THE HORWOOD CONFERENCE - Restoration & Resilience - School of Kinesiology and Health Studies
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CONFERENCE PROGRAM
Canadian Student Outdoor Education Conference 2019
THE HORWOOD CONFERENCE
Restoration & Resilience
Queen’s University, Kingston, Ontario, February 1-2
The Canadian Student Outdoor Education Conference (aka The Horwood Conference) is an
annual event organized by and for students studying outdoor and environmental education,
health and physical education, outdoor recreation, adventure leadership, experience-based
learning and/or related fields. It is hosted at Queen’s University each year and held over a
weekend in February. Graduate, Undergraduate, B.Ed and College students attend the
Horwood Conference to present oral or poster contributions on various research topics related
to outdoor education, as well as share games and learning activities, lead workshops, attend
special lectures, and also meet with representatives from participating institutions that offer
Bachelor of Education and graduate degrees with a focus on outdoor education. Restoration &
Resilience is the theme of this year’s conference – an open or general theme, chosen
specifically to encourage a wide range of submissions diverse in both format and topics related
to outdoor education.
The conference program is now set and the organizing committee is excited to be welcoming
20+ student presenters from across Canada (and beyond) to present at our seventh annual
conference. Those students still wishing to register as participants should do so quickly as
space is limited and spots are filling up fast! For further details regarding this conference,
please visit the Queen’s School of Kinesiology and Health Studies website or contact
Conference Co-Chairs, Georgia Dow and Brooke Henry at horwood@queensu.ca.
2019 Horwood Conference Committee
Hannah Boomer, Kyle Clarke, Jared Denotter, Jacqueline Douglas,
Georgia Dow, Brooke Henry, Karlee Jalbert, Peter Vooys
CONFERENCE REGISTRATION FORM (please write neatly):
First Name: __________________________________ Last Name: ____________________________________________
School/Program: ____________________________________________________________________________________
Mailing Address: ____________________________________________________________________________________
City/Town: _____________________________ Province: ___________________ Postal Code: _____________________
Email Address: __________________________________________ Telephone #: ________________________________
Emergency Contact Name and Phone #: _________________________________________________________________
Dietary needs or preferences: ________________________________________ T-Shirt size (unisex): ________________
Please identify any other concerns (i.e., medical, special needs, allergies, mobility, etc.):
__________________________________________________________________________________________________
Will you require billeted accommodation – if yes, would you prefer a male, female or coed host(s):
__________________________________________________________________________________________________
REGISTRATION FEES:
☐ Student Conference Participant $65 (Early Bird) $75
☐ Student Presenter/Participant $55 (Early Bird) $65
*Please note that the special early bird pricing is only valid until December 15, 2018 – to qualify, registration forms
and payment must be postmarked on or before this deadline.
PAYMENT: Cheque or Money Order payable to Queen’s University (Memo: Horwood Conference 2019 Registration).
