Fort Lewis College
Foundations of Adventure Education
AE 101 • Winter 2011 • 3 credits
“Life is either a daring adventure or nothing.”
- Helen Keller
Instructor: Dr. Lee Frazer, Assistant Professor of Adventure Education
Office: 29 A Pine Hall
Phone: (970) 247-7353
Email: frazer_l@fortlewis.edu
Office Hours: TR 2:00-5:00. Other times by appointment.
How do you think the quote at the top
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TA: Pierce Streiff
Email: pjstreiff@fortlewis.edu
CATALOG DESCRIPTION:
of this syllabus relates to using
adventure for educational purposes?
Throughout this syllabus you will find
questions like this inviting you to
reflect on how you, as a prospective
adventure educator, approach your
own learning.
“This course provides an introduction to the professional
expectations, responsibilities and global opportunities in adventure education. Topics
include the meaning of adventure education, clients and settings of adventure programming,
the difference between personal recreation and professional preparation, environmental and
social impacts, public land resources, and international trends. The place of nature and ritual
is examined through a weekend reflection/solo experience.”
Prerequisites: Declared Adventure Education major or minor. Students who anticipate
declaring an Adventure Education minor should speak with the instructor about waiver of
prerequisites.
SCHEDULE:
Class meeting time: TR, 9:30-10:50
Mandatory field experience: Saturday, April 2 (8:00 am – 6:00 pm) [Weather make-up day:
April 9, same time]. Not attending the field experience will result in an automatic 10% reduction
in your final letter grade.
A long-term schedule, detailing our topical schedule, exam dates, and assignment due dates –
over the entire semester - will be handed-out separate from this syllabus.
EXPANDED COURSE DESCRIPTION:
Think of “Foundations of Adventure Education” as a semester-long adventure
expedition. Adventures involve risk, expanding one’s comfort zone, and embracing the
unknown. Successful expedition teams work together to
accomplish common goals, with everyone giving 110%.
Here in this course, the risks won’t be physical ones,
but you may encounter potential academic and
1. What is inside and outside
emotional risks. Just like in the wilderness, these risks are
your comfort zone—
best managed when everyone is prepared and committed
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academically, socially,
culturally and regarding
adventure?
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to learning, which promotes a community of trust and mutual support. Although I have
predetermined broad topic areas and much of the reading material that takes us toward our
goals, you will be involved in some of the decisions along the path.
The primary focus of this course is for you to explore
the match between you and adventure education. You
will have opportunities to determine how you wish to be
involved in the profession of adventure education, by
discovering professional career paths in outdoor and
environmental education programs, therapeutic adventure
programs, K-12 schools, and more. Along our path, you will
read about, discuss in class, and participate in experiences
that involve the following broad areas:
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2. The antidote to boredom is
curiosity. How do you stay
engaged in a learning
experience, or curious?
1. The relationship between adventure education and related forms of education,
including outdoor education, environmental education, and experiential
education.
2. The rationale and benefits of adventure education.
3. The profession of adventure education
4. The applications and populations of adventure education.
5. Ethical issues in adventure education, including environmental and social justice
issues.
6. Public land resources for adventure education.
7. The place of nature, ritual, and spirituality in adventure education.
8. Current trends and issues in adventure education.
9. The study of adventure education as a college major or minor.
To accomplish this agenda, you will need to be actively involved in this course.
For the most part, Foundations of Adventure Education is not a lecture course, although
there will be short “lecturettes” from time to time to provide information and ideas which you
will need to synthesize to take an active role in discussions and activities. This is also not
an adventure activity or outdoor skills course (there are other courses in the
Adventure Education curriculum for that), although we will sometimes go outside and
participate in short adventures. We might also have guest presenters – in the way of
professionals working in adventure education.
COURSE TIME COMMITMENTS:
•
Time expectations: For optimal learning to occur, college “lecture” courses like this
one, in a typical 15 week semester, carry the expectation that students should be
spending two hours outside of class per week for every course credit. In other words,
only one-third of a college course occurs in class; the other two-thirds occur beyond
class.

