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Beightol, Jesse; Jevertson, Jenn; Carter, Susan; Gray, Sky; Gass, Michael
doi: 10.1177/105382591203500203pmid: N/A
This study assessed the effect of an experiential, adventure-based program on levels of resilience in fifth-grade Latino students. A mixed methods, quasi-experimental design was used to measure the impact of the Santa Fe Mountain Center's Anti-Bullying Initiative on internal assets commonly associated with resilient individuals. Results indicated this adventure education program positively affected certain resilience traits, although concerns with research methodology are raised. Female students demonstrated greater gains than male students. Suggestions for practitioners include the following: clearly defining intended outcomes, developing a safe and supportive learning environment, establishing tools and strategies that students can use in a variety of settings, and connecting the adventure experience to the school or home setting. Future research could use a more recent and reliable survey, look at varying outcomes based on gender, and assess how levels of resilience correlate with improved educational and social outcomes.
Davis-Berman, Jennifer; Berman, Dene
doi: 10.1177/105382591203500204pmid: N/A
This article reports on a longitudinal qualitative study that involves the interviews of four adults who participated in one of two 10-day wilderness therapy trips 25 years ago. Using qualitative data collection techniques, we conducted in-depth interviews. Respondents were asked to reflect on their lives, the wilderness therapy trip, and the trip's impact on them. Analysis of the interviews identified the following themes for discussion: Sense of Time, Importance of Relationships, Sense of Place, and Lessons for Life. Themes were discussed and implications were suggested.
doi: 10.1177/105382591203500205pmid: N/A
This paper explores the meaning Norwegian sea kayakers form in their engagement with nature and their reflections upon uncertainty and resistance. Findings in this paper stem from ethnographic fieldwork conducted in a sea kayak community, with the aim of describing learning processes and experiences made outdoors by recreational sea kayakers. Sea kayaking adventures are found not only on long journeys, but also in the exposure to wind, currents, and waves. Sea kayakers report that they improve their skills when navigating uncertain conditions, but that this is secondary to the experience of flow and joy. They also reflect on the necessity of being humble in order to survive. The adventure of sea kayaking exists in being in and out of control—a valuable part of the Bildung process.
Hains, Bryan J.; Smith, Brittany
doi: 10.1177/105382591203500206pmid: N/A
With the recent promotion of learner-centered philosophies, educators are beginning to accept the idea that learning is a constructive process. But this philosophical shift has been met with some resistance from both students and faculty. This case study examines the development of a student-designed experiential course from both student and faculty perspectives. Seven undergraduate students developed and implemented a 12-day experiential learning course with eight learning outcomes. Discussion revolves around faculty and student hesitation, student motivation, faculty selection, course evaluation, and interpersonal development.
Pruslow, John T.; Owl, R. H. Red
doi: 10.1177/105382591203500207pmid: N/A
Experiential education programs seek meaningful ways to connect field experiences to classroom instruction. To illustrate one way to make this connection, the authors drew on Q methodology, a systematic approach for identifying clusters of people who share common viewpoints. Q methodology was employed in a two-year demonstration project with graduate students in teacher education. Students were provided with a list of varied statements reflecting potential aspects of their fieldwork experiences and indicated their level of agreement or disagreement by sorting their responses on an online quasi-normal template. Q-factor analysis was then applied to develop models of shared field experiences from the card sorts. Those models were useful for whole-group and small-group discussions that systematized student reflections on, and interpretations of, their fieldwork experiences. The findings offer three principal ways that facilitators can implement Q methodology in an effort to help participants make more meaningful connections between the field and the classroom: one requires no electronic technology; a second is a free, automated program; and a third, more advanced approach uses standard statistical software.
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