Outdoor Education (2001)

Page Contents

A      B      BB      C      CC      D      E      F      G      H      HH      I      J      K      L      M      N      O      P      R      S      T      U      V      W      Y      Z

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____. (1999). Grab a Great Resource: Using Educational Resources in the Community., Photographs may not reproduce adequately. Page Length: 101. A guide to teaching resources in three northern Illinois counties was created by 28 teachers in a graduate course entitled "Integrating Community Resources into Curriculum and Instruction." The first part of the guide provides contact information and a brief description for approximately 100 people, places, and things that could be resources to enhance instruction. These resources are located in Lee, Ogle, and Whiteside Counties, Illinois. Featured articles go into detail about particular resources and include background information, possible lesson plans, available experts, and suggestions on how to use the resources. Many suggestions involve field trips to local businesses, community service agencies, historic sites, or natural areas. Articles include: "Ashes to Ashes, Dust to Bronze" (Steve Toole); "Beautiful Bears for Beautiful People" (Chris Milnes); "Teaching in the Absence of Four Walls: The Benefits of 'Duck, Duck, Goose'" (Christine M. Spera); "National Manufacturing Company: Hardware Building Better Schools" (Jennifer Roth-Longe); "Williams Auto Body: Starting a Second Century of Service" (Rich Montgomery); "What To Do until the Ambulance Arrives" (Dawn Arickx); "In Patient Hands: An Interview with a Woodcarver" (Sue Castelein); "Floating Back in Time on the Green River" (Ted Alston); "Discover the Nature Center at Lowell Park" (Joyce Dean Stogentin); "Bomb Building Business in Amboy: The Green River Ordnance Plant" (Lynn Longan); "What You Do Know Can Health You" (Roberta Fredericks); "The Banditti" (Mary Miller); "The University of Illinois Extension: Putting Knowledge To Work" (Janet Eden); "Catch of the Day" (Karen Mayberry); "'E' Is for Engineering" (Dan Arickx); "What Is Heritage Canyon?" (Fran Smith); "Investments: Who Needs Them?" (Jeanne Fuger); "A Fun Filled Day Trip to Tampico, Illinois" (Deana A. Newman); "Illinois Department of Corrections: Dixon Correctional Center" (Trina Dillon); "Nachusa Grasslands: Franklin Creek State Natural Area" (Connie Jones); "Campground as Classroom Treasure: O'Connell's Yogi Bear's Jellystone Park" (Karen Baylor); "Like Time Was: Paul Graehling and His Museum" (Jan Bates); "Learning from the Past with Writers of the Future" (Susan Tyrrell); "Amboy Depot Museum: Serving Iron Trains to Children's Brains" (Tom Full); "Fatal Equations: A Trip to the Morgue" (Ric Cupp); "The Bread and Butter of the Rock River Valley: Northwestern Steel and Wire" (Peter Goff); "Turn Your Gym into a Skating Rink" (Jan White); and "Be a Shining Star" (Lou Ann Schuldt). (SV) ED441623

American Association for Health Physical Education and Recreation. (1959). Your community; school-community fitness inventory, evaluative criteria for school and community programs in health, safety, physical education, and athletics, recreation and outdoor education as related to fitness of American youth. Washington,. Gv171.a45 613.71

American Association for Health Physical Education and Recreation. (1963). Education in and for the outdoors; report. Washington,: American Association for Health Physical Education and Recreation. Lb3481

American Camping Association., & United States. Office of Special Education and Rehabilitative Services. (1982). Project STRETCH, year III: project report, May 1982. [Martinsville, Ind.]: American Camping Association. Ed 1.310/2:223378

Asfeldt, M. (1996). Augustana Arctic Adventures: An Interdisciplinary Expedition., 6pp. In: Spawning New Ideas: A Cycle of Discovery; see RC 021 376. Augustana University College (Alberta, Canada) offers a senior-level outdoor pursuits course called Arctic Canoe Expeditions, open to any student with a previous canoe-based outdoor course. Course goals are for students to apply knowledge from previous outdoor courses, integrate knowledge from their home disciplines into the experience, explore a special part of Canada, experience one of the world's last vast wilderness areas, create their own experience, and gain knowledge of Arctic canoe expeditions. During the winter semester, the class meets weekly to prepare for the trip, with students taking substantial responsibility for trip planning. Students are expected to keep a personal journal; to design their own learning experience, integrating their home discipline with expedition activities; and to make a class presentation of their learning. Considerable time is spent establishing group norms and expectations. The expedition itself involves 10 students and 2 professors spending at least 21 days on an isolated northern river unfamiliar to all participants. Pairs of students take 48-hour turns as facilitators of group decision making. The group keeps a group journal and holds formal debriefings every 3-4 days. The course builds on the philosophy of experiential education by providing students with interesting and relevant "indeterminate situations of consequence" that have high probability of successful resolution. The interdisciplinary nature of the course adds richness and depth to this resolution. (SV) ED416048

Attarian, A. (1996). Using Importance-Performance Analysis To Evaluate Teaching Effectiveness., 7pp. In: Proceedings of the 1995 International Conference on Outdoor Recreation and Education; see RC 020 917. This paper introduces Importance-Performance (IP) analysis as a method to evaluate teaching effectiveness in a university outdoor program. Originally developed for use in the field of marketing, IP analysis is simple and easy to administer, and provides the instructor with a visual representation of what teaching attributes are important, how important each attribute is, and how well the instructor performed on each attribute. Implementing IP analysis requires four steps: developing a set of attributes that accurately describe and reflect the topic of study, presenting the attributes to respondents in questionnaire form that requires them to rate importance and teacher performance for each attribute, analyzing data for the importance and performance values of each attribute, and plotting each attribute on a four-section action grid according to its rated importance and teacher performance. In an application of this method, 35 attributes describing teaching effectiveness were generated from teacher evaluations at North Carolina State University and other institutions. Faculty review and feedback resulted in a final list of 23 attributes, which were presented in questionnaire form to 72 students in rock climbing courses. Importance and performance means were calculated and plotted on a grid. The instructor's strengths were identified as technical, safety, organizational, and communication skills, while some weaknesses were apparent in actual delivery of the activity. (SV) ED404087

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Bilton, H. (1998). Outdoor play in the early years: management and innovation. London: David Fulton Publishers. Lb1047

Bisson, C. (1996). The Outdoor Education Umbrella: A Metaphoric Model To Conceptualize Outdoor Experiential Learning Methods., 7pp. In: Spawning New Ideas: A Cycle of Discovery; see RC 021 376. Explaining what outdoor experiential education is can be problematic, as a variety of terms are being used to identify a wide range of outdoor experiential learning methods. This paper proposes the metaphoric model of an umbrella to explain the relationships existing among these terms and their respective outdoor experiential learning methods. The shank of the umbrella represents the term outdoor education. From the shank, eight different ribs branch off, representing specific outdoor experiential learning methods. These methods are environmental education, earth education, wilderness education, outdoor adventure pursuits education, challenge education, adventure education, and two left unnamed to indicate the flexibility of the model. The canopy of the umbrella, which joins the ribs together, represents the term experiential education, a process common to all the methods. Finally, the handle represents camping education, a term often used to identify school camping programs. Each of the terms is defined in a manner that explains its position in the model. Contains 17 references. (Author/SV) ED416049

Bisson, C. (1998). Sequencing Adventure Activities: A New Perspective., 15pp. Paper presented at the Annual Conference of the Association for Experiential Education (26th, Incline Village, NV, November 5-8, 1998). Sequencing in adventure education involves putting activities in an order appropriate to the needs of the group. Contrary to the common assumption that each adventure sequence is unique, a review of literature concerning five sequencing models reveals a certain universality. These models present sequences that move through four phases: group formation, group challenge, group support, and group achievement. These phases are compared to four stages of group development found in a meta-analysis of 50 studies of groups. These stages are termed: forming, storming, norming, and performing. Other research clearly indicates that various sequences have differing effects on the development of teamwork and on the development of group cohesion. It is asserted that debates over the uniqueness versus universality of sequencing and over the benefits of flexibility versus fixed planning create a false dichotomy. A planning continuum is suggested that allows for three distinct levels of sequences. At the flexible end of the continuum, the "micro-sequence" or individual adventure activity could be modified at any time in response to group needs. At the fixed-planning end of the continuum, the "macro-sequence" would plan the order of activity categories that catalyze the social-maturation phases of the group. In the middle of the continuum, the "meso-sequence" would involve choosing activities appropriate to each group phase. (Contains 26 references and 4 tables.) (SV) ED425904 You may be able to order this document from the ERIC Document Reproduction Service.

