Journal of Experiential Education最新文献

Do You See What I See? Examining College Internships From Both the Intern and Supervisor Perspectives 你看到了我所看到的吗？从实习生和指导教师的角度审视大学实习

IF 1.5

Journal of Experiential Education Pub Date : 2024-09-14 DOI: 10.1177/10538259241279765

Celine Kristoff, Stephen C. Hill, Yoshie Nakai, Hannah Daugherty

{"title":"Do You See What I See? Examining College Internships From Both the Intern and Supervisor Perspectives","authors":"Celine Kristoff, Stephen C. Hill, Yoshie Nakai, Hannah Daugherty","doi":"10.1177/10538259241279765","DOIUrl":"https://doi.org/10.1177/10538259241279765","url":null,"abstract":"Background: The mentoring and leader–member exchange (LMX) literature suggests that the relationship formed between interns and their supervisors contributes to interns’ career development. Although interns and their supervisors evaluate their relationship quality differently, the quality of intern–supervisor relationship is often evaluated only by interns in the literature. Purpose: This study examined college intern-supervisor relationships from both the intern and supervisor perspectives. Methodology/Approach: The quantitative data were collected from 183 college intern-supervisor pairs in the United States by a survey questionnaire. Interns and supervisors both reported their weekly interaction frequency and their LMX quality. Interns also reported their perceived career support received from the supervisors and clarity of their professional identity. Findings/Conclusions: For both interns and supervisors, their interaction frequency was positively related to their evaluation of LMX quality. However, only interns’ perceived LMX led to a greater perception of career support, which in turn fostered a greater sense of clarity of professional identity among interns. Implications: The study highlights the importance of interaction frequency in the development of high-quality intern–supervisor relationships and intern–supervisor differences in evaluating the relationship. Guiding both interns and supervisors to develop relationships can benefit interns’ professional growth and better address employers’ recruitment needs through college internship programs.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142266145","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}

引用次数: 0

Positive Youth Development at Sea: A Case Study of the Shenandoah Model 海上青少年积极发展：雪兰多模式案例研究

IF 1.5

Journal of Experiential Education Pub Date : 2024-09-02 DOI: 10.1177/10538259241275051

Casey Blum, Anita Tucker, Mikole Levran, Lucy Holmes, Hannah Walsh

{"title":"Positive Youth Development at Sea: A Case Study of the Shenandoah Model","authors":"Casey Blum, Anita Tucker, Mikole Levran, Lucy Holmes, Hannah Walsh","doi":"10.1177/10538259241275051","DOIUrl":"https://doi.org/10.1177/10538259241275051","url":null,"abstract":"Background: Tall ship sail training, a form of outdoor adventure education, has historically been used with youth to build competency in seamanship and social and emotional skills. However, there is a void in the literature documenting precise program models connected to specific goals. Purpose: This paper presents a case study of the Shenandoah Model of sail training. It details its Positive Youth Development (PYD) framework and mean changes in PYD assets reported by participants. Methodology/Approach: Participants were surveyed using a one-group retrospective pretest-posttest pre-experimental design to assess the impact of participation. Findings/Conclusions: The participants reported significant mean increases across all PYD assets (Caring, Connection, Contribution, Competence, Character, Confidence, and Happiness), including moderate effect sizes for all measures except Happiness. In addition, over 70% of the participants would recommend the program and/or do it again, suggesting program satisfaction. Implications: Connecting different PYD assets to various program activities allows future program designs to intentionally develop sail training voyages to build competencies. Future follow-up research is needed, including qualitative methods to capture the impact of these programs from the participants’ viewpoint.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142175399","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}

引用次数: 0

“Wind Therapy” Motorcycling by U.S. Veterans During COVID-19: An Interpretive Phenomenological Analysis COVID-19 期间美国退伍军人的 "风疗 "摩托车运动：解释现象学分析

IF 1.5

Journal of Experiential Education Pub Date : 2024-08-22 DOI: 10.1177/10538259241269943

Donna L. Schuman, M. Christine Highfill, Siraj Alyami, Scott D. Ryan, LaTisha Thomas, Jodie Yblood, Jessica Lampert, Regina T. Praetorius

