 : 2023-07-25DOI: 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.
{"title":"That Special Time of the Month: Feminine Hygiene in College Outdoor Recreation","authors":"Meghan Campano, Shelby Langdon, J. Hodges, Anthony Deringer","doi":"10.1177/10538259231189171","DOIUrl":"https://doi.org/10.1177/10538259231189171","url":null,"abstract":"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.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81991583","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 : 2023-07-25DOI: 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.
{"title":"Recreational Therapists and the Duty of Care","authors":"Kerrie A. Bethel, N. Fuhrman, K. Kelsey, Abigail Borron","doi":"10.1177/10538259231190844","DOIUrl":"https://doi.org/10.1177/10538259231190844","url":null,"abstract":"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.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87963452","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 : 2023-07-18DOI: 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.
{"title":"Instructor Perspectives on Mobile Technologies and Social Media in Practice: Findings From the United Kingdom's Outward Bound Trust","authors":"Jack Reed","doi":"10.1177/10538259231186774","DOIUrl":"https://doi.org/10.1177/10538259231186774","url":null,"abstract":"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.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88642758","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 : 2023-06-13DOI: 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
{"title":"Letter From the Editor for JEE Issue 46(3)","authors":"Joanna E. Bettmann","doi":"10.1177/10538259231182466","DOIUrl":"https://doi.org/10.1177/10538259231182466","url":null,"abstract":"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","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79326007","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 : 2023-06-08DOI: 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.
{"title":"Freighted Friendships to Phony Flowers: Feminist Memory Work and Self-Study in a Study Abroad Program","authors":"Kathleen (Kaye) Hare, Amber Moore","doi":"10.1177/10538259231178521","DOIUrl":"https://doi.org/10.1177/10538259231178521","url":null,"abstract":"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.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81602864","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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