This web page highlights a persistent, successful and exciting niche for outdoor education in Canada. Taught at the high school level, intensive, integrated outdoor/environmental programmes combine subjects such as Physical Education, English, Geography, Science, and Family Studies. In most cases, students spend an entire semester with the same peers and one or two teachers. Some programmes are based out of a single classroom or portable, moving out of the school for day-trips and extended expeditions; others are based at outdoor centers or camps, creating a mini-school campus away form the traditional concrete walls. Still others are constantly mobile, operating with no physical home base. Subject boundaries blur as students complete, canoe, hiking, and winter camping trips, bioregional and urban treks, and engage in environmental action projects, teach younger students and publish community-based magazines. A wide variety of programs have evolved, reflecting a combination of the strengths and interests of teachers, opportunities and interests existing in the local community, and needs and interests of students.
Both anecdotal evidence and more formal research confirm that high school students flourish in these programmes. They rekindle connections with their communities, their environment and themselves while having an opportunity to define, redefine, and ultimately, feel more comfortable being who they are. At least twenty-six such programmes exist in public schools across Canada. It is our hope that the following resources – both articles and web links – will provide a space for current and prospective integrated programme teachers to access and share resources.
NEW COEO PUBLICATION HIGHLIGHTING INTEGRATED CURRICULUM PROGRAMS
JOURNEYS into RELATION:
Vignettes of OEE-based Integrated Curriculum Programs in Ontario Secondary Schools
Teachers Stories, Volume 1
Thanks to the passionate and talented voices of 16 teachers, 1 student, one Faculty of Education Professor Emeritus and one Faculty of Education Instructor, longtime COEO member Grant Linney has compiled and edited a 109-page collection of information, stories and photographs regarding OEE-based Integrated Curriculum Programs across Ontario. Bert Horwood refers to these programs as “one of most stimulating innovations to have hit the education scene” in recent years. This online publication is now available to be downloaded from the COEO website.
COEO’s own Pathways, The Ontario Journal of Outdoor Education, is an invaluable tool for outdoor education professionals. Having back issues of the journal online, now makes it easy for anyone working in the field to access this storehouse of information. There is so much information, though, that it can be difficult to find exactly what you need.
The following links will take you directly to editions and articles about integrated high school programs. Hopefully, these connections will help educators and researchers find the wealth of resources available to teachers who currently facilitate programs, teachers who dream about starting programs and the researchers who prove their value.
Entire issues Dedicated to Integrated Programs
2002 Pathways: The Ontario Journal of Outdoor Education, 14(4)
2010 Pathways: The Ontario Journal of Outdoor Education, 22(3)
(A special issue dedicated to life and work of integrated program teacher Mike Elrick)
2011 Pathways: The Ontario Journal of Outdoor Education, 24(1)
Articles
*excluding volumes 14(4), 22(3) and 24(1)
Developing an Integrated Program
Ashton, C. (1998). Getting Started: An integrated curriculum programme. Pathways: The Ontario Journal of Outdoor Education, 10(2), 20-21.
Barrett, M. (1991). Earthlens. Pathways: The Ontario Journal of Outdoor Education, 3(3), 16-17.
Comishin, K., Dyment, J., Potter, T. & Russell, C.L. (2004). The development and implementation of outdoor-focused secondary school integrated programs. Applied Environmental Education and Communication, 3(1), 47-53.
Hanna, G. (1993). Jumping the Deadfall: Overcoming Barriers to Implementing Outdoor and Environmental Education. Pathways: The Ontario Journal of Outdoor Education, 6(1), 24-28.
Hanna, G. (1993). Jumping the Deadfall: Overcoming Barriers to Implementing Outdoor and Environmental Education. Pathways: The Ontario Journal of Outdoor Education, 6(2), 23-25.
Hanna, G. (1994). Jumping the Deadfall: Overcoming Barriers to Implementing Outdoor and Environmental Education. Pathways: The Ontario Journal of Outdoor Education, 6(4), 24-25.
Ungrin, J. (2001). Physical Education and the Integrated Curriculum. Pathways: The Ontario Journal of Outdoor Education, 13(5), 14-18.
Program Evaluation and Student Assessment
Henderson, B., Mehta, S., & Elrick, M. (1996). Using story for a high school integrated programme assessment. Pathways: The Ontario Journal of Outdoor Education, 8(5), 20-25.
Kozolanka, K. (1995). Engagement, Evaluation and Integrated Programs. Pathways: The Ontario Journal of Outdoor Education, 7(7), 28-32.
Program Profiles
Bozzeli, E. (1999). ROC 1998 and Horwood’s model of integrated programmes. Pathways: The Ontario Journal of Outdoor Education, 11(2), 24-26.
Comishin, K. & Potter, T. (2000). What’s going on in the Wild West? Four Public Secondary Schools that offer Integrated Curriculum Outdoor Education Programs. Pathways: The Ontario Journal of Outdoor Education, 12(5), 26-29.
Elrick, M. (2009). Food Education in a High School Integrated Program. Pathways: The Ontario Journal of Outdoor Education, 21(4), 19-20.
Kittle, L. & Sharpe, E. (2005). Strategies for Sustainability: A Case Study of Outdoor Environmental Education in an Integrated Curriculum Program. Pathways: The Ontario Journal of Outdoor Education, 17(3), 12-16.
Locke, K. (1997). Terra. Pathways: The Ontario Journal of Outdoor Education, 9(5), 29-30.