Please send this form with enclosed fees to:
Horwood Conference 2019 Registration
Attention: Horwood Conference Organizing Committee
c/o School of Kinesiology and Health Studies, Queen’s University
SKHS Building, 28 Division Street
Kingston, Ontario
K7L 3N6
Location/Transportation The Queen’s University School of Kinesiology and Health Studies (SKHS) Building will serve as the basecamp for the 2019 Horwood Conference. Located at 28 Division Street in Kingston, Ontario, this building will be the site for registration and the meeting place for most presentations, workshops and outings. The Queen’s campus is located in downtown Kingston, which is easily accessible from the Macdonald-Cartier Freeway (401). Kingston can be reached by multiple forms of public transportation (including VIA Rail, Megabus, Megabus Pearson Airport Shuttle, Air Canada) and is approximately 2 hours east of Toronto and 3 hours west of Montreal by car. Once on campus, all conference related events and activities are located in walking distance. Accommodations, Meals and Snacks A variety of accommodations are available for conference participants. Individuals or groups have the choice of being billeted with a Queen’s student(s) or staying in their choice of selected hotels offering a special conference rate. Student’s choosing to billet are asked to bring a sleeping bag, pillow, towel, and alarm clock. If you require billeted lodging, please indicate this on your registration form and the conference committee will do its best to accommodate your request (although we are confident that we will be able to find spaces for everyone, billeted accommodation is not guaranteed and we will be operating on a first-come, first-served basis – so register early!) Please inform the conference committee of any special accommodation needs on your registration form. Some food/meals will be provided as part of the conference registration fee – this will include nutrition breaks, a Pizza lunch on Saturday and a cocktail reception and buffet dinner on the Saturday night during our closing banquet (to be hosted at the University Club). The following accommodations are recommended: Holiday Inn Kingston Waterfront Hotel, 2 Princess Street, Kingston, Ontario A block of rooms has been set-aside for conference participants at the Holiday Inn Kingston Waterfront Hotel. Hotel reservations can be made by contacting the hotel directly at 613-549-8400. When calling the reservations department, participants are asked to identify themselves as part of ‘The Horwood Conference’. The Hotel is offering a special rate of $121.99 per night for non-smoking rooms with two double beds. Reservations may also be made online by visiting: https://www.ihg.com/holidayinn/hotels/us/en/kingston/ygkca/hoteldetail?qAdlt=1&qBrs=6c.hi.ex.rs.ic.cp.in.sb.cw.cv.ul.vn.ki.va.sp.nd.c t&qChld=0&qFRA=1&qGRM=0&qGrpCd=HCO&qIta=99801505&qPSt=0&qRRSrt=rt&qRef=df&qRms=1&qRpn=1&qRpp=20&qSHp=1& qSmP=3&qSrt=sBR&qWch=0&srb_u=1&icdv=99801505&setPMCookies=true (*Note: The Horwood Conference discount/promo code: HCO has already been applied in this link). Terms: Please note that the discount applies only to stays between February 1 – 3, 2019. Deadline: Please note that reservations must be made no later than January 18, 2019. Hotel Belvedere, 140 King Street East, Kingston Ontario Rooms are also available at the Hotel Belvedere, located conveniently between the Queen’s Campus and downtown. Reservations can be made by calling the hotel directly at 1-800-559-0584. The hotel is offering a special conference rate of $99 per night, based on single occupancy and $119 per night based on double occupancy. Hotel stay also includes a light breakfast. For more information about the Hotel Belvedere, visit their website, at www.hotelbelvedere.com Plus much, much more! T-shirts, door prizes and the opportunity to network with peers from across the Canada and beyond – the list of reasons to attend keeps growing… Make sure to “like” the Horwood Conference Facebook page and follow Twitter feed @CanOEConf to keep track of all conference developments.
Schedule FRIDAY, February 1, 2019 4:00 – 9:00 p.m. Conference Registration and Orientation 7:30 – 10:30 p.m. Opening Keynote and Welcome Reception SATURDAY, February 2, 2019 8:30 – 9:00 a.m. Opening Remarks 9:00 – 10:00 a.m. Session A Presentations 10:15 – 11:15 a.m. Session B Presentations 11:30 – 12:30 p.m. Session C Presentations 12:30 – 1:15 p.m. Lunch 1:15 – 1:45 p.m. Film Screening 1:45 – 2:30 p.m. Session D Presentations 2:45 – 3:30 p.m. Session E Presentations 6:30 – 9:45 p.m. Closing Banquet and Keynote 9:45 – ? Exploration of downtown Kingston SUNDAY, February 3, 2019 Safe Journey Home!
