Despite adolescence and emerging adulthood being a time of peak physical ability, it is marked by a dramatic increase in morbidity and mortality, primarily driven by poor behavioral and emotional control (Dahl, 2004). Multiple lines of recent research are now focusing on how maturation of decision-making impacts risk-taking, and more specifically, what role emotion regulation plays (Weinberger et al., 2005; Steinberg, 2007). Rather than avoiding risk factors, a call is made for strength and skills-based approaches to risk-taking interventions. The purpose of the current exploratory study was to assess the efficacy of an experiential learning (EL) intervention designed to increase participants’ emotion regulation skills and decrease risk-taking. Twenty-eight emerging adults participated; 15 were assigned to the experimental group and presented with two separate sessions on emotional regulation and risk-taking using EL methodology (low and high element activities). The control group’s 13 participants were presented with two separate powerpoint lectures on emotion regulation and risk-taking. Participants’ difficulty with emotion regulation and risk-taking were assessed prior to the first session, between sessions, and one week following the second session. Qualitative interviews assessed participants’ understanding of how emotions and risk-taking are connected and process measures assessed the emotional impact of the intervention activities. While hypotheses were not confirmed, results revealed a significant decline in difficulty with emotion regulation across time for all participants. Unexpectedly, however, there were no significant differences between the groups on emotional regulation and the group x time interaction was also not significant. Additionally, risk-taking significantly increased across time. The control group reported more risk-taking across the three time periods than the experimental group. The time x group interaction approached significance [F(2,56) =2.68, p =.07], showing consistent increases for the control group but relatively low levels for the experimental group. Qualitative data revealed that participants had clear notions of how emotions drive risk-taking, how the thrill of risk- taking can be used to displace negative feelings, and how one’s need to connect to others can lead to risk-taking. Experimental group participants demonstrated a shift from global thinking about emotions and risk-taking to more specific thoughts about emotional awareness as a key skill. / text

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Learning styles may play an important role in how students learn. Three primary types of learning styles are visual, auditory and kinesthetic. Visual learners prefer to see information to process and retain it. Auditory learners prefer to listen to or discuss information and kinesthetic, learners use their bodies and movement to take in knowledge. Students can learn through any modality, but some researchers argue they do so most effectively when their particular learning style is accommodated. Several populations of students that may be labeled as underachievers, possibly due to their preferences not matching the classroom environment. Visual and auditory learners are most frequently catered to within the classroom. Seemingly, students with kinesthetic learning preferences are often not given the chance to move and experience lessons. This prevents them from using their preferred style which allows them to concentrate on the task at hand and keeps them challenged. Experiential learning also allows students to connect classroom content to real-world applications. Educators, including school counselors, have a responsibility to educate students, teachers and parents about learning styles. Counselors can also advocate for students with different learning styles. Diversifying teaching and counseling interventions to accommodate student learning styles will help American schools function more effectively. / text

Connecting with Courage (CWC) is a three-day Outward Bound self-discovery programme, designed by women for women. It was developed to bring feminist theory to bear on outdoor and experiential education (OEE). The re-thinking of OEE research from a feminist standpoint is less than two decades old. It began by challenging previous assumptions about participants in OEE as male and set out to explore women's different experiences and needs in OEE programmes. However while this new literature criticised the standard OEE literature for universalising male participants' experiences, it tended to provide a universalist and essentialist view of women's experiences and needs in OEE. More recently, this latter tendency has been criticised by a small number of writers within the women-and-OEE literature. This study examines women's experiences during and after four of Outward Bound's CWC courses in light of some branches of contemporary feminist theory. The study employs qualitative methodology placing the researcher at CWC as both a participant and observer, and carrying out individual open-ended, semi-structured, in-depth, ethnographic interviews with 21 women. The study explores the limitations of the standard OEE framework and the women-and-OEE literature. Its central contribution is to show how women's experiences at CWC and their subsequent understanding of these experiences can be interpreted differently depending on the theoretical framework used. The study highlights the potential of contemporary feminist theory in four respects. First it illustrates the value of re-thinking the universalist concept of woman by exploring how sexual identity, as one example of social difference, is relevant to experience. Second the study validates Carol Gilligan's notion of the self as relational while examining contemporary feminist theorisations of the self. Thus, third, it also demonstrates how far more nuanced and rich insights can be derived by employing a postmodern-inspired f

