Theories and Models in Outdoor Education (EnEd 5165)
Final Assignment: Analysis of OE program
October 21, 2005
Clare Croteau
AN ASSESSMENT OF ACHIEVING DESIRED OUTCOMES:
Teton Science Schools’
Teton Junior Science School Summer Program
“Connecting people to nature through education”- TSS’ motto
INTRODUCTION
The purpose of this assignment is to analyze the mission or goals of an existing outdoor,
environmental, or adventure education program and provide feedback on whether it is likely to
achieve its goals. Defining and outlining a program’s mission provides an essential framework
to work from; however, it alone will not lead the program to its intended goal(s). An analysis of
a program’s probable success at reaching its objectives begins by examining the factors and
assumptions that will lead to the desired outcomes. In addition to assessing whether the program
will arrive at its goal(s), it is also important to determine whether or not the outcomes themselves
are appropriate or sufficient.
The subject of this analysis is Teton Science Schools in Kelly, Wyoming. A logic model
is used as an evaluative tool in examining its five main programs. For simplicity, the focus of
the final analysis is on one of its summer programs, Teton Junior Science School. The
assessment is based on learning and behavior theories, both general and specific to outdoor
education.
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BACKGROUND AND DESCRIPTION
Teton Science Schools (TSS) is an environmental education non-profit located in Grand
Teton National Park (GTNP). TSS was founded by Ted Major in 1967 to provide field ecology
opportunities to local high school students in Jackson Hole, WY. Major recognized that local
children had a deficient level of knowledge about the natural environment and an overall sense
of disconnection to their own backyard. Since those early years, TSS has broadened its scope
and grown into one of the leading natural science education organizations in the nation (TSS
webpage 2005). Despite its development and changes over the years, TSS has worked hard to
retain its original mission and educational philosophy, which is to “provide and encourage
experiential education in natural science and ecology while fostering an appreciation for
conservation ethics and practices” (TSS webpage 2005).
The location of TSS in GTNP is an essential component to the functioning of its
programs. TSS’ web site states that the Park serves as an “outdoor classroom and model for
year-round programs that offer academic, professional and personal benefits to student of all
ages” (TSS webpage 2005). TSS’ programming works to incorporate the landscape into the
learning process for the purpose of fostering a deeper connection to the natural environment.
TSS provides a wide spectrum of educational programming for locals and visitors of
Jackson Hole and GTNP. Each program serves a unique role and function within TSS’ mission.
The following are brief descriptions of the five main programs at TSS:
1. JOURNEYS SCHOOL
Journeys School opened in September of 2001 as an independent pre-K through 12 school in
Jackson Hole. Journeys is described as an innovative school, which “engages college-bound
students with a rich and challenging curriculum that cultivates lifelong learning.” Journeys’
faculty and staff hope to achieve this goal of fostering “lifelong learners” through experiential
education, team teaching, and multi-aged classrooms. The five objectives and/or goals of
Journeys school is to 1) strive for academic excellence, 2) discover creative potential and talents,
3) serve and strengthen community, 4) teach others, and 5) understand and steward the natural
world (TSS web page 2005).
2. GRADUATE RESIDENTIAL PROGRAM
Since 1994, TSS has offered a Professional Residency in Environmental Education training
program for graduate credit. The focus of this one-year graduate program is to train students on
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the methodology of environmental education through the study and application of field science,
experiential education, and leadership development (TSS web page 2005).
3. SUMMER PROGRAM: TETON JUNIOR SCIENCE SCHOOL
Teton Junior Science School (TJSS) is a summer program specifically tailored for elementary
students’ grades 1-6. TJSS runs week-long programs focusing on topics such as geology, plants,
water, animals, and natural history. Participants are grouped by grade level (1st & 2nd, 3rd & 4th,
and 5th & 6th) and spend the day exploring GTNP in a small group (no more than 12 participants
per group) with two instructors. The purpose of each program is to “explore the natural world in
unique, age-appropriate and fun ways” (TSS web page 2005).
4. ADULT/FAMILY PROGRAMS: SOJOURNS
The Sojourns is a summer program geared for local adults and families who are interested in
exploring the wonders of their backyard. TSS hosts guest instructors and speakers to share their
expertise on subjects such as botany, ecology, wildlife biology, astronomy, and geology. The
duration of each program ranges from 4-hours to 2-days.
