Higher Learning: Impacts of a High-Altitude Adventure-Based Field School on College Student Development

Autor/inn/en	Harper, Nevin J.; Webster, Anthony L.
Titel	Higher Learning: Impacts of a High-Altitude Adventure-Based Field School on College Student Development
Quelle	In: Journal of Adventure Education and Outdoor Learning, 17 (2017) 1, S.67-81 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2016.1217782
Schlagwörter	Adventure Education; College Students; Student Development; Student Experience; Field Instruction; Relevance (Education); Interdisciplinary Approach; Student Journals; Observation; Measures (Individuals); Foreign Countries; Study Abroad; Physical Environment; Qualitative Research; Statistical Analysis; Hidden Curriculum; Bolivia; Stroop Color Word Test + Suchen Sie Ihr Suchwort? Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Collegestudent; Studienerfahrung; Praxisklasse; Relevance; Relevanz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Studentenzeitung; Beobachtung; Messdaten; Ausland; Studies abroad; Auslandsstudium; Natürliche Umwelt; Qualitative Forschung; Statistische Analyse; Heimlicher Lehrplan; Bolivien
Abstract	Student learning can be enhanced through applied experience of theoretical knowledge. The purpose of this study was to identify and articulate personal and educational impacts experienced by students during a mentally and physically challenging international adventure-based field school. Nineteen students and two faculty members participated in a three-week applied course exploring the effects of altitude on human health and performance through an adventure sport expedition in the Andean Mountains of Bolivia, South America. The field school design was intended to optimize student learning through cross-disciplinary applied curriculum and research. Written journal assignments, data from physiological and psychological measures and researcher observations were included in the analysis. Findings suggest that altering environmental conditions and applying "real-world conditions" can promote student growth and learning. Implications for field school design, pedagogical considerations and college administration of field schools are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01