Matthew J. Lloyd Prescott College Master of Arts Program Adventure Education: Prescott Class 34 Study Plan Tuesday, February 24, 2009
Overview
Proposed graduate studies include fall 2008 enrollment in Prescott College’s
Adventure Education Department within the Master of Arts Program (MAP). The student
creates a self-designed two-year master’s program that uses theoretical and practical
research, academic study, industry analysis and relevant social networking. The master’s
program culminates with a graduate-level research thesis and thesis presentation in spring
2010. A subsequent master’s degree will be awarded to the student upon completion of
the above academic requirements.
The following study plan develops the student’s understanding of key subjects of
knowledge within outdoor adventure education including 1. Foundations and historical
study of outdoor adventure education 2. Professional standards in outdoor adventure
education 3. Areas of need for outdoor adventure education professional standards and
program development within higher education 4. Professional certifications, associations,
teaching, and guiding requirements within outdoor adventure education institutions.
Purpose
Student research will endeavor to determine which outdoor adventure education
institutions have the greatest need for experience-based professional standards. The
student will also strive to learn and develop specific skills and professional contacts, as
well as to gain career employment in the above areas as a "College & University Outdoor
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Adventure Education and Leadership Program Director," "Freelance Outdoor Adventure
Educator, Guide and Consultant," and/or "Outdoor Adventure Education Business
Leader."
Objective
I. Outdoor Adventure Education: Teaching, Instructing and Guiding
This objective entails teaching, instructing, guiding as well as developing, implementing,
managing and/or directing within the outdoor adventure education field.
Opportunities:
1. Related outdoor adventure education experience
2. Knowledge and experience developing, implementing and administering custom
outdoor leadership programs
See Resume
Constraints:
1. Further knowledge and experience needed in the areas of industry-wide professional
standards and certifications.
2. Need for further professional networking contacts
II. Outdoor Adventure Education: Post-Secondary OAE Program Administration,
Directing and Teaching
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This objective entails developing, implementing, directing and/or teaching within a post-
secondary outdoor adventure education program, i.e. college/ university level.
Opportunities:
1. Related outdoor adventure education experience
2. Knowledge and experience developing, implementing and administering custom
outdoor adventure education programs
See Resume
Constraints:
1. Graduate-level degree required for faculty at most post-secondary institutions
2. Further knowledge and experience needed in the areas of classroom-specific
curriculum design, teaching and program management
3. Need for further professional networking contacts
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Prescott College Master of Arts Program Adventure Education: Prescott Class 34 Study Plan Total Study Plan Credits: 50
Study Plan: Theory
Total Theory Credits: 22
I. Foundations of Outdoor Adventure Education
A. Critical Thinking and Writing: Adventure Education
3 Credits
This course provides the student with an introduction to Prescott College’s Master
of Arts Program (MAP), and an opportunity to develop critical thinking/reading/writing
skills. The course is comprised of a variety of short written assignments, covering a wide
spectrum of topics. Assignments include writing a personal essay, reflecting on the
experience of receiving feedback, integrating personal voice in a scholarly dialogue,
considering sense of place and social justice issues, and conducting a mini research
project. Students are provided with guidelines for each course activity and assignment as
well as the opportunity to dialogue with peers throughout the course.
Selected Works
Bentz, Valerie Malhotra, & Jeremy J. Shapiro. Mindful Inquiry in Social Research.
Thousand Oaks: Sage, 1998.
Creswell, John W. Qualitative Inquiry & Research Design: Choosing Among Five
Approaches. 2nd ed. Thousand Oaks: Sage, 2007.
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B. Theory, History and Foundations of OE, AE and EE
3 Credits
This three-credit student-designed graduate-level course examines the theory,
history and foundations of adventure education, experiential education, and outdoor
education with an emphasis to develop and refine a balanced background for the student
to conduct more advanced academic writing and research in this field.
The history of adventure and outdoor education as well as the various theories of
experiential education are explored and critiqued in a master’s-level academic research
paper. Evolution, general practices, and efficacy of AE, EE, and OE are examined from
student, instructor, and administrative perspectives.