Bockert, D. (1999). New Challenges: Purdue's Kampen Course. Golf magazine, 41(8), 60.

Bogner, F. (1998). The Influence of Short-Term Outdoor Ecology Education on Long-Term Variables of Environmental Perspective. The journal of environmental education, 29(4), 17. Bogner, F. X. (1 November 1999). Empirical evaluation of an educational conservation programme introduced in Swiss secondary schools. International Journal of Science Education, 21(11), 1169-1185(1117). This paper surveys the consequences of pupils' participation in a conservation education programme by monitoring changes in their relevant knowledge as well as in their environmental perception. The programme in question is an extra-curricular education unit about an endangered migrant bird (Apus apus; Apodidae) which was initiated by a state-wide conservation agency and offered free of charge to all secondary schools of the German-speaking part of Switzerland. An activity package was provided to the participating classes and individually introduced by the classroom teacher during an entire school year. The programme highlighted the bird's natural history and also focused on the individual involvement of pupils who built artificial nest-boxes and watched the bird's breeding and feeding behaviour at appropriate outdoors sites. A bilingual approach was included by sharing these observations with pupils of (French-speaking) Senegal, this country being the wintering region of the rd. biBased on an instrument measuring environmental perception, i.e. individuals' preservation and conservation preferences (from an attitudinal and behavioural point of view) and built on construct validation procedures published in a previous study, the influences of the education programme were evaluated on a pre-/post-test basis. The post-test was delayed for at least a month after experiencing the education programme in order to exclude short-term effects. The programme had a significant positive effect on the specific knowledge level and on two of the five environmental perception subscales. The results are discussed in the context of other related outdoor ecology education programmes.

Borman, K. M., Barrett, D., Sheoran, P., & National Institute of Education (U.S.). (1982). Negotiating playground games. [Washington, D.C.: National Institute of Education. Ed 1.310/2:223343

Borrie, W. T., & Roggenbuck, J. W. (1996). Providing an Authentic Wilderness Experience? Thinking beyond the Wilderness Act of 1964., 12pp. In: Coalition for Education in the Outdoors Third Research Symposium Proceedings (3rd, Bradford Woods, Indiana, January 12-14, 1996); see RC 021 207. This research was supported in part by the Aldo Leopold Wilderness Research Institute. Wilderness programs should seek to capture the qualities of a wilderness experience that separate it from other outdoor activities. In so doing, wilderness programs should move beyond the goals of the Wilderness Act of 1964 to provide "outstanding opportunities for solitude or a primitive and unconfined type of recreation." Drawing upon the writings of such wilderness philosophers as Thoreau, Muir, Leopold, and Olson, the following six aspects of the wilderness experience are examined: humility and a sense of humans' true place in the natural world; oneness with nature; primitiveness and a sense of the past; timelessness and the natural rhythms of life; solitude and privacy; and care for the land, which leads to conservation priorities. The Experience Sampling Method was used to study the extent to which these six aspects were part of the subjective experience of 62 canoeists in the Okefenokee National Wildlife Refuge. Subjects carried beepers that gave random signals twice daily, at which times respondents completed questionnaires about their thoughts, feelings, and experiences of the moment. The results were used to develop six composite scales that were reliable measures of the six aspects of the wilderness experience. However, the validity of these measures, as well as of the six dimensions themselves, requires further testing. Contains 32 references. (SV) ED413125

Borton, A., & Nielsen, G. (1996). Outdoor Program Management Concepts for the 90's., 6pp. In: Proceedings of the 1992 and 1993 Conferences on Outdoor Recreation; see RC 020 906. College outdoor professionals are often simultaneously administrators, educators, and managers of student leaders. The manager role may be lost in the shadow of the others, yet can be the most powerful in creating a successful outdoor program. This paper reviews some relevant management principles gleaned from the business world and suggests ways to put them into practice. A quality college program must have quality training for its student instructors. Thorough training ensures that staff can be independent and do not need to be told how to do their jobs. Feedback can be used to both train and manage outdoor leaders and can be a powerful motivator. In addition to good training, student instructors must be given the tools they need to do the job well. These tools can include short printed curriculum guidelines and tips for effective teaching, course checklists of things to do, a policies and procedures manual, and a goal-setting session prior to beginning new student-developed projects. Other strategies for personnel management include creating group unity and a family atmosphere through intense group experiences, all-staff retreats, newsletters, and continuing education; offering leadership opportunities within the organization; using self-evaluation as a means of improvement; and encouraging learning of new skills. Parameters specific to running a college outdoor program include remembering that student instructors are volunteers, setting timetables to encourage student attention to deadlines, and coping with the student criticisms that come with a family atmosphere. (SV) ED404073

Boss, J. A., & ERIC Clearinghouse on Rural Education and Small Schools. (1999). Outdoor education and the development of civic responsibility. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools Appalachia Educational Laboratory. Ed 1.310/2:425051

Boyes, M., Moran, K., & Nicholson, I. (2000). Safety Feature. New Zealand physical educator, 2(2), 5. Bradley, J. L., Jr. (Sep 1994). Alpine Forest. Mount Mitchell State Park: An Environmental Education Learning Experience Designed for Grades 4-6., 52p. This curriculum guide was developed to provide environmental education through a series of hands-on activities for the classroom and the outdoor setting of Mount Mitchell State Park, North Carolina. This activity packet, designed for grades 4 through 6, meets established curriculum objectives of the North Carolina Department of Public Instruction's Standard Course of Study. Students are exposed to the following major concepts: spruce-fir forest ecosystems, preservation of natural areas, natural resources management, and stewardship of natural resources. The packet is divided into eight sections: (1) introduction to the North Carolina State Parks System, Mount Mitchell State Park, and the activity packet; (2) activity summary; (3) pre-visit activities; (4) on-site activities; (5) post- visit activities; (6) vocabulary and definitions; (7) references; and (8) a scheduling worksheet, parental permission form, and program evaluation. Activity information includes curriculum objectives for each grade level, location, group size, estimated time, appropriate season, materials, major concepts, objectives, educator's information, student's information, and worksheets. (LZ) ED378046

Bradley, J. L., Jr., Beazley, L. J., & Cook, C. (1997). Alpine Forest. Mount Mitchell State Park: An Environmental Education Learning Experience Designed for Grades 4-6., 103pp. Revised edition of ED 378 046. For other documents in the series, see SE 061 913-914. This curriculum packet was developed to provide environmental education through a series of hands-on activities for the classroom and the outdoor setting of Mount Mitchell State Park, North Carolina. Designed for grades 3 through 6, the packet meets established curriculum objectives of the North Carolina Department of Public Instruction's Standard Course of Study. Studen ts are exposed to major concepts such as spruce-fir forest ecosystems, tree anatomy and physiology, limiting factors and spruce-fir forest decline, decomposition, interdependence of plants and animals, preservation of natural areas, and stewardship of natural resources. The packet is divided into eight sections: (1) introduction to the North Carolina State Parks system, Mount Mitchell State Park, and the activity packet; (2) activity summary and correlation chart showing how each activity correlates with Department of Public Instruction objectives; (3) pre-visit activities; (4) on-site activities; (5) post-visit activities; (6) vocabulary; (7) references; and (8) a scheduling worksheet, permission form, and program evaluation form. Each set of activities is comprised of three activities. Th e first activity includes curriculum objectives for grade levels 4-6. The second and third activities list learning skills and subject areas covered. All activities contain descriptions of location, group size, estimated time needed, appropriate season, materials needed, major concepts covered, and activity objectives, as well as background information for the educator, instructions, and worksheets. Most activities also include extensions, assessment tools, and student information sheets. (PVD) ED425915 Available from: North Carolina Division of Parks and Recreation, P.O. Box 27687, Raleigh, NC 27611-7687. You may be able to order this document from the ERIC Document Reproduction Service.

