Bringing Challenge Course Activities Into the Classroom: Pedagogical Strengths, Obstacles, and Recommendations

2018 ◽  
Vol 10 (3) ◽  
pp. 238-252
Author(s):  
David P. Schary ◽  
Seth E. Jenny ◽  
Geoff S. Morrow ◽  
Tyler Wozniak
Keyword(s):  
Challenge Course

Effects of a Low-Element Challenge Course on Abstinence Self-Efficacy and Group Cohesion

2011 ◽  
Vol 22 (2) ◽  
pp. 151-158 ◽  
Author(s):  
Jamie M. Clem ◽  
Thomas E. Smith ◽  
Kristin V. Richards
Keyword(s):  
Outcome Measures ◽  
Self Efficacy ◽  
Group Cohesion ◽  
Future Research ◽  
Chemically Dependent ◽  
Challenge Course ◽  
Self Confidence ◽  
Therapeutic Value ◽  
Before And After ◽  
Group Unity

Substance abuse researchers identify self-efficacy and group cohesion as important components in alcohol and other drug-dependency treatment. Objectives: The purpose of this single-group, pretest–posttest study is to explore the therapeutic value of a challenge course intervention on the self-efficacy and group cohesion of nine chemically dependent, adult females. Methods: Data were collected using two validated outcome measures administered before and after the intervention. Focus groups provided insight into the experiences of participants and were examined using manifest and latent theme analysis. Results: Findings indicate statistically significant improvements on both outcome measures with medium to large effect sizes. Several themes were identified including group unity, trust, interpersonal growth, and self-confidence. Conclusions: Suggestions for practice and future research are provided.

The Influence of Challenge Course Participation on Moral and Ethical Reasoning

2002 ◽  
Vol 25 (2) ◽  
pp. 278-280 ◽  
Author(s):  
Carol A. Smith ◽  
Sharon E. Strand ◽  
Camille J. Bunting
Keyword(s):  
College Students ◽  
Problem Solving ◽  
University Students ◽  
Moral Reasoning ◽  
Ethical Reasoning ◽  
Defining Issues Test ◽  
Control Group ◽  
Challenge Course ◽  
Significant Difference ◽  
The Impact

This study investigated the impact of a 15-week outdoor experiential program on the moral reasoning of college students. One hundred and ninety-six university students volunteered to participate in this study, which utilized Rest's (1979) Defining Issues Test (DIT). The DIT investigates how individuals arrive at making decisions, and formulates a “P” (Principled moral reasoning) score for each subject. The groups were found to be homogeneous in moral reasoning at the pretest (outdoor experiential x = 36.07; control x = 33.08; F = 0.05). There was a statistically significant difference on the posttest scores of the outdoor experiential program participants (x = 40.98) in relation to the control group (x = 34.14) (F = 3.84). The results of this study demonstrated that the outdoor experiential program participants were significantly different from the control group at posttest. It is postulated that even though improved moral reasoning was not a stated objective, the outdoor experiential students, through front-loading, reflection, critical thinking, problem solving, and adherence to the full value contract, did enhance their level of moral reasoning. Through the combined modeling of behavior and discussion, changes in behavior can occur. The nature of outdoor experiential programs seems well suited to positively influence moral and ethical reasoning.

Are Challenge (Ropes) Courses an Effective Tool? A Meta-Analysis

2008 ◽  
Vol 31 (2) ◽  
pp. 111-135 ◽  
Author(s):  
H. Lee Gillis ◽  
Elizabeth Speelman
Keyword(s):  
Meta Analysis ◽  
Team Building ◽  
Effect Sizes ◽  
Ropes Course ◽  
Challenge Course ◽  
Study Characteristics ◽  
Standardized Mean Difference ◽  
Ropes Courses ◽  
Difference Effect

This study reports the results of a meta-analysis of 44 studies that examined the impacts of participation in challenge (ropes) course activities. Overall, a medium standardized mean difference effect size was found (d = 0.43). Effect sizes were calculated for various study characteristics, including demographics and outcome. Higher effects were found for adult groups (d = 0.80) and for studies measuring family functioning (d = 0.67). Studies with therapeutic (d = 0.53) or developmental foci (d = 0.47) had higher effect sizes than those with educational foci (d = 0.17). Higher effect sizes for group effectiveness (d = 0.62) affirmed the use of challenge course experiences for team-building purposes. Implications for further research include the importance of recording detailed program design information, selecting appropriate instrumentation, and including follow-up data.

Challenge Course Management

2012 ◽  
Author(s):  
Christina Carter Thompson ◽  
Adam Bondeson
Keyword(s):  
Course Management ◽  
Challenge Course

Three Tiered Self-Localization of Two Position Estimation Using Three Dimensional Environment Map and Gyro-Odometry

2014 ◽  
Vol 26 (2) ◽  
pp. 196-203 ◽  
Author(s):  
Kazuya Okawa ◽  
Keyword(s):  
Three Dimensional ◽  
Position Estimation ◽  
Map Matching ◽  
Localization Method ◽  
Challenge Course ◽  
Environment Map ◽  
Improve Accuracy ◽  
Environment Maps ◽  
Using Data ◽  
Map Data

As in the Tsukuba Challenge, any robot that autonomously moves around outdoors must be capable of accurate self-localization. Among many existing methods for robot self-localization, the most widely used is for the robot to estimate its position by comparing it with prior map data actually acquired using its sensor while it moves around. Although we use such a self-localization method in this study, this paper proposes a new method to improve accuracy in robot self-localization. In environments with few detected objects, a lack of acquired data very likely will lead to a failure in map matching and to erroneous robot self-localization. Therefore, a method for robot self-localization that uses three-dimensional environment maps and gyro-odometry depending on the situation is proposed. Moreover, the effectiveness of the proposed method is confirmed by using data from the 2013 Tsukuba Challenge course.

Joking Culture: The Role of Repeated Humorous Interactions on Group Processes During Challenge Course Experiences

2011 ◽  
Vol 33 (4) ◽  
pp. 338-353 ◽  
Author(s):  
Erin Rothwell ◽  
Kassidy Siharath ◽  
Steven Bell ◽  
Kim Nguyen ◽  
Carla Baker
Keyword(s):  
Group Processes ◽  
Challenge Course ◽  
Course Experiences

scholarly journals Network-Based Approach to Assessment of Cognitive Skills

2018 ◽  
Author(s):  
Natalie Simper ◽  
Brian Frank ◽  
Nerissa Mulligan
Keyword(s):  
Skill Acquisition ◽  
Undergraduate Education ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Standardized Test ◽  
Challenge Course ◽  
Course Assessment ◽  
Assessment Of Learning ◽  
Authentic Assessments ◽  
Valid Assessment

Cognitive Assessment Redesign (CAR) project is an institution-wide, network-based approach to the development of cognitive skills in undergraduate education. This project aims to encourage first and fourth-year instructors to align skill development through the design of course assessments, to enhance cognitive skill acquisition and provide a measurement of learning. The learning outcomes for the project are framed and operationalized using the language and dimensions from the Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics. An assessment redesign network was created, matching assessment facilitators who have disciplinary and educational expertise with instructors to develop authentic assessments of student learning. One of the goals of the network is to encourage sustained participation and collaboration, and to build progression in teaching and learning throughout the institution. The project also includes a standardized test for comparison to course assessment outcomes. Testing at the fourth-year level has been dependent on the use of incentives for student participation. Although recruiting instructors from the faculty of Engineering and Applied Science was initially a challenge, course instructors have reported various successes stemming from participation in the project.

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