Brad Daniel

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.

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 Outward Bound Final Expedition: Exploring the Effect of Instructor Positioning on the Student Experience

There is a need to investigate specific components and their influence on participant outcomes within Wilderness Experience Programs (Ewert & McAvoy, 2000; McKenzie, 2000; Schuman, Paisley, Sibthorp, & Gookin, 2009). This study examines one component of the Outward Bound wilderness program – the Final Expedition. The Final Expedition is a student-led portion of the wilderness expedition. Recent research has shown the Final Expedition to be one of the most memorable and significant course components from post-course surveys at Outward Bound Singapore (Gassner, Kahlid, & Russell, 2006), the National Outdoor Leadership School (Sibthorp, Paisley, Gookin & Furman, 2008) and Montreat Colleges Discovery Wilderness Expedition (Daniel, 2003). There is also agreement among many scholars that instructors have a significant influence on successful participant experiences in wilderness programs (Ewert & McAvoy, 2000; Hattie, Marsh, Neill & Richards, 1997; Kalisch, 1999; McKenzie, 2000). The role of the instructor(s) in the individual and group process remains one of the most important variables in the Wilderness Experience Program (Hattie et al., 1997; Kalisch, 1999). The success of the program rests largely in the hands of the instructors who are in direct contact with the students in the wilderness. Their ability to effectively provide skill training, group facilitation, individual support and adaptive programming greatly affects the participants experience (Kalisch, 1999).

Canvas, Catalyst, Crucible: Exploring the Role of the Setting in the Wilderness Expedition Experience

What is the role of the setting in the wilderness expedition experience? This paper presents one of the findings of a 25-year retrospective study that looked at the life significance of a spiritually oriented, Outward Bound-type, 20-day wilderness expedition offered by a small liberal arts college in North Carolina. The purpose was to understand what role the wilderness setting played in the overall expedition experience.