Numerous models exist that help us understand how experiential education "works" yet their foundations vary and often do not connect well to actual learning processes. Models should prove most helpful, reflecting research-based historical practices of how people learn through experience. This paper presents grounded theory research that develops and proposes a modification of the Joplin model that provides a more accurate model of how North American adolescents learned from their experiences while on a short-term mission trip.
This article presents research that examines the impact of short-term mission trips as an experiential curriculum in the lives of North American adolescent participants. Drawing from prominent experiential therories, the curricular structure of cross-cultural short-term mission trips is shown to be limited in its abaility to transfer learning into the ongoing lives of the students. The author recommends continuing the educational components beyond a trip's conclusion so students can better integrate their learning. The study concludes tha short-term mission needs to be situated as part of an oveall emphasis, theologically and pedagogically, on service and mission within a youth ministry.