Project Adventure

Project AdventureThe world of adventure and experiential education is growing and expanding. Adventure is transformative; changing perceptions, changing environments, and changing lives. Project Adventure (PA), an international non-profit organization, provides leadership in the expansion of adventure-based experiential programming. Through foundational and technical workshops in adventure programming, adventure-based counseling, portable adventure, and skills and standards, students gain the knowledge they need to become successful adventure educators.

Earn graduate level credits from Plymouth State for the successful completion of Project Adventure workshops. Visit the Project Adventure website for a list of available workshops.

Tuition Information

Graduate credit is available at a rate of $185 per credit plus a $30 administrative fee per registration.

You can earn an additional two graduate credits available upon completion of a guided study project associated with your selected workshop.

Continuing Education Units (CEUs) are also available for most workshops at $15 per workshop. Please contact Gail Carr, director of continuing education, for additional information.

Did you know that you can combine your Project Adventure coursework with additional graduate courses to earn your MEd in Physical Education degree from Plymouth State?

Earn Graduate Credit for Project Adventure Workshops

  1. Register, pay for, and attend a Project Adventure workshop. Course offerings include:
    • Project Adventure Courses
    • 2
      A specialized workshop for physical educators, fitness trainers, health educators, camp counselors, after-school personnel, and those interested in supporting clients? health-related fitness. Topics include basic principles of health and fitness, the combination of fitness principles with adventure philosophy, student self-efficacy and its role in improving health-related fitness, the use of fitness journals. Also provides practice in using specific experiential activities for supporting students? achievement of health-related fitness including cardiovascular, muscular strength/endurance, flexibility, and body composition.
    • 2
      An advanced workshop focused on advanced theory and technique of leadership and facilitation in an adventure setting. Topics include emerging experiential facilitation techniques, tolls for group and individual assessment, self-assessment of facilitation skills, flexible facilitation styles and methods based upon identified goals.
    • 2
      A specialized workshop developing the skills needed to experientialize health-related educational content. Topics include the use of experiential and adventure activities to address: nutrition, fitness, diversity and cultural awareness, substance abuse and prevention, violence prevention, stress management, and community building. Additional focus on using an adventure approach in school-based health and wellness curricula.
    • 2
      An introductory workshop for those new to adventure. Introduces foundational concepts and skills, with an emphasis on group process and debriefing. Technical skills are covered, but with less time for mastery than other introductory workshops.
    • 2
      A specialized workshop developing the skills and knowledge necessary to implement Project Adventure?s Adventure Curriculum for Physical Education (ACPE) into school, municipal recreation and camp settings. Topics include connecting adventure activities to specific learning outcomes, state and national standards, conducting age-appropriate assessment of student outcomes, integration of the ACPE curriculum into existing programs.
    • 2
      An advanced, content-oriented workshop focused on various competencies of the challenge course manager. Topics include the role of intentional program design in program and risk management, safety and risk management information and tools, introduction to accident and incident analysis and documentation, utilization of Standard Operating Procedures (SOPs) and Local Operating Procedures (LOPs), staff hiring, training, and retention.
    • 2
      A comprehensive foundational workshop designed for any individual to learn all the techniques needed to begin adventure programming using games, initiatives, low and high elements. Topics include sequencing, framing and debriefing, basic knot tying and belay and safety skills for high elements.
    • 2
      An advanced workshop that develops expert-level technical skills for challenge course operators. In addition to a review of basic technical skills, topics include high course rescue techniques, self-belayed climbing, descending and lowering techniques for self and participants, new technical developments in the challenge course industry, basic course inspection skills, and operation of complex high elements. Students will spend a significant amount of time at height. Best suited for students who have completed Technical Skills Intensive, and can demonstrate intermediate technical skill competency.
    • 2
      A specialized workshop developing the skills needed to implement the Behavior Management through Adventure program in work with youth at risk in schools, treatment centers, detention centers and other specialized programs. Focuses on the development of an empowered group process to succeed with students who often present a significant challenge to traditional group management. Additional topics include increasing prosocial behaviors and social-emotional learning outcomes, framing and utilizing adventure activities for therapeutic outcomes, the use of natural and logical consequences, and case effective implementation of these strategies.