Selected Works
Dewey, John. (1938). Experience and Education. New York, NY: Collier Books.
Ewert, Alan W. (1989). Outdoor Adventure Pursuits: Foundations, Models, and Theories.
Worthington, OH: Publishing Horizons
Hunt, Jasper. (1995). The Theory of Experiential Education. Dubuque, Iowa: Kendall /
Hunt Publishing Company.
Kolb, David A. (1984). Experiential Learning: Experience as the Source of Learning
and Development. Englewood Cliffs, NJ: Prentice-Hall.
Miles, John C. (Ed.), & Priest, Simon (Ed.). (1990). Adventure Education. State College,
PA: Venture Pub.
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C. Outdoor Adventure Education and Native Ways of Knowing
4 Credits
This four-credit student-designed graduate-level master’s course examines
parallels between outdoor adventure education and Native American learning styles. This
study is a followup to the Fort Washakie Wilderness Expedition (FWWE) custom course
previously developed and implemented, by the student, between the National Outdoor
Leadership School (NOLS) and the Fort Washakie School District on the Wind River
Indian Reservation. Research culminates in the development of a 45-page NOLS
Instructor Notebook, created by the student, to be published by the National Outdoor
Leadership School.
This NOLS Instructor Notebook resource is intended for NOLS Instructors and
administrators who educate and work with diverse student populations. In particular, this
working document is specifically designed for those NOLS individuals educating Native
American students, including Eastern Shoshone and Northern Arapahoe students from
the Wind River Indian Reservation.
Selected Works
Benally, Herbert John. Spiritual Knowledge for a Secular Society.
Deloria, Vine Jr. and Wildcat, Daniel R. Power and Place: Indian Education in America.
Fulcrum Resources. 2001.
Hebard, Grace Raymond. Washakie: Chief of the Shoshones. University of Nebraska
Press. 1995.
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Herman, Matt. Tribal History Connects Spirit and Place. Tribal College Journal. Winter
2007. Vol. 19 Issue 2, p29-31.
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II. Professional Standards in Outdoor Adventure Education
A. Introduction to Professional Standards in Outdoor Adventure Education
3 Credits
What career questions do today's outdoor adventure education professionals
encounter as they attempt to gain professional status in the OAE industry?
Accreditations, certifications, memberships and training programs are just a few of the
various methods in which OAE leaders develop specific skills and advance their
respective OAE career opportunities. The following research endeavors to explore the
above questions:
1. Historical and Foundational Review of OAE
a. Exploring OAE History and Epistemological Roots
b. Examining Chronology and Evolutionary Development in OAE Professional
Standards
c. Defining Key Fundamental and Current OAE Professional Standards Terminology
1. Certifications
2. Accreditation & Memberships
3. Training
2. Professional Standards Index for Selected OAE Applications, Institutions and Careers
a. Identifying Professional Standards among Selected Accredited OAE Applications
b. Identifying Professional Standards among Selected Non-Accredited OAE
Applications
c. Identifying Professional Standards among Selected Recreation-Based OAE
Applications
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3. OAE Career Recruitment, Development, Retention and Advancement Solutions,
Models and Pitfalls
Selected Works
Gass, M.A. & Priest, S. (1999). Effective leadership in Adventure Programming.
Champaign, IL: Human Kinetics Publishing.
Hunt, J.S. (1990). The philosophy of Adventure Education.
Miles, J.C. & Priest, S. Adventure Education. State College, PA: Venture Publishing Inc.
Kraft, R., & Sakofs, M. (Eds.), (1985). The Theory of Experiential Education. Boulder,
Colorado: Association for Experiential Education.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and
Development. Englewood Cliffs, NJ: Prentice-Hall.
B. Outdoor Adventure Education Social Networking Communities: Current
Resources for Professional Standards Development
3 Credits
This course will study the relevance and structure of today’s professional social
networks and communities relevant to outdoor adventure education. The student will
explore as well as join various current and pertinent online OAE social networking
communities including, but not limit to, LinkedIn, Facebook, the Association for
Experiential Education (AEE) forums, and OutdoorEd.com forums.