To some, this may seem like a demanding 100 level course. As this is a prerequisite
for the AE major/minor, the AE faculty have high expectations for students in this course.
After all, the goal of the Adventure Education program is to give students the knowledge
and skills to facilitate others’ learning experiences – which can be incredibly demanding!
That said, students who seem to heed the advice to study 2 hrs/week for every course
credit and participate actively in class activities generally perform better (in terms of
grades) than those who don’t. If you feel this time commitment could be a stretch, then
you might consider taking the course at another time.
REQUIRED COURSE TEXT & READINGS:
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1. Adventure Education: Theory and Applications (2007) by Prouty, Panicucci, and
Collinson (Editors) – available at the FLC bookstore.
2. Additional articles and handouts will be distributed in class or posted through my faculty
“O” drive – under “AE 101 – W11.”
3. Selected web sites.
NOTE: It is expected that you come to class prepared, having done the reading and
completed the assignments prior to class. In a small class it’s noticeable who is prepared
and who is not.
RESPONSIBILITIES FOR TEACHING & LEARNING:
I have several expectations that deserve special mention up front:
1. That you come to class regularly and on-time;
2. That you make honest efforts to be prepared to discuss in class by completing the
assigned reading for that day;
3. That discussion and class participation are required and expected of all; and,
4. That you come to class ready to do “real work” together with the understanding that
education is an active rather than passive process.
Please know that I will operate and evaluate based primarily on these assumptions.
Part of my job is to help you grow and stretch as a learner by providing timely, specific feedback
on your work both in-class and out of class. Some of this feedback will involve grades.
To help you know my expectations and grading “style,” an “A” means the student has, in some
way, exceeded the expectations of the assignment. A “B” to me means that the student has
met most/all of the expectations of the assignment. A “C” means the student has met the
minimum expectations of the assignment. Any work lower than a “C” will be graded a “D” or “F”
but will be handed back for the option to redo for a “C”. (You will have one week to redo the
assignment.)
I will commit to making my expectations as clear as possible regarding each assignment and
there will be opportunities (within reason) to re-submit work after feedback is given should that
be desired. (You can read more about my grading below.)
Education at the college level is a shared responsibility. Your success in this course, on this
“learning expedition,” is directly related to your active involvement in the learning process. My
responsibilities as an instructor include providing a
variety of learning opportunities and experiences
related to the course objectives described below.
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As I allude to above, your responsibilities include
showing up, contributing in class, conducting
discussions, engaging with your class colleagues,
completing the assignments on time, and asking
questions of anything for which you are unclear.
Adventure education professionals take responsibility
for their own learning and preparation, as you are
expected to do now.
3. Are you here at FLC primarily for
a college degree, or for a college
education? What’s the difference?
4. What’s the relationship between
your preparation for adventure
education classes now as a
student, and your preparation for
your clients/students later as a
professional adventure educator?
Much of your learning will take place outside of class. You should visit the library, the College
Writing Center, engage in dialogue with your classmates, and be curious enough to explore
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materials and resources in adventure education on your own. As stated above, you should be
spending an average of twelve hours per week studying, reading and preparing outside of class.
Reading and writing assignments, class discussions, and class activities complement but do not
duplicate each other. In other words, it is necessary for you to read and write in order to be
prepared for class. You need to be an active reader – reading for the purpose of understanding.
This means taking notes, reflecting, asking yourself questions, and being critical of what you
read. It’s much more than passing your eyes over the words while responding to emails,
listening to music, and text messaging. In class we will be discussing, but not necessarily
duplicating, the reading.
I invite you to talk with me outside of class about suggestions, concerns, and course topics that
spark your interest or turn you off, career opportunities in adventure education, and so forth.
COURSE LEARNING OBJECTIVES:
1. Clarify and develop academic and professional goals as an adventure educator.
2. Plan a program of academic, paraprofessional, and professional preparation as an
adventure educator.
3. Learn more about the Adventure Education degree program, including admission
requirements for the B.A. (major) in Adventure Education.