Keynote Presenters The members of the 2019 Horwood Conference Organizing Committee are extremely excited to be welcoming Paul Stonehouse and Lisa Glithero as keynote speakers to the conference. Paul is an Associate Professor and Director of the Adventure Education Program at Green Mountain College, Vermont, USA. He attributes much of his own formation to extended time in the wilderness, as literally years of his life have been spent sleeping beneath the stars. However, with degrees in the humanities and sciences, not all of his time has been spent outdoors. His research interests, adventures of a different sort, lie in the relationship of moral philosophy and theology to wilderness experience. These interests culminated in a PhD in Outdoor Education from the University of Edinburgh, in Scotland, where he examined character formation on wilderness expeditions from a virtue ethical perspective. Lisa is an Adjunct Professor in the Faculty of Education at the University of Ottawa. Her research examines the inextricable link between sustainability and citizenship, and the role of youth (participation) in this process. She firmly believes that when youth see themselves as community participants, ‘place-makers,’ and civic actors, locally and/or globally, personal, collective, and socio-ecological change can happen. Relationships and relational thinking are prioritized in her orientation to teaching and learning, to research, and to community engagement.
Workshops and Paper Presentations Preparing competent outdoor leaders through post-secondary training programs in Canada Beau Williams-Orser, Stephen Ritchie (Co-author) & Ben Dunlop, Laurentian University (A–1) Many of the competencies used for training in outdoor leadership (OL) were developed and synthesized in the 1980s. Yet, more recent research has led to the revelation that there are conceptual and competency gaps in the formative OL research, and a need for empirically-based curriculum, culturally relevant programs and socially just workplaces. This study is a first step to better understand the practices related to OL preparation programs at post-secondary institutions across Canada. The study design will utilize an environmental scan involving two phases: (1) a passive scan to identify all post-secondary institutions in Canada that offer OL preparation programs; (2) an active scan to better understand the conceptual frameworks and curriculum utilized for OL preparation. The results of this research could benefit OL programs, OL professionals, promote workplace safety, best practices, and social justice in the OL field. Exploring the spiritual dimensions of holistic health and wellbeing through nature-based recreation Jordana Milne, University of Waterloo (C–1) There exists a large body of knowledge that highlights the ability of nature-based recreation to enhance the holistic health and wellbeing of individuals. Holistic health and wellbeing involves the interconnectedness of the physical, mental, social and spiritual spheres of life, many of which have been found to be improved by spending time in nature. While most of these components are explored in great depth, spirituality and spiritual wellbeing are often glanced over. This lecture-style presentation draws on preliminary findings of a research question found in my thesis research that asks participants from an 8-day sea kayaking Outward Bound Mindfulness course about their relationship between spiritual experiences in nature and holistic health and wellbeing. It will call to action future research to explore the how enhancing holistic wellbeing, specifically spiritual wellbeing, through nature-based recreation can influence environmental ethics and highlight the interconnectedness of human and environmental health. Developing an instrument for measuring self-efficacy in wilderness first aid Ben Dunlop, Laurentian University (A–5) Wilderness First Aid (WFA) courses and subsequent certification are an international standard in the outdoor adventure and education sectors. Evaluation in these courses usually involves skill assessment and knowledge retention. However, there exists no instrument for evaluating self-efficacy in WFA. WFA self-efficacy is the belief or confidence that WFA course participants have in their knowledge, skills, and capacity to respond to different types of emergencies in diverse contexts. This interactive workshop aims to: (1) share the need and development of a pilot self-report scale to assess self-efficacy in WFA; (2) have participants reflect on their own self-efficacy in WFA; and (3) discuss ideas for improving the WFA self-efficacy scale. The effects of hikers on trail degradation on Mount Gwynne Gregory Williams, Lakehead University (B–1) Sustainable trail design has slowly started to emerge as an important means of maintaining visitor enjoyment while also maintaining natural integrity. This presentation will examine the effects that hikers have towards trail degradation. Topics such as erosion, vegetation impacts, and trail building strategies will be discussed to try and better advocate for sustainable trail building. The main findings of this study examines trail widening and the management strategies from IMBA (International Mountain Biking Association) to mitigate hiker impacts and promote environmental resilience.
