Question+10


 * 10. Evaluation Criterion: The project is founded on specific evidence of past educational experience and research.

Explain, within 300-400 words for tier 1 or 600-700 words for tiers 2 and 3, how your project meets this criterion.** *

Much of this evaluation criterion has been answered throughout the application. It bears repetition for this section of the form.

The honourable minister has conducted his own informal research and found that students who find a passion are better able to perform academically, emotionally and psychologically. (High School Council, Sir James M Hill High School, May 2007) Many students find their passion in activities that require risk taking, problem solving, teamwork, and opportunities for adrenaline to flow. These passions can be addressed responsibly in an adventure setting to encourage positive development of our students when it is done correctly with a focus on soft skills or human interaction and debriefing.

Some research has been done to specifically aid students who are considered “at-risk” or who are sitting on that border of stereotypical teen rebellion. “The prevention [intervention] strategy is simple: as adolescents begin to carve out their own space in the world, the adults who have controlled, sustained and protected them begin to let go. In fact, [the adults] do more than gradual passive concessions; they pro-actively challenge their youth to challenge themselves” (J.N.Howell, Reclaiming Children and Youth 16:1 spring 2007, pp45-48) They go on to show that the greater the perceived risk and responsibility, the better the students do in school and with their families. This same report suggests that for many of their clients, teen rebellion could be all but eliminated should those individuals be presented with a level of adventure, risk, responsibility and trust. It is on this sentiment that the Outdoor Pursuits curriculum was originally based. Unfortunately, restrictions to the schedules, facilities and budget generally allow only one attempt at anything difficult. According to the literature, (W.Ward, A. Yoshino, //J of Experimental Education//, 2007, Vol 29, No3, pp 369-372), students who have access to these challenge courses on only one or two occasions do not obtain the maxium level of possible learning.

Safety is of the highest concern, and rightfully so, in the devleopment of a challenge course. As a result, much to the training for teachers of outdoor pursuits has been focused on the technical skills of the activities. These technical skills are relatively easy to checklist and to grade. However, skill based programs “fail to significantly raise participants’ levels of measured positive psychological constructs”. (//Journal of Experiential Education//, Volume 29, No2. Pg 203, 2006). Now that we are comfortable with the safety issues, it is time for us to investigate and practice the more difficult and nebulous soft skills of interpersonal relationships, character building and leadership development.