pathways

The official publication of the New York State Outdoor Education Association
Spring 2002

Evolution of A Tracker
by James Bruchac
So how can one call himself a tracker? I guess And although it would be years before I considered
I would have to say the answer lies in the mysteries of myself a tracker, I liked nothing more than to discover
tracking itself. For if there is one thing I have learned any sign of animals.
about tracking it is that no set of tracks are exactly the Besides his knowledge of stories, my father also
same. Each tells its own unique story. Each of us, like knew a lot about the forest and its animal inhabitants.
the animals in the forest, create our own trail. Our ex- Some things he had learned from his Abenaki Grandfa-
periences along the way define who we are and even ther who raised him. Others he learned from his years
what we are to become. So, in a way, I can only truly at Cornell University acquiring a minor in zoology.
answer this question by looking back over the tracks I When with my father, in our woods or on any of our
have made. A trail that has spanned all corners of this family outings into the Adirondacks, he would point
continent and even crossing the sea. out many of the trees and plants and of course
As a boy growing up in the the occasional animal sign. In fact, I still re-
Adirondack foothills town of Greenfield member my first set of bear tracks. Dur-
Center I was always interested in ani- ing a camping trip to the Big Moose
mals. My first exposure came from Recreation area near Indian Lake,
Native stories told by my father while Pulling our canoe up to
on long winter nights. These shore to set up camp, we real-
lesson stories shared with my ized that the river bank was
brother and me, included covered with fresh bear
such characters as Azban tracks. Closing my eyes I can
the raccoon, bear, turtle, still see them now, perfect
wolf and deer. Besides tracks, every toe, heel and
bringing human, and some claw showing in the wet sand.
times, humorous characteris- The kind of tracks I dream of
tics to these creatures, all those now-a-days when leading plas-
stories formed an early connec- ter-ready groups into the woods.
tion with both our Native roots and Stepping out of the canoe, I watched
the natural world. and listened as my father carefully inter-
Of course seeing the animals from the sto- preted the story they contained. Just a mile up the
ries was the most fun. Like many kids in my area I road lived another of my early connections to animals,
spent much of my free time in the woods. Just across my grandfather, Joseph Bruchac the Adirondack Taxi-
the road from our house was eighty acres of forest, dermist. Since he was a boy my grandfather hunted
most of it owned by my grandparents. By the time I and fished just about every corner of the Adirondacks.
was ten years old I had explored every corner of it. At An eventual member of the Taxidermist Hall Of Fame
times I would spot a grazing deer or a trotting fox. Continued on page 3
 NYSOEA
Executive Board Editor’s Notes
I truly know it is spring when the hum-
President ming birds arrive. Typically we put out two
Heather Chadwick feeders every year and we try to put at least
one flowering hanging plant to draw the birds
President Elect in. This year has been an unusually busy one.
Foster Portsline So many things to do so little time to accom-
plish them all. We hadn’t truly noticed our negligence to our fine feathered
VP Administration friends until one day while looking out the window a humming bird caught
Kathy Ambrosini my eye. Parked near where the usual feeders hang was our car and wouldn’t
you know it that bird was trying quite hard to get something from the red tail
VP Communication light! I wish that I had my camera handy. I could not get over watching this
MaryLynne Malone bird return again and again trying at different angles to see if it could get
something, anything from that darn light. Needless to say, I dug out the
VP Human Resources feeders mixed a fresh batch of nectar
Tom Vitti and the birds have been in and out
everyday since. In fact we bought a
VP Program third feed which seems to be the most
Frank Benenati preferred this year. The birds that visit
our feeders are far from shy and will
Secretary buzz right by to get to the feeders our
kids and our friends love it. To mix
nectar simply mix one cup of sugar
Treasurer to four cups of water, tint red if de-
Sandra Roosa sired. The new soda bottle feeders
sell for as little as $3.99 each. Enjoy
Regional Directors we do!
Vacant, Central
Deborah Keane, Eastern
Christine Lalonde, Eastern pathways (ISSN 1077-5110) is published Materials Submissions
Elaine Young, Metro four times a year by the New York State Anyone interested in contributing to
Jack Sheltmire, Northern Outdoor Education Association and is pathways is encouraged to submit ma-
mailed to NYSOEA members. Opinions ex- terial to the NYSOEA pathways c/o
Mary Anna Russo, Western pressed by contributors are theirs solely and MaryLynne Malone, P.O. Box 39,
not necessarily those of the Editorial Board Southfields, NY 10975 or E-mail
2002 Conference of pathways or of NYSOEA. Advertise- [email protected]. Materials
Committee Chair ments included in pathways should not be should be typed. Please include a short
Christine Lalonde interpreted as endorsement of the product(s) biographical section about the author of
by NYSOEA. the article. References cited in the ar-
ticle should be listed at
Office Services Advertising in pathways the end of the ar-
George Steele pathways welcomes advertisements which ticle, APA style.
418 Merry Road, will be of interest to the membership of
Amsterdam, NY 12010 NYSOEA. If you have a product, service,
518-842-0501 Office equipment, resources, programs, etc. that
518-842-1646 Fax you would like to share with our member-
E-mail [email protected] ship via an advertisement, please contact
MaryLynne Malone (914) 351-2967.

