Pub Date : 2023-05-29DOI: 10.1177/10538259231177619
Cecil Hill Goodman
Background: Research in outdoor adventure education (OAE) and related fields has argued that OAE programming can problematically reproduce dominant ways of being around patriarchy and whiteness. In particular, scholars have forwarded specific critiques of sense of place (SOP) in OAE or related fields. Purpose: This article investigated and critiqued SOP as a fundamental curricular concept and offered an anticolonial analytical tool for educators. The article posited that SOP is a key site of intervention for OAE educators and programs with anticolonial goals because of the historical, sociocultural, and economic foundations of SOP in OAE. Methodology/Approach: This study employed an anticolonial and antiracial capitalist theoretical framework and qualitative methods including thematic study of select literature on environmental conservation and colonialism, analysis of fundamentals of anticolonial pedagogical frameworks, and interview findings from mentor-partners in OAE and related fields. Findings/Conclusions: This study developed an anticolonial analytical tool to understand and interpret SOP in OAE through an anticolonial lens. Implications: The purpose of this tool is to assist practitioners and educators in the analysis of their own SOP pedagogy and practices and to encourage the development of SOP curricula toward anticolonial aims.
{"title":"(Re)Making Sense of Place in Outdoor Adventure Education","authors":"Cecil Hill Goodman","doi":"10.1177/10538259231177619","DOIUrl":"https://doi.org/10.1177/10538259231177619","url":null,"abstract":"Background: Research in outdoor adventure education (OAE) and related fields has argued that OAE programming can problematically reproduce dominant ways of being around patriarchy and whiteness. In particular, scholars have forwarded specific critiques of sense of place (SOP) in OAE or related fields. Purpose: This article investigated and critiqued SOP as a fundamental curricular concept and offered an anticolonial analytical tool for educators. The article posited that SOP is a key site of intervention for OAE educators and programs with anticolonial goals because of the historical, sociocultural, and economic foundations of SOP in OAE. Methodology/Approach: This study employed an anticolonial and antiracial capitalist theoretical framework and qualitative methods including thematic study of select literature on environmental conservation and colonialism, analysis of fundamentals of anticolonial pedagogical frameworks, and interview findings from mentor-partners in OAE and related fields. Findings/Conclusions: This study developed an anticolonial analytical tool to understand and interpret SOP in OAE through an anticolonial lens. Implications: The purpose of this tool is to assist practitioners and educators in the analysis of their own SOP pedagogy and practices and to encourage the development of SOP curricula toward anticolonial aims.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135741430","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 : 2023-05-02DOI: 10.1177/10538259231171073
Raymond Boon Tar Lim, Dana Wai Shin Chow, Huili Zheng
Background: Experiential learning is increasingly important in public health education. Purpose: Based on 33 studies, this is the first scoping review that provides clarity on the types of experiential learning activities (ELAs) used in public health education and the evaluation results from the perspectives of three stakeholders involved: students, faculty, and communities/external agencies. Methodology/Approach: A total of 1,912 citations were sourced from six electronic databases (Education Resources Information Centre, ProQuest Central, PubMed, Scopus, STM Source, and Web of Science) and manual searches (reference lists of included studies) independently by two researchers. A random-effects meta-analysis using forest plots and a meta-synthesis using a thematic synthesis approach were conducted. Findings/Conclusions: There was a diverse range of community-, classroom-, and work-focused ELAs used. Meta-analysis revealed positive outcomes in student satisfaction, problem-solving, and communication skills. This was triangulated with the meta-synthesis results, which also indicated an overwhelmingly positive attitude toward experiential learning by all three stakeholders. Implications: Future educational programs should consider the factors that contributed to the positive experiences from all three stakeholders’ perspectives, address the various challenges highlighted in this review to refine the experience, and assess the negative experiences of faculty, and community/external agencies in greater detail.