4. Learn to distinguish between ‘adventure education,’ ‘experiential education,’ ‘outdoor
education,’ and ‘environmental education’ – including how they’re related, different, and
complementary.
5. Describe and practice adventure educator professionalism and positive expedition
behavior.
6. Develop and maintain a portfolio of written and electronic materials showing academic
and professional progress in adventure education, including a professional resume.
7. Describe and discuss the meaning, rationale and benefits of adventure education.
8. Discuss the benefits for the person of nature and ritual in adventure education.
9. Describe the relevance of instructor certifications and program accreditation for the
adventure educator.
10. Develop and participate in one or more scenarios that describe history highlights of
adventure education.
11. Identify the philosophical foundations and outcomes of adventure education.
12. Describe the place and value of risk in adventure education.
13. Assess your level of competence in various adventure leadership skills, and describe
and practice the responsibilities of adventure education leaders.
14. Describe and defend conflicting positions on one or more current environmental or
ethical issues in the field of adventure education.
15. Describe your potential career interest working with one or more of the populations,
applications, and settings in adventure education.
16. Prepare and present group energizer activities to the class, and describe the use of such
activities in adventure education.
17. Participate in a solo experience typically used in adventure education programming.
18. Describe public land resources typically used in adventure programming, including
management agencies and regulations.
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19. Describe trends in adventure education and their implication for the profession.
MAJOR ASSIGNMENTS & ASSESSMENT PRACTICES:
One of the principles of outdoor adventure programming is, “Over-plan, but be ready to
change the plan.” Assignments are determined as best as possible at the beginning of a
course. Assignments may always be altered, however, if the flow of a course or learning
objectives would be better served by a different assignment or assessment. We will discuss
any changes in advance.
Participation
Energizer
12.5%
5%
Professional portfolio
7.5%
Reaction papers
35%
Midterm exam
20%
Final exam
20%
Total
100%
Assignment expectations and directions:
1. Participation
(12.5%)
a. Includes participating in class discussions and activities, while also supporting your
class colleagues in doing the same. In other words, be actively involved while not
dominating.
b. Arriving prepared and on time, having completed the reading and assignments
before class. See more in the next section on class preparation, late and
unprepared assignments, and professionalism.
2. Leading an icebreaker/energizer
(5%)
Consists of leading the class in one ice breaker or energizer activity (in the form of a
game or initiative), lasting five to ten minutes, during the semester. These engaging
activities help build your toolbox of skills and ideas you can use as an adventure
educator, and help build comfort, familiarity and fun within your group. This also gives
you experience instructing and leading. For ideas, check out:
http://wilderdom.com/games
As a part of this assignment, you’ll be expected to prepare and turn-in an “activity plan”
(typed), which is like a lesson plan. A template will be provided for you.
3. Professional portfolio
(7.5%)
Involves preparing a resume, cover letter, and outdoor experience portfolio to give you
experience preparing for a job hunt in the adventure and outdoor education fields.
4. Reaction papers
(35%)
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Consists of seven short writing assignments (generally ranging from 2-5 pages), each of
which will count towards 5% of your final grade.
Papers are intended to help you to reflect on readings and class sessions, put course
topics into practice, and connect course material to your own life – personally and
professionally. Schedules assignments will be issued periodically, and will include
questions or discussion points to respond to in your reaction papers. The reaction
papers will ask you to think critically about the assigned readings (from the course
textbook, electronic readings collection, handouts, etc.) class presentations and
activities, and class discussions.
You are expected to do the readings and reaction papers before the class session in
which they will be discussed. Papers must be typed and double-spaced, using 12 point
font and 1 inch margins.
5. Midterm exam…
(20%)
covering material from the course readings, class presentations, projects, and class
discussions.
6. Final exam…
(20%)
covering material from the course readings, class presentations, projects, and class
discussions.
