While writing is used to enhance learning in many outdoor programs, it is rarely used as a method for focused self-exploration. A partnership between a recreation professor and a writing teacher provides the training to have both a solid outdoor program and a solid experience in personal narrative in journals and essays. Students participating in such a combined program benefit by a) learning technical outdoor skills and a process of self-discovery, and b) experiencing the complete writing process, and building a cohesive discourse community. Educators desiring to design an outdoor writing program can make goals, design a program, create a curriculum, and establish a process of program review.

Ophthalmic manifestations of inflammatory bowel disease are common, but orbital inflammatory disease is rare with most cases associated with Crohn disease. We describe the first case of bilateral, diffuse, orbital myositis associated with ulcerative colitis in a patient taking infliximab. Within 72 hours of intravenous methylprednisolone treatment, the orbital inflammation dramatically improved. After 8 weeks of prednisone, it completely resolved and has remained quiet for 13 months. This is only the third report of ulcerative colitis-associated orbital inflammatory disease.

During two decades of teaching, we have observed that writing students seem more emotionally honest when their writing class is accompanied by an outdoor recreation component. The ability to take perceived risks is important to both outdoor recreation and writing; thus, we postulated that confidence gained in taking risks in outdoor experiences might affect students' confidence in taking risks in their reflective writing. In this study, we applied Bandura's (1997) self-efficacy theory to two classes of writing students, one that included outdoor experience and one that did not. We examined whether participating in outdoor activities would increase the self-efficacy of risk taking in the experimental group and whether this growth of self-efficacy in outdoor contexts would be accompanied by increased self-efficacy of risk taking in writing personal essays. Findings indicated significantly more growth of self-efficacy scores pertaining to risk taking in the writing of students in the experimental group versus those in the control group.

Background: Experiential educators face difficulties assessing participants and programs because there are so many measurement tools to choose from, many measures have validity issues such as those based on self-reported data, objective tests may not adequately measure social or psychological outcomes, and tests in content disciplines often assess knowledge rather than skill in synthesis, analysis, or evaluation. Purpose: We hypothesized that an open-ended essay final would reliably measure individual growth, internalization of foundational threshold concepts in our disciplines, and the effectiveness of our outdoor, interdisciplinary program. Methodology/Approach: Student essays contained 36 student-generated concepts spread across our four disciplines (biology, writing, history, and recreation) which we compared with 20 threshold concepts from professional literature. Findings/Conclusions: Individual students identified about half of the concepts generated by the whole group, illustrating that their learning varied significantly. Our group identified 13 of the published threshold concepts. Students demonstrated comprehension of threshold concepts—foundational ways of seeing—as opposed to restatements of information from teachers’ lectures. Implications: Writing essays aids permanent cognitive and behavioral learning; coding responses to open-ended essay questions for threshold concepts can be a valuable tool for both individual student and program assessment in experiential education.

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