The Outdoor Academy, as one of the earliest pioneers in high school semester away education, belongs to an elite group: the Semester Schools Network (SSN). Scattered throughout the country, the nine schools belonging to the SSN have clear commonalities. Each have community and experiential academic rigor as their foundation, yet each have uniquely different focal points. For example, The Oxbow School in California focuses on studio artmaking and interdisciplinary studies. The Mountain School in Vermont is centered around a working farm where students become intimately acquainted with food production.
At The Outdoor Academy, our focus on the four cornerstones of Intellect, Environment, Craft, and Community engages the whole student at this pivotal age for high school sophomores and juniors.
For over 25 years, we have received feedback from our alumni that the semester away experience has been transformative and shaped their lives in many ways. In 2019, the University of Utah completed a three year study (Sibthorp, Meerts-Brandsma, & Ricks) about the impact that semester schools have on their participants. The research echoed the anecdotes we’ve heard from our alumni for years.
The study identified eight significant outcomes that were commonly shared by students who had attended semester schools. These outcomes included: willingness to try new things; appreciation for learning; appreciation for diversity, perseverance; communication; decision-making; responsibility; and self-confidence. Consistently, the studies revealed that a semester away during high school in our academically rigorous, physically challenging, community-oriented semester schools supported students’ identity development.
Below is a brief summary of the findings from the University of Utah’s study as excerpted from their final report, “Understanding Semester Schools As Transformative Learning Experiences”.
Semester school students widely report their experience at the semester school as transformational. Students claim their lives are not the same. All three phases of our investigation showed students do indeed change. Phase one revealed over 90% of students report having experienced transformational learning in some form. Phase two found students are experiencing greater identity exploration and identity commitment, which are instrumental in the identity formation process. The final phase discovered students are returning home from their semester schools with a shifted perspective in the way they engage with learning and who they decide to surround themselves with. Throughout all of the phases, many of the same mechanisms were identified as major contributing factors to these transformations. The relationships with other students and faculty, the pedagogical techniques, the non-traditional structure of semester schools, and the curriculum all played important roles in the transformation students reported.
While I am the Director of Admissions for OA, I am also the parent of a teenager who has enjoyed the great fortune of attending two different semester schools. The transformative nature of his OA experience during the spring semester of his sophomore year was more than even I, as the Admissions Director, ever imagined it could be. See my previous blog for more of my reflections on his OA experience. He then attended the High Mountain Institute (HMI) in Colorado during the fall semester of his senior year.
Before attending HMI, my son’s sense of identity, his leadership style, and his love of learning was already well established during his OA semester. Following his semester at HMI, along with the deepening of so many of his takeaways from his semester at OA, my son returned home with a clear sense of when and why he should lead. This was coupled with the additional hard skills to do so. I have heard from many people, some who know him and others who don’t, that interacting with him now feels not like an interaction with a 17 yr old, but much more like an interaction with a post-college adult.
I believe my own observation of my son’s development is exactly what the University of Utah study confirmed. For example, they speak of the “accelerated self-identity” that seems to form through the semester school experience. It is clear that transformational learning is the kind of learning that was central to both of his semester away experiences as I know it also has been for thousands of other semester school alumni. Alumni from SSN schools are not only transformed by their experiences at the time. They continue to be informed by them for the rest of their lives.
For further information about the University of Utah study, please see the below links:
- Journal of Transformative Education Article
- University of Utah’s Semester School Study Abstract
- University of Utah’s Final Report on Semester Schools & Transformative Learning – Feb 2020
This blog is the first of a three part-series, so be on the look out for the follow-up blogs to this in the next couple of weeks. Written by Katie Rowlett, OA Admissions Counselor and Semester 28 alumnus, they will highlight interviews with four OA teachers. Each faculty member has taught at another school belonging to the Semester Schools Network. Their personal experiences with the richness of semester education and transformative high school experiences echo the findings of the University of Utah study. I know they will inspire you with their passion and insight.
— Julie Holt, Director of Admissions and Financial Aid