Thursday, October 23 2:00 - 3:30 p.m
RW 36 • 3rd Annual Conversation on Publishing in Experiential Education
Phil Mullins, Dr. Pat Maher, & Dr. Glyn Thomas: AEE Journal of Experiential Education Editorial Team
Are you a graduate student wondering where to publish your thesis results? Are you a pre-tenure faculty member on the
“publish or perish” treadmill? Are you a practitioner who wonders how research gets reviewed and disseminated? If you
answered yes to any of these questions then this workshop is for you. A diverse panel that features those involved in
editing journals, books and other publications will try to de-mystify the publication process. This session is organized by
the current editors of the JEE and includes panelists from across the globe with a range of publishing expertise.
Open to All; G
RW 48 • Alphabet Soup: The Mystery and Significance of Credentials for Teaching Outdoor Activities
Nathan Trappe, Director of School Program and Director of Training and Development: Broadreach
Have you ever wondered about the meaning of the different certification acronyms and how they translate into real skills
and competence? In this session we explore the history of credentialing theory and discuss the conflicted role of
certifications in experiential education. Using a typology based on 155 outdoor credentials from five countries, we will
explore how outdoor instructors are trained and measured. Credentials are a tool to define education and skill and sharing
information about the credentialing process is a critical step in defining the outdoor profession to the public and to
ourselves.
Open to All; AD, OAE
RW 100 • Facilitating Motivation: A Framework Using Adventure to Motivate Challenging Clients
Nicholas Magle-Haberek, MS, MSW: Fire Mountain Programs
Every facilitator has a story about a particularly challenging client. For some reason or other, they just don't seem to
engage! This workshop aims to provide strategies for facilitators working in the personal growth and therapeutic sectors to
assess and intervene when clients appear unmotivated to engage in activities, personal growth or treatment. This
workshop will integrate multiple theories of change and motivation to provide a framework to help practitioners better
understand where their clients are and gain strategies that can be used to build their clients' intrinsic motivation - the most
likely to bring about change and growth.
Open to All; Therpeutic Adventure/Adventure Therapy
RW 122 • Putting Your Money Where Your Mouth Is: Making Time for Service Learning during School
Dr. Juli Kramer & Naomi Lev: Denver Academy of Torah High School
Service learning is often a requirement students must complete outside of school hours. By embedding service learning in
the school day, students learn this work holds as much importance as other parts of the curriculum. In the session, we will
frame how embedding service learning will help ensure a rich connection between theory and practice and enhance
program meaningfulness and effectiveness. After sharing specific ways we currently use this model, we will help
participants brainstorm ways in which to apply these concepts to their setting. Program or curriculum development
experience is helpful but not required.
Open to All; AD, K-12
RW 95 • Teaching People, Not Elements
Shawn Moriarty, Owner: A Single Footstep
This workshop will explore how if we shift from developing programs based on the elements we use to teaching the
people we work with, the results can dramatically change. We will explore the traditional structures of experiential
education, such as the challenge by choice model, comfort zones, sequencing and the use of high ropes. By looking at
alternatives, we will explore how greater results from our programs can be possible.
Open to All; OAE
RW 39 • The Art of Sequencing: A Method to the Madness
Roberto Gil, Jr., Program Director, Blairstown Campus Programs: Princeton-Blairstown Center
This workshop will provide an overview of the process of creating a meaningful program for groups visiting your facility
as well as provide a foundation for facilitators to make programs their own through sequencing for the specific individuals
in their group. Current brain science will be discussed as well as principles of sequencing for adventure programming
before participants have the opportunity to put the learning into practice through a variety of activities. The workshop
format will be approximately 50% lecture/discussion and 50% interactive demonstration of sequencing and working with
various audiences and skill sets.
Open to All; G
RW 26 • The Effect of Using Videography on the Development of Teaching Mechanics
Christian Bisson, Associate Professor of Adventure Education: Plymouth State University
This workshop has two goals. First, the attendees should realize that as a field of study in experiential education, the
development of effective instructional skills has not been the focus of many researchers. The attendees will gain an
understanding that more research needs to be conducted on outdoor instruction skill development. Second, workshop
attendees will acquire a better understanding of how to integrate videography in their own teacher training courses or
instructor staff training as well as understand the advantages and challenges of using this teacher training technique.
Advanced; OAE, HE
RW 92 • The Leadership of Creativity: A Focus on Creative Teams
Amy Climer: Climer Consulting
Leaders play a crucial role in the development of a team’s creative potential. In this workshop you will learn how leaders
can transform teams to become more creative. Drawing upon the research on transformational leadership, team leadership
and creativity, you will leave understanding the components of highly creative teams and how to lead your team to
innovative success.
Open to All; AD, OTD
RW 78 • The Trauma-Informed Facilitator
David Flack, Co-occurring Disorders Clinician: Sound Mental Health
In the U.S., 90% of individuals in community-based mental health services have experienced some form of trauma; in
other parts of the world that percentage is similar. That means if you work with clinical populations, then you’re working
with trauma survivors. Trauma-informed care is the use of carefully developed approaches that reduce the likelihood of
re-traumatizing participants while assuring a collaborative, respectful approach to service provision. In this workshop,
we’ll develop an understanding of the ways trauma impacts the lives of survivors, explore the difference between traumainformed and trauma-specific care and consider ideas for using trauma-informed approaches to enhance outcomes.
Open to All; AD, OAE, Schools and Colleges (K-12), TA/AT
RW 49 • Transforming Professionalism by Making Teacher Work Public
Alison Rheingold, Director of Professional Learning: Christa McAuliffe Charter School
In schools driven by interdisciplinary, experiential curricula, where students engage in community-based research
projects, it is not just the children who benefit: teachers’ professionalism is transformed. By working with local experts
and sharing student work with audiences, teachers become members of communities beyond the walls of the school. In
this workshop, we will explore cases of teachers from two Expeditionary Learning Schools whose professional lives were
transformed through their work as showcased through students performing their academic learning. We will analyze the
ways teachers are recognized as contributing members of extended professional groups and why this matters to
experiential education.
Open to All; K-12
RW 108 • Kinesthetic Metaphors: Ten Ways to Become a Better Adventure Therapist
Dr. Michael Gass: University of New Hampshire & Lee Gillis: Georgia College
The purpose of this workshop is to highlight how metaphors can be used in adventure programming to increase program
effectiveness. After briefly exploring how metaphors work, we will look at a seven-step model used to enrich metaphoric
learning and adventure experiences. Case studies and research validating this approach will also be presented, with these
case studies covering therapeutic settings. Participants will walk out of the workshop with at least ten additional ways to
help their clients and adventure therapy experiences (maybe even more!).
Open to All; Therpeutic Adventure/Adventure Therapy
Thursday, October 23, 2:00 - 5:00 p.m.
RW 43 • Bullying, Seven Generations, Recycling and Respect
Sarah Doleac, Director of Discovery Programs and Assistant Professor: Gallaudet University & Jean Berube: Gallaudet
University, Team Builders 8, and Berube and Associates Consulting LLC
Bullying in the U.S. is at epidemic proportions. This workshop will address causes for bullying and ways to avoid the
occurrence. This workshop will consider the facts that all people need to belong and will go to extremes to be accepted;
Americans live in a throw-away society; and one's heritage has been greatly ignored. This workshop will offer activities
that examine personal actions, find alternate uses for objects, increase sensitivity and awareness of others and help us
discover and share our abilities. If we can develop these understandings, bullying could be eliminated.
Open to All; G
RW 4 • Social Justice Education in 3D: Activities for Dialogue, Discussion, and Discovery
Tara Flippo, Youth Director: The Browne Center
This workshop uses activities to address social justice education and promote the 3 Ds: dialogue, discussion and
discovery. Participants will experience an interactive activity-based approach to develop self-awareness and agency.
Focusing on methods, terminology and activities, participants will have the opportunity to increase their “toolbox” for
diversity and/or social justice related content (anti-bias, inequity, discrimination, prejudice and oppression).
