Relationships that emerged through participation in a Year 9 experiential education program

2013 ◽  
Vol 17 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Tony Robinson
Keyword(s):  
Experiential Education ◽  
Education Program

Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Education ◽  
Education Program ◽  
Belief System ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Developmental Experiences ◽  
Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

The College Orientation Workshop as an Experiential, Positive Youth Development Program

2020 ◽  
Vol 43 (2) ◽  
pp. 185-204
Author(s):  
Sara S. Whipple ◽  
Scott T. Frein ◽  
Keith A. Kline
Keyword(s):  
Blood Pressure ◽  
Experiential Education ◽  
Education Program ◽  
Development Program ◽  
Young Men ◽  
Self Esteem ◽  
Self Control ◽  
Full Potential ◽  
Psychological Variables ◽  
College Orientation

Background: The 4-week-long College Orientation Workshop (COW) is an experiential education program that combines physical and mental challenges with classroom instruction to promote self-confidence, self-control, wellness, and life success in promising male youth facing challenges to reaching their full potential. Purpose: This was an exploratory study to assess whether young men who completed the program manifested psychological and/or physical changes. Methodology/Approach: Sixteen young men were assessed at the beginning and end of the program. Physical measures included fitness test scores (pull-ups, sit-ups, push-ups, 1.5 mile run time), resting blood pressure, and pulse rate. Psychological variables included positive and negative affect, life satisfaction, self-esteem, self-efficacy, perceived control, self-control, impulsivity, social support, and subjective socioeconomic status. Findings/Conclusions: From pre- to post-COW, there were significant increases in self-esteem, positive affect, and sit-ups completed as well as significant decreases in run times, systolic and diastolic blood pressure, and heart rate. Several nonsignificant trends were also detected. Associations of psychological variables with fitness/health measures suggest that changes in the latter may be partly due to changes in the former. Implications: The COW Program may be an effective experiential education program. Follow-up studies with program participants are currently underway to determine longer term outcomes.

APEX: an experiential education program

1993 ◽  
Vol 57 (8) ◽  
pp. 637-642
Author(s):  
SN Frankl ◽  
ML Mann ◽  
AW Jong
Keyword(s):  
Experiential Education ◽  
Education Program

Retaining change in attitudes and emotions toward coyotes using experiential education

2019 ◽  
Vol 46 (2) ◽  
pp. 97
Author(s):  
Carly C. Sponarski ◽  
Jerry J. Vaske ◽  
Alistair J. Bath ◽  
T. A. Loeffler
Keyword(s):  
Experiential Education ◽  
Education Program ◽  
Retention Test ◽  
Wildlife Conservation ◽  
Safety Information ◽  
Potential Interaction ◽  
Comfort Level ◽  
Information Retention ◽  
Positive Effects ◽  
Educative Experiences

Context Education programs concerning wildlife conservation and safety typically include the biology of the wildlife species and public safety information. Information retention using traditional means such as signs, pamphlets and static presentations have been shown to be minimally effective at changing attitudes and behaviour when it comes to human–wildlife interactions. Aims An experiential education program with interactive modules was designed to support information retention in participants. On the basis of previous research, a targeted experiential education program focusing on perceptions of risk and preventative behaviours was produced to increase people’s comfort level when in coyote habitat. Methods Pre-, post- and retention-test questionnaires were used to study differences in attitudes and risk perception instantly following (post-test) as well as 1 year after participating in the program (retention test). Key results Overall, the program had significant positive effects on participants’ attitudes, and significant decreases in their overall perception of risk in terms of potential interaction with coyotes. These positive effects were observed instantly and 1 year after participants were surveyed. Conclusions Targeted and interactive educative experiences can have impacts on participants’ perceptions over the long term. This technique might be useful when dealing with human–wildlife interactions. Implications Designing targeted educative experiences for people may also support lasting positive change in human–wildlife interactions.

Development of the AI-based Experiential Education Program Connected to the SW Education

2021 ◽  
Vol 34 (2) ◽  
pp. 65-82
Author(s):  
Young Kil Yu ◽  
Jong-Pyo Kang ◽  
Dong Young Lee
Keyword(s):  
Experiential Education ◽  
Education Program
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