Pub Date : 2024-06-13DOI: 10.1177/10538259241260647
Judith Elisama Aguayo
Background: The book “Outdoor Learning Across the Curriculum: Theory and Guidelines for Practice” is a guidebook written for those interested in utilizing outdoor settings for educational purposes. The second edition expands on the original text by including new perspectives and addressing outdoor learning in various settings, including day excursions and overnight stays. The text suggests that integrating outdoor education into the curriculum better prepares students for the challenges of the modern era. Purpose: This book review examines the author’s proposed theoretical frameworks that aims to assist educators in implementing outdoor teaching practices. Methodology/Approach: The authors use a combination of research synthesis, case studies, and practical guidance to demonstrate innovative approaches to outdoor learning. They provide examples that connect new ideas to familiar teaching practices. Findings/Conclusions: The book proposes outdoor education as an alternative teaching practice to address pressing issues such as climate change, pandemics, social inequality, and mental and physical health. Implications: Beames et al's work contributes to the broader conversation on education and sustainability, advocating for a more holistic approach to teaching that prepares students to be responsible beings of the world.
{"title":"Book Review: Outdoor Learning Across the Curriculum: Theory and Guidelines for Practice","authors":"Judith Elisama Aguayo","doi":"10.1177/10538259241260647","DOIUrl":"https://doi.org/10.1177/10538259241260647","url":null,"abstract":"Background: The book “Outdoor Learning Across the Curriculum: Theory and Guidelines for Practice” is a guidebook written for those interested in utilizing outdoor settings for educational purposes. The second edition expands on the original text by including new perspectives and addressing outdoor learning in various settings, including day excursions and overnight stays. The text suggests that integrating outdoor education into the curriculum better prepares students for the challenges of the modern era. Purpose: This book review examines the author’s proposed theoretical frameworks that aims to assist educators in implementing outdoor teaching practices. Methodology/Approach: The authors use a combination of research synthesis, case studies, and practical guidance to demonstrate innovative approaches to outdoor learning. They provide examples that connect new ideas to familiar teaching practices. Findings/Conclusions: The book proposes outdoor education as an alternative teaching practice to address pressing issues such as climate change, pandemics, social inequality, and mental and physical health. Implications: Beames et al's work contributes to the broader conversation on education and sustainability, advocating for a more holistic approach to teaching that prepares students to be responsible beings of the world.","PeriodicalId":506453,"journal":{"name":"Journal of Experiential Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141347681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-05DOI: 10.1177/10538259241259657
Delini M. Fernando, Cian L. Brown, Rockey R. Robbins
Background: Experiential group facilitators must make conscious decisions to nurture Native American (NA) knowledge, dignity, identity, and integrity by shifting their theoretical perspectives and intervention practices. Purpose: This study examined group members’ experiences unique to their NA culture and identity using the Earth-centered experiential psycho-educational group counseling model. Approach: Participants included 20 NA university student members. Data were collected from two semistructured one-day group sessions followed by focus groups aimed at helping students to elicit and work through emotions and opinions about NA cultural awareness, interconnectedness, and identity through experiential exercises and group processing. Qualitative inquiry, interpretive techniques, and inductive thematic analysis of the transcripts were utilized to describe, decode, categorize, and reach consensus on themes. Conclusions: Data analyses identified three themes identical in both groups: cultural awareness and interconnectedness, belonging and being a part of nature, and NA identity and tribal self. Implications: Results provided a qualitative description of three themes that coincide with the beliefs and teachings of the Earth-Centered Group Approach. The findings suggest that the use of an immersive group counseling experience, the centering of NA traditions and collectivism, as well as attention to historical and ecological context, were key components in the success of the group experience.
