Journal of Experiential Education最新文献_第4页

A Community Mental Health and Well-Being University Level Course: Design and Implementation 社区心理健康与幸福大学课程：设计与实施

IF 1.5

Journal of Experiential Education Pub Date : 2023-11-28 DOI: 10.1177/10538259231217460

Joanna Pozzulo, Alexia Vettese, Anna Stone

{"title":"A Community Mental Health and Well-Being University Level Course: Design and Implementation","authors":"Joanna Pozzulo, Alexia Vettese, Anna Stone","doi":"10.1177/10538259231217460","DOIUrl":"https://doi.org/10.1177/10538259231217460","url":null,"abstract":"Background: Community mental health is growing discipline in psychology that recognizes the importance of creating a community that fosters wellness. Although universities provide many individuals a sense of community, little research has examined how community mental health interventions can be implemented into a classroom setting. Purpose: This paper provides a proof of concept of a university course that was created to give students the opportunity to interact with their campus community while receiving course credit over two semesters. Approach: In the first semester, the course provided students with content and theory as it relates to community mental health, well-being, and health promotion. The second semester implemented experiential learning, where students applied knowledge and skills to a placement related to mental health and well-being within their university. Conclusions: This university course can provide benefits to the university (e.g., cost-efficiency), the students (e.g., networking), and the community (e.g., accessible mental health services). This research presents a course framework that other post-secondary institutions can build upon and implement into their own programs. Implications: Future research should focus on implementing experiential learning courses that provide opportunities in the mental health field for undergraduate psychology students to facilitate post-graduate student success.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139224565","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

Empathy or Apathy? How Capital Constraints Mediate the Efficacy of Experiential Poverty Simulations in the Classroom 移情还是冷漠?资本约束如何调节课堂上体验式贫困模拟的效果

Journal of Experiential Education Pub Date : 2023-11-13 DOI: 10.1177/10538259231213292

Caroline Archambault, Geerte Verduijn

{"title":"Empathy or Apathy? How Capital Constraints Mediate the Efficacy of Experiential Poverty Simulations in the Classroom","authors":"Caroline Archambault, Geerte Verduijn","doi":"10.1177/10538259231213292","DOIUrl":"https://doi.org/10.1177/10538259231213292","url":null,"abstract":"Background: University teachers in various fields have turned to the experiential tool of poverty simulations to help prepare students to work effectively and ethically with people living in poverty. Their efficacy is reportedly mixed. While several studies claim positive results on student knowledge, skills, and attitudes, others highlight risks of creating apathy and otherness. Purpose: This study explores why simulations run the risk of going wrong and what can be done to make them more effective. Methodology/Approach: To explore how student dispositions may have an important mediating effect, author 1 implemented a 6-week poverty simulation in her poverty course on five different cohorts of Liberal Arts and Science undergraduate students in the Netherlands. We study closely their experiences throughout the simulation through classroom observations and discussions, interviews, and questionnaires. Findings/Conclusions: We find that their heightened sense of agency and taken-for-granted economic, cultural, social, and human capital mediate their experience and learning. Implications: To be effective ethical learning tools, especially for students of privilege, poverty simulations should be designed so that students reflect on their privilege. This is best done when simulations are run in such a way that there is time to experience mistakes, and learn from peers/teachers.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136352019","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

Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education: A Scoping Review 高等教育中与一般学习成果相关的体验式学习环境的特征:一项范围审查

Journal of Experiential Education Pub Date : 2023-11-05 DOI: 10.1177/10538259231211537

Dorothy Duchatelet, Frank Cornelissen, Monique Volman

{"title":"Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education: A Scoping Review","authors":"Dorothy Duchatelet, Frank Cornelissen, Monique Volman","doi":"10.1177/10538259231211537","DOIUrl":"https://doi.org/10.1177/10538259231211537","url":null,"abstract":"Background: Experiential learning environments are beneficial for the development of generic learning outcomes, such as critical thinking, communication, and self-regulation. However, research about the variation in experiential learning activities and their benefits is scattered across several bodies of discipline-specific literature. Purpose: The aim is to map the design elements of experiential learning environments across domains and to uncover their relation with generic learning outcomes. Methodology/Approach: Using a scoping review study, 22 studies were subjected to qualitative analysis. Findings/Conclusions: The design elements were related to authenticity, structure, and agency, and learning outcomes in the cognitive, affective, metacognitive, and socio-communicative domain. Confidence and communication skills were the most often included learning outcomes, followed by teamwork and problem-solving. The design elements that were most prominently present across learning outcomes were related to individual agency within group work during the activity and authenticity represented in interactions with peers. Further, we identified seven patterns about how design elements relate to generic learning outcomes. Implications: Addressing the design of experiential learning environments on a more fine-grained level is needed to increase insights of which generic learning outcomes are being fostered, and to enhance comparability of research findings within and between types of experiential learning environments.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135726597","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

