Culturally Responsive, Participatory, and Multisite Evaluation Among Outdoor School Programs in Oregon

• In Event: Environmental Education as Site of Critical Inquiry

Abstract

Oregon Outdoor School (ODS) is located in the United States, and is a statewide outdoor educational program, primarily for 5th and 6th grade students. “Students learn about themselves, their peers, the environment and natural resources, and leave with skills to prepare them for their future” (ODSP, 2018, p.1). Outdoor School is a hands-on week of experiential science education in the field, with a more than 60-year history. In 1957, a field science program called Outdoor School (ODS) was launched in Oregon. It is an opportunity for students in fifth or sixth grade to move from their school classrooms into the outdoors to learn, immersed in nature. ODS programs are typically housed in residential camps; students stay onsite for up to five nights. While there, students learn about soil, water, plants and animals, as well as natural sciences specific to the local community and economy (ODS, 2021).
This case study describes a culturally responsive, participatory and multisite evaluation process. We discuss the evaluation process alongside and within the development of a statewide program with attention to context and culture, and centering issues of equity. We use the description of the process of culturally responsive, participatory, multi-site evaluation to highlight the important role of evaluation in the development of initiatives that serve to advance broader participation in more culturally responsive outdoor school programs across the state. A primary challenge near the beginning of this initiative was how to build a statewide program rooted in equity, diversity, and inclusion (EDI). Prior to securing statewide funding, ODS was primarily designed by and for people from dominant cultures and communities (i.e., White, cis-gendered and able bodied). Conversely, programming was being delivered to students from diverse cultures and communities. Changes needed to be made to create more inclusive ODS experiences for ALL students. For example, an ODSP regional coordinator heard from the parents of an African-American student that attended an information session. They shared that they were fearful about sending their child out “into the woods with white people” for a week. This is not an uncommon narrative, given the history of white supremacy in Oregon. There is a recognition that there is a great deal of work to do, and ODSP, in partnership with several organizations and as an example of operationalizing equity and as an example of operationalizing equity, began this phase of work crafting position descriptions and hiring staff from diverse backgrounds and identities to oversee the statewide program. Hiring staff that are reflective of diverse communities in Oregon was just the first step in the process. There was also an investment in re-thinking the evaluative process, with an effort to center cultural responsiveness and stakeholder participation.
The process, findings and applications of the evaluation to date, which occurred across scale (statewide and individual programs), are shared here. The evaluation is ongoing and we share our experience, directed toward transferability to other contexts — to groups similarly engaged in culturally responsive, participatory, multisite evaluations and environmental, experiential or outdoor education settings.

Authors

• Steven Braun, Oregon State University

• Kristopher Michael Elliott, Oregon State University

• Daniel Prince, Friends of Outdoor School

• Spirit Brooks, Oregon State University