Bradley, S. J., & Langlois, S. (1996). Putting Abuse in the Hot Seat: A Collaborative Approach to Working with Youth., 7pp. In: Spawning New Ideas: A Cycle of Discovery; see RC 021 376. This paper describes a collaborative approach toward preventing and intervening in abusive behaviors among youth. Outdoor leaders may be caught off guard by abusive behavior during outdoor courses and may be uncertain how to work with groups in which such behavior is the norm. The concept of "dominant discourse" is useful for understanding that certain cultural ideas circulate through society and become a cultural force that influences our thinking and behavior. A current dominant discourse suggests that abusive behaviors are normal among teenagers. During one 14-day Outward Bound course, abusive behaviors became a severe problem. In order to avoid the extreme measure of having to expel students, instructors engaged the students in collaborative dialogues, which took the form of individual interviews during their solo time. Questions were developed to facilitate an "externalizing conversation" around the topic of abuse and its effects. These conversations elicited responses and ideas in four areas: naming examples of abuse on the course; naming the "real effects" of abuse on oneself and the group; imagining the "unique outcomes" of an abuse-free course; and developing a personal position statement on abuse. Student responses were documented in a public group journal. Students then collaborated in developing consequences for any further abusive behavior. Students committed themselves to anti-abuse "activism," signed voluntary contracts, and formed an Anti-Abuse Committee. Abuse incidents dropped dramatically. (SV) ED416050

Braun, D., & Others, A. (1994). Project W.U.L.P.: Wetland Understanding Leading to Protection. A Comprehensive, Multidisciplinary Wetlands Unit for Middle Schools., 97p. This multidisciplinary, progressional unit involves students in discovering wetlands and why such areas are important, and in learning they can make a difference in saving wetlands. The unit is designed to be taught with two options: (1) entirely in the classroom; and (2) a combination of classroom and field experience. Fourteen classroom lessons focus on wetland identification; wetland functions; wetland biodiversity; wetland values, attitudes, and issues; human impact on wetlands; wetland laws and regulations; and wetland actions. Each lesson plan contains information on purpose, method, concept, objectives, subjects, skills, materials, glossary words, time considerations, background, procedure, and worksheets. Seven field component activities emphasize the topics of student awareness and observational skills, diversity of wetlands, "hands on" experiential study of wetland ecology, biological adaptations to marsh life, inter-connectedness of wetland organisms, responsible wildlife management tools, and positive outdoor education experiences. A glossary is followed by resource lists containing 64 books, 14 teaching guides, and 10 audiovisual aids. (LZ) ED384526

Bunce, J. (1998). Sustaining the Wilderness Therapist., 13pp. In: Exploring the Boundaries of Adventure Therapy: International Perspectives. Proceedings of the International Adventure Therapy Conference (1st, Perth, Australia, July 1997); see RC 021 699. During a workshop at the 1997 International Conference on Adventure Therapy, small groups shared and recorded their experience of personal challenges and impacts of wilderness work. This report summarizes those findings, reviews the literature on stresses and personal difficulties experienced by adventure therapists and other wilderness practitioners, and suggests some strategies to help such practitioners look after themselves and support each other. One of the strengths, but also a weakness, of outdoor professionals is "lifestyle investment"a work situation in which boundaries between work and leisure are blurred. The work is intrinsically rewarding and consistent with personal values, but is also very draining and potentially destructive to other aspects of life. Therapists experience similar stresses and interpersonal impacts, and therapeutic work in wilderness settings could be expected to demonstrate substantially higher levels of both these effects. However, there is little relevant research on the short- or long-term effects of being a wilderness therapist. Workshop responses generated lists of intrapersonal and interpersonal difficulties experienced within and outside the work setting, as well as benefits experienced through wilderness work. Eight reasons are offered for why wilderness practitioners do not address these personal issues, and 10 individual and program strategies are suggested for sustaining the wilderness therapist. (Contains 12 references.) (SV) ED424064

Babcock, W. H., & Colorado. Division of Game Fish and Parks. (1973). Techniques for slide presentations. [Denver, Colo.]: Colorado Dept. of Natueal Resources Division of Game Fish and Parks. NR6.19/27/1973a

Baker, B., Ed. (1996). Spawning New Ideas: A Cycle of Discovery. Conference Proceedings of the Annual International Conference of the Association for Experiential Education (24th, Spokane, WA, September 26-29, 1996)., 263pp. For selected individual papers, see RC 021 377-394. This conference proceedings includes 66 papers, workshop descriptions, and abstracts concerned with experiential education; outdoor education; adventure- based education, counseling, and therapy; and outdoor leadership. Topics include various aspects of program design and administration; experiential educational practices and group facilitation techniques for use with adolescents, families, and corporate teams; community service learning; outdoor learning activities; experiential techniques in teacher education and staff development; gender and racial issues in outdoor and experiential education; team building; group dynamics; spirituality; and adventure and experiential therapy with families, abused adolescents, homeless youth, and emotionally disturbed persons. (SV) ED416047 Baker-Graham, A. (Apr 1994). Work with Girls and Young Women at Risk., 8pp. In: Adventure-Based Interventions with Young People in Trouble and at Risk. Proceedings of a National One-Day Conference "Adventure-Based Interventions" (April 22, 1994) and a Study Weekend "Enabling Troubled Youth" (Ambleside, England, United Kingdom, April 22-24, 1994); see RC 019 931. This paper discusses the use of outdoor education activities with adolescent at- risk girls. Many young women in this age group unconsciously adopt stereotypical female roles and perceive their identities in terms of their relationships to males. A women-only group provides space in which girls and young women can search for their identities, relate to other women without the pressures of a mixed-gender group, and explore issues particular to young women. The Leeds (England) local education agency sponsors such groups for girls at risk for substance abuse, nonattendance at school, or petty crime. A typical group contains 10 girls aged 14-15. The outdoor education activities pursued by the group have as their main objective the personal development acquired through participation, not just acquisition of skills. The presence of a confident and competent woman leader forces the group to question preconceived images about roles and abilities. Although groups vary in length, a minimum commitment of ten 2-hour sessions is recommended. A longer potential group lifespan increases the probability that significant learning will be achieved. The progression of the group must be measured by effective and continuous evaluation related to negotiated aims and learning outcomes. Negotiated aims are critical to the demonstration of positive change within individuals. The skill of the group facilitator determines the extent to which personal development and positive outcomes can be transferred to negative aspects of everyday life. (SV) ED378021

Baldwin, M. K., Ed. (1997). Coming Home: Developing a Sense of Place in Our Communities and Schools. Proceedings of the 1997 Forum (Jamestown, New York, May 16-17, 1997)., 58pp. The three major presentations have been separately analyzed, see RC 021 554-556. Photographs may not reproduce adequately. Additional funding provided by the DeFrees Family Foundation, Chautauqua Region Community Foundation, Jessie Smith Darrah Fund, and Loranger Manufacturing Corporation. Begun in 1992, the Selborne Project helps teachers, primarily in middle schools, to use the square kilometer around their school as a theme to integrate nature study into the curriculum. The inspiration for the project stemmed from the 18th-century book, "The Natural History of Selborne," in which Gilbert White detailed nature's presence in the daily life of an English village. In 1996, the project came to the attention of the Annenberg Rural Challenge, which supports placed-based education and community connections in rural schools. This proceedings includes presentations and summaries from a 1997 conference on the Selborne Project and place-based education. An introduction by William L. Sharpe gives a brief history of the development of the Selborne Project by the Roger Tory Peterson Institute. Presentations are: (1) "What Education Can and Must Be: A Challenge to Us All" (Walter Cooper); (2) "Place-Based Education: Two Views from the Past" (Jenny Streeter, Helen Bowdoin); (3) "Place Value: Experiences from the Rural Challenge" (Paul Nachtigal); (4) "Summary Remarks" (about sense of place, sustainable communities, and the role of education) (Marty Strange); (5) "Sense of Place Education for the Elementary Years" (David Sobel); and (6) "Summary Remarks" (observations by a Rural Challenge scout of innovative rural school projects) (Barbara J. Poore). Also included are a summary of breakout sessions, description of conference field trips, profiles of conference speakers, list of conference participants, and photographs. (SV) ED421309

Ballbach, J., Ed. (1995). Ohio Sampler: Outdoor and Environmental Education., 95p. This document provides practical suggestions and meaningful activities for implementing Ohio's model curriculum in science for instruction that emphasizes hands-on experience and diverse learning opportunities. It also includes a variety of nonscience activities that emphasize and utilize the outdoors. This Sampler lists activities by indoor or outdoor settings, group size, and age- appropriate levels from pre-school through grade 12. Related subject areas include art, economics, language arts, mathematics, music, physical education, and social studies, as well as science. More than 20 topic areas range from animals and environmental awareness to food chains and pollution. Processes and skills that are reinforced for students include collecting and recording data, creative writing, estimating, graphing, teamwork, observation skills, and vocabulary building among others. Thirty-six individual activities are offered. Resources including 17 environmental organizations, 6 government agencies, 23 Ohio resident outdoor education centers, 34 organization members of Environmental Education Council of Ohio (EEC), 7 Ohio Coalition of Independent Nature Centers, and 17 other favorite sources are listed. (AIM) ED398058

Beedie, P. (1998). Outdoor Education in an Urban Environment. British journal of physical education, 29(4), 18.

