The Wilderness Solo: The Effect of Intentional Design

The purpose of this exploratory study was to investigate the influence of intentional design by the instructor regarding the Solo\u27s (a) purpose and framing, (b) instructor visit, and (c) individual and group debriefing. This study extends the previous Solo research by hypothesizing that the purposeful planning, framing, visits, and debriefing by the instructor play a role in determining the quality of Solo experience. The study was supported by three major theoretical frames - the Hendee & Brown Model (1988), Kolb\u27s (1984) Experiential Learning Cycle, and Csikszentmihalyi\u27s (1991) Flow Theory

Exploring Course Outcomes Utilizing a New Outward Bound Outcomes Instrument

This study implemented the new North Carolina Outward Bound School Course Impression Survey (NCOBSCIS) using a mixed method, retrospective pre-post design. The NCOBSCIS measures character development, leadership, and environmental service. Previous analysis has found the NCOBSCIS to be a valid and reliable survey tool. The purpose of this study was to investigate program outcomes using this new instrument, including potential moderators (e.g., age, gender, and course length). Paired sample t-tests and a series of ANCOVA models were generated along with thematic qualitative analyses. The results suggest that there is change evident among the participants following program participation and that this change is different dependent on various factors. Future research utilizing the NCOBSCIS should collect the pre data prior to the course, allowing true pre-post questions to be asked about change over time

The Relationship Between Summer Camp Employment and Emotional Intelligence

Camping professionals have long claimed that summer camp employment provides camp staff with a number of benefits. The summer camp staff experience has been shown to have a positive effect on the staff members\u27 personal, social and emotional growth (Bialeschki, Henderson, & Dahowski, 1998; DeGraff & Glover, 2002). Yet, some influentia. others such as parents and human resources professionals have questioned the wisdom of a college student spending a summer of fun in the sun , working at a summer camp for low pay. The concept of emotional intelligence has been recently gaining favor in the human resource management arena, and it may be a:fruitful concept to apply to the potential benefit of summer camp employment. Emotional intelligence refers to a \u27type of·social intelligence that involves the ability to monitor one\u27s own and others\u27 emotions, to discriminate among them, and to use the information to guide one\u27s thinking and actions (Mayer & Salovey, 1993, p. 433). The purpose of this study was to identify how the summer camp experience impacts staff members and to better understand if emotional intelligence is developed through summer camp employment

The North Carolina Outward Bound School Course Impression Survey: A Psychometric Investigation

This study investigated the development and psychometric properties of the North Carolina Outward Bound School Course Impression Survey (NCOBSCIS). The NCOBSCIS measures character development, leadership, and environmental service, and was adapted from the previously established Outward Bound Outcomes Instrument (OBOI). The purpose of this study was to both conduct a psychometric evaluation of the NCOBSCIS and to also describe the processes that were used to develop and validate a series of outcome measures. These processes are applicable to other programs interested in measuring participant outcomes

A Mixed-Method Investigation of the Solo in a Wilderness Experience Program

The purpose of this study was to investigate the participants\u27 perceptions of an organized solo within a wilderness experience program and the influence that the participants themselves and the environment have on their perception. The literature suggests that many factors influence one\u27s ability to experience wilderness solitude and to engage in meaningful reflection that may lead to personal growth (Daniel, 2003; Fredrickson & Anderson, 1999; Hammitt,1982; Hendee & Brown, 1988; Koch, 1994; McIntosh, 1989; Norris, 2001; Richley, 1992; Stringer & McAvoy, 1992). Two of these factors can be categorized as the participant(s) and the environment; both are considered key program characteristics within the adventure education literature (McKenzie, 2000)

Come now, Tresa, won\u27t you biplane with me, [first line of chorus]

Performance Medium: Piano and Voice (with lyrics

An Evaluation of Adventure Education Components in a Residential Learning Community

The intent of this research project was to assess the impact of the out-of-class experiential components in a residential Learning Community Program. More specifically, the purpose of the study was to gain information from the students\u27 perceptions of the impact that participation in an adventure education program (high or low ropes course) had on their in-class learning and their overall experience at the university. Qualitative data indicated that participation on the ropes course impacted the Learning Community students\u27 in-class learning in the following ways: enhancing a connection to other students, faculty and the university; promoting increased self-learning and transferable skill development; and developing a support network for academic learning. The qualitative data also indicated that Learning Community students\u27 overall experience at the university was affected largely by the connection developed with other students, faculty and the university