背景：体验式团体辅导员必须有意识地做出决定，通过转变理论视角和干预实践，培养美国原住民（NA）的知识、尊严、身份和完整性。目的：本研究采用以地球为中心的体验式心理教育团体辅导模式，考察了团体成员对其美国原住民文化和身份的独特体验。研究方法参与者包括 20 名 NA 大学生成员。数据收集自两次半结构化的为期一天的小组会议，随后是焦点小组，旨在帮助学生通过体验练习和小组处理，激发并解决有关 NA 文化意识、相互联系和身份认同的情绪和观点。我们利用定性探究、解释性技术和归纳式主题分析记录来描述、解码、分类并就主题达成共识。得出结论：数据分析在两个小组中发现了三个相同的主题：文化意识和相互联系、归属感和作为自然的一部分，以及 NA 身份和部落自我。影响：研究结果提供了三个主题的定性描述，这三个主题与 "以地球为中心的小组方法 "的信念和教义不谋而合。研究结果表明，采用身临其境的团体辅导体验、以 NA 传统和集体主义为中心，以及关注历史和生态背景，是团体体验取得成功的关键因素。
{"title":"An Earth-Centered Experiential Psycho-Educational Counseling Group for Native American College Students","authors":"Delini M. Fernando, Cian L. Brown, Rockey R. Robbins","doi":"10.1177/10538259241259657","DOIUrl":"https://doi.org/10.1177/10538259241259657","url":null,"abstract":"Background: Experiential group facilitators must make conscious decisions to nurture Native American (NA) knowledge, dignity, identity, and integrity by shifting their theoretical perspectives and intervention practices. Purpose: This study examined group members’ experiences unique to their NA culture and identity using the Earth-centered experiential psycho-educational group counseling model. Approach: Participants included 20 NA university student members. Data were collected from two semistructured one-day group sessions followed by focus groups aimed at helping students to elicit and work through emotions and opinions about NA cultural awareness, interconnectedness, and identity through experiential exercises and group processing. Qualitative inquiry, interpretive techniques, and inductive thematic analysis of the transcripts were utilized to describe, decode, categorize, and reach consensus on themes. Conclusions: Data analyses identified three themes identical in both groups: cultural awareness and interconnectedness, belonging and being a part of nature, and NA identity and tribal self. Implications: Results provided a qualitative description of three themes that coincide with the beliefs and teachings of the Earth-Centered Group Approach. The findings suggest that the use of an immersive group counseling experience, the centering of NA traditions and collectivism, as well as attention to historical and ecological context, were key components in the success of the group experience.","PeriodicalId":506453,"journal":{"name":"Journal of Experiential Education","volume":"12 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141385214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-11DOI: 10.1177/10538259241245137
Philip Hallinger, D. K. Narong
Background: Service learning has been studied and applied in diverse educational settings for the past seven decades. While several research reviews have explored service learning from varied perspectives, none have employed bibliometric methods to investigate its evolution as a “knowledge base.” Purpose: This review documents the evolving landscape and analyzes the intellectual structure of research on service learning. Methodology/Approach: The review analyzed 5,815 Scopus-indexed documents on service learning using descriptive statistics and science mapping. Findings: The review found that service learning constitutes a mature, rapidly expanding interdisciplinary field, with over 75% of the documents published since 2010. Despite its global scope, the literature remains concentrated in Western, economically developed nations. The intellectual structure of the literature encompasses four interconnected schools of thought: Service Learning Designs and Effects, Theory and Research, Implementation, and Engineering Education. Implications: The review highlights the importance of cross-pollination of theoretical perspectives and empirical findings in service learning research and practice. Subsequent research should prioritize the exploration of service learning in developing countries, the evaluation of diverse theoretical perspectives in studies of service learning designs and effects, and the use of mixed research methods in exploration of cultural, social, and political influences on service learning outcomes.