2
 his studio was filled with hundreds of Also, during my first year in the junior high, my father
mounted animals from squirrels and rab- was asked to come in to my social studies class and tell
bits to alligators and grizzly bears. stories. To this day, I can still remember how embar-
Through my childhood visits to his busi- rassed I was when he stood in front of the class and
ness, by the time I was ten years old I had beganwith traditional Abenaki greeting song. And al-
gotten an up close look at just about every animal in though my classmates appeared to enjoy the stories he
North America. Of course, once they had entered his told I swore at that moment I would involved with
doorway they didn’t mind an occasional poke or two athletics especially, football. With this I not only made
from a curious boy. Along with the heads there were more friends but had much more to do after school. By
also hundreds of pictures of the time I got home from prac-
other animals, people and places tices I was often very tired and
from around the world tacked the idea of going into the
to wall and the back of doors. woods became even less ap-
One picture that always caught pealing. During the weekends
my eye was of a huge arch made I also spent more and more
completely out of antlers. I time with friends, most often
knewbit must have been some- those who lived in the housing
where my grandfather had gone, developments far away from
but for some reason I never any real forest. My parents, al-
asked him about it. During those ways believing my trail was my
visits and during holiday get own, never interfered with my
togethers my grandfather would decisions even when they led
tell stories of his hunting adven- me further and further from my
tures. Quietly listening, I always roots. However, they did at
yearned for the day when I, too, times, allow for various oppor-
could see these animals, alive tunities. One such opportunity,
and in the forest. Knowing my took place in 1983 at the Six
love for the woods, when I was Nations Indian Museum in
twelve years old, my parents Onchiota New York.
sent me to Pine Island Camp in My father, along with
Maine for eight full weeks. Dur- several Mohawk friends had
ing that camp I learned even been invited for a weekend at
more about the outdoors including such skills as map the museum to work with tracker and wilderness in-
and compass and how to use your poncho to make a structor John Stokes. John had been traveling around
shelter or gather rain water. I also spent my longest the country teaching traditional survival skills, many
times ever outdoors during our many trips hiking and of which he had learned while living among the Ab-
canoeing trips. That summer I covered over a hundred origines of Australia. Now, back in the States, John
miles of the Appalachian trail. Along the way I got the was eager to both teach and acquire even more skills,
chance to observe and track many animals, including stories and knowledge especially while working with
bear and moose. Like many kids, upon entering junior various Native Peoples.
high school, things changed for me. In fact, along with During that weekend with John I learned many
many of the other kids from my town, I was made fun new skills including the bow drill fire, how to use a
of by kids from the city schools. Although I did even- throwing stick, and, of course, we did lots of tracking.
tually make new friends, I, at the same time, began to John made all these skills, including the ones I was
feel as if I had missed out. Many of my new friends already familiar with, seem really cool. With a seam-
came from huge neighborhoods with lots of other kids less flow of story and skills John helped me not only
to hang out with, as well as color t.v. and video games. appreciate things I had learned as a child but left me
3
eager to learn even more. Returning home after that training for football and preparing for an eventual ca-
weekend, the woods were never very far away. I even reer, every summer I was in the woods with John and
started to share some of what I learned with my friends the Hawkeye Students. From time to time, my tracking
especially survival skills, conveniently fitting in with and survival skills even came to use during the school
many movies of that time like Rambo. From time to year. For example, during one winter break ski trip to
time, I would also take friends over to my Vermont when someone stole a bunch of stuff from our
Grandfather’s Taxidermy business and show them the cabin, a friend of mine and I not only tracked him but
hundreds of furs and mounted animal heads. Some- found where he stashed the loot. Despite my occasional
times, my Grandfather would even share uses of these skills at that time they were
a hunting tale or two. In his later years, more of a novelty. Even after finishing
having already survived a massive heart at Ithaca I never would have imagined
attack, my Grandfather seemed to be making any of these skills part of my
even more happy to share. Privately, he career. In fact I wasn’t quite sure what I
had told my father, how, when his heart wanted to do. Then, in 1992 I was given
had stopped he had suddenly found him- a chance to travel to Africa with my fa-
self in a beautiful forest. All his friends, ther. As a baby I had spent my first two
who had passed on years before were years of life in Ghana West Africa, while
there telling him how good the hunting my father was teaching there. Going back
was. “Still got some things to do, “he to Africa was a dream come true. Dur-
had told them. Seconds later he woke ing that trip to Mali I made some major
up to a nurse feverishly applying CPR. connections. For one thing I saw first
In a way, in those last few years, you hand how traditional tales weaved their
could see it in his eyes that he knew, ‘the way into everyday tribal life. I Witnessed
hunting would be good.’ During the a traditional community working to-
winter of my senior year, my Grandfa- gether to do everything from harvesting
ther Bruchac suffered his final heart at- millet to raising the children. I also got
tack. This was a huge blow to everyone to see the use of such skills as tracking
in my family. At the same time, I also in some unique ways.
felt a strong sense of personal loss. Be- Among the Dogon the reading of tracks,
fore I was even born, my Grandfather particularly those of the desert fox, are
had tracked and hunted just about every animal in used to tell the future. In a squared off area in the sand,
North American. There was so much I had still wanted I watched as the tribal divinator made an elaborate de-
to ask. Now he was gone. Despite this setback the sign of small mounds, lines and depressions. Before we
rest of my senior year went quite well, including re- left, he made a trail of peanuts leading up to it. Return-
ceiving a scholarship to Ithaca College. Shortly be- ing the next day there were fox tracks everywhere.
fore my high school graduation, just as it seemed I Kneeling down next to the tracks, the divinator care-
would once again get further away from the woods, fully studied how each track landed on his design. In
John Stokes called to ask if I could help out with his the end, the tracks told him the Dogon would have a
youth camp for teenage boys. This camp called good planting season and that we, my father and I, would
“Hawkeye Training” taught tracking and survival skills have a safe journey home.
as well as bringing in traditional storytelling. From that Immediately following those safe travels home
summer on for the next six years I traveled every sum- I found myself inspired in a way I had never been be-
mer to New Mexico to work with John. During those fore. I knew then I not only wanted to learn more about
camps, besides learning more skills, I became equally Native cultures, I also wanted to teach. This new inspi-
excited about teaching them. Throughout my college ration eventually resulted in a return to school to nearby
years, the weeks I spent in New Mexico, in a way also Skidmore College where I turned past minors in En-
