Kilimanjaro: A Case of Meaningful Adventure And Service Learning Abroad

This qualitative evaluation explored how female undergraduate students developed an understanding of themselves and the broader world as a result of an adventure and service learning experience in Tanzania, Africa. The project built upon theoretical frameworks regarding meaningful learning—active, c...

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Bibliographic Details
Published in:Journal of international students 2015-09, Vol.5 (4), p.420-433
Main Authors: Cavanaugh, Cathy, Gajer, Ewa, Mayberry, John, O'Connor, Brendan, Hargis, Jace
Format: Article
Language:English
Subjects:
Adventure and adventurers
Adventure Education
Attitude Change
College students
Content Analysis
Cultural Awareness
Educational aspects
Females
Foreign Countries
Foreign study
International aspects
International education
Interviews
Learning Experience
Learning Processes
Lifelong Learning
Methods
Middle East
Muslims
Outcomes of Education
Qualitative Research
Service Learning
Student Attitudes
Student service
Study abroad
Tanzania
Undergraduate Students
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Summary:This qualitative evaluation explored how female undergraduate students developed an understanding of themselves and the broader world as a result of an adventure and service learning experience in Tanzania, Africa. The project built upon theoretical frameworks regarding meaningful learning—active, constructive, intentional, and authentic—and applied activity theory as a framework for interpreting outcomes. The study included multi-faceted examination of student perceptions of the effects of the year-long experience that culminated in a ten day trip to Tanzania, including a climb to the summit of Mount Kilimanjaro. Students’ reflections on the impacts of the trip focused on wanting, doing, reflecting, and relating. Thus, the experience catalyzed change in students’ understanding of the world that strongly indicates a meaningful learning experience.
ISSN:2162-3104
2166-3750
DOI:10.32674/jis.v5i4.405