Journal of Experiential Education

Dean, Steph N.; Achiaw, Augustine Owusu

doi: 10.1177/10538259261448542pmid: N/A

Background: Traditional study abroad programs often overlook the importance of place, missing opportunities for deeper, context-driven learning. Despite the transformative potential of place-based education, existing research has not consistently examined or explicitly conceptualized its integration into global learning experiences. Purpose: This study explores the impact of a place-based study abroad program on first-year college students at a U.S. university. Method: Using a qualitative design, researchers analyzed reflective learning journals from nine students who participated in a short-term, place-based study abroad program in Scotland. The study was grounded in Experiential Learning Theory and utilized open coding and dyadic analysis to identify themes. Findings: Three interrelated themes developed from the data: (a) broadening perspectives through cultural immersion and reflective inquiry, (b) cultivating a strong sense of community among peers and with locals, and (c) increasing confidence and independence as learners and global citizens. These outcomes were shaped by the intentional integration of place, self-directed learning, and real-world engagement. Implications: Findings highlight the value of intentionally designed place-based study abroad programs, especially for holistic student development. Implications for educators and program designers emphasize the value of contextual, place-aware learning environments in global education, particularly for students in the early stages of their college experience.

Riley, Michael; Sibthorp, Jim; Rochelle, Shannon

doi: 10.1177/10538259261432535pmid: N/A

Background: Independent Student Expeditions (ISE) are small-group learning activities regularly incorporated into outdoor experiential education (OEE) programming. Research suggests they yield valuable outcomes for participants; however, little is known about how groups that operate independently of their instructors regulate themselves to navigate the challenges they face. Purpose: To examine how OEE students regulate collaborative learning activities when instructors are absent or their role is less prominent, so we can offer insights into effectively utilizing ISE and other autonomous experiences as pedagogical tools. Method: Data were collected from NOLS semester students using a paper-and-pencil survey. To complement the survey data, a subset of participants completed follow-up interviews. Findings: ISE groups employed a variety of group and self-regulatory strategies to manage the challenges encountered during the ISE, allowing them to approach this course component as an opportunity for learning. Implications: Our data revealed three primary ways that instructors can help prepare groups for independent, collaborative learning: (1) help small collaborative learning groups learn how to regulate; (2) help individuals learn how to self-regulate; and (3) consider important structural components, like group member composition, before providing participants with independent learning experiences.

Burleson, Shannon; Taylor-Piliae, Ruth; Rainbow, Jessica G; Morrison, Helena W

doi: 10.1177/10538259261421547pmid: N/A

BackgroundBurnout among undergraduate nursing students is a global concern. Resilience protects against stress that leads to burnout. Equine-assisted learning interventions promote resilience and reduce stress and burnout in diverse populations.PurposeTo assess the feasibility of the Resilience Equine-Assisted Learning (REAL) intervention as an outdoor experiential education activity and explore within-group changes in stress, burnout, and resilience among nursing students, using a three-group experimental design with random assignment.MethodStudents were recruited from the School of Nursing and randomly assigned to a group: REAL intervention, unstructured horse interaction (UHI) active control, or treatment-as-usual control. Recruitment, retention, intervention adherence, acceptability, appropriateness, feasibility, fidelity, and safety were compared to benchmarks. Self-report tools measured stress, burnout, and resilience.FindingsSeventeen students (38% of benchmark) were recruited; 100% completed data collection. REAL group adherence was poor (average 53%), with schedule conflicts (100%) and winter weather (30%) as barriers. Students in the REAL and UHI groups reported high treatment acceptability, appropriateness, and feasibility (>15). REAL intervention fidelity was high (>90%), and no adverse events occurred. Only the REAL group showed decreased post-intervention burnout-cynicism from baseline (p = .04).ImplicationsThe REAL intervention was appropriate and acceptable, though extracurricular interventions present adherence challenges despite reductions in burnout.

