Experiential Education Program Research Articles

체험형 사회적 창업교육 참여자의 사회적 창업의도 예측요인

Social entrepreneurs play a crucial role in addressing entrenching societal problems that are difficult to solve at the individual level. To cultivate future social entrepreneurs, institutions increasingly provide experiential education programs where participants engage directly in social entrepreneurial activities. This study aims to identify psychological factors influencing the development of social entrepreneurial intentions among participants in such programs. Highlighting the challenging nature of a social entrepreneurial career, we propose that participants' learning goal orientation, meaning at work, and bottom-line mentality climate perception shape their intentions to become social entrepreneurs. We collected and analyzed two-wave survey data from 149 university students participating in an intensive experiential social entrepreneurship education program in South Korea. Results indicate that learning goal orientation positively affects meaning at work, which in turn, enhances social entrepreneurial intentions. Furthermore, bottom-line mentality climate perceptions moderate the positive relationship between learning goal orientation and meaning at work, as well as the positive effect of learning goal orientation on social entrepreneurial intentions via meaningful work. This study has several significant implications. First, it proposes and demonstrates that individual participants' learning goal orientation and meaning at work serve as predictors of the development of social entrepreneurial intentions during an experiential entrepreneurial education program. In doing so, it sheds light on the critical role of psychological variables in influencing the outcomes of entrepreneurial education. Second, the study reveals the negative effects of bottom-line mentality climate perception on shaping social entrepreneurial intentions, suggesting the necessity for educational frameworks that incorporate environmental contexts. Finally, this research offers evidence-based insights that educational institutions, policy-makers, and business leaders can utilize in devising strategies and systems to nurture the next generation of social entrepreneurs.

Trends and Issues in Experiential and Outdoor Education Programs

This brief article summarizes five trends and issues discussed during a moderated panel and round table discussion at the Association for Experiential Education (AEE) Symposium on Experiential Education Research (SEER) in November 2023. The aim of this session was to expand on prior documented trends and disseminate current experiential and outdoor education (EOE) trends, issues, and related research. These are only a few of the many EOE trends and issues but they represent both meta trends/issues and program-specific trends. This session was designed for scholars and practitioners who teach, provide program administration, and/or conduct research and evaluation efforts for EOE and related disciplines. Topics included cultural representation in the outdoors, trauma and mental health trends, safety II: a new view of risk management, nature and outdoor programming, and whether college outdoor orientation leaders should be paid. We hope that you, the reader, are inspired to consider what trends and issues are impacting your work and explore areas for future research.

Exploring Mental Health Outcome Variables in Outdoor Adventure and Experiential Education

Background: The COVID-19 pandemic has changed many facets of outdoor adventure and experiential education (OAEE) programs. Using past literature, four variables represent important student outcome variables associated with OAEE programs. Purpose: This study examined the effects of participation in an OAEE program on levels of anxiety, depression, hope, and resilience. Methods: This study used online data collection software with a 30-item inventory to measure the selected variables. Using a retrospective predesign, data were collected and analyzed using repeated measure t-tests. Findings: Results suggest that OAEE programs can effectively enhance an individual's ability to cope with anxiety and hopelessness while enhancing their levels of resilience.

Participant Perspectives on the Impact of a School-Based, Experiential Food Education Program Across Childhood, Adolescence, and Young Adulthood

ObjectiveExplore participant perceptions of involvement in an experiential food education program during elementary school and the scope and extent of program influence on food decisions. DesignFocus groups with current participants and program alumni. SettingWashington, DC. ParticipantsThirty-nine elementary school students and 39 program alumni ranging from middle school through university students. Phenomenon of InterestParticipant perceptions of program impact from childhood into adolescence and young adulthood. AnalysisInductive thematic analysis. ResultsNine emergent themes were identified, spread over 3 categories of program impact: immediate, beyond the classroom, and sustained. Immediate program impact themes came from all participants and included enjoyment, hands-on learning, and fostering connection. Beyond the classroom, older elementary students and alumni expressed perceived shifts in individual and family food intake, involvement in household food practices, and desire for fresh food options at school. Themes of sustained program impact among alumni participants were an appreciation for fresh food, openness to trying new foods, and confidence to make informed food decisions. Conclusions and ImplicationsFindings provide a deeper understanding of participant perspectives on the impact of participation in a school-based experiential food education program and a basis for further research on the role of early exposure to food education in influencing food decisions as children grow older.

