Browsing by Subject "Experiential Education"

Now showing 1 - 3 of 3
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    Cultivating wisdom through a service-learning experience.
    (2009-05) Bailey, Andrew
    Recent research has indicated that the acquisition of knowledge alone is not sufficient to ensure the common good. As such, this study measured the effectiveness of a service-learning experience in cultivating various personal and interpersonal assets necessary for optimal human development; collectively defined as Wisdom. Wisdom was measured as a latent variable that is evidenced by cognitive, affective and reflective effect indicators (Ardelt, 2003). A quasi-experimental design was used to measure the difference in wisdom attributes for those involved in a service-learning program (n= 288) as compared to a similar control group (n= 321). Wisdom was measured before, after, and one-month following an intense service-learning tour. Structural Equation Modeling (SEM) was used to determine the comparative influence of Social Environment, Social Relationships, Openness to Experience, and Civic Attitude on Wisdom domains. Latent Growth Modeling (LGM) was used to determine the growth trajectories of wisdom over the course of five weeks, and to identify variables that influenced those trajectories. Finally, trip components were ranked by mean scores as to their perceived importance in facilitating growth in the three Wisdom domains.Results indicate that service-learning participants reported significant gains in Wisdom domains as a result of the experience, with overall Wisdom scores remaining significant one month after the trip. Control group participants reported declines in all measures, with the exception of Civic Attitude. The proposed SEM demonstrated a strong fit for the data, providing deeper insight into predictors of the development of Wisdom in early adulthood. Implications for the fields of education and recreation are discussed within the context of this study and previous relevant research.
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    A follow-up study of Eco Education’s environmental service-learning program.
    (2010-11) Hobert, Thomas Milton
    The purpose of the study is to determine student views of the influence of the Eco Education Urban Stewards program’s impact on their involvement in community environmental initiatives. Eco Education is a non-profit organization in St. Paul that facilitates an urban, environmental, year-long science curriculum delivered in middle schools in Minnesota. The year-long program ends with an urban, environmental service-learning project. Ten high school students from the Inter District Downtown School who had completed Urban Stewards in middle school took a survey and were interviewed and compared with ten high school students who had a more traditional middle school science experience. Semi-structured oral interviews were conducted with each student. Transcriptions of the interviews were analyzed and compared to the survey results. The survey results were tabulated and given numerical values to compare the Eco Education and non-Eco Education students. Common themes and differences were discovered when comparing the survey results and interview transcriptions of the two groups. Urban Stewards students demonstrated more awareness of environmental issues, concerns and community projects but not by a significant amount.
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    Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education
    (2017-06) Frank, Danny
    Recent literature in Outdoor Education has promoted a more comprehensive and integrated approach to curriculum and pedagogy in the field, incorporating social and ecological justice, and accounting for the inextricable links between individuals, society, and ecology (Furman, & Gruenewald, 2004; Warren, Roberts, Breunig, & Alvaraz, 2014; Wattchow & Brown, 2011; Wattchow, et al., 2014). Socioecological education provides a meaningful pathway to achieving the aforementioned aims. This exploratory study utilized a survey methodology to examine the current state of post-secondary Outdoor Education faculty’s perceived knowledge, espoused beliefs, reported priorities, and reported practice related to socioecological education (North, 2006; Wattchow, et al., 2014; Young, 2011). Results indicate significant correlations between perceived knowledge, reported priorities, and reported practice of socioecological education principles, and affirm the need for further development of social justice oriented curriculum and pedagogy in the field. Findings point to potential pathways for the advancement of socially and ecologically grounded integrated practice in Outdoor Education.