Overview

Adventure education engages students in experiences that focus on the development of inter- and intrapersonal development for individual’s and/or groups, and there is personal reflection that occurs through guided processing with a trained facilitator (Brown, 2006; Prouty, 2007). Sutherland et al. (In press) stated, “the adventure-based learning model is a student-centered, strength-based approach through which intrapersonal and interpersonal relationship skills can be developed” (p. 2). Berry and Hodgson (2011) suggested, “Adventure education is a form of experiential learning typically associated with activities involving risk, from cooperative games such as raft building to high-adventure activities such as rock climbing” (p. i). From our perspectives, these definitions are valuable, correct, and touch on important aspects of the adventure education model. This curriculum model uses seven stages. The order of these stages are as follows: acquaintance activities, ice breakers/deinhibitizers, communication, problem solving, trust, low elements, and high elements. For definitions and activities related to each stage, please see the activities tab under resources.