Open to All; G
RW 99 • Creating Your Best - Global Connections Live at AEE
Sarah Gough, Executive Director & John Guarrine: Play for Peace, with Geraldine Paredes Vásquez, Emma Dillon, &
Madhu Sudan: AEE International Affiliation Group
Join the Play for Peace Community (PFP), the International Association Group (IAG) and Guests as we explore the topic
“How can we do our Best?” We will video stream out this workshop live to groups around the world as part of a pilot
program to explore bringing technology into experiential learning workshops and connecting globally to learners around
the world. As an international organization, PFP brings children, youth and organizations, with communities in conflict,
together to create laughter, compassion and peace, we will use this opportunity to bring three hours of the AEE conference
to the PFP and IAG communities.
Open to All; G
Thursday October 23 3:45 - 5:15 p.m.
RW 23 • “I learn by going”: Practice and Principles of Outdoor Writing
John Bennion, Associate Professor of English: Brigham Young University
Many adventure therapy, youth leadership or other outdoor programs use journaling, and directors often assume that the
act of writing will automatically help create meaningful experiences. But both leaders and participants can amplify the
positive effects of writing during and after outdoor experience if they have training in the process of meditative writing,
elements of an effective outdoor writing curriculum, locations of resources for outdoor writing programs and theories of
how discourse works in groups. Workshop participants will practice writing techniques and will set up a tentative writing
curriculum. We will also discuss the theory behind these practices.
Open to All; OAE, HE, TA/AT
RW 21 • Communities In Schools of San Antonio: Impacting the Futures of Students
David Gauna: Communities In Schools of San Antonio & Noel Pompa: Adventure Mas
The content of the workshop will benefit the participant on how to use fun games and new innovative ways such as using
strings to open the lines of communication among students. Attendees will learn new ways or refresh memories on how to
get students to be positive about the things they have done. These new innovative games will be simple to learn and teach
to others. 75-80% of the presentation will be interactive.
Intermediate; K-12, TA/AT
RW 76 • Feeding Two Birds with One Seed: The Power of Words to Grow Experiential Education
Betsy Lindley: Utah Valley University & Evan Coulson: Southern Illinois University
What perceptions do we create when we use certain words to describe our work? What is the value of holding on to our
own, proprietary language vs. utilizing language that is more commonly used and understood? Who in my organization,
school, and/or community is doing excellent education that I would identify as experiential education? How can I
collaborate with others in ways that provide benefits to all parties? These questions form the starting point for our
conversation on broadening the reach of the practice of experiential education with others who may use different language
to describe their work.
Open to All; G
RW 121 • Leaning into the Discomfort of Living: Criteria for Living a Meaningful Life
Sarah Jillings, Assistant Director of Outdoor Leadership: Hamilton College
What do vulnerability, shame and struggle have to do with happiness, joy and gratitude? According to social research,
they are all necessary components of living a meaningful life. This workshop will present the social research on
wholehearted living and what it means to live a satisfying life. Using a combination of lecture style and interactive
activities, this workshop will provide a personalized road map for how you may incorporate the principles of
wholehearted living into your personal and professional life. Prepare to lean into the discomfort of living; your happiness
and life satisfaction may depend on it.
Open to All; G
RW 15 • Nurturing the Spirit in Our Staff and Participants: Spirituality and Experiential Education
Andrew Bobilya, Associate Professor of Parks and Recreation Management: Western Carolina University, Ken Kalisch
& Brad Daniel: Montreat College
Do you consider how to give attention to the spiritual dimension of the human life in your programs? Join us for an
engaging discussion on spirituality and experiential education. Learn from others and share ideas about if and how we can
encourage spiritual development in the lives of our staff and participants. The workshop facilitators hope to encourage an
open dialogue where one faith orientation or spiritual practice is not elevated above another in our discussion.
Open to All; OAE, TA/AT, Spirituality and Experiential Education
RW 115 • Re-Embodied Cognition
Chey Davis, Associate Professor: Delta College
Re-Embodiment pedagogy includes knowledge of, acknowledgement of and engagement with students’ bodies as
elements of educational and critical thinking acquisition. The pedagogical framework lends itself to multiple disciplines
and types of organizations. The research and writing is based wholly on application and action. Without applicability, ReEmbodiment would be impossible. Additionally, this framework may prove to be an excellent bridging device for students
struggling to make their way in a completely unfamiliar academic experience. This workshop will outline the theories,
complications and possibilities of this re-embodied approach; offer the participants time and tools with which they may
(immediately) craft a re-imagined syllabus, assignment sheet or program; and give participants an immediate, active
experience with Re-Embodiment pedagogy.
Open to All; AD, K-12, HE
RW 60 • Shifting the Paradigm in Outdoor Education for Diversity and Inclusion
Ava Holliday, Anthropologist/Outdoor Educator: YMCA GOLD/BOLD and University of Washington
As diversity and inclusion initiatives become more prevalent in outdoor education, both practitioners and scholars have
been encountering barriers to success. To overcome these barriers, Karen Warren (2012) calls for a paradigm shift in
adventure education. This workshop reviews the major barriers in implementing diversity and inclusion programming and
offers possible theoretical and practical solutions. Finally, this workshop invites other practitioners to share both their
challenges and solutions in shifting the paradigm. This workshop is a place to learn about and continue engaging in the
conversation about paradigm shifts that promote social justice, diversity and inclusion.
Open to All; OAE, K-12, HE
RW 38 • Supercharging New Staff, Parents, Teachers, Chaperones and Volunteers: Making Your Team Bigger
and Better
Brian Brandt, Associate Professor & Dan Teuteberg: Washington State University – Extension
Many programs use new staff, parents, teachers and volunteers - or want to. These adults want the best experience for
youth, but many are not trained in experiential education. By providing a flexible card resource, everyone is supported in
running either pre-, during- or post-trip meetings that reduce negative behaviors, develop life skills, are fun and engaging
and improve knowledge. These cards are easily used for staff meetings, events and entry level staff training on how to run
highly engaging and active experiential education meetings. Turn passive participants into active allies. Increase
outcomes. A great resource for training chaperones.
Intermediate; OAE, K-12
RW 29 • The Mind of a Leader: How to Be a Leader Who is Emotionally Resilient
Michelle Cummings, Chief Visionary Officer and Co-Founder: Personify Leadership
At the heart of every high-performing organization is a strong leader – someone who drives the company vision, creates
the culture and knows how to call the shots in a time of crisis. In this workshop we will focus on emotional resiliency with
the Mind of a Leader. Participants will have the opportunity to actively participate in a number of experiential activities
that bring the model to life. Attend this session if you are interested in becoming a leader who is emotionally resilient as
well as learn more about stress triggers and stress hijacks in the workplace.
Advanced; OTD
RW 28 • Training Youth to Facilitate: An Empowering Approach
Tony Alvarez: Adventures In Training Inc. & Patti Kovacs: Fraser High School
This workshop will offer an approach and a model for training young people to facilitate opportunities for other young
people. Come learn a process model, some facilitation tips including how to create 'debriefing questions', how to adapt
tried and true activities for the population you are serving and ways to nurture the spirit of those who do this extra work
for no pay!
Intermediate; OAE, K-12, TA/AT
RW 94 • You Have a Degree in What?! Justifying Academic and Professional Training in Experiential Education
Andrew Bailey: UT Chattanooga, T. Grant Lewis: Shenandoah University, & Nathan Rufferage
We may feel at home at the AEE conference, but many of us find ourselves justifying our degrees, our careers and our
teaching methods to everyone outside of the AEE bubble. What is the real worth of a degree in an experiential field? What
are the real career opportunities? How can we train and prepare ourselves and our students for a world that is
unpredictable? Join us for a candid discussion of current issues in our profession, including: academic return on
investment, skill development, internship and job-placement and the ethical implications of preparing students for the
unknown.
Open to All; G
RW 24 • (Un)Silencing Voices: Experiential Pedagogies for Listening to the More-Than-Human World
Sean Blenkinsop, Associate Professor: Simon Fraser University & Michael Caulkins: Northern Arizona University
This workshop invites participants to engage in a series of activities and ever-deepening reflective discussions related to
listening to the natural world. As a group we will think carefully about our educational practices with regard to how the
natural world “speaks.” Our workshop weaves theory and current research results throughout, allowing participants to get
a robust sense of the ways nature might, or might not, have a voice and what education might look like if we take this
“voice” seriously. Participants will leave with several activities that they can use in the future, but likely something more
as well.