Grading:
A = 93-100
B+ = 87-89
C+ = 77-79
D+ = 67-69
A- = 90-92
B = 83-86
C = 73-76
D = 63-66
B- = 80-82
C- = 70-72
D- = 60-62
F = 0-59
ADDITIONAL COURSE PRACTICES:
Professionally speaking, as an adventure educator you need to be very involved and
engaged, so make a habit of the following responsible practices, including:
1. Class attendance:
The decision to take this class is your’s, as is your decision to consider majoring or
minoring in Adventure Education. Once you have made that decision, you should
commit to attend class every time it meets and to be punctual.
Thus, class attendance is required and will be taken daily. However, you will be
allowed one unexcused absence.
An excused class absence includes illnesses and family emergencies, but please try
to notify one of us in advance. Register for this and any class knowing you can make a
commitment to attend regularly, without schedule conflicts.
In order to record an excused absence, you MUST notify the instructor as soon as
possible. If we don’t hear from you, then you will be counted absent for that day. Please
know now that will not track you down.
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Therefore, unexcused absences will affect the course grade. An absence of one
class will reduce your grade by 5% out of 100, a quarter reduction in a letter grade. In
short, an unexcused absence could make the difference between an A or B, B or C, etc.
An excused class absence includes illness, family emergencies, and some other
scheduled academic commitments, but please try to notify me in advance. Register for
this and any class knowing you can make a complete attendance commitment, without
schedule conflicts.
2. Late and unprepared assignments:
o
All written assignments are due during class on the date announced in class or in
the class schedule. Multiple pages must be stapled and will not be accepted
otherwise. I will not accept emailed assignments unless you plan to be absent
for some reason. Be aware of the course schedule; I will generally not announce
reminders in class. Technology problems such as a printer running out of ink can
be avoided by planning ahead. There are also plenty of computer facilities on
campus, including one down the hall from Library 18.
o
Late assignments receive a reduction of 10 percentage points (out of 100) for
each class session handed in late. This deduction also applies to scheduled
class presentations for which you are unprepared. Late assignments and
unprepared presentations not graded on a 100-point scale will receive a
commensurate penalty (i.e. Reaction papers drop ½ a point) or will not be
accepted and receive a zero. “Late” means anytime after the time class begins; if
you have an unexcused absence from class, the assignment is still late after the
due date on which you were absent. Assignments will only be accepted up until
the third class date following the assignment due date.
o
As noted above, assignments with considerable grammatical or spelling mistakes
will be returned for reworking.
3. Class preparation:
Just like an adventure education professional, you need to be prepared. If you have
not “reconned” the backcountry area you are about to take your group into or have not
read the medical forms of your participants, you are negligent. For class this means
having completed the readings and assignments prior to class, and perhaps meeting
with a small group of your class colleagues (expedition team members) to work on a
class project. Coming to class unprepared may result in you being asked to leave class,
and experiencing the class attendance consequences described above.
4. Be professional:
Learning and teaching occur best in an environment free of distraction. Therefore…
o
o
o
Arrive on time for class.
Do not leave class once you have arrived; take care of personal needs before
and after class.
Come ready to plug into class, and therefore unplugged from all electronic
distractions once you enter class. Do not bring cell phones turned on. It’s not OK
for cell phones to be on silent or vibrate mode; turn them off. Do not text
message in class. Also, do not bring iPods or other music players. Do not bring
laptop computers, unless necessary for class use.
5. Standards for written work:
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o Your written work should be high quality and that of a beginning college student
and professional. This means assignments should be free of major grammar
issues. (Grammar is the set of structural rules that govern the composition of
sentences, phrases, and words in any given natural language.) And unless
otherwise indicated, papers and assignments should be typed and doublespaced in 12 point font, using one inch margins – the standard for college work.
Please consider backing up your work frequently in case of computer error.
o I invite you to hand in a draft of any assigned formal written work in advance of
the due date for preliminary feedback.
o Important note about grammar: If there are more than five significant errors in
grammar on papers, I will stop reading your paper at that point, automatically
deduct 10%, and hand it back to you for a re-write, which you will be expected to
turn in the following class. I will give you two opportunities for this during the
semester. After the third time this occurs, papers with significant grammar issues
will be graded accordingly, and thus likely to receive a “D” or an “F.” The take
home point here is if you are challenged by grammar, then I urge you to use the
resources of the College Writing Center and other campus resources. Also, if
you are in a COMP class now, then I urge you to take it very, very seriously.