Bell, M. (1996). Feminists Challenging Assumptions about Outdoor Leadership., 17pp. In: Women's Voices in Experiential Education; see RC 021 160. In this essay, women outdoor leaders discuss how gender influences their work, and explore and challenge some assumptions underlying outdoor leadership that continue to privilege the impartial, disembodied practices typified by the masculine outdoor leader. Four feminist, and three other feminist outdoor leaders participated in personal interviews focusing on how their feminist beliefs affected their professional practice. The results indicate that a commitment to feminism affects their work as leaders because they do not separate themselves from their practice as instructors. Overall, these women understand their commitment to feminism as a process of learning how they developed a sense of self as women, and of responding to the conflicting ways in which gender continues to organize and inform their identity and leadership through intersecting power relations. At times the women in the study appear to feel strong and clear, perhaps seeing themselves as positive, nontraditional role models; at other times, they appear to be hurt by judgments made by students or colleagues. The lived realities of being a woman in the outdoors are expressed in terms of desire for "self": seeing women getting in touch with their strength, questioning what being a woman means, locating their sense of self, and finally "unpacking" their experience. Contains 43 references. (TD) ED412044

Benally, E. R., Cole, J. T., Quezada-Aragon, M. L., Flaxman, E., Educational Resources Information Center (U.S.). Council of ERIC Directors., United States. Office of Educational Research and Improvement., & ERIC Clearinghouse on Rural Education and Small Schools. (1987). Issues in American Indian education, Mexican American education, migrant education, outdoor education, rural education, and small schools. [Las Cruces, N.M.: ERIC Clearinghouse on Rural Education and Small Schools. Ed 1.310/2:281909

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Bangs, D. W. (1985). Field area use for the educational study of birds. T 1985 b225 Norlin Barrett, J., Comp. (Apr 1994). Adventure-Based Interventions with Young People in Trouble and at Risk. Proceedings of a National One-Day Conference "Adventure-Based Interventions" (April 22, 1994) and a Study Weekend "Enabling Troubled Youth" (Ambleside, England, United Kingdom, April 22-24, 1994)., 209pp. For selected individual papers, see RC 019 932-943. A 1-day conference and a study weekend brought together adventure and youth social work practitioners from the United Kingdom, United States, Australia, and Canada. Workshops and presentations focused on five themes: (1) integration of adventure-based interventions with the work of other youth agencies and the needs of communities; (2) program design; (3) targeting of individual needs within the generalization "at-risk"; (4) staffing issues; and (5) program evaluation. Part 1 of the proceedings contains six keynote speeches or summaries examining the context for adventure-based work with young people in trouble or at risk, using adventure as part of diversion programs or therapeutic programs, funding issues, leadership competencies for outdoor adventure, and evaluation issues. Part 2 describes 12 programs working with delinquent youth, at-risk girls and young women, drug addicts, or emotionally disturbed or abused youth, and using such interventions as outdoor education activities, Outward Bound activities, expeditions abroad, residential therapeutic programs, sports counseling, and wilderness experiences. Part 3 summarizes workshops covering such areas as relevance of adventure programs to the community, informal outdoor education, facilitation skills, confronting conflict, trust building, and experiential learning. Part 4 reports on group discussions of the five conference/weekend themes. Part 5 consists of a reading list of 140 relevant items. Appendices list delegates and organizations represented. (SV) ED378015 Barrett, J., Comp. (Apr 1994). A Reading List., 11pp. In: Adventure-Based Interventions with Young People in Trouble and at Risk. Proceedings of a National One-Day Conference "Adventure-Based Interventions" (April 22, 1994) and a Study Weekend "Enabling Troubled Youth" (Ambleside, England, United Kingdom, April 22-24, 1994); see RC 019 931. This reading list contains 140 books, reports, resource guides, conference proceedings, directories, and journals pertaining to adventure and outdoor education, adventure therapy, group work, developmental work, and at-risk youth. Most entries were published from 1984-94. Entries are listed in the following categories: adventure (general); outdoor and adventure safety; adventure activities and games; nature and environmental activities; urban adventure activities; expeditions; adventure therapy; processing and reviewing the adventure experience; groupwork and counseling; groupwork games; drama and role play; psychotherapy; young offenders (general); young people at risk (general); developmental work handbooks; staff training and support; experiential education; evaluation; research reports; conference reports; directories; and journals. (SV) ED378027 Basile, C. G., & Copley, J. V. (Mar 1997). The Effect of an Outdoor Nature Investigation Program on Young Children's Ability To Transfer Knowledge., 7pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 1997). This study examined the effect of using an outdoor nature investigation program on the ability of third-grade students to transfer knowledge. Specifically, the study determined whether the program enhanced students' ability to transfer declarative (facts and concepts), procedural (process skills), and schematic (experience) knowledge to a set of transfer situations. Forty-five third-grade students from an urban elementary school were divided into 2 groups, both of which were taught science by the same teacher in consecutive 7-week units. The main theme of each unit was habitats. The treatment program, used only with the second student group, involved students becoming scientists by reading about a particular topic, posing questions, collecting data in their schoolyard, and analyzing the data by creating graphs and charts. Students were interviewed after watching video vignettes that presented situations requiring generalization from what they had learned during the unit. Results indicate that both groups effectively transferred knowledge to the more similar scenario, but only the group that received the treatment was able to transfer knowledge to the less similar scenario. In addition, the treatment group transferred declarative knowledge better than students in the control group on the more similar problem but not on the less similar problem. The treatment group appeared to transfer procedural knowledge better in both scenarios. Transfer of schematic knowledge appeared to favor the treatment group, but schematic knowledge was low in both groups. Contains 13 references. (LP) ED409139

Berman, D. S., Davis-Berman, J. L., & ERIC Clearinghouse on Rural Education and Small Schools. (1995). Outdoor education and troubled youth. [Charleston, WV: Clearinghouse on Rural Education and Small Schools Appalchia Educational Laboratory. Ed 1.331/2:edo-rc-95-5

Berman, D. S., Davis-Berman, J. L., & ERIC Clearinghouse on Rural Education and Small Schools. (1995). Outdoor education and troubled youth. [Charleston, WV: Clearinghouse on Rural Education and Small Schools Appalchia Educational Laboratory. Ed 1.310/2:385425

Berman, D. S., Davis-Berman, J. L., & ERIC Clearinghouse on Rural Education and Small Schools. (2000). Therapeutic uses of outdoor education. [Charleston, WV: Clearinghouse on Rural Education and Small Schools Appalachia Educational Laboratory. Ed 1.331/2:edo-rc-00-5

Berman, D. S., & Davis-Berman, J. P. L. (2000). Therapeutic Uses of Outdoor Education. ERIC Digest. This digest examines the positive effects on emotional well-being of several types of outdoor education programs. Although many outdoor education and experiential programs enhance emotional growth, such "therapeutic" outcomes may be considered incidental to program goals. In contrast, programs aimed primarily at "therapy" usually involve a process of assessment, treatment planning, counseling, and documentation of change. Adventure therapy programs often take place in the wilderness and usually are geared toward troubled youth with mental health problems. Adventure may be the sole treatment modality or an adjunct to more traditional therapy approaches. Outdoor personal growth programs are not designed as therapy but are intended to have a positive impact on general psychological well-being. College orientation programs and other college adventure programs have therapeutic effects in that they facilitate the emotional and social development of students experiencing a challenging and stressful period in life. Outdoor recreation programs do not attempt to facilitate emotional growth, but skill development and moral and social development may be secondary outcomes. Camping programs have a long history of facilitating the emotional well-being of campers. As with recreation programs, even camps that are not therapeutic in intent often work to facilitate personal growth in participants. (Contains 22 references.) (SV) ED448011 Bernardy, M. ([Dec 1995). Educating Multicultural Groups Outdoors. Not only do we need to give students a strong educational foundation, we also must counteract cultural and psychosocial factors that turn minority students away from a curriculum. One of the most powerful aspects of an outdoor education program is that it can provide participants with unique opportunities to work together to solve problems, thus exercising critical thinking skills and enhancing communication among group members. In instances where relatively few members of a group are of a different cultural background, token dynamics come into play. Three strategies for avoiding tokenism are: cluster people in numerically balanced groups; provide positive role models for people who are numerically few in a group; and educate staff, leaders, and group members about token dynamics. In addition to accurate and diverse instructional materials, preservice and inservice education is needed to help teachers learn about the diverse groups with which they will be working. Whenever possible, preservice teachers' field-based experiences should be in culturally diverse settings with cooperating teachers from different cultural backgrounds. Teachers must also examine their own perceptions and biases toward diversity. Five aspects to address in developing multicultural curricula for the outdoors are uniqueness, empowerment, belonging, security, and purpose. Criteria for an outdoor education program that provides equity and embraces diversity address how to begin, opportunities to include in the program, strategies for facilitating multicultural groups, and tips on how to be an accepting teacher. (Contains 17 references.) (TD) ED397999

