Social and Behavioral Sciences Commons^™

Editors' Introduction And Acknowledgements, M. Deborah Bialeschki, Karla A. Henderson, Anderson B. Young, Robert G. Andrejewski

Research in Outdoor Education

An introduction to the journal "Research in Outdoor Education," volume 6 is presented by the authors on behalf of the Coalition for Education in the Outdoors (CEO) Research Committee.

Front Matter, Coalition For Education In The Outdoors (Ceo)

Research in Outdoor Education

The Coalition for Education in the Outdoors initiated a Research Task Force in 1990 with the purpose of supporting the conduct of research in the field and the dissemination of the results. The symposium at Bradford Woods and these Proceedings offer evidence of the success of this task force. At the first symposium in 1992, there was general agreement that the symposium be a regular occurrence. The 2002 Symposim and these Proceedings are indicators of the Coalition's continued support of research in outdoor education. Information on future events will be available through the Coalition office.

This article includes the Editors, …

Milestones In Outdoor Education, Anderson B. Young

Research in Outdoor Education

A preface to the journal "Research in Outdoor Education," volume is presented by the author on behalf of the Coalition for Education in the Outdoors (CEO) Research Committee.

Reynold E. Carlson: A Distinguished Pioneer In Outdoor Education, Joel Meier

Research in Outdoor Education

A tribute to Reynold E. Carson, a pioneer in outdoor education, is presented by the author.

Effective Practices And Participant Outcomes For Youth: Inclusive Camps And Outdoor Schools, Steve Brannan, Joel Arick, Ann Fullerton

Research in Outdoor Education

This research project investigated resident camp and outdoor school programs and em­ployed validated instrumentation to help deter­mine the effects of inclusive practices on the growth and development of youth with and without disabilities (Brannan, Fullerton, Arick, Robb, and Bender, in press).

Qualitative Outcomes For Youth Who Participate In Inclusive Programs: A Multi-Case Analysis Across 14 Camps And Outdoor Schools, Ann Fullerton, Steve Brannan, Joel Arick

Research in Outdoor Education

As the number of inclusive programs grows, an important question arises: What are the out­comes of participation in an inclusive camp or outdoor school where children live, learn, and play with peers of varying abilities. Residential camps and outdoor schools and their research partners are striving to develop effective meth­ods to examine the outcomes for program par­ticipants (Dworken. 2001). Both quantitative and qualitative methods have been used to examine outcomes such as changes in skill levels, self-perceptions, attitudes, social interaction, and infonnant or self-reported growth in various ar­eas of development. Qualitative research may help us describe the scope, depth, and …

Leader Integration Competencies And Staff Training, Leo Mcavoy, Jim Roehl, John Rynders

Research in Outdoor Education

The purpose of this study was to test that competencies about inclusion were learned in staff training. Specifically, the study sought to identify the leadership competencies necessary for leaders in integrated outdoor adventure pro­grams and to measure the effectiveness of a staff training addressing one of these competencies (the ability to apply integration strategies). This study was exploratory in nature and centered on one agency, Wilderness Inquiry, Inc. (WI) of Minneapolis, which is recognized as the fore­most integrated outdoor adventure program in the country. The study focused on current staff of Wilderness Inquiry and on the approximately 30 new program …

Using Means-End Theory To Understand The Outdoor Adventure Experience, Marnie Goldenberg, Leo Mcavoy, David Klensosky, Tom Holman

Research in Outdoor Education

According to Ford (1981), outdoor educa­tion is "education in, about, and for the out­doors, implying a place, a topic, and a reason" (p. 14). Another working definition stated that outdoor education is "an experiential method of learning which takes place primarily through sensory involvement with the out-of-doors" (Priest & Gass, 1997, p. 17). Priest and Gass also defined outdoor adventure programs as those. that use challenging experiences in the outdoors to promote personal and group devel­opment.

This research developed a better under­standing of the linkages between outdoor adven­ture program (Outward Bound) experiences and outcomes using means-end analysis. Previously the means-end …

Difficulty And Ability: Staff Member Perceptions Of Seasonal Staff Training, Gwynn M. Powell, Robert D. Bixler, Deborah M. Switzer, Karen P. Hurtes

Research in Outdoor Education

The process that camp directors use to plan and implement their staff training and continu­ing education may be affected by understanding seasonal staff-member perceptions of the diffi­culty and ability of camp-specific skills and knowledge. The purpose of this study was to investigate staff perceptions to provide a base­line of information for practice and future re­search.

