Learning Goals and the Challenge Course Experience: An Exploratory Study

Abstract

This study explored the short- and long-term ability of a university affiliated challenge course program to provide a lasting, quality experience for college participants aligning with the university's Learning Goals for Graduates (LGGs). The Challenge Course Experience Questionnaire (CCEQ), a newly created assessment tool, was administered to 375 participants in 16 different groups. Participants completed a four to six hour program, consisting of low- and high-course elements. Participants were assessed before, immediately after, and three months following their program. A significant increase in both CCEQ variables and LGGs immediately following the challenge course program was observed; however, a three-month follow-up revealed the majority of measured concepts had significantly decreased below or back to initial levels. These findings have implications for practitioners in terms of perceived challenge course benefits and long-term learning outcome retention. Suggestions for challenge course professionals and future research considerations are given.

Short- and Long-term Retention of Challenge Course Outcomes: A Classroom-based Longitudinal Study

“…In addition, Statement 1 creatively asks the participant's feeling toward the CC program by giving three categorical options: Prisoner (i.e., "I do not want to be here"), Vacationer (i.e., "I am here to have fun"), or Learner (i.e., "I am here to discover new things about myself and/or others"). The CCEQ is a brief but descriptive measure of CC participants with acceptable levels of internal reliability (α = .60-.85; Schary, Lewis, & Cardinal, 2015). Similarly, the current study showed acceptable levels of internal reliability (CCEQ-pre: α = .71, CCEQpost: α = .76, CCEQ-final: α = .77).…”

“…The Challenge Course Experience Questionnaire (CCEQ; Schary et al, 2015) was delivered at three points: immediately before the CC program, immediately after the CC program, and at the end of the semester (approximately three months after participation). As shown in Table 2, the CCEQ has 10 items (10 items for the CCEQ-pre and the CCEQ-post, eight items for the CCEQ-final) measuring a variety of variables like attitude (i.e., Statement 2) problem solving abilities (i.e., Statement 5), social interaction (i.e., Statement 7), and transferability of skills (i.e., Statement 9).…”

“…Likewise, Hatch and McCarthy (2005) examined the long-term effects of a CC experience on college students, finding that results were not maintained after two months. Similarly, Schary et al (2015) found participants outcome fell to or below preprogram levels after three months. In addition, Birx et al (2011) found that results dropped after a follow-up measurement later on in the semester.…”

“…While CC programs provide strong, positive short-term effects on many teambuilding outcomes, previous research indicates there is little long-term sustainment of these positive effects (Birx, LaSala, & Wagstaff, 2011;Gillis & Speelman, 2008;Hatch & McCarthy, 2005;Schary, Lewis, & Cardinal, 2015). However, Gillis and Speelman (2008) conducted a meta-analysis and found that CCs are an effective tool for impacting a variety of educational and psychological constructs, but the mean effect sizes were only small to medium in magnitude (i.e., d = 0.01-0.48).…”

“…There has been a continued call for interventions in CC research, specifically for including follow-up activities as a way to maintain the long-term outcomes. Schary et al (2015) went so far as to call them "booster-shots." Although limited, there is evidence that may suggest these intentional follow-up activities do help sustain CC outcomes.…”