The official publication of the

New York State Outdoor Education Association

Spring 2009

How May We Help You?

Including People with Disabilities
in Outdoor Opportunities
The New York State Inclu-
sive Recreation Resource Center
(NYS IRRC) is a university-based
statewide resource center for in-
clusive recreation. Our mission is
to promote and sustain participation by people with disabilities in in-
clusive recreation activities and resources throughout the state.
Housed at SUNY Cortland in the Recreation, Parks and Leisure Studies
Department, and funded by the New York State Developmental Dis-
abilities Council, NYS IRRC can help you in many ways.
(Continued on page 8)

The last printed Raising

issue of pathways State Science
Details on page 11 Assessment Scores
For the past three years, I have seen
our students’ State Science Assessment
scores steadily rise. The curriculum hasn’t
changed, but the program that we offer
◦ Professional Development the children has. Teachers at South Avenue
Elementary School in Beacon have been
Opportunities in Energy Education collaborating with Scenic Hudson and NYS
DEC Hudson River Estuary Program. The
◦ Keeping a Natural History Journal results are undisputable: the students are
benefiting from the new program.
◦ 2009 Conference Details (Continued on page 7)

Executive Board
President
MaryLynne Malone
The new NYSOEA social network
VP Administration
Maritza Cuevas
VP Program
Tim Stanley
VP Communication
Jonathan Duda
Secretary
Meaghan Boice-Green
Treasurer
Elizabeth Van Acker
Office
Darleen Lieber
Regional Directors
Rebecca Houser - Eastern
Jeff Gottlieb - Metro
Kristen Rosenburg - Western
Amy Kochem - Central
Jack Swan - Northern
2009 Conference
Committee Chairs
Rebecca Houser
Susan Hereth
Office Services
NYSOEA
c/o Department of Recreation,
Parks & Leisure Studies
P.O. Box 2000 SUNY Cortland
Cortland, New York
13045-0900
nysoea@gmail.com
Cell Phone: (607) 591-6422
New York State Outdoor Education Association Page 2
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pathways
Pathways (ISSN 1077-5100) is Materials Submissions
published four times a year by the
Anyone interested in contributing
New York State Outdoor Education
to Pathways is encouraged to
Association and is mailed to
submit material via email to:
NYSOEA members. Opinions
expressed by contributors are theirs duda@ashokancenter.org
solely and not necessarily those of or
the Editorial Board of Pathways or
The Ashokan Center
of NYSOEA. Advertisements c/o Jonathan Duda
included in Pathways should not be 477 Beaverkill Road
interpreted as endorsement of the Olivebridge, NY 12461
product(s) by NYSOEA.
Materials should be typed. Please
Advertising in pathways include a short biographical section
about the author of the article.
Pathways welcomes advertisements
References cited in the article
which will be of interest to the
should be listed at the end of the
membership of NYSOEA. If you
article, APA style. Deadlines are:
have a product, service, equipment,
Mar. 10, Jun. 10, Sep. 10, Dec. 10
resource, program, etc. that you
would like to share with our
membership via an advertisement,
Editor: Jonathan Duda
please contact:
Assistant Editor: Frank Knight
Jonathan Duda at: (845)657-8333
 pathways Page 3

It suddenly occurred to me that Spring has officially arrived. Just a couple of weeks ago the lake
was covered in ice and prior to that I enjoyed watching an adult and two immature eagles out on the
lake working on a deer carcass. Today I saw my first daffodil in town!

“Go Green” signs have been up all over my community lately. Sure it was March and St. Patrick’s
Day was part of the motivation, but our school district proclaimed a Green Week and there was a big
Go Green Expo at our High School. I participated in many levels, as a contractor for the Orange
County Water Authority, a Committee member of my child’s school, and a parent. Go Green is kind of
quirky and somewhat commercial, but a
whole lot of people were there learn-
ing and sharing. I’m hoping that this
is a trend that continues.

NYSOEA is going to be more

environmentally, and in these
economic times, fiscally respon-
sible. From this issue forward
we will offer only limited cop-
ies of Pathways in its paper for-
mat. They will go to our library
members and any others who
send a request via the form in-
cluded on page 11 of this issue. It
is important to take advantage of Photo credit: Brian Joyner
what the internet and the web have to
offer. Great color pictures are a way to
communicate and editorialize our articles through our Yahoo group and now our
throughout new networking sites on Facebook and Ning.com. In addition, we will be using
e-mail reminders about membership and upcoming events as well as on-line registration for conferences
and events. For those of you who are leery about these changes, please keep in mind that we will be
able to hold membership prices steady while providing the kind of services we’ve always enjoyed.