Open to All; K-12, HE
Friday October 24 8:00 - 11:00 a.m
RW 2 • What, So What, Now What, is the Perfect Question: Enhancing Critical Thinking Using Bloom’s
Taxonomy
Stephanie Frigon, Experiential Education and Challenge Course Director: Cooperative Middle School
If you have ever found it challenging to move participants from information recall to critical original thinking, come
experience, play, and explore. We will use Bloom’s Taxonomy and the Experiential Learning Cycle in tandem to break
down the “big three” questions of “what, so what, now what” into specific, precise and easy to understand levels of
thinking. We will work in group discussion, direct experience and small group collaboration to explore and practice these
concepts in depth. Excellent for newer facilitators, but appropriate for anyone looking to deepen and refine their
questioning technique.
Open to All; G
RW 13 • 7th Annual Trends and Issues in Outdoor Experiential Programs Panel Discussion
Betsy Lindley: Utah Valley University & Tom Holman: Southeast Missouri State University
Join us for another engaging panel discussion focused on trends and issues currently facing OAE programs in North
America. Current field instructors, program managers and scholars will share their perspectives and those of others in the
field. Participants are invited to come ready to engage and share from their own experience as we discuss the
trends/issues, brainstorm strategies to assist programs and identify best practices. Topics include challenges in adventure
therapy, risk management and legalism, adventure education and sustainability, collaborative partnerships, research and
evaluation, and more!
Open to All; AD, OAE
RW 91 • ALPs Roving Workshop: Scavenger Hunt, Teambuilding, and Discovering Chattanooga All in One!
Mo Kappes, Advisor: ALPs UW-Madison
ALPs (Adventure Learning Programs) is a student organization at UW-Madison and the roving workshop is our newest
type of teambuilding workshop. Bucky’s Most Innovative Programming award winner last year, it combines the adventure
of a scavenger hunt with the elements of a teambuilding workshop. The scavenger hunt will take place in downtown
Chattanooga and will challenge attendees with clues to find locations in the downtown area. The workshop will be
outdoors and involve switching locations throughout. Prepare for the weather and a lot of fun!
Open to All; G
RW 55 • Bodily Fluids = Personality
Betsy Bontrager, Program Director & Ritch Hochstetler: uLEAD
What kind of dog are you? What state do you belong in? Which Disney Princess are you? AKA: What is your
personality? Personality theory has been around since 400 BC when Hippocrates discovered that our personality
temperament depends on our bodily fluids… uLEAD brings a life to True Colors®, to offer unlimited possibilities for
application in programming across the board. True Colors® allows your team to build rapport, strengthen communication,
embrace diversity, and understand more about each other. uLEAD’s facilitative techniques will show you how and why
you can apply this mindset in your life and on your team.
Open to All; G
RW 51 • Building an International Path for AEE and Experiential Education Around the Globe
Geraldine Paredes, Emma Dillon, Madhu Sudan G, & Luis Ignacio Cardoso: AEE International Affiliation Group
The international path of experiential education is on the way. AEE has great potential to embrace a growing community
of experiential educators around the globe. What are the opportunities and challenges? How can we embrace a broader
diversity of perspectives and practices? What are the differences and commonalities of experiential education in the
world? Hear the foundational pieces we are proposing to AEE for this purpose, dialogue with guest panelists and learn of
concrete international opportunities for your practice around the globe.
Open to All; G
RW 45 • Co-Constructing Knowledge and Meaning Through Collaborative Inquiry with K-12 Educators:
Experiential Education Perspectives and Practices
Rick Vanosdall, Professor: Middle Tennessee State University
Participants will explore and practice a set of research-based tools and processes that empower educators (teachers and
administrators) as they create a self-directed cognitively-oriented collaborative inquiry plan for improvement. These
experiential education tools and processes have been adapted from multiple sources and capitalize on the philosophies and
learning theories associated with Dewey, Hahn, Vygotsky, Freire as well as many contemporary researchers, theorists,
and practitioners. The content and processes were adapted and developed from multiple sources through 11 years of
research and educational development projects funded by the National Science Foundation, U.S. Department of
Education, and others.
Open to All; K-12, HE
RW 56 • Creating Desired, Socially Just Spaces for Engaging in Change Work through Adventure
Tony Alvarez: Adventures In Training Inc, D Alvarez: UM Program for Intergroup Dialogue
What additional preparation must we engage in when facilitating around hard issues like privilege and marginalization,
oppression and discrimination? This workshop will focus on exactly that- the intentional attention practitioners place on
the context or environment, both physical and social. Come learn an approach and a model that grounds itself on the
creation and management of seven adventure beliefs. We will engage in learning about their definitions, their value and
purpose and share in activities that will help bring these into the room where they can be intentionally welcomed and
attended to. After all, in Adventure context is key!
Open to All; G
RW 12 • Entering the Drinking Water of Public Education: Expeditionary Learning - An Initiative of Outward
Bound
Scott Gill, Regional Director, Expeditionary Learning: Expeditionary Learning
Experience multiple instructional strategies of expeditionary learnig as you learn about experiential education’s most
effective entry in the public education arena. The EL network has more than 160 public schools and 4,000 teachers,
serving 53,000 students. With more than 20 years of experience, EL builds teachers’ capacity to ignite each student’s
motivation, persistence, and compassion so they become active contributors to building a better world and succeed in
school, college, career and life. EL’s innovative curriculum, teacher-created resources, and professional coaching are
anchored by a vision of student success that joins active, engaged learning with academic achievement, character and
high-quality work.
Open to All; OAE, K-12, Students
RW 16 • Expanding Risk Management: Mitigating Emotional and Mental Risk for LGBTQ Youth
Kira McGieson, Program Director & Elyse Rylander: OUT There Adventures
Mitigating emotional risk can be challenging for any outdoor educator, particularly in regard to gender identity and sexual
orientation. In this workshop, OUT There Adventures will offer tools to help reduce the unique emotional risks that
LGBTQ identified youth face. No previous experience working with LGBTQ youth required, simply an open mind and
desire to learn about an underserved population.
Beginner; G
RW 40 • Growing an Experiential Business
Paul Cummings: Strategic Adventures
Learn our methodology for growing an experiential business or program in a way that honors your mission, vision and
values. We'll cover marketing, branding, product development, sales processes, quality of service and more. Come
prepared to take your experiential business to new heights!
Open to All; AD, OTD, OAE
RW 87 • It's Only Games... Unless You Make it More!
Chris Ortiz, Training Manager: High 5 Adventure
When someone is captivated in play, we have an opportunity to focus their attention on simple, profound life lessons
demonstrated in our game play. During this workshop we will play some favorite games and with simple framing or
metaphoric connection, we can turn a game into something more. Come to this workshop prepared to play, be creative and
discover.
Open to All; OAE, K-12, HE
RW 47 • The Experiential Creative Generalist: Climbing For Change
Kim Neal Wasserburger, School Social Worker: Lakeland Union High School
In the age of instantly accessible information and communication the importance of sincere and genuine experience
transcends time and technology and becomes the marrow of change. The ability to accurately assess “who shows up” for
the experience, choose from available tools from the canyon to the clouds (adventure programming, expressive arts,
sensory exploration) for the intervention, and to mysteriously but intentionally move to transference of the change, is an
art and a learned skill. Kim brings 25 years of experience and will educate, navigate, allow you to investigate, practice,
laugh, reflect and experience.
Open to All; G
RW 57 • The Power of Touch
Jean Berube: Gallaudet University, Team Builders 8, Play for Peace, Berube and Associates Consulting, LLC & Tom
Smith: Raccoon Institute and Play for Peace
Being human requires both psychological and physical contact with other humans. Our fast-paced, technologically-based
world has led us to put low priority on our need for intimate contact with other humans. By adulthood, we have become
socialized against touching. Flinders suggests that lack of intimate contact may be the base cause for people's
psychological and emotional problems and many contemporary societal problems. To become healthy and complete, we
must address this need for interpersonal contact. This workshop is meant to help participants recognize through
sequential, hands-on activities, the power of touch.
