Over the last year, universities have been challenged with making the difficult changes necessary to adhere to regulations in response to the COVID 19 pandemic. Many course structures have suffered from the new regulations and the quick transition to virtual class meetings and assignments. While many courses have suffered in light of COVID, there are others that have been able to continue with a primarily face-to-face model; These courses are those that make frequent use of the outdoor classroom.

In many cases, outdoor education can have numerous benefits but it is important to note that it must be used appropriately. According to Jean-Philippe Ayotte-Beaudet in their article Outdoor Education at Universities can be a Positive Legacy of the Pandemic, “Outdoor learning environments should be used only when activities have an added value” (2021). This “value” could be applying things learned in the classroom to the outdoors or improving student attention span. While hosting class in an outdoor environment has proven to be extremely beneficial with extending attention spans for individuals without Attention Deficit Hyperactivity Disorder (ADHD), there is not enough data to determine benefits or disadvantages for students with ADHD. Regardless of this, the task educators are challenged with when incorporating outdoor learning into their curriculum is selecting locations that could “enhance positive stimuli and reduce nuisance stimuli” (Ayotte-Beaudet, 2021). This involves ensuring the students are comfortable, the setting is relaxed, and there is little ambient noise and distraction. This takes practice and attentiveness by the educator, as well as adequate outdoor class venues provided by the university.

One of the greatest takeaways from the COVID pandemic as it relates to higher education is that the outdoor classroom can be a helpful tool when implemented properly. If we are to move forward with providing this opportunity to professors and students, formal trainings and instruction should be offered to give educators the means to adopt outdoor education successfully.

Written by John Alexander, IUOA Student Intern & Senior studying Outdoor Recreation, Parks, and Human Ecology and Business

Source: https://www.halifaxtoday.ca/local-news/outdoor-education-at-universities-can-be-a-positive-legacy-of-the-pandemic-3264126?fbclid=IwAR3gePwQYFZVEw7DJ3ou2LndiwLH98aUSBph-PDUt9NfGU8PpBdKQp8V_DA

A series of racist policies that have existed and still exist in America today stifle the progress of antiracist and social justice agendas and cost Black, Indigenous, and People of Color American lives. We are not an exception; Today, Black students make up less than 5% of the student population on our campus. Recreation also is not an exception; Outdoor lands & waters in our country were forcibly taken from Indigenous peoples and developed for white leisure. Today, white bodies dominate space in the outdoor industry.

Racial injustice is a systemic issue in our country that needs to be addressed immediately. IU Outdoor Adventures openly deplores any act of racism on or off of Indiana University’s campus. We acknowledge our responsibility in taking steps to create diverse curriculum, inclusive programming, equitable design, and demanding just and safe outdoor recreation for Black, Indigenous, and People of Color. We acknowledge that both self-education and acting upon that education in a timely manner are required to overcome these injustices, and the methods through which we act will be immersed within our Program. Together, let us stand up for a socially just world and respond actively to the loud calls for action.

Additional Reading:

https://ois.iu.edu/living-working/equity.html

https://www.alpengloweducation.com/post/late-to-the-broadcast

Sources:

https://uirr.iu.edu/doc/facts-figures/enrollment/diversity/ipeds-base-sets/1-IU_BL_base_2019.pdf