6. Originality of written work (plagiarism):
All written work and assignments, including presentations, must be original and not
previously submitted for other courses. The College academic integrity policy states:
“Academic dishonesty includes … but [is] not limited to, cheating on exams,
plagiarism, forgery of academic documents, falsification of information on academic
documents, or unauthorized access to computer files containing academic
information. ii) Plagiarism is a special kind of cheating which often is poorly
understood. It is defined as follows: Plagiarism is the conscious presentation of
someone else’s ideas, words, or material as one’s own, without properly indicating
by footnote or some other appropriate form of citation the source or origin of the
material. Other author’s ideas, interpretations, and words are their personal and legal
property. In the event that one wishes to use such material, one is required to give
full credit to the original source. This also includes material that is paraphrased from
another source or person. Plagiarism may be avoided by acknowledging, through
some standard procedure, the sources for the ideas and interpretations as well as
quoted phrases, sentences, or paragraphs. No matter the source of material used,
whether quoted or paraphrased, acknowledgment of the source is required. Failure
to give credit is plagiarism.”
(Source:
http://www.fortlewis.edu/shared/content_objects/records_office/academic_policies//polici
es_%20academic_%202006_%20ledger.pdf)
It is your responsibility to know how to include proper bibliographic citations in your
papers, when you are paraphrasing or quoting from another printed or electronic source.
Work determined not to be original, including papers that do not provide proper
bibliographic citations of original sources you use, or work that was previously submitted
for another course, may result in a grade of “0” on the assignment or failure of the
course. Additional actions may include a review and hearing by the Academic Standards
Committee, which may result in sanctions including suspension or dismissal from the
College.
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7. Extra credit work is not available, to be fair to everyone in class.
8. Clothing: As an adventure educator, you are expected to be prepared for any
environmental conditions. We may occasionally go outside to experience some course
content, so come to every class dressed to be comfortable in cold, windy, rainy or snowy
conditions.
9. Inappropriate behavior including not following safety policies; disrespectful behavior
toward faculty or other students; sexual harassment; insulting racial, gender, sexual
orientation, or religious comments; jokes in poor taste which may insult a person; or
language that is offensive, will not be tolerated in this course and may result in being
dropped from the course.
OTHER IMPORTANT COURSE NOTES:
1. Reasonable Accommodation: Students with disabilities have equal access and equal
opportunity in this course. If you require reasonable accommodations to fully participate
in course activities or meet course requirements, you must register with Disability
Services, 280 Noble Hall, (970) 247-7459. If you qualify for services, bring your letter of
accommodation to me as soon as possible.
2. Email: All course-related email correspondence must be conducted using your
“fortlewis.edu” address. As a part of this course, you are responsible for checking your
“fortlewis.edu” email for course-related information at least every other day. I use email
frequently.
3. Office Hours: Draw on these opportunities. I am available for any course-related
discussion, information about the Adventure Education major and career planning, as
well as for just plain and simple talking. Office hours allow us to get to know each other
as learners, teachers, and human beings and adds a human dimension to things. And
whatever you do, don’t wait until it’s too late—come by during office hours to discuss any
concerns you have about class.
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5. What excites you about this course?
6. What are your questions about the course? What might be
unclear?
FortWhat,
Lewis if
College
7.
anything, are you concerned about?
8. What will help you keep current with the course— completing
readings and assignments on time? What might interfere with
your progress? How will you handle this?
9. You are part of a course learning community. What will you
contribute to our learning community?
10. Do you have any ideas or suggestions for the course?
11. Is there anything more about you or from your background that
would be helpful for me to know as the course instructor?
ADVENTURE EDUCATION PROGRAM PROFESSIONAL CONDUCT REQUIREMENTS
You are preparing for a career as an adventure educator, and the professional standards you are expected to
uphold now mirror those of professional outdoor organizations you will be interning with, and ultimately, applying to
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work for. Unprofessional behavior will prevent you from advancing your career and/or educational opportunities; most
internships and employment opportunities will ask for references from your FLC Adventure Education faculty. Your
behavior, dress, appearance and personal hygiene must reflect a professional demeanor.