Open to All; G
RW 107 • Transformational Nature-Connected Experiences Through Ceremony
Michael Jospe, Professional Certified Coach: Earth-Based Institute
Facilitating Ceremony in nature forms the foundation of the emerging field of Nature-Connected Coaching, and opens the
doorway to participants’ powerful self-discovery and transformation. In this experiential workshop we explore the phases
of Ceremony, application to outdoor and adventure-based programming, and facilitation methods and tools for enhancing
deep connection to nature and ourselves. We pay special attention to the incorporation of learning, a challenging process
to facilitate and often one overlooked and disregarded. Participants will leave with creative ideas for facilitating
transformational learning, supporting the transition home from adventure-based experiences, and enhancing the lives of
students and participants.
Open to All; OAE, TA/AT
RW 7 • Appreciative Imagery: An Integrative Approach To AI Using Drama and Images
Dr. Steven Hawkins: Dramatic Problem Solving
In this workshop participants will be introduced to the 4-D approach to Appreciative Inquiry by using the techniques of
Appreciative Imagery, which combines the strength-based approach to organizational change of AI with the practices of
Dramatic Problem Solving and interactive theatre for change. Participants will be directly involved in discovering
strengths/positive attributes, dreaming about changes, designing mechanisms for those changes to be made, and planning
for delivery. Participants will examine the ways they could apply this work to their current/future work as experiential
educators.
Open to All; AD, Organizational Training
Friday October 24 9:00 - 3:45
PDI 93 • History and Evolution of Play for Peace: Cooperative Play Around the World
Sarah Gough, Executive Director, Craig Dobkin, & John Guarrine: Play for Peace
Join the authors of "PeaceCircles" Sarah Gough, Craig Dobkin and John Guarrine in circling the globe through stories,
research and cooperative play. You will experience how Play for Peace Global incorporates its Collaborative Model as
well as how to join the Play for Peace‘s Global Learning Community. As an international organization, Play for Peace
brings children, youth and organizations, with communities in conflict, together to create laughter, compassion and peace.
We will share activities from around the world for your toolkit. You will receive our book and activities book plus
handouts in how to start a PFP-Club.
Open to All; G
PDI 124 • Trauma-Informed Adventure Therapy: Practice Considerations
Christine Norton, PhD, LCSW, Assistant Professor of Social Work: Texas State University, Bobbi Beale, PsyD: Child &
Adolescent Behavioral Health, Fred Borroel, MS, LPC-S, & Nick Magle-Haberek, MSW, MS
The TAPG PDI is an opportunity for adventure therapy practitioners to deepen their knowledge, awareness and skills
related to trauma-informed adventure therapy. Practice considerations will be explored based on the neurobiology of
trauma, key components of trauma-informed care, and how adventure-based interventions can specifically target trauma
symptomology and improve clients’ relationships affected by trauma. Presenters will include representatives from
agencies that are on the cutting edge of developing trauma-informed adventure therapy practice models and will provide
participants with experiential opportunities to apply the knowledge they gain in this area.
Open to All; TA/AT
Friday, October 24 1:30 - 4:30
RW 50 • A Diversity and Inclusion Progression You Can Take Home with You
Dan Miller, Staffing Coordinator: North Carolina Outward Bound
Engage in a progressive series of activities related to diversity and inclusion. Then step back and take a look at the art of
facilitation. Participants will leave with the tools to deliver a powerful educational progression, while maintaining a safe
emotional space for participants to discuss various 'isms' and social justice issues.
Open to All; OTD, OAE, TA/AT
RW 98 • A Full Value School System: Student Empowerment for Important Results
Dr. Richard Maizell, Director of Special Services: Kinnelon School District & Dick Prouty: Project Adventure, Inc.
This workshop will review the history and success of implementing a Full Value approach to developing a classroom and
school culture of student engagement. Students in the Kinnelon School District are much more engaged in the social
emotional life of their peers and the results in improved behavior over the past five years are significant and will be
reviewed. Academic classes use experiential techniques and Full Value methodology to enhance academic learning.
Participants will experience important segments of the teacher training and learn how to implement a similar program at
their school or organization.
Open to All; AD, K-12
RW 86 • Authorship and Success: Revealing and Re-visioning Narratives
Sadie Porter Arch, Academic Programming Coordinator: Minnesota State University, Mankato
What is your story? Participants in this workshop will be asked to critically examine cultural narratives, community
narratives, and personal narratives. Participants should be prepared to sculpt, act, draw and more in their exploration of
how narratives are formed, how they impact the individual, and how they might be re-visioned to better serve learners
(and teachers) in their pursuit of academic and personal successes.
Open to All; G
RW 75 • Developing Ecological Literacy among Students in Outdoor Programs
Jacquie Medina: Northern Michigan University
This workshop focuses on sharing strategies and activities found to be effective in promoting ecological literacy among
students in an outdoor academic degree program. Join us as we integrate permaculture principles and dimensions of
sustainability into hands-on activities that engage participants and promote sustainable living and leadership. Through a
combination of lecture, discussion, activities and reflection, participants will explore their worldview, identify strategies
for developing ecological literacy, and leave the workshop with a set of activities that they can lead and implement in their
own program.
Open to All; OAE, HE
RW 27 • Effective Debriefing Tools and Techniques
Michelle Cummings, Big Wheel: Training Wheels
Are you good at the games but not so good at the debrief? Do you ask questions and get blank stares from your
participants? This workshop will focus on ten effective debriefing tools and techniques that are simple and easy to use.
We will break each technique down and demonstrate different games or activities for teaching the concept. These
techniques for processing are sure to liven up your debriefing circles.
Open to All; G
RW 1 • Experiencing Thoughtful Choices
David Flack, Adolescent Co-occurring Disorders Lead: Sound Mental Health
We make choices everyday. Sometimes these choices help us move forward. Other times, they get in our way, keep us
stuck, or even make things worse. For many teens in treatment settings, their ineffective choices are fueled by impulsivity,
dysregulated emotions, and ineffective problem solving skills. In this workshop, we’ll examine practical, interactive
strategies for helping these teens slow down, become more effective and make thoughtful choices. We’ll do this by
exploring activities that build skills in three important areas: mindfulness, problem recognition and impulse control. We’ll
also review what neuroscience tells us about decision-making and the adolescent brain.
Intermediate; TA/AT
RW 42 • Flipping the Classroom to Enhance Experiential Learning
Bill Mitchell & Jennifer Mitchell: Vanier College
In the flipped classroom approach, students review the course material online before coming to class, giving more
classroom time to focus on activities that support their learning. In this workshop, participants will learn how to work with
a framework to develop a flipped classroom approach for a single lesson or a whole course. Emphasis will be placed on
developing an approach that maximizes class time for experiential learning activities. Both large scale pedagogical
strategies and real-life tools pertaining to emerging modern educational practice will be explored.
Open to All; HE
RW 84 • Fostering Inclusive Environments Both in the Classroom and on the Challenge Course
Alison Jackson Frasier, Coordinator Student Leadership: University of Rhode Island
This workshop is designed for experienced practitioners seeking to explore the intentionality of their programs through
the lens of social justice. Through guided reflection, small group discussion and activity, we will analyze the inclusivity of
our programming environments and share the knowledge we have gained through these experiences. Specific attention
will be given to fostering inclusive environments for participants with multiple intersections of marginalized identities
(i.e. race, sexual orientation, gender expression, national origin, ability, religion, etc.). The goal is to empower workshop
participants to stimulate appropriate and intentional change within their programs to effectively include participants from
multiple identities.
Intermediate; OAE, K-12, HE
RW 70 • How to Teach About Sexuality and Gender Identity: Knowledge, Awareness, and Hard Skills
Meg Bolger, Founder: Pride for All
The focus of this program is to teach participants how to educate others around the topic of LGBTQ and gender identity
issues. While we may be personally knowledgeable (or looking to ever increase our knowledge) on these topics
sometimes we face challenges explaining and engaging with others on the topic. This workshop will help participants
learn models, frameworks and techniques to learn about the topics of LGBTQ/gender identity and to teach, invigorate and
enliven others in their communities or organizations.
