Beyond “The Outward Bound Process:” Rethinking Student Learning

By M. McKenzie, Simon Fraser University. 2003

216 citations recorded by the source corpus.

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Student Learning in Outdoor Education: A Case Study from the National Outdoor Leadership School (2008, methodology): “For example, McKenzie (2003) posited that course activities, physical environment, instructors, and the group are all critical to development on adventure courses, and Martin & Leberman (2005) found that the group, the instructors, the physical activities, reviews, and the solo were all critical to…”
Complementing classroom learning through outdoor adventure education: out-of-school-time experiences that make a difference (2018, background): “These elements are common in outdoor and adventure program models (cf. McKenzie, 2003; Walsh & Golins, 1976).”
Exploring Participant Development Through Adventure-Based Programming: A Model from the National Outdoor Leadership School (2007, methodology): “Providing challenges is also widely considered critical and necessary for human growth and development especially through recreation and adventure (e.g., Caldwell, 2000; Garst et al., 2001; McKenzie, 2003).”
The influence of short-term adventure-based experiences on levels of resilience (2011, background): “Witt, 2006; Unger, Dumond, & McDonald, 2005; also see McKenzie, 2003). Friborg, Hjemdal, Rosenvinge, and Martinussen (2003) report that resilient people draw heavily upon favourable dispositional attitudes and behaviours such as”