Study-Unit Description

Study-Unit Description


TITLE Outdoor Education

LEVEL 01 - Year 1 in Modular Undergraduate Course


DEPARTMENT Youth and Community Studies

DESCRIPTION This unit focuses on both theoretical and experiential learning of the benefits of Adventure and Outdoor Education. At the start of the unit the particpants are aqauinted with the theroetical rationale for outdoor education with young people. Consequently, the group is put in unique or novel settings and held responsible for the decisions and out comes of that group. Outdoor pursuits involves traveling through a natural environment with out motorized transport and can be on the face of a rock, under or over water or through the air. Outdoor Education is hence education taught outdoors. Learning is provided as a fun, active, exhilarating experience.

Study-unit Aims:

This study-unit aims to equip course participants with the conceptual background and the skills needed to conduct outdoor and adventure education effectively. Research indicates that young people experience Improvements in self concept, social adjustment, academic achievement, and group cohesion. (Lappin, 2000), and improved relationships with peers, parents, teachers, and counselors. (Lappin, 2000) concsequent to involvement in an outdoor education program.

Learning Outcomes:

1. Knowledge & Understanding:
By the end of the study-unit the student will be able to:

a. fully understand the value of outdoor education for young people;
b. understand how outdoor education enhances personal and social communication skills in the form of team building; increases physical mental health; enhances sensory and aesthetic awareness of the world around us and boosts self-esteem.

2. Skills (including transferable [generic] skills):
By the end of the study-unit the student will be able to:

a. critically engage with the related subject matter;
b. construct and apply theories of outdoor education;
c. reflect upon personal experiences in the field;
d. conduct activities with young people in order to help young people develop in planning;
e. design and run youth-led volunteering projects;
f. facilitate peer environment activities for protecting and enhancing the environment and accrediting young people’s learning and other related subjects.

Main Text/s and any supplementary readings:

Berman, Davis, J. (2000) Therapeutic Uses of Outdoor Education. Dayton, Ohio: Wright State University (Eric Document Reproduction Service No. ED448011).
Bocarro, J., Richards, A., (1998 Sept/Oct). Experiential Research At-risk: The challenge of Shifting Traditional Research Paradigms. The Journal of Experiential Education. Vol. 21 Issue 2. pg 102-107.
Cohen, Michael J. (1995) Reconnecting with Nature: Educational Self-Esteem sensory activities for Reducing Drug use and Irresponsible Relationships In students at Risk. Reconnecting Nature: Chapter 11.
Conley, L., Caldanella, P., Young, E., (2007) Evaluation of Ropes Course Experience for At-Risk Secondary School Students. The Journal of Experiential Education Vol. 30 Number 1.
Crompton, John L., West, Stephanie T., (2001, Summer). Programs That Work: A Review of the impact of Adventure Programs on At-Risk Youth. Journal of Park and Recreation Administration Vol. 19, Number 2 pg 113-140.
Garst, B., Schieider, I., Baker, D., (Spring 2001) Outdoor Adventure Program Participation Impacts on Adolescent Self Perception. The Journal of Experiential Education. Vol. 24 Number 1 pg 41-49.
Lappin, Edward (2000 April) Outdoor Education for Behavior Disordered Students
Long, Amy E. (2001, Fall). Learning the Ropes: Exploring the Meaning and Value of Experimental Education for Girls at Risk. Journal of Experiential Education. Vol. 24 Issue 2 pg 100. 9p.
Magdalena, Rosol (2000) Wilderness Therapy for Youth. Parks and Recreation Sep. Vol. 35 Issue 9 pg. 42, 8p.
Pommier, U.H., Witt, P.A. (1995) Evaluation of an Outward Bound School Plus Family Training Program for Juvenile Status Offenders. Therapeutic Recreation Journal (2nd quarter): 86-103.
Weston, Richard, Tinsley, Howard E.A, Dell, Irma (July 1, 1999) Wilderness Adventure Therapy for At Risk Youth. Parks and Recreation. Vol. 34, Issue 7.
Jones, A. (1999), Team-building Activities for Every Group, Richland: Rec Room Publishing.

STUDY-UNIT TYPE Group Teaching

Assessment Component/s Assessment Due Resit Availability Weighting
Assignment SEM1 Yes 50%
Logbook SEM1 Yes 50%

LECTURER/S Christopher D. Mamo

The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2020/1. It may be subject to change in subsequent years.