Youth in modem society can be seen as a synonym for the term problems. No longer children, yet not adults, youth are exposed to most of the stressors of adulthood. Alcohol, drugs and other illegal substances are freely available and provide youth with the easy way of handling the problems that they face in becoming adults. The objective of this study was to determine whether an adventure experiential learning programme had an effect on the self-perception as an emotional component of youth, as well as the sustainability of the proposed change. The participants (N=28) were tested before the five-month adventure experiential learning programme, directly afterwards and a month after the programme. Participants were from all over South Africa and the training took place at Beyond Adventure School located in the Alexandria vicinity in the Eastern Cape Province. There were boys (n=18) and girls (n=10) within the group that included white (n=26) and other (n=2) race groups. The effect on self-perception was determined by means of two tests, the Self-perception Scale (SPS) and the Comprehensive Functioning Inventory: Post-matric (CFI-post). The tests include the following dimensions: inner insecurity, guilt feelings, lack of self-worth, anxiety, responsibility for consequences for others and lack of assertiveness. The data received from the two tests was processed in conjunction with PASWIN 2000. The SAS System for Windows Release (SAS Institute lnc.. 1999) was used to determine the effect sizes and calculate the sustainability of the effect. The study shows that the adventure experiential learning programme had a medium effect (d = 0.59) on the self-perception of participants. All the different dimensions improved after the second testing. Inner insecurity (d = 0.47), lack of self-worth (d = 0.67) and anxiety (d = 0.53) were the biggest contributors towards the medium effect. Adventure experiential learning programmes were results oriented and had a significant effect on the participants. In other words, the effect was medium-sustainable (d = 0.46). The effect could have been greater if more time had been available and if more participants had been involved. Responsibility for consequences (d = 0.90) for others showed the largest sustainability in the long run. The presence of change could be related to several factors. One, the participants were pre-assessed, which helped to plan the programme according to the identified needs of the participants. Two, the programme had a duration of more than 20 days, which created a greater and more sustainable effect on the participants. Three, there was more time for reflection on activities during this programme to make the participants aware of what they had actually accomplished. There were also some shortfalls. In future, more participants should be involved in the programme to create more sustainability. Secondly in experiential learning programmes provision must be made for diversity. Boys and girls experience certain aspects differently and the programme should be planned accordingly. In the third instance, individual attention should be paid to the dimensions instead of the bigger aspects (i.e. total self-perception) to ensure a more results-oriented adventure experiential learning programme. / Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2005.

This research focuses on the academic programs at the Centre for Sustainable Food Systems at UBC Farm (the Farm). The Farm is a centre for sustainability learning and research, providing a working model of sustainable food systems with which to engage students, faculty and community. The Farm is situated within the global context of a dominant industrial food paradigm that is demonstrated to be a major contributor to the social and ecological crises the world now faces. The Farm is further situated within the context of a dominant education paradigm that provides most students with knowledge that is disconnected from social and ecological realities, leading to the misuse of knowledge and to the exacerbation of global crises. The purpose of this research is to explore the contributions that the Farm’s academic programs provide toward advancing sustainability learning from the perspective of program participants, including myself. The research methodology was guided by participatory approaches to research. Qualitative methods were employed, focusing primarily on surveys and semi-structured interviews with program participants. I have also been an involved participant in a diversity of programs at the Farm from April 2004 – December 2008. The results of the research suggest that program participants value the ability to engage with their subject matter, not only on an abstract/theoretical level, but also on practical and affective levels. Participants feel that UBC is lacking in programs that allow students to engage physically and emotionally with their learning. Students feel their knowledge will be better recalled and more likely to be useful if they care about what they are learning, if they can engage with it in a real world context, and if they have some ownership and responsibility for what they are learning. Further, program participants feel that the Farm’s academic programs would benefit from providing more theoretical context and connection to their other academic work, from additions and improvements to Farm infrastructure and resources, and from additional human resources support. This research project was site specific. Nevertheless, it connects with and complements work being done at dozens of universities, colleges and student farms around the world.

