EnEd 5165 – Theories and Models in Outdoor Education
2 cr.
Instructor: Dr. Ken Gilbertson
Office: 123 SpHC
Office Hours: By appointment
Phone: 218-726-6258
Email: kgilbert@d.umn.edu
url: www.d.umn.edu/~kgilbert
Schedule:
Oct. 26 - 12:30-4:30 pm (@ WRELC)
Nov 2 - 2-6 pm (@ UMD)
Nov 9 - 12:30-4:30 pm (@ WRELC)
Nov 16 - 2-6 pm (@ UMD)
Nov 30 - 12:30-4:30 pm (@ WRELC)
Dec 7 – 12:30-4:30 pm (@ WRELC)
Overview:
Up to this point in time, much of your experience and learning has been mostly directed
toward learning HOW to teach outdoor education to various kinds of students.
I want to welcome you to this next phase of your learning - Theories and Models in
Outdoor Education. This course is intended to guide you toward an understanding of
WHY we do what we do when we teach in, about, and for the outdoors. In addition, the
purpose is to UNDERSTAND THE STUDENT. Why do people learn the way they do,
and when are they most receptive to being taught about the natural environment?
So, the primary premise of this course will be to understand the construct of "Start
where the student is at, not where you want them to be".
First, I want to present some expectations that I have of you and that I have of myself.
Expectations
I have found this course to be a very challenging, stimulating, and exciting opportunity to
learn about our field of Outdoor Education. It is challenging because it will likely
influence your current thoughts and understanding toward your craft. Sometimes that will
be exciting. Sometimes you may be unsure, and sometimes you will downright dislike
something. That is fine - there's most likely a theoretical explanation why. This course
aims to help you put theory into practice.
One of our first tasks will be to understand what a theory and model are. To begin, if the
theory does not adequately explain a behavior, then it may not be a very strong theory. If
the theory is not connected to practice, then it will likely be incomplete. Likewise, a
person providing an educational experience without adequate theoretical understanding
runs a high risk of becoming dogmatic (doing it "just because.."), throwing darts, and/or
simply supervising a non-educative experience.
Thus, this course is an opportunity to connect practice with theory.
I expect you to:
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Be prepared before class. I expect the same of myself.
Come ready to challenge what YOU do as an educator. (You will often hear me
ask, "So what?", or, "How do you know?", or, "Why did that work so well?")
Be open to new or different definitions, hierarchies, or perspectives.
Reflect upon your previous practice and experience as a learner and as an
educator. This is the type of course that cannot be experiential by being out in the
field. Rather, it draws upon your previous experiences as a means to apply what is
learned in class.
Because of the volume of material being presented in this class in relation to
having only five meeting times, it is important that you are ready to begin class at
the indicated start time. It is also important for you to plan attending the entire
class. Thus, please avoid arriving late or leaving early. I appreciate that running a
class for 4 hours on a Friday evening is asking a lot of all of us. Because of that,
let's work together to make this the best learning experience possible.
Course Syllabus
Course Description
This course is intended to provide a general overview toward an understanding of the
theoretical foundations of outdoor education. You will be presented with definitions of
terms related to outdoor education, historical antecedents, and theories of learning,
environmental education, and adventure education. This course will also present
perspectives on the social and psychological benefits of outdoor education. Ultimately,
the goal is to better understand the learner so that you, the educator, can be most
deliberate in applying your craft.
Course Objectives
Upon completion of this course, you should be able to:
1) Define the terms: Outdoor Education; Adventure Education; Environmental
Education; Interpretation; Environmental Literacy; and Experiential Education.
2) Explain when each of the above is best used for what audience/learner.
3) Describe the current and/or primary models and theories surrounding outdoor
education including environmental education and adventure education.
4) Critically analyze each model/theory for its applicability, strengths, and weaknesses.
Course Requirements
1) Complete reading assignments
2) Take an active part in class discussions
3) Two assignments will be made. They are:
a. Present each assigned article to the class.
b. Working in teams, present a video of the theories discussed in the prior class to show
the application of the theory in practice.
4) Written Paper (~ 100 points)
Grading
Class preparation and participation: 10 pts. each class period = 50 pts.
Videography: 60 pts.
Written Exam: ~100 pts.
Total = 200 pts.