Rushford, Nick

doi: 10.1177/10538259261448519pmid: N/A

Background: This review examines Carry the Flame: The Remarkable Story of the Canadian Outward Bound Wilderness School (2025), an edited collection by Charles Luckmann, Alistair McArthur, Wendy Pieh, and Ian Yolles. The Canadian Outward Bound Wilderness School (COBWS) has played a significant role in shaping outdoor and experiential education through its distinctive organizational culture and adaptation of Kurt Hahn's experiential philosophy. Purpose: This review describes how the book documents and interprets the history, culture, and guiding principles of COBWS. Methods: The editors bring together essays, artwork, photographs, and personal reflections to construct a multi-voiced narrative of the institution. Findings: Contributions emphasize consensus-based leadership, a strong and cohesive staff community, and the evolution of Hahn's ideals within the Canadian context. Implications: The book highlights the enduring influence of organizational culture on outdoor and experiential education, offering insights for educators and practitioners interested in community-based and values-driven program design.

Seaman, Jayson; Bastoni, Amanda; Coppens, Andrew D.; Hartman, Cindy L.; LaChaine, Courtney; Moscouver, Katelyn; Gronneberg, Janet

doi: 10.1177/10538259261429382pmid: N/A

Background: Rural youth face barriers to involvement in effective Science, Technology, Engineering, and Math (STEM) learning experiences, leading to persistent underrepresentation in STEM fields. Purpose: This study examined the feasibility of using mobile devices to engage rural youth in informal STEM learning (ISL) during free-choice, outdoor recreational activities. We assessed outcomes of a 10-month intervention related to STEM interest, identity, and future planning. Method: Fifty-four youth ages 12 to 17 completed monthly STEM challenges delivered via a mobile platform, aligned with connected learning and free-choice learning principles. Surveys measured pre/post changes in STEM supports, STEM confidence, and environmental concern; qualitative reflections explored meaning-making and identity shifts. Findings: Youth across sociodemographic groups reported quantitative gains in STEM supports, confidence, and environmental concern. Qualitative responses to reflection prompts indicated greater recognition of STEM in outdoor contexts and increased interest in STEM-related futures. Implications: ISL designs using mobile technology and grounded in inquiry, autonomy, and local relevance can foster meaningful STEM identity development in rural communities.

Akman, Jesse; Bitting, Kelsey S.; Merricks, Jessica A.

doi: 10.1177/10538259261421544pmid: N/A

Background: STEM disciplines run a deficit of majors needed for national workforce needs, and students of color, first-generation college students, and women are systemically underrepresented. This deficit is often attributed to entrenched instructor-centered teaching approaches and noninclusive classroom environments, suggesting the need to explore the impact of alternative STEM pedagogies, including varieties of experiential learning, on these outcomes. Community-based learning, in which students help communities solve real-world problems, may be particularly valuable for these populations’ cultural and personal values. Purpose: We apply Astin's Input-Environment-Output model to a systematic review of the literature to investigate the impact of CBL in STEM interventions on historically underrepresented populations’ STEM major, minor, or career intent and their STEM-affiliated self-beliefs. Method: Following PRISMA reporting guidelines and JBI methodologies, we identified nine studies published between 1999 and 2024 and analyzed them for themes and strength of evidence. Findings: Only two compared the effect of CBL to that of other pedagogies, two compared outcomes across racial or ethnic groups, two compared outcomes for first versus continuing generation college students, and four compared outcomes across genders. Implications: Future studies should compare student outputs across demographic groups that are well-represented versus underrepresented in STEM (inputs) for CBL interventions compared to other STEM pedagogies (environments).

Avadhanam, Rukmini Manasa; Dotson, Danna

doi: 10.1177/10538259261431772pmid: N/A

Background: Research internships for high school students are designed to provide authentic, hands-on learning experiences to prepare students for STEM careers. However, few programs explored students’ learning experiences, confidence, and engagement with interdisciplinary applied STEM research. Purpose: This paper explores the impact of SPARKS, Summer Program for Applied Research and Knowledge Sharing, which was created for high school students to develop their understanding of innovative, interdisciplinary STEM research. Methodology: The program was designed to engage students in cutting-edge research activities in collaborative, constructive contexts where students explore real-world problems, develop solutions, and present research findings. The study used a mixed-methods approach using quantitative and qualitative surveys to understand how the students’ research confidence, identity, and STEM self-efficacy changed, along with mentorship and research experiences during the program. Findings: Pre-and post-surveys from two cohorts of 28 students showed significant improvement in students’ confidence in completing research tasks like creating a poster and writing a research report. Students reported their mentorship experiences as valuable and shared that the internship expanded their knowledge and interest in STEM fields. Implications: The study presents STEM career pathways in K-12 contexts through interdisciplinary research, collaborative learning, and mentorship.

