Shan Shan Ho

The use of outdoor adventure for character development, focusing on positive outcomes in effectively improving self-concept and self-esteem and well-being.

My journey towards becoming an educator in Experiential Education commenced with my fervent passion for teaching and a desire to connect with students outdoors. In 2010, I began my career in the Department of Student Affairs, an experience that profoundly influenced my perspective. As an educator in higher education, I gained a deep appreciation for the need to offer college students alternative pedagogies and curricula beyond traditional classroom lectures. Adventure Education emerged as a powerful avenue, involving wilderness expeditions designed to challenge participants, push their perceived limits, and foster a heightened sense of self. This educational approach primarily unfolds in natural settings, engaging participants kinesthetically on cognitive, affective, and behavioral levels. The effectiveness of Adventure Education extends to individuals, groups, and organizations.

During my seven-year-long doctoral journey, I seized several opportunities to facilitate Adventure Therapy programs, including therapeutic camps, wilderness therapy, and adventure-based therapy. My constant pursuit was to discover innovative ways to engage students, both within the classroom and the field. These adventurous programs provided an alternative learning path, amalgamating outdoor activities with facilitation, enabling students to derive invaluable insights for self-improvement. This journey allowed me to savor the wonders of the natural world while guiding individuals on their personal quests.

In 2014, I had the privilege of working as an international scholar, an honor bestowed upon me by the Taiwanese government, at the University of New Hampshire. During my tenure in the Outdoor Education Program within the Department of Kinesiology at UNH, I was captivated by the educational philosophy of John Dewey, particularly his Progressive Education principles. Dewey's philosophy recognizes the individuality of each person, shaped by genetic factors and past experiences. Consequently, teaching and curricula must accommodate these individual differences, enabling students to evolve into valued, equal, and responsible members of society. UNH also exposed me to various outdoor education programs, where I witnessed students grasp the profound impact of their learning on a broader societal scale, extending beyond mere academic achievement. Upon concluding my research program at UNH, I eagerly integrated the knowledge and experience gained from this institution into my career, spanning outdoor education, adventure programming, wilderness therapy, and other educational domains. I designed numerous outdoor leadership programs for student organizations at the colleges I have been associated with. Drawing upon my philosophical insights and practical expertise in Experiential Learning, students expanded their comprehension of the natural world and honed skills vital for academic and career success.

I recognize that students hail from diverse backgrounds, and the university experience can be simultaneously exciting, fascinating, and bewildering for some. My engagement with learners and curriculum design play pivotal roles in facilitating the learning process. I employ four key strategies: engaging students, establishing clear goals and expectations for the course and its assignments, creating collaborative opportunities, and challenging students to think critically and become independent learners.

My own cultural competency is a product of a lifetime enriched by international experiences. I embarked on my journey as an adjunct faculty member at Pacific Oaks College in 2022. Exposure to diverse students has profoundly shaped my worldview and values. To illustrate my utilization of cultural competency in Hyflex Courses (Hybrid and Flex), I prioritize student discussions in small groups, promoting diversity, equality, and inclusion. I encourage students to share personal experiences, fostering an environment where they feel comfortable expressing themselves. This student-centered approach has been met with positive feedback, with students appreciating the supportive and inclusive atmosphere I cultivate. I adapt my teaching methods in accordance with John Dewey's educational philosophy to accommodate diverse learning styles and provide avenues for students to contribute their unique perspectives to the learning process.

Ho, S.S. and Hsieh, C.M. (2021). Discovering Self-Identity through Adventurous Sports-A Narrative Research of Three Surfers. Sport and Recreational Review, 9 , p69-94.

Ho, S.S. and Hsieh, C.M. (2014). Equine Assisted Psychology – An Alternative Treatment for Mental Health. Journal of Asia Association for Experiential Education, 8 , p76-88.

Ho, S.S (2012). Narrative Research of the Awareness on a Female Backpacker. International Conference on Marine Tourism and Sports Leisure Industry, ,