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This class will also incorporate the development and implementation of a student-
designed OAE-focused website and web log (blog), which will integrate regular Prescott
MAP advisor/advisee assignment and thesis structures.
Selected Works
Bailey, Brian & Storch, Terry. The Blogging Church.
Crowler, David. Building a Web Site for Dummies, 3rd Edition. Wiley Publishing, Inc.
Hoboken, NJ. 2007.
Felke-Morris, Terry. Web Development and Design Foundations.
Gardner, Susannah & Birley, Shane. Blogging for Dummies, 2nd Edition. Wiley
Publishing, Inc. Hoboken, NJ. 2007.
Potts, Kevin. Web Design and Marketing Solutions for Business Websites.
C. OAE Professional Development Models and Pitfalls: Career Recruitment,
Development, Retention and Advancement Solutions
3 Credits
What career recruitment, development, retention and advancement solutions do
today's outdoor adventure education professionals encounter as they establish
professional status and develop their respetive careers and in the OAE industry? The
following research endeavors to explore the above question by researching various
professional development models and pitfalls in outdoor adventure education. Emphasis
will be placed on the application of various OAE professional and organizational case
studies.
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Selected Works
Gass, M.A. & Priest, S. (1999). Effective leadership in Adventure Programming.
Champaign, IL: Human Kinetics Publishing.
Hunt, J.S. (1990). The philosophy of Adventure Education.
Miles, J.C. & Priest, S. Adventure Education. State College, PA: Venture Publishing Inc.
Kraft, R., & Sakofs, M. (Eds.), (1985). The Theory of Experiential Education. Boulder,
Colorado: Association for Experiential Education.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and
Development. Englewood Cliffs, NJ: Prentice-Hall.
III. Research Methods in Outdoor Adventure Education
A. Introduction to Outdoor Adventure Education Research Methods and Resources
3 Credits
This three credit graduate-level course focuses on developing foundations within
the academic research fields including, but not limited to, quantitative, qualitative, and
mixed method research methodologies. These research foundations will be used in
gathering pertinent research information relevant to the student’s thesis within outdoor
adventure education.
Selected Works
Booth, Wayne & Colomb, Gregory. The Craft of Research.
Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods
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Approaches.
Creswell, John W. Qualitative Inquiry and Research Design: Choosing Among the Five
Traditions.
Seidman, Irving. Interviewing as Qualitative Research: A Guide for Researchers in
Education and the Social Sciences.
Stringer, Ernest. Action Research: A Handbook for Practitioners.
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Prescott College Master of Arts Program Adventure Education: Prescott Class 34 Study Plan
Study Plan: Practicum
Total Practicum Credits: 14
I. Primary and Secondary Outdoor Adventure Education Praxis
A. Native Ways of Knowing Conference (NOLS Fort Washakie Wilderness
Expedition)
2 Credits
This two-credit practicum includes attendance at the "Native Ways of Knowing"
conference (NWOK). NWOK is presented at the St. Stephen's Mission on the Wind River
Indian Reservation in Ethete, Wyoming and is endorsed by the State of Wyoming's
Professional Teaching Standards Board as continuing education credit. NWOK, a three-
day interactive program, is organized in order to enlighten educators about local (Eastern
Shoshone and Northern Arapaho) Native American cultures, history, learning styles,
activities, etc. as well as how these relevant educational aspects can be applied to various
outdoor adventure education settings. NWOK is open to educators and educational
institutions interested in learning more about Native American educational methods.
The practicum also incorporates a required writing assignment in which the
student summarizes and analyzes the conference in relation to the student's previous work
within outdoor advenutre education and Native ways of learning. The assignment
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outcomes will be published in a staff newsletter article for the National Outdoor
Leadership School.
Selected Works
Benally, Herbert John. Spiritual Knowledge for a Secular Society.
Deloria, Vine Jr. and Wildcat, Daniel R. Power and Place: Indian Education in America.
Fulcrum Resources. 2001.
Hebard, Grace Raymond. Washakie: Chief of the Shoshones. University of Nebraska
Press. 1995.
