Resume

• 2006

  Brock University

  New York University

  St. Catharines

  Ontario

  Full Professor and former Chair (2012-2015) of the Department of Recreation and Leisure Studies

  Faculty of Applied Health Sciences. Teach undergraduate and graduate courses in recreation and leisure studies specializing in outdoor recreation

  outdoor education and leadership. Research interests include psychological sense of community in outdoor recreation

  sense of place

  pedagogical use of reflective journals

  and group dynamics.

  Full Professor

  Brock University

  The American Educational Research Association (AERA) is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results. \n\nAERA has the primary goal of advancing educational research and its practical application. Its more than 25

  000 members are educators; administrators; directors of research; persons working with testing or evaluation in federal

  state and local agencies; counselors; evaluators; graduate students; and behavioral scientists. The broad range of disciplines represented by the membership includes education

  psychology

  statistics

  sociology

  history

  economics

  philosophy

  anthropology

  and political science.

  American Educational Research Association

  Society for Teaching and Learning in Higher Education

  STLHE strives to be the pre-eminent national voice

  and a world leader

  for enhancing teaching and learning in higher education. The Society supports research

  its dissemination

  increased awareness

  and application of research through scholarly teaching and learning.

  Council of Outdoor Educators of Ontario

  The Council of Outdoor Educators of Ontario (COEO) is a non-profit

  volunteer-based organization that promotes safe and high quality outdoor education experiences for people of all ages. It also acts as a professional body for outdoor educators in the province of Ontario. These aims are achieved through publishing Pathways: The Ontario Journal of Outdoor Education as well as an electronic newsletter

  running an annual conference and regional workshops

  maintaining this web site

  and working with kindred organizations as well as government agencies.

  Coalition for Education in the Outdoors

  The Coalition is a non-profit network of outdoor and environmental education centers

  nature centers

  conservation and recreation organizations

  outdoor education and experiential education associations

  institutions of higher learning

  public and private schools

  fish and wildlife agencies

  and businesses that share a mission - the support and furtherance of outdoor education and its goals.\n\nGoals include personal growth and moral development; team building and cooperation; outdoor knowledge and skill development; environmental awareness

  education

  and enrichment.

  Association for Experiential Education

  The Association for Experiential Education (AEE) is a nonprofit

  professional membership association dedicated to experiential education and the students

  educators and practitioners who utilize its philosophy.

  Past Editor - Journal of Experiential Education

  Brock University Award for Distinguished Teaching

  Brock University

  Honorary Fellow

  Faculty of Education

  University of Tasmania

  Visiting Academic

  Faculty of Education

  Monash University

  3M National Teaching Fellowship

  Considered Canada’s most prestigious prize for teaching excellence at the university level

  only 10 are given out nation-wide each year. In 1986

  the Society for Teaching and Learning in Higher Education (STLHE) and 3M Canada partnered to recognize exceptional contributions to teaching and learning in Canadian post-secondary education. The community of 3M National Teaching Fellows embodies the highest ideals of teaching excellence and scholarship with a commitment to encourage and support the educational experience of every learner.

  Society for Teaching and Learning in Higher Education & 3M Canada

  Ontario Confederation of University Faculty Associations Teaching Award

  Since 1973

  the prestigious Teaching and Academic Librarianship Awards have recognized the exceptional contributions made by professors and librarians to the quality of higher education in Ontario. Founded in 1964

  OCUFA represents 17

  000 professors and academic librarians in 28 faculty associations across Ontario. It is committed to enhancing the quality of higher education in Ontario and recognizing the outstanding contributions of its members towards creating a world-class university system.

  Ontario Confederation of University Faculty Associations

  The Dorothy Walter Award for Leadership

  Created in 1986 to give recognition to an individual who

  like Dorothy Walter herself

  has shown an outstanding commitment to the development of leadership qualities in Ontario youth and through outdoor education.

  Council of Outdoor Educators of Ontario

  Faculty of Applied Health Sciences Award for Excellence in Teaching

  Brock University

  Best Practices Teaching Award

  Centre for Teaching

  Learning

  and Educational Technologies

  Brock University

• 2001

  Lakehead University

  Thunder Bay

  Ontario

  Associate Professor in the School of Outdoor Recreation

  Parks & Tourism

  Associate Professor

  Lakehead University

  Responsible for support to grant projects including: consistency checks of completed protocols

  preparation of human subjects committee applications

  preparation of interview schedules

  drafting grant proposals

  writing articles

  data entry

  statistical analysis

  literature searches

  materials management

  participant recruitment and retention

  employment interviews

  and other administrative tasks.