The Adventure Model: A Replication Study To Determine If Different Adventure Skills Support The Model, Ken Gilbertson, Alan Ewert

Research in Outdoor Education

The Adventure Model uses the theory of specialization (Bryan, 1977; Ditton, Loomis, & Choi, 1992) as a developmental framework by suggesting that participants become specialized in their adventure activities, implying that individuals have differing needs and expectations based on skill and activity type. In addition, as suggested by Scott and. Shafer (2001), speciali­zation implies a developmental process involving behavior, attitudes, and preferences. Thus, the Adventure Model suggests that as partici­pants become more skilled and specialized, a number of attributes, such as frequency of par­ticipation and locus of decision making, change in a predictable manner (Anderson, Anderson, & Young, 2000; Ewert …

Multidimensional Self-Concept And Outdoor Adventure Education With Adolescents, Timothy S. O'Connell

Research in Outdoor Education

This study focused on the changes in self-concept of adolescents enrolled in· out­door adventure education courses offered at a traditional· college preparatory high school and explored how gender influenced changes in specific domains of self-concept.

An Analysis Of Outdoor Leaders' Ethics Guiding Decisions, Denise Mitten

Research in Outdoor Education

Up to 70,000 people a year may participate in wilderness experience programs in the United States (Friese, Hendee, & Kinziger, 1998). Many more people participate in non-wildemess outdoor programs. Over 700 programs offer wilderness opportunities for personal growth in the United States with a predicted increase of 15 percent a year (Ewert & McAvoy, 1999). During these trips, the behavior modeled and the infor­mation shared by the outdoor leaders influences a large number of people, including people with many diverse needs. Garvey (1999) stated that outdoor leaders model what they hold to be the most appropriate behavior in a situation: …

If The Dress Fits, Wear It.: Uncovering Meaning In Gender Stereotyping In An Australian Outdoor Education Program, Katherine J. Pinch

Research in Outdoor Education

This study is part of a larger project that ex­amined the significance of the gender system working within and through an outdoor adven­ture education program for adolescents. Al­though the categories female and male were used to describe the claimed and ascribed identi­ties of the participants, the study was designed to explore the implications of the gender system with reference to agency and empowerment for adolescent girls, not to differentiate between "essential" female and male experiences. The data was not analyzed to make statistical infer­ences about girls and boys as homogeneous groups. It was viewed in terms of how different ranges …

Developing Outdoor Leaders: Paul Petzoldt's Perspective, Mark Wagstaff, Christine Cashel

Research in Outdoor Education

Paul Petzoldt, an early pioneer in outdoor education, saw the need for trained outdoor leaders. Petzoldt spent his professional life edu­cating outdoor leaders to lead safe, enjoyable outdoor adventures without harm to the envi­ronment (Bachert, 1987, Ringholz, 1997). Pet­zoldt, who died in 1999, left a legacy of organi­zations, books, students, and controversy that have helped shaped the outdoor leadership pro­fession. After his death, boxes of papers and handwritten journals were given to the authors to use for research purposes. Some of Petzoldt's unpublished ideas are presented in this paper. Key concepts and meth­ods utilized by Petzoldt to train outdoor leaders …

Meta-Analytic Research On The Outcomes Of Outdoor Education, James T. Neill

Research in Outdoor Education

For most outdoor education (OE )advocates the ready-at-hand, ad hoc evidence is sufficient to support their en­thusiastic claims about OE. Indeed, the smile when a participant conquers a challenge and the glowing words spoken during a debrief are often compelling. But is it enough to let such evi­dence speak for itself? Professional OErs should know more about research results, as should all stakeholders in OE programs and related fields of endeavor, includ­ing researchers of OE. To date, however, there has been a lack of high quality research reviews that have been written for both researchers and practitioners. Thus the current …

Motivations Of Elderhostel Participants In Outdoor Adventure Programs: A Life-Cycle Perspective, Deborah M. Sugerman

Research in Outdoor Education

This manuscript examines the motivations of older adults to participate in outdoor adventure experiences based on whether or not they are retired to determine the association of motiva­tion and retirement status. A particular focus for the paper is to better inform providers of outdoor adventure programs for older adults about the specific motivations of participants based on their stage of life cycle development. Under­standing these motivations may aid in conduct­ing effective and appropriate outdoor adventure programs for this population.

The Relationship Between Program Components And Outcomes: Participants' Perceptions Of An Outdoor Adventure Student Orientation, Cheryl K. Baldwin, Harry C. Zinn, Linda L. Caldwell

Research in Outdoor Education

The purpose of this study was to assess participants' perceptions of program com­ponents and outcomes of a first-year college student outdoor adventure orientation (OAO) program. Qualitative, semi-struc­tured post-trip interviews were conducted during the spring semester with 11 OAO participants.

Ten Years Of Challenge Course Research: A Review Of Affective Outcome Studies, Camille J. Bunting, John P. Donley

Research in Outdoor Education

Over the past 30 years, challenge/ropes courses have spread across the country and are now focused toward a variety of popula­tions, including adolescents, college stu­dents, and corporate employees. Despite their success and growing popularity as an effective training tool, challenge/ropes courses have earned little credibility through academic research. Although a significant amount of research has· been completed, questions continue to arise regarding the efficacy of challenge/ropes experiences for corporate team development and the educa­tional enhancement for adolescent and col­lege students. The purpose of this study was to assimilate and synthesize challenge/ropes course research during the 1990s that stud­ied affective outcomes …

