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183 p. : 22 cm

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This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

The Outward Bound Bridging Course is a 6-week residential program designed to improve academic achievement and self-concepts in low-achieving high school males. During 1980-1984, five courses were conducted for 66 Australian high school males. Most of them were ninth grade students, chosen on the basis of poor academic performance, an apparent potential to perform better, and strong parental support. The design of the evaluation component of this study evolved during the 5-year period. After the first 2 years, standardized mathematics and reading tests, the Self-Esteem Instrument (SEI) and the Self-Description Questionnaire (SDQ) were administered before, during, and after each course. Findings supported: (1) the effectiveness of the Outward Bound Bridging course coupled with parental involvement as an academic intervention for low-achieving high school males on both academic achievement and academic self-concept; and (2) the validity of multidimensional self-concept responses to the Self-Description Questionnaire in relation to academic performance and in relation to the impact of an effective academic intervention. The short multiple time-series design, the specificity of the effects to academic outcomes, and the generality of the effects across academic self-concept and achievement make implausible many possible internal and external threats to the validity of the interpretations. (Author/JAZ)

Outward Bound Course U72 : Group photograph, Outward Bound Mountain School, Ullswater, Lake District, U.K., January1963.

Telstar High School OUTWARD BOUND 1986

Telstar High School OUTWARD BOUND 1986

The North Carolina Outward Bound School uses the Principle-Process Course Design Model as a clear and logical structure for designing wilderness courses. The model begins by establishing the key processes that sequentially structure all wilderness courses and then defines their function within the structure of the school's organizational mission. These key processes are: (1) principles (foundational pillars of self-reliance, physical fitness, craftsmanship, and compassion); (2) people (working relationship between the course director, instructors, and students); (3) place (expedition planning to serve the purpose of fulfilling the guiding principles for the benefit of the people involved); (4) program (course curricula); and (5) performance (evaluation of the course effectiveness in establishing the guiding principles and bringing the stated mission to fruition for the people served). The Course Progression Methodology at the school is a sequential process that addresses both individual and group development as the participants move from fear of the unknown toward personal power and performance. The stages of development in this progression are identity, connectedness, competence, purpose, and power. This delivery structure is simple to understand, creates a common language and direction for the school, and serves as a basis for operations and staff development. (SV)

The guidance and counseling department of a western North Carolina middle school wanted to identify more precisely what it was that a week's participation in Outward Bound provided for their students. Outward Bound is an adventure-based, or wilderness-based, educational experience that promotes self-esteem through achievement in a challenging environment. Questionnaires and open-ended interview questions were prepared and administered to 135 eighth-grade students who participated in Outward Bound and 85 ninth graders who had participated the year before. Responses indicated that the overwhelming majority of participants did indeed enjoy a positive experience. The study reinforced the belief of the guidance and counseling department that their students had a positive experience as Outward Bound participants. Approximately 98% of the ninth graders felt that Outward Bound had helped them become more positive and contributing participants in group activities, and 88.2% thought that they were now more capable of accomplishing more challenging tasks. Responses of the eighth graders, who had more recently completed the program, were similar. Three questionnaires are provided. (Contains 20 tables and 20 references.) (Author/SLD)

Outward Bound (OB) backpacking and Nordic ski programs aim to integrate humanistic goals (i.e., personal awareness and understanding and compassion for others) with the school's curriculum. Program goals fall in three areas--personal, group, and academic. In designing a successful course which will achieve the goals, there are several phases, all equally important: planning, student involvement, classroom preparation, connecting experience, and follow-up or evaluation. Following these phases, this guide presents ideas to aid teachers in designing and carrying out their own OB programs. Covered are: teachers' role and responsibilities; fund raising; food planning; students' projects; suggested activities in geology, ecology, weather, map and compass, human history, and creative writing and art; activities during the course--introduction games, group journals, environmental awareness exercises, group experiences, values clarification, poetry, stories, readings, and personal interviews; and course evaluation. Appendices include: an OB short school program proposal form, time line chart, backpacking and short ski program models, sample menus, insulation and chill factor charts, common animal tracks, first aid kit and clothing lists, a general bibliography of ski touring literature, rules for preventing hypothermia and for avoiding and surviving snow avalanches, and a ski touring program evaluation form. (NQ)

The Colorado Outward Bound School has continued its traditional program of providing leadership students of high caliber with stress and success experiences in an outdoor environment which are designed to facilitate personal growth in each student. The activities on expeditions are planned so that each individual is confronted in a way that maximizes this growth and forces him to develop in areas of need. The special programs developed by the school in cooperation with other agencies (industrial and social) follow the same format, with the emphasis that the experiences gained through the program are catalytic to the agencies' follow-up programs. The special programs enrolling 765 students in 1968 were aimed at the hard core unemployed, the urban disadvantaged, school underachievers, and college freshman orientation. The report reports on each of the summer courses and model programs, and a brief vita describing each of the 41 staff members. Also included are various statistics concerning an enrollment breakdown, quotes from student journals, the 1969 course schedule, and a reprint of "Outward Bound: Education Unlimited," by Gary Templin. [Not available in hard copy due to marginal legibility of original document.] (DK)