{"title":"“Wind Therapy” Motorcycling by U.S. Veterans During COVID-19: An Interpretive Phenomenological Analysis","authors":"Donna L. Schuman, M. Christine Highfill, Siraj Alyami, Scott D. Ryan, LaTisha Thomas, Jodie Yblood, Jessica Lampert, Regina T. Praetorius","doi":"10.1177/10538259241269943","DOIUrl":"https://doi.org/10.1177/10538259241269943","url":null,"abstract":"Background: During the COVID-19 pandemic lockdowns, U.S. Veterans struggling with posttraumatic stress found symptom relief outside traditional therapies through participation in therapeutic motorcycling (anecdotally known as “wind therapy”) in the form of solo and group participation. Purpose: We conducted an interpretative phenomenological analysis to explore and understand the healing aspects of “wind therapy” (i.e., therapeutic motorcycling) for Veterans riding to manage combat-related stress symptoms during the pandemic. Methodology: We analyzed data from interviews with 16 Veterans who reported military-related trauma. Findings/Conclusions: We identified five overarching themes and eight subthemes: connection (subthemes: camaraderie, Veteran identity, spirituality); symptom mastery (subthemes: mindfulness and focus, emotional regulation and enhancement, coping with lockdown); thrill and adventure (subthemes: risk and adrenaline, freedom/liberation); nature and sensory engagement; and giving back. Results emphasize that most participants viewed wind therapy as a positive experience that satisfied important needs not met by traditional trauma-focused approaches. Implications: Motorcycle-based adventures can potentially address critical needs for trauma-exposed Veterans that may go unmet, opening a promising avenue for supporting Veterans who might be hesitant to engage in traditional counseling due to stigma or other concerns.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142175400","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}

引用次数: 0

Letter from the Editor 编辑来信

IF 1.5

Journal of Experiential Education Pub Date : 2024-08-10 DOI: 10.1177/10538259241272278

Joanna Ellen Bettmann

引用次数: 0

A Prospective Evaluation of the Effects of Outdoor Adventure Training Programs on Work-Related Outcomes 户外探险培训计划对工作相关结果影响的前瞻性评估

IF 1

Journal of Experiential Education Pub Date : 2024-08-09 DOI: 10.1177/10538259241268998

William P. Tyne, David Fletcher, Nicola J. Paine, Clare Stevinson

{"title":"A Prospective Evaluation of the Effects of Outdoor Adventure Training Programs on Work-Related Outcomes","authors":"William P. Tyne, David Fletcher, Nicola J. Paine, Clare Stevinson","doi":"10.1177/10538259241268998","DOIUrl":"https://doi.org/10.1177/10538259241268998","url":null,"abstract":"Outdoor adventure (OA) programs are popular for workforce education and training. Despite the demand, there remains limited research evaluating their effectiveness for occupational training. Using a prospective mixed methods design, this study explored the effects of OA training on work-related outcomes through validated questionnaires and interviews. Measures were also taken immediately before and after engagement to capture change in participants’ subjective reactions to the program, with further appraisals collected 1-week after. Twenty-seven participants were recruited from three different organizations. Generally, participants responded favorably to the program and reported positive affective and cognitive states after participation, although appraisals varied across the sample. The program had a small effect on teamwork self-efficacy at 1-week ( g = 0.36) and medium effect at 2-month follow-up ( g = 0.69). A medium effect size was observed for workplace self-efficacy at 1-week follow-up ( g = 0.63), but this diminished over time ( g = 0.48). No meaningful effects were found for workplace performance, motivation, and engagement. Findings from the qualitative data suggested the experience enhanced team dynamics, provided a sense of accomplishment, and offered an outlet to disconnect from the workplace. The results offer insights into the benefits, limitations, and practical applications of OA training in occupational settings.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141921443","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}

引用次数: 0

Experiential Learning in Upper Elementary Science Classrooms: Influence on Students’ Problem-Solving and Affect in Science 小学高年级科学课堂中的体验式学习：对学生解决问题和科学情感的影响

IF 1.5

Journal of Experiential Education Pub Date : 2024-08-02 DOI: 10.1177/10538259241265964

