Physical Sciences and Mathematics Commons^™

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

Research in Outdoor Education

The Coalition for Education in the Outdoors is a nonprofit network of outdoor and environmental education centers, nature centers, conservation and recreation organizations, outdoor education and experiential education associations, institutions of higher learning, public and private schools, fish and wildlife agencies, and businesses that share a mission—the support and furtherance of outdoor education and its goals.

This article includes the Editor, Associate Editor and Reviewers for Volume 12 as well as the Table of Contents.

Foreword, Alan Ewert

Research in Outdoor Education

The article offers information related to papers that were published in the publication "Research in Outdoor Education" Volume 12, as well as acknowledging the efforts of all who contributed to the publication.

People In Nature: Relational Discourse For Outdoor Educators, Thomas Beery

Research in Outdoor Education

Outdoor educators are concerned about a perceived human disconnection from nature. There is awareness of a lack of human affiliation, connection, or identity with nonhuman nature and its impact on attitudes and behaviors. This essay raises the possibility that despite our concern, we may contribute toward this disconnection via language that supports a separation of the natural and the cultural. Our ability to separate ourselves conceptually from the rest of nature may be partially to blame for environmental degradation, therefore challenging the nature-culture dichotomy is both useful and constructive. This essay will present examples of how outdoor educators can …

Group Social Climate And Individual Peer Interaction: Exploring Complex Relationships On Extended Wilderness Courses, Benjamin J. Mirkin

Research in Outdoor Education

This study explored how adolescents' perception of the social climate on wilderness expedition courses related to changes in how they approached peer interactions. Contrary to the hypothesis, on average, their orientation toward adaptive peer interaction decreased (n=251) from pre- to postcourse test. The individual level predictors of change in peer interactions were student's perception of group cohesion, task orientation, instructor control; and at the group level, instructor perception of the fun or playfulness of the course, as well as the course make-up (i.e., having participants who have been on previous similar experiences). This research contributes to knowledge of …

Exploring The Social Impacts Of A Summer Camp For Youth With Tourette Syndrome, Michael Griswold, C. Boyd Hegarty, Chris Harrist, Nate Trauntvein, David Griswold

Research in Outdoor Education

Although a wealth of research exists documenting the positive social outcomes promoted by summer camps, research specifically examining youths with Tourette Syndrome (TS) within the camp context is lacking. This study utilized a phenomenological approach to explore the social impacts of a weeklong camp specifically for youths with TS, involving focus groups with 18 campers aged 10–16, interviews with 10 staff members, and participant observations compiled by the researcher. Multiple themes and sub-themes concerning the social impacts of the camp experience were identified, including (a) relatedness (not alone and self-assurance); (b) social development (friendships, optimism, educational experience, and bullying); (c) …

The Development And Scaling Of The Teaching Outdoor Education Self-Efficacy Scale, Scott Schumann, Jim Sibthorp

Research in Outdoor Education

Outdoor educator teaching self-efficacy beliefs are important to the process of teaching in the outdoors. Errors in these self-beliefs, which are one's judgments of ability to successfully perform necessary teaching tasks, carry consequences for student learning and safety in outdoor contexts. This paper presents two studies conducted to develop a teaching outdoor education self-efficacy scale (TOE-SES). In Study 1, data were collected from 303 participants in collegiate outdoor programs. Exploratory Factor Analysis reduced a 49-item pool to a 23-item scale comprised of 5 subscales. In Study 2, data were collected from 200 National Outdoor Leadership School (NOLS) instructor and outdoor …

Energy Expenditure In The Backcountry, Mandy Pojha, Cara Ocobock, John Gookin

Research in Outdoor Education

The study of energy economics, known as energetics, has played a key role in shaping human ecology, evolution, and performance (Leonard & Ulijaszek, 2002). Research on energetics gives insight into how humans interact with their environment and how differences in body shape and size can impact that interaction. This understanding is particularly insightful for humans living in the backcountry for extended periods of time. Selecting food types and amounts to meet high-energy demands in the backcountry setting is a challenge, because energy demand models have primarily been based on lab studies that, in hindsight, appear to routinely underestimate energy demands …

A Longitudinal Study Of Rural Youth Involvement In Outdoor Activities Throughout Adolescence: Exploring Social Capital As A Factor In Community-Level Outcomes, Jayson Seaman, Erin Hiley Sharp, Sean Mclaughlin, Corinna Tucker, Karen Vangundy, Cesar Rebellon

Research in Outdoor Education

This study examined youth participation in both organized and unstructured outdoor activities throughout adolescence, in a rural region in the northeastern United States. Survey data were collected at 7^th, 8^th, 10^th, and 12^th grade from 186 respondents across the region and was analyzed explore the relationship between antecedent predictors, outdoor activity participation, and outcomes related to developmental and educational achievement. Higher outdoor activity involvement was linked with positive outcomes but was also associated with other known predictors of development success including parents' educational level, marital status, and involvement in future planning. The concept …

Anniversary Reflections, Anderson Young

Research in Outdoor Education

No abstract provided.

