EnEd 5165:

Theories & Models in Outdoor Education
Fall Semester, 2017
2 credits

Ken's Home


Class #1
Class #2 & 3
Class #4
Class #5
Class #6



Scoring Rubric

Paper Formatting & Guidelines

Class Notes

Learning Styles used in this class

Krugly-Smolska Article

Class Readings

Professional Expectations

Youth Development Research & Theory

How to read a Scientific Paper

Flow Theory
Hierarchy of Needs
Optimal Arousal
OE Model
Piaget Dev.
Planned Behav REB
Self Efficacy

Bloom's Taxonomy for Learning


Course Syllabus


EnEd 5165

 Class meeting time:

Fridays - 9-11 am in SpHC 9

 Class meeting location:

SpHC 9
 Assignments: See side bar


Dr. Ken Gilbertson





 Course web url:



August 22, 2017

To: Students enrolled in Theories and Models in Outdoor Education - EnEd 5165

From: Ken Gilbertson

Re: Course layout

Up to this point in time, your UMD learning has been mostly directed toward learning HOW to teach environmental education to various kinds of students.

I want to welcome you to this next phase of your learning - Theories and Models in Outdoor Education. This course is intended to guide you toward an understanding of WHY we do what we do when we teach in, about, and for the environment. In addition, it's purpose is to UNDERSTAND THE STUDENT. Why do people learn the way they do, and when are they most receptive to being taught about the natural environment?

So, the primary premise of this course will be to understand the construct of "Start where the student is at, not where you want them to be".

Following is the course outline. First, I want to present some expectations that I have of you and that I have of myself. You can share your expectations of me and this course when we first meet.


First, I have found this course to be a very challenging, stimulating, and exciting opportunity to learn about our field of Outdoor Education. It is challenging because it will likely influence your current thoughts and understanding toward your craft. Sometimes that will be exciting. Sometimes you may be unsure, and sometimes you will downright dislike something. That is just fine - there's most likely a theoretical explanation why.

One of our first tasks will be to understand what a theory and model are. To begin, if the theory does not adequately explain a behavior, then it may not be a very strong theory. If the theory is not connected to practice, then it will likely be incomplete. Likewise, a person providing an educational experience without adequate theoretical understanding runs a high risk of becoming dogmatic (doing it "just because.."), throwing darts, and/or simply supervising a non-educative experience - however the student perceives it.

Thus, this course is an opportunity to connect practice with theory; To connect rhyme and reason. It doesn't get any better than that!

I expect you to:

  • Be prepared before class. I expect the same of myself.
  • Come ready to challenge what YOU do as an educator. (You will often hear me ask, "So what?", or, "How do you know?", or, "Why did that work so well?")
  • Be open to new or different definitions, hierarchies, or perspectives.
  • Reflect upon your previous practice and experience as a learner and as an educator. This is the type of course that can not be experiential by being out in the field. Rather, it draws upon your previous experiences as a means to apply what is learned in class.
  • Arrive to class on time ready to collaborate from 11am through 1 pm.




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