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Childs, N., & Colburn, B. (Mar 1995). Vernal Pool Lessons and Activities., 61pp. For related document, see SE 059 063. This curriculum guide accompanies Certified: A Citizen's Step-by-Step Guide to Protecting Vernal Pools which is designed to train volunteers in the process of identifying vernal pool habitat so that as many of these pools as possible can be certified by the Massachusetts Natural Heritage and Endangered Species Program. Vernal pools are a kind of temporary pond in which salamanders and other animals breed. Forty-one activities are included and are written for amateur naturalists, biologists, botanists, and novices to the world of nature. Topics of the activities include appreciation and identification of vernal pools, compass and mapping skills, and values and political action. The appendices provide a correlation of the activities to school curricula by subject area, a glossary, a brief list of references, addresses of relevant organizations, and resources used in the activities. (DDR) ED401112

Christensen, P., & Kime, B. (1994). Climb On From Welfare to a Degree., 17p. In operation since 1990, the Gateway Program is a collaborative welfare reform effort developed by Colorado Mountain College (CMC), the county department of social services, and the local Job Training Partnership Act provider. One component of the program is the Link Program, developed to prepare welfare recipients for enrollment in vocational training at CMC. These potential students are, for the most part, not ready to begin college full time. Many have a history of physical, emotional, or sexual abuse; a history of poor educational performance; low self-esteem; problems with substance abuse; or low math and reading levels. In addition, many have difficulty with child care, attending classes, health or personal problems, and a general lack of preparation for college work. To prepare welfare recipients for college, Link offers a 10-week program of vocational assessment and career exploration, parenting skills, stress management, time management, study skills, a therapist-led support group, conflict resolution, communication skills, and, finally, a unique self-esteem building, risk-taking experience rock climbing. The voluntary 1-day climbing outing, during which participants climb a 120 foot near-vertical slab of rock, provides a feeling of overcoming fear and adversity that carries through to college work and life in general. In 1993-94, 73% of the 30 students who went on the climbing expedition enrolled in a vocational education program, with 82% completing their program. Personal narratives by former participants and instructors are included along with program descriptions and a Gateway organizational chart. (MAB) ED373818

Clarke, J. M., & San Diego City-County Camp Commission. (1951). Public school camping; California's pilot project in outdoor education. Stanford, Calif.,: Stanford University Press. 371.393 371.393 C553p

Clement, K. (1997). The Psychology of Judgment for Outdoor Leaders., 9pp. In: Back to the Basics: Proceedings of the International Conference on Outdoor Recreation and Education; see RC 021 395. Judgment is the process of making decisions with incomplete information concerning either the outcomes or the decision factors. Sound judgment that leads to good decisions is an essential skill needed by adventure education and outdoor leadership professionals. Cognitive psychology provides several theories and insights concerning the accuracy of human judgment. Selective perceptions refers to the fact that perceptions are selective, reconstructive, and subject to memory biases. The context in which one encounters a situation affects the way it is perceived, and therefore will affect judgments and decisions. There are three such context effects: the primacy effect, the recency effect, and the halo effect. General rules to help find solutions are known as "heuristics." Although generally helpful, heuristics can be obstructive by creating predictable biases. Two impediments unique to group decision-making are "groupthink" and "social loafing." Three main types of common traps in decision making are overconfidence, self-fulfilling prophecies, and behavioral traps. The five types of behavioral traps discussed are the time delay trap, ignorance trap, investment trap, deterioration trap, and collective trap. Strategies to mitigate each of these phenomena are given. (TD) ED417047

Cochran, B. (1997). A Day at the Improv.... The Assessment and Treatment of Musculoskeletal Injuries in the Backcountry., 13pp. In: Deeply Rooted, Branching Out, 1972-1997. Annual AEE International Conference Proceedings; see RC 021 269. Outdoor leaders and those involved in personal outdoor adventure pursuits must be knowledgeable in the assessment, treatment, and prevention of musculoskeletal injuries in the backcountry. In the wilderness medicine setting, extended time periods of patient care, rugged terrain, severe environmental conditions, and limited resources create emergency care situations that are considerably different from standard urban emergency response. In emergencies, the trip members are the first responders and are often the rescuers. This paper focuses on the assessment, treatment, and prevention of common injuries to the musculoskeletal system. Some basic information on bones and muscles is reviewed. When assessing an injury, the care provider must look at the mechanism of injury to determine the likelihood, type, and extent of injury. Stable musculoskeletal injuries include strains, caused by overstretching or tearing of muscles or tendons, and sprains, which involve stretches or tears of the ligaments. Stable injuries are treated with rest, ice, compression, and elevation (RICE) but generally do not require splinting. Unstable musculoskeletal injuries include fractures and dislocations and are treated with hands-on stabilization, traction in line, and splinting, in addition to RICE. The diagnosis, treatment, and potential need for evacuation are detailed for various types of injury within each category. The improvisation of splints from backcountry gear and their application to fracture or dislocation are discussed. (Author/SV) ED414128

Cohen, M. J. P. L. (1999). Nature Connected Psychology: Counseling, Environmental Education and Native American School Activities That Let Earth Teach. Contemporary society has trained us to prejudicially view and fear the sensual and nature as an enemy, villain, or child that must be developed, improved, or managed. By learning and teaching the Natural Systems Thinking Process, we may reverse destructive thinking by letting nature itself help us bring sensations and their integrity back into our consciousness, reasoning, and relationships. The Natural Systems Thinking Process is a nature-connected psychology that uses verbally shared sensory contacts with attractions in nature to improve personal, social, and environmental responsibility. It connects our psyche with 53 unique attractions found throughout nature. Attractions are things in nature that draw things together, as opposed to abstractions, which draw away from or disassociate. In 1996-98, a counselor applied the process to a group of students deemed "uneducable" due to abuse, poverty, addictions, poor self-esteem, suicidal tendencies, and behavioral disorders. The students showed improved psychological test scores; reduced stress, depression, sleeplessness, and drug use; and higher self-esteem. Every student's attendance and academic performance improved, and no indications of drug use were observed 60 days after the program ended. The students also bonded with a nearby trashed natural area and cleaned it up. The students sensed that the natural area, like their own nature, wanted to recover from the abuse it received from society. (Contains 25 references.) (TD) ED439861

Colorado State Facilitator Project. (1975). Resource guide to environmental education in Colorado. Longmont, Colo.: Colorado State Facilitator Project. Ed6/210.2/r31/1975 Qh51 Colorado Water Watch Network. Annual report. Denver, Colo.: River Watch. NR6/2.1/year Nr6/2.1/

Colorado. Division of Parks and Outdoor Recreation. (1993). Environmental education in Colorado's state parks. Denver, Colo.: Colorado State Parks. Nr4.2/ed9/1993 Colorado. Division of Wildlife. Wild Colorado ( Vol. issue.). Denver, Colo.: Colorado Division of Wildlife. NR6.42/year/season Nr6.42/ Conner, M. L. (Nov 1994). Attention Deficit Disorder in Children and Adults: Strategies for Experiential Educators., 7pp. In: Experiential Education: A Critical Resource for the 21st Century. Proceedings Manual of the Annual International Conference of the Association for Experiential Education (22nd, Austin, TX, November 3-6, 1994); see RC 019 884. Current research suggests that 5 percent of American children are affected by attention deficit disorder (ADD) and as many as 70 percent of them do not grow out of it in adolescence or adulthood. This paper aims to help outdoor and experiential educators understand how a person with ADD thinks and feels, and offers strategies for positively impacting behavior and social and emotional growth of students with ADD. Most people with ADD wrestle with self-esteem issues as a result of years of disapproval or ridicule from parents, teachers, and peers. By teaching survival skills, outdoor teachers can build student self-esteem based on accomplishment and a sense of independence. Praise is also important, but it should be awarded only to the extraordinary and to the things the student is proud of. Success for ADD kids depends upon having a clear mental picture of what excellence looks like. The outdoor leader must set the stage for successful activities by first having one person demonstrate and then leading a mini- debriefing that highlights goals and success factors. Other strategies for educators include avoiding timed activities and evaluations, challenging ADD students by giving extra assignments that require attention to detail, being aware of the ability of ADD persons to focus their attention totally (a trademark of ADD known as "hyperfocus"), and providing graceful transitions between activities. Additional resources on ADD are included. (SV) ED377013

Cook, L. (1999). The 1944 Education Act and outdoor education: from policy to practice. History of education, 28(2), 157.