Beal, Jennifer S.; Price, Anne

doi: 10.1177/10538259261416855pmid: N/A

Background: While the learning benefits of experiential education are well-documented, there are few empirical studies of program implementation and assessment. Purpose: We investigated how experiential learning (EL) was implemented and assessed within EL-endorsed courses across six academic colleges and nine courses within one university in the Southeast U.S. Method: We conducted qualitative interviews with instructors to examine how the EL activities were structured and delivered, as well as challenges and successes. We also completed quantitative analyses of student learning across three learning outcomes through comparison of instructor and author rubric ratings of student reflections. Findings: EL was implemented individually and within student groups, including activities related to equine leadership, community art, storybook creation, Model United Nations participation, pedestrian safety, plant physiology, fingerprint analysis, community nursing, and business simulations. Significant differences were found among instructor and author ratings of student learning outcomes. Implications: Student and instructor reflections across learning objectives overwhelmingly pointed to the benefits and successes of EL activities for undergraduate students, ranging from confidence and collaboration to connections to university courses and professional responsibilities. We present future directions related to how EL can be implemented at the university level.

Sivagurunathan, Rubentheran; Senathirajah, Abdul Rahman; Sivagurunathan, Linkesvaran; Qazi, Sayeeduzzafar; Haque, Rasheedul

doi: 10.1177/10538259261442437pmid: N/A

BackgroundEquine-assisted learning (EAL) has been widely applied to support personal and social development among children and adolescents. Little evidence exists to support the contribution of EAL to leadership development among university students, particularly in areas relevant to academic and professional growth.PurposeThis study explores how EAL supports leadership-related learning processes among Malaysian university students.MethodIn-depth, semi-structured interviews were conducted with seven participants, including university educators and an EAL facilitator. The qualitative data were transcribed and analyzed using reflexive thematic analysis.FindingsFour analytic themes emerged: (i) communication and self-awareness, (ii) trust and relationship-building, (iii) resilience and problem-solving, and (iv) teamwork and leadership practice. Participants characterized EAL as providing novel opportunities for students to engage in experiential and embodied leadership learning, with horses offering immediate, non-evaluative responses that supported relational learning.ImplicationsThese findings suggest that EAL could stand as an important addition to traditional leadership education approaches in universities, providing transferable skills with implications for students’ academic, professional, and personal lives.

Pipitone, Jennifer M.; Frierson, Brooke; Yaker, Samantha K.

doi: 10.1177/10538259261442401pmid: N/A

Background:Course-based photovoice brings together high-impact educational practices and can serve as a mechanism to engage students with their surrounding environment through photography, narrative, and critical dialogue.Purpose:This article (a) considers how photovoice may serve as a pedagogical tool for fostering student engagement with place; and (b) explores students’ perspectives on campus green spaces and how engaging with these spaces through photovoice may have implications for sense of belonging.Method:Through photovoice, 26 undergraduates were invited to capture photos of campus green spaces and voice preferences, concerns, and potential improvements, culminating in a photo exhibition.Findings:Findings suggest that photovoice is a promising tool to allow multiple narratives about place to emerge. For example, student photo-narratives suggest that, in addition to more traditional spaces, informal, in-between green spaces hold meaning. Project outcomes include a change in student perspective (e.g., actively noticing campus nature) and feelings of empowerment (e.g., having a platform and audience). Overall, findings suggest course-based photovoice has the potential to encourage critical noticing, interpretation, and relation to place.Implications:The article concludes by critically reviewing limitations of course-based photovoice, providing recommendations for pedagogical practice, and considering how visual approaches may enrich place-based pedagogy.