Pub Date : 2022-12-25DOI: 10.1177/10538259221147195
G. Pringle, J. Boddy, M. Slattery, Paul Harris
Background: Childhood adversity is linked with mental health concerns, including complex trauma (CT), whereas positive experiences may be restorative. Treatment for CT with adolescents commonly uses therapies administered indoors. Yet outdoor adventure, being rich in positive experiences, may also be appropriate. Purpose: This article examines how adventure practices may be healing for adolescents with CT. Methodology/Approach: A scoping review of literature since 2014 on adventure therapy (AT) for 12- to 18-year-olds with CT was undertaken. Refining searches from six databases identified six texts which met inclusion criteria. A seventh paper was added manually. Findings/Conclusions: CT-informed adventure tended toward a tri-phasic approach: safety, processing, and integration. Adventure benefits included improvements in attachment, skills, schemas, and stress management. An ecological approach was identified, through the analysis, as were some well-intended but harmful practices that a human rights-based practice framework may help avoid. Implications: Adopting an ecological and human rights-based approach as frames for AT research and practice may yield new insights and enhance program effectiveness for youth with CT. This should apply to adventure generally and specifically to AT; however, more research is needed given the paucity of available texts.
{"title":"Adventure Therapy for Adolescents with Complex Trauma: A Scoping Review and Analysis","authors":"G. Pringle, J. Boddy, M. Slattery, Paul Harris","doi":"10.1177/10538259221147195","DOIUrl":"https://doi.org/10.1177/10538259221147195","url":null,"abstract":"Background: Childhood adversity is linked with mental health concerns, including complex trauma (CT), whereas positive experiences may be restorative. Treatment for CT with adolescents commonly uses therapies administered indoors. Yet outdoor adventure, being rich in positive experiences, may also be appropriate. Purpose: This article examines how adventure practices may be healing for adolescents with CT. Methodology/Approach: A scoping review of literature since 2014 on adventure therapy (AT) for 12- to 18-year-olds with CT was undertaken. Refining searches from six databases identified six texts which met inclusion criteria. A seventh paper was added manually. Findings/Conclusions: CT-informed adventure tended toward a tri-phasic approach: safety, processing, and integration. Adventure benefits included improvements in attachment, skills, schemas, and stress management. An ecological approach was identified, through the analysis, as were some well-intended but harmful practices that a human rights-based practice framework may help avoid. Implications: Adopting an ecological and human rights-based approach as frames for AT research and practice may yield new insights and enhance program effectiveness for youth with CT. This should apply to adventure generally and specifically to AT; however, more research is needed given the paucity of available texts.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90308663","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 : 2022-12-21DOI: 10.1177/10538259221145936
E. Kelly, W. Wood, L. Stallones, A. Schmid, B. Peters
Background: There is a lack of research on psychotherapy interventions for transition-aged students ages 18 to 21 that integrate horses or other equines in the provision of services. A critical early task in researching such complex interventions involves elucidating an intervention's critical elements and theoretical assumptions. Purpose: The purpose of this study was to develop a theory-driven logic model of a psychotherapy program for transition-aged students ages 18 to 21 that incorporated horses. Methodology/Approach: The research approach was qualitative description, a low-inference form of qualitative research. Data were collected via interviews with program stakeholders and through review of program documents, and were analyzed using a directed content analysis. Findings/Conclusions: The resulting logic model elucidates theoretical assumptions, activities, resources, outputs, outcomes, and theorized community impact of the psychotherapy program integrating horses. Implications: This study addresses several gaps in existing research on equine-assisted services, particularly the need to thoroughly describe an intervention and its theoretical assumptions, which can guide future program refinement and replication, and future research.