Hobson, L. (1996). Environmental Action – How do we make it Happen? Pathways: The Ontario Journal of Outdoor Education, 8(4), 27-28.
Hodgetts, D. (1997). Cootes Paradise: A grade Nine Integrated Programme. Pathways: The Ontario Journal of Outdoor Education, 8(3), 22-23.
McIntyre, H. (2004). English in the Wilderness: An Integrated Outward Bound Academic Course. Pathways: The Ontario Journal of Outdoor Education, 16(4), 12-14.
Parks, D. (1996). A Commentary on an Integrated Model of Alternative Outdoor Adventure. Pathways: The Ontario Journal of Outdoor Education, 8(1), 25-26.
Ripley, A. (2005). From East to West: Same Title, Different Job. Pathways: The Ontario Journal of Outdoor Education, 17(1), 30-32.
Root, E. (2004). The Magic of Student-Directed Learning Projects. Pathways: The Ontario Journal of Outdoor Education, 16(1), 31-32.
Thomson, A. (2011). Combining Outdoor Education and Anishnaabe Culture in a Four-Credit Semester Program in Blind River. Pathways: The Ontario Journal of Outdoor Education, 23(2), 29-31.
Von Bulow, P. & Sambells, F. (1996). Earth Odyssey Integrated Outdoor Studies Programme. Pathways: The Ontario Journal of Outdoor Education, 8(4), 24-26.
History
Horwood, B. (1995). Energy and Knowledge: The Story of Integrated Curriculum Packages. Pathways: The Ontario Journal of Outdoor Education, 7(4), 14-18.
Program Survival
Barron, J. (1996). Win-win financing: The art of survival in an integrated programme. Pathways: The Ontario Journal of Outdoor Education, 8(2), 30-34.
Barret, M. (2000). Update on Integrated Curriculum. Pathways: The Ontario Journal of Outdoor Education, 12(4), 24.
Barrett, M. & Jupp J. (2000). Integrated Progammes and the New Curriculum. Pathways: The Ontario Journal of Outdoor Education, 12(2), 12-15.
Barret, M. (2001). Interdisciplinary Studies Courses: An Update. Pathways: The Ontario Journal of Outdoor Education, 13(4), 10.
Elrick, M (1999). Notes from the Integrated Programs Section. Pathways: The Ontario Journal of Outdoor Education, 12(1), 10.
Elrick, M. (2007). Headwaters: The Next Stage in High School Integrated Programming. Pathways: The Ontario Journal of Outdoor Education, 19(3), 14-18.
Russell, C. (2002). Ministry Interdisciplinary Studies Curriculum Hot off the Presses. Pathways: The Ontario Journal of Outdoor Education, 14(2), 32.
Student Perspectives
Besse, J. (1991). My Semester in the Outdoors. Pathways: The Ontario Journal of Outdoor Education, 3(6), 11-13.
Caspell, S. (2007). Exploring the Influence of the ROC Integrated High School Program. Pathways: The Ontario Journal of Outdoor Education, 19(3), 20-27.
Doubt, E. (1992). Thoreau’s Walden. Pathways: The Ontario Journal of Outdoor Education, 4(3), 11- 13.
Doubt, E. & Ramsey, G. (1991). In the World for Half a Year: A Student’s View of Tamarac. Pathways: The Ontario Journal of Outdoor Education, 3(6), 24-25.
Elrick, M. (2007). Response to Exploring the Influence of the ROC Integrated High School Program. Pathways: The Ontario Journal of Outdoor Education, 19(3), 28.
Jupp, J. (1995). An integrated programme from the students’ perspective: The Bronte Creek Project. Pathways: The Ontario Journal of Outdoor Education, 7(4), 19-23.
O’Hara, K. (1994). Exploring the Land: 3-D Model. Pathways: The Ontario Journal of Outdoor Education, 6(4), 12.
Russell, C. & Burton, J. (2001). Student Perspectives of Grey Highlands’ Environmental Studies Program. Pathways: The Ontario Journal of Outdoor Education, 13(4), 11-15.
Smith, T. (2008). Integrated Programs and Pro-Environmental Behaviour. Pathways: The Ontario Journal of Outdoor Education, 20(4), 8-11.
Misc.
Dumond, C. & Warner , A. (2006). The Challenges of High School-Community Partnerships: Learning through Leading an Earth Education Program. Pathways: The Ontario Journal of Outdoor Education, 18(3), 5-10.
Elvy, J. (1998). Experience Canada Take to the Road. Pathways: The Ontario Journal of Outdoor Education, 9(6), 24-25.
Other Sources
Foster, A. & Linney, G. (2007). Reconnecting children through outdoor education: A research summary. Toronto, Ontario: The Council of Outdoor Educators of Ontario.
Henderson, B., Mehta, S., & Arnott, T. (1996). Inventory of integrated curriculum programmes employing outdoor experiential education at the secondary school level in Ontario. Toronto, Ontario: The Council of Outdoor Educators of Ontario.
Horwood, B. (1994). Integration and experience in the secondary curriculum. McGill Journal of Education, 29(1) 89-102.
Lieberman, G. A. & Hoody, L. L. (1998). Closing the achievement gap: Using the environment as an integrating context for learning. San Diego, California: State Education and Environmental Roundtable.
Russell, C.L. & Burton, J. (2000). A report on an Ontario integrated environmental studies program. Canadian Journal of Environmental Education, 5, 287-304.