served as an anchor. Despite all the time I focused on glish and History into a degree in American Studies.
4
With the blessings of my Grandmother, Marion
Bruchac, we also began to teach our own wilderness
programs on our family land. These early school field
trips made it clear that there were many interested in
learning what we had to teach. At the same time, due
to the rising demand for my father’s storytelling I also
began to tell a tale or two. Within a year or two I was
traveling around the Northeast sharing many of the
same stories I heard as a child, stories that in
seventh grade I swore I would never tell.
A short time later, my younger brother Jesse prong-horn, elk and many more. Each set of tracks
and I formed the Ndakinna Wilderness Project. had its own unique story such as the time we watched
Ndakinna, is the Abenaki word for the Northeast or Yellowstone’s Druid Peak Wolf Pack get chased away
literally “our land.” The goal of Ndakinna is to bring by the Rose Creek Pack. Later that same afternoon, I
together various knowledgeable people, many of them heard the echoing howls of the Druid pack calling for
Native American, to teach wilderness skills and North- one of their younger members separated in the chase.
eastern Native culture. Before long we were not only Through my visits I accumulated dozens of such
offering programs on our family land but for organiza- stories, along the way learning the ins-and-outs of pro-
tions like The National Wildlife Federation . fessional tracking from one of the world’s leading ex-
Along with teaching I was once again spend- perts. These systems and techniques would help me in
ing much of my free time in the woods perfecting my teaching not only professionals, but also people of all
skills. Doing so, I made an interesting discovery. There levels, especially kids. Everything that I would teach,
were some major mistakes in several popular books had to be, as Dr. Halfpenny termed “TNT,” Testable &
on tracking. Mistakes such as too many toes on some Teachable. Besides all that I experienced and learned I
animals, not enough on others and even more errors also grew to love the long drives through the western
concerning animal trail patterns (gaits). Hardly any mountains and open plains. One day, while traveling
tracking books explained muchless showed what I was through Jacksons Hole, Wyoming, I found something
finding on my own in the woods. Then, In 1996 while I had wondered about since I was a small boy. While
teaching at my second National Wildlife Federation waiting at a stoplight in the center of town I casually
Summit in Estes Park, Colorado, I met acclaimed looked to my left and saw a huge arch made of antlers.
tracker and naturalist Dr. James Halfpenny, author of It was the same arch in the picture that had been tacked
A Field Guide To Mammal Tracking. Although I was to my grandfather’s door. I then pausing for a moment,
not yet familiar with his book I soon become familiar reflecting on yet another track I had found , and then
with the man. continued my journey.
Following one of his lectures, I approached Dr. Over the years, as my ability as a tracker con-
Halfpenny to inquire about some of the problems I was tinued to grow, so, too, did Ndakinna. Each year we
having finding accurate information on gaits. With a were offering more and more programming for people
twinkle in his eyes, he immediately got down on all of all ages. Along the way my Grandmother encour-
fours and began to demonstrate with exacting detail aged us to make even more use of her property, in-
every single gait I had a question on. His explanations cluding turning my Grandfather’s old taxidermy studio
and names of gaits I became determined to master. into our Education Center. Although now confined to
During that week, Jim and I sparked up a friendship a wheelchair in her later years, she too had a love for
eventually resulting in my first of many trips to track the outdoors. Several years after my Grandfather’s
with Jim in his backyard Yellowstone National Park. death she put the majority of the family land in a con-
Those trips gave me the chance to track and watch all servation easement. Inspired by the many people she
those animals I had dreamed of seeing as a child. There saw coming to learn on her land, my Grandmother
were Wolves, mountain lion, grizzly bears, buffalo, wanted to preserve it in a natural state for generations
5
to come. Every time I had a youth in the Summer of 1999 my involve- James Bruchac is the
program she liked nothing better ment in the Tracking World got co-author of Scats &
then to meet all the kids before the some of its biggest boosts. After Tracks of The North-
went home. Each time I would re- years of collaboration in the Spring east, Scats & Tracks of
turn from one of my trips she would of 2001 Dr. Halfpenny and I re- Southeast. He is also
wait patiently for me to tell her all leased a co-authored book on track- the co-author of several
that I had done and seen, especially ing, Scats & Tracks of The North- books with his father Joseph Bruchac
my adventures with various animals. east , by Falcon Books. A year later III including Native American Games
Sometimes in return she would our second book Scats & Tracks of & Stories, When
share a story or too about my The Southeast was published. Since The Chenoo
Grandfather or even my Great 1998, I have continued to bring Howls, How
Grandfather Jesse Bowman. groups of Eastern trackers out to Chipmunk Got
In 1999 my Grandmother Yellowstone to share my experience His Stripes and
died. Shortly after, I found out she with Jim. The last two trips were At Home On
had willed the majority of the fam- with Jean by my side. The next, I The Earth.
ily land to my brother Jesse and me look forward to sharing it with my Presently Jim is
in the hope that we would continu- two teenage step-sons Ryan & War- working on The
ing our work. Before her death, ren. This May, at our nature pre- National Geo-
however, I did have a chance to in- serve, named in honor of my Grand- graphic Survival Guide For Kids.
troduce my Grandmother to another mother, I will host and co-teach Dr. Teaming up with veteran National
very important woman in my life my Jim Halfpenny’s first class in York Geographic Photographer Sisse
then soon-to-be wife, Jean Hoins. State. Brimberg, this book is due out in
Besides being an elementary school And so, over time, I have Spring of 2003. The Director of The
teacher Jean came from a long line come to call myself a tracker. I’ve Ndakinna Wilderness Project Jim
of outdoor Educators, including her learned many lessons along the way. lives with wife Jean and two stepsons
Grandfather Walter Clark, founder Tracking is not only something I on the Marion Bowman Bruchac
of The North Country School. An now teach but also something that Nature Preserve in Greenfield Cen-
avid outdoors women herself, dur- continues to teach me. As many who ter NY. For more information about
ing her primary years Jean lived in teach tracking know, it can serve as Jim or his programs contact
Tanzania. Hired by the Tanzanian an excellent tool for not only open- Ndakinna at 518-583-9980
government, her father helped con- ing up the eyes of your students but www.ndakinna.com
struct the country’s post-colonial in many cases your own eyes. If
school systems. In his spare time there is one thing I have learned it
helping to hunt for a Native village. is that there are millions of tracks in
Given free rein, Jean had spent much the world. New tracks are made
of her free time exploring the bush, every day. Each set of tracks, includ-
and learning to track from some of ing our own, leave a story behind.
her Masai playmates. The day my Some of those help us see what is
Grandmother had died, Jean and I yet to come. Other times you may
were together in the Lake Placid find older tracks telling a story,
wilderness leading a winter track- maybe even pointing you to a con-
ing trip. In my Grandmother’s nection from long ago. Circling
honor, we renamed the land The back, you may find clues that guide
Marion Bowman Bruchac Memo- you on your way.
rial Nature Preserve.
After my marriage to Jean

