This qualitative study explored the experiential group learning experiences of student teachers (STs) who participated in a two-day experientially based group learning programme, as part of their curriculum at a teacher training institute in Singapore. This programme is designed as a personal growth group with an emphasis on value and character…

Despite the recognized positive effects attributed to outdoor adventure education programs, few studies have examined the mechanisms involved therein, particularly with regard to factors that influence group process. The purpose of this qualitative research was to examine an outdoor adventure education program utilizing Yalom's helping factors in…

The interest in aligning college graduates' skills, competencies, and experiences with what employers desire continues across academia. Employers seek higher levels of resilience than they see in most new employees. This article provides a review of the employee resilience literature and describes a team member change scenario focused on enhancing…

The purpose of this study was to identify student growth factors during a semester long Master's level group counseling class. Results indicated that 12 growth factors accounted for 86% of the total number of critical incidents that participants reported as influencing their personal growth and awareness during the group experience. Two other…

This dissertation utilized critical incidents methodology to examine participants' endorsement of twelve primary growth factors during a Master's level group counseling class. Additionally, the study examined whether some factors are more salient than others at each stage of development (i.e., forming, storming, norming, performing) as defined by…

This study is a qualitative analysis of student learning outcomes from an experiential multicultural education class at a public university. The class brought together students from diverse backgrounds and used adventure education methods to achieve multicultural education goals. The class combined adventure-based experiences from ropes courses or…

This study compares outcomes associated with participation in Outward Bound (OB) and National Outdoor Leadership Schools (NOLS) courses in the United States. OB and NOLS (two of the largest providers of outdoor adventure education [OAE] courses) combined saw more than 30,000 students in 2006 (NOLS, n.d.; Outward Bound, n.d.). Comparing these two…

The first course in group work was taught in 1923 and was followed by a growing recognition in social work education of the importance of preparing students to work with groups. Unfortunately by the end of the 1970s group work located within a generalist curriculum had all but disappeared. This article presents a single course elective that…

Introduces Tent Troup, a chautauqua-like traveling theatre featuring teenage performers. (Author/RH)

A high school junior reports his experience with Tent Troupe, a chautauqua-like traveling theatre featuring teenage performers. (Author/RH)

Traces types of expeditions in the history of civilization. Describes the following phases in the current expedition experience: (1) conceptualization/dream phase; (2) the preparation phase; (3) the action/reality phase; and (4) the reporting/reflective/processing phase. An expedition should be self-contained, have an element of challenge, and…

The learning sequence (TLS) is an adaptable, dynamic framework for designing any learning experience. TLS consists of seven steps (sense of each other, sense of place, group norms, relevance, the experience itself, reflection, transfer) that provide a foundation, a reference point to return to when an unexpected situation arises, and a common…

Twenty conference participants shared their experiences regarding how each had become involved in a process where significant learning was taking place. After all the experiences (stories) were told, the group collected the insights they had gained. These 50 morals sounded like platitudes or cliches; they had very little power without their…

The underlying values and principles of the "common adventure" model are presented. Features of a common adventure trip include a group of individuals working cooperatively toward mutual goals and sharing expenses, decision making, and responsibilities equitably. The common adventure model is contrasted with adventure education,…

This paper describes the findings of a study on group development using experiential education. Jones and Bearley describe group development as occurring in four phases. Each phase has a task and process dimension to it, where task refers to how the group gets the job done, and process refers to how the group members deal with one another along…