{"title":"Integrating Horses in Psychotherapy for Transition-Aged Students: A Theory-Driven Logic Model","authors":"E. Kelly, W. Wood, L. Stallones, A. Schmid, B. Peters","doi":"10.1177/10538259221145936","DOIUrl":"https://doi.org/10.1177/10538259221145936","url":null,"abstract":"Background: There is a lack of research on psychotherapy interventions for transition-aged students ages 18 to 21 that integrate horses or other equines in the provision of services. A critical early task in researching such complex interventions involves elucidating an intervention's critical elements and theoretical assumptions. Purpose: The purpose of this study was to develop a theory-driven logic model of a psychotherapy program for transition-aged students ages 18 to 21 that incorporated horses. Methodology/Approach: The research approach was qualitative description, a low-inference form of qualitative research. Data were collected via interviews with program stakeholders and through review of program documents, and were analyzed using a directed content analysis. Findings/Conclusions: The resulting logic model elucidates theoretical assumptions, activities, resources, outputs, outcomes, and theorized community impact of the psychotherapy program integrating horses. Implications: This study addresses several gaps in existing research on equine-assisted services, particularly the need to thoroughly describe an intervention and its theoretical assumptions, which can guide future program refinement and replication, and future research.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87932273","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 : 2022-12-21DOI: 10.1177/10538259221146745
Adam D. Sundberg, Echo N. Koehler
Background: Faculty in nursing and history at Creighton University directed two service-learning courses on the history and public health implications of lead (Pb) exposure in Omaha, NE. As part of their service requirements, students conducted or observed blood lead screenings in area schools and reflected on these shared experiences in discipline-specific coursework. Strong student response encouraged the faculty to enrich transdisciplinary teaching and learning between these two courses. Although studies supply numerous best practices to develop collaborative experiences and service-oriented pedagogies, little work focuses on enriching collaborations between preexisting courses. Purpose: This study examines the outcomes of a partnership between nursing and history and presents a practical model that instructors can use to foster and deepen transdisciplinary service-learning. Methodology: Employing a hybrid grounded theory/topic modeling analysis of student reflection papers, we identify course outcomes of closest convergence. Findings/Conclusions: We argue that instructors can deepen transdisciplinary partnerships between service-learning courses by focusing on a common exemplar, encouraging collaborative experiences in the classroom and at service sites, and employing civic health as a shared concept in curricula. Implications: Beyond nursing and history, our model may be employed by faculty in preexisting service-learning courses to bring their courses into transdisciplinary convergence.
{"title":"Bridges to Civic Health: Enhancing Shared Service-Learning Collaboration in Nursing and History","authors":"Adam D. Sundberg, Echo N. Koehler","doi":"10.1177/10538259221146745","DOIUrl":"https://doi.org/10.1177/10538259221146745","url":null,"abstract":"Background: Faculty in nursing and history at Creighton University directed two service-learning courses on the history and public health implications of lead (Pb) exposure in Omaha, NE. As part of their service requirements, students conducted or observed blood lead screenings in area schools and reflected on these shared experiences in discipline-specific coursework. Strong student response encouraged the faculty to enrich transdisciplinary teaching and learning between these two courses. Although studies supply numerous best practices to develop collaborative experiences and service-oriented pedagogies, little work focuses on enriching collaborations between preexisting courses. Purpose: This study examines the outcomes of a partnership between nursing and history and presents a practical model that instructors can use to foster and deepen transdisciplinary service-learning. Methodology: Employing a hybrid grounded theory/topic modeling analysis of student reflection papers, we identify course outcomes of closest convergence. Findings/Conclusions: We argue that instructors can deepen transdisciplinary partnerships between service-learning courses by focusing on a common exemplar, encouraging collaborative experiences in the classroom and at service sites, and employing civic health as a shared concept in curricula. Implications: Beyond nursing and history, our model may be employed by faculty in preexisting service-learning courses to bring their courses into transdisciplinary convergence.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86834393","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 : 2022-12-01DOI: 10.1177/10538259221133443