Open to All; G
RW 66 • Thanksgiving and Tracking – The Path of Connection to the Natural World
Antonio Dixon, Therapeutic Adventure Program Manager & Misty Blakesley: Santa Fe Mountain Center
We will explore tracking—humanity’s original observations and explanations of the world—and words of Thanksgiving
to increase our awareness and appreciation of Nature. Through mindfulness, movement and pattern recognition we will
look at how concentric circles of connection can help encourage discovery, healing, growth and resiliency for individuals
and communities. Participants will engage in a variety of connecting to Nature activities and discuss the educational and
therapeutic benefits of inviting the natural world into our everyday lives.
Open to All; G
RW 118 • The Container Concept: Conditions for Creating a Sense of Community
Laurie Frank, Owner/Director: GOAL Consulting
Living and working in a community does not mean there is necessarily a connection to those in that community. A
“container” must be developed for a sense of community to grow and thrive. This workshop will unfold in three parts to
include: why create a sense of community in a given environment (e.g. school, youth group, neighborhood committees,
one’s family, at work), defining “sense of community” and conditions to create a sense of community. You will leave
with a vision, mission, and framework for creating a healthy container for developing a sense of community.
Open to All; OAE, K-12, HE
RW 33 • The Gift of Facilitation: Sustaining the Change
Dr. Christian Itin, Social Work Chair: Metropolitan State University of Denver
A model for conceptualizing facilitation as an exchange of gifts that has been presented around the world will be
explored. Participants will be engaged in direct experience utilizing the elements of the model and how they can use it in
their practice. Participants will walk away with concrete skills applying the model to their practice setting and integrating
it into their practice framework. The goal of the workshop is to enhance the facilitation capacity of participants and their
ability to deepen the transfer of learning and sustain change efforts.
Open to All; G
Saturday, October 25 8:30 - 10:00
RW 97 • AEE Accreditation
Shawn Tierney, Director of Accreditation: Association for Experiential Education
This workshop will provide an overview of AEE’s Accreditation Program introducing the concept of standards for
adventure programming, internal and external program review and accreditation. The policies and procedures of AEE’s
Program will be reviewed as well as the benefits of becoming accredited. Additional topics covered will include risk
management in adventure programming, conducting the self-assessment study, preparing for and conducting the site visit,
responding to the site visit report, the Accreditation Council vote and maintenance of accreditation. This workshop will
provide definitive, up-to-date information about AEE’s Accreditation Program.
Open to All; AD, OAE
RW 44 • Assessment for Who? Assessment for You!
Gary Stauffer: University of Michigan & Kim Sacksteder: Camp Mary Orton
Assessment is defined as the evaluation or estimation of the nature, quality or ability of someone or something. This
workshop will focus on the clinical aspects of utilizing adventure therapy tools and practices as assessment techniques.
Bring your body and your story for an in vivo demonstration of AT as assessment with simultaneous commentary on the
clinical relevance of the work.
Intermediate; OAE, TA/AT
RW 85 • Collaborative Teaching and Research: Integrating Field-Based Research and Coursework to Promote
Cross Disciplinary Learning
Brad Faircloth, Chair of Psychology and Human Services: Montreat College & Andrew Bobilya: Western Carolina
University
Join us for an engaging discussion about our own experience collaborating across disciplines as we co-taught a graduate
level research methods course and intentionally integrated a field-based research partnership with a local agency.
Evidence-based practice is now being required of program managers and service providers. If you are a college or
university faculty member, graduate student, program administrator, service provider, or anyone interested in discussing
how to cross disciplinary “lines” and join faculty and graduate students in both teaching and conducting research projects
to your own development, consider this workshop.
Open to All; AD, HE
RW 109 • Harnessing the Power of Youth: The Student Summit Model
Brian Croft, Evan Coulson, & Travis Geske: AEE Student Affiliation Group
It's time to harness the power and potential of the next generation. Today's students are the experiential educators of
tomorrow and the future of a sustainable Association. Follow the path of the emerging professional: from the origin of the
Student Affiliation Group to the creation of the AEE Student Summit and its successful implementation in both the
Heartland and Rocky Mountain regions. This model offers Regions within AEE an innovative tool to engage students
experientially through educational workshops, networking opportunities and exposure to engaging speakers.
Open to All; OAE, HE, Students
RW 71 • Higher Education Challenge Course Programs
Kara Mattingly, Challenge Course Manager & Trent Ellsworth: Asbury University Center for Adventure Leadership
Today’s conversation will be a roundtable discussion examining how Challenge Courses collaborate with HE. This
session will engage key questions encompassed in the educational side of the challenge course industry like: How do
Challenge Courses combine with HE? Where do university programs fit in this combination? What population are we
primarily serving? How do our programs meet professional industry standards? We will present academic research as well
as other cross-disciplinary resources as we review ideas on Challenge Course program design and development and how
those ideas coordinate with program development in HE settings.
Open to All; AD, OAE, HE
RW 103 • Infusing OUTdoors INto Curriculum: Integrating Wilderness Philosophies, Curriculum and Adventure
in Urban Centres- Outward Bound Canada
Michael Richardson, Toronto Centre Program Manager, & Robert Wallis: Outward Bound Canada
Participants will leave this workshop with a greater understanding of the relevance, sustainability and accessibility of
urban-based experiential programs that are philosophically rooted in wilderness programming. The main focus will
highlight how quality and student experience can be maintained in the urban setting, using tangible program models.
Participants will learn how to integrate Ministry Curriculum with the core principles of outdoor education and the valueadded aspects of delivering place-based and community-integrated programs. Finally, the workshop will highlight an
innovative evaluation process that includes an organizational 360-review and integrates outcomes into future program
development.
Intermediate; AD, OAE, K-12
RW 62 • Introducing Ingold: Working Together to Understand Applications and Implications of an Alternative
Theoretical Approach
Phil Mullins, Assistant Professor: University of Northern British Columbia
Tim Ingold has developed a unique theoretical approach to human-environment relations that is radically different from
dominant Western understandings. Initially called the dwelling perspective, he has since moved away from this name.
This workshop will introduce basic premises and key concepts from Ingold’s theory and suggest implications for
experiential education with a focus on OAE. Concepts will include skill, wayfaring and correspondence among others.
Attendees will work together to suggest implications and applications for their own practice and approach to experiential
education and identify other theoretical connections. Participants should have an interest in exploring alternative
theoretical approaches.
Intermediate; OAE
RW 19 • Leave No Trace: Achieving Buy-in Through Play
Stephanie "Ruby" Compton, Summer Camp Program Director: Green River Preserve
Though our camps and program centers are often considered “sacrificial areas,” it is crucial that our campers and staff
understand Leave No Trace wildland ethics to help preserve the beautiful surroundings that we rely on to make camp the
special place that it is. Through a series of experiential games and activities participants will learn how to motivate staff
and campers to care about outdoor ethics. Please come to this session prepared to PLAY as it is one of the most effective
ways to get the attention and commitment of others.
Open to All; AD, OAE
RW 89 • Let's Talk Internship Curriculum
Jennifer Payne, Dean of Work Learning: Sterling College
Internships can offer a rich learning experience for the student and the host but often due to a lack of preparation, structure
and support the learning experience becomes a job, sometimes with repetitive and unchallenging tasks and little learning.
The educational institution and/or hosting organization have responsibilities to create a positive learning experience and
support the full cycle of experiential learning not just the doing. This workshop will focus on creating internship
curriculum that addresses these responsibilities and the full cycle of experiential learning.
Open to All; AD, HE, Students
RW 82 • Sustainable Leadership: Pioneering a School Culture Change Initiative
Marin Burton, Master Trainer & Design Specialist: Center for Creative Leadership & Colleen Ramsden: Ravenscroft
School
When a school makes the decision to weave leadership and citizenship into the fabric of their school culture, it is a bold
move. Learn about how the Center for Creative Leadership is partnering with the Ravenscroft School, an independent, pre
K-12 school in Raleigh, NC, to build on its exceptional academic foundation to pioneer a citizen leadership initiative.
