Reexamining the Most Valued Outcomes and Learning Mechanisms from NOLS Alumni

Authors

  • Nick Rushford University of Utah
  • Michael Froehly Salem State University
  • Jim Sibthorp University of Utah
  • Lexi Golestani University of Utah
  • Shannon Rochelle National Outdoor Leadership School

DOI:

https://doi.org/10.18666/JOREL-2026-13121

Keywords:

Outdoor Adventure Education, Learning Mechanisms, Outcomes, NOLS

Abstract

Over a decade has passed since the last NOLS-specific study on learning outcomes and mechanisms from Outdoor Adventure Education courses. Society has changed in these years, and so has NOLS. The purpose of this article is to reexamine the most valued learning outcomes and mechanisms reported by NOLS alumni to extend an understanding of how OAE outcomes evolve amid societal change, with implications for instructors, program curriculum developers, and future research. Data for this study were taken from a larger retrospective survey. Intentionally laddered questions about the most valuable lessons, how this lesson was learned (i.e., the mechanism), and why the aforementioned mechanism was helpful to learning were collected via a survey of NOLS alumni. Leadership, resilience/perseverance, and teamwork were the most valued reported outcomes. Instructors, course challenges, and coursemates (peers) were reported as the most impactful mechanisms. Practitioners and researchers may use these findings to tailor course design and implementation and to further investigate differences in outcomes and mechanisms in OAE programs. 

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Published

2026-04-06

Issue

Online First

Section

Research Note

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