背景:体验式学习在公共卫生教育中越来越重要。目的:基于33项研究，这是第一次从三个利益相关者(学生、教师和社区/外部机构)的角度明确公共卫生教育中使用的体验式学习活动(ELAs)的类型和评估结果的范围审查。方法/方法:共有1,912条引文来自6个电子数据库(教育资源信息中心、ProQuest Central、PubMed、Scopus、STM Source和Web of Science)和两名研究人员独立进行的人工搜索(纳入研究的参考文献列表)。采用森林样地进行随机效应meta分析，并采用主题综合方法进行meta综合。研究结果/结论:使用了各种以社区、课堂和工作为中心的ELAs。荟萃分析显示，学生满意度、解决问题能力和沟通技巧方面均取得了积极成果。这与元综合结果进行了三角分析，这也表明了所有三个利益相关者对体验式学习的绝对积极态度。启示:未来的教育项目应该从所有三个利益相关者的角度考虑促成积极经验的因素，解决本综述中强调的各种挑战，以完善经验，并更详细地评估教师和社区/外部机构的消极经验。
{"title":"A Scoping Review of Experiential Learning in Public Health Education From the Perspective of Students, Faculty, and Community Partners","authors":"Raymond Boon Tar Lim, Dana Wai Shin Chow, Huili Zheng","doi":"10.1177/10538259231171073","DOIUrl":"https://doi.org/10.1177/10538259231171073","url":null,"abstract":"Background: Experiential learning is increasingly important in public health education. Purpose: Based on 33 studies, this is the first scoping review that provides clarity on the types of experiential learning activities (ELAs) used in public health education and the evaluation results from the perspectives of three stakeholders involved: students, faculty, and communities/external agencies. Methodology/Approach: A total of 1,912 citations were sourced from six electronic databases (Education Resources Information Centre, ProQuest Central, PubMed, Scopus, STM Source, and Web of Science) and manual searches (reference lists of included studies) independently by two researchers. A random-effects meta-analysis using forest plots and a meta-synthesis using a thematic synthesis approach were conducted. Findings/Conclusions: There was a diverse range of community-, classroom-, and work-focused ELAs used. Meta-analysis revealed positive outcomes in student satisfaction, problem-solving, and communication skills. This was triangulated with the meta-synthesis results, which also indicated an overwhelmingly positive attitude toward experiential learning by all three stakeholders. Implications: Future educational programs should consider the factors that contributed to the positive experiences from all three stakeholders’ perspectives, address the various challenges highlighted in this review to refine the experience, and assess the negative experiences of faculty, and community/external agencies in greater detail.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81831001","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 : 2023-04-19DOI: 10.1177/10538259231154888
Cynthia J. Gallop, Brian Guthrie, N. Asante
Community service-learning (CSL) has been referred to as a “pedagogy for citizenship,” as it enhances ethical behavior and social responsibility among student participants. It represents a pedagogical and philosophical approach that promotes experiential learning by incorporating intentional course-based lessons with service in the community. Despite the numerous studies outlining the benefits of CSL initiatives, there is a dearth of research on how CSL courses can impact students already in the “helping professions.” More specifically, there is very little research on the benefits of CSL in social work field education courses. For this study, the researchers found that developing a CSL practicum led to a substantive shift in professional understanding for the students who participated in a CSL learning opportunity. Although the traditional and CSL groups began their practicum experiences believing the primary role of a social worker was to build and maintain healthy relationships with service users, the CSL group saw their primary role switch from a “micro practice” to a “macro practice” worker. CSL offers social work education additional unique opportunities to support the development of student's social work core values, knowledge, and skills.