Book Review: Diversity, Equity, Inclusion, and Belonging Field Guide 书评:多样性、公平、包容和归属领域指南

Journal of Experiential Education Pub Date : 2023-10-19 DOI: 10.1177/10538259231207063

Aundrea Dilanchian

引用次数: 0

The Experience of Inspiration in Natural Landscapes: Awe, Wonder, Sublimity, and Bergson's Qualitative Multiplicity 自然景观中的灵感体验:敬畏、惊奇、崇高和柏格森的多重性

Journal of Experiential Education Pub Date : 2023-10-10 DOI: 10.1177/10538259231205291

Jim Shores, Brad Daniel, W. Brad Faircloth

{"title":"The Experience of Inspiration in Natural Landscapes: Awe, Wonder, Sublimity, and Bergson's Qualitative Multiplicity","authors":"Jim Shores, Brad Daniel, W. Brad Faircloth","doi":"10.1177/10538259231205291","DOIUrl":"https://doi.org/10.1177/10538259231205291","url":null,"abstract":"Background: As a psychological construct, inspiration has not received extensive examination in the outdoor literature. Inspiration can be characterized in terms of evocation, motivation, and transcendence. Purpose: This qualitative study explored the experience of inspiration in response to natural landscapes utilizing Bergson's qualitative multiplicity, the experience of co-occurring heterogeneous elements. Methodology/Approach: Survey respondents participated in a traveling field course visiting 19 U.S. National Parks in 2015 ( n = 15, 26 days) and 14 parks in 2017 ( n = 15, 18 days). Respondents described inspirational experiences in each park. Findings/Conclusions: Qualitative analysis of responses revealed a characteristic pattern: landscape features, landscape qualities, and affective responses. Participants cited vertical features, vastness, and beauty as triggers of inspiration, and characterized inspiration in terms of awe, wonder, and sublimity. Implications: This study describes inspiration in the outdoors, with implications for planning direct experiences of natural landscapes to maximize inspiration.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136357767","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

Student Perception of Journaling as an Assessment for an Engagement Experience 学生对日志作为参与体验评估的看法

Journal of Experiential Education Pub Date : 2023-10-06 DOI: 10.1177/10538259231203671

Emre Dinç, Maria Scalzi Wherley, Haley Sankey

{"title":"Student Perception of Journaling as an Assessment for an Engagement Experience","authors":"Emre Dinç, Maria Scalzi Wherley, Haley Sankey","doi":"10.1177/10538259231203671","DOIUrl":"https://doi.org/10.1177/10538259231203671","url":null,"abstract":"Background Formal reflection assignments help students process and learn from engagement experiences more fully. Guided reflection can help students engage more deeply with out-of-the-classroom learning experiences and record personal learning. However, it is unknown if students perceive such assignments as valuable. Purpose This study examined undergraduate students’ attitudes toward journaling assignments during a one-week study-away experience within an academic course. Methodology/Approach The engagement experience comprised firsthand learning about sustainability and energy practices and related policies in Colorado. Qualitative data were collected from nine participants via pre- and post-travel surveys. Thematic analysis was used. Findings/Conclusions Four themes emerged: prompts helped to elicit quality reflections; journaling enabled integration of learning, emotions, and plans; journaling served as a retrospective resource and reinforces learning; and students felt constrained by the time commitment and public nature of journaling assignments. Implications Findings suggest that journaling can help reinforce learning and help students monitor their learning, feelings, and plans.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346013","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 for 46(4) 46年编辑来信(4)

Journal of Experiential Education Pub Date : 2023-10-03 DOI: 10.1177/10538259231205977

Joanna Bettmann Schaefer

引用次数: 0

The Votes Are In! Candidate Debates as Large Policy Course Experiential Learning Method 投票结果出来了!候选人辩论作为大型政策课程的体验式学习方法

Journal of Experiential Education Pub Date : 2023-09-27 DOI: 10.1177/10538259231202458