    • 2
      A specialized, experiential workshop that uses the adventure group process to explore the topics of diversity, multiculturalism, and prejudice reduction. Topics include the development of self-awareness in regard to issues of multiculturalism and prejudice, the use of metaphor to highlight intra- and inter-group diversity, the facilitation of dialogue during conflict/confrontation, the use of adventure activities to promote a more accessible cross-cultural dialogue.
    • 2
      A foundational workshop focusing exclusively on adventure education using low challenge course elements. Does not cover the use high challenge course elements. Topics include the facilitation of warm up activities, problem-solving initiatives, trust activities, and specific low elements; sequencing, framing and debriefing techniques, safety guidelines and creative variations for low element facilitation.
    • 2
      Introduces the use of adventure programming in academic settings without an open field or a gymnasium to promote community building, accelerated learning outcomes, and the growth of social and emotional competencies. Topics include promoting trust, respect, and constructive risk taking in a classroom setting, adapting adventure to multiple learning styles, and creating experiential lesson plans for classroom settings.
    • 2
      This workshop that develops the critical skills of promoting student outcomes by directing reflection with debriefing techniques. Topics include the value of debriefing, skills and techniques for promoting group and individual reflection and learning, the Adventure Wave Model, the use of props and tools for promoting reflection.
    • 2
      A specialized workshop introducing the use of adventure learning to develop the social and emotional competencies of school-aged students. Topics include the implementation of Social Emotional Learning (SEL) strategies, integration of SEL with content-based learning, current research and theory of SEL programming, instructional skills for specific SEL content areas such as Goal Setting, Decision Making, Managing Emotions, and Engaging in Social Relationships, development of a relationship-centered school or community agency.
    • 2
      An extended workshop designed to immerse students in the modality of adventure for teaching physical education, health, and fitness. Combines content of three workshops: Adventure Curriculum for PE, Achieving Fitness, and Creating Healthy Habits.
    • 2
      A foundational workshop focusing exclusively on adventure education using portable props. Does not cover the use of low or high challenge courses. Topics include facilitation of icebreakers, community-building games, and problem-solving initiatives, sequencing, framing and debriefing skills.
    • 2
      This workshop that develops the critical skills of promoting student outcomes by directing reflection with debriefing techniques. Topics include the value of debriefing, skills and techniques for promoting group and individual reflection and learning, the Adventure Wave Model, the use of props and tools for promoting reflection.
    • 2
      A specialized workshop focused on the use of adventure for team development in the corporate or workplace setting. Topics include assessment strategies for intentional program designs, the design of programs in team building, debriefing strategies and techniques to promote transfer of learning back to the workplace, program evaluation and follow-up strategies to use with clients.
    • 1-2
      Provides students with an opportunity to expand on the topics of other EE courses through the development of an applied project or research paper, with the guidance of PSU faculty. An expectation of 15 hours of student work per credit. May be repeated upon approval of PSU faculty.
  2. Complete Plymouth State’s graduate course registration form included in the packet you received at your Project Adventure workshop.
    • Clearly indicate the name and course number and the datesĀ of the workshop you are registering for on the registration form.
    • The number of credits for participating in a PA workshop is generally two; however, there are a few PA workshops that are four credits. Your PA workshop instructor will provide you with this information.
    • Students registering for an additional two credits for a guided study project must clearly indicate this on a separate line on the same registration form and include the course number.
  3. Return the Plymouth State registration form and full tuition payment along with:
    • A copy of your PA Certificate of Completion for the workshop(s) attended.
    • A 3-5 page reflection paper for each workshop attended. The purpose of this reflection is to review the learning experience and its application to your professional environment.
  4. Once your paperwork has been received and you have been registered, a confirmation e-mail will be sent to you. At that time, a Plymouth State faculty member will be assigned to evaluate your 3-5 page course reflection paper. Students who register for a guided project will also be assigned a faculty member in the confirmation e-mail to evaluate the final project.

Submit completed registration materials to:

Plymouth State University
College of Graduate Studies, MSC 11
ATTN: Project Adventure Registrations
17 High Street
Plymouth NH 03264-1595

Questions? Contact gradpartnerships@plymouth.edu for additional information.

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