Learn and experience the strategies used for leadership development for the AD team of the school. These efforts have
allowed Ravenscroft leaders a chance to model what they hope for the entire school to create true sustainable impact.
Open to All; AD, OTD, K-12
RW 83 • Sustainable Projects to Green Your School
Tim Wood, Sustainability Coordinator: The College School
This workshop will provide an overview of several projects that will help make your school greener. These projects
integrate sustainability into a variety of curricular areas. Many of which could be completed with little expense. Some
projects are larger school-driven projects, but many are student inspired with significant experiential and hands-on
opportunities. There will be plenty of time set aside for questions and answers and some time will be used to discuss
application for the U.S. Green Ribbon Award.
Beginner; AD, K-12
RW 25 • The Ropes of Ecology: Connecting Ecology and Experiential Education
Shawn Moriarty, Owner: A Single Footstep
This workshop is designed to provide participants with the opportunity to see and experience how they can use their low
ropes and mobile initiatives to teach ecological concepts. Participants will learn how to interpret a variety of resources
into their existing program models to both develop the ecological literacy of their staff and create a program model to use
with participants.
Open to All; OAE, K-12, Students
RW 61 • Transcendent Experiences and Settings: The Role of Activity and Setting in Experiential Education
Alan Ewert, Professor and Department Chair: Indiana University, Pete Allison: University of Edinburgh, & Laura
Alexeichik
Transcendent experiences are moments of extreme happiness with feelings of freedom and harmony with the whole
world, are totally absorbing and feel of great importance. Characteristics of transcendent experiences include a strong
positive affect, a sense of connection with the whole (e.g., universe, world, community, etc.), absorption into the moment
and a sense of timelessness. Moreover, there is often a profound connection with the natural setting. This connection
involves the aesthetic and restorative functions of nature and the outdoor setting. This workshop focuses on the roles that
activity and setting play in the development of transcendence in Experiential Education.
Intermediate; G
RW 114 • Twenty Million Dollar Lawsuit: Would You Be Prepared?
Dr. Al Wright: California State Univesity Northridge
Lawsuits and litigation are part of the landscape for experiential education programs. Explore a recent case study to see if
you and your organization would be prepared for an accident that results in a major lawsuit. You will find specific
applications for your organization's risk management plans and safety protocols.
Open to All; AD, OAE
RW 31 • Unpacking Outdoor Adventure: A Social Justice Inquiry
Dr. Karen Warren: Hampshire College OPRA
Many common assumptions and “best practices” are at the heart of outdoor adventure, yet some long-held beliefs and
messages are subtly discriminatory and exclusionary. Over time, major issues of privilege and oppression have become
subtler while a series of microaggressions still take place in the outdoor adventure field. Using a critical inquiry approach
we will examine commonly accepted ideas and practices in outdoor adventure through a social justice lens. Dialogic
information sharing, discussion and shared problem solving will be our tools in this inquiry.
Open to All; G
RW 73 • Wilderness as an Inter-Disciplinary University Classroom: Science, Humanities and the Incorporation of
Outdoor Experiences
Geoffrey Cook, Teaching Professor, Matthew Herbst, & Simon Teale: University of California, San Diego
This workshop explores and contrasts the incorporation of wilderness experiences into university courses in the sciences
and humanities using excursions as vehicles to enhance learning. This workshop provides an overview of how a geologist
and an historian have built desert experiential modules into their academic course design and how they have merged these
seemingly disparate disciplines/courses into an inter-disciplinary program to give students a more holistic learning
experience to enhance their understanding of the desert through multiple perspectives, both in the classroom and in the
field. A presentation and discussion will help attendees learn how to implement similar programs.
Open to All; OAE, HE
Saturday, October 25 1:30 -3:00
RW 34 • 10 Strategies Proven to Inspire and Engage EVERY Student
Christian Moore, LCSW, Founder: WhyTry
Want to engage every student in your classroom? This session will demonstrate ten strategies proven to strengthen
relationships, grab attention, inspire and build resilience in students of all ages and learning types. Participants will
receive valuable insights into teaching social and emotional life skills in ways that students can understand, relate to and
remember. These strategies have helped over 2 million youth in 16,000 K-12 schools, mental health and correctional
organizations worldwide in the areas of academic success, dropout prevention, classroom management and bullying
prevention. Learn how to engage every student using visual metaphors, videos, music and activities.
Open to All; K-12, TA/AT
RW 113 • Adventures in Autism: Building Social and Communication Skills with Experiential Activities
W. Adrian Strickland, NCC, LPC, Director of Adventure Based Programs & Mark Yeager, Ph.D., FAAIDD: TEAAM
Autism/Center Ridge Outpost
A key feature of Autism Spectrum Disorder (ASD) is deficit in social communication and interaction. Participation in
group-based experiential activities can be difficult for individuals with ASD because they lack core social and
communication skills, such as showing empathy, adapting to change or relating to others. This workshop will discuss the
core skill deficits that make social interaction and communication difficult for individuals with ASD. We will also
participate in a variety of activities to show how they can be used to fill in social and communication skill gaps and teach
prosocial behaviors.
Open to All; OAE, K-12, TA/AT
RW 14 • Case Studies in Wilderness Medicine: Lessons from the Field
Justin Padgett, Landmark Learning Executive Director
This workshop will explore the real life application of wilderness medicine skills by NOLS faculty on remote wilderness
expeditions. In addition to assessing the usability of the practice and decision-making curriculum taught in wilderness
medicine courses, we will discuss the unexpected challenges and the realities of long term care. These case studies are
drawn from the NOLS database and include perspectives from the involved faculty.
Open to All; OTD
RW 106 • Challenge Course Research: An Updated Meta-Analysis
Liz Speelman, PhD: Georgia College and State Univesity
Research in the challenge course industry continues to expand. Meta-analysis is a systematic review of quantitative
research in a specific area. This challenge course meta-analysis is an update on the work published by Gillis & Speelman
in 2008 - expanding the breadth of research included and improving research methods in meta-analysis. Results are
broken down by types of group and specific outcomes studied. Come learn what the research is telling us about outcomebased challenge course programming.
Open to All; AD, OAE
RW 58 • Current Developments on the Research and Practice of Outdoor Behavioral Healthcare
Michael Gass, Professor and Coordinator of Outdoor Education: University of New Hampshire, Lee Gillis: Georgia
College, & Dr. Stephen Javorski, Dr. Anita Tucker, Dr. Christine Norton, Dr. Keith Russell
Current issues in client outcomes, risk management, accreditation and costs are prevalent in the field of outdoor
behavioral healthcare. This workshop will cover trends in these areas as well as speak to current issues of third-party
payments and more impactful programming for clients in therapeutic situations.
Open to All; AD, TA/AT
RW 96 • Education at the Speed of Research: Strengthening Outdoor Learning through Research Connections
Dr. Justin Hougham: University of Wisconsin-Extension
Just as changes in the composition of soil, air quality, geologic processes and the lives of trees are slow to unfold, so too
can the realities of most great research questions. A connection to the natural world offers an experience that is inquiry
driven, observational and methodically followed. These are excellent precursors to thinking like a scientist- or like a
mountain. One of the ways this connection is strengthened is through explicit, or transparent, connections to research
opportunities in outdoor learning environments and in experiential education. Germane to this effort are critical
considerations of adopting technology in experiential education.
Intermediate; OAE, HE
RW 112 • Fractured Learners: Healing Through Family-Centered, Experiential Schooling
Jeremy Pincosy, Director of Experiential Education, & Russell Grammer: Prodigy Leadership Academy
Great learning demands engagement of the whole person: physical, mental, social, emotional and spiritual. In typical
school settings, the learner is isolated and these critical systems become fractured and then guarded, preventing holistic
learning and promoting a host of mis-educative experiences. This workshop explores how these mis-educative
experiences are taught by the school structure itself and introduces Prodigy Leadership Academy’s approach to wholechild engagement, parental involvement and family-centered experiential education.