Adam W. Hanley, Scott Couch, Ellison Stagaman, C. Stevinson
{"title":"2022 AEE Symposium for Experiential Education Research (SEER)","authors":"Adam W. Hanley, Scott Couch, Ellison Stagaman, C. Stevinson","doi":"10.1177/10538259221133443","DOIUrl":"https://doi.org/10.1177/10538259221133443","url":null,"abstract":"","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82007310","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 : 2022-11-30DOI: 10.1177/10538259221140317
Breanna C. Beaver, S. Navy
Background: Educators report needing relevant and authentic climate change educational resources (CCER). National parks are informal education centers that can provide CCER for educators. However, little is known about the CCER that exist across the national parks in the United States. Purpose: To increase the knowledge in this area, this study uncovered which CCER are offered by national parks in the US, what content is covered in these resources, and their perceived affordances and constraints. Methodology/Approach: Park employees completed an online survey regarding the CCER available within their national park. The survey included closed-ended and open-ended questions. Closed-ended responses were analyzed for descriptive statistics regarding the types of CCER. Open-ended responses were analyzed for content in the CCER, perceived affordances and constraints, and future directions. Findings/Conclusions: Results show that the national parks in this study collectively offer a variety of CCER that cover a range of climate change topics. In addition to the material resources provided, national parks also provide social resources for educators. Collectively, these resources offer many educational affordances. Implications: This study suggests that science educators should consider leveraging the CCER available from national parks. In addition, national parks should consider collaborating in the development of CCER.
{"title":"Climate Change Educational Resources From National Parks in the United States","authors":"Breanna C. Beaver, S. Navy","doi":"10.1177/10538259221140317","DOIUrl":"https://doi.org/10.1177/10538259221140317","url":null,"abstract":"Background: Educators report needing relevant and authentic climate change educational resources (CCER). National parks are informal education centers that can provide CCER for educators. However, little is known about the CCER that exist across the national parks in the United States. Purpose: To increase the knowledge in this area, this study uncovered which CCER are offered by national parks in the US, what content is covered in these resources, and their perceived affordances and constraints. Methodology/Approach: Park employees completed an online survey regarding the CCER available within their national park. The survey included closed-ended and open-ended questions. Closed-ended responses were analyzed for descriptive statistics regarding the types of CCER. Open-ended responses were analyzed for content in the CCER, perceived affordances and constraints, and future directions. Findings/Conclusions: Results show that the national parks in this study collectively offer a variety of CCER that cover a range of climate change topics. In addition to the material resources provided, national parks also provide social resources for educators. Collectively, these resources offer many educational affordances. Implications: This study suggests that science educators should consider leveraging the CCER available from national parks. In addition, national parks should consider collaborating in the development of CCER.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81655691","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 : 2022-11-14DOI: 10.1177/10538259221134873
Breanna Boppre, Shon M. Reed, Linsey A. Belisle
Background: Service-learning is a high-impact teaching technique that aligns with feminist pedagogy to engage students in influencing social change. Nonetheless, barriers exist to implementing direct service-learning, particularly from a trauma-informed lens as volunteer work could be triggering for students who experienced victimization first-hand. Purpose: This article examines a research-based service-learning project that utilized feminist and trauma-informed pedagogy. Methodology/Approach: Students participated in a student-led survey of their college campus which assessed student experiences of victimization, perceptions of safety, and university service availability. This study analyzed student reflections’ on the research-based service-learning project. Findings/Conclusions: A thematic analysis of students’ reflection responses to the service-learning project revealed four major themes: Enjoyment and Ease in the Process, Research Skills for Advocacy, Validation of Students’ Concerns, and Need for Social Change. Implications: The findings support research-based service-learning projects as an alternative to direct volunteer work. Research-based service-learning still provides students with high-impact learning that can increase students’ collaboration, skills, empowerment, and engagement.
