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ERIC Number: EJ1415190
Record Type: Journal
Publication Date: 2024
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0897-5264
EISSN: EISSN-1543-3382
Self-Authorship Development in the Outdoors: But for Whom?
Patrick Filipe Conway; Kathy Chau Rohn
Journal of College Student Development, v65 n1 p95-100 2024
Colleges and universities have recently focused more attention on incorporating high-impact practices into their curricula, often under the auspices of the potential benefits such practices have for developmental growth and student success (Lange & Stewart, 2019). Outdoor adventure education represents an experiential practice where students can extend their learning beyond the more traditional, heavily structured classroom environment. However, due to access and inclusion barriers, students with one or more intersecting marginalized identities remain less likely to participate in these activities (Warren et al., 2014). This study investigated extreme cases of self-guided experiential learning by drawing on the experiences of three college students who took a semester's leave to backpack the entirety of the Appalachian Trail. The purposes of the exploratory study were twofold: (1) to more deeply understand developmental dynamics within self-authorship theory, particularly in how self-guided experiential learning opportunities might contribute to such development; and (2) to situate these insights by exploring what they might mean within more critical contexts.
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A