Open to All; AD, K-12
RW 110 • Free-Range Children: Encouraging a Sense of Nature-based Play in Today’s Youth
Dr. T. Grant Lewis: Shenandoah University & Todd McKinney
Although assumptions have been made to indicate play has increasingly become an “indoor activity”, significant evidence
indicates that outdoor places are still considered as having value and importance to youth. Yet the foundation of numerous
current issues and trends youth are encountering can be traced back to what is being considered as a lack of connectedness
to nature and the natural world. Outdoor places, however, often provide more variety and context for learning due to a less
structured environment. Join your colleagues for an insightful discussion on how to increase the opportunities for
participants to engage in nature-based play.
Open to All; OAE, K-12, HE
RW 74 • Getting Started with Place-Based Learning
Julie Carlson, Professor: Minnesota State University, Mankato
This workshop will offer direct experience and information on principles, foci, outcomes and reflection strategies for
place-based learning. Attendees will participate in three exercises that can be facilitated as beginning place-based learning
experiences for any aged learners -- young children through senior adults. By the end of this session, participants will be
able to design and lead place-based learning experiences for others.
Beginner; OAE, K-12, HE
RW 72 • Learning, Making, and Thinking with Geodesic Domes
Michael Felix, Professor of Interaction and Service Design: Savannah College of Art and Design
Geodesic domes are fascinating structures. Beyond their aesthetic appeal, there's much to be learned from the way that
they balance strength with weight and tension with relaxation. This workshop will guide the participant through a brief
history of geodesic domes and create parallels between the structural aspects of how they work with the social
characteristics of building them. Participants of the workshop will be divided into small groups and challenged to
assemble a dome as quickly as possible. Take-aways will include practical advice on how to use domes for experientially
teaching problem solving, empathy, systems thinking and communication.
Open to All; G
RW 46 • Psychological Depth: How Far Should You Really Go?
Denise Mitten, PhD, Faculty: Prescott College
You know that moment when you are boating or hiking and someone begins to tell you their whole life story and you feel
like you did something amazing for them? What if they were not there for that, what if you are a teacher and all of a
sudden you think… “Wow, I am a great therapist.” Whoops. Gillis and Ringer (1995) gave great insight into managing
psychological depth as it relates to participant responses in adventure experiences. Come to this session prepared to play
the edge of adventure education and adventure therapy with your own experiences and stories.
Intermediate; OAE, TA/AT
RW 8 • Selection and Training of Student Leaders: Who You Pick is Who You Are
Andrew Jillings, Director of Outdoor Leadership: Hamilton College
You know that selecting the right students to lead your college trips makes the difference between a good trip and a lifechanging experience. This workshop looks at how one college outdoor program selects and trains its students. A role
playing game will help attendees examine their own values and criteria. (And win prizes!) Although this workshop is
aimed primarily at those who select and train leaders, it will also be beneficial to students who want to be hired and future
administrators who want to dream big. There will be lots of time for questions and crowd interaction.
Intermediate; AD, OAE, HE
RW 20 • Taking a Pulse: How Are We Preparing the Next Generation of Socially Just, Outdoor Educators?
Dr. Marty O'Keefe, Chair, Outdoor Leadership Studies Department: Warren Wilson College
College outdoor leadership programs can play a major role in the development of culturally competent, socially just
outdoor leaders. Exploring what that means is the focus of this workshop. We will explore what organizations look for in
new hires with regard to cultural competency and take a deeper look at specific training topics, methods and outcomes
organizations use within their own staff trainings to help develop a socially just outdoor adventure education field. You
will walk away with some strategies to use within your own organization or college program to help prepare the next
generation of socially just outdoor leaders.
Intermediate; AD, OAE, HE
RW 116 • The Geography of Leadership: A Place-Based Approach
Eric Boggs, Assistant Director of Experiential Learning: Holden Center for Leadership and Service &
Timothy McMahon
Each of our leadership styles is influenced by the place we are from and places we have experienced. Considering our
students' formative geography allows us to be inclusive in our teaching of leadership. Encouraging our students to
consider their own place allows them to explore their biases and beliefs about leadership skills, roles and styles.
Intermediate; OTD, OAE
RW 10 • What’s New in Risk Management
Dr. Robert Kauffman: Frostburg State University
In adventure education, safety is about accident prevention. Based on a new integrated approach to risk management in
the recreation and parks field, this session discusses the integration of negligence, accident prevention, risk management
and emergency action plans to reduce and prevent injury, damage or loss. If you are a leader or educator unfamiliar with
barrier analysis, energy flow, MORT or how accidents occur, this session is for you. The session provides both theoretical
and hands-on application of skills.
Open to All; OAE
Saturday, October 25 1:30 - 4:30 p.m.
RW 32 • Re-exploring Metaphoric Introduction: Deepening the Transfer of Learning
Dr. Christian Itin, Social Work Chair: Metropolitan State University of Denver
Metaphoric introduction has been a part of the facilitation of experiential practice for the last 30 years. This workshop will
reexamine this approach in light of more recent narrative approaches and the history of the use of metaphor as a part of
therapeutic change. The workshop will take an active and engaged approach to explore this topic and develop enhanced
skill. Participants will walk away with tangible advanced skills in applying and using metaphoric introduction in
adventure therapy and therapeutic adventure as well as experiential practice generally.
Open to All; G
RW 88 • Connecting the Dots: Building an Experiential Education Movement
Jeff Glover, Founder: Adventure Movement Project & Laurie Frank: GOAL Consulting
This workshop will actively explore how to build a movement to spread the many fields of experiential education and
reach a critical mass. Building off Laurie Frank’s 2013 AEE Conference Kurt Hahn Address in which she explored ideas
on how to build an experiential movement and Jeff Glover’s application of social movement theories to build a
sustainable adventure movement, we will engage participants to work toward creating a blueprint for taking experiential
education to another level.
Open to All; G
RW 120 • The Reluctant Neuroscientist Returns: Building an Evidence-supported Adventure Therapy Trauma
Treatment Program
Bobbi Beale, Group Programs Director: Child & Adolescent Behavioral Health & Tara Clark
We will begin by creating an inventory of what we collectively know about childhood trauma; resiliency; evidence-based
programs for youth and families; Adventure Therapy (AT) and the evidence-supported benefits. Next, we’ll look at
common AT program designs, their efficiencies and effectiveness. We’ll also examine how AT aligns with what the
current neuroscience authors and researchers are suggesting, from Cozolino to Perry. Armed with this breadth of
information, we will co-create an ideal AT Trauma Treatment program design that is flexible, sustainable, evidencesupported and ready for implementation. Prior training in trauma treatment is strongly encouraged; laptops and smart
phones welcome.
Advanced; AD, TA/AT
Saturday, October 25 3:15 - 4:45 p.m.
RW 30 • A Mindful Approach to Adventure Therapy
Christopher Old: Mountain Mental Health
Mindfulness practice has been shown to provide many benefits for both clients and practitioners. Combining mindfulness
practices with Adventure Therapy can be a powerful tool. This workshop will give an overview of Mindfulness with an
opportunity to experience some Mindfulness practices. In addition, we will explore research on Mindfulness that supports
integration with Adventure Therapy. We will also look at practical ways to incorporate mindfulness practices with
Adventure Therapy in a variety of settings. Whether you are new to Mindfulness or have experience to share, come
explore this topic.
Open to All; TA/AT
RW 105 • A Playful Springboard Into Writing and Reflection
Penny Wright Allen, Educator: The College School
Have you ever experienced writer’s block? Most of us have, and so have our students. It can be a struggle to come up with
an idea for a story or how to revise a paper to make it better. Learn how engaging students with creative materials can
help them connect with storytelling, writing and reflection in a playful and powerful way. Participants will experience
interesting materials first-hand and reflect on applications to their own practice.