Abstract 17020: Education of Children Improves Awareness of Hypertension, a Novel Method to Improve Health Equity

Introduction: Approximately 45% of the U.S. population has hypertension (HTN), with increased prevalence in Black adults in urban areas. HTN is a risk factor for heart disease, stroke, and renal failure. Increasing awareness of HTN during early education may improve health equity. Hypothesis: We hypothesized that a science-based educational program administered to primary school students can increase knowledge of HTN with the objective of increasing awareness and health equity. Methods: We engaged 95 4th graders in an urban, public school system (44% White, 43% Black, 13% Other) with an innovative, experiential educational program administered across four, one-hour sessions as part of their curriculum. We taught and assessed students’ awareness of HTN across four topics: (1) knowledge of BP & HTN, (2) organ systems impacted by HTN, (3) habits to maintain a healthy BP, and (4) their competence to operate a BP monitor according to AHA recommendations. Assessments were completed via surveys of 21 individual data points and administered pre-and post-program with each child as their own control. Paired t-tests were used to analyze the pre- and post-survey data. Results: Of the 95 students who underwent the program, 71 children had both pre- and post-program results. Comparison of pre-and post-program data showed a statistically significant improvement in students’ knowledge about healthy nutrition, organs affected by HTN, and understanding of blood pressure/HTN (53% to 90%, 20% to 75%, and 40% to 77%, respectively)[p<0.001 for all; Table below] Conclusions: Implementing an educational program focused on knowledge of nutrition, organ systems, and BP to 4th-grade students significantly raised awareness of HTN. This innovative program in an urban public school is feasible and may be the first step to decreasing the morbidity of a highly prevalent and modifiable disease in a community.

A curricular model to train doctoral students in interdisciplinary research at the food-energy-water nexus

Food, energy and water (FEW) systems are inextricably linked, and thus, solutions to FEW nexus challenges, including water and food insecurity, require an interconnected science and policy approach framed in systems thinking. To drive these solutions, we developed an interdisciplinary, experiential graduate education program focused on innovations at the FEW nexus. As part of our program, PhD students complete a two-course sequence: (1) an experiential introduction to innovations at the FEW nexus and (2) a data practicum. The two courses are linked through an interdisciplinary FEW systems research project that begins during the first course and is completed at the end of the second course. Project deliverables include research manuscripts, grant proposals, policy memos, and outreach materials. Topics addressed in these projects include building electrification to reduce reliance on fossil fuels for heating, agrivoltaic farming to combat FEW vulnerabilities in the southwestern United States, assessment of food choices to influence sustainable dining practices, and understanding the complexities of FEW nexus research and training at the university level. Evaluation data were generated from our first three student cohorts (n = 33 students) using a mixed method, multi-informant evaluation approach, including the administration of an adapted version of a validated pre-post-survey to collect baseline and end-of-semester data. The survey assessed student confidence in the following example areas: communication, collaboration, and interdisciplinary research skills. Overall, students reported confidence growth in utilizing interdisciplinary research methods (e.g., synthesize the approaches and tools from multiple disciplines to evaluate and address a research problem), collaborating with range of professionals and communicating their research results to diverse audience. The growth in confidence in the surveyed areas aligned with the learning objectives for the two-course sequence, and the interdisciplinary project experience was continually improved based on student feedback. This two-course sequence represents one successful approach for educators to rethink the traditional siloed approach of training doctoral students working at the FEW nexus.

Stakeholder Perspectives of Experiential Education in Tertiary Institutions and Learning From COVID-19

Background Many universities in Canada offer experiential education (EE) opportunities for students that are both field-based and on-campus. Despite a commitment to EE, there is a paucity of information about various stakeholder perspectives of EE and the equity implications of the different approaches to EE. Furthermore, it is unclear how EE programs at universities changed in response to the COVID-19 pandemic and related restrictions. Purpose This study aims to explore stakeholder perspectives of EE experiences and understand the shifts to EE, perhaps towards more equitable and accessible EE opportunities, prompted by the COVID-19 pandemic. Methodology/Approach We used an exploratory case study approach involving a survey with university students, interviews with university instructors and community organizations, and a document review, to understand stakeholder perspectives and shifts to EE due to COVID-19. Findings/Conclusions Findings suggest that there are consistent benefits of EE, and barriers to EE, across student, instructor, and organization perspectives, where learning from changes prompted by the pandemic could be beneficial to increase equity in EE. Implications We recommend that instructors and institutions continue to work in partnership with students and community organizations to build virtual, on-campus, and local field-based EE (FBEE) opportunities that aim to increase equitable access and impact.

