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.

Author Name: Cathy Cavanaugh, PhD Microsoft Corporation (USA) Ewa Gajer, PhD Higher Colleges of Technology (UAE) John Mayberry, PhD University of the Pacific (USA) Brendan O’Connor, MEd Higher Colleges of Technology (UAE) Jace Hargis, PhD Chaminade University Honolulu (USA)

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Keywords: Learning abroad, Adventure learning, Activity theory, Meaningful learning

ISSN: 2166-3750

EISSN: 2162-3104

EOI/DOI:

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