{"title":"A Bibliometric Review of Service Learning Research, 1950–2022","authors":"Philip Hallinger, D. K. Narong","doi":"10.1177/10538259241245137","DOIUrl":"https://doi.org/10.1177/10538259241245137","url":null,"abstract":"Background: Service learning has been studied and applied in diverse educational settings for the past seven decades. While several research reviews have explored service learning from varied perspectives, none have employed bibliometric methods to investigate its evolution as a “knowledge base.” Purpose: This review documents the evolving landscape and analyzes the intellectual structure of research on service learning. Methodology/Approach: The review analyzed 5,815 Scopus-indexed documents on service learning using descriptive statistics and science mapping. Findings: The review found that service learning constitutes a mature, rapidly expanding interdisciplinary field, with over 75% of the documents published since 2010. Despite its global scope, the literature remains concentrated in Western, economically developed nations. The intellectual structure of the literature encompasses four interconnected schools of thought: Service Learning Designs and Effects, Theory and Research, Implementation, and Engineering Education. Implications: The review highlights the importance of cross-pollination of theoretical perspectives and empirical findings in service learning research and practice. Subsequent research should prioritize the exploration of service learning in developing countries, the evaluation of diverse theoretical perspectives in studies of service learning designs and effects, and the use of mixed research methods in exploration of cultural, social, and political influences on service learning outcomes.","PeriodicalId":506453,"journal":{"name":"Journal of Experiential Education","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140716586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-10DOI: 10.1177/10538259231226389
Timothy S. O’Connell, Anna H. Lathrop, Kelly A. Pilato
Background: The short-term impacts of outdoor orientation programs (OOPs) have been documented in the literature for close to 40 years. While there is a fair amount of research examining the immediate effects of OOPs, there are relatively few studies exploring long-term impacts. Purpose: This study examined the important longitudinal “lessons learned” from participating in an OOP. Methodology/Approach: This study utilized a retrospective qualitative approach and employed the Most Significant Change technique to understand meaningful lessons learned. Alumni from an OOP participated in semi-structured interviews. Thematic analyses included open coding, focused coding, and axial coding. Findings/Conclusions: Primary themes that emerged from the coding process included community and social connections, mental health and well-being and environmental appreciation and value of nature. Participants reported learning valuable lessons related to community building, coping, stress relief, resiliency and thriving, and connection with nature. Implications: Results provide evidence supporting positive long-term effects of OOPs. A particular highlight is how participants noted the OOP helped shape their “favourite self” years after their university experience. Researchers and practitioners can use these results to inform OOP curricula and to include in program marketing and lobbying efforts.
{"title":"“My Favourite Self:” A Retrospective Analysis of an Outdoor Orientation Program","authors":"Timothy S. O’Connell, Anna H. Lathrop, Kelly A. Pilato","doi":"10.1177/10538259231226389","DOIUrl":"https://doi.org/10.1177/10538259231226389","url":null,"abstract":"Background: The short-term impacts of outdoor orientation programs (OOPs) have been documented in the literature for close to 40 years. While there is a fair amount of research examining the immediate effects of OOPs, there are relatively few studies exploring long-term impacts. Purpose: This study examined the important longitudinal “lessons learned” from participating in an OOP. Methodology/Approach: This study utilized a retrospective qualitative approach and employed the Most Significant Change technique to understand meaningful lessons learned. Alumni from an OOP participated in semi-structured interviews. Thematic analyses included open coding, focused coding, and axial coding. Findings/Conclusions: Primary themes that emerged from the coding process included community and social connections, mental health and well-being and environmental appreciation and value of nature. Participants reported learning valuable lessons related to community building, coping, stress relief, resiliency and thriving, and connection with nature. Implications: Results provide evidence supporting positive long-term effects of OOPs. A particular highlight is how participants noted the OOP helped shape their “favourite self” years after their university experience. Researchers and practitioners can use these results to inform OOP curricula and to include in program marketing and lobbying efforts.","PeriodicalId":506453,"journal":{"name":"Journal of Experiential Education","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139439901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-09DOI: 10.1177/10538259231224788
Lisa Meerts-Brandsma, Bryn Spielvogel, Hilary Lambert, Jim Sibthorp
Background: Practitioners want to create meaningful experiences for youth because they provide positive benefits. Immersion semester high schools are likely to provide meaningful experiences. Purpose: This study sought to identify what types of activities are most meaningful to youth, whether activities are more meaningful in immersion semester high schools, and to determine which aspects of immersion semester high schools predict meaningfulness and whether this varies by emotional valence. Methods: Youth ( N = 261) provided 11,498 surveys (6,062 at program/5,435 at home) when they participated in an immersion semester high schools and when they were at home. They reported on the meaningfulness of experiences twice daily for 3 weeks in each context. Findings: The results showed that hanging out with peers was the most meaningful activity, that experiences in immersion semester high schools were more meaningful than at home, and that whereas higher levels of emotion predicted higher levels of meaningfulness regardless of how positive or negative the experience was, behavioral engagement was more predictive for positive experiences, whereas psychological engagement was more predictive for negative experiences. Implications: Immersion semester high schools can create more meaningful experiences than at home, especially those that are emotionally engaging.