6
 Adventure-Based Learning
Research, Literature, Resources and Information
by Jim Cain, Ph.D.
Teamwork & Teamplay
A few years ago, I had the I've managed to place some Class Experiences That Make a
opportunity to write an adventure- of the top references in this article, Lasting Difference, John Hattie,
based teambuilding book, and dur- with six significant resources first. H. W. Marsh, James T. Neill, and
ing the research for More than Garry E. Richards, Review of Edu-
that book, I re- 2000 can be cational Research, Spring 1997,
searched quite a few found in the Volume 67, Number 1, pages 43-
articles, books and b o o k , 87. Recommended by Dan Garvey,
publications on the Teamwork previously of UNH and now of
significance of ad- & Prescott College, and includes even
venture-based learn- Teamplay, more resources and references.
ing techniques. I by Jim Cain
thought I would and Barry
Strengthen Experiential Educa-
share these articles Jolliff.
tion within Your Institution - A
and resources with Many sig-
Sourcebook by the National Soci-
you, for two rea- nificant ar-
ety for Experiential Education, Jane
sons. First, we live ticles on ad-
C. Kendall, John S. Duley, Thomas
in a world where venture-
C. Little, Jane S. Permaul, Sharon
what we do, and based edu-
Rubin, 1986, (formerly of Raleigh,
how we perform is cation and
NC) now of Arlington, VA.
constantly evaluated learning can
(www.nsee.org) An older, but in-
and scrutinized. also be
teresting text, filled with ideas about
Few educational found in
gathering support for experiential
programs have the journals, pe-
programs in your school.
luxury of funding curriculums riodicals, microfilms, magazines,
which do not produce the measur- books, websites and newspaper ar- The American Camping Associa-
able and desirable results mandated ticles. This information can be lo- tion (ACA) now includes on their
in our present educational systems. cated using search keywords such website, research and information
It is my hope that a few of these as: teamwork, teambuilding, out- related to education and camping
resources may prove valuable to door education, ropes course, chal- programs, at the Camp Knowledge
you as you attempt to justify or lenge education, adventure-based Center:
obtain academic credibility for uti- education, experiential education, www.acacamps.org/
lizing adventure-based programs. recreation, groupwork and outdoor knowledgewww.acacamps.org/
Secondly, in the interest of sharing training. research
best practices, increasing the
knowledge base and generally fa- Basic Training
miliarizing both faculty and ad- If you don’t have the time or
ministration about adventure and resources to manage this entire
experienced-based learning, I hope list, try these first six resources.
these references will find their way
onto your desks and bulletin boards
and into your lesson plans and cur- Adventure Education and
riculum projects. Outward Bound: Out-of-
7
 cation and Recreation, Vol-
The following three texts can ume 49, Number 4, April
provide a historical perspec- 1978, pages 34-35.
tive, excellent programming Erickson, Susan and Harris,
techniques, and a wide variety Buck, ÒThe Adventure Book:
of activities and additional resources Treatment Plan Objectives,Ó Prac- A Curriculum Guide to School
for adventure and experienced- tical Pointers, AAHPERD, Volume Based Adventuring with Troubled
based learning programs. 4, Number 1, July 1980. Adolescents,Ó Wilderness School,
Bales, K.B., ÒExperiential Learn- Goshen, Conn., 1980 ERIC Docu-
ment ED 200381.
Adventure Education, by John C. ing: A Review and Annotated
Miles and Simon Priest, 1990, Ven- Bibliography,Ó Journal of Coop- Evans, M., ÒExperiential Learning
ture Publishing, Inc. State College, erative Education, Volume 16, Fall in Higher Education: Peripheral or
PA Phone (814) 234-4561 ISBN 1979, pages 70-90. Central?Ó The CAEL Forum and
0-910251-39-8. May be out-of- Bennet, D.B., ÒFour Steps to News, Volume 17, Number 2, 1994,
print, check your local library. Evaluating Environmental Educa- pages 31-34.
Adventure Programming, by John tion Learning Experiences,Ó Jour- Ewert, Alan, ÒTheoretical Founda-
C. Miles and Simon Priest, 1999, nal of Experiential Education, Vol- tions of Outdoor Adventure
Venture Publishing, Inc. State Col- ume 20, Number 2, 1988, pages 14- Activities,Ó Outdoor Recreation
lege, PA Fax (814) 234-1651 ISBN 21. Research Journal, Volume 2, 1987,
1-892132-09-5. Bonwell, C.C. and Eison, J.A., pages 3-16.
Teamwork & Teamplay, by Jim ÒActive Learning: Creating Excite- Frant, R.D., ÒLearning Through
Cain and Barry Jolliff, 1998, Kendall ment in the Classroom,Ó ASHE- Outdoor Adventure Education,Ó
Hunt Publishers, Dubuque, IA ERIC Higher Education Report No. Teaching Exceptional Children,
Phone (800) 228-0810 ISBN 0- 1, Washington, D.C. Volume 14, Number 4, February