Coons, R. L. (1987). Developing a youth camp model of worship enrichment for Daviess-McLean Baptist Association.

Cooper, K. (2000). Facility Profile. New Zealand physical educator, 2(1), 10.

Corcoran, P. B., & Tchen, R. (1997). Nature's Web: Communities and Conservation. National Wildlife Week Educator's Guide, April 20-26, 1997., 29pp. Two large wall posters not included with ERIC copy. This guide contains information and activities designed to be used during National Wildlife Week. These curriculum materials are organized into three stages and offer a coherent progression from learning about natural communities through understanding human communities and human responsibilities for natural communities to offering opportunities for community service by students. Stage One activities will help students understand certain ecological principles related to natural communities. From the scientific principles of interconnectedness, niche, and succession, learners are introduced to ecosystems thinking. The next four activities are grouped into Stage Two and focus on human communities as dependent upon and embedded within natural communities. The curriculum culminates in Stage Three activities which allow learners to realize the potentials of community service for human conservation of natural resources. Some activities encompass all age levels while others are directed toward specific age groups. Each lesson plan lists learning objectives, grade levels, time and materials required, and related school subjects. A glossary, resources list, World Wide Web sites, and a list of organizations are also included. (PVD) ED415089

Cornell, J., & Deranja, M. (1994). Journey to the Heart of Nature. A Guided Exploration., 130pp. Illustrations may not copy adequately. This book contains a guided exploration of a special place in nature. Although geared towards young adults (ages 12-17), the book may also be appropriate for older children (ages 9-11), and adults. During a series of five visits, short multi-ethnic stories with matching activities help the reader to discover the area's uniqueness and beauty by using their senses and careful observation. Five chapters have the following themes: (1) begining to explore a special place in nature; (2) ways to become familiar with animals and plants that live in the area; (3) receptivity to nature; (4) ways to preserve and care for the site and to share its special features with a friend; and (5) personal reflection during an evening/morning or overnight visit to the site. The book is written as if a young person is doing the activities alone, however the activities and stories can be used with groups. The final section of the book contains a leader's guide with a group activity for special situations, a group song, and 13 resources. (LZ) ED374992

Coughlin, P. A., Hansen, K. A., Heller, D., Kaufmann, R. K., Stolberg, J. R., & Walsh, K. B. (1997). Creating Child-Centered Classrooms: 3-5 Year Olds. Step By Step: A Program for Children and Families., 323pp. For other publications in the series, see PS 026 447-451. In child-centered education programs, children construct their own knowledge from their experiences and interactions with the world around them, and teachers foster children's growth and development by building on children's interests, needs, and strengths within a safe and caring environment. The Step by Step educational program developed a series of child-centered teaching manuals for caregivers and teachers in early childhood programs in Central and Eastern Europe. Initially directed at the preschool level, the series has been extended from birth to age 10. This manual provides preschool teachers (3- to 5-year-olds) with a guide for the establishment of a classroom environment designed around activity centers, involvement of families in the classroom and larger community, and individualization of teaching geared to the needs and interests of each child. The manual's contents are: (1) "Part 1: Child-Centered Thinking," includes program rationale and philosophy, and goals and developmental guidelines; (2) "Part 2: Family Participation," includes the benefits of family participation and strategies to encourage it, building community, observing and recording children's development, and planning the integrated curriculum; and (3) "Part 3: Child-Centered Learning," includes art, blocks, cooking, dramatic play, literacy, mathematics/manipulatives, music, outdoors, sand and water, and science. Contains approximately 50 references. (EV) ED418788 Available from: Children's Resources International, Inc., 2262 Hall Place, N.W., Suite 205, Washington, DC 20007; phone: 800-625-2448; 202-625-2508; fax: 202-625-2509; e-mail: CRIInc@aol.com ($39.95, plus $4.79 shipping and handling. DC residents must add 5.75% sales tax).

Craig, B. (1999). Recreation Profile. New Zealand physical educator, 1(2), 9. Crane, L. A., Schneider, L. S., Yohn, J. J., Morelli, J. G., & Plomer, K. D. (July 1999). ''Block the sun, not the fun'': evaluation of a skin cancer prevention program for child care centers1. American Journal of Preventive Medicine, 17(1), 31-37(37). Introduction: This paper describes the evaluation of a skin cancer prevention program for preschools and daycare centers. The intervention was targeted primarily at staff of child care centers, with the aim of increasing use of sun protection practices for young children while attending these centers. Secondary target groups included parents and the children themselves. The intervention, which adopted the slogan, ''Block the Sun, Not the Fun,'' included workshops for child care center staff, and information/activity packets for parents.Methods: Twenty-seven preschools and daycare centers were randomly assigned to an intervention or wait-list control group. The intervention group received the intervention during the spring of 1994; the wait-list control group received the intervention during the spring of 1995. Evaluation consisted of interviews with center directors, observations of practices, and review of written policies before the intervention (in summer, 1993) and after the intervention (in summer, 1994). A survey of 201 parents was conducted during late summer 1994.Results: While the intervention did not appear to change the sun protection attitudes or practices of parents, or use of clothing and shade at child care centers, results suggested significant changes in the sun protection knowledge/attitudes of center directors and the use of sunscreen at child care centers. Additionally, parents with children attending centers in the intervention group were more likely to be satisfied with sun protection practices at their centers.Conclusion: This low-intensity intervention appears to be effective at changing sun protection attitudes and sunscreen use at child care centers, and can be easily replicated. However, high staff turnover at child care centers would suggest that ''boosters'' will be necessary to sustain the impact. More intensive efforts directed at social norms are likely to be necessary to change clothing and outdoor play practices.

Crisp, W. (1975). Development and use of the outdoor classroom: an annotated bibliography. Metuchen, N.J.: Scarecrow Press. 016.3713/8 Z5814.o85 Z5814.o85 c78

Crummett, D. (1996). Introduction to Natural Resources: Advanced Applications., 141pp. For related "Teacher Edition" and "Student Edition," see CE 069 931. This guide, which is designed for use with student and teacher guides to a 10- unit secondary-level course in natural resources, contains a series of student supplements and advanced assignment and job sheets that provide students with additional opportunities to explore the following areas of natural resources and conservation education: outdoor safety and first aid, natural resources and conservation, water resource management, land management, air resource management, energy resources, forestry, wildlife management, wildlife habitats, and outdoor recreation. Among the topics covered in the student supplements and the advanced assignment/job sheets are the following: interpreting material safety data sheets, making/using compost, tracing routes of recyclable products, analyzing current reports concerning natural resources and conservation conflict areas, calculating maximum contaminant levels and lifetime health advisories, drawing conclusions from water measurements, identifying ways of reducing water consumption, analyzing fertilizers, determining sites' suitability for septic systems, developing weather forecasts, collecting/reporting results from air monitoring equipment, building/testing solar collectors and methane generators, projecting economic returns form forestry plots, developing wildlife food plots and habitats, and developing historical presentations for visitors to recreation areas. (MN) ED387607

