Journal of Experiential Education

Blenkinsop, Sean; Beeman, Chris

doi: 10.1177/105382591203500101pmid: N/A

In this paper, we will argue, predominantly using examples tested in the crucible of our own teaching, that there is a place for experiential education in the teaching of advanced theoretical ideas. As experiential educators trained as philosophers of education and working in faculties of education, we regularly encounter students with little or no history, experience, even aptitude in engaging philosophical texts and concepts, and as such, finding ways to better enter those discussions is an important pedagogical project. In this paper, we will describe three experiences that we have designed over the course of our attempts to respond to the aforementioned challenge. In the first example, John Dewey and the Sticky Rope, the activity has been constructed to help in understanding a particular philosophical text. The second activity, A Question of Framing, is designed to help make sense of an educational discussion on a particular aspect of pedagogical practice. The final activity, Martin Buber's Encounter on a Knife-Edged Ridge, is a material incarnation of a written metaphor of the philosopher's own creation. We conclude this paper by suggesting that our experiences using these activities and a myriad others offer insight into how experiential educators might consider the use of the visceral and somatic experience as a means to enter and engage in deeply philosophical and theoretical content.

Shooter, Wynn; Paisley, Karen; Sibthorp, Jim

doi: 10.1177/105382591203500102pmid: N/A

This study examined trust development between participants of outdoor education programs and outdoor leaders. Participants were college students enrolled in outdoor education courses. Using a factorial survey design, the technical ability, interpersonal ability, benevolence, integrity, and gender of an outdoor leader was displayed randomly in a series of scenarios. Along with these leader attributes, the scenarios included two hypothetical situations that occur in outdoor education settings. Participants also completed a measure of dispositional optimism. Data were analyzed using hierarchical linear modeling, which revealed that displays of a leader's technical ability, interpersonal ability, benevolence, and integrity each influenced trust scores positively. Implications for future research and for outdoor leadership practice are discussed.

McClellan, Rhonda; Hyle, Adrienne E.

doi: 10.1177/105382591203500103pmid: N/A

During a summer cruise to Mexico and Central America, students earned academic credit for doctoral-level coursework in qualitative research approaches and data collection and analysis. This study explored how participants, 16 doctoral students at a midwestern university, perceived experiential education and its effect upon their understanding of qualitative research. Data included participants' observation field notes and reflective journaling. Analysis revealed three major themes: learning in a foreign context, experiencing how to work with a research team, and grappling with qualitative research.

Lien, Matt; Goldenberg, Marni

doi: 10.1177/105382591203500104pmid: N/A

Wilderness orientation programs have been utilized by colleges and universities in the United States for nearly 75 years. This study, using means end theory, reveals the outcomes of a wilderness orientation program for incoming students. A retroactive study was conducted for all participants who had taken part in a wilderness orientation program from 2003 to 2006. Utilizing an online questionnaire, we found that a variety of positive outcomes were linked to program participation. These results reinforced that wilderness orientation programs effectively aid students' transition into the college environment. Based on the findings, we recommend that wilderness orientation programs be made available to incoming college and university students.

Ma, Yoon Jin; Lee, Hyun-Hwa

doi: 10.1177/105382591203500105pmid: N/A

An authentic learning strategy fostering students' active learning was studied using the scenario of a real-world project. Students from two different classes at two different universities worked as clients or consultants to develop an apparel sourcing strategy. Quantitative and qualitative data were gathered from 44 undergraduates enrolled in apparel and merchandising classes to assess students' learning experiences from the project. According to the findings, students had a positive learning experience overall, gaining practical competencies and experiences from various perspectives needed to solve the problems. These results were further confirmed by emerging themes in the qualitative data—namely, improved communication skills, enhanced professionalism through real-world experiences, team building, learning through interaction, and improved research skills. The evidence suggests that incorporating an authentic learning strategy in higher education by providing real-world experiences can benefit students' learning and build their professional competence.

Larivière, Michel; Couture, Roger; Ritchie, Stephen D.; Côté, Daniel; Oddson, Bruce; Wright, Jesse

doi: 10.1177/105382591203500106pmid: N/A

Wilderness therapy (WT) provides an alternative treatment modality for a number of mental health issues. It holds particular appeal for at-risk youth, a population that is often less responsive to traditional psychotherapeutic interventions. Anecdotal accounts on the effectiveness of WT often show positive outcomes. Still, some researchers have questioned the value of WT outcome studies on the basis of dubious methodology. The current study sought to address this issue through its use of well-validated observational scales drawn from the Child Behaviour Checklist (CBCL). While on a canoe expedition, three trained raters assessed the conduct of a group of at-risk youth aged 15 to 18 years. Results showed very little inter-observer agreement (Cronbach's alpha = .12). The findings underline the challenges of measuring WT outcomes. Even when equipped with validated and behaviourally anchored instruments, there appears to be little consistency among observers in terms of the degree to which WT influences participant change. The study demonstrates that when structured observation of WT participants is undertaken, outcomes are less definitive. This supports the criticisms offered by previous researchers who have expressed that in the absence of improvements to WT research methods, outcome findings are likely to be of questionable validity.

Young, Michael; Seaman, Jayson

doi: 10.1177/105382591203500107pmid: N/A

DeGennaro, April Keck

doi: 10.1177/105382591203500108pmid: N/A