A program at the Thompson Island Outward Bound Education Center in Boston (Massachusetts) supplements the traditional program of ropes and rocks with community service, giving urban students opportunities to try out new leadership skills in local neighborhoods. (MLF)

Every year between September and June, McMaster University's (Ontario) Alumni Adventures in Continuing Education program organizes eight lectures, seminars, and outings. The program is designed to appeal to a general audience aged 24-80, and offers a variety of both traditional and unique events such as observatory visits, walking tours, and…

Describes Robert Terry's ethical principles for leadership that have been adopted by the outdoor adventure organization, Woodswomen, for their leadership training process. Leader tasks correspond to each of the following ethical principles: (1) dwelling (acknowledging one's own history and values); (2) freedom; (3) justice; (4) participation; (5)…

Discusses Tikkun Olam--the Jewish tenet of healing the world through individual good deeds--and its applicability to the practice of adventure therapy. Focuses on the therapeutic relationship, as it develops in group settings, and the role of adventure leaders and therapists in nourishing such relationships to provide a vehicle for healing or…

Many instructors get a little anxious about working with teenagers; thinking that they will be immature, unmotivated, and argumentative. Add the words "at-risk" or "adjudicated" and most adults get very nervous. At-risk and adjudicated youth know when individuals are nervous and will do their best to intimidate and control them. Instructors need a…

This paper examines the relationship between outdoor recreation and environmental education. Observations of resident environmental education centers in Minnesota and of recreational programs on U.S. Forest Service lands found that, to the extent that planned and unplanned outcomes can be equated, the two types of programs seemed to produce the…

At the Rochester Institute of Technology, a course was created which took students out of the traditional classroom setting in order to teach small group communication in an experiential-adventure based format. The course was designed by a faculty member in Communications and the Coordinator of Outdoor Experiential Education. Based on a survey of…

This article provides an overview of courses for hearing-impaired individuals that have been conducted at the Voyaguer Outward Bound School in Minnesota since 1977. Through participation in outdoor challenge activities, skills training, and adventure experiences, hearing-impaired students have shown gains in self-esteem, self-reliance, and…

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…

Three main concepts relating to risk recreation are: (1) understanding how an individual evaluates a recreational activity; (2) understanding that the reasons individuals initially participate in risk recreation may be different from those which perpetuate participation; and (3) understanding that factors other than the individuals and the…

Examines the organization and objectives of an adventure-based course for industrial managers and management trainees. The program's goal is the development of personal qualities and social skills, as well as the application of leadership theories in a mentally and physically challenging environment. (SK)

Describes a 10-step process for analyzing danger as a way of reducing the chance that an accident will happen, or minimizing its consequences to acceptable and recoverable levels. Factors that can inhibit the process include inappropriate attribution, relaxed concentration, rushing to maintain a schedule, group or peer pressure, and poor judgment.…

The underlying values and principles of the "common adventure" model are presented. Features of a common adventure trip include a group of individuals working cooperatively toward mutual goals and sharing expenses, decision making, and responsibilities equitably. The common adventure model is contrasted with adventure education,…

A day-by-day account describes Camp Greentop's first 5-day adventure camping trip, which was attended by five individuals with disabilities and their counselors. The first day was spent in games and initiatives designed to develop communication, teamwork, and dependability. Other days were devoted to hiking, rock climbing, and whitewater rafting.…

A group of outdoor teachers camping in the snow on high ground was caught in a blizzard at night. Their tents were ripped and they were forced to descend in the dark. Analysis determined that they had been caught unaware, they had improper equipment, and a lower-risk option for the descent would have been more prudent. (TD)