The classroom outside: A student’s perspective Jaspar Bienzle & Camille Slack, Queen’s University (E–1) We are two friends who have been through extensive experiential programs in high school, and are now both pursuing careers in the outdoor education industry. Our plan is to start off indoors with a little background info about us and the programs in which we have been involved (CELP, The Boundless School, Students on Ice). From there, we hope to have some group discussions and brainstorming sessions to share ideas on teaching strategies in the great outdoors (interactive with audience very involved). As past outdoor ed. students ourselves, we hope to share our thoughts about what factors drove us to continue our passion in the outdoors after the conclusion of the programs. Specifically, we hope to contribute some DIY ideas that can be incorporated into outdoor lessons, and will have an example for everyone to partake in! The session will conclude outside with our favorite team-building exercises; don't want to be sitting around for too long! The impacts of crowding on visitor experience in outdoor recreation John Foster, Brock University (C–3) This poster presentation highlights the work done for my honours undergraduate thesis project that is supervised by Tim O'Connell. The research aims to identify and address the effects of crowding on visitor experience in Ontario Parks, which is an interesting application of previous research on the crowding phenomenon. The Impact of an Outdoor Loose Parts Intervention on the Physical Literacy of Nova Scotian Preschoolers Karina Branje, Dalhousie University (C–2) Physical literacy (PL) is the confidence, competence and motivation to participate in physical activity. It acts as a building block for children’s social, cognitive, behavioural and fitness related skills. Additionally, loose parts (LP), materials that can be used in various ways, provide opportunities for risk taking during play, also contributing to children’s PL. However, little research has been conducted exploring how outdoor play with LP influences the development of PL in the early years. Using a mixed-methods approach, PL was measured using accelerometers, movement assessments, educator focus groups, and photovoice activities to determine if intervention sites had a greater increase in PL. It is anticipated that outdoor play with LP will afford children in the early years with significant physical, cognitive, and social benefits contributing to PL development. This will improve our understanding of how outdoor play with LP contributes to PL development in the early years. The relationship between trail use and the health of students at a post-secondary institution Kimberly Friesen, Laurentian University (B–4) Green exercise can improve physical and mental health and provides more health benefits compared to exercise in synthetic environments. With high demand for mental health services at universities across Canada, and limited services currently available for students, the use of trails on campuses could serve as a valuable resource for health promotion. However, there is a dearth of literature on university students and their use of trails. Thus, the primary purpose of this study is to understand the relationship between trail use and the health of students at a post-secondary institution. The research design of this study involves the distribution of an online questionnaire to students enrolled at a small university in Canada. The questionnaire will assess trail use and include open-ended questions and validated scales that measure self-reported health. Findings from this study may impact personal lifestyle decisions for students and future design of health promotion programs by administrators.
Do adventure-based team building programs produce change? Breaking open the black box Lewis Lau, Brock University (B–3) A question that we often ask ourselves as adventure education practitioners is this - does our hard work actually facilitate meaningful positive changes in our participants? To answer this question will require an investigation into the decades of research that have explored this vital topic, in addition to new research that fills the gaps left behind by past researchers. This presentation will provide an overview of what existing literature tells us, in addition to preliminary results from a current research project that explores the question at hand from a unique angle. Collaborative experiential learning: Community through choral art Maxime Crawford-Holland & Orlena Bray, Western University (A–2) How many students can say that they have learned at an Ashram among ancient trees, a mesmerizing lake, and hummed with the bees? A group of 25 undergraduate participants shared this experience in British- Columbia during a Western University Experiential Learning (EL) course entitled Community Through Choral Art. This session presents preliminary findings which suggest that an EL course such as this has the potential of serving as a model for an engaged learning experience that takes students beyond the traditional indoor classroom. Our presentation demonstrates how participants perceived aspects of community engagement in this course as an impactful educational experience. These include billeting, performing in an outdoor setting, connecting with the Ashram community, and a concert where the entire Nelson community was invited to join in song. This study provides feedback on the efficacy and importance of EL courses to post-secondary institutions creating or improving similar courses. What are the indoor and outdoor play characteristics of Early Childcare Centres in Nova Scotia? Nila