Outdoor instructors should know legal considerations including inherent dangers, program objectives, participant awareness, participant evaluation, supervision, professional conduct, safety considerations, and negligence. Threats of law suits can be diminished with care, "foreseeability," appropriate techniques and equipment, and well-prepared…

Reviews outdoor education history, beginning in 1930s with periods of experimentation, standardization, resurgence/innovation, and new direction. Explains how outdoor education continues to evolve due to environmental, sociological, and psychological influences and to develop elements of adventure, experimentation, and innovation that will sustain…

Provides directions for 18 environmental activities/concepts for adventure programming including games (clam free, habitat lap sit, spirals); warm-ups/stretches (bug tug, stork stretch); trust builders/group initiatives (willow in wind, opossum ferry); low elements (all aboard, trolley); medium elements (rebirth, tire on pole); and high elements…

Presents a model for facilitators of adventure-education group initiatives, group problem-solving tasks requiring cooperation and trust. Discusses initial observation and assessment of individual and group behaviors, setting objectives, preparation, group orientation, structuring the task toward objectives, implementation, guided reflection,…

Addresses the issue of whether there is reasonable justification to warrant public school sponsorship of adventure programs; considers accident rates, advantages and values, legal implications, and program implementation effects including staffing, facilities, equipment, and scheduling. Concludes that adventure education is a healthy, valuable,…

Describes the experiential, September-May, outdoor travel-study degree program sponsored by the National Audubon Society Expedition Institute in which 18 students with guides and interns camp across North America questioning subcultures, wilderness, scientists, and educators. Uses vignettes and student commentaries, quotations, and evaluations.…

Asserts outdoor education leaders need to develop specific skills to aid participants in processing structured experiences to gain awareness and assist them in transferring learning to other life situations. Defines, organizes, and sequences specific components of the science of processing. Provides a sample processing scenario. (NEC)

Suggests educational opportunities provided by well-planned campfire activities such as singing, skits, stories, cheers, and readings. Recommends planning a beginning, main body of the program, and an ending to create a meaningful, unified experience. (NEC)

Describes Towson State University's (Baltimore, Maryland) "WIN--Women in Nature Program," then makes suggestions for other programs which include course offerings for females: use role models to encourage adventure; hire and train program staff with care; provide quality equipment; utilize public relations; encourage participant…