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by Catharine F. Bishop, M.Ed.; Sarah E. Corning;
Aiko Yoshino, Ph.D.; and Amy Shellman
"The purpose of life, after all, is to live it, to taste experience
to the utmost, to reach out eagerly and without fear for newer and richer
experiences." — Eleanor Roosevelt
Benefits
and outcomes studies can reveal valuable evaluative
information pertaining to the camp experience by investigating the discourse
between agency expectation and actualization. The purpose of this three-phased study
was to provide analytical research of the outdoor environmental education
programs administered at Bradford Woods, Indiana University’s
Outdoor Center. This phase of the study (Phase II) indicated the valuable
themes chosen for the development of a proper questionnaire as well
as the differences in socio psychological attitudes of campers
before and after the program. In addition, this study demonstrated the
value of utilizing a mixed-method approach in an investigative process
in order to offer other camps unique and worthy information about participant
experiences.
Theoretical Context
Outcome-based
research not only focuses on the program, it also
looks for differences or changes in participants. McNamara (2006) suggests
that a thorough outcome analysis will reveal program benefits and impacts
to clients. Questionnaires tap into the behaviors of a population using
sampling, question design, and data collection methodologies to discover
a specific purpose (Fowler 2002). Ultimately, this will assist in improving
current programs as well as potentially helping other camps of its kind.
Methods
During
the instrument development phase (Phase I), the
Bradford Woods Research Team (BWRT) conducted a qualitative study to
determine the salient outcomes of the environmental education experience
at Bradford Woods. Ten individuals representing a host of different
stakeholders (i.e., fifth grade participants, principals/administrators,
parents/guardians, teachers, and Bradford Woods’ instructors) were interviewed to gain their perspectives
regarding the Bradford Woods experience. An analysis of the data identified
the following themes: a) differences in stakeholders; b) social interactions;
c) environmental stewardship; and d) learning processes. Within each
theme, several key findings emerged: 1) while each stakeholder may have
shared a personal perspective, all identified the Bradford Woods experience
as a unique, fun, and enriching educational experience. In particular,
the non-formal educational setting was highly valued; 2) there were
effects of varying degrees of social interaction and peer dynamics on
perceived outcome; 3) collective importance on environmental responsibility
and stewardship were emphasized by all stakeholders; and 4) reflections
on and effectiveness of learning/instruction processes with structured
and unstructured program activities were discovered. The themes and
findings provided the BWRT with identified outcomes that both supported
existing literature in environmental education and provided direction
for the development of the Bradford Woods Program Benefits and Outcomes
Survey (Phase II). Data were collected from fifth grade students in
their school classrooms one week prior to participation in the Bradford
Woods program and again one week following the experience. A total of
fifty-four matched surveys were obtained and used in the analysis.
Findings
The
following findings were obtained from preliminary
analysis of data collected from students at a participating elementary
school. A significant increase in mean scores for the following seven
items was found:
I
am excited about school.
Science and nature are
interesting.
I
speak up when I have something to say.
I am interested
in learning more about nature.
I am aware
that people depend on nature.
I am comfortable
doing things without help from adults.
I
work well with other people.
The majority of the remaining
items, while not statistically significant, showed
an increase in mean scores, indicating a shift
in a positive direction. Interestingly, students
indicated significantly greater agreement with
one item, "being outside makes me uncomfortable." While reasons for
this are not explicitly
known, it may be that students experienced poor
weather conditions while they were at Bradford
Woods. Perhaps, more likely is that students mismarked
the item, interpreting stronger agreement as an indication that they
were comfortable being outside. This issue will be addressed in future
data collection with the item being rephrased to read, "I am comfortable
being in the outdoors." The research team anticipates collecting a minimum
of four hundred questionnaires from more than eight schools participating
in the program.
Conclusion
An
investigative inquiry was necessary in discovering
and understanding the benefits and outcomes of
environmental education camp programs. Through
this study’s process
and discovery of what an agency expects its participants
to gain may be far from what is actually manifesting. Therefore, participant
accounts of the camp experience provide valuable information regarding
both perceived and actual outcomes. The American Camp Association’s
2009 conference theme, The Power of the Experience,
complemented the efforts made by the Bradford Woods
Research Team in advancing camp research about
individual experience and by establishing a foundation
for future research possibilities at the Bradford Woods outdoor center.
The accounts given by the participants contributed to the study by revealing
benefits and outcomes, which in turn, provided a deeper understanding
to the phenomena of the camp experience.
Practical
Applications
This study is unique to other environmental
education research in that it acknowledges the
ideas and views of a diverse group of stakeholders.
This holistic approach offers a broader platform
for discovery through personal investment in the
camp experience at Bradford Woods. Our intention is to increase program
quality by analyzing these data and providing a clear account of what
occurs prior to the experience, as well as discovering what has actually
occurred after the experience. Are there significant differences in
the pre and post testing, and if so why?
There
are also practical applications for other camps
from this research. Outcome
studies help an agency learn what participants
are actually receiving from the program versus
what an agency expects its participants to learn.
Camps must first acknowledge the ideas and views of the stakeholders
who can offer a broader platform for discovery through personal investment.
The accounts given by participants reveal benefits and outcomes, which
in turn, provide deeper understanding to the phenomena of the camp experience.
Analyzing data and providing a clear account of what occurs prior to
the experience as well as discovering what has actually occurred after
the experience will increase program quality. Gaining participant accounts
of the camp experience through outcome studies provides valuable information
regarding both perceived and actual outcomes, lends credibility to the
camp program, and allows for future funding possibilities. Finally,
these findings can help directors make the case to perspective parents
and funders that camp programs produce measurable changes in children
and other participants in outdoor programs.
References
Fowler, F.J. (2002). Survey Research Methods. Thousand
Oaks, CA: Sage Publications.
McNamara, C. (2006). Field Guide to Non-Profit
Program Design, Marketing and Evaluation, 4th Edition. Minneapolis,
MN: Authenticity Consulting, L.L.C.
Originally published in the 2009 November/December
issue of Camping Magazine.
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