7872-4532-1 Braun, Joseph A. and Brown, Max 1982, pages 146-151.
H., ÒChallenging Student Froiland, Paul, ÒAction Learning
Teachers,Ó Phi Delta Kappan, Vol- - Taming Real Problems in Real
Periodical and Journal Articles ume 65, Number 9, May 1984, Time,Ó Training, Volume 31,
pages 601-602. Number 1, January 1994, pages 27-
Anonymous, ÒOutdoor Education Carver, R., ÒTheory for Practice: A 34.
Directory: Organizations Involved Framework for Thinking About Ex- Gray, Tonia and Patterson, John,
in Outdoor Experiential periential Education,Ó Journal of ÒEffective Research into Experi-
Education,Ó March 1993, ERIC Experiential Education, Volume 19, ential Education: A Critical Re-
Document ED 357944 Number 1, 1996, pages 8-13. source in its Own Right,Ó Proceed-
Argyris, Chris, ÒTeaching Smart Clements, Christine, et. al., ÒThe Ins ings of the 22nd Annual AEE Con-
People How To Learn,Ó Harvard and Outs of Experiential Training,Ó ference, Austin, Texas, November
Business Review, May-June 1991, Training and Development, Volume 1994, pages 138-145.
pages 99-109. 49, Number 2, February 1995, pages Grenier, Jacques, ÒDirectory of
Association for Experiential Educa- 52-56. Outdoor Education in Canadian
tion, ÒPrograms Granting Academic Cross, P.K., ÒThe Coming of Age Universities,Ó May 1981, ERIC
Credit and/or Degrees,Ó Journal of of Experiential Education,Ó Na- Document ED 209054.
Experiential Education, Number 1, tional Society for Experiential Edu- Hanna, Glenda, ÒOvercoming Bar-
Spring 1979, pages 17-27. cation Quarterly, Volume 19, Num- riers to Implementing Outdoor and
Backus, Laurie, ÒOutdoor and Ad- ber 3, 1994, pages 22-24. Environmental Education,Ó Path-
venture Programs: Complementing Dickey, H.L., ÒOutdoor Adventure ways, Volume 6, Number 1, De-
Individual Education Programs and Training,Ó Journal of Physical Edu- cember 1993, pages 24-28.
8
Harvey, Judy, ÒChallenge Educa- Conference on Outdoor Pursuits in door Leaders,Ó ERIC Document
tion at New Garden Friends Higher Education, Boone, North ED356935.
School,Ó Phi Delta Kappan, Vol- Carolina, ERIC Document Number
Priest, Simon and Gass, Michael,
ume 65, Number 9, May 1984, ED 148 530.
ÒFive Generations of Facilitated
pages 604-605. Knapp, Clifford E., ÒLasting Les- Learning From Adventure
Herdman, Paul, ÒAdventure in the sons: A Teacher’s Guide to Reflect- Experiences,Ó Journal of Adventure
Classroom,Ó Journal of Experien- ing on Experience,Ó 1992, ERIC Education and Outdoor Education,
tial Education, Volume 17, Num- Document ED 348204. Volume 10, Number 3, 1995, pages
ber 2, August 1994, pages 18-25. Little, C., ÒDeveloping a High 23-25.
Hollandsworth, J.G., ÒA School- School Adventure Program - Project Adventure, Teaching
Based Outdoor Adventure Persistance and Innovation,Ó Jour- through adventure: A practical ap-
Program,Ó North Carolina Journal nal of Outdoor Education, Volume proach, 1976, Hamilton, Mass,
of Outdoor Education, Volume 2, 10, Number 1, 1975, pages 22-25. ERIC Document ED 148548.
Number 1, Fall 1980, pages 24-26. Metzger, Devon J., ÒPracticing Riggins, R.D., ÒEffective Learning
Huberstone, Barbara and Lynch, What We Preach: Involving Student in Adventure-Based Education:
Pip, ÒGirls Concepts of Themselves Teachers in Their Own Learning,Ó Setting Directions for Future
and Their Experiences in Outdoor Action in Teacher Education, Vol- Research,Ó Journal of Environ-
Education Programmes,Ó Journal ume 10, Number 4, Winter 1989, mental Education, Volume 18,
of Adventure Education and Out- pages 15-18. Number 1, 1986, pages 1-6.
door Leadership, Volume 8, Num- Miles, J.C., ÒThe Value of High Riley, Cheryl L., ÒIdeas that Work
ber 3, Fall 1991, pages 27-31. Adventure Activities,Ó Journal of for Outdoor Teachers and
Kesselheim, A.D., ÒA Rationale for Physical Education and Recreation, Leaders,Ó Proceedings of the Na-
Outdoor Activity as Experiential Volume 49, Number 4, April 1978, tional Outdoor Education Confer-
Education: The Reason for pages 27-28. ence, October 1985, Potosi, Mis-
Freezin’,Ó paper presented to the Ongena, J., ÒAdventure Education: souri, ERIC Document ED 259863.
An Opportunity to Teach Roland, Christopher; Summers, S.;
Youth Self Confidence and Friedman, M.; Barton, G. and
Respect,Ó NASSP Bulletin, McCarthy, K., ÒCreation of an Ex-
Volume 66, Number 454, periential Challenge ProgramÓ,
May 1982, pages 71-78. Therapeutic Recreation Journal,
Ongena, J., ÒShould our Volume 21, Number 2, 1987, pages
Schools Offer Adventure 5 4 - 6 3 .
Education ?,Ó Canadian Savoy, Gordon, ÒVoyageurs Ô72:
Association for Health, An Adventure Program for Eigth
Physical Education and Grade Pupils, ERIC Document ED
Recreation, Journal, May/ 085150, 1972.
June, 1984, pages 4-7. Sills, Robert, et. al., ÒWhen Teach-
Petrus, E.F., ÒTeaching ers Are the Students,Ó Vocational
Group Dynamics in an Inten- Education Journal, Volume 70,
sive Small Group Laboratory Number 2, February 1995, pages