유관순 열사 유적의 천안(天案)8경(景) 재선정과 지속 가능한 활성화 방안 연구

The purpose of this study is to revitalize the Cheonan 8 Scenes so that they can continue, focusing on the remains of martyr Yu Gwan-soon, which was re-selected as one of the 8 Scenes of Cheonan. Considering this aspect, a plan to activate public awareness of Yu Gwan-soon and the March First Independence Movement was proposed. It was judged that it would be much more efficient to link it with the remains of martyr Yu Gwan-soon, which was re-selected as one of the eight scenic spots in Cheonan. This study focuses on the fact that most of Cheonan's tourism and cultural resources are related to the independence movement. Accordingly, through the halo effect, such as the well-known martyr Yu Gwan-sun and the popularity of the historical and cultural resources of the Independence Hall of Cheonan, we tried to promote the remains of martyr Yu Gwan-sun, who were not active.
 In particular, the format and contents of the contents related to the martyr Yu Gwan-soon were reviewed to present a sustainable revitalization plan. As a result, first, we tried to maximize it by holding related festivals and memorial events related to the martyr Yu Gwan-soon. Second, the operation of various experiential education programs in connection with the Yu Gwan-soon Martyr Education Center was proposed. Third, it was proposed to hold a metabus and VR festival with martyr Gwansun Yu. Fourth, it was proposed to hold musicals, exhibitions, photo exhibitions, and concerts related to the martyr Yu Gwan-soon. Fifth, it was proposed to vitalize the character business with the martyr Yu Gwan-soon as a motif. Sixth, a plan to connect with the academic conference hosted by the Yu Gwan-soon Research Institute at Baekseok University was deduced.
 Despite the results of this study, it is hoped that future research will conduct an empirical analysis and an in-depth analysis of content for the revitalization plan related to the martyr Yu Gwan-soon.

The Mindful Ethical Practice and Resilience Academy: Sustainability of Impact

Nurses face many ethical challenges, placing them at risk for moral distress and burnout and challenging their ability to provide safe, high-quality patient care. Little is known about the sustainability of interventions to address this problem. To determine the long-term impact on acute care nurses of a 6-session experiential educational program called the Mindful Ethical Practice and Resilience Academy (MEPRA). MEPRA includes facilitated discussion, role play, guided mindfulness and reflective practices, case studies, and high-fidelity simulation training to improve nurses' skills in mindfulness, resilience, and competence in confronting ethical challenges. A prospective, longitudinal study was conducted on the impact of the MEPRA curriculum at 2 hospitals in a large academic medical system. The study involved surveys of 245 nurses at baseline, immediately after the intervention, and 3 and 6 months after the intervention. The results of the intervention were generally sustained for months afterward. The most robust improvements were in ethical confidence, moral competence, resilience, work engagement, mindfulness, emotional exhaustion, depression, and anger. Some outcomes were not improved immediately after the intervention but were significantly improved at 3 months, including anxiety and empathy. Depersonalization and turnover intentions were initially reduced, but these improvements were not sustained at 6 months. Many MEPRA results were sustained at 3 and 6 months after conclusion of the initial foundational program. Some outcomes such as depersonalization and turnover intentions may benefit from boosters of the intervention or efforts to supplement the training by making organizational changes to the work environment.