Open to All; K-12
RW 123 • CONNECTivity: Create a Culture of Appreciation in Your Organization
Stephanie Pollack & Connect Team: University of Buffalo (SUNY) at the Singapore Institute of Management
Ever dreamed about what a Culture of Appreciation could do for you and your organization? Attend CONNECTivity for a
whole different perspective on work and playspaces! Learn about innovative ways to weave appreciation into any
organization, and gain insight on how it can propel your organization forward. This session is facilitated from Singapore
through interactive videos and a booklet called Connect. Created by Singaporean students in a U.S. degree program,
Connect is an experiential activities manual on how to introduce a Culture of Appreciation into your organization. The
Connect booklet is FREE to download for all conference attendees at http://connect.creativefacilitations.com/downloadbooklet/
Open to All; AD, OTD
RW 102 • Courting Volunteers: Finding and Keeping Volunteers Who Love Your Organization
Jared McDaniel: Roaring Fork Outdoor Volunteers
“It’s not you, it’s me.” Every organization hates to hear those words from volunteers. But sometimes it seems like no
matter what we do we can’t prevent volunteers from breaking up with us. Do you wish you had a few more tricks to keep
your volunteers happy? Come learn the tricks Roaring Fork Outdoor Volunteers (RFOV) has found to engage over 2,000
volunteers a year. Topics will include recruitment, retention, tracking and appreciation. Be ready to experience a hands-on
RFOV style project.
Open to All; AD
RW 80 • Distinctive Pedagogies in Outdoor Adventure Education: What Helps Student Learning?
Dr. Glyn Thomas: University of Sunshine Coast & Rod Field: Higher Ground Australia
What makes outdoor education and adventure education programs work? This workshop will draw on the findings of
some ongoing research that explores this exact question. The session will explore the distinctive pedagogies that outdoor
adventure educators and their students describe as being critical to their learning. The research draws on the experiences
of more than 500 participants in two 28-day programs run in South East Queensland, Australia. Workshop participants
will engage in reflection, discussion and critique of the often taken-for-granted approaches experiential educators use to
advance student/participant learning. Your 'downunder' workshop facilitators may just turn your world upside down.
Open to All; OAE
RW 68 • Emotionally Informed Decision Making: Applications for Risk Management
Ken Gates, REACH Program Manager
It is widely accepted that logical decision-making and risk management go together. But is that the whole picture? Studies
have shown that decisions are often times made from a combination of our emotional and logical minds. So if we are
training our staff to only understand risk management from a logical perspective, are we only giving them half the tools
they need to navigate risk? This presentation will provide exercises for staff trainings and for participants to better
understand how emotions play into our decision making and what to do with them.
Open to All; G
RW 64 • Empathy and Bullying: Evidence-based Activities to Build Caring Communities in a Nutshell
Jeff Frigon, Youth & Student Programs Coordinator & Challenge Course Steward: The Browne Center
Research suggests that which most educators already know; that empathy and caring are directly linked to bullying. The
more empathy we have for each other, the more likely we are to be kind to one another and not bully (or be bullied). By
building healthy communities and understanding the connection between empathy, vulnerability, fear and bullying, we
can act in a preventive rather than reactive way. This experiential workshop will dive deeply into what the research shows
to be effective and why; and do so using new and reframed classic activities as well as participant-driven discussion.
Open to All; G
RW 101 • Family Enrichment through Adventure Therapy: Strengthening Families & Building Community
through Multi-Family AT Groups
Federico Borroel, Licensed Professional Counselor-Supervisor: ChildSafe & Noel Pompa: Adventure Mas
For those who want to learn and practice ways to engage families in powerful relationship building activities, join us.
Facilitators and practitioners of all levels are welcome. Come generate stories, experiences, and conversations with Fred
and Noel using string, your friends, and your own creativity. The presenters, with some South Texas flair, invite
participants to join in experiential activities, storytelling initiatives, and closing rituals to promote fun, energy and
reflection with families in community-based organizations. Guiding this workshop will be an appreciation for the power
of community building among families participating together in adventure therapy programs.
Open to All; Therpeutic Adventure/Adventure Therapy
RW 52 • Nerd Glasses & Gender Ducks: Building [Student] Staff Philosophy Using Experiential Education and
Communication Theory
Anna Czarnik-Neimeyer: Cassandra Voss Center, St. Norbert College
We’ll challenge co-curricular and missional programs to think innovatively about building a philosophy, brand and
ownership among your staff. Using theory, we’ll discuss “Nerd Glasses and Gender Ducks”- how to utilize icons, slogans,
props and scholarship to form your staff and get them invested in mission-based program fun and flourishing. Case Study:
Cassandra Voss Center at St. Norbert College, a new $2.8 million initiative that developed core values of scholarship,
welcome, innovation and fun to change conversation about gender and identity on campus. Strategic workshop time
includes reflection and ideation, as well as hatching plans together.
Open to All; AD, OTD, HE
RW 81 • Outdoor and Adventure Education Programs (OAEP) Open Space
Ali Lien & Dan Miller, Co-Chairs: Outdoor & Adventure Education Programs Professional Group
Join us for a discussion of current issues for Outdoor & Adventure Education programs. We will utilize Open Space
formatting to allow for all of our voices to be heard. Join us and engage in lots of great conversation, to raise concerns or
questions you have and network with lots of other great folks working with similar programs. This workshop is
completely experiential and discussion-based. So ask yourself--What are the 'hot topics' we face today? And join us for
some beneficial dialogue. Sponsored by the OAEP professional group.
Open to All; AD, OTD, OAE
RW 90 • Sewing Seeds: Experiential Education Adventures in Early Childhood through the Reggio Emilia
Approach
Sarah Hassing, Atelierista, & Kathryn Jahneke: The College School
The Reggio Emilia Approach to early childhood learning offers rich, hands-on experiences for our youngest children. We
believe it to be the quintessential example of a strong, experiential educational framework for our youngest learners.
Through emergent, theme-based curricular projects, young children become the protagonists of their own learning.
Observations, investigations, experimentation, and reflection converge to create a learning environment where students
use their senses and their full bodies to explore the world. Whether digging in dirt, examining insects or painting detailed
images of leaves, children engaged in the Reggio Approach understand that their experiences and theories have real value.
Open to All; G
RW 41 • Should Wilderness Program Staff Always Accompany their Groups? Three Views
Brad Daniel, Professor of Outdoor Education and Environmental Studies: Montreat College; Ken Kalisch, Montreat
College; Andrew Bobilya
This workshop will present three positions in response to this question - yes, no, and yes but in a modified role. Through
discussion and scenarios we will explore whether learning can be maximized during unaccompanied expedition
components (e.g., solo, final expedition) while anticipating and minimizing risk.
Open to All; AD, OAE, HE
RW 59 • The Antidote for Senioritis: Experiential Education and Service Learning
Larry Rehage, Former Co-Director Senior Guidance & Janice Dreis: New Trier High School
This workshop examines a dynamic service learning model that can be used to develop experiential programs that are
highly successful in engaging seniors in rigorous and relevant work in their final year of high school. The participants will
learn how to plan, implement and manage three powerful programs that help 12th graders transition into the adult world
by fostering leadership, self-advocacy and civic involvement.
Open to All; AD, K-12
RW 79 • Young People's Need for Responsibility: The Role of Experiential Education in Creating Authentic
Learning Opportunities
Jen Willis: Chadwick International School
Guided by Jen's research of the Wollangarra Outdoor Education Centre, this workshop will encourage attendees to
consider the need young people have to feel entrusted to take on responsibility and to have genuine opportunities to give
of themselves. Current theories relating to Active Citizenship will be presented and considered. Attendees will work
together to consider practical implications within their own schools or programs and to develop strategies to maximise
opportunities for responsibility. No prior experience is required; however attendees must feel prepared to truly entrust
young people to be able to guide decision making processes and enact decisions.
Beginner; G
RW 67 • Walking the Walk: Using Experiential Activities to Practice the 12 Steps of Recovery
Barney Straus: Working Sobriety
12 Step self-help programs are very popular and widespread options for people wanting to treat their addictive behaviors.
The 12 Steps offer a guideline for living and are rich with cognitive constructs and directives. However, the spiritual
component of the Steps works as an impediment to many people. This workshop will use experiential activities to offer a
novel alternative for those who feel blocked from engaging in conventional 12-Step work. While Gass, Gillis, and Russell
(2012) have written about this topic, this workshop builds on existing theory and includes new ways of interpreting the
Steps through action-oriented activities.
Open to All; TA/AT