in a Wilderness Setting,Ó 24-29.
1977, ERIC Document ED Smith, Kemper D. III, ÒBeyond
152-604. Wilderness Skills: Education for
Phipps, Maurice L., ÒGroup Individual and Group
Dynamics in the Outdoors - Development,Ó April 1984, ERIC
A Model for Teaching Out- Document ED 252368.
9
Sorohan, E.G., ÒWe Do: Therefore ruary 1993, ERIC Document ED Little, Jane Permaul and Sharon
We Learn,Ó Training and Develop- 371514, 35 pages. Rubin, National Society for Expe-
ment Journal, Volume 47, Number Whittaker, Tom, ÒDanger, Adven- riential Education, Raleigh, NC.
10, 1993, page 55. ture Education and Schools,Ó Jour- ISBN 0-937883-00-X. One of the
Sproul, Susan and Priest, Simon, nal of Physical Education, Recre- most academic specific manuals
ÒThe Ropes Course as an Educa- ation and Dance, Volume 52, Num- ever published, with some useful
tional Tool,Ó Pathways: The ber 9, November/December 1981, ideas for instituting an experiential
Ontario Journal of Outdoor Edu- pages 53-54. program.
cation, Volume 4, Number 2, Feb- Wood, D., ÒAnalyzing Adventure
ruary 1992, pages 9-12. Education: Behavior Patterns, Teamwork & Teamplay by Jim
Stahl, A., ÒBridging the Gap Be- Relativing Objectives, Sequencing Cain and Barry Jolliff, 1998, Kendall
tween Research and Teacher Activities, and Discovering Student Hunt Publishers (1-800-228-0810)
Education,Ó Journal of Education Perceptives,Ó Unpublished Doc- ISBN 0-7872-4532-1. Some of the
for Teaching, Volume 17, number toral Dissertation, Boston Univer- finest ground level portable chal-
30, 1991, pages 293-299. sity, 1978. lenge and adventure activities ever
Stevens, Peggy Walker and Wurdinger, Scott, ÒExamining the collected, with building instructions
Richards, Anthony, ÒChanging Learning Process Used in Adventure and one of the best resource lists
Schools Through Experiential Education,Ó Journal of Adventure ever compiled for this field.
Education,Ó March 1992, ERIC Education and Outdoor Leader-
Digest EDO-RC-91-13. ship, Volume 11, Number 3, Fall Into the Classroom: The Out-
Stutz, J.P. and Knapp, J., 1994, pages 25-27. ward Bound¨ Approach to Teach-
ÒExperiential Learning: An Anno- Yaffey, David, ÒThe Value Base of ing and Learning by Mitchell
tated Literature Guide,Ó CAEL Activity Experience in the Sakofs and George P. Armstrong,
Project Report, ERIC Document Outdoors,Ó Journal of Adventure 1996, Kendall Hunt Publishers,
Number ED 148 859. Education and Outdoor Leader- Bringing the Outward Bound expe-
Teaff, Joseph and Kablach, John, ship, Volume 10, Number 3, Fall rience into the classroom. ISBN 0-
ÒPsychological Benefits of Outdoor 1993, pages 9-11. 7872-6930-1
Adventure Activities,Ó Journal of
Experiential Education, Volume 10, Books, Manuals, Texts and Just Beyond the Classroom by
Number 2, Summer 1987, pages 43- Guides Clifford E. Knapp, 1996, Clearing-
46. Classics, Favorites and More. house on Rural Education and Small
Washbourn, P., ÒExperiential Schools, Charleston, WV ISBN 1-
Learning: Is Experience the Best 880785-15-3
Strengthening Experiential Edu-
Teacher?Ó Liberal Education, Vol- cation Within Your Institution by
ume 82, Number 3, 1996, pages 10- Jane Kendall, John Duley, Thomal The Interlocken Difference - Four
15. Decades of Experiential
West, June, ÒTeam Learning and Commu-
Building through nity Building World-
Wilderness Activi- wide by Amie Hill and
ties in Eighth Grade Richard Herman, 1998,
Special Education,Ó Kendall/Hunt Publishers,
Conference Paper Dubuque, IA ISBN 0-
presented at Western 7872-3548-2
States Communica-
tion Association An- Experience and Educa-
nual Meeting, Feb-
10
tion by John Dewey, 1938, 1986, Houghton Mifflin Co. Bos- tive Groups by Roger M. Schwarz,
MacMillian Publishing, NY. A clas- ton, MA 02108 ISBN 0-395- 1994, Jossey-Bass, San Francisco,
sic. 39387-6 A fascinating tutorial on CA ISBN 1-55542-638-7
our infatuation with competition and
The Conscious Use of Metaphor the opportunities that exist for co- Websites
in Outward Bound by Stephen operative adventures.
Bacon, 1983, Colorado Outward The Association for Challenge
Bound School, Denver, CO Course Technology (ACCT)
The Theory and Practice of www.acctinfo.org
Challenge Education by Tho- The Association for Experiential
mas E. Smith, Christopher C. Education (AEE)
Roland, Mark D. Havens and www.aee.org
Judity A. Hoyt, 1992, Kendall/
Hunt, Dubuque, IA ISBN 0-
8403-8042-9
Some Information about the
The Theory of Experiential
Author
Education by Karen Warren,
Jasper Hunt and Mitch Sakofs, Dr. Jim Cain is the author
1995, Third Edition, Association for Winning Is Everything and Other of the award winning adventure-
Experiential Education, Kendall/ American Myths based text Teamwork & Teamplay,
Hunt, Dubuque, IA ISBN 0-7872- Thomas Tutko and William Bruns, which received the Karl Rohnke
0262-2 1976, Macmillan Publishing, NY Creativity Award presented by the
ISBN 0-02-620770-2 Association for Experiential Educa-