Philosophers have considered and debated the topic of wisdom for centuries. Now, as we face an ageing world population, a need for the scientific exploration of the topic has arisen. Over the past 30 years, the challenge to understand and define wisdom has been taken up and studied mainly by the fields of psychology and sociology. A body of wisdom literature has emerged and this thesis addresses an identified gap in that literature concerning the development of wisdom. This thesis examines the process of acquiring wisdom across the human lifespan. Specifically, this qualitative exploratory case study examines the process employed by wise nominees when transforming a personal life experience into a life lesson. The opinions, experiences, and relationship descriptions of their nominators are uniquely included in the study’s findings. Each of the four cases in the study is comprised of a dyad, a nominator and their wise nominee. Data were collected from the study participants through questionnaires and in-depth interviews. A framework, comprised of three components, that begins to describe the wisdom acquisition process emerged from the study’s findings. The first element of the emerging wisdom acquisition framework is a new succinct definition of wisdom. The second element is a model that describes the iterative process of learning from life experiences. This model was hypothesized at the outset of the study and obtained some corroboration from the study’s data. The third element of the emerging framework is the life management practices that wise individuals employ to deal with life experiences. These practices emerged as four central themes from the data. Three of those four life practices revolve around self-reliance whereas the fourth theme addresses the spiritual balance in the participants’ lives. This study is a first attempt to unravel the complex phenomenon of the acquisition of wisdom. / Thesis (Master, Education) -- Queen's University, 2010-09-20 15:34:05.91

The aim of this study is to explore how teaching can be described by the use of experiential learning theory, focusing on the conditions for students’ reflection. The questions are: How can experiential learning theory and theory about reflection be adapted for analysis and description of teaching? How can a concrete teaching practice be analyzed and described by the use of such theory? What conditions for different levels of reflection do different ways of teaching create? In this observational study, the researcher has followed police students at Umeå University during their first semester of study. Lessons were documented using field notes and video camera. The teachers were interviewed about their views on teaching, and a group of students were interviewed about how they perceived the teaching. Based on Kolb’s experiential learning model (Kolb 1984), a new model for analyzing and describing teaching, named MABU, was developed and used as an analytical tool. MABU describes teaching by identifying and naming four new types of teaching, each of which is a combination of a type of content and a way of processing it: Formulation, Discussion, Application and Exercise. The main tendency is that teaching predominantly consisted of Formulation and Discussion, with an emphasis on theoretical content, processed through verbal activities such as group discussions. However, the studied teaching also included practical content and activities. Instances of student reflection were graded using Moon’s model for grading reflection (Moon2004:214ff). The results show that in most cases, concrete content is processed through organized reflective activities such as discussions, while theoretical content is frequently presented without any subsequent processing activities. In 20 % of the observed lessons, articulated student reflection on deeper levels took place. The teaching during these lessons was subject to further analysis, focusing on four aspects: the presence of interactive activities and a “problem” to stimulate reflection (cf. Dewey 1998/1933); how students’ previous experiences are treated, and whether lesson content is related to the students, their experiences and future, thereby facilitating the creation of what Dewey calls“interest” (Dewey 1975/1913); how emotions are evoked, used and dealt with; and teacher performance, in terms of communicative techniques and how the teacher gives a sense of “personhood” (Brookfield 2006:71). The results show that content is consistently related to the students, their views, values and future profession. However, although the teachers stress the importance of students reflecting critically on previous experiences, these were seldom addressed during the lessons. Based on detailed analysis and rich description of teaching, the study suggests a number of teacher actions and behaviors that stimulate and deepen student reflection, and others that seem to inhibit reflective activity.

