The potential for experiential learning in the transformation of young adults

grantor: University of TorontoThe educational system often undervalues experiential learning in all its forms, relegating it to a subordinate role with respect to the mandated "essential" curriculum. While there is a current increased appreciation for what experiential learning can offer in terms of teaching practical skills for functioning in society and the workplace, its deeper transformative effects on students may still go unrecognized, be misunderstood or minimized. More study is required on the perspectives of students regarding the transformative benefits of experiential learning and the challenges they face during its process and aftermath. In this study I explore the experiences of fifteen Canadian high school students and the challenges they face during its process and aftermath. beginning in Mexico at the Cuernavaca Centre for Intercultural Dialogue on Development. Employing a qualitative inquiry mode, I describe and analyse student experiences as reporter and participant in order to discern what needs to be considered and in place for future effective experiential learning. The transformative process described in this study not only makes an argument for the inclusion of experiential learning at the core of every curriculum but extracts the qualities and understandings from this unique experience that speak to the enhancement of all educational endeavors.Ph.D

First year students' adjustment at Vilnius University in Lithuania: the role of self-orientation, locus of control, social support and demographic variables

The purpose of this study was to examine student adjustment at Vilnius University in Lithuania. Since breaking away from the Soviet Union, Lithuania has been a country undergoing profound transformation. This study sought to examine student adjustment 10 years later, in the year 2000. Of particular interest was the premise that an underlying feature of the regional changes has been movement from collectivism to individualism. This study examined the implications of the changes for student adjustment by assessing individualism and collectivism at the personality level, in terms of idiocentrism and allocentrism. This study also considered the role of internal and external locus of control and perceived and utilized social support in relation to self-orientation and adjustment (perceived wellness, anxiety, depression, psychological, physical health, grades). There were 673 students who agreed to participate of more than 1000 invited. These students completed ten measures. Prior to the administration of the main study, measures were translated, back-translated and modified for use with Lithuanian participants. Three pilot studies were conducted in the process of adaptation. Eighteen demographic variables were examined. Students were also given open-ended questionnaires. Data were analyzed using both quantitative (descriptive and inferential statistics) and qualitative methods. The results indicated that for perceived wellness, the mean for Vilnius University students fell very slightly above the normal range found for college student populations in the United States. State and trait anxiety and depression fell within the normal range. Good adjustment was related to an internal locus of control, idiocentric self-orientation and perceived social support. An internal locus of control was the best predictor of adjustment. Students' idiocentric self-orientation was moderately correlated with an internal locus of control, whereas allocentric self-orientation was modestly correlated with an external locus of control. An allocentric self-orientation was correlated with perceived and utilized social support. Based on the demographic questionnaires, about a third of students reported significant financial problems and difficult living arrangements, both of which were related to poor adjustment. Based on the quantitative and qualitative analyses, profiles were presented for well adjusted and more poorly adjusted students. Limitations, recommendations and suggestions for future directions were provided.Ed.D

The potential for experiential learning in the transformation of young adults

grantor: University of TorontoThe educational system often undervalues experiential learning in all its forms, relegating it to a subordinate role with respect to the mandated "essential" curriculum. While there is a current increased appreciation for what experiential learning can offer in terms of teaching practical skills for functioning in society and the workplace, its deeper transformative effects on students may still go unrecognized, be misunderstood or minimized. More study is required on the perspectives of students regarding the transformative benefits of experiential learning and the challenges they face during its process and aftermath. In this study I explore the experiences of fifteen Canadian high school students and the challenges they face during its process and aftermath. beginning in Mexico at the Cuernavaca Centre for Intercultural Dialogue on Development. Employing a qualitative inquiry mode, I describe and analyse student experiences as reporter and participant in order to discern what needs to be considered and in place for future effective experiential learning. The transformative process described in this study not only makes an argument for the inclusion of experiential learning at the core of every curriculum but extracts the qualities and understandings from this unique experience that speak to the enhancement of all educational endeavors.Ph.D