Outdoor Adventure Pursuits:
Evaluating Training Programs - tion. He is the Executive Director
Foundations, Models and Theo-
The Four Levels by Donald L. of the Association for Challenge
ries by Alan W. Ewert, 1989, Pub-
Kirkpatrick, 1994, Berrett-Koehler, Course Technology, and manager of
lishing Horizons, Inc., Scottsdale,
San Francisco ISBN 1-881052-49- the Cornell University Corporate
AZ ISBN 0-942280-50-4 An in-
4 Chapter 13, Evaluating an Out- Teambuilding Program. Dr. Cain
depth text for understanding the
door-Based Training Program, in- makes his home in Brockport, New
components of adventure activities.
cludes commentary by Richard York and frequently serves as a vis-
Joining Together - Group Theory iting professor and staff develop-
and Group Skills by David W. Wagner author of many significant
challenged-based articles. ment specialist on subjects ranging
Johnson and Frank P. Johnson, from experiential education to chal-
1994, Allyn and Bacon, Boston, MA Lasting Lessons: a teacher’s
lenge and adventure-based activi-
ISBN 0-205-15846-3. Although guide to reflecting on experience
ties, and from recreational dancing
set for the business world, applicable by Clifford E. Knapp, 1992, ERIC/
and games leadership, to structural
to the academic field as well. CRESS Clearninghouse, Charles-
engineering, chaos and powder me-
The Well-Played Game - A ton, WV ERIC Document Number
chanics.
Player’s Philosophy by Bernard ED 348204.
Jim Cain 468 Salmon Creek Road
DeKoven, 1978, Anchor Books, Processing the Experience - Strat-
Brockport, NY 14420 Phone/Fax
Anchor Press/Doubleday, Garden egies to Enhance and Generalize
(585) 637-5277
City, NY ISBN 0-385-13268-9. Learning by John L. Luckner and
Reldan S. Nadler, 1997, Kendall / [email protected]
Read and understand.
Hunt, Dubuque, IA ISBN 0-7872- www.frontiernet.net/~teamplay
No Contest, The Case Against www.
Competition - Why We Lose in 1000-5 A classic.
Our Race To Win by Alfie Kohn, The Skilled Facilitator: Practi-
cal Wisdom for Developing Effec-
11
Position Available
----Position Title: Executive Director
Organization: Utah Society for Environmental Education (USEE)
POSITION DESCRIPTION: This high profile position requires a
dynamic individual who possesses vision and leadership qualities in
environmental education and nonprofit management. The executive
director (ED) will provide hands-on leadership and direction to assure
the continuing development and financial stability of programs, facili-
ties, and properties of Utah Society for Environmental Education
(USEE). The ED is given broad authority to govern the operation of
USEE under the mission, vision, and values set forth by the board of
directors.
Primary Responsibilities:
o Secure the resources necessary to fulfill USEE’s mission and expand
the vision;
o Maintain and enhance USEE’s positive reputation in the community; Graduate Education course
o Cultivate financial and political support from individuals, partners, being offered at
corporations, organizations, foundations, and governmental entities; SUNY Courtland
o Build and nurture a strong, professional, and enthusiastic staff; The course is entitled “An
o Manage all operations including program and project development Environmental Approach to K-8
and implementation, customer service, and staff activities; Learning Standards” Edu
o Oversee finances and comply with all IRS regulations; 559.024 or 025. The course will
o Work with the board to assure quality governance and strategic be offered at Cortland’s Outdoor
planning; Education Facility at Raquette
o Seek entrepreneurial opportunities to enhance USEE program and Lake, Camp Huntington. The
project offerings and community collaborations. dates are July 21-26,002. For
QUALIFICATIONS: more information please contact
Master’s degree in business or nonprofit administration, education, or The Center for Environmental
natural resources. Bachelor’s degree with equivalent experience will be and Outdoor Education at SUNY
considered. Five to seven years experience managing or directing a Cortland, (607)753-5488.
nonprofit or environmental organization. Proven leadership, manage-
ment, and fund development skills. Excellent public relations, oral and
written communication skills. Strong ability to work with and\pard line
communicate with others in a closeknit office envi-
ronment. Knowledge of environmental education
practices and trends preferred. Ability to
relate to people of all ages.Energy, enthusiasm,
creativity and desire to meet the challenges of a
growing nonprofit.
COMPENSATION: Low to Mid-40s, with paid
vacation, sick leave, and state and federal holidays.
LOCATION: Salt Lake City, UT
APPLICATION DEADLINE: Review of applica-
tions will begin on June 28, 2002. This position will
be filled when a suitable candidate is hired. For more
information www.usee.org/news/jobs.html