Editors' Introduction And Acknowledgements, Alan Ewert

Research in Outdoor Education

The article offers information related to papers that were published in the publication "Research in Outdoor Education" Volume 11, as well as acknowledging the efforts of all who contributed to the publication.

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

Research in Outdoor Education

The Coalition for Education in the Outdoors is a non-profit network of outdoor and environmental education centers, nature centers, conservation and recreation organizations, outdoor education and experiential education associations, institutions of higher learning, public and private schools, fish and wildlife agencies, and businesses that share a mission the support and furtherance of outdoor education and its goals.

This article includes the Research Committee, Editors and Associate Editors for Volume 11 as well as the Table of Contents.

Understanding The Contribution Of Wilderness-Based Educational Experiences To The Creation Of An Environmental Ethic In Youth, Trever Waage, Karen Paisley, John Gookin

Research in Outdoor Education

The purpose of this exploratory study was to deepen our understanding of the ways in which a wilderness-based educational experience may serve as a significant life experience and how that experience may impact the development of an environmental ethic in youth. Students on 30-day courses from the National Outdoor Leadership School (NOLS) were asked to respond to the question, “Did your NOLS experience make an impact on your environmental ethics? If so, how?” The responses of 771 students indicated that a 30-day NOLS course did, in fact, positively influence both cognitive and emotional aspects of participants' environmental ethics and shared …

A Qualitative Exploration Of Sense Of Community Through Reflective Journals During Wilderness Outdoor Education Curricula, Garrett Hutson, Lynn Anderson, Mary Breunig, Tim O'Connell, Sharon Todd, Anderson Young

Research in Outdoor Education

There has been repeated encouragement in the literature for researchers to examine the various mechanisms that make up group experiences in outdoor education contexts. As a result, positive sense of community is often one of the implicit or explicit goals of programs and organizations that utilize outdoor settings to deliver educational and/or therapeutic programs. The purpose of this study was to understand how participants understand and experience sense of community formation during participation on outdoor education curricula (OEC) programs. Qualitative data, in the form of 124 participant trip journals, were analyzed and revealed two core themes illuminating sense of community …

The Role And Importance Of Program Quality In Outdoor Adventure Programs For Youth: Examining Program Quality Indicators As Predictors Of Outcome Achievement Among Nols Participants, Rachel Collins, Jim Sibthorp, John Gookin, Scott Schumann

Research in Outdoor Education

Youth outdoor and adventure programs are increasingly being expected to provide evidence that their programs are effective in achieving outcomes. While this is an important goal, participant outcomes are difficult to program for as they are influenced by many variables including the active role of the participant, the leader, the social and physical environments, and a myriad of contextual variables. However, program quality manifests at the point of service, and thus remains malleable by the program. Results of this study highlight the importance of program quality indicators on participant development and more specifically, which elements of program quality are most …

The Development And Validation Of The Leave No Trace Peak Assessment Scale (Pas), Jennifer Miller, Amy Shellman, Eddie Hill, Ron Ramsing, Ben Lawhon

Research in Outdoor Education

The Leave No Trace Center for Outdoor Ethics developed the Promoting Environmental Awareness in Kids (PEAK) program to teach children the seven Leave No Trace principles. The purpose of this study was to develop a valid and reliable measurement tool for Leave No Trace to assess the effectiveness of the PEAK program. Quantitative analyses of the data were used to determine the psychometric properties of the PEAK Assessment Scale (PAS) and children's knowledge of the Leave No Trace principles before and after participation in the PEAK program. Results supported the use of the PAS as a sound measurement tool for …

Enhancing Social Support Through Adventure Education: The Case Of Fathers And Sons, Curt Davidson, Alan Ewert

Research in Outdoor Education

Adventure education (AE) research often utilizes social support as an outcome variable associated with participation in extended outdoor adventure trips. Social support is defined as “the degree to which individuals have access to social resources, in the form of relationships, on which they can rely” (Johnson & Sarason, 1979). Using an adventure-based program offering a treatment specifically designed for father and son participants, significant changes in pre-post comparison scores on the variables of trust, communication, and social support were reported for both fathers and sons. Qualitative analysis revealed four major themes: communication enhancement, instructor influence, course components, and shared time. …

Editors' Introduction And Acknowledgements, Coalition For Education In The Outdoors (Ceo)

Research in Outdoor Education

The article offers information related to papers that were published in the publication "Research in Outdoor Education" Volume 10, as well as acknowledging the efforts of all who contributed to the publication.

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

Research in Outdoor Education

The Coalition for Education in the Outdoors is a network of institutions, organizations, agencies, centers, businesses, and associations linked and communicating in support of the broad purposed of education in, for , and about the outdoors. The Coalitions assists in identifying the needs of its affiliates in meeting their various constituent needs, as well as advancing the mission of outdoor education globally.

A Research Task Force was initiated by the Coalition in 1990 with the purpose of supporting the conduct of research in the field and dissemination of the results. The symposium at Bradford Woods and this publication offer evidence …

Preface, Anderson B. Young

Research in Outdoor Education

A preface to the journal "Research in Outdoor Education," volume 10 is presented by the author on behalf of the Coalition for Education in the Outdoors (CEO) Research Committee.

