ERIC EJ899635: Exploring the Influence of the ROC Integrated High School Program

2007·0.12 MB·English

by  ERIC

F
eature
Exploring the Influence of the ROC Integrated High
School Program
by Scott Caspell
I could see ignited in the eyes of my Integrated Curriculum Programs
students the fire burning in me. I
could see that the changing of hearts The ROC ICP was founded in 1994 at the
and minds had begun. . . . [Integrated] Mayfield High School in the Town of Caledon,
Programs . . . are vehicles to give kids Ontario. In the ROC Program, students work
back their own sense of power, their towards a pre-established curriculum package
ability to connect, to feel compassion during one high school semester. In the
for others and the planet. They re- 1990s, the ROC students had the opportunity
inspire kids to love learning, to think to earn credits in English (journalism),
critically and to connect with the Earth Environmental Science, Physical Education
that is their home — their home that and Geography. The different subject areas
is in dire need of their compassionate were blended together throughout the day,
touch. (Hood, 2002, p. 34) thereby working to eliminate the
fragmentation between the curriculum and
Introduction students’ learning that is often produced by
discipline-specific courses.
Stemming from my personal experience,
numerous conversations with other educators, Numerous ICPs incorporate experiential,
and information from relevant literature project-oriented learning that involves the
(Horwood, 2002), it is apparent that the school’s local ecological and social
majority of students in Ontario have limited communities. This teaching approach serves to
access to outdoor, experiential learning create “real life” experiences by integrating
through the formal education system. I believe structured learning with the students’ lives
that investigating the effects of existing outside of school. Many people, myself
outdoor, experiential programs can be included, learn best when the subject matter is
instrumental in promoting more opportunities relevant to their lives, as well as when the
for holistic, outdoor, community-oriented learning involves the whole person — mind,
learning. As such, my senior honour’s work body and spirit, or the cognitive, affective and
investigated the influence of the Roots of physical learning domains (Priest & Gass,
Courage, Roots of Change (ROC) Integrated 1997). In this way, ICPs — like a great deal of
Curriculum Program (ICP) on participants’ experiential education — provide students
lives. More specifically, I interviewed 13 with the opportunity to more readily grasp
students who participated in the ROC concepts and skills being taught, which can
Program between 1994 and 1997 to help lead to a sense of enjoyment and success
determine what influence, if any, their throughout the learning process.
involvement in the program had on their lives.
S
Y This research project contributes to the call for Findings and Discussion
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W longitudinal research to support ICPs
H (Horwood, 2002; Russell & Burton, 2001). Interview respondents were randomly assigned
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A The research was qualitative in nature, a number of 1 through 13 to maintain their
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consisting of semi-structured, non-formal anonymity. In the interest of concealing the
phone interviews. identity of the research participants, all
20
respondents are referred to in the female
Exploring the Influence
gender. Text appearing in italics preceded by a R5)“[The ROC Program] occurred at a time of
“Q” indicates the question that the respondent life when I was formulating my self-
is answering. identity, and I definitely think this
experience helped me find my sense of
An Overview of the Respondents’ self, and it definitely gave me more
Impressions of the ROC Program confidence in lots of ways.”
R9)“[It’s] hard to say, since there have been
The following passages (from respondents other large influences since. It’s very
number seven and three) are representative of difficult to figure out fully. [The ROC
a number of responses to the interview Program] has affected the way I think, and
question, “What do you feel the overall the way I spend my time and resources. In
influence of the ROC Program has been on that way it was the tip of iceberg, whetting
your life?” the appetite. And that goes a long way
with people when they’re 15–18 years old.”
R7)“It was, to a very large degree, very close to
a life-changing experience — partially due These two respondents indicate that they were
to the teachers, the classmates and the in the ROC Program at a time in their lives
curriculum, but also due to the length [of when adolescents are “formulating their self-
the program]. . . . I feel I came out a identity” and are highly impressionable.
different person . . . [and] a lot of it had to Another interesting point that the ninth
do with how I thought. I think differently respondent raises is that it is hard to discern
[about] my impact on the world, and how the influence of the ROC Program in
I interact with people.” particular since there have been so many other
R3)“I loved ROC! It changed my life. You significant experiences throughout her
know those . . . important turning points? lifetime. This indicates, as was to be expected,
ROC was one of those; I think all children that respondents’ perceived correlation
and people should experience something between their time in the ROC Program and
like ROC. . . . ROC helped me become any outcome needs to be considered in
more engaged in my life, but also in the relation to their other experiences.
broader Earth community. I feel that
because of ROC . . . I’ve been more When respondent number one was asked what
adventurous [and] I’m not as afraid of she felt the overall influence of the ROC
making my own decisions. All because of Program had been on her life, she gave the
these experiences that stemmed from ROC following response, which contrasts with the
. . . I’m more willing to step outside my positive responses cited above:
‘comfort zone’.”
