Describes five games (two for preschool children, three for all ages) used in adventure-, challenge-, and experiential-education settings. Includes target group, group size, time and space requirements, activity level, props needed, instructions, and variations. The games act as icebreakers; build group trust and cooperation; or nurture positive,…

Describes three group-processing activities used with youth or adults in adventure- and experiential-education settings. Includes target group, group size, time and space requirements, activity level, props needed, and instructions for group processing and reflection. Involves stimulating campfire discussion for various purposes, journal writing…

In recent years, a British government initiative has been pursuing the aim of National/Scottish Vocational Qualifications in all industries, trades, and professions. However, exemptions have been permitted for National Governing Body awards, such as exist for various sports and recreational areas. Efforts to reconcile these two parallel…

Describes enhancing the outdoor adventure experience by engaging the spirit. Strategies include creating spirit-related expectations, refocusing, making space for rituals and ceremonies, looking for metaphors, including intentional experiences as catalysts to deeper meanings, and offering opportunities for reflection. Backpacking at night on the…

Summarizes the activities of the Young Explorers Trust (Great Britain) over the past 25 years including funding, expedition sites, purposes of expeditions, and origins of expeditions. Comments on the origin, growth, and trends in expedition adventure programming. (SAS)

Many forms of adventure therapy, in particular wilderness therapy, rely on challenges in the outdoors to achieve objectives of client change. While nature is drawn on as a medium for therapy and healing, some adventure therapists give nature little if any mention when it comes to explaining therapeutic success. The dominant paradigm in psychology…

This article describes the experiences of teachers who participated in a program run by Outward Bound that helps them examine their beliefs and biases. The participants in this "urban expedition" come from schools that have contracted with Outward Bound to convert to its expeditionary model. Driving all Outward Bound ventures is the notion that…

Outdoor adventure activities such as whitewater boating, caving, rock climbing, and mountaineering continue to be popular among the public. As a result of this popularity, numerous organizations "contract out" the leadership and delivery of the adventure portion of their curriculum. This paper explores two widely used venues for offering outdoor…

Since 1985, freshman entering the University of Puget Sound in Tacoma, Washington, have embarked on a 3-day outdoor adventure program as part of their orientation experience prior to their first semester. Most of the 700-800 freshmen entering the university participate in the program titled "Passages." While half of the group is on…

This study identifies some characteristics of mountaineering visitors, climbers' perceptions of the mountain environment, and certain preferred management options affecting both the mountain environment and the mountaineer on Mt. McKinley and adjacent Alaska Range peaks. Approximately 360 registered climbers were asked to complete a 26-item…

The issues and challenges facing those who administer the general instruction programs in colleges and universities represent a pattern of frequent change. The highly formal programs of uniforms and conformance of past years and the individualized, adventure type programs that are popular today represent some of the changes in general instruction…

Presents an imaginary and occasionally lighthearted discourse that contains a thought-provoking discussion about experiential education and the role of the experiential educator. (NEC)

Attempts to answer the question "Can virtue be taught?"; the heart of what many experiential educators try to do. Shows that virtue exists but cannot be inculcated through any pedagogical methods, because freedom is a necessary condition for learning virtuous action. (NEC)

Suggests assumptions upon which qualitative research is based are appropriate for studying organized camping because of reality, causality, generalizability, and objectivity. Summarizes five studies using qualitative methods to demonstrate findings that may result from this approach. (NEC)

Galagan describes the Leadership Experiential Adventure Program that can be used to facilitate leadership and teamwork for managers. Gall discusses transferring what is learned to the workplace and gives a list of companies providing experiential learning for corporate clients. (JOW)