This annual collection promotes scholarly writing, applied research findings, and innovative programs and activities in experiential education. Topics of the 1988 papers include (1) "Gender Issues in Outdoor Adventure Programming" (Natalie L. Bartley and Daniel R. Williams) about the effects of outdoor leaders' gender, personality, soft skills…

Describes a training program in human relations for camp directors. Intended for groups of 8 to 12 people over 15 to 20 hours of group time. Lists topics for discussions about group process. Addresses participant concerns about feelings generated by workshop activities. Provides 22 references for experiential learning. (CS)

Making errors can be a salutary learning experience. The problem in outdoor adventure education is to protect the error makers from real harm, which requires careful structuring of the learning situation. Discusses error limits, how much error correction is appropriate, involving participants in decision making, video playback and debriefing…

Provides guidelines for planning and conducting a guided nature walk of short duration (1-3 hours) that provides opportunities for spontaneous teachable moments. Includes pre-hike planning related to public relations, the theme of the walk, and the trail; and tips for matching the presentation of material, discussion, and group activities to…

Interviews with facilitators of eight Outward Bound Belgium programs examined the tacit knowledge that guides their program facilitation. Findings focus on experiential learning as a process of developing awareness of one's own behaviors, group development as a condition for learning, and program facilitation as enactment of a theory of relational…

In this paper I discuss some of the strengths and weaknesses of two different approaches to teaching motor skills to students in outdoor education and outdoor recreation settings. Using acronyms to describe their stages: DEDICT is a six step, direct instructional model that some outdoor leaders may already be familiar with; and FERAL is my…

The experiences found in adventure programs often parallel the archetypes depicted in mythological quests. Drawing on the work of Joseph Campbell, the stages and trials of adventure participants are compared to similar rites of passage and epic adventures experienced by heroes and heroines in epic literature and mythology. The basic pattern of…

The Wilderness Education Association's (WEA) 18-Point Curriculum emphasizes experiential teaching and learning and is based on a central belief that wilderness education and outdoor leadership are essential in order to elevate preservation in the minds of students and future leaders, help develop a land ethic congruent with the ideals of the…

In this paper we examine the effect an outdoor and experiential education program on the life effectiveness skills of its participants. A private boys school in Melbourne focused on the challenging time of year nine to implement a program they hoped would enable the boys to develop life effectiveness skills in the areas of time management, social…

Examines attitudes of 184 outdoor leaders toward certification and course content of their preparation programs. Indicates small majority supports development of certification curriculum and credential and desires course content emphasizing leadership training. (NEC)

For decades, camps have served as outdoor learning laboratories for leadership development. Camps provide adolescents the opportunity to practice leadership skills through activities perceived as worthwhile and in environments that differ profoundly from everyday experience. A survey examined the self-perceived development of leadership skills at…

This proceedings contains 15 conference papers and presentation summaries from the 14th annual International Conference on Outdoor Recreation and Education (ICORE). Titles are: "The Hidden Costs of Outdoor Education/Recreation Academic Training" (Christian Bisson); "The Service Learning Concept: Service Learning in the National…

An account of an early outdoor leadership experience illustrates that a trip leader's role is to build a team capable of accomplishing goals without dependence on the leader. Only when campers are taken beyond their comfort zones does true learning and emotional growth begin. Sidebar presents eight dos and three don'ts of good trip leadership. (TD)

Presents a problem-solving model for outdoor group leaders. Describes assessment, analytical and creative phases of the model, and emphasizes the importance of experience-based judgment. Discusses ways of providing experiential problem-solving opportunities in outdoor leadership preparation programs. (SV)

Applies the four-stage reviewing sequence of Experience, Express, Examine, and Explore to climbing, skiing, expedition, and group adventures to show how the experiences of success, learning a skill, responsibility, and cooperation can be enhanced. Discusses things a leader can do before, during, and after the experience that will reinforce the…