Understanding the experience of time for dementia education programme on undergraduate radiography students

IntroductionDementia is a global health priority, which requires the healthcare workforce to have the necessary attitudes and skills to deliver person-centred care to people with dementia. Radiographers have frequent contact with people with dementia, and undergraduate training is potentially an optimal time to deliver dementia education. Time for Dementia is an education programme in which undergraduate healthcare students visit a person with dementia and their carer over a two-year period to gain an in-depth understanding of the condition. The aim of this study was to understand undergraduate radiography students’ experiences of undertaking the Time for Dementia (TFD) programme. MethodsTwo focus groups were undertaken with 14 radiography students who were half-way through the TFD programme. Data was analysed using thematic analysis. ResultsThree key themes were constructed from the analysis: A Holistic Learning Experience, Transferring Learning into Practice and Preparedness & Expectations. Participants discussed the value from learning directly from people with dementia and their carers, reporting an increase in their awareness and understanding of dementia as well as the impact of caring for somebody with the condition. Participants were able to identify learning to take into practice such as person-centred care, compassion, and patience. Challenges to learning were also identified. ConclusionsThis study suggests that a longitudinal, experiential education programme provides radiography students with the opportunity to develop a more holistic understanding of dementia and the impact it may have on the individual and their family members. Implications for practiceExperiential dementia teaching is of value to radiography students, however preparation and learning support should fit with previous personal and teaching experience.

Experiential Education Programs: Fertile Environments for Identity Formation

Background: Understanding how contextual elements within educational environments relate to identity formation can help educators design experiences intended to support identity formation processes. Purpose: This study examined identity formation among students enrolled in immersion semester high schools and how contextual elements and identity formation actions influence identity formation process profiles. Methodology: Data were collected from middle to late adolescents using the Dimensions of Identity Development Scale, and analyzed using latent profile analysis, crosstabulation, and regression. Conclusions: The findings showed that thinking about values and beliefs in school is related to increased identity exploration and that the teacher–student relationship and novelty in these contexts facilitates thinking about values and beliefs. Students prone to rumination may particularly benefit from the supportive environment, which can increase the likelihood that they discuss their values and beliefs. Implications: Experiential educators working with middle to late adolescents who want to help their participants engage in identity formation should prioritize teacher–student relationships, novel experiences, and a supportive community.

디지털 리터러시와 창업효능감이 창업의도에 미치는 영향

In a rapidly changing environment such as the global economic downturn and the emergence of new technologies following the 4th industrial revolution, national interest in entrepreneurship as a method of creating new jobs is increasing. is increasing In particular, various start-up education programs that have advanced from lecture-type education focusing on theory are being introduced. Therefore, this study tried to empirically examine the effects of digital literacy and entrepreneurial efficacy, which are required in the new era of digital transformation, on entrepreneurial intentions through experiential entrepreneurship education. As a result of empirical analysis through this study, first, it was confirmed that entrepreneurial efficacy had a significant positive ( +) effect on entrepreneurial intention. Second, the relationship between the ability to use the device during digital literacy and the intention to start a business was not verified. Third, it was found that experiential entrepreneurship education had an important mediating factor between digital literacy, entrepreneurial efficacy, and entrepreneurial intention. As the implication of this study, since entrepreneurship efficacy and digital literacy can enhance entrepreneurial intention through experiential start-up education programs, various teaching methods and contents will need to be developed to activate experiential start-up education programs.

Web-Based Experiential Nutrition Education Intervention “The Green Hub” to Promote Sustainable and Healthy Diets among Young Adults in Australia

Background: Sustainable and healthy dietary patterns can help achieve both optimal health and reduce environmental impacts. They involve the increased intake of plant-based foods which are local and seasonal, and reduced intake of animal-derived foods and food wastage. There is emerging evidence regarding the use and effectiveness of web-based health promotion programs to improve diet related behaviours especially in young adults. This study investigated the effectiveness of the “Green Hub” pilot study, a four-week web-based experiential nutrition education intervention to promote sustainable and healthy diets among young adults in Australia. Methods: This study used a pre-/post-study design with process evaluation. The four-week intervention integrated modules on different aspects of a sustainable and healthy diets and was delivered through a private Facebook group. Eligible participants were young adults between the age of 18–25 years old residing in Australia. Results: Out of 19 participants who consented, 17 participants completed the program. Two thirds of participants (67%) stated that they were familiar with the sustainable and healthy diet concept but only 33% were able to define this concept comprehensively. The post-intervention survey resulted in improved knowledge, attitudes, and motivation to adopt more sustainable eating patterns. Conclusion: The “Green Hub” experiential nutrition education program showed positive impact on participants’ willingness to adopt sustainable and healthy diets. The findings of this pilot study will inform future larger scale studies and policy development on improving sustainable and healthy diets among young adults.