Crummett, D. (1996). Introduction to Natural Resources. Second Edition. Teacher Edition and Student Edition Combined., 609pp. For a related "advanced applications" document, see CE 069 932. For first edition, see ED 327 656. These student and teacher guides are designed for a secondary-level course in natural resources that focuses on renewable and nonrenewable natural resources, methods of protecting the environment, and the various careers and technologies available in the natural resources area. The following topics are covered in the course's 10 units: outdoor safety and first aid, natural resources and conservation, water resource management, land management, air resource management, energy resources, forestry, wildlife management, wildlife habitats, and outdoor recreation. Each unit in the student edition contains some or all of the following: objective sheet, information sheets, student handouts, assignment sheets, and job sheets. Included in the teacher edition are the following: lists of academic and workplace skills and competencies; competency profile; instructional task analysis; table correlating course tasks with related academic and workplace skill groups/skills; equipment and materials list; list of 66 references; and course units. Each unit in the teacher edition contains some or all of the following: suggested activities; answers to assignment sheets and written tests; written test; unit evaluation form; teacher supplements; and transparency masters. (MN) ED387606 Curtis, R. (Nov 1994). Running a Frosh Wilderness Orientation Program., 18pp. In: Experiential Education: A Critical Resource for the 21st Century. Proceedings Manual of the Annual International Conference of the Association for Experiential Education (22nd, Austin, TX, November 3-6, 1994); see RC 019 884. Many colleges and secondary schools use wilderness orientation (WO) programs to integrate new students to the campus. This paper outlines basic issues and concerns in the planning and development of this type of program. Before starting a WO program, it is essential to develop a coherent set of goals. These include general program goals, personal growth goals, social skills goals, and goals related to the environment or campus and academic life. New programs frequently require the hiring of outside staff. Staffing issues include the roles of outside and on-campus staff, training needs of the two groups, establishing training priorities, and assessing the training needed for particular activities and equipment and for teaching students particular skills. Equipment needs should be based on a thorough safety management analysis covering activities, location, weather, and need for equipment resupply. Other equipment issues are the extent to which personal equipment provided by participants should be overseen, and whether to buy, rent, or swap equipment. Logistical planning of outdoor program trips requires a heavy emphasis on details. Points to consider include trip length, activities, locations, trip route (based on characteristics of route and participants), type of transportation, transportation costs, menu planning, food packing, participant check-in, departure and return, support in the field, and manager roles. Other program issues are participant screening, liability and insurance, risk assessment, funding, and cost estimates. (SV) ED377010 Curtis, R. (Nov 1994). Training College Wilderness Leaders., 14pp. In: Experiential Education: A Critical Resource for the 21st Century. Proceedings Manual of the Annual International Conference of the Association for Experiential Education (22nd, Austin, TX, November 3-6, 1994); see RC 019 884. College outdoor program leaders are often paraprofessionals, who may have less training than professional outdoor educators, yet must deal with the same types of problems on the trail. This paper describes the Outdoor Action (OA) Program at Princeton University, and outlines the training assessment and development model used to train OA program leaders. OA operates a number of wilderness programs, including a 6-day orientation for incoming students and day and multiday trips during the academic year. The model provides a checklist of questions to be considered in assessing the requirements of outdoor activities, brainstorming training possibilities, and assembling the training elements into a program. The OA Leader Training Program aims to develop leadership skills and to generate new staff, and has 80-100 student participants each year. While many students do not complete all training segments, all prospective staff must complete and be evaluated on all aspects of training, and are generally paired with experienced staff for an additional "apprenticeship." An outline of OA leader training course guidelines describes training philosophy, goals, teaching methods, pretrip and outdoor classes, simulations of emergency procedures, policies for final-day "walkouts" by the leader trainers, debriefing, and posttrip evaluations. Also outlined are the content and specific concepts taught in wilderness first aid and CPR training, a safety and risk management workshop, group dynamics and facilitation skills workshops, and recertification and ongoing training. (SV) ED377015

Cain, J. (1997). Something Old, Something New, Something Borrowed, and Something Blue. New Ideas for Challenge and Adventure Programs., 10pp. In: Deeply Rooted, Branching Out, 1972-1997. Annual AEE International Conference Proceedings; see RC 021 269. This paper provides information sources and ideas for challenge and adventure activities. Main information sources are listed: libraries, ERIC, and several publishers and programs. Some useful publications are described that provide activities and ideas related to outdoor education, environmental issues, games, special populations, educational theory and practice, corporate experiential learning, facilitation, and adventure. Specific annual workshops in outdoor recreation and leadership are listed, as well as adventure organizations that offer training opportunities. Four sets of group activities for challenge and adventure programs are described: the spider's web, 2B or Knot 2B (group problem solving with ropes and knots), raccoon circles (group challenges using 1-inch tubular climbing webbing), and the lycra tube (group activities using five yards of lycra sewn into a tube). (SV) ED414127

Caminada, J. (1997). A Model City. LD + A, lighting design + application, 27(12), 28.

Campbell, M., & Burton, V. (1996). Orienteering Map and Compass: A Guide and Outline to Its Science and Practice., 25p. This orienteering manual is used to teach map and compass skills to elementary school students on an overnight outdoor experience administered by volunteers. Although the experience is aimed at elementary students, student teachers have the opportunity to participate as instructors. After a few words to the volunteers on maximizing learning among the students and a brief history of the Barton Flats School of Orienteering, the guide presents a daily schedule for the overnight event, followed by a few basic definitions concerning orienteering and parts of a compass. Instructions on using a compass and measuring distance by steps are accompanied by group activities and practice exercises. Then participants negotiate a short orienteering course. Worksheets and exercises teach how to read topographic maps, how to determine declination, the difference between map north and compass north, and how to find directions with map and compass. The event culminates in the running of three orienteering races. Includes worksheets and six resources for orienteering. (TD) ED402131

Carter, P. (1999). Outdoor Education--A Growing Adventure. Nurture, 33(3), 22.

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Dale, V., & Parr, P. (1997). Preserving DOE's Research Parks. Issues in science and technology, 14(2), 73.

Daniels, P. A. (1996). Ventures in Integrating Curriculum: A Case Study of Teachers and Students Learning Together., 27pp. Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8, 1996). This is a year-long case study of Lakeview (Vermont) Elementary and Middle School's efforts to create an outdoor environment and improve students learning opportunities with a transdisciplinary curriculum project called "Ventures." It details the interplay of partnerships among administrators, teachers, students, parents, a local business, and a funding agency. Data sources include observations of project activities, anecdotal information from and semi- structured interviews with participants, and related documents. Observations of participating teachers reveal an approach characterized by: (1) a variety of materials and learning options; (2) learning opportunities that address different interests, abilities and learning styles; (3) integration of subjects into the curriculum around a common goal; (4) students and teachers making decisions and selecting learning activities; (5) inquiry and investigation as teaching and learning concepts; (6) placing information in a context that has meaning for students; and (7) teachers investigating with their students, providing a model of the lifelong learner. Major questions arising from this study concern grant funding, e.g., results of partial funding, whether the grant application process sets up schools to create unrealistic plans, and grantors cognizance of the realities and complexities of daily school life. (MAH) ED399237

Day, A. M. (1971). Making a living in conservation; a guide to outdoor careers. [Harrisburg, Pa.]: Stackpole Books. Discusses careers in several ecologically related fields--oceanography, forestry, wildlife, fisheries, park administration, and others--describing how to find employment, where to write for job information, and where to obtain an education in these fields. S944.d33 333.7/2/023

Day, B. (1988). Early childhood education: creative learning activities ( 3rd ed.). New York: Macmillan. Lb1029.o6 Lb1029.o6 d38 1988

Delamater, J. B. (1963). The design of outdoor physical education facilities for colleges and schools. New York,: Bureau of Publications Teachers College Columbia University. Gv411.d4

Denali, D. L. (1997). The Apache Rescue Team., 6pp. In: Deeply Rooted, Branching Out, 1972-1997. Annual AEE International Conference Proceedings; see RC 021 269. Experiments in using outdoor education to affect juvenile development and deter crime abound. Most of these outdoor adventure programs use a setting of developed challenges and perceived risk situations in order to create a life-changing experience. However, these "adventures" remain contrived events and require significant interpretive skills to connect with reality. In contrast, the Apache Rescue Team provides a framework for success in situations of real-life significance. The team is an experiential education program that trains at-risk and probationary youth to respond to technical and medical search and rescue (SAR) situations. Team members, aged 12 and up, are trained in basic first aid, survival, and technical rope rescue techniques. As experience allows, members complete emergency medical technician, advanced technical rescue, and command training as well. The local school allows participants to make up academic work missed because of rescues, and the program provides after-school tutoring. The team makes itself available to all primary agencies organizing SAR responses that the team could respond to. High-profile activity in National Parks boosts participant self-esteem and increases awareness of occupational opportunities. This approach breaks new ground in long-term youth treatment and educational opportunities by challenging professional stereotypes. The team has met with success both in its goals for juvenile crime prevention and in providing first- class search and rescue services. (Author/SV) ED414130 Dietz, N. J., Ed., & Aadland, H., Ed. (Jul 1995). North Dakota Wetlands Discovery Guide., 195pp. Financial support also received from the North Dakota Wetlands Trust, Wildlife Society, North America Chapter, North Dakota Water Users Association, and Ducks Unlimited, Canada. This guide facilitates and promotes awareness, appreciation, and knowledge of North Dakota's wetland resources. It is an interdisciplinary wetland activity guide for kindergarten through 12th grade teachers. It was developed specifically for North Dakota educators by North Dakota education and natural resource professionals about North Dakota's wetland resources. This guide integrates the curriculum goals for science, social studies, geography, mathematics, North Dakota studies, English/language arts, and art. Each activity contains abstract reference information about intended age level, subject area, duration, group size, teaching settings, skills, North Dakota curriculum references, and key vocabulary. Information is provided about intended learning outcomes, rationale for the activity, necessary student prior knowledge, background information, list of materials needed to conduct the activity, step-by-step procedures, activity extensions, evaluation methods, and material reference information. The appendices contain a list of skills, North Dakota curriculum frameworks reference list, information about North Dakota agencies and organizations associated with wetlands conservation, and information about major wetland protection efforts. Also includes a glossary. (AIM) ED398049

