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ERIC Number: ED454022
Record Type: Non-Journal
Publication Date: 2000-Jan
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Cultural History Interpretation in Adventure Education: Promoting "Landfull" Experiences.
Baker, Molly Ames
A study examined the effects of integrating cultural history interpretation of the environment into wilderness adventure trips for college students. At Colgate University (New York), pre-orientation camping trips available to all incoming students integrated interpretive activities related to the local environment. Before the trips, leaders received training in interpretive theory, methods, materials, and goals. Participants were unaware of the study. Three weeks after the trips, 19 of 20 participants interviewed reported that the interpretive activities had a positive influence on the overall backcountry experience. The most effective activities were skits and group initiatives "peppered" throughout the day in a creative and engaging manner. All subjects reported increased knowledge of the area--most frequently, increased awareness of the Adirondacks as a unique place. Several participants said that knowing how others had cared for the land in the past made them feel more inclined to uphold Leave No Trace practices. Some participants noted that they were greatly influenced by their leaders, who conveyed a personal connection to the land. Three stages of participant experience of the land are discussed: "being there," discovering the stories of the land, and developing a sense of place. Suggestions for further research are offered. (Contains 21 references.) (SV)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A