Andrew J. Bobilya

Autonomous Student Experiences in Outdoor and Adventure Education

This article explores the current state of knowledge regarding the use of autonomous student experiences (ASE) in outdoor and adventure education (OAE) programs. ASE are defined as components (e.g., solo, final expedition) in which participants have a greater measure of choice and control over the planning, execution, and outcomes of their learning. The article discusses the importance of ASE in experiential education and reviews major findings and supporting evidence in the relevant literature. Outward Bound and the National Outdoor Leadership School are highlighted as OAE programs that incorporate evidence-based research into their course designs. The article concludes with an examination of existing gaps in the knowledge and a discussion of topics for future ASE research.

Participants’ Perceptions of Their Outward Bound Final Expedition and the Relationship to Instructor Supervisory Position

The purpose of this mixed-method study was to understand participants’ perceptions of their Outward Bound Final Expedition experience and more specifically the relationship between the instructor supervisory position and participant’s perception of learning. A sample of 331 students consented to participate and completed a survey at the conclusion of their Final Expedition. Instructors reported that they used different supervisory positions based on student age, readiness, and other factors. The most enjoyable aspect of Final Expedition that emerged when the instructor traveled with the group or within sight and sound was autonomy. Physical challenge and group dynamics were the most difficult aspects, regardless of the instructor position. Group dynamics played a greater role when instructors did not travel with their groups. These results indicate that minimizing instructor involvement enhanced perceived personal growth by increasing self-reliance and self-awareness and enhanced perceived group development by encouraging greater group reliance, responsibility, and cohesion. This study indicates that the adolescent students perceived autonomy and many of the associated benefits despite not experiencing the more traditional unaccompanied Final Expedition. The findings may serve instructors, program managers, and educators utilizing the Final Expedition in the existing programs as well as those interested in integrating autonomous student experiences in their programs.

A psychometric investigation of the North Carolina Outward Bound Student Course Impression Scale

There has been increased attention in recent years given to the need for robust outcomesbased research and evaluation in outdoor and adventure programs (Sibthorp, 2009) and the challenges that accompany this type of field-based research (Bialeschki, Henderson, Hickerson, & Browne, 2012). One such program is Outward Bound (OB) whose wilderness programs in the United States recently experienced a major shift when the organization was decentralized and returned to its original regional or branch school model (e.g. Colorado Outward Bound School, Voyageur Outward Bound and others). Because of this organizational change in October, 2011 Outward Bounds national efforts to design and implement an outcomes instrument linked directly to its educational framework were halted. Each school was now responsible for designing its own outcomes assessment. The North Carolina Outward Bound School (NCOBS) adapted the former OB Outcomes Instrument (OBOI) to match its educational framework. A psychometric analysis was a first step in understanding the usefulness of this instrument. Better understanding the utility of the NCOBS Course Impression Survey (NCOBSCIS) will help other OB schools and wilderness experience programs in their assessment and may serve as a model for conducting similar program evaluation.

Examining backcountry adventure as a spiritual experience

The study was conducted to establish an understanding of what is meant when someone describes a backcountry adventure as being a spiritual experience and to better understand the relationships between the attributes, consequences, and values (ACV) of these spiritual experiences. Interviews were conducted with 63 backcountry users in the region of Teton Pass, Wyoming. Informant statements were coded for content analysis and implication matrices were generated for the frequency of association between the ACV concepts represented in each hierarchical value map (HVM). An analysis of informant subgroups was conducted. The eight values identified represent what informants considered as their meaning of a spiritual experience. The most frequently expressed values were a transcendent experience (63%), increased awareness (46%), connection to others (43%), and a sense of fulfillment (29%). Other ACV concepts and ACV associations that contribute to spiritual meaning were identified. The findings could be useful for recreationists, program managers, marketers, and resource managers.