5. WILDLIFE EXPEDITIONS
Wildlife Expeditions (WE) is designed for vacationers who want to view and learn more about
wildlife within Grand Teton National Park and Yellowstone National Park. WE provides “closeup, ethical viewing of wild animals in their natural habitat” (TSS web page 2005). This form of
eco-tourism incorporates natural history and interpretation into an excursion throughout both
Parks. The mission of WE is to “connect people to nature through responsible wildlife
observation and natural history explorations” (TSS web page 2005).
LOGIC MODEL
Constructing a logic model for an organization or program is a method of defining and
organizing its main components into a systematic flowchart. A logic model is composed of three
main categories (inputs, outputs, and outcomes) and three influencing sub-categories (situation,
assumptions, and external factors). A logic model is a helpful tool used when assessing whether
an organization is adhering to its mission and fulfilling its goals.
The following is a logic model of TSS:
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ASSESSMENT AND DISCUSSION
The following is an evaluation of TSS’ summer program, Teton Junior Science School
(TJSS). The logic model developed of TSS is used to examine whether TJSS will reach the
desired outcomes laid out in its mission and goal statements. This process involves assessing the
assumptions made by TSS and TJSS; specifically, regarding how students learn and behave.
Next, the validity of these assumptions are addressed, along with suggestions for improvement.
Teton Junior Science School
Journaling and drawing about the mountains
Macro invertebrate collection
Rock exploration
Students from Teton Junior Science School summer program (2004)
The Three Main Assumptions:
Assumption #1: One of TSS’ predominant educational philosophies is that “experience teaches
best” (TSS webpage 2005) and this line of thinking is evident in the TJSS program.
Experiential education is a traditional teaching method in outdoor education and it is
commonly used in TJSS. Built into the lesson plans for TJSS are hands-on, problem solving
activities, along with allotted time for reflection and discussion. Lessons are debriefed by the
group and most programs incorporate journaling into the day to allow participants an opportunity
to process and express these new experiences.
The notion of acquiring knowledge from the process of first encountering a real world
experiences and then reflecting on the experience was outlined in the 1930s with American
philosopher and educator, John Dewey. He believed in educating students using problemsolving activities, where the leaner is given the opportunity to thoughtfully assimilate the
experience and then form a new understanding (Henson 2003).
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Experiential education is an effective method of teaching; however, it is not the only
approach. TJSS instructors should not limit themselves to solely using experiential teaching
methods, because, in doing so, they may be ignoring other critical factors. Theorists such as
Howard Gardner and Kenneth & Rita Dunn emphasize the importance of using multiple teaching
strategies to allow for optimal learning in the whole group. Gardner’s theory of multiple
intelligences and the Dunn’s learning styles theory address the idea that people have different
methods of learning and, thus, instructors need to vary their teaching strategies (Denig 2004).
TJSS instructor’s can accommodate multiple intelligences and learning styles by incorporating a
variety of teaching strategies (i.e. singing, storytelling, kinesthetic, journaling, drawing) into the
experiential learning approach to education.
Assumption #2: The second major educational philosophy of TSS is that “direct association
with the local landscape is the most effective way to help students understand and appreciate the
natural world” (TSS webpage 2005).
One of the main goals of TJSS is for participants leave the program having a deeper
connection to the environment. TJSS hopes to accomplish this by teaching its lessons and
activities in the outdoors. David Sobel, a professor at Antioch New England Graduate School,
writes that children need to be allowed to form a relationship with the environment. He states,
“What’s important is that children have an opportunity to bond with the natural world, to learn to
love it and feel comfortable in it…” (Sobel 1996).
The assumption that “direct association with the local landscape” will cultivate
understanding and appreciation of the environment fails to convey the importance of leadership
and guidance in this process. Sobel identifies the importance of fostering a connection to the
environment by bringing children into wilderness places, but to do so with adult direction. He
asserts that children need “opportunities to be in the natural world with modeling by a
responsible adult” (Sobel 1996).
Likewise, John Miles, the dean of Huxley College of Environmental Studies, expresses
the value of spending time in the outdoors, “…wilderness is a learning place, an educational
environment of unique and significant potential” (Miles 1987). However, he too acknowledges
the importance of structure, “…while there may be intrinsically educative qualities in wilderness
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places, leadership and the organization of experience may significantly enhance the learning
outcomes” (Miles 1987).
The natural features and landscape of GTNP boasts great potential for participants of
TJSS to draw inspiration and knowledge from the setting. Even so, it is necessary that the
instructors facilitate the learning experience to maximize the likelihood of this bond forming
between the children and the natural environment.