These professional requirements you will be held to beginning with your first Adventure Education course. They
apply to the campus classroom, field course components, transportation in College or personal vehicles to and from
field course sites, and attendance at FLC-AE-sponsored professional conferences and other events. Professional
requirements include, but are not limited to, the following:
1.
No smoking is allowed at any time during any course, and sometimes you are “on-course” 24/7 for weeks
at a time. Many people choose a wilderness experience, among other things, to get away from having to
breathe second hand smoke. Most outdoor organizations do not allow employees to use tobacco on the job
for similar reasons. Addictions to nicotine, or having to hide your addiction from an employer, is not a good
idea if you are striving for professionalism, employer satisfaction, and job retention. Talk to an AE faculty
member if this is an issue for you.
2.
No illegal drugs may be possessed or used. No alcohol shall be consumed during any course-related
activity, or when a course is in a remote setting. You must not appear for class under the influence of drugs
or alcohol. On extended field courses, occasional “time off” may be scheduled in front-country settings when
moderate alcohol consumption may be permitted at instructor discretion, in compliance with all local laws
regarding alcohol consumption. In these instances the abuse of alcohol as demonstrated by excessive
consumption, intoxication, and inappropriate behavior is not tolerated.
3.
Inappropriate behavior including not following safety policies; disrespectful behavior toward faculty, other
students, or members of the community; exclusive relationships with others in your class; sexual
harassment; insulting racial, gender or sexual orientation comments; jokes in poor taste which may insult a
person; or language that is offensive, will not be tolerated on any course.
4.
Violation of any other College student conduct or academic conduct policy should not occur.
Sanctions: Violation of any of the above policies will result in sanctions including dismissal from a class (with
course absence policy consequences), immediate suspension and/or permanent dismissal from the course in which
the infraction occurred, suspension and/or permanent dismissal from all other Adventure Education courses that
semester, and suspension and/or permanent dismissal from any other AE block or learning community co-requisite
courses in which you are enrolled that semester. Suspension during a field course may mean you will need to
arrange your own transportation back to campus from a remote setting. You may also be permanently suspended
from the Adventure Education program. Such sanctions are determined by Adventure Education faculty, and may be
in addition to other disciplinary action from the College, as described in the Student Conduct Code. To apply for
admission to the Adventure Education degree program, you must sign the release below for the faculty screening
committee to check your College disciplinary record.
ACKNOWLEDGMENT OF UNDERSTANDING and DISCIPLINARY RECORD RELEASE OF
INFORMATION
After reading the Professional Conduct Requirements above, please read and sign the following statement, and
return this page to your Adventure Education course instructor, and/or as part of your application for admission to the
Adventure Education degree program.
By my signature below, I acknowledge that I have read and understand the Adventure Education Professional
Conduct Requirements, including sanctions, described above. Further, I authorize the Adventure Education faculty
admission screening committee to obtain a copy of my Fort Lewis College disciplinary record. I understand that
violations of AE professional conduct requirements described above may be grounds for denial of my admission to
the Adventure Education degree program.
Printed Name
FLC ID Number
_______
Fort Lewis College • Exercise Science Department • Adventure Education Program
AE 101 Syllabus Confirmation
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Please read and sign the statement below, and hand this by the second scheduled
class meeting.
By my signature below, I affirm that I:

Have thoroughly read the course syllabus for AE 101, Foundations of Adventure
Education, offered Winter 2011.

Understand the course requirements, including attendance requirements, the
academic and professional expectations of the course, and all other information
on the syllabus.

Understand that within boundaries of the course objectives, there may be
changes to the course content, requirements or assignments during the
semester, and that any changes will be announced at least one whole class
period in advance.

Agree to talk to the instructor about anything on the course syllabus I do not
understand.

Understand that failure to return this will result in a reduction in the “participation”
portion of my final grade.
Student name printed
Student signature
Date
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