R1)“Uh, I hadn’t really thought about it very
The last sentence from respondent number much. The ROC Program provided a larger
three is interesting in that she acknowledges environmental awareness overall. . . . I’m
that it was not only the experiences in the not sure what else.”
ROC Program that influenced her life, but also
the “experiences that stemmed from” her time For clarification, I interpreted respondent
in the program. number one’s comment that “she hadn’t really S
Y
thought very much” about her time in the A
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While the above responses present positive program as an indication that the ROC
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feedback about the overall influence of the Program had a small influence on her life; T
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ROC Program, the following two responses however, it may be that this respondent found
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offer interesting developmental perspectives: it difficult to express her thoughts about the
ROC Program in a verbal manner. As such, 21
Exploring the Influence
this respondent may have been able to provide Links to Current Professions
a more detailed response if she could have
expressed herself in another communication Respondents number 12 and 2 indicated a
medium, such as poetry or story. direct correlation between their time in the
ROC Program and their current profession in
Links to Post-secondary Environmental or the environmental field. Respondent number
Outdoor Programs four indicated that she works for an
environmentally focused non-governmental
Post-secondary program selection is one of the organization, yet she did not correlate this
largest tangible influences that participants with her time in the ROC Program.
attributed to their time in the ROC Program. I Respondent number six indicated that,
cannot, of course, infer that the ROC Program although she had already selected her post-
was the only reason that these individuals secondary academic path before entering the
took an environmental or outdoor-focused ROC Program, the interpersonal skills and
post secondary program, since some of the technical outdoor competencies developed in
respondents entered the ROC Program with the program are quite useful in her current
pre-existing outdoor experience and an career. In another case, when asked if she was
interest in the environment. Yet, as the able to identify any life decisions that she now
following responses indicate, a number of relates to her time in the ROC Program, the
respondents correlate their experiences in the 11th respondent stated: “Well, the irony is
ROC Program with their post-secondary that I am now in a job in the environmental
program selection. field that actually builds on everything we
learned in ROC, although there was not a
R4)“I ended up taking Environmental Science conscious decision to do so.”
at university, which I can directly relate to
my time in the ROC Program.” Worth mentioning is the fact that the
R10)“[The ROC Program] definitely steered me interviews did not specifically inquire about
more towards what I took in university. I the respondents’ career choices. Consequently,
wasn’t too sure before [the program] what it is unclear what several of the respondents
I was interested in. . . . I went and did a do for a living. Therefore, out of 13 interviews,
degree in Environmental Science . . . .” four people indicated that they are working in
R8)“I don’t think I would have gone to the environmental field, although only two
university if I hadn’t gone to the ROC directly related their career choice to their time
Program. I was more interested in in the ROC Program. Another respondent (R13)
technical skills and probably would have replied that she was now teaching at the
gone into the trades . . . had it not been elementary level and that the ROC Program
for the ROC Program.” cultivated or strengthened her interest in
R5)“I went to . . . university for outdoor teaching.
recreation . . . .”
While these respondents are not necessarily an
(Q)Do you relate going to that program to your accurate representation of the entire ROC
time in the ROC program? alumni, I believe that their responses can be
S (A) “One hundred percent.” interpreted as a strong indication of the
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A influential nature of the ROC Program. Not
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While influencing students in their selection only do these individuals working in the
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T of a post-secondary degree is not necessarily environmental sector indicate the influence of
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P the goal of the ROC Program, these cases the ROC Program on their lives, but I would
demonstrate that the program did just that. suggest that their work also has beneficial
22 ecological and social implications as well.
Exploring the Influence
Environmental Influences of the ROC more specifically inquired about
Program environmental action and environmentally
responsible behaviours.
Wiersma (1997) asserts that “most
practitioners within the current educational A number of respondents commented that the
system have created boundaries between program helped them develop a stronger
school communities and ecological connection with the natural world. Orr (1992)
communities” (p. 11). The interview responses notes that firsthand experiences in the
suggest that the ROC Program offered a outdoors are influential in fostering
unique educational approach that blurred the connections with the Earth, which he further
boundaries between ecological and human relates to environmentally responsible
communities. As a result, the ROC Program behaviour.
not only integrated the subject areas, but also
the more-than-human world into the Other Life Decisions Influenced by the
program’s assignments and teaching strategies ROC Program
(Wiersma 1997). Nine respondents indicated
that the ROC Program cultivated in them a When asked if they could identify any skills or
stronger environmental awareness. The interests that the ROC Program cultivated or
following passage from the third respondent is strengthened in their lives, R8 and R12
representative of many of the responses about responded with the promotion of healthy,
environmental awareness. active, outdoor lifestyles. R10 noted that the
ROC Program inspired her to travel more,
R3)(Q) What was the overall influence of the which she reported she has done since her
ROC Program on your life? time in the program.