Abstract 11909: Education of Children Improves Awareness of Hypertension Novel Method to Improve Health Equity

Introduction: Approximately 45% of the U.S. population has hypertension (HTN), with increased prevalence in Black adults in urban areas. HTN is a risk factor for heart disease, stroke, and renal failure. Increasing awareness of HTN during early education may improve health equity. We hypothesized a blood pressure (BP) educational program administered to primary school children would increase their awareness and knowledge of HTN. Methods: We engaged 31 4 th & 5 th graders from a predominantly Black, urban school in an innovative, experiential educational program administered across four, one-hour sessions as part of their curriculum. We taught and assessed students’ awareness of HTN across four topics: (1) knowledge of BP & HTN, (2) organ systems impacted by HTN, (3) habits to maintain a healthy BP, and (4) their competence to operate a BP monitor according to AHA recommendations. Using a 24-question survey, assessments of the first three categories were completed pre-program (baseline [BL]), one-day & 42-days (6 weeks) post-program. Results: Students’ knowledge of BP & the AHA HTN definition and organ systems impacted by HTN was low pre-program, but significantly improved at one- & 42-days post-program. Students’ knowledge of habits to maintain healthy BP was high at BL and did not change throughout the program (Table). Forty-two days post-program most students were able to perform BP measurements per AHA guidelines (>57.7%) and were able to correctly identify systole and diastole measurements (>69.2%). Conclusion: Implementing an educational program focused on knowledge and measurement of BP and HTN in 4 th & 5 th grade classrooms significantly raised awareness of HTN immediately and at 42-days post-instruction. The students retained the ability to measure BP and understand the components of BP. Raising awareness of BP and HTN in urban early education settings is feasible and may be the first step to decreasing the morbidity of a highly prevalent and modifiable disease.

대학생 창업의도 영향요인에 관한 연구 : 체험형 창업교육, 정보기술 수용성, 디지털 리터러시 등을 중심으로

With the global economic downturn around the world, social interest in job creation through entrepreneurship is increasing, and in particular, entrepreneurship education and support for youth entrepreneurship is increasing. In domestic universities, various start-up education subjects and non-experimental programs are rapidly increasing. In order to enhance the effectiveness of start-up education programs, experiential start-up education teaching methods and educational contents using new information and communication technology (ICT) and digital media are being developed. developed and actively used. Therefore, this study aims to empirically examine the receptivity and digital literacy of various information and communication technologies (ICT) introduced according to the trend of the 4th industrial revolution, and the effect of experiential start-up education using them on the entrepreneurial intentions of college students. As a result of empirical analysis through this study, first, it was confirmed that information technology acceptance characteristics of college students had a significant positive (+) effect on entrepreneurship intention. Second, in digital literacy, the ability to utilize devices has not been verified to have a significant influence on entrepreneurial intentions.
 Third, innovativeness, self-efficacy, and communication competency were found to have an effect on the entrepreneurial intention in the order. Through the results of this study, it is expected that contents and teaching methods that can increase information technology acceptance and digital literacy in experiential entrepreneurship education programs will be expanded in the future.

Preparing the Civic-Minded Graduate: A Way Forward

This article explores how the formation of civic-minded college graduates has shifted in recent decades. It presents preliminary research from a group of undergraduate college students engaged in an urban, experiential education program and explores opportunities for utilizing academic-based internships in developing civic-minded graduates.

The Effectiveness of Experiential Hygiene Education on the Attitudes Toward and Practice of Personal Hygiene Among the Lower Grade Elementary School Students

Objectives This study was an interventional study verifying the effects of experiential hygiene education on lower grade of elementary school student’s personal hygiene attitudes and practices
 Methods In July 2020, data collection and intervention were conducted among 16 lower grade lower grade elementary students who visited the regional children's center and participated in experiential hygiene education. The data was analyzed using SPSS/WIN 21.0.
 Results The analysis showed that the perception of personal hygiene after experiential hygiene education (t = 4.39, p = .001), attitude toward hand hygiene (t = 6.70, p < .001), and degree of practice of hand hygiene (t = 3.02, p = .009) and wearing a mask (t = 7.04, p < .001) were significantly improved.
 Conclusions The experiential hygiene education program developed in this study can be used to influence the attitudes toward and practice of personal hygiene, such as hand hygiene and wearing masks, in lower grade elementary students.

The Kidney Diet Challenge: An Experiential Educational Experience.

