Date of Award
2002
Document Type
Practicum
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
James A Pietrovito
Keywords
adult education, adult learning, adventure education, affective domain, cooperative learning, course development, critical thinking, curriculum development, experiential education, Exercise Science Teacher Education Preparation Program, facilitation, field experiences, higher education, physical education, pre-service teachers, problem solving, Project Adventure, student teaching, syllabus development, teacher education, teaching methodologies
Abstract
As part of the self-study process, core courses and field experiences of the Exercise Science Teacher Education Preparation Program (Exstep) were closely evaluated for their effectiveness in preparing pre-service teachers for student teaching and future employment. The problem was a lack of effective facilitation methods by the pre-service teachers in the Exstep program especially in the area of adult education principles, which include the affective domain of teaching and learning (SCSU Exstep self-study, 2000). An introductory course in experiential/adventure education would facilitate the principles of adult education, thereby enhancing students understanding of"affective" teaching methodologies, as well as philosophies, by giving them a different perspective in which to address the field of Physical Education. In addition, a course of this nature could enhance the marketability of students in the Exercise Science teaching field.
The purpose of this study was to develop a broad based introductory experiential/adventure education course that would be included in the Exstep curriculum at SCSU. With a background in experiential/adventure education, both students and teachers could foster the principles of adult learning and teaching by providing experiences in problem solving, cooperative learning, group methodology, critical thinking, and facilitation as a teaching style.
There are two research questions addressed by this study. First, "Upon what criteria should an introductory experiential/adventure education course be based?" -Second, ''What should be the content of an introductory experiential/adventure education course?"
A development methodology was used to answer the research questions. The procedures implemented in the development of the introductory course included literature review, analysis of sample syllabi ( environmental scan), formation of a formative committee and development of criteria for the introductory course, development, refinement, and revision of a syllabus and a course outline, and formation of a summative committee Tor validation of criteria. The final syllabus consists of student outcomes, skills and competencies and a suggested sequence and delivery format for the introductory course.
It was concluded that the introductory course should meet the established objectives of the study. Several recommendations were made, including (a) lliat the introductory course snould be put forth in the spring semester, (b) the introductory course should meet once a week for two credit hours, (c) the developer of the course and a faculty"member, certified by Project Adventure, team-teach the course, (d) that the developer of the course get certified in experiential/adventure education as soon as possible, ( e) the advisors of the Exercise Science Department as well as other departments on campus be informed of the anticipated benefits of the course, and (t) the introductory course be continually evaluated for effectiveness and revised as needed.