Neyoulla T. AlJurdi, Sara Salloum

{"title":"Experiential Learning in Upper Elementary Science Classrooms: Influence on Students’ Problem-Solving and Affect in Science","authors":"Neyoulla T. AlJurdi, Sara Salloum","doi":"10.1177/10538259241265964","DOIUrl":"https://doi.org/10.1177/10538259241265964","url":null,"abstract":"Background: Youths’ declining interest and engagement in science due to traditional content-driven curricula and teaching methods remains a concern. Thus, innovative pedagogical approaches and curricula are needed, specifically at upper elementary and middle school, to counter learners’ disengagement and negative attitudes toward science. The purpose of this study was to explore the effect of an experiential learning (EL) curriculum on students’ ability to solve problems in new contexts and their attitudes and affective engagement with science. Methodology/Approach: A multimethod case study approach was used. Quantitative data included a science attitude survey and a feedback loop reasoning pre and posttest given to the regular and EL classrooms. Qualitative data included classroom observations and student focus group interviews. We conducted a thematic analysis to systematically analyze classroom observation data. Also, internal reliability for the attitude survey pretests data was established via Cronbach's alpha. Findings/Conclusion: The results revealed that the EL group's average on the attitude scale somewhat increased, whereas the average of the regular class decreased significantly. The problem-solving pre- and posttests revealed a sizable increase in learning progression levels of the EL group compared to the regular group. Class observations showed mostly manifestations of positive affective engagement in the EL class, with some challenges connected to a competitive culture. Implications: EL provides opportunities to enhance students’ solving problems skills and positive engagement and attitudes toward science.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141883855","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}

引用次数: 0

Use of Nearby Nature in College Outdoor Programming 在高校户外活动中利用附近的自然环境

IF 1.5

Journal of Experiential Education Pub Date : 2024-07-23 DOI: 10.1177/10538259241265970

Stephen Anthony Deringer, Denise Mitten, Erik Rabinowitz, Aaron Leonard, Joel Clegg

{"title":"Use of Nearby Nature in College Outdoor Programming","authors":"Stephen Anthony Deringer, Denise Mitten, Erik Rabinowitz, Aaron Leonard, Joel Clegg","doi":"10.1177/10538259241265970","DOIUrl":"https://doi.org/10.1177/10538259241265970","url":null,"abstract":"BackgroundA universal adjustment to pandemic restrictions for the colleges and university outdoor programs we interviewed was limiting travel. This forced outdoor programs to modify their offerings. Some chose to use closer outdoor venues.PurposeThis investigation sought to understand if college outdoor leaders believed they achieved or could achieve their program's goals using nearby nature from March 2020 until travel restrictions were lifted—usually beginning in fall 2021—as well as if the use of closer outdoor venues stayed the same or increased after that.MethodologyThis study gathered data through semi-structured interviews ( n = 14) with college outdoor program leaders.FindingsCollege outdoor leaders reported they were able to achieve some to most of their program's goals, like teaching trip planning skills and providing opportunities for social contact with others by using nearby nature. Once pandemic travel restrictions were lifted, programs largely returned to distant programming.ImplicationsGiven the reduction of barriers to participation (e.g., cost and travel logistics) and the benefits (positive health outcomes and socialization) identified in this study of programming in nearby nature, college outdoor leaders are encouraged to increase programming in nearby nature to achieve some of their program goals.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770242","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}

引用次数: 0

Outdoor Environmental Educators’ Views on Learning in Light of Integral Theory 户外环境教育工作者对综合理论学习的看法

IF 1.5

Journal of Experiential Education Pub Date : 2024-05-07 DOI: 10.1177/10538259241252814

Steph N. Dean, Josep Gallifa

{"title":"Outdoor Environmental Educators’ Views on Learning in Light of Integral Theory","authors":"Steph N. Dean, Josep Gallifa","doi":"10.1177/10538259241252814","DOIUrl":"https://doi.org/10.1177/10538259241252814","url":null,"abstract":"Background: Outdoor environmental education (OEE) is an effective learning approach that helps prepare students to address the complex problems currently facing our world. Integral theory (IT) is a comprehensive framework that acknowledges the interconnectedness between self, society, and the environment. Purpose: The purpose of this study was to examine the presence of four categories derived of IT – subjective, objective, intersubjective, interobjective – within OEE and to investigate the extent to which outdoor environmental educators consider learning experiences as a contribution to integral development. Methodology: Using discourse analysis, we analyzed 23 interviews from twelve outdoor environmental educators. We employed a deductive approach as we looked for evidence of IT categories and then adopted an inductive approach while analyzing participants’ discourse for general patterns related to IT and integral human development. Findings: The four categories of IT are illustrated within OEE experiences to varying degrees of representation. Outdoor environmental educators consider learning experiences as a contribution to integral development, regularly employing systems thinking, and mindfulness, among others. Implications: The findings from our study indicate a connection between OEE, teacher sensemaking, and integral education. Furthermore, OEE can be a way to facilitate integral human development, contributing to future understandings within education fields.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140933505","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}