  Junior Research Scientist

  Greater New York City Area

  New York University

• 1996

  Doctor of Philosophy (Ph.D.)

  Recreation Resource Management

  New York University

• 1990

  MEd

  Outdoor Education & Outdoor Recreation

  University of Minnesota-Twin Cities

  Honours Thesis Research Project

  Inclusive & Special Recreation

  Advanced Outdoor Leadership Theory and Practice

  Advanced Group Dynamics

  Directed Readings

  Outdoor Program Management

  Advanced Directed Readings

  Introduction to Outdoor Recreation

  Outdoor Skills & Theory I

  Individual Honours Thesis

  Directed Study (PhD)

  Recreation Facilities Management

  Group Honours Thesis

  Introduction to Group Dynamics

  Issues in Outdoor Recreation

  Programming & Evaluation

  Introduction to Recreation & Leisure Studies

  Recreation and Tourism Behaviour in Nature-Based Environments

  Directed Study (Masters)

  Adventure-Based Learning in Recreation

  Bronze Cross

  Royal Life Saving Society Canada

  SOLO Wilderness Medical School

  Wilderness First Responder

  Swiftwater Rescue Technician

  Raven Rescue/Rescue 3 Canada

• 1987

  BSE

  Recreation and Leisure Studies

  SUNY Cortland

• Reflection

  Outdoor Recreation

  Journaling

  Group Dynamics

  Research

  Quantitative Research

  Teaching

  Outdoor Education

  Curriculum Design

  Qualitative Research

  Grant Writing

  Curriculum Development

  Higher Education

  Program Development

  Canoeing

  Outdoor Orientation Programs

  Outdoors

  Leadership Development

  Rock Climbing

  Experiential Education

  Health and physical education pre-service teacher perceptions of journals as a reflective tool in experience-based learning

  Janet Dyment

  Health and physical education pre-service teacher perceptions of journals as a reflective tool in experience-based learning

  Mary Elizabeth Kirk

  Additional research is needed to gain a better understanding of the unique demands faced by field instructors working full time in wilderness-based expeditionary programs. Connections between perceived challenges and consistently high rates of turnover in these employees remain mostly unexplored within outdoor program research. The purpose of this study is to present the findings from a review of literature as well as to indicate areas for future research about challenges facing field instructors employed in wilderness-based expeditionary programs. Findings presented in this paper include

  first

  what is currently known about this population

  second

  challenges encountered outside the work context

  as they are perceived by these individuals

  and finally

  potential solutions to address these issues. This research informs future discussions directed towards encouraging front line employee retention in this unique field.

  Challenges facing field instructors employed in wilderness-based expeditionary programs: A review of the literature.

  Janet E. Dyment

  Encouraging reflective practice and developing reflective practitioners is a goal of many disciplines in higher education. A variety of pedagogical techniques have been used to promote critical reflection including portfolios

  narratives and reflective journals. Over the past decade

  the use of Web 2.0 technologies with students has been increasingly adopted in higher education settings and many educators have integrated these technologies into reflective assignments. These educators assume that students

  who are members of the Net Generation

  are technologically savvy and have the ability to integrate the use of Web 2.0 technologies into learning. However

  while there have been studies examining the outputs of reflective assignments using Web 2.0 technologies such as blogs

  e-portfolios and wikis

  there has been little research examining whether or not students actually use technology for these types of assignment if given the choice. Therefore

  the purpose of this study was to explore if technology was appropriated or rejected by students for a reflective journaling assignment. Results are based on a content analysis of 42 student journaling assignments and interviews with eight students. Findings suggest that (1) students are not as technologically competent as assumed; (2) students chose to use basic/fundamental technologies (e.g. word processing) because they viewed it as the easiest way to complete the reflective journaling assignment; (3) student perceptions of what makes an assignment ‘good’ influenced their choice to use Web 2.0 technologies; and (4) overarching student perceptions of higher education and learning impacted their appropriation of technology. Implications are discussed and recommendations for both research and practice are made.

  \"I’m just not that comfortable with technology:\" Student perceptions of and preferences for Web 2.0 technologies in reflective journals

  Teresa Socha

  Tom G. Potter

  Outdoor adventure education (OAE) in higher education: Characteristics of successful university degree programmes.

  Ian Boyle

  Janet E. Dyment

  The intersection of Web 2.0 technologies and reflective journals: An investigation of possibilities

  potential and pitfalls.