The Relationship Of Motivation Factors To Level Of Development In Outdoor Adventure Recreationists, Sharon L. Todd, Lynn Anderson, Anderson B. Young, Dale Anderson

Research in Outdoor Education

A growing body of empirical studies tests theories of developmental level in a recreation activity. Most are based on two prominent lei­sure theories: specialization (Bryan, 1977, 1979) and amateur/professionalism or "serious leisure" (Stebbins, 1979, 1992). A parallel group of stud­ies has focused on understanding the developmental levels of outdoor adventure (or risk) receation behavior, primarily using the Adventure Recreation Model (ARM) (Ewert, 1989) as a cornerstone. Both areas of the literature have sought to understand developmental levels in relation to other variables, including motivation. The purpose of this study was to determine the motivation factors that are related to partici­pants' …

Outcomes Of Camping: Perceptions From Camper Focus Groups, M. Deborah Bialeschki, Amy Krehbiel, Karla A. Henderson

Research in Outdoor Education

The Recreation and Leisure Studies De­partment at the University of North Carolina, Chapel Hill (UNC-CH) and Morry's Camp are working together to develop an evaluation re­search plan that blends appropriate measurement tools with assessing desired outcomes. Several methodological techniques are in place to gather qualitative and. quantitative longitudinal data from Morry's Camp.

This paper, however, will focus on one set of qualitative results gathered from three exploratory focus groups conducted with campers. The purpose of this paper is to describe the match between the camp's objec­tives and the valued aspects of the camp experi­ence as articulated by the campers. Our …

An Examination Of The Effects Of Experiential Education In A Cross Cultural Context On The Moral Reasoning Of High School Students, Jordana Dezeeuw

Research in Outdoor Education

The purpose of this study was to ascertain if a student's moral reasoning may be enhanced during cross-cultural immersion programs, which intentionally incorporate experiential learning (i.e., the cycle of ex­perience reflection transfer new knowl­edge). Using the University of Minnesota's Cen­ter for the Study of Ethical Development Defin­ing Issues Test - 2 (DIT-2) as a quantitative in­strument, the study looked at the indicated differ­ences in the moral reasoning of 50 students between the ages of 14 and 18 before and after their experiences on Global Routes and Interlocken travel programs.

Grappling With The Theoretical And Measurement Issues Involved In Assessing The Impact Of A Combined Adventure/Social-Cognitive Prevention Program On Violent Behavior, Aleta L. Meyer

Research in Outdoor Education

The focus of this presentation is to out­line the issues we have been grappling with on the journey from developmental psychology to­ward the field of outdoor education, and to invite practitioners in outdoor adventure to join in this walk for the purpose of seeing how we might be able to collaboratively prevent youth violence and promote positive development.

Development And Validation Of An Outdoor Leader Experience Use History Instrument, Shayne Galloway

Research in Outdoor Education

This abstract describes the con­ceptualization, development, and validation of an instrument designed to measure the personal and professional experience levels of outdoor leaders - ­the Outdoor Leader Experience Use History (OLEUH). The OLEUH represents one method to generate empirical measurement in what has his­torically been an intuitive arena.

The Awareness Activation Model For Transfer Of Learning In Experiential Settings, Ron Ramsing, Karen P. Hurtes

Research in Outdoor Education

An individual applying her or his newfound knowledge and transferring the information, through action to a new setting is a valued out­come for experiential education practitioners. At the most basic level, the notion of transfer of knowledge appears so simple and commonsensical that it may only subconsciously serve as the focal point of initiative/rope course activities. Yet, transfer facilitated with intention may very well make any new knowledge acquired through experience more efficacious, applicable, and enduring for an individual. Intentional facµitation, including isomorphic framing, may be the "trigger" that activates one's sense of mindfulness toward long-term use or even a …

Youth Development Outcomes Of Adventure Program Perceptions, Marge Scanlin

Research in Outdoor Education

The research will encompass 100 camps randomly selected from various strata of ACA's accredited camps. A total of at least 5000 campers will complete three sets of surveys in 2002/03. Several youth develop­ment outcomes will be measured through pre-; post-, and follow-up surveys of camp­ers and their parents, staff observational checklists, and focus groups with a sample of participating camps. The outcomes under study include increased positive identity ; improved social skills; increased positive values; and learning new skills including cognitive, and psycho-motor skills.

A Multivariate Model Of Adventure Program Perceptions, Jim Sibthorp, Eddie Hill

Research in Outdoor Education

Continued interest in ·program evaluation· and improvement has led to calls for additional multivariate research, better measurement tools, and more complex research designs (Roberts & Yerkes, 2000; Ewert & Sibthorp, 2000). Through multivariate studies, researchers and practitioners can better discern which components of adventure programs have the greatest explanatory power regarding program outcomes, and which variables interact to facilitate or im­pede the learning of programmatic objectives. Recently, new instrumentation has been de­veloped to better address the needs of adventure education research and evaluation. The Life Effectiveness Questionnaire (LEQ) was de­signed to measure eight domains that are pos­sible outcomes for adventure …