引用次数: 0

Navigating Experiential Learning: Insights From Vietnamese Architecture Students on an Educational Field Trip 体验式学习的导航：越南建筑系学生在教育实地考察中的感悟

IF 1.5

Journal of Experiential Education Pub Date : 2024-04-29 DOI: 10.1177/10538259241248634

Thi Nhu Ngoc Truong, Hoang Thao Phuong Nguyen

{"title":"Navigating Experiential Learning: Insights From Vietnamese Architecture Students on an Educational Field Trip","authors":"Thi Nhu Ngoc Truong, Hoang Thao Phuong Nguyen","doi":"10.1177/10538259241248634","DOIUrl":"https://doi.org/10.1177/10538259241248634","url":null,"abstract":"Background: Experiential learning (EL) through educational field trips positively impacts students’ creativity, motivation, and subject knowledge. However, research on this in the context of architecture education in Vietnam is limited. Purpose: This study delves into the largely unexplored realm of EL in the context of architecture education in Vietnam, focusing on the Project subject. Methodology: A carefully organized field trip aligned with Kolb's EL cycle engaged 22 participants from different stages of their undergraduate education. Semi-structured interviews were conducted, with 10 participants assigned to two focus groups. The data analysis utilized an elaborative coding approach within grounded theory methodology. Findings: The study reveals three core categories: traditional pedagogy constraints, experiential learning transformation, and educational ecosystem enhancement. Implications: The study informs curriculum designers and architecture lecturers about the benefits of organized field trips for enhancing architectural students’ learning experiences. The emergent theoretical framework also sets the stage for an innovative and student-centered approach to architectural education in Vietnam. Future research avenues may explore the long-term professional impact of EL and assess the practical implementation of suggested curricular changes.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140835202","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}

引用次数: 0

Effect of Service-Learning Physical Activity Programs on Kinesiology Students’ Attitudes Toward People With Disabilities 体育活动服务学习项目对运动学专业学生对待残疾人态度的影响

IF 1.5

Journal of Experiential Education Pub Date : 2024-04-29 DOI: 10.1177/10538259241245712

Junghoon Park, Elizabeth Garcia, Michihito Ichihara, Taeyou Jung, Mai Narasaki-Jara

{"title":"Effect of Service-Learning Physical Activity Programs on Kinesiology Students’ Attitudes Toward People With Disabilities","authors":"Junghoon Park, Elizabeth Garcia, Michihito Ichihara, Taeyou Jung, Mai Narasaki-Jara","doi":"10.1177/10538259241245712","DOIUrl":"https://doi.org/10.1177/10538259241245712","url":null,"abstract":"Background: Service-learning (SL) programs have been shown to be effective for college students in developing positive attitudes toward people with disabilities (PWDs). Such positive attitudes are particularly important for Kinesiology (KIN) students as they are trained to become future health and fitness professionals. Purpose: The present study investigated the effect of a 10-week in-person versus virtual SL program on KIN students’ attitudes toward PWD. Methodology/Approach: A pre- postintervention, three-way, analysis of variance was utilized. This 3 × 2 mixed model design was utilized to assess students’ attitudes toward PWD with three independent variables (in-person program, virtual program, and control) on two dependent variables (pre and post). Findings/Conclusions: There was significant Group × Time interaction. The between-group comparison showed a significant increase in Attitudes Toward Disabled Person scale score in the in-person SL group ( p < .05) compared to non-SL group. There were no significant differences in the virtual SL group. Implications: These results indicate that in-person SL is effective for improving students’ attitudes toward PWD, whereas virtual programs may not be as effective as in-person. In-person SL programs for KIN students may positively improve their attitudes toward PWD thus ameliorating interpersonal skills and creating more inclusive health and fitness professionals. KIN programs should consider SL programs with an emphasis on PWDs.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140834955","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}

引用次数: 0