{"title":"The Impact of Experiential Learning on Professional Identity: Comparing Community Service-Learning to Traditional Practica Pedagogy","authors":"Cynthia J. Gallop, Brian Guthrie, N. Asante","doi":"10.1177/10538259231154888","DOIUrl":"https://doi.org/10.1177/10538259231154888","url":null,"abstract":"Community service-learning (CSL) has been referred to as a “pedagogy for citizenship,” as it enhances ethical behavior and social responsibility among student participants. It represents a pedagogical and philosophical approach that promotes experiential learning by incorporating intentional course-based lessons with service in the community. Despite the numerous studies outlining the benefits of CSL initiatives, there is a dearth of research on how CSL courses can impact students already in the “helping professions.” More specifically, there is very little research on the benefits of CSL in social work field education courses. For this study, the researchers found that developing a CSL practicum led to a substantive shift in professional understanding for the students who participated in a CSL learning opportunity. Although the traditional and CSL groups began their practicum experiences believing the primary role of a social worker was to build and maintain healthy relationships with service users, the CSL group saw their primary role switch from a “micro practice” to a “macro practice” worker. CSL offers social work education additional unique opportunities to support the development of student's social work core values, knowledge, and skills.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83741094","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 : 2023-04-12DOI: 10.1177/10538259231168132
Patricia Briscoe
Background: Research suggests that many educators hold inaccurate or incomplete perceptions of poverty leading to stereotyping of students living in poverty. It is important for future teachers to understand more about the complexities of poverty so they can bridge gaps between misconceptions and understanding for their students, families, and school communities. Purpose: This study examined teacher candidates’ preconceived thoughts and changes in perceptions toward poverty based on participation in an experiential learning activity (i.e., a poverty simulation). Methodology/Approach: The participants ( n = 94) were in their final term of a 2-year teacher education program in Ontario, Canada. This mixed-method study used a Community Action Poverty Simulation combined with the quantitative presurvey Undergraduate Perception of Poverty Tracking Survey and qualitative postgroup discussions. Findings/Conclusions: Results indicated that the poverty simulation was an effective tool for disrupting poverty perceptions and myths among teacher candidates and provided insight into further areas to increase understanding. Implications: Based on the findings, poverty simulations are a promising experiential learning process for teacher education programs as a cost-effective, consciousness-raising exercise that can prompt deeper levels of learning for teacher candidates and better prepare them to teach students living in poverty.
{"title":"Poverty Simulation With Teacher Candidates to Increase Awareness About Poverty","authors":"Patricia Briscoe","doi":"10.1177/10538259231168132","DOIUrl":"https://doi.org/10.1177/10538259231168132","url":null,"abstract":"Background: Research suggests that many educators hold inaccurate or incomplete perceptions of poverty leading to stereotyping of students living in poverty. It is important for future teachers to understand more about the complexities of poverty so they can bridge gaps between misconceptions and understanding for their students, families, and school communities. Purpose: This study examined teacher candidates’ preconceived thoughts and changes in perceptions toward poverty based on participation in an experiential learning activity (i.e., a poverty simulation). Methodology/Approach: The participants ( n = 94) were in their final term of a 2-year teacher education program in Ontario, Canada. This mixed-method study used a Community Action Poverty Simulation combined with the quantitative presurvey Undergraduate Perception of Poverty Tracking Survey and qualitative postgroup discussions. Findings/Conclusions: Results indicated that the poverty simulation was an effective tool for disrupting poverty perceptions and myths among teacher candidates and provided insight into further areas to increase understanding. Implications: Based on the findings, poverty simulations are a promising experiential learning process for teacher education programs as a cost-effective, consciousness-raising exercise that can prompt deeper levels of learning for teacher candidates and better prepare them to teach students living in poverty.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90462543","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 : 2023-04-02DOI: 10.1177/10538259231165741
S. Deringer, Gloria Martinez, Rob Dussler, Andrew Morreale
Background: Problematic trends have been identified with student travel that perpetuate hierarchies of power in outdoor recreation. Little research has examined the impact of bias, racism, or political national meta-narratives regarding immigration and people crossing the border on students who enter areas where cultural differences exist. Purpose: The purpose of this study was to understand how a place-based outdoor recreation experience impacted students’ understanding of recreational experiences on a trip in the border region of Texas. Methodology/Approach: Using a constructivist qualitative approach, the researchers provided a group of college students with place-based lessons about the Texas and Mexico border prior to and during a canoe trip along the border. The team then conducted semi-structured interviews to understand student experiences. Findings/Conclusions: The findings from this project suggest that place-based lessons may have helped students refute faulty meta-narrative, humanize cultural others, and induce sympathy for fellow travelers in the region. Implications: This project has implications for environmental educators who are teaching in places where power differentials exist between students and local people. Educators may find place-based education to be a useful tool in preparing students to learn in a non-extractive way.