Health care providers who care for patients with CKD must be able to provide effective counseling about a kidney-friendly diet. Nutrition is underemphasized in medical curricula, and the kidney diet is one of the most challenging diets. We hypothesized that participation in an experiential educational program in kidney diet would result in improved knowledge of the underlying principles behind it and provide concrete examples of how to explain this diet to patients. The first part of this study was a knowledge assessment administered to all US nephrology fellows during the 2020 National Board of Medical Examiners Nephrology In-Training Examination. We later opened the assessment to a broader, global audience via social media. Respondents included trainees, practicing nephrologists, dieticians, and other health professionals. Participants self-identified willingness to participate in the second part of the study, the Kidney Diet Challenge (KDC). The 5-day challenge included daily webinars by experts in nutrition. Daily surveys captured self-reported adherence to the diet. Social media was used to engage with participants. All participants received a follow-up knowledge assessment. Among the nephrology fellows (n=317), the median pretest score was 2 out of 5 (40%) questions correct, and results did not differ by year of training (P=0.31). Of the participants (n=70) who completed the 5-day challenge and responded to the post-challenge survey, the distribution of the number of correct answers improved after the KDC (median [25th, 75th percentile]: 3 [2, 3] versus 3 [2, 4]; P<0.001). Statistics from our official hashtag for this study (#kidneydietchallenge) showed that we achieved 406,241 reaches and 1,004,799 impressions, with a total of 974 posts using this hashtag. The KDC is an immersive, experiential educational tool that enabled a global population to learn how to counsel their patients better about adherence to a complex kidney diet.

Maximizing experiential co-curricular programs through Stakeholders’ Theory: An explanatory mixed methods study

Background: Some medical schools offer co-curricular experiential education programs. Despite the established value of such experiences, there are no published studies that reflect upon the systematic integration of perceptions of primary stakeholders, whose engagement is necessary for program continuity. Purpose: To showcase how stakeholders’ theory can be deployed to holistically evaluate the quality of experiential learning opportunities and the value they offer to all stakeholders. Methodology/Approach: Based on a sequential explanatory mixed methods design, data was solicited from 14 Program Organizers, 107 Participating Students, and 107 Onsite Mentors. Findings/Conclusions: The Program Organizers strongly agreed (95.5%) that the co-curricular program is efficacious. A majority of Participating Students rated the overall quality-of-experience as excellent (81.6%), and most Onsite Mentors rated students’ attendance as excellent (88.7%). There was a dependency between Participating Students’ attendance and extent to which they were engaged in teamwork. The qualitative analysis generated the “Global Citizenship” conceptual framework. Implications: Stakeholders’ theory can be leveraged to broaden the analytic scope of experiential learning, encapsulating the development that occurs at the community level due to individuals’ engagement. This conceptual framework can be utilized by other institutions to guide the development of similar co-curricular programs.

Reflections of pharmacy students on experiential education in providing health services to people with history of substance use disorders in Malaysia

Introduction: Accreditation standards for pharmacy students’ education include the requirement for experiential education (EE) and acknowledge, in building life-long learning skills, the need to develop students’ skills in analysing their practice-based performance. The goal of this qualitative study was to assess students’ ability to reflect on their experience providing face-to-face care to patients with a history of substance use disorders (PHSUDs). Materials and methods: Interviews were conducted with undergraduate pharmacy students who provided care to PHSUDs in an EE programme. An interview guide was used to explore students’ experiences and their perceptions regarding the challenges they encountered, changes in their attitude towards PHSUDs and ways to improve their ability to care for PHSUDs. Data relevant to the study was extracted from interview transcripts, manually sorted and coded using Microsoft Excel and subjected to thematic analysis. Results: The themes identified were 1) Increased self-confidence in face-to-face interactions with PHSUDs 2) Increased empathy towards PHSUDS 3) Reduction in stigmatised attitudes towards PHSUDs 4) Positive nature of the interactions with PHSUDs 5) Appreciation for the opportunity to apply knowledge in practice 6) Recognition of the need for improved communication skill training 7) Recognition of the need to improve training for dealing with unexpected questions and situations. Conclusion: Pharmacy students demonstrated reflective skills in identifying multiple positive learning outcomes stemming from a one-day EE programme involving PHSUDs. In addition, they provided insights useful to faculty in curriculum planning.