Assumption #3: Knowledge promotes “an appreciation for conservation ethics and practices”
(TSS webpage 2005).
The mission of TSS includes developing “an appreciation for conservation ethics and
practices,” which is also incorporated into the TJSS programs. Beyond an understanding of the
week’s topic, participants in TJSS should come away with an awareness of the value in being
stewards of the environment. In this case, the primary outcome does not go beyond the learning
stage into action or condition.
TJSS functions within the traditional framework of understanding learner behavior,
which assumes, “If we make human beings more knowledgeable, they will, in turn, become more
aware of the environment and its problems, and, thus, be more motivated to act toward the
environment in more responsible ways” (Hungerford and Volk 1990). Harold Hungerford and
Trudi Volk wish to integrate a new concept into this traditional model. They state, “Students
must be given the opportunity to develop the sense of ownership and empowerment so that they
are fully invested in an environmental sense and prompted to become responsible, active
citizens” (Hungerford and Volk 1990).
Likewise, Thomas Madden, Pamela Scholder Ellen, and Icek Ajzen identify a missing
component in the traditional model. They claim, “people’s behavior is strongly influenced by
the confidence they have in their ability to perform the behavior” (Madden et al 1992). They
believe that the degree of perceived behavioral control greatly influences whether knowledge
actualizes into behavior.
TSS holds the common assumption that knowledge about the environment will lead to
environmentally responsible behavior; however, this model has proven ineffective. For this
reason, it is critical that TSS examine TJSS’s intended outcomes. If TSS limits the participant’s
outcomes to knowledge and awareness, then it cannot expect to change behaviors. On the other
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hand, if it wants to go further and reach a level of action and condition, then it will need to adjust
its mission, and, thus, its curricula to account for fostering concepts of ownership, empowerment,
and perceived behavioral control.
THE FUTURE OF TETON JUNIOR SCIENCE SCHOOL & TETON SCIENCE SCHOOLS
TJSS does an excellent job of exposing participants to hands-on and reflective activities,
integrating the unique setting of GTNP into its lessons, and modeling responsible behavior in the
outdoors. Participants benefit from small group sizes and collaborative learning. Though TJSS
incorporates these important factors into their program, they should be constantly looking for
ways to improve. As I have suggested, they should make a sincere effort to broaden and vary
their teaching strategies to accommodate multiple intelligences and learning styles.
Additionally, TJSS should assess its objectives and determine if knowledge and awareness are
the optimal outcomes for its participants.
I think TJSS will reach its goals of increasing its participant’s knowledge and awareness
of the environment. However, this outcome will not likely result in an overall increase in
environmentally responsible behavior among its participants. For this reason, I believe TJSS
and, on a broader scale, TSS has failed to recognize the limitations of its mission and goals.
Considering TSS distinguishes itself as one of the national leaders in natural science education, I
would venture to say TSS would prefer moving beyond the gridlock of solely attaining
knowledge. By moving the outcomes beyond learning to action and condition, maybe
Hungerford will someday retract his 2005 statement on common misconceptions in
environmental education, “Perhaps the greatest and saddest myth of all is that environmental
education is a substantial help to the environment overall” (Hungerford 2005).
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REFERENCES
Denig, S. (2004). Multiple Intelligences and Learning Styles: Two complementary dimensions.
Teach Coll Rec, 106(1), 96-110.
Henson, K. (2003). Foundations for learner-centered education: a knowledge base. Education,
124 (1) 5-16.
Hungerford, H. (2005). The myths of environmental education-revisited. In H. Hungerford, W.
Blum, T. Volk, and J. Ramsey (Eds.), Essential reading in environmental education (pp. 4956). Champaign, IL: Stipes Publishing.
Hungerford, H. & Volk, T. (1990). Changing learner behavior through environmental education.
Journal of Environmental Education, 21(3), 8-21.
Madden, T., Ellen, P. & Ajzen, I. (1992). A comparison of the Theory of Planned Behavior and
the Theory of Reasoned Action. Personality and Social Psychology Bulletin, 18(2), 1-8.
Miles, J. (1987). Wilderness as a learning place. Journal of Environmental Education, 18(2), 3340.
Sobel, D. (1996). Beyond Ecophobia: Reclaiming the heart in nature education. (pp. 10). Great
Barrington, MA: The Orion Society and The Myrin Institute.
Teton Science Schools. (2005) Teton Science Schools’ homepage. Retrieved October 4, 2005
from http://www.tetonscience.org
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