{"title":"“Real Students Helping Others”: Student Reflections on a Research-Based Service-Learning Project in a Gender and Victimization Course","authors":"Breanna Boppre, Shon M. Reed, Linsey A. Belisle","doi":"10.1177/10538259221134873","DOIUrl":"https://doi.org/10.1177/10538259221134873","url":null,"abstract":"Background: Service-learning is a high-impact teaching technique that aligns with feminist pedagogy to engage students in influencing social change. Nonetheless, barriers exist to implementing direct service-learning, particularly from a trauma-informed lens as volunteer work could be triggering for students who experienced victimization first-hand. Purpose: This article examines a research-based service-learning project that utilized feminist and trauma-informed pedagogy. Methodology/Approach: Students participated in a student-led survey of their college campus which assessed student experiences of victimization, perceptions of safety, and university service availability. This study analyzed student reflections’ on the research-based service-learning project. Findings/Conclusions: A thematic analysis of students’ reflection responses to the service-learning project revealed four major themes: Enjoyment and Ease in the Process, Research Skills for Advocacy, Validation of Students’ Concerns, and Need for Social Change. Implications: The findings support research-based service-learning projects as an alternative to direct volunteer work. Research-based service-learning still provides students with high-impact learning that can increase students’ collaboration, skills, empowerment, and engagement.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87034391","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 : 2022-10-27DOI: 10.1177/10538259221134876
Maggie Wise, Bruce Martin, Andrew M. Szolosi, Tamarine Foreman
Background: 45–60% of global climate emissions come from individual consumerism choices. In Western culture, nature is seen as a resource, a series of challenges to conquer, limited to facts and figures, or a threat. As practices and language of sustainability still view the environment simply as a resource, and therefore as something separate from us that can be used, any gains in sustainability are simply band-aids covering the deep wound of relationship. Purpose: The purpose of this paper is to propose a shift in focus to practices of nature-connection in outdoor education programming to develop habits of reciprocity and enhance human and nature well-being and relationship. Methodology/Approach: Research demonstrates a practical way to change how we relate to our environment is to change our habits. The pathways of nature connection provide simple behaviors that improve human–nature relationship and well-being. Findings/Conclusions: The ecological crisis is nothing more than a crisis of relationship. The pathway lies not in sustainability and saviorship, but in reciprocity and relationship cultivated by forming habits of nature connection. Implications: By shifting programmatic focus to the development and transfer of nature connection habits, outdoor educators can start the ripples of reciprocity with nature.
{"title":"Habits of Connection: From Sustainability and Saviorship to Reciprocity and Relationship","authors":"Maggie Wise, Bruce Martin, Andrew M. Szolosi, Tamarine Foreman","doi":"10.1177/10538259221134876","DOIUrl":"https://doi.org/10.1177/10538259221134876","url":null,"abstract":"Background: 45–60% of global climate emissions come from individual consumerism choices. In Western culture, nature is seen as a resource, a series of challenges to conquer, limited to facts and figures, or a threat. As practices and language of sustainability still view the environment simply as a resource, and therefore as something separate from us that can be used, any gains in sustainability are simply band-aids covering the deep wound of relationship. Purpose: The purpose of this paper is to propose a shift in focus to practices of nature-connection in outdoor education programming to develop habits of reciprocity and enhance human and nature well-being and relationship. Methodology/Approach: Research demonstrates a practical way to change how we relate to our environment is to change our habits. The pathways of nature connection provide simple behaviors that improve human–nature relationship and well-being. Findings/Conclusions: The ecological crisis is nothing more than a crisis of relationship. The pathway lies not in sustainability and saviorship, but in reciprocity and relationship cultivated by forming habits of nature connection. Implications: By shifting programmatic focus to the development and transfer of nature connection habits, outdoor educators can start the ripples of reciprocity with nature.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82737710","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 : 2022-10-01DOI: 10.1177/10538259221128085