Donaldson, G. W., & Goering, O. H. (1972). Perspectives on outdoor education; readings. Dubuque, Iowa,: W. C. Brown Co. Lb1047.d6 371.3/028 LB1047.D6 c.pl NORLIN Donnison, P. (November 1998). Making Sense of Outdoor Management Development (OMD): Comparing Participants' Views of OMD with the Received Wisdom., Paper presented at the annual International Conference of the Association for Experiential Education (26th, Incline Village, NV, November 5-9, 1998). Edited version appears in: "Selected Monographs from the Association for Experiential Education International Conference"; see RC 022 022. In the United Kingdom, the term "outdoor management development" (OMD) is commonly used to describe courses using outdoor facilities to achieve the aims of management development. OMD courses claim to be able to train staff and managers from a variety of organizations. The received wisdom in OMD is that practice in the field has a sound theoretical basis and that it achieves the results it claims. To compare personal experiences with the received wisdom, 46 participants were interviewed and took part in focus group discussions several weeks after their attendance on OMD courses at Brathay Hall in the English Lake District. Participants were asked to make sense of the course and describe all aspects of the course that they noticed. Key findings were: (1) course aspects that participants noticed and commented on corresponded to received wisdom on the theoretical basis for OMD, matching the content of theories such as Kolb's learning cycle, the findings from empirical research, and much that has been written about experiential learning; (2) participants understood course objectives, identified outcomes that could be evaluated at several levels, and described links between learning on the course and the context of their working life; and (3) statements about course outcomes fell into the categories of personal learning, team learning, and general principles. (SV) ED431586

Drake, S. Y., & Lawrence, R. L. (1976). Recreational community gardening: a guide to organization and development with education section by Roberta L. Lawrence ; Horticulture agent, U.S.D.A. Cooperative Extension Service. Washington: U.S. Dept. of the Interior Bureau of Outdoor Recreation: for sale by the Supt. of Docs. U.S. Govt. Print. Off. I 66.8:g 16 Duensing, E., & Duensing, L. (1980). Outdoor education: planning, preparation, and programs. Monticello, Ill.: Vance Bibliographies. Z5815.u5 d83 lb1047 016.3712/07/0973 Z7164.a2

DuFour, M. B., Courter, L. K., & Garvin, D. M. (1997). PARK-IT Elementary School Land Laboratories in Toledo City Parks. Curriculum Activity Guide, Grades 2-3., 84pp. Illustrated by Dennis M. Garvin. Project funded by grants from the Ohio Environmental Education Fund and the Toledo Urban Forestry Commission. For other documents in "Park-It " series, see SE 061 660 and SE 061 662. The project PARK-IT represents a unique partnership between a public elementary school and a city park in which students and teachers utilize a small naturalized area of the park as a Land Laboratory, and in return become its stewards. The project also includes this curriculum activity guide which can assist teachers in using the Land Lab with students in grades 2-3. The guide begins with an explanation of the importance of a land laboratory, guidelines for taking students outside, and preliminary activities to prepare for going to the site. Activities are grouped by such subject areas as soil, water, plants and animals. Activities address such concepts as soil permeability, leaf composition, use of weather instruments for monitoring weather, snow and its effect on the environment and animal behavior, growth of propagated plants, native versus non-native plants, food preferences of neighborhood birds, and common insects that use plants. The activities include journal questions and extensions. The guidebook includes a summary chart of activities which contains an activity overview, purpose, science skills involved, and learning outcomes keyed to fourth and sixth grade proficiency tests. (PVD) ED424091 Available from: Ottawa Park Nature Education Center, 2201 Ottawa Parkway, Toledo, OH 43606.

DuFour, M. B., Courter, L. K., & Garvin, D. M. (1997). PARK-IT Elementary School Land Laboratories in Toledo City Parks. Curriculum Activity Guide, Grades 4-6., 81pp. Illustrated by Dennis M. Garvin. Project funded by grants from the Ohio Environmental Education Fund and the Toledo Urban Forestry Commission. For other documents in "Park-It " series, see SE 061 660-661. The project PARK-IT represents a unique partnership between a public elementary school and a city park in which students and teachers utilize a small naturalized area of the park as a Land Laboratory, and in return become its stewards. The project also includes this curriculum activity guide which can assist teachers in using the Land Lab with students in grades 4-6. The guide begins with an explanation of the importance of a land laboratory, guidelines for taking students outside, and preliminary activities to prepare for going to the site. Activities are grouped by such subject areas as soil, water, plants and animals. Activities address such concepts as composting, role of earthworms in soil production, water in the atmosphere, pollination, seed dispersal, plant community, and succession. Students will conduct a census of invertebrates and explore feeding behavior of spiders as part of field observation activities. The activities include journal questions and extensions. The guidebook includes a summary chart of activities which contains an activity overview, purpose, science skills involved, and learning outcomes keyed to fourth and sixth grade proficiency tests. (PVD) ED424092 Available from: Ottawa Park Nature Education Center, 2201 Ottawa Parkway, Toledo, OH 43606.

DuFour, M. B., Courter, L. K., & Garvin, D. M. (1997). PARK-IT Elementary School Land Laboratories in Toledo City Parks. Curriculum Activity Guide, Grades K-1., 60pp. Illustrated by Dennis M. Garvin. Project funded by grants from the Ohio Environmental Education Fund and the Toledo Urban Forestry Commission. For other documents in "Park-It " series, see SE 061 661-662. The project PARK-IT represents a unique partnership between a public elementary school and a city park in which students and teachers utilize a small naturalized area of the park as a Land Laboratory, and in return become its stewards. The project also includes this curriculum activity guide which can assist teachers in using the Land Lab with students in grades K-1. The guide begins with an explanation of the importance of a land laboratory, guidelines for taking students outside, and preliminary activities to prepare for going to the site. Activities are grouped by such subject areas as soil, water, plants and animals. Activities address such concepts as soil compaction, soil types, erosion, evaporation, transpiration, plant classification, animal sign, and animal safety zones. Students learn to identify tree seeds, plant seeds, and nurture seedlings. The activities include journal questions and extensions. The guidebook also includes a summary chart of activities which contains an activity overview, purpose, science skills involved, and learning outcomes keyed to fourth and sixth grade proficiency tests. (PVD) ED424090 Available from: Ottawa Park Nature Education Center, 2201 Ottawa Parkway, Toledo, OH 43606.

DuFrene, D., Sharbrough, W., & McCall, M. (1999). Bringing Outdoor Challenge Education Inside the Business Communication Classroom. Business communication quarterly, 62(3), 24. Dunning, C. (Apr 1994). Adventure Based Interventions: The Case for Support., 7pp. In: Adventure-Based Interventions with Young People in Trouble and at Risk. Proceedings of a National One-Day Conference "Adventure-Based Interventions" (April 22, 1994) and a Study Weekend "Enabling Troubled Youth" (Ambleside, England, United Kingdom, April 22-24, 1994); see RC 019 931. The Rank Foundation's director of youth projects for northern England, Scotland, and Northern Ireland presents personal views on at-risk youth and ways that adventure-based interventions can meet their needs. Young people today suffer from the constant bombardment of advertising campaigns promoting material consumerism as the criterion for success. There is little in young people's lives to help them question such messages or develop their own values and spirituality. The adventure-based experience contains an extremely strong spiritual component, not only in the outdoor element but also in the sharing of oneself with something or someone else. The varieties of agencies and professionals that work to help young people reach their potential must overcome their conflicts of interest and begin networking. Competition among agencies for work, sometimes trying to be all things to all people, does harm to public perceptions of such developmental programs. Three programs that demonstrate a flexible networking approach link urban and rural communities to the previously isolated outdoor-center experience, incorporate creative and performing arts to complement the experiential process in their work, and network with a range of agencies to provide followup opportunities. Over the years, the Rank Foundation has provided funding for various capital items of outdoor programs, for training of outdoor program staff and related community workers, and for long-term program and agency development. (SV) ED378017

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Education Associates., & Roth, R. E. (1973). Environmental education: a bibliography of abstracts from Research in education (RIE) 1966-1972. Worthington, Ohio: Education Associates. Gf8.e3 1973 301.31 Gf8.e3 1973 norlin Gf8.e3 1973 c.2