Developing a Resident Outdoor Education Program

Hammerman, Elizabeth; Hammerman, Donald R.

doi:10.1080/07303084.1982.10629352

Cited by 3 publications

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“…Throughout much of the 20th century, colleges and universities in the United States have offered degrees that include training for direct-service work in the outdoors to achieve educational and human service aims. Subject area content and camp-style living were emphasized during the resident camping education movement from the 1930s to the 1960s, and wilderness, adventure, and outdoor experiential programs as a means for self-actualization and small group development rose to prominence after the 1970s (Hammerman, 1980;Quay & Seaman, 2013). During this time, risk recreation also experienced increasing professionalization and specialization (Allen, 1980;Jensen & Guthrie, 2006).…”

Section: Review Of the Literature Evolution Of Degree-granting Outdoo...mentioning

confidence: 99%

Assessing the Value of a College Degree in Outdoor Education or Recreation: Institutional Comparisons Using the College Scorecard and Surveys of Faculty and Employers

Seaman¹,

Bell

Trauntvein

2017

JOREL

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In this article, we report on research undertaken in 2016 to assess a number of trends influencing the current status of degree-granting outdoor programs in the United States, including factors that bear on the value of degrees. We analyze data provided by the U.S. Department of Education's College Scorecard and results of a survey comparing 59 programs in the United States by size, geographic region, and public/private status, focusing on cost, postgraduate employment, and select program features tied to alumni employability. Results are discussed in the context of wider trends in higher education, projections for job growth in outdoor areas, and preferred qualifications as reported by employers. Findings are useful for identifying challenges and opportunities for active outdoor fields as a whole and may help individual programs situate themselves among comparators in a way that informs future planning.

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Section: Review Of the Literature Evolution Of Degree-granting Outdoo...mentioning

confidence: 99%

Assessing the Value of a College Degree in Outdoor Education or Recreation: Institutional Comparisons Using the College Scorecard and Surveys of Faculty and Employers

Seaman¹,

Bell

Trauntvein

2017

JOREL

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“…Third, it extends prior research documenting Outward Bound's shift in emphasis from character training to personal growth (Freeman, 2011), a change that represented the broader displacement of muscular Christianity in favor of humanistic psychology as the organization's reigning ideological framework. Finally, it captures an important moment in North American outdoor education as resident outdoor education, which thrived in the US between 1930 and 1970, was eclipsed by what William Hammerman (1980) called “The Period of Experiential Education.” The article situates the origin of this period in the late 1960s when Outward Bound USA adopted and disseminated ideas, models and practices from the human potential movement.…”

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confidence: 99%

Dartmouth Outward Bound Center and the rise of experiential education, 1957–1976

Seaman

MacArthur²,

Harrington

2020

HER

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PurposeThe article discusses Outward Bound's participation in the human potential movement through its incorporation of T-group practices and the reform language of experiential education in the late 1960s and early 1970s.Design/methodology/approachThe article reports on original research conducted using materials from Dartmouth College and other Outward Bound collections from 1957 to 1976. It follows a case study approach to illustrate themes pertaining to Outward Bound's creation and evolution in the United States, and the establishment of experiential education more broadly.FindingsBuilding on prior research (Freeman, 2011; Millikan, 2006), the present article elaborates on the conditions under which Outward Bound abandoned muscular Christianity in favor of humanistic psychology. Experiential education provided both a set of practices and a reform language that helped Outward Bound expand into the educational mainstream, which also helped to extend self-expressive pedagogies into formal and nonformal settings.Research limitations/implicationsThe Dartmouth Outward Bound Center's tenure coincided with and reflected broader cultural changes, from the cold war motif of spiritual warfare, frontier masculinity and national service to the rise of self-expression in education. Future scholars can situate specific curricular initiatives in the context of these paradigms, particularly in outdoor education.Originality/valueThe article draws attention to one of the forms that the human potential movement took in education – experiential education – and the reasons for its adoption. It also reinforces emerging understandings of post-WWII American outdoor education as a product of the cold war and reflective of subsequent changes in the wider culture to a narrower focus on the self.

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Outdoor/Environmental Education—An Overview for the Wise Use of Leisure

Burrus-Bammel

Bammel

1990

Journal of Physical Education, Recreation & Dance

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Developing a Resident Outdoor Education Program

Cited by 3 publications

References 0 publications

Assessing the Value of a College Degree in Outdoor Education or Recreation: Institutional Comparisons Using the College Scorecard and Surveys of Faculty and Employers

Assessing the Value of a College Degree in Outdoor Education or Recreation: Institutional Comparisons Using the College Scorecard and Surveys of Faculty and Employers

Dartmouth Outward Bound Center and the rise of experiential education, 1957–1976

Outdoor/Environmental Education—An Overview for the Wise Use of Leisure

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