J. Schaefer, Jayson O. Seaman
It has been a great pleasure and highlight of my career to have edited the Journal of Experiential Education for the past six years. I have been proud to serve the experiential education community in this capacity and could not have done it without a lot of help, support, and collegiality: the team of associate editors who dutifully and capably managed many submissions; Rob Smariga and Sherry Bagley, the respective AEE Executive Directors during my term; SAGE’s managing and producing editors in the U.S. and India; the JEE’s trusted editorial board; and the reviewers who volunteered to vet countless submissions. I’m grateful to all of you. Finally, it is an honor to stand on the shoulders of my predecessors, the former editors – the JEE is where it is today because of you. In this final editorial letter, I’d like to leave some parting thoughts about how I believe the JEE can steward knowledge going forward, which of course depends on the quality of its submissions. This will be the focus of my brief comments. When I started my career in the field as a budding practitioner nearly 30 years ago, the JEE had a very different feel, format, and emphasis. In the U.S., where I worked in secondary-level public education, it was the heady Clinton era of the 1990s, when experiential education was flush with money from federal service learning grants to corporate adventure programming. This was an exciting time to come of age as an experiential educator. Leaders in the field were deeply engaged with large-scale education reform, advanced techniques in practice, and theoretical innovation. At the time my work was most closely related to outdoor education and national service; the newly-formed Corporation for National Service, my main funder, was led by the great Harris Wofford, who as a Senator was instrumental in Outward Bound’s formation in the U.S. (Miner & Boldt, 2002). When I heard Wofford speak at a meeting I felt like I was part of a movement and part of history! The JEE’s content reflected these emphases and this legacy. Looking at the journal’s issues from that period, it also appears that the JEE was more closely tied to the concerns of the immediate stakeholders of its parent organization, the Association for Experiential Education. Since then, funding has become more scarce, school reform turned into big business, and researchers – following the school accountability schemes of the early 2000s – sought mainstream recognition by speaking to institutional priorities rather than aiming at transformational change, an important and understandable priority at the time. Consequently, investigators followed experiential education into new forms of practice and disciplinary contexts even as Editorial
在过去的六年里担任《体验式教育杂志》的编辑是我职业生涯中的一大荣幸和亮点。我很自豪能以这种身份为体验式教育社区服务，如果没有很多帮助、支持和合作，我不可能做到这一点:副编辑团队尽职尽责、有能力地管理了许多提交;Rob Smariga和Sherry Bagley分别担任我任期内的AEE执行董事;SAGE在美国和印度管理和生产编辑;JEE信任的编辑委员会;还有那些自愿审核无数意见书的评论者。我感谢你们所有人。最后，我很荣幸站在我的前辈们的肩膀上，因为你们，JEE有了今天。在这最后的社论中，我想留下一些临别的想法，关于我如何相信JEE能够管理知识向前发展，这当然取决于其提交的质量。这将是我简短评论的重点。大约30年前，当我作为一名崭露头角的从业者开始我在这个领域的职业生涯时，JEE的感觉、形式和重点都非常不同。我在美国从事中等水平的公共教育工作，那是20世纪90年代令人兴奋的克林顿时代，当时体验式教育资金充裕，从联邦服务学习补助金到企业冒险项目。这是一个令人兴奋的时代，作为一个经验主义教育者。这一领域的领导者们深度参与了大规模的教育改革、实践中的先进技术和理论创新。当时我的工作与户外教育和国民服务密切相关;新成立的国民服务公司是我的主要资金人，由伟大的哈里斯·沃福德领导，他作为参议员对拓展训练在美国的形成起了重要作用(Miner & Boldt, 2002)。当我在一次会议上听到伍福德的演讲时，我觉得自己是一场运动的一部分，也是历史的一部分!JEE的内容反映了这些重点和这一遗产。从那个时期的期刊来看，JEE似乎与它的母公司体验教育协会(Association for Experiential Education)的直接利益相关者的关注更紧密地联系在一起。从那时起，资金变得更加稀缺，学校改革变成了一笔大生意，研究人员遵循21世纪初的学校问责制计划，通过谈论机构优先事项而不是瞄准转型变革来寻求主流认可，转型变革是当时重要且可理解的优先事项。因此，调查人员遵循经验教育进入新的形式的实践和学科背景，甚至作为编辑