Joshi, Dalhousie University (A–3) The outdoor play environment of early childcare centres (ECC) fosters cognitive and social development and allows opportunities for physical activity (PA) for many preschool children. However, there is limited data looking at the characteristics of ECC, specifically those located in Nova Scotia (NS). Our project developed the site context questionnaire (SCQ) to better understand the indoor/outdoor play environment in ECC in NS. A literature review was conducted looking at different tools used to evaluate attributes of early childcare environments. We selected specific subscales of different tools for the SCQ. We then distributed the questionnaire to 19 centres across NS for site directors to complete. It’s anticipated that the results from these questionnaires will provide us a better understanding on specific characteristics of ECC across Nova Scotia. Furthermore, these results will provide better knowledge on the role that ECC in NS have on PA behaviors of preschool children. Camp = Community Ross McIntyre, Wilfred Laurier University (A–5) Our work in outdoor education and camping is often tied to place. Since 2012, Camp Couchiching has been exploring how we can broaden the boundaries of our work through intentional, year-round community engagement. This has led to a remarkable growth of new programs, interesting partnerships and a whole new community. When camp and outdoor education find new outlets in local classrooms, youth groups, community gardens, bullying awareness circles and other sites of social justice work, some surprising outcomes follow. While Camp Couchiching is used as a case study for this presentation, there are takeaways for any individual or organization working in schools and outdoor education. This presentation has some light interactive elements.
Restoration and Resilience through Song: Singing and Nature Connection Tiferet Nashman, University of Toronto (C–4) Song is an integral aspect of creating nature connection, bringing community together, and inspiring children. As a nature educator, Tiferet Nashman has incorporated singing into all her programs and loves sharing in song with others. She has learned songs from nature-enthusiasts all over North America, from the Art of Mentoring to Eden Village Camp to the JOFEE Network, and leads a monthly song cirlcle in Toronto. Join this interactive workshop to learn nature songs and improve your songleading. The Dump Village: Examining in the Impacts of Waste Diversion Rachel Sproule, Queen’s University (B–2) Welcome to "Dump Village", one of many rural areas of the Dominican Republic, whose community has adapted to living amongst mountains of diverted waste. Recounts of a personal visit to the community and an in-depth look at the everyday impacts of waste diversion is presented through an oral presentation, interactive artwork, and discussion. Participants should bring their sensory organs and explorative questions. Learning Through Games Serena Retson, University of Toronto (D–1) For this workshop we will be heading outside to play some games. Participants should come dressed for weather conditions and ready to run around. In this workshop participants will learn and play interactive games which teach ideas such as bioaccumulation, resource scarcity, animal adaptations, and food chains. All games can be easily adapted to any outdoor space. Participants will leave with numerous ideas for how to engage their students in environmental education through fun interactive activities. Diversify Outdoors Shanshan Tian, Queen’s University (D–2) This workshop will begin with a knowledge building circle around diversity within outdoor recreation spaces in Canada. We will explore our social purpose in outdoor education and the “outdoor industry” related to diversifying the outdoors. We will answer the following questions: What do you love about the outdoors? (WHAT), what needs to change? Who’s missing from the activities you love? (SO WHAT), and how are you part of the change? (NOW WHAT) OWLS, five years in Kyle Clarke, Queen’s University (B–5) Emerging wilderness trip leaders require extended time spent in the field and under the mentorship of a competent professional in order to become sufficiently equipped to deal with the complex nature of their roles. Ideally, a new wilderness trip leader would participate in a training pathway that consists of a variety of specialized outdoor leadership courses and/or certification programs, along with the opportunity to lead in an authentic context while coached by an experienced mentor. Although certification courses abound and are seen as an essential prerequisite to enter this field, access to a key mentor is not often a requirement or afforded to new wilderness leaders when beginning a career. Recognizing the perceived absence of social support for new professionals working in the area of wilderness leadership and the pronounced difficulty faced by organizations wanting to retain newcomers in this position longer than one or two seasons, The Council of Outdoor Educators of Ontario (COEO) initiated an annual event named the Ontario Wilderness Leadership Symposium (OWLS) in an attempt to connect newcomers with experienced professionals and form a community of practice. Guided by Lave and Wenger’s (1991) concept of legitimate peripheral participation, it was proposed that an event like OWLS could function as an entryway by which emerging wilderness trip leaders could gain access to potential mentors, receive advice and support, further develop leadership skills, and build a professional network amongst peers. Now five years since its inception, it’s time to look back and reflect.