Lessons from the Outward Bound Solo: Intended Transfer of Learning

The purpose of this study was to understand what students from the North Carolina Outward Bound School learned during their Solo that they intended to transfer back home. The Solo is a time during which participants are placed alone for the purpose of rest and reflection. The sample consisted of 335 participants who completed a questionnaire at the end of the Solo. The data revealed three major themes that participants intended to transfer home. The first involved insights related to self-perception (i.e., self-reliance, self-worth, perseverance, taking responsibility, simplicity). The second focused on intended lifestyle changes (i.e., having more personal time, attending to physical needs, spending time outdoors, and seeking new challenges). The third involved an enhanced appreciation for food, people, comforts of home, outdoor experiences, and reflection time. These three general themes were supported by a small adult sample (n=13) that completed a survey two years after their courses.

The North Carolina Outward Bound School Course Impression Survey: A Psychometric Investigation

This study investigated the development and psychometric properties of the North Carolina Outward Bound School Course Impression Survey (NCOBSCIS). The NCOBSCIS measures character development, leadership, and environmental service, and was adapted from the previously established Outward Bound Outcomes Instrument (OBOI). The purpose of this study was to both conduct a psychometric evaluation of the NCOBSCIS and to also describe the processes that were used to develop and validate a series of outcome measures. These processes are applicable to other programs interested in measuring participant outcomes.

Exploring Course Outcomes Utilizing a New Outward Bound Outcomes Instrument

Abstract: This study implemented the new North Carolina Outward Bound School Course Impression Survey (NCOBSCIS) using a mixed method, retrospective pre-post design. The NCOBSCIS measures character development, leadership, and environmental service. Previous analysis has found the NCOBSCIS to be a valid and reliable survey tool. The purpose of this study was to investigate program outcomes using this new instrument, including potential moderators (e.g., age, gender, and course length). Paired sample t-tests and a series of ANCOVA models were generated along with thematic qualitative analyses. The results suggest that there is change evident among the participants following program participation and that this change is different dependent on various factors. Future research utilizing the NCOBSCIS should collect the pre data prior to the course, allowing true pre-post questions to be asked about change over time.

An Investigation of the Connection between Outdoor Orientation and Thriving.

This study explored the contribution of outdoor orientation experiences to student thriving. Participants included 295 first-year college students from three institutions across North America. A thriving model was tested using structural equation modeling and included the following variables: outdoor orientation, thriving, involvement, spirituality, psychological sense of community, student–faculty interaction, and control variables. Although the predictive importance of outdoor orientation is modest (β = .048), it contributes significantly to a model explaining 72.8% of the variance in thriving levels. Outdoor orientation directly predicted campus involvement (β = .246) and spirituality (β = -.146). Findings indicate that participating in an outdoor orientation may create a propensity for students to become more involved in campus life, which may foster a greater sense of campus community, culminating in thriving. These results suggest that practitioners should enhance both a psychological sense of community among students and the durability of outdoor experiences back on campus. Subscribe to JOREL

A Qualitative Analysis of Participant Learning and Growth Using a New Outward Bound Outcomes Instrument

Despite the mental and physical benefits of visiting natural areas, and increases in outdoor activity participation among U.S. youth overall in the past decade, outdoor access is skewed toward nonurban, nonminority populations. This environmental justice issue is particularly pronounced for minority youth in urban areas, such as the Los Angeles Basin. While decreased contact with nature has been associated with increased technology use, the popularity of new technologies and social media outlets presents novel opportunities to connect underserved urban youth with natural areas. Seven focus groups with 42 urban youth in the L.A. Basin explored underserved youth perspectives on connecting with nature, social media, and how social media can deliver nature-related messages of interest to this population. Content analysis revealed commonly preferred social media platforms and Web-based activities, and six themes related to participants’ perceptions of nature: unique experiences, escape, social connections, challenge, adventure, and accessibility.

Constraints, environmental intentions, intuition, and sanitation: Editors’ notes

This issue of the Journal of Outdoor Recreation, Education, and Leadership is the second since soliciting and publishing manuscripts in the recently added categories (Essays, Practices, and Commentaries; and Research Notes). While we have seen some increase in the variety of manuscript submissions, we want to ask you, the authors, readers and reviewers, to continue to encourage colleagues to take advantage of the JOREL as a place to publish a variety of papers all related to outdoor recreation, education, and leadership.