II. Non-Accredited Outdoor Adventure Education Praxis
B. 2009 NOLS Fort Washakie Wilderness Expedition
3 Credits
This three-credit practicum study includes outdoor-based adventure education
praxis work as an independent contract-based NOLS program coordinator and instructor
serving the Fort Washakie Wilderness Expedition (FWWE) program.
This study includes followup duties relevant to the NOLS FWWE custom course
previously developed and implemented, by the student, between the National Outdoor
Leadership School (NOLS) and the Fort Washakie School District on the Wind River
Indian Reservation.
Responsibilities include developing, implementing and administering the third
annual NOLS custom outdoor leadership program for Native American students. Praxis
components include:
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1. Meeting with the Tribal Fish and Game Commission regarding 2009 course
hiking routes on Wind River Indian Reservation lands
2. Conducting two separate marketing presentations for Fort Washakie Charter
High School students
3. Leading a Fort Washakie Charter High School educational field trip of the
NOLS Rocky Mountain base facilities
4. Compiling and publishing program resources including the NOLS FWWE
Instructor Notebook
5, Instructing, i.e. course leading, the third annual NOLS FWWE program (to take
place June 7 – June 18, 2009)
6. Offering post-course presentations to the Joint Tribal Councils and Fort
Washakie School Board
This practicum study culminates in a required academic assignment in which the
student summarizes and analyzes the above work. Additionally, the student will compile
program resources and photographs to be included in the FWWE Instructor notebook as
well as in a Power Point presentation to be used for future program events.
III. Post-Secondary Outdoor Adventure Education Praxis
A. Outdoor Education and Leadership Department, Central Wyoming College,
Riverton, WY
3 Credits
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This three-credit graduate-level practicum emphasizes study of post-secondary
outdoor adventure education within college and university programs while also teaching
specific college-level OAE subjects including backcountry skiing and rock climbing.
Academic praxis includes employment as an “Adjunct Instructor” with Central
Wyoming College’s Outdoor Education and Leadership Department. Classes taught are
accredited college-level classes through CWC’s Outdoor Education and Leadership
Department as well as CWC’s Education Department. Praxis components include:
1. Instructing CWC’s Spring 2009 Outdoor Education Programs including
backcountry skiing and rock climbing as a CWC Adjunct Outdoor Instructor
2. Observing and assisting in CWC Outdoor Education and Leadership
Department administrative and/or classroom teaching components
3. Studying and analyzing specific OAE curriculum within post-secondary
education
This practicum study incorporates a required academic assignment in which the
student summarizes the above work in relation to relavant professional standards in
outdoor adventure education. Conclusions will be presented to the director of CWC’s
Outdoor Education and Leadership Department as well as published via an online blog
report.
IV. For-Profit Guiding-Based Outdoor Adventure Education Praxis
A. American Mountain Guides Association (AMGA)
6 Credits
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This six-credit practicum study includes fall 2009 enrollment in the American
Mountain Guide Association's (AMGA) Ski Guide Course located in Jackson Hole,
Wyoming.
AMGA’s 12-day Ski Guide Course is the first step in the AMGA Ski Program.
The Ski Guide Course is designed for skiers who wish to learn the skills and techniques
used while instructing and guiding in a non-glaciated, yet possible high-mountain
backcountry setting. The course covers the tools used when guiding and instructing on
multi-day ski tours. It also covers management of 3rd and 4th class terrain, technical
ascents and descents, management and movement of multiple clients, and small team
rescues. Emphasis is placed on effectively managing risks and maximizing client
rewards. Glacier travel and crevasse hazards and sustained technical mountaineering
challenges are generally not covered in this course.
This practicum study also incorporates, if possible under the guidelines of the
AMGA, successful completion of the Ski Mountaineering Guide Aspirant Exam. The
Aspirant Guide Program is designed to serve as an intermediate step in the process of
becoming a certified guide. Also required is an academic assignment in which the student
summarizes and analyzes the above work in an online blog report.