(A) Awareness. And it helped me become
more interested in learning, being engaged Personal Growth: Intra/Interpersonal
in my life, and the interconnection of Development
everything.
Intrapersonal growth
Many of the responses do not, however,
indicate whether the individuals have adapted Priest and Gass (1997) propose that
their lives and behaviours to live in intrapersonal skill development includes the
accordance with such an environmental following components: “new confidence in
awareness. oneself, increased willingness to take risks,
improved self-concept, enhanced leadership
The interviews were also structured to inquire skills, increased logical reasoning skills, and
about specific skills, interests or life decisions greater reflective thinking skills” (p. 20).
that the respondents relate to their time in the Similar to the ICP that Russell and Burton
ROC Program. Still, only a few respondents (2001) investigated, I found that respondents
correlated their experience in the ROC consistently indicated that there was a
Program with tangible examples of what could significant opportunity for personal growth in
be deemed environmentally responsible the ROC Program. The following excerpts
behaviours. Respondents R9, R2 and R3 detail what respondents had to say when they S
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indicated that they had altered their were asked if they felt there was an opportunity A
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consumption habits and a number of other for personal growth within the ROC Program.
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daily habits to be more environmentally T
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friendly, either completely or partially due to R11)“Oh yeah, totally! It was different for
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their experiences in the ROC Program. I now everyone. The atmosphere was conducive
believe that I should have structured the towards helping you get to know and 23
interview questions to include questions that understand yourself better. . . . I learned
Exploring the Influence
basically who I was, what is important to Interpersonal skill development
me, how I want to treat and respect other
people.” One of the main influences that respondents
R9)“I do — quite a bit of opportunity; attributed to the ROC Program involved
personal journaling . . . was very interpersonal skill development. Priest and
conducive to personal growth.” Gass (1997) note that interpersonal abilities
R6)“Definitely. I think that’s one of the big involve the following areas of skill
things that I did in the program. I was development: “Enhanced cooperation, more
not a social person; it was difficult for me effective communication skills, greater trust in
to interact in a group setting. It was a others, increased sharing of decision making,
good experience for me; it helped me grow new ways to resolve conflicts, improved
as an individual. I learned about problem-solving skills, and enhanced
handling myself in a group…. I learned a leadership skills” (p. 20). This section will
lot about myself….” draw from respondents’ comments that fit
into these skill sets.
Even the individual who offered the least
amount of support for the program still had R6)“So the thing I’ve used most [from the
the following to say when asked if she felt program] is learning about myself, how I
there was an opportunity for personal growth function in a group, and how to deal with
in the ROC Program: “Yup, definitely in terms others in a group — to realize peoples’
of the team building stuff I was mentioning; strengths and weaknesses, and how to use
not only with that but with the journals and different leadership skills to bring out the
other assignments made us step outside of best in people.”
your usual shell and try new things.”
The following respondent articulates a number
Four respondents (R11, R2, R9 and R1) of interpersonal characteristics that were part
indicated that their personal journaling of her experience in the ROC Program.
through the ROC Program fostered personal
growth. Journaling was likely important to R11)“The thing about the ROC Program is . . .
this many respondents because the act of [you are] with a community of people that
reflecting on their experiences and recording you may or may not like, and you need to
their thoughts helped them internalize and maintain a personal level of functioning;
learn from their experiences. yet you also need to interact and be part
of a larger community, more like the real
I believe that the elements of intrapersonal world. In programs like ROC, students
growth, noted above, are beneficial and need to live cooperatively with people
desirable for all people to develop and through conflict and celebration.”
strengthen. In this research, increased self-
confidence, an increased willingness to take In his book Ecological Identity: Becoming a
risks, and enhanced leadership skills were Reflective Environmentalist, Mitchell
cited by respondents as benefits of their time Thomashow (2001) refers to interpersonal
in the ROC Program. I will venture to suggest skills as “process knowledge,” which he asserts
S that well-developed intrapersonal abilities can can help people effectively share information,
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A significantly contribute to an individual’s solve problems and help resolve conflicts.