12
 Let the Circle Be Unbroken...
Celebrating 35 Years of Outdoor Edcuation
CONFERENCE DATES FOR 2002
THURSDAY OCT 24 - SUNDAY OCT 27, 2002
Villa Roma Resort & Conference Center
Callicoon, NY

This years’ large raffle item will be a Spotting Scope!

Pre-Conference Workshops
Early Bird Activities
Do-It-Outdoors Education Activities
Over 30 different Workshops!
Early Registration Discouts
13
 fully dealt with problems associated
with the environment. NYSOEA
membership is not required.

Outdoor Educator Award

This honor recognizes the outstand-

ing classroom teacher, environmen-
tal educator or interpreter in the As-
sociation who has used the outdoor
to enrich curriculum and/or interpret
the natural world in a way that has
expanded the environmental appre-
ciation of children or adults. Can-
didates must be active in the field
for five years and a NYSOEA mem-
ber for two years.
Award Nominations sionals in the field, who created in-
novative programs, and/or provided Julian Smith Student Award
It’s awards nomination time the management support that ex- Presented to deserving undergradu-
again. Do you know a NYSOEA panded outdoor education at the ate or graduate students who have
member deserving an award? Have local, state, or national level. Re- shown a commitment to outdoor
you ever taken the time to nominate cipient does not have to be a mem- education through study, leadership,
such an individual? ber of the Association. volunteer work and seasonal em-
NYSOEA awards recognize ployment. The student must be en-
those individuals making a differ- Service Award rolled full-time (12 hours) and have
ence in our organization and in their Presented for outstanding support a grade point average of 2.5 in a pro-
communities. Please review the of Association goals by contribution gram of study related to outdoor
award qualifications and consider of personal time and energy. Re- education. Applicant must submit
nominating someone you know. cipient must be a member for three a statement of interest and highlight
years. experiences and/or contributions to
Harlan “Gold” Metcalf Award the field. Two letters of recommen-
The highest honor presented to a dation must be secured form pro-
member of the Association. Candi- Creative Art/Literary Award fessors or one each from a
dates must have made valuable pro- Given for outstanding artistic or lit- NYSOEA member and a professor
fessional contributions in New York erary ability demonstrated by pub- familiar with the students back-
State, demonstrated outstanding lication, scholarly pursuits or other ground.
leadership, contributed to,and made creative art achievements related to For more information on awards
significant achievements in the field outdoor education. Nomination and award nominations please con-
of outdoor education. Recipients does not require Association mem- tact Marty Strong, 11601 Kelly Hill
must have ten years of professional bership. Road, Pine City, NY 14871 Award
experience and be a current nominations must be receive by July
NYSOEA member. Environmental Impact Award 31, 2002.
Awarded to an individual or orga-
Leadership Award nization involved in research, con-
Presented to candidates who are re- servation, and political action that
sponsible for the growth of profes- influenced, protected and success-
14
 Conference Committee Members Sought For
NYSOEA Conference 2003 - October 23-26
Villa Roma Resort
If you are interested in being on the 2003 Conference Committee please contact Co-Chairs John Stowell
(845) 265-3773 fax (845) 265-7941or Tom Smith. Conference 2003 will be held at Villa Roma Resort October
23-26, 2003. They are ready and willing to take workshop proposals now and at the 2002 conference.

NYSOEA Board Offices

Open for Election -2001

The following offices are up for election in 2001, please look for your
nomination information in the mail and respond promptly to the ballots.
Please consider running for one of the vacancies or nominating someone you
know.
VP Human Resources Secretary (Appointment)
VP Program Central Region Director
Eastern Region Director

15
 Who We Are We assist our members in
Established in 1968, the As- expanding their knowledge and
sociation is the leading professional skills in using the environment for
group supporting outdoor educa- responsible education purposes.
tion, environment education and in- We act as a unified voice
terpretive services in New York supporting the fields of environmen-
State. tal education, outdoor education, in-
Our membership includes terpretation and outdoor recreation.
classroom teachers, environmental Benefits of Membership
educators, college professors, natu- Annual Conference
ralists, interpreters, youth leaders, Regional Events
administrators, students, parents Publications
and others interested in the out- Awards
doors. Scholarships pathways is printined at Newburgh
Our Goals Membership Fees Free Acadamy, a High School Vo-
We promote public aware- Individual $40.00 cational Program. It is our plea-
ness of the value of outdoor and Family $50.00 sure to be working with these fine
environmental education and inter- Retired $30.00 students and faculty as well as sup-
pretation. Student $25.00 porting educational programs in
We foster a lifelong appre- Affiliate A $45.00 New York State.
ciation and sense of stewardship to Affiliate B $75.00
enrich curricula and programs. Library $40.00

The New York State Outdoor Education Association, Inc. is a not-for-profit professional organization
dedicated to lifelong learning in and about the outdoors. Outdoor Education is a method which embraces
multiple subject areas, including development of an appreciation of nature and the total environment.
Membership services, in addition to pathways, include the annual conference which provides opportunities
to share and learn, regional activities, annual award presentations and scholarships.

BULK RATE
New York State Outdoor Education Association, Inc. U. S. POSTAGE
418 Merry Road PAID
Amsterdam, NY 12012 PERMIT NO. 39
SOUTHFIELDS, NY
E-mail, [email protected]

Address Correction Requested