Measuring Positive Youth Development At Summer Camp: Problem Solving And Camp Connectedness, Jim Sibthorp, Laurie Brown, M. Deborah Bialeschki

Research in Outdoor Education

While research on summer camps has generally supported the benefits of organized camping for youth, increasing pressure exists for camps to document outcomes to stakeholders and to base their practices on evidence. This paper discusses the theoretical and empirical development of two measures relevant to these needs: Problem Solving Confidence and Camp Connectedness. The process of scale development included reviewing conceptual and theoretical literature as it related to camp settings. Items based on the relevant content domains were then generated, reviewed by experts, and pilot tested with 557 campers. Evidence from this pilot study suggests that both measures may be …

The Importance Of Trust In Outdoor Education: Exploring The Relationship Between Trust In Outdoor Leaders And Developmental Outcomes, Wynn Shooter, Jim Sibthorp, John Gookin

Research in Outdoor Education

Recent studies have acknowledged the influence of the leader in the outdoor education process and have illuminated the need for strong interpersonal relationships between participants and leaders. Developing interpersonal trust is one among many ways that leaders can promote such positive interpersonal relationships between themselves and participants. Transdisciplinary literature suggests that trust in a leader can predict outcomes that are important to outdoor education. This study found a positive relationship between trust in outdoor leaders and the course outcomes of leadership development and outdoor skills development among students of National Outdoor Leadership School (NOLS) courses. Implications for program implementation and …

Resilience As Experienced By Environmental Educators, Kelly Henderson, Timothy S. O'Connell

Research in Outdoor Education

This study examined resilience as experienced by environmental educators in the face of growing environmental adversity. Through in-depth interviews, this hermeneutical study sheds light on the environmental factors and internal competencies that contribute to resilience in seven environmental educators. Additionally, the interaction between these factors and competencies (known as the person/environment transactional process) is explored. Kumpfer's (1999) Resilience Framework provides the organizational framework for the results of this study.

Fostering Leadership Through A Three-Week Experience: Does Outdoor Education Make A Difference?, Alan Ewert, Jillisa Overholt

Research in Outdoor Education

Leadership is one of the principal goals and desired outcomes from participation for many outdoor education programs. This study examines the effectiveness of a short-term expedition-based outdoor experience on the leadership skill level of program participants. Results demonstrate a significant increase in self-reported leadership skills over time for the treatment group, p < .001, as well as a significant difference in leadership skill levels between the treatment group and the control group, p < .05. It is argued that outdoor education settings offer the types of hands-on and diverse experiential leadership development opportunities that are often lacking in other leadership development realms. Building on current leadership theory, implications for outdoor leadership training programs are discussed and several models of outdoor leadership skill development are presented.

Re-Thinking Group Development In Adventure Programming: A Qualitative Examination, Levi Dexel, Bruce Martin, Laura Black, Aiko Yoshino

Research in Outdoor Education

The purpose of the study was to re-examine the efficacy of Tuckman's (1965) model of group development in adventure programming. More specifically, the researchers were interested in comparing Tuckman's traditional sequential model to more contemporary non-sequential and integrative models that have emerged as alternative ways to conceptualize the process of group development. The researchers used a case study approach (Merriam, 2001) and techniques characteristic of naturalistic inquiry (Lincoln & Guba, 1985) to explore the nature of group development among participants in a weeklong sea kayaking expedition. The researchers concluded that more contemporary models of group development more accurately explained the …

Children's Perceptions Of An Environmental Leadership Program: Camp 2 Grow, Karla Henderson, Barry Garst, M. Deborah Bialeschki, David Santucci

Research in Outdoor Education

Nature-deficit disorder has been highlighted as a concern for today's children. Organized camps for children have traditionally been associated with nature-based opportunities. However, the role that camps have in developing an appreciation for the outdoors and environmental stewardship has not been documented. The purpose of this study was to evaluate youths' perceived connections to nature resulting from a pilot test of a leadership and environmental stewardship program (i.e., Camp 2 Grow) undertaken at organized resident camps during the summer of 2009. Qualitative analyses of personal reflection journals were used. Campers recognized through this program that having the freedom to enjoy …

Longitudinal Participant Outcomes Associated With Outward Bound And National Outdoor Leadership School: A Means-End Investigation, Marni Goldenberg, Katherine Soule, Jason Cummings, Dan Pronsolino

Research in Outdoor Education

Means-end theory was used to analyze differences in outcomes from original and follow-up interviews occurring over the three subsequent years after Outward Bound (OB) and National Outdoor Leadership School (NOLS) course participation. In 2006, a semi-structured, in-person interview was conducted after participants (N=510) completed their course. In 2007, 2008, and 2009, semi-structured telephone interviews were conducted with a convenience sample of original participants. Results of this study show how OB and NOLS programs continue to increase participant self-respect, self-esteem, and self-confidence, provide a sense of accomplishment, and impart transferable lessons and skills three years after course participation. Understanding such participant …