Concurrent Sessions at-a-glance
8:30 – 9:00
Opening Remarks
9:00 – 10:00 Paper Presentations (3 X 15 min) Presentations (2 X 30 min)
Room 202 Room 107
A-1 Beau Williams Orser A-4 Ross McIntyre
A-2 Maxime Crawford Holland & Orlena Bray A-5 Ben Dunlop
A-3 Nila Joshi
10:15 – 11:15 Presentations (2 X 30 min) Paper Presentations (3 X 15 min)
Room 107 Room 202
B-1 Gregory Williams B-3 Lewis Lau
B-2 Rachel Sproule B-4 Kimberly Friesen
B-5 Kyle Clarke
11:30 – 12:30 Paper Presentations (3 X 15 min) Workshop (60 min)
Room 202 Room 107
C-1 Jordana Milne C-4 Tiferet Nashman
C-2 Karina Branje
C-3 John Foster
12:30 – 1:15
Lunch
(Pizza lunch provided by Pathways: The Ontario Journal of Outdoor Education)
1:15 – 1:45 Film Screening Room 101
Facing Sunrise
MEC Production – 2018 Best Short Mountain Film, Banff Mountain Film Festival
1:45 – 2:30 Presentation (45 min) Presentation (90 min)
Room 202 Room 107
D-1 Serena Retson D-2 Shanshan Tian
2:45 – 3:30 Presentation (45 min)
Room 202
E-1 Jaspar Bienzle & Camille SlackRobert Horwood The Canadian Student Outdoor Education Conference is named in honour of Bert Horwood, retired Queen’s University Professor whose work had a significant impact in the areas of Outdoor and Experiential Education throughout North America and beyond. Bert Horwood was born and bred in the Ottawa Valley. A child of the depression and wartime, his family used ready access, low cost outdoor activities as main sources of recreation. He grew up loving nature and enjoying wide bounds to roam the bush in all seasons. Bert was educated at Queen's and University of Toronto qualifying with an M.Sc. in Biology and an Honours Specialist Certificate in Science. He taught High School Sciences, headed his Department, wrote curricula, presented in professional events and journals, thus gaining recognition at the provincial level. Bert was appointed to Queen's Faculty of Education in 1968 as one of its founding members and was promoted to full professor ten years later. His research focused on aspects of students' experiences in education. These included students' learning on canoe trips, the Walkabout Program, and Integrated Curriculum packages. Since retiring in 1992 his greatest adventures, besides living so long, are to have become a Quaker and to have paddled down 5 Arctic Rivers. We are pleased to once again have Bert join us for the entirety of the conference and share in this rich learning experience and community building opportunity.
Thank you to our Official Partners and Sponsors
Council of Outdoor Educators of Ontario
School of Kinesiology and Health Studies, Queen’s University
Faculty of Education, Queen’s University
Outdoor & Experiential Education, Queen’s University
Society of Graduate & Professional Students
Mountain Equipment Co-op
Chrismar Mapping Services Inc.
The Campus Bookstore at Queen’s University
Corwin Publishing
Princeton University Press
SAGE Publications
Routledge, Taylor & Francis Group
University of British Columbia Press
University of Alberta Press
Human Kinetics, Inc.
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