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Prescott College Master of Arts Program
Adventure Education: Prescott Class 34 Study Plan
Study Plan: Thesis
Total Thesis Credits: 14
I. The Role of Certifications in Professional Guiding and Outdoor Adventure
Education Services
This proposed thesis subject entails researching and studying the role of
certification requirements in various professional guiding and outdoor education services.
Proposed thesis will include potential objective skills tasks with the intent to highlight
professional and educational expertise, experience and services as a freelance educator,
guide and educational consultant.
A. Study of Certifications and Technical Requirements in Outdoor Adventure
Education Programs
14 Credits
This course considers the applicability of experiential activities, project-based
learning, and service-oriented lessons in standards-based classrooms as well as the roll of
certifications and technical requirements in adventure guiding. Theoretical foundations,
along with projected challenges and recommendations will be evaluated.
Selected Works (Complete MAP Bibliography)
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Fall 2008
Association for Experiential Education Website. Retrieved November, 2008 from
http://www.aee.org/customer/pages.php?pageid=47
American Psychological Association (2001). Publication Manual of the American
Psychological Association (5th ed.). Washington, DC: American Psychological
Association.
Dewey, John. (1938). Experience and Education. New York, NY: Collier Books.
Dewey, John. (1929). Experience and Nature. New York, NY: Norton.
Gass, M.A. (1990). Adventure programs in higher education. In Miles, J.C., & Priest, S.
(Eds.). Adventure Education. State College, PA: Venture Pub.
Gass, M.A. (1993). Adventure Therapy: Therapeutic Application of Adventure
Programming. Iowa: Kendall Hunt Publishing.
Gass, M.A. & Priest, S. (1999). Effective Leadership in Adventure Programming.
Champaign, IL: Human Kinetics Publishing.
Gookin, John (Ed.), & Leach, Shari (Ed.), (2004). NOLS Leadership Educator Notebook:
A Toolbox for Leadership Educators. Lander, WY: The National Outdoor
Leadership School.
Gookin, J. & Wells, D., (2002). NOLS Environmental Education Notebook. Lander, WY:
National Outdoor Leadership School.
Hunt, J.S. (1990). The philosophy of Adventure Education. State College, PA: Venture
Publishing Inc.
Miles, J.C. & Priest, S. Adventure Education. (119-128). State College, PA: Venture
Publishing Inc.
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Kellert, S.R. (1998). A National Study of Outdoor Wilderness Experience. Unpublished
Paper For Yale School of Forestry and Environmental Studies. Retrieved
December 3, 2008 from
http://www.nols.edu/resources/research/pdfs/kellert.complete.text.pdf
Kraft, Richard. (1994). Experiential Learning in Schools and Higher Learning. New
York, NY: Kendall / Hunt Publishing Company.
Kraft, R., & Sakofs, M. (Eds.), (1985). The Theory of Experiential Education. Boulder,
Colorado: Association for Experiential Education.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and
Development. Englewood Cliffs, NJ: Prentice-Hall.
Leave No Trace Website (2008). Retrieved December 3, 2008 from
http://www.lnt.org/about/history.html.
Leemon, Drew, & Schimelpfenig, Tod. (2005). NOLS Risk Management for Outdoor
Leaders: A Practical Guide for Managing Risk Through Leadership. Lander, WY:
National Outdoor Leadership School.
Martin, A.J. (2001). Toward the Next Generation of Experiential Education Programs: A
Case Study of Outward Bound. Doctoral Thesis at Massey University, New
Zealand. Retrieved November 2008 from
http://www.massey.ac.nz/~amartin/MartinAJ2001PhD.pdf
Meyer, B. B., & Wenger, M. S. (1998). Athletes and Adventure Education: An Empirical
Investigation. International Journal of Sport Psychology, 29, 243-266.
Miles, J. C., & Priest, S. (Eds.), (1990). Adventure Education. State College, PA:
Venture Pub.
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National Outdoor Leadership School Website (2008a). Retrieved October 21, 2008 from
http://www.nols.edu.
Outward Bound Website. (2008a). Retrieved October 21, 2008 from
http://www.outwardbound.org/history.vp.html.
Priest, S. & Gass, M. (2005). Effective Leadership in Adventure Programming.