Melissa Redmond, Liz Woodside, Beth Martin

{"title":"The Votes Are In! Candidate Debates as Large Policy Course Experiential Learning Method","authors":"Melissa Redmond, Liz Woodside, Beth Martin","doi":"10.1177/10538259231202458","DOIUrl":"https://doi.org/10.1177/10538259231202458","url":null,"abstract":"Background: Like other professional training programs, social work pedagogy has long recognized the value of experiential learning for professional development. Despite social work's rich experiential learning literature involving field education, direct practice courses, and program evaluation, there is a dearth of literature examining how to make learning in the policy classroom experiential, particularly for large class sizes. Purpose: We asked, “How might electoral candidate debates provide experiential learning opportunities for large classes?” Approach: The authors organized municipal and federal election candidate debates attended in-person and online by over 300 undergraduate students in a social work policy class at a Canadian university. Integrating our experiences as instructors/organizers and a teaching assistant, within a social constructivist framework, we used Kolb's experiential learning theory, and critiques thereof, to analyze reflective assignments from 73 students. Results and Conclusions: Candidate debates, when facilitated appropriately, can encourage students in large courses to work through the stages of experiential learning and consider related concepts and possible links among social justice course content and social policy, social work practice, and political engagement. Implications: The paper contributes to a broader understanding of the opportunities and constraints associated with employing experiential learning in the large social work classroom and beyond.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537647","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

The Impact of Technology on Presence in Outdoor Education 科技对户外教育存在感的影响

Journal of Experiential Education Pub Date : 2023-09-18 DOI: 10.1177/10538259231202452

David Hills, Imre van Kraalingen, Glyn J. Thomas

{"title":"The Impact of Technology on Presence in Outdoor Education","authors":"David Hills, Imre van Kraalingen, Glyn J. Thomas","doi":"10.1177/10538259231202452","DOIUrl":"https://doi.org/10.1177/10538259231202452","url":null,"abstract":"Background: The ability of outdoor educators and their participants to be present with each other and the natural and cultural histories of places can impact the realisation of learning outcomes and safety. Purpose: In this paper, we combine the findings of two separate research studies regarding the potential for digital technology to both distract and enhance the presence that both facilitators and their learners may experience in outdoor education programs. Methodology/Approach: Research Study One used a naturalistic inquiry to collect data via surveys and online interviews with 185 outdoor educators from 14 different countries. Research Study Two used a collective case study involving undergraduate outdoor education programs in Norway. Data were collected from 12 educators and 12 learners using semi-structured interviews and focus group interviews. Findings/Conclusions: Decisions on inclusion or exclusion of digital technology in outdoor education should be intentional, systematic, and evidence-based. The use of mobile technologies can pose barriers to learners’ and educators’ presence, their social interactions, and their experience of place. Implications: Digital technology can enhance or detract the experience of presence in outdoor education programs depending on how that technology is used, and the way the technology is managed.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148676","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

Including an Adventure Education Training Program in Physical Education Teacher Education Programs 包括体育教师教育项目中的冒险教育培训项目

Journal of Experiential Education Pub Date : 2023-09-13 DOI: 10.1177/10538259231200583

Ramon Alfonso González-Rivas, Oscar Núñez Enriquez, Risto Marttinen, Antonio Baena-Extremera, María del Carmen Zueck-Enríquez, Gabriel Gastélum-Cuadras

{"title":"Including an Adventure Education Training Program in Physical Education Teacher Education Programs","authors":"Ramon Alfonso González-Rivas, Oscar Núñez Enriquez, Risto Marttinen, Antonio Baena-Extremera, María del Carmen Zueck-Enríquez, Gabriel Gastélum-Cuadras","doi":"10.1177/10538259231200583","DOIUrl":"https://doi.org/10.1177/10538259231200583","url":null,"abstract":"Introduction Different international guidelines indicate the need for improving educational procedures. This study aims to contribute to the professional development training program of higher education professors from a Physical Education Teacher Education degree in México. Methodology This qualitative study used a participatory action research design through four cycles: (a) diagnosis; (b) elaboration of the action plan; (c) implementation and evaluation; and (d) feedback. The participants were the professor, six experts, and 17 students. Data were collected from semi-structured interviews with students and the professor, the analysis of the class syllabus, and nonparticipatory observations. Findings The importance of carrying out a diagnostic cycle allowed us to identify the specific needs of the class. Similarly, the model of development and evaluation of academic competencies (M-DECA) allowed the professor to develop specific pedagogical and disciplinary competencies from the training program. Conclusion A continuous professional development training program for university professors in pedagogical and disciplinary strategies generates better learning results. The inclusion of innovative content in the class syllabus was also crucial.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135741722","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