{"title":"Investigating How Immersion Semester High Schools Promote Meaningful Experiences","authors":"Lisa Meerts-Brandsma, Bryn Spielvogel, Hilary Lambert, Jim Sibthorp","doi":"10.1177/10538259231224788","DOIUrl":"https://doi.org/10.1177/10538259231224788","url":null,"abstract":"Background: Practitioners want to create meaningful experiences for youth because they provide positive benefits. Immersion semester high schools are likely to provide meaningful experiences. Purpose: This study sought to identify what types of activities are most meaningful to youth, whether activities are more meaningful in immersion semester high schools, and to determine which aspects of immersion semester high schools predict meaningfulness and whether this varies by emotional valence. Methods: Youth ( N = 261) provided 11,498 surveys (6,062 at program/5,435 at home) when they participated in an immersion semester high schools and when they were at home. They reported on the meaningfulness of experiences twice daily for 3 weeks in each context. Findings: The results showed that hanging out with peers was the most meaningful activity, that experiences in immersion semester high schools were more meaningful than at home, and that whereas higher levels of emotion predicted higher levels of meaningfulness regardless of how positive or negative the experience was, behavioral engagement was more predictive for positive experiences, whereas psychological engagement was more predictive for negative experiences. Implications: Immersion semester high schools can create more meaningful experiences than at home, especially those that are emotionally engaging.","PeriodicalId":506453,"journal":{"name":"Journal of Experiential Education","volume":"41 49","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139442306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.1177/10538259231223941
Alan Ewert, Curt Davidson, Amy Direnzo, Jon Frankel
Background: The outdoor industry has experienced a number of problematic issues, one of the most prominent being staffing concerns related to hiring, retention, and burnout. Purpose: This study investigated the relationship between the level of experience, gender, and age on the selected variables of resilience, coping skills, mental toughness, levels of anxiety, job positivity, and burnout. Methods: This study used an electronic self-report instrument to measure the six variables. For simplicity, level of experience was measured as the overall length of time working in the outdoor industry. Findings: Results partially supported the hypothesis that level of experience can be linked to higher job positivity, lower anxiety, and higher levels of burnout. No significant relationship was found between level of experience and resilience, mental toughness, or coping. Gender and age did not moderate the relationships between experience and the outcomes of interest. Implications: The findings of this study suggest that experience in outdoor adventure programs may be associated with higher job positivity, lower anxiety, and lower levels of burnout among more experienced staff. These results highlight the importance of providing opportunities for individuals to gain experience in order to enhance their well-being and job satisfaction within outdoor adventure programs.
{"title":"Experienced and Inexperienced Staff: Exploring the Differences","authors":"Alan Ewert, Curt Davidson, Amy Direnzo, Jon Frankel","doi":"10.1177/10538259231223941","DOIUrl":"https://doi.org/10.1177/10538259231223941","url":null,"abstract":"Background: The outdoor industry has experienced a number of problematic issues, one of the most prominent being staffing concerns related to hiring, retention, and burnout. Purpose: This study investigated the relationship between the level of experience, gender, and age on the selected variables of resilience, coping skills, mental toughness, levels of anxiety, job positivity, and burnout. Methods: This study used an electronic self-report instrument to measure the six variables. For simplicity, level of experience was measured as the overall length of time working in the outdoor industry. Findings: Results partially supported the hypothesis that level of experience can be linked to higher job positivity, lower anxiety, and higher levels of burnout. No significant relationship was found between level of experience and resilience, mental toughness, or coping. Gender and age did not moderate the relationships between experience and the outcomes of interest. Implications: The findings of this study suggest that experience in outdoor adventure programs may be associated with higher job positivity, lower anxiety, and lower levels of burnout among more experienced staff. These results highlight the importance of providing opportunities for individuals to gain experience in order to enhance their well-being and job satisfaction within outdoor adventure programs.","PeriodicalId":506453,"journal":{"name":"Journal of Experiential Education","volume":"11 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-02DOI: 10.1177/10538259231224547
J. Schaefer
{"title":"Letter from the Editor for 47 (1)","authors":"J. Schaefer","doi":"10.1177/10538259231224547","DOIUrl":"https://doi.org/10.1177/10538259231224547","url":null,"abstract":"","PeriodicalId":506453,"journal":{"name":"Journal of Experiential Education","volume":"120 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139391507","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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