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Measuring student learning outcomes on Outward Bound courses and associated independent variables

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dc.contributor.authorFoley, Jeffrey M., author
dc.contributor.authorKaminski, Karen, advisor
dc.date.accessioned2024-03-13T19:26:17Z
dc.date.available2024-03-13T19:26:17Z
dc.date.issued2009
dc.description.abstractOutward Bound in the United States takes over 20,000 students a year into unique environments and challenges them to develop their character, leadership, and service ethic. Past research has shown an increase in students' self-confidence, leadership, self-esteem, self-efficacy, interpersonal skills, intrapersonal skills, and other skill types. This study conducted a pre-exposure, post-exposure, and follow-up quasi-experimental design that demonstrates that most of Outward Bound's learning outcomes currently stated in the organization's educational framework were met. The experimental group showed statistically significant increases to character development (p < .001, η2 = .146), leadership development (p < .001, η2 = .837), and service development (p < .001, η2 = .175) from pre-exposure to post-exposure surveys. These gains were not maintained over time. Twelve sub-variables (self-confidence, self-actualization, compassion towards others, healthy/balanced life, goal setting, group collaboration, effective communication, conflict resolution, problem solving, social responsibility, environmental responsibility, and service to others) were also analyzed with all but one showing statistically significant positive change from pre-exposure survey to post-exposure survey. Few of these changes were maintained to the follow-up survey. The independent variables of course characteristics (course length and type), instructor demographics (age, education, tenure, training), and student demographics (age, gender, ethnicity) were analyzed. The independent variables of course characteristics, instructor demographics, and student demographics did not have an effect on students achieving stated learning outcomes. Overall, students on an Outward Bound course (p < .001, η2 = .191) experience a significant positive change in character, leadership, and service, but these changes were not maintained over time.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierETDF_Foley_2009_3385116.pdf
dc.identifier.urihttps://hdl.handle.net/10217/237734
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rights.licensePer the terms of a contractual agreement, all use of this item is limited to the non-commercial use of Colorado State University and its authorized users.
dc.subjectexperiential education
dc.subjectexperiential learning
dc.subjectexperiential learning assessment
dc.subjectoutdoor education
dc.subjectoutward bound
dc.subjectcommunity college education
dc.subjectcurriculum development
dc.subjectvariables
dc.titleMeasuring student learning outcomes on Outward Bound courses and associated independent variables
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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