Champaign, IL: Human Kinetics.
Project Adventure. (2008). Retrieved on October 21, 2008 from
http://www.pa.org/programs/index.php
Prouty, Dick, Panicucci, Jane & Collinson, Rufus. (2007). Adventure Education: Theory
and Applications. Champaign, IL: Human Kinetics.
Student Conservation Association Website (2008). Retrieved October 21, 2008 from
http://www.thesca.org/.
Wells, Michael Darran (2007). Organizational Collaboration in Outdoor Adventure
Education. Submitted in partial fulfillment of the requirements for the degree of
Master of Arts from Prescott College in Adventure Education.
Wilderness Education Association Website. (2008). Retrieved October 21, 2008 from
http://www.weainfo.org/welcome.html.
Wilderness Medicine Institute of NOLS Website (2008). Retrieved October 21, 2008
from http://www.nols.edu/wmi/about/.
Wyoming Professional Teaching Standards Board Website (2008). Retrieved December
3, 2008 from
http://ptsb.state.wy.us/Licensure/BecomingLicensed/AlternativeRoutestoLicensure
/tabid/92/Default.aspx
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Benally, Herbert John. Spiritual Knowledge for a Secular Society.
Deloria, Vine Jr. and Wildcat, Daniel R. Power and Place: Indian Education in America.
Fulcrum Resources. 2001.
Frosch, Dan. Its Native Tongue Facing Extinction, Arapaho Tribe Teaches the Young.
NYTimes.com. October 17, 2008.
Hebard, Grace Raymond. Washakie: Chief of the Shoshones. University of Nebraska
Press. 1995.
Herman, Matt. Tribal History Connects Spirit and Place. Tribal College Journal. Winter
2007. Vol. 19 Issue 2, p29-31.
Momaday, N. Scott. Way to Rainy Mountain
Simpson, Ph.D., Leanne. Stories, Dreams, and Ceremonies – Anishinaabe Ways of
Learning. Tribal College Journal, 11(4), 26. Retrieved October 17, 2008, from
Academic Search Premier database.
www.easternshoshone.net
www.windrivercountry.com/windriverres/shoshonefront.html
www.literacynet.org/lp/namericans/strategies.html
www.literacynet.org/lp/namericans/
www.as.wvu.edu/~equity/native.html
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Backcountry Magazine, Jon Howard: Publisher, September 2008, copyright 2008 Height
of Land Publishing, LTD.
Campbell, Joseph. The Hero with a Thousand Faces. 1st edition, Bollingen Foundation,
1949. 2nd edition, Princeton University Press. 3rd edition, New World Library,
2004.
Dewey, John. (1938). Experience and Education. New York, NY: Collier Books.
Dewey, John. (1929). Experience and Nature. New York, NY: Norton.
Ewert, Alan W. (1989). Outdoor Adventure Pursuits: Foundations, Models, and Theories.
Worthington, OH: Publishing Horizons
Gookin, John (Ed.), & Leach, Shari (Ed.), (2004). NOLS Leadership Educator Notebook:
A Toolbox For Leadership Educators. Lander, WY: The National Outdoor
Leadership School.
Gookin, John (Ed.), & Wells, Darran (Ed.), (2002). NOLS Environmental Education
Notebook. Lander, WY: National Outdoor Leadership School.
Gookin, John (Ed.), (2002). NOLS Wilderness Education Notebook. Lander, WY:
National Outdoor Leadership School.
Kolb, David A. (1984). Experiential Learning: Experience as the Source of Learning and
Development. Englewood Cliffs, NJ: Prentice-Hall.
Miles, John C., & Priest, Simon (Eds.), (1990). Adventure Education. State College, PA:
Venture Pub.
Kitchen, Chris & Pope, Sam. (2006) The Sublimation Project. www.kgb-
productions.com
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Thoreau, Henry David, (1854) Walden and Other Writings. New York, NY: Bantam
Books.
Webster's On-line Dictionary
Wells, Darran (2005). Historical and Philosophical Perspectives in Experiential
Education. Prescott College Master of Arts Program.
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