  Cameron Baldassarra

  Jerry Jordison

  Phil Robson

  Susan Jagger

  doug jacques

  Shawn Stetson

  Connie Kavanagh

  Excerpt from the Editor's Log:\n\nOutdoor education and community-building seem to go hand-in-hand. Read through these collected stories

  anecdotes and articles to discover something that will allow you to foster positive community development in your teach-ing space. How will you move your group from a collection of strangers to a community who can ‘fight gracefully’?

  Building Community in Outdoor Education

  Janet E. Dyment

  The impact of playground design on play choices and behaviors of pre-school children.

  A qualitative exploration of sense of community through reflective journals during wilderness outdoor education curricula

  Sharon Todd

  Mary Breunig

  Lynn Anderson

  Garrett Hutson

  A qualitative exploration of sense of community through reflective journals during wilderness outdoor education curricula

  Brent Cuthbertson

  Group dynamics in recreation and leisure: Creating conscious groups through an experiential approach

  Janet E. Dyment

  Reflective journals have been used by post-secondary educators in a wide variety of teacher-training courses to encourage students to better understand the topics that they are studying. Reflective journals are often used in courses in which pre-service and in-service teachers are studying both the theoretical and practical aspects of the subject matter such as secondary teaching methods

  language and literacy

  teacher education

  and outdoor education. While there are books on the market that address some facets of reflective journaling

  there are no integrative books such as Theory Into Practice: Unlocking the Power and the Potential that are targeted specifically to pre-service and in-service teachers. There are few resources currently available to teachers wishing to use reflective journals that include: the theoretical underpinnings of reflection

  the integration and impacts of research on the praxis of journaling in each chapter

  and practical strategies for successful

  fun journal writing for students. This book addresses this need by providing “full coverage” of using reflective journals as a pedagogical tool.

  Theory Into Practice: Unlocking the Power and Potential of Reflective Journals

  Anna Lathrop

  Although outdoor orientation programs

  as a special type of orientation designed to enhance student retention

  are relatively commonplace in the United States—we are not aware of any such campus-wide initiatives in Canada. Research indicates that outdoor orientation programs impact students in a positive way

  enhancing academic success

  personal development and integration into campus life. This exploratory

  mixed methods pilot study reports on the results of an investigation that administered three pre and post surveys that measured indicators of “Life Effectiveness

  ” “Sense of Community” and “Sense of Place” on a group of seven

  first-year students who participated on a five-day canoeing trip in the wilderness of Algonquin Park

  Ontario

  Canada. The program

  entitled “Brock BaseCamp

  ” exposed students to a curriculum that included networking with student facilitators about campus life

  in addition to acquiring technical skills of canoeing and outdoor living. Results indicated that students were positively influenced in all three measures and that the Brock BaseCamp experience enhanced their social integration into campus life.

  “More than just a building:” The impact of wilderness orientation on first year student perceptions of life effectiveness and campus integration.

  Brent Cuthbertson

  Leadership in Recreation and Leisure Services offers fresh insights on leadership and leadership theory by top professionals in the field. The authors explore classical leadership as well as innovative and modern leadership theory and best practices

  helping students understand the roles they will play from personal

  professional

  and organizational standpoints. This forward-looking text prepares the students of today to be the leading professionals of tomorrow.\n\n

  Leadership in Recreation and Leisure Services

  Janet E. Dyment

  Assessing the quality of reflection in student journals: A review of the research.

  Janet Dyment

  The case of reflective journals: Is the jury still out?

  Andy Young

  Lynn Anderson

  Sharon Todd

  Mary Breunig

  The impact of outdoor pursuits on college students' perceived sense of community

  Brock BaseCamp (BBC) offers rock climbing

  canoeing and backpacking trips for incoming undergraduate students during August and is a distinctive experience for incoming undergraduate students to Brock University. While BaseCamp trips take place in the outdoors

  the primary goal is to welcome first-year students to Brock and to introduce them to life as a university student.

  Anna Lathrop

  Canadian Outdoor Orientation Symposium

  The 1st Canadian Outdoor Orientation Program Symposium (COOPS) is a forum for administrators

  program directors

  researchers

  student leaders

  program alumni and anyone interested in outdoor orientation programs to discuss approaches for initiating and sustaining programs in colleges and universities.\n\nCOOPS is designed to provide information on getting an outdoor orientation program started

  best practices

  basic information for program operation and administration

  and research specific to the Canadian context.\n\nThis year’s keynote speaker is Dr. Brent Bell (University of New Hampshire)

  one of the leading experts on outdoor orientation programs in North America. Brent will share his insights as both an outdoor orientation program administrator and a researcher.

  Anna Lathrop

  Tim

  O'Connell