With the need for greener powertrains every more present, automakers and part suppliers are lacking skill staff to fulfill design roles. It is estimated there are over 20 million lines of software code in vehicles today and many embedded controllers. The shortage of these engineers is compounded by the economic down-turn of 2008-2009, which resulted in massive 20% to 30% layoffs, reduced internships and reduction of programs designed to recruit new talent. To increase their workforce pool, automakers are working with universities and governments operate student competitions such as EcoCAR 2: Plugging into the Future, alongside traditional private/university collaborations. These programs present students with real-world engineering challenges and the opportunities to design/construction solutions. This also exposes students to the concepts of experiential learning. The objective of this thesis will be to discuss the design, construction and operation of a vehicle for a student design competition or research group at an educational institution. A process based on model based design will be undertaken, which allows for a majority of the vehicle???s design to be completed virtually prior to vehicle prototyping. In this work the model based design method is based on General Motor???s Vehicle Design Process. A project management plan is also proposed, which breaks down tasks into three technical areas (mechanical, electrical and controls) and allows for parallelization and reduced development time will also be proposed. Finally, the resources required to operate a vehicle design team will be defined. This includes the support needed from the University, physical space, software and hardware tools, safety considerations and human capital. Examples are drawn from 2013 Chevrolet Malibu converted to a plug-in hybrid vehicle with an ethanol engine and a battery pack was designed and built. This thesis will showcase the concepts mentioned above through examples from the University of Waterloo Alternative Fuels Team and its participation in international EcoCAR 2 vehicle development competition. The conclusion is that application of the concepts did result in the successful construction of an EcoCAR 2 vehicle. Generally projects that were successful were provided with sufficient technical information from suppliers and supported with past-experiences. Recommendations include: (i) working with suppliers who are familiar with academic environments (including working with students new to vehicle design), (ii) rigorous documentation of design for future designs; and (iii) close collaboration with industry experts to review designs, manufacturing, project management and budgets.

Youth in modem society can be seen as a synonym for the term problems. No longer children, yet not adults, youth are exposed to most of the stressors of adulthood. Alcohol, drugs and other illegal substances are freely available and provide youth with the easy way of handling the problems that they face in becoming adults. The objective of this study was to determine whether an adventure experiential learning programme had an effect on the self-perception as an emotional component of youth, as well as the sustainability of the proposed change. The participants (N=28) were tested before the five-month adventure experiential learning programme, directly afterwards and a month after the programme. Participants were from all over South Africa and the training took place at Beyond Adventure School located in the Alexandria vicinity in the Eastern Cape Province. There were boys (n=18) and girls (n=10) within the group that included white (n=26) and other (n=2) race groups. The effect on self-perception was determined by means of two tests, the Self-perception Scale (SPS) and the Comprehensive Functioning Inventory: Post-matric (CFI-post). The tests include the following dimensions: inner insecurity, guilt feelings, lack of self-worth, anxiety, responsibility for consequences for others and lack of assertiveness. The data received from the two tests was processed in conjunction with PASWIN 2000. The SAS System for Windows Release (SAS Institute lnc.. 1999) was used to determine the effect sizes and calculate the sustainability of the effect. The study shows that the adventure experiential learning programme had a medium effect (d = 0.59) on the self-perception of participants. All the different dimensions improved after the second testing. Inner insecurity (d = 0.47), lack of self-worth (d = 0.67) and anxiety (d = 0.53) were the biggest contributors towards the medium effect. Adventure experiential learning programmes were results oriented and had a significant effect on the participants. In other words, the effect was medium-sustainable (d = 0.46). The effect could have been greater if more time had been available and if more participants had been involved. Responsibility for consequences (d = 0.90) for others showed the largest sustainability in the long run. The presence of change could be related to several factors. One, the participants were pre-assessed, which helped to plan the programme according to the identified needs of the participants. Two, the programme had a duration of more than 20 days, which created a greater and more sustainable effect on the participants. Three, there was more time for reflection on activities during this programme to make the participants aware of what they had actually accomplished. There were also some shortfalls. In future, more participants should be involved in the programme to create more sustainability. Secondly in experiential learning programmes provision must be made for diversity. Boys and girls experience certain aspects differently and the programme should be planned accordingly. In the third instance, individual attention should be paid to the dimensions instead of the bigger aspects (i.e. total self-perception) to ensure a more results-oriented adventure experiential learning programme. / Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2005.