The intent of this research project was to assess the impact of the out-of-class experiential components in a residential Learning Community Program. More specifically, the purpose of the study was to gain information from the students' perceptions of the impact that participation in an adventure education program (high or low ropes course) had on their in-class learning and their overall experience at the university. Qualitative data indicated that participation on the ropes course impacted the Learning Community students' in-class learning in the following ways: enhancing a connection to other students, faculty and the university; promoting increased self-learning and transferable skill development; and developing a support network for academic learning. The qualitative data also indicated that Learning Community students' overall experience at the university was affected largely by the connection developed with other students, faculty and the university.
AstinA. W. (1993). What matters in college, four critical years revisited. San Francisco: Jossey-Bass.
2.
MagoldaM. BaxterTerenziniP. T. (2000). Learning and teaching in the 21st century: Trends and implications for practice. Higher education trends for the next century: A research agenda for student success. In Association of College Personnel Administrators Senior Scholars Trends Project. Retrieved September 29, 2001, from http://www.acpa.nche.edu/seniorscholars/trends/trends4.htm
3.
BoyerE. L. (1987). College: The undergraduate experience in America. New York: Harper Collins.
4.
ChickeringA. W.ReisserL. (1993). Education and identity. (2nd ed.). San Francisco: Jossey-Bass.
5.
ColesR. (1993). The call of service: A witness to idealism. Boston: Houghton Mifflin.
6.
DeweyJ. (1981). Experience is pedagogical. In McDermottJ. L. (Ed.), The philosophy of John Dewey (pp. 421–523). Chicago: University of Chicago Press.
7.
FredricksonL. M.JohnsonB. L. (2000). Wilderness as teacher: Expanding the college classroom. International Journal of Wilderness, 6(3), 31–34.
8.
GabelnickF.MacGregorJ.MatthewsR. S.SmithB. L. (1992). Learning communities and general education. Perspectives: Association of general and liberal studies, 104–121.
9.
GassM. A. (1987). The effects of a wilderness orientation program on college students. Journal of Experiential Education, 10(2), pp. 30–33.
10.
GassM. A. (1990). The longitudinal effects of an adventure orientation program on the retention of students. Journal of College Student Development, 31, 33–38.
11.
GassM. A. (1999). Adventure programs in higher education. In MilesJ. C.PriestS. (Eds.), Adventure programming (pp. 373–383). State College, PA: Venture.
12.
HuntJ. H.Jr. (1995). Dewey's philosophical method and its influence on his philosophy of education. In WarrenK.SakofsM.HuntJ. S.Jr. (Eds.), The theory of experiential education (pp. 23–32). Dubuque, IA: Kendall/Hunt.
13.
KalischK. R. (1999). The role of the instructor in the outward bound educational process. Kearney, NE: Morris.
14.
LincolnY. S.GubaE. G. (1994). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. In StarkJ. S.ThomasA. (Eds.), Assessment and program evaluation (pp. 651–658). New York: Simon & Schuster.
15.
MacGregorJ. (1991). What differences do learning communities make?Washington Center News. Olympia, WA: Washington Center for Improving the Quality of Undergraduate Education.
16.
MacGregorJ.SmithB. L.TintoV.LevineJ. H. (1999). Learning about learning communities: Taking student learning seriously. Materials prepared for the National Resource Center for the First-Year Experience and Students in Transition Teleconference, Columbia, South Carolina.
17.
MeyerL. D.SchuhJ. H. (2001). Evaluating a learning community: The story of ACES. Journal of College and University Student Housing, 29(2), 45–51.
18.
NadlerR. S.LucknerJ. L. (1992). Processing the adventure experience. Dubuque, IA: Kendall/Hunt.
19.
PascarellaE. T.TerenziniP. T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass.
20.
PattonM. Q. (1990). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
21.
SchuhJ. H.UpcraftM. L. (Associates). (2001). Assessment practice in student affairs: An assessment manual. San Francisco: Jossey-Bass.
22.
ShapiroN. S.LevineJ. H. (1999). Creating learning communities: A practical guide to winning support, organizing for change, and implementing programs. San Francisco: Jossey-Bass.
23.
Student learning imperative: Implications for student affairs. (1996). American College Personnel Assocation.
24.
TerenziniP. T.PascarellaE. T. (1980). Student/faculty relationships and freshmen year educational outcomes: A further investigation. Journal of College Student Personnel, 21(6), 521–528.
25.
TerenziniP. T.PascarellaE. T. (1994, January-February). Living with myths: Undergraduate education in America. Change, 28–32.
26.
VaughnS.SchummJ. ShaySinagubJ. (1996). Focus group interviews in education and psychology. Thousand Oaks, CA: Sage.
27.
Wingspread Group in Higher Education (1993). An American imperative: Higher expectations for higher education. Racine, WI: Johnson Foundation.