{"title":"Place-based Pedagogy in a Border Region: A Qualitative Examination of Experiences","authors":"S. Deringer, Gloria Martinez, Rob Dussler, Andrew Morreale","doi":"10.1177/10538259231165741","DOIUrl":"https://doi.org/10.1177/10538259231165741","url":null,"abstract":"Background: Problematic trends have been identified with student travel that perpetuate hierarchies of power in outdoor recreation. Little research has examined the impact of bias, racism, or political national meta-narratives regarding immigration and people crossing the border on students who enter areas where cultural differences exist. Purpose: The purpose of this study was to understand how a place-based outdoor recreation experience impacted students’ understanding of recreational experiences on a trip in the border region of Texas. Methodology/Approach: Using a constructivist qualitative approach, the researchers provided a group of college students with place-based lessons about the Texas and Mexico border prior to and during a canoe trip along the border. The team then conducted semi-structured interviews to understand student experiences. Findings/Conclusions: The findings from this project suggest that place-based lessons may have helped students refute faulty meta-narrative, humanize cultural others, and induce sympathy for fellow travelers in the region. Implications: This project has implications for environmental educators who are teaching in places where power differentials exist between students and local people. Educators may find place-based education to be a useful tool in preparing students to learn in a non-extractive way.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87495778","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 : 2023-03-29DOI: 10.1177/10538259231159647
Bradley M. Coleman, J. C. Bunch, T. Roberts, G. Israel, A. Wysocki
Background: Experiential learning is commonly used in postsecondary settings, especially in undergraduate, agricultural, and laboratory courses. However, a lack of attention has been paid by educators to critical components of experiential learning. Purpose: The effects of reflection mode (peer-verbal or written journal reflection) and transfer level (same, near, or far transfer) on students’ content knowledge were examined in a postsecondary, animal science, laboratory course. Methodology/Approach: A quasi-experimental, two-way, analysis of covariance (ANCOVA) was utilized. This 2 × 3 factorial design was utilized to test the main and interaction effects of two independent variables (reflection mode and transfer level) on one dependent variable (content knowledge). A pretest score was included as a covariate to control for students’ prior knowledge. Findings/Conclusions: There was a significant interaction effect between the independent variables of reflection mode and transfer level on the dependent variable of content knowledge. Written reflection (when coupled with near transfer), and same transfer (when coupled with peer-verbal reflection), were statistically significant. Implication: Multiple modes of reflection and application can be used during experiential learning in order to achieve effective content knowledge gains. When experiential learning is planned and developed with intentionality, learners receive a valuable, educative experience.
{"title":"The Effects of Reflection and Transfer on Undergraduate Animal Science Students’ Knowledge","authors":"Bradley M. Coleman, J. C. Bunch, T. Roberts, G. Israel, A. Wysocki","doi":"10.1177/10538259231159647","DOIUrl":"https://doi.org/10.1177/10538259231159647","url":null,"abstract":"Background: Experiential learning is commonly used in postsecondary settings, especially in undergraduate, agricultural, and laboratory courses. However, a lack of attention has been paid by educators to critical components of experiential learning. Purpose: The effects of reflection mode (peer-verbal or written journal reflection) and transfer level (same, near, or far transfer) on students’ content knowledge were examined in a postsecondary, animal science, laboratory course. Methodology/Approach: A quasi-experimental, two-way, analysis of covariance (ANCOVA) was utilized. This 2 × 3 factorial design was utilized to test the main and interaction effects of two independent variables (reflection mode and transfer level) on one dependent variable (content knowledge). A pretest score was included as a covariate to control for students’ prior knowledge. Findings/Conclusions: There was a significant interaction effect between the independent variables of reflection mode and transfer level on the dependent variable of content knowledge. Written reflection (when coupled with near transfer), and same transfer (when coupled with peer-verbal reflection), were statistically significant. Implication: Multiple modes of reflection and application can be used during experiential learning in order to achieve effective content knowledge gains. When experiential learning is planned and developed with intentionality, learners receive a valuable, educative experience.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85970873","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 : 2023-02-11DOI: 10.1177/10538259231153041