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sense of contentment with their situation in Thomashow (2001) postulates that the skills
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T life (i.e., feeling of success or happiness) as associated with process knowledge are
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P well as their emotional, physical and mental necessary for people of all career paths,
well-being. including those working in the environmental
24 field and what he refers to as “ecologically
Exploring the Influence
responsible citizens” (p. 173). Following The previous respondent’s reply supports
Thomashow’s line of thought, if an individual’s Sobel’s (2004) assertion that locally focused,
interpersonal skills are underdeveloped, that experiential learning contributes to the
person will be unable to effectively relate with participants’ perception of its authenticity. The
her family, peers and colleagues; thus she will following statement by Sterling (2001) also
unlikely be successful and content in her relates to a number of participant responses:
personal and professional relationships. In “If we want people to have the capacity and
this sense, well-developed interpersonal and will to contribute to civil society, then they
intrapersonal skills can be thought of as the have to feel ownership of their learning — it
foundation that can then support healthy and has to be meaningful, engaging and
respectful relationships as well as, potentially, participative, rather than functional, passive
meaningful and socially and environmentally and prescriptive” (p. 26–27).
conscious life work. Sterling’s thought implies that once
individuals are engaged in their learning and
Specialties of the ROC Program? their local community, then they can begin to
think of themselves as part of something
One of the objectives of this research was to larger than themselves, including the social
gain an understanding of those aspects of the and ecological aspects of the Earth
program that helped create the opportunity community. Judging from the comments of
for meaningful experiences or personal the last several reported interview
growth. The respondents listed a number of respondents, it appears that the ROC Program
elements that contributed to their enhanced was fairly effective at engaging students and
learning and enjoyment of the program: (1) making the learning process more meaningful.
authentic, “real world” learning; (2) the
experiential teaching approach; (3) and, the The experiential teaching approach
role of the teacher.
Although there were no questions in the
Authentic learning interviews that specifically addressed
experiential learning, there were a number of
A number of respondents talked about how responses in this area to warrant its own
the learning in the program was much more section in the analysis. In addition to personal
relevant to their daily lives than normal growth and interpersonal skill development,
classroom learning. In many instances, this experiential learning was the third theme that
was a result of the activities, assignments or Russell and Burton (2001) interpreted as
field trips involving their local community. being important to the students in their study.
The following excerpt highlights the The poignant response from the ninth
importance that a number of respondents respondent indicates why she felt the ROC
attributed to authentic learning experiences. Program offered beneficial learning
opportunities.
R3)“The learning was relevant. When we
visited the water treatment plant we R9)“The whole approach to learning and
learned this is how our water is cleaned . . . testing [in the ROC Program] seems to me
or these are relevant things happening in to be much more beneficial [than in S
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our community, or . . . [this is] how our regular courses]. We all learn in A
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life impacts these things. This type of multifaceted ways, and it’s arrogant of the
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learning made it really tangible — not in a education system to utilize one way of T
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text book or in far away places. . . . It was learning and assume that all students can
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a powerful experience!” learn that way. . . . [The ROC Program]
sets students up to win once they leave 25
Exploring the Influence
program, setting them up for a new R9)I really liked [our teacher’s] style and
approach in the typical classroom approach, and this program in general. It
learning.” honed the skills that people have and
encouraged them to further develop these
The ninth respondent speaks to several skills. This kind of program enabled truer
important facets of a holistic, experiential testing and learning that encourages growth.
education program, including how the
teaching approach was more conducive to I interpret this response to suggest that the
reaching people with different learning styles. philosophy and abilities of the educator also
A number of respondents indicated that play a major role in the influence of ICPs. The
learning in an experiential manner was one of experiences of the ROC Program were
the most meaningful elements of the program. apparently rooted in an “eco-centric”
Many respondents mentioned that the approach that encouraged students to examine
experiential approach to learning was their personal beliefs, their relationship with
enjoyable, and a much easier way to learn; other humans, and their influence on the
however, respondents were often unable to world around them.
articulate why this was the case. Ellsworth
(2005) shares her thoughts on experiential Concluding Thoughts
learning, and why we may find it so difficult
to think about it intellectually: The findings of this research indicate that the
ROC Program had a varied yet relatively
No one, no “I,” can access this place influential effect on the participants’ lives. It is
of [learning] because what we not surprising that this research supports the
experience as “I” emerges from it. This findings presented in Russell and Burton’s
is why we cannot explain “how” we (2001) study: that experiential learning as well
have come to knowing. This is why as interpersonal and intrapersonal skill
pedagogy teaches but does not know development were consistently cited by
how it teaches. We come to a knowing participants to be a major influence in their
only as we emerge from a realm of perceived success and enjoyment of the
sensation/movement that is program. This research indicates that the ROC
ontologically prior to cognition. (p. Program facilitated meaningful — and in
167) some cases measurable — benefits and
influences, as described by its participants 9–
Ellsworth’s passage expresses the importance 12 years after their experience in the program.