90% = A
80% = B
70% = C
Grading rubric for group teaching assignment: (These include videography
presentations and “Jigsaw” readings presentations)
Presentation provides a good grounding in the topic and its relationship to
3
sustainability education
Presentation provides concrete examples of application of this topic in
3
educational setting(s)
Session incorporates 1-2 quality articles on the topic: Group posts articles at 3
least one week before the presentation for participants
Session is engaging and appropriate for adult learners; involves the class in
3
meaningful ways; multiple modes of teaching and learning are used
Group works together and each member participates, flows smoothly
3
Group effectively answers questions about teaching design and
5
implementation
Adapted from Burns, H. (2012). ELP 317: Ecological and cultural foundations of
learning: Leadership for sustainability education. Portland State University. Winter
Term.
Reading Materials
•Please be familiar with the readings before class. Texts can be found both at WRELC
and in the UMD Reserve Library under "EnEd 5165". In addition, some readings
are available under: Class Readings.
•Ewert, A. (1989). Outdoor Adventure Pursuits: Foundations, Models, and Theories.
Publishing Horizons.
*Warren, K.; Sakofs, M.; & Hunt, J. (Eds.). (1995). The Theory of Experiential
Education. North American Association for Environmental Education. Troy, OH.
*Engleson, D. & Yockers, D. (1994) A guide to curriculum planning in environmental
education. Wisconsin Department of Public Instruction.
All of these texts are available through the RESERVE READINGS desk in the
UMD Library under: EnEd 5165 - Gilbertson.
* These texts are optional. You may want to purchase either/both of them depending on
your area of interest. All texts can be bought through the UMD bookstore.
Course Content
October 26) Theme: Course Expectations; Definitions; Foundations of Outdoor
Education
I. Course Expectations: Learning, Preparing, Participating
Sources of information
II. Definitions of terms (See objectives):
Constitutive
Operational
Opinion
III. Foundations of Outdoor Education
a. What is outdoor education?
b. What is a theory? A Model?? The construction of appropriate models and theories.
c. Paradigms: Cartesian vs. Holistic (Groder)
A. Learning Environments: Formal, non-formal, informal
B. Experiential Education,
Definitions driving this course:
Environmental Education (Green vs. Grey)
Outdoor Education;
Experiential Education;
Adventure Education; and,
Interpretation
Nov. 2 & 9) Theme: How People Learn
Theories of Learning
A. Native American; Holistic; Brain Based;
B. Multiple intelligences
C. Constructivism and Personal meaning
D. Developmental Stages: Piaget, Erickson. Maslow, Gilbertson
E. Theory of Reasoned Behavior: Attitudes, knowledge, and action (intentions to behave)
Nov 16) Theme: Theories of Adventure Education
A. Self concepts
B. Optimal Arousal
C. Hierarchy of Needs
D. Fear
E. Model of Outward Bound
F. Flow
Nov 30) Theme: Theories of Environmental Education
A. Responsible Environmental Behavior
B. Delivery of EE - Infusion or subject specific
Environment as and Integrating Context
Environment Based Schools
C. Principles of Interpretation
D. How will this drive our field?
a. Current status (Professional Organizations & Journals).
b. Future mandates.
We will use this class as the room to move around and catch up on what we've been
discussing. This will be the class of where to next? How will this influence funding,
design, training, hiring, and research toward efforts of environmental literacy.
Dec 7) Theme: Application - or, "So What have you learned and how will you apply
it?
Final Written Examination (approx. 100 points)
Students with Disabilities:
It is the policy and practice of the University of Minnesota Duluth to
create inclusive learning environments for all students, including
students with disabilities. If there are aspects of this course that result
in barriers to your inclusion or your ability to meet course requirements
– such as time limited exams, inaccessible web content, or the use of
non-captioned videos – please notify the instructor as soon as possible.
You are also encouraged to contact the Office of Disability Resources to
discuss and arrange reasonable accommodations. Please call 218-7266130 or visit the DR website at www.d.umn.edu/access for more
information.
Risk Management:
Please note: While field experiences are an essential component to
outdoor education, we must acknowledge the inherent risk of field
program participation. Leaving campus presents risk management
concerns, including transportation and field site based dangers. In
order to avoid problems and strengthen our risk management
awareness, it is each student’s responsibility to behave in a manner that
promotes personal and group safety. Any questions, concerns, specific
medical information, etc. should be directed to the instructor as a part
of a shared effort to ensure a safe and optimal learning environment.