Designing for Transformation: Emergent Interdependence and Experiential Learning in a Peer-Led Adventure Relay.
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| Title: | Designing for Transformation: Emergent Interdependence and Experiential Learning in a Peer-Led Adventure Relay. |
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| Authors: | McMahan, Kelli1 (AUTHOR), Davis-Medlin, Stephanie1 (AUTHOR) stephanieanndavis13@gmail.com |
| Source: | Journal of Experiential Education. Jun2026, Vol. 49 Issue 2, p279-311. 33p. |
| Subject Terms: | *Experiential learning, *Maturation (Psychology), *Adventure education, *Student activities, Interdependence theory, Introspection, Team building, Design |
| Abstract: | Background: Outdoor adventure education programs are known to promote personal growth, but it is less clear how short, unfacilitated, peer-led programs produce similar results. Purpose: This study examined which design elements of a student-led adventure relay contributed to meaningful participant experiences. The Outward Bound Process Model (OBPM) served as a framework for interpreting how these features supported development. Method: Thematic analysis of interviews with university-aged participants identified four themes: challenge, becoming a team, solitude, and reflection. Findings: The relay's structure—combining individual effort, team interaction, and built-in competition—encouraged emotional accountability and peer support. Two dynamics emerged: mobile solitude—reflection occurring through movement rather than while stationary—and emergent interdependence—a peer-generated sense of responsibility and care that developed without facilitation. Findings show that rotating runs, shared overnight structure, and single-vehicle travel each shaped distinct aspects of participants' challenge, connection, and reflection. Results indicate that short, well-designed programs can produce developmental outcomes comparable to longer, instructor-led expeditions. Implications: The study contributes to experiential-education research by showing how intentional program design, even without formal facilitation or wilderness settings, can foster reflection, insight, and personal growth. For practitioners, it offers a flexible model for designing meaningful, inclusive experiences in accessible environments. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Background: Outdoor adventure education programs are known to promote personal growth, but it is less clear how short, unfacilitated, peer-led programs produce similar results. Purpose: This study examined which design elements of a student-led adventure relay contributed to meaningful participant experiences. The Outward Bound Process Model (OBPM) served as a framework for interpreting how these features supported development. Method: Thematic analysis of interviews with university-aged participants identified four themes: challenge, becoming a team, solitude, and reflection. Findings: The relay's structure—combining individual effort, team interaction, and built-in competition—encouraged emotional accountability and peer support. Two dynamics emerged: mobile solitude—reflection occurring through movement rather than while stationary—and emergent interdependence—a peer-generated sense of responsibility and care that developed without facilitation. Findings show that rotating runs, shared overnight structure, and single-vehicle travel each shaped distinct aspects of participants' challenge, connection, and reflection. Results indicate that short, well-designed programs can produce developmental outcomes comparable to longer, instructor-led expeditions. Implications: The study contributes to experiential-education research by showing how intentional program design, even without formal facilitation or wilderness settings, can foster reflection, insight, and personal growth. For practitioners, it offers a flexible model for designing meaningful, inclusive experiences in accessible environments. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10538259 |
| DOI: | 10.1177/10538259251411253 |