of teaching strategies and pedagogy. This
research supports Ellsworth’s assertion that it While the excerpts from the interviews are a
is not only the knowledge being taught, but strong indication of some of the tangible (e.g.,
also the learning experience — including the university selection) and intangible (e.g.,
learning environment and involvement with interpersonal skill development) ways this
co-learners — that has influenced these program influenced students, the fact remains
respondents’ personal growth and development. that ICPs compose only a small proportion of
students’ lives. Although in ICPs the quality,
S The educator rather than the amount, of time spent is of
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A third factor that influenced the learning and that students spend in such programs appears
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T personal growth of the respondents was their necessary. Even though there is a growing
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P teacher. The following highlights what one body of literature citing evidence as to why
respondent thought of her teacher’s style and students should have the option to learn in an
26 philosophy: integrated, experiential manner (Horwood,
2002; Russell & Burton, 2001), there is no
Exploring the Influence
indication that a movement in this direction is Hood, L., & Macmillan, J. (2002). Liz & Julie’s
occurring. As Horwood (2002) notes, integrated, excellent adventure. Pathways: The Ontario
holistic, environmentally focused learning is Journal of Outdoor Education, 14(4), 17–20.
simply not currently an option for most Horwood, B. (2002). The persistence of a
students in the Ontario public school system. good idea. Pathways: The Ontario Journal of
Outdoor Education, 14(4), 4.
Academics and practitioners need to support Horwood, B. (2002). The influence of outdoor
the continued evaluation and adaptation of our education on curriculum integration.
research methods, as well as our educational Pathways: The Ontario Journal of Outdoor
theories and practices, in order to reflect Education, 14(4), 6–13.
research findings and the dynamic nature of Kittle, L., & Sharpe, E. (2005). Environmental
the learning environment and our students’ education in an integrated curriculum
needs. For those who support the learning program. Pathways: The Ontario Journal of
outcomes attainable through ICPs, we need to Outdoor Education, 17(3), 13.
continue to promote, fund and otherwise Luckner, J., & Nadler, R. (1997). Processing the
ensure that similar learning opportunities are experience: Enhancing and generalizing
available to as many people as possible. learning. New York, NY: Kendall/Hunt.
Orr, D. (1992). Ecological literacy: Education
What is needed is a desire from educators to and the transition to a postmodern world. New
provide such learning experiences, to find the York, NY: Albany Press.
necessary resources to do so, and to work Priest, S., & Gass, M. (1997). Effective
through the details and challenges of leadership in adventure programming.
operating such programs. As Kittle and Windsor, ON: Human Kinetics.
Sharpe’s (2005) case study of three ICPs that Russell, C., & Burton, J. (2001). A report on an
have been running for 10 or more years Ontario secondary school integrated
indicates, there is hope that ICPs can environmental studies program. Canadian
“overcome, and navigate through this Journal of Environmental Education, 5, 287–
changing educational climate” (p. 12). The 304.
findings of this research support previous Sobel, D. (2004). Place-based education:
efforts that demonstrate the benefits of ICPs Connecting classrooms and communities. Great
with the hope that, as Horwood (2002) Barrington: Orion Society.
articulates, “Whatever the future for holistic Sterling, S. (2001). Sustainable education: Re-
education . . . I have confidence that we are visioning learning and change. Bristol:
among the guardians of a good idea that, even Arrowsmith.
if it fades for a while, will resurface and Thomashow, M. (1995). Ecological identity:
persist, like a fertile seed” (p. 4). Becoming a reflective environmentalist.
London: MIT Press.
References Wiersma, Y. (1997). Ecological communities,
school communities: Blurring the edges.
Davis, B., Sumara, D., & Luce-Kapler, R. UnderCurrents, 9(8), 8–12.
(2000). Engaging minds: Learning and
teaching in a complex world. London:
Lawrence Erlbaum. Scott Caspell is currently pursuing his Bachelor of S
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Ellsworth, E. (2005). Places of learning: Media, Education with the Outdoor, Experiential and A
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architecture, pedagogy. New York, NY: Ecological Education (OE3) specialization at
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Hood, L. (2002). Dragonfly days. Pathways: version of Scott’s 2006 Senior Honours Work
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The Ontario Journal of Outdoor Education, Thesis, as part of the Bachelor of Environmental
14(4), 33–36. Studies Program at York University. 27