{"title":"Letter From the Editor","authors":"J. Schaefer, Jayson O. Seaman","doi":"10.1177/10538259221128085","DOIUrl":"https://doi.org/10.1177/10538259221128085","url":null,"abstract":"It has been a great pleasure and highlight of my career to have edited the Journal of Experiential Education for the past six years. I have been proud to serve the experiential education community in this capacity and could not have done it without a lot of help, support, and collegiality: the team of associate editors who dutifully and capably managed many submissions; Rob Smariga and Sherry Bagley, the respective AEE Executive Directors during my term; SAGE’s managing and producing editors in the U.S. and India; the JEE’s trusted editorial board; and the reviewers who volunteered to vet countless submissions. I’m grateful to all of you. Finally, it is an honor to stand on the shoulders of my predecessors, the former editors – the JEE is where it is today because of you. In this final editorial letter, I’d like to leave some parting thoughts about how I believe the JEE can steward knowledge going forward, which of course depends on the quality of its submissions. This will be the focus of my brief comments. When I started my career in the field as a budding practitioner nearly 30 years ago, the JEE had a very different feel, format, and emphasis. In the U.S., where I worked in secondary-level public education, it was the heady Clinton era of the 1990s, when experiential education was flush with money from federal service learning grants to corporate adventure programming. This was an exciting time to come of age as an experiential educator. Leaders in the field were deeply engaged with large-scale education reform, advanced techniques in practice, and theoretical innovation. At the time my work was most closely related to outdoor education and national service; the newly-formed Corporation for National Service, my main funder, was led by the great Harris Wofford, who as a Senator was instrumental in Outward Bound’s formation in the U.S. (Miner & Boldt, 2002). When I heard Wofford speak at a meeting I felt like I was part of a movement and part of history! The JEE’s content reflected these emphases and this legacy. Looking at the journal’s issues from that period, it also appears that the JEE was more closely tied to the concerns of the immediate stakeholders of its parent organization, the Association for Experiential Education. Since then, funding has become more scarce, school reform turned into big business, and researchers – following the school accountability schemes of the early 2000s – sought mainstream recognition by speaking to institutional priorities rather than aiming at transformational change, an important and understandable priority at the time. Consequently, investigators followed experiential education into new forms of practice and disciplinary contexts even as Editorial","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85313426","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 : 2022-09-16DOI: 10.1177/10538259221122738
L. Shea, D. Harkins, Sukanya Ray, L. Grenier
Background: Service-learning is a pedagogical approach to teaching designed to create space for students to reflect critically on community service within an academic course of study with the aim of developing socially minded and actively engaged citizens. Purpose: As service-learning has moved away from the margins of educational practice, its potential as a high-impact practice has become increasingly well documented. This documentation speaks only to the theoretical potential of service-learning and does little to consider its practical impact on students and the communities with which they are asked to engage. Methodology/Approach: We conducted an exploratory mixed-methods study to examine the impact of the implementation of service-learning pedagogy in classrooms on students’ civic attitudes. Findings/Conclusions: Results show that endorsement of some key components of service-learning pedagogy on course syllabi are associated with increased changes in students’ reported civic attitudes, suggesting that implementation of pedagogy plays an important role in student experience and learning outcomes. Implications: These findings point to important differences in student outcomes between traditional and critical service-learning pedagogy implementation and point to the challenges inherent in shifting to implementation of critical pedagogy within a hierarchical structure of higher education.
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Pub Date : 2022-08-05DOI: 10.1177/10538259221115976
{"title":"JEE Editor Letter 45(3)","authors":"","doi":"10.1177/10538259221115976","DOIUrl":"https://doi.org/10.1177/10538259221115976","url":null,"abstract":"","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89108186","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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