J. Kennedy
Background: Scholarship has demonstrated the influence of hegemonic masculine norms on values and practices in outdoor adventure education. However, recent publications indicate that men outdoor leaders may be increasingly aware of gender biases and consequently changing their practice. To date, few publications have considered men outdoor leaders’ understanding of masculinity in the field and how it affects their practice and professional interactions. Purpose: This study critically examined multiple aspects of gender relations from men outdoor leaders’ perspectives to determine if observed changes in some men's practice signal changes toward a more equitable understanding of masculinity or merely a pivot to maintain the status quo. Methodology/Approach: A single-embedded case study methodology was employed. Interview, observation, and artifact data were collected from 18 men outdoor adventure education leaders across the United States and Canada. Findings/Conclusions: Participants noted awareness of gender inequity and articulated some strategies employed to combat sexism, particularly those associated with gendered student expectations. However, multiple participants also demonstrated gendered blind spots and supported gender hierarchy. Implications: Participants’ demonstrated awareness of gender issues, but the considerable blind spots identified in the data indicate a troubling lack of critical self-reflection and provide support for dominant hybrid masculinity.
{"title":"Men's Perspectives on Gender Relations in the Outdoor Education Field: Furthering the Case for a Hybrid Masculinity","authors":"J. Kennedy","doi":"10.1177/10538259231153041","DOIUrl":"https://doi.org/10.1177/10538259231153041","url":null,"abstract":"Background: Scholarship has demonstrated the influence of hegemonic masculine norms on values and practices in outdoor adventure education. However, recent publications indicate that men outdoor leaders may be increasingly aware of gender biases and consequently changing their practice. To date, few publications have considered men outdoor leaders’ understanding of masculinity in the field and how it affects their practice and professional interactions. Purpose: This study critically examined multiple aspects of gender relations from men outdoor leaders’ perspectives to determine if observed changes in some men's practice signal changes toward a more equitable understanding of masculinity or merely a pivot to maintain the status quo. Methodology/Approach: A single-embedded case study methodology was employed. Interview, observation, and artifact data were collected from 18 men outdoor adventure education leaders across the United States and Canada. Findings/Conclusions: Participants noted awareness of gender inequity and articulated some strategies employed to combat sexism, particularly those associated with gendered student expectations. However, multiple participants also demonstrated gendered blind spots and supported gender hierarchy. Implications: Participants’ demonstrated awareness of gender issues, but the considerable blind spots identified in the data indicate a troubling lack of critical self-reflection and provide support for dominant hybrid masculinity.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78101172","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 : 2023-01-03DOI: 10.1177/10538259221146724
Lisa Meerts-Brandsma, T. Melton, Jim Sibthorp
Background: Understanding how contextual elements within educational environments relate to identity formation can help educators design experiences intended to support identity formation processes. Purpose: This study examined identity formation among students enrolled in immersion semester high schools and how contextual elements and identity formation actions influence identity formation process profiles. Methodology: Data were collected from middle to late adolescents using the Dimensions of Identity Development Scale, and analyzed using latent profile analysis, crosstabulation, and regression. Conclusions: The findings showed that thinking about values and beliefs in school is related to increased identity exploration and that the teacher–student relationship and novelty in these contexts facilitates thinking about values and beliefs. Students prone to rumination may particularly benefit from the supportive environment, which can increase the likelihood that they discuss their values and beliefs. Implications: Experiential educators working with middle to late adolescents who want to help their participants engage in identity formation should prioritize teacher–student relationships, novel experiences, and a supportive community.
