Greetings and welcome to Research in Outdoor Education Volume 11. The articles included in this volume were all presented at the Eleventh Biennial Coalition for Education in the Outdoors Research Symposium. All papers submitted for publication were reviewed by a collection of scholars in the field of outdoor education. Those accepted and presented here represent a variety of methods and theoretical frameworks. Each article begins with an abstract and list of keywords. As in the past, complete contact information for the lead author is included so that readers can follow-up directly with the author regarding any questions.
{"title":"Editors’ Introduction and Acknowledgements","authors":"Alan Ewert","doi":"10.1353/roe.2012.0000","DOIUrl":"https://doi.org/10.1353/roe.2012.0000","url":null,"abstract":"Greetings and welcome to Research in Outdoor Education Volume 11. The articles included in this volume were all presented at the Eleventh Biennial Coalition for Education in the Outdoors Research Symposium. All papers submitted for publication were reviewed by a collection of scholars in the field of outdoor education. Those accepted and presented here represent a variety of methods and theoretical frameworks. Each article begins with an abstract and list of keywords. As in the past, complete contact information for the lead author is included so that readers can follow-up directly with the author regarding any questions.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115471475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 some characteristics of a significant life experience. Recommendations for future research are discussed.
{"title":"Understanding the Contribution of Wilderness-Based Educational Experiences to the Creation of an Environmental Ethic in Youth","authors":"Trever Waage, K. Paisley, John Gookin","doi":"10.1353/ROE.2012.0003","DOIUrl":"https://doi.org/10.1353/ROE.2012.0003","url":null,"abstract":"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 some characteristics of a significant life experience. Recommendations for future research are discussed.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123333100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract: 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 reliable and valid measures of their respective constructs. Implications for use and ties to the extant literature are discussed.
{"title":"Editors’ Introduction and Acknowledgements","authors":"","doi":"10.1353/roe.2010.0000","DOIUrl":"https://doi.org/10.1353/roe.2010.0000","url":null,"abstract":"Abstract: 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 reliable and valid measures of their respective constructs. Implications for use and ties to the extant literature are discussed.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"41 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129724611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Collins, Jim Sibthorp, John Gookin, Scott Schumann
Abstact: 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 predictive of program outcomes.
{"title":"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","authors":"R. Collins, Jim Sibthorp, John Gookin, Scott Schumann","doi":"10.1353/ROE.2012.0004","DOIUrl":"https://doi.org/10.1353/ROE.2012.0004","url":null,"abstract":"Abstact: 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 predictive of program outcomes.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130977917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Garrett Hutson, L. Anderson, M. Breunig, T. O'connell, Sherrie L. Todd, A. Young
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 structure and process. Implications for theory, research, and practice are discussed.
{"title":"A Qualitative Exploration of Sense of Community through Reflective Journals during Wilderness Outdoor Education Curricula","authors":"Garrett Hutson, L. Anderson, M. Breunig, T. O'connell, Sherrie L. Todd, A. Young","doi":"10.1353/ROE.2012.0002","DOIUrl":"https://doi.org/10.1353/ROE.2012.0002","url":null,"abstract":"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 structure and process. Implications for theory, research, and practice are discussed.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121968607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study of energy economics, known as energetics, has played a key role in shaping human ecology, evolution, and performance (). 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 on backcountry expeditions. This study examined Total Daily Energy Expenditure (TDEE) as it pertains to two to three week periods of time spent backcountry hiking, rock climbing, and skiing/camping in a winter environment. Total Daily Energy Expenditure is calculated by totaling the energy spent on basal metabolic rate, activity, thermoregulation, and Thermic Effect of Food (TEF). In total 59 participants were tested on courses with the National Outdoor Leadership School. Information from the study has been instrumental in informing the ration and nutrition practices at NOLS, as well as providing insight into other outdoor programs and backcountry users.
{"title":"Energy Expenditure in the Backcountry","authors":"Mandy Pojha, Cara J Ocobock, John Gookin","doi":"10.1353/ROE.2014.0006","DOIUrl":"https://doi.org/10.1353/ROE.2014.0006","url":null,"abstract":"The study of energy economics, known as energetics, has played a key role in shaping human ecology, evolution, and performance (). 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 on backcountry expeditions. This study examined Total Daily Energy Expenditure (TDEE) as it pertains to two to three week periods of time spent backcountry hiking, rock climbing, and skiing/camping in a winter environment. Total Daily Energy Expenditure is calculated by totaling the energy spent on basal metabolic rate, activity, thermoregulation, and Thermic Effect of Food (TEF). In total 59 participants were tested on courses with the National Outdoor Leadership School. Information from the study has been instrumental in informing the ration and nutrition practices at NOLS, as well as providing insight into other outdoor programs and backcountry users.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130450072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract: 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 theory development are discussed.
{"title":"The Importance of Trust in Outdoor Education: Exploring the Relationship Between Trust in Outdoor Leaders and Developmental Outcomes","authors":"Wynn Shooter, Jim Sibthorp, John Gookin","doi":"10.1353/ROE.2010.0006","DOIUrl":"https://doi.org/10.1353/ROE.2010.0006","url":null,"abstract":"Abstract: 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 theory development are discussed.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130564716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Levi A. Dexel, Bruce Martin, L. Black, Aiko Yoshino
Abstract: 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 process of group development in this case study than Tuckman’s (1965) traditional model of group development.
{"title":"Re-Thinking Group Development in Adventure Programming: A Qualitative Examination","authors":"Levi A. Dexel, Bruce Martin, L. Black, Aiko Yoshino","doi":"10.1353/ROE.2010.0008","DOIUrl":"https://doi.org/10.1353/ROE.2010.0008","url":null,"abstract":"Abstract: 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 process of group development in this case study than Tuckman’s (1965) traditional model of group development.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123550194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract: 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 reliable and valid measures of their respective constructs. Implications for use and ties to the extant literature are discussed.
{"title":"Measuring Positive Youth Development at Summer Camp: Problem Solving and Camp Connectedness","authors":"Jim Sibthorp, Laurie P. Browne, M. Bialeschki","doi":"10.1353/ROE.2010.0002","DOIUrl":"https://doi.org/10.1353/ROE.2010.0002","url":null,"abstract":"Abstract: 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 reliable and valid measures of their respective constructs. Implications for use and ties to the extant literature are discussed.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124008845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michael Griswold, C. B. Hegarty, Christopher J. Harrist, Nate E. Trauntvein, D. Griswold
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) programmatic outcomes (unique program opportunities and cabin bonding); and (d) various implications for professional practice and future research are discussed.
{"title":"Exploring the Social Impacts of a Summer Camp for Youth With Tourette Syndrome","authors":"Michael Griswold, C. B. Hegarty, Christopher J. Harrist, Nate E. Trauntvein, D. Griswold","doi":"10.1353/ROE.2014.0002","DOIUrl":"https://doi.org/10.1353/ROE.2014.0002","url":null,"abstract":"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) programmatic outcomes (unique program opportunities and cabin bonding); and (d) various implications for professional practice and future research are discussed.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"191 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132806575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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