{"title":"Experiential Education Programs: Fertile Environments for Identity Formation","authors":"Lisa Meerts-Brandsma, T. Melton, Jim Sibthorp","doi":"10.1177/10538259221146724","DOIUrl":"https://doi.org/10.1177/10538259221146724","url":null,"abstract":"Background: Understanding how contextual elements within educational environments relate to identity formation can help educators design experiences intended to support identity formation processes. Purpose: This study examined identity formation among students enrolled in immersion semester high schools and how contextual elements and identity formation actions influence identity formation process profiles. Methodology: Data were collected from middle to late adolescents using the Dimensions of Identity Development Scale, and analyzed using latent profile analysis, crosstabulation, and regression. Conclusions: The findings showed that thinking about values and beliefs in school is related to increased identity exploration and that the teacher–student relationship and novelty in these contexts facilitates thinking about values and beliefs. Students prone to rumination may particularly benefit from the supportive environment, which can increase the likelihood that they discuss their values and beliefs. Implications: Experiential educators working with middle to late adolescents who want to help their participants engage in identity formation should prioritize teacher–student relationships, novel experiences, and a supportive community.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87659746","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 : 2022-12-29DOI: 10.1177/10538259221146535
A. Crawley, William R. Crawley
Background: Community-based learning is a high-impact, experiential teaching practice where elements of social interaction and authentic participation transform cognitive understanding into meaningful knowing. In the allied health field, the incorporation of community-based learning provides unique access to populations that are not inherently available in a university classroom. Purpose: Researchers used a mixed methods approach to examine the influence of an intergenerational, community-based learning environment versus a traditional learning environment on exercise science students’ perceptions of overall classroom community, connectedness, and learning. Methodology/Approach: Quantitatively, students (n = 122) completed Rovai's CCS which was then analyzed using a t-test. Qualitatively, students completed written reflective assignments designed to gather data regarding their perceptions of working with an older adult population. Findings/Conclusions: Overall students perceived significantly greater levels of classroom community, connectedness, and learning in the intergenerational, community-based learning environment and evidenced highly positive growth in their awareness and understanding of older adults. Implications: Inclusion of an intergenerational, community-based learning environment in allied health-related degree programs can enhance student's confidence in knowledge application and their ability to connect with the older population.
{"title":"Intergenerational, Community-Based Learning and Exercise Science Student Perceptions of Classroom Community","authors":"A. Crawley, William R. Crawley","doi":"10.1177/10538259221146535","DOIUrl":"https://doi.org/10.1177/10538259221146535","url":null,"abstract":"Background: Community-based learning is a high-impact, experiential teaching practice where elements of social interaction and authentic participation transform cognitive understanding into meaningful knowing. In the allied health field, the incorporation of community-based learning provides unique access to populations that are not inherently available in a university classroom. Purpose: Researchers used a mixed methods approach to examine the influence of an intergenerational, community-based learning environment versus a traditional learning environment on exercise science students’ perceptions of overall classroom community, connectedness, and learning. Methodology/Approach: Quantitatively, students (n = 122) completed Rovai's CCS which was then analyzed using a t-test. Qualitatively, students completed written reflective assignments designed to gather data regarding their perceptions of working with an older adult population. Findings/Conclusions: Overall students perceived significantly greater levels of classroom community, connectedness, and learning in the intergenerational, community-based learning environment and evidenced highly positive growth in their awareness and understanding of older adults. Implications: Inclusion of an intergenerational, community-based learning environment in allied health-related degree programs can enhance student's confidence in knowledge application and their ability to connect with the older population.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84343450","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 : 2022-12-27DOI: 10.1177/10538259221147010
Sven Veine, M. K. Anderson, Lars B. Skancke, Patric Wallin
Background: Facilitation can be used to support experiential learning in higher education but can be a resource-intensive approach. One solution to compensate for this may be to educate learning assistants (LAs) as facilitators. Purpose: This article presents a facilitator education program where LAs receive facilitator training to facilitate other students’ interdisciplinary teamwork processes and explores experiences that the facilitators gain from this program and from working as a facilitator. Methodology/Approach: An analysis of the facilitator education program and a set of reflective accounts from the student facilitators led to three main findings. Findings/Conclusions: (1) The facilitator education—both useful and inadequate, (2) facilitation and the facilitator role—different and demanding, and (3) the LA's job—great, but potentially overwhelming. Implications: With limited practice, thorough training, and follow-up, LAs can be used as facilitators, and thus, contribute as experiential educators in higher education.
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