Happy Spring!
MaryLynne

METRO REGION NEWS

On Sunday, February 15th, the Metro Region hosted a codfishing/winter birding/marine biology trip
on board the boat, Captree Princess. Four people attended, including Jeff Gottlieb, your Metro Re-
gion Representative, Chirsty Albanese of Theodore Roosevelt Sanctuary, Steve Scherer of Nassau
BOCES Outdoor Education, and Chuck Nace. A number of codfish were caught, plus bergalle,
ocean pout, spiny dogfish and sculpin. The most notable bird seen was an immature Iceland Gull.
A good time was had by all. The Metro Region will host more of these trips in the future.
 New York State Outdoor Education Association Page 4

WORKSHOPS
• Panel discussion with classroom teachers on why outdoor education works.
• Friday afternoon along the Hudson River in Beacon.
• Saturday afternoon at Sharpe Reservation.
Workshops include: Using the Hudson River to teach curriculum, Incorporating Art into
Outdoor Education, Hudson River Geology, Sustainability, Climate Change, Dragons & Damsels,
Teaching Complex Foodwebs, Connecting Schools & Farms, Interpretive Hikes, Maple Sugar Shack
Tour, Floating Classrooms–a canoe trip!, Keeping Critters in the Classroom.

FEATURED SPEAKERS THURSDAY FIELD TRIPS

• Canoe Constitution Marsh
Ned Sullivan • Interactive fun at the Mid Hudson
Children’s Museum
President of Scenic Hudson
• Hike at Franny Reese State Park or the
West Point Foundry Preserve
Frances Dunwell • Questing at The Hudson Highlands
Director of the NYS DEC’s Nature Museum
Hudson River Estuary Program • StonyKill Farm Environ. Edu. Center
• Inclusion U
Tom Lake • Sail on the Sloop Clearwater
Hudson River Naturalist
for the NYS DEC’s HREP Arm-of-the-Sea Theater
ENTERTAINMENT
Speakers will focus on the past, present
and future of the Hudson Valley,
including the Hudson River, its natural
history, the birth of the environmental
movement, and land preservation.

Teacher Scholarships
Available
pathways
Professional Development Opportunities in
Energy Education
for Educators in New York State
GREENFIELD, MA – The Northeast Sustain-
able Energy Association (NESEA) is pleased to
announce the commencement of a new energy
education project, Solar Sails New York, spon-
sored by the New York State Energy Research
and Development Authority (NYSERDA)
through a two year service contract. Educators
working in New York State will have the op-
portunity to attend free professional develop-
ment workshops on solar and wind energy
education, receive free energy education kits
for their classroom, center, or institution, and
complimentary accompanying curricular units.
Over the past 5 years, NYSERDA’s School
Power….Naturally program has focused on
educating students in grades 5-12 about the im-
portance of renewable energy and the role so-
lar electric power can play in providing clean
electricity to homes, schools and work-
places. Fifty schools across the State are host-
ing a 2kW photovoltaic (PV) system that in-
cludes software to link data from the PV system
to classroom instruction. Students are not only
learning how a 2kW PV can meet 25-30% of
the energy needs of a typical home, but why it
is an important option for producing clean, re-
liable and inexhaustible energy. These educa-
tional materials address New York State Math,
Science, and Technology curriculum standards.
Under the new School Power…Naturally
program, $1.2 million is available to upgrade
the current program to include teaching tools
for wind energy along with the development
of data resources, expanded marketing and
outreach to teacher and school districts, main-
tenance for installed PV systems, and general
outreach and awareness. By exposing students
Page 5
to the intricacies of a renewable electric system
as well as live performance data, long-term in-
terest in clean energy technology can be fos-
tered to sustain demand for the ‘green collar’
jobs necessary for continued growth within the
industry.
NESEA staff is excited about working with
NYSERDA again under the School Power…
Naturally program, “A few years ago, NESEA
developed A Solar Kit for the Classroom cur-
ricular unit. This new contract will extend our
ability to reach out to New York educators in a
more meaningful way,” states Arianna Collins,
Education Director at NESEA. “NESEA units will
align with New York State Standards and will
be downloadable. We will provide hands-on
instruction with kit use, and we will demon-
strate how to integrate energy education into
existing scholastic programming. We want this
to work for the teachers and not be just an-
other add-on.”
Collins goes on to say, “Hands-on, placed-
based education secures a context for learning
and it is our hope that through exploring re-
newable energy and its applications, we inspire
teachers to empower the next generation of
pro-active, responsible citizens as they face the
coming environmental and economic chal-
lenges.”
For more information on the Solar Sails
New York project and how to register for a
workshop in your area, please contact NESEA
at 413-774-6051 or email acollins@nesea.org.
- Arianna Alexsandra Collins
 New York State Outdoor Education Association Page 6

from Red Hill

Ramblings
Through the Eyes of a Child
"Papa, papa...deer, deer!" With growing excitement in his voice David, my 17 month
old grandson, let me know the inquisitive whitetail had returned. For six wonderful days
this January, David visited while his parents were on vacation. During this time he and I
shared many wonderful experiences that strengthened the bond we've shared since his
birth. "Our" deer, a young doe came to our hedgerow in search of food each day. While
she rummaged through the snow, searching for buds in the vegetation beneath, David
and I watched intently from the comfort of the sun room. It was apparent she knew we
were there because from time to time she'd raise her head, staring directly at us. Maybe it
was the protection of the large window that separated us, but whatever it was, our pres-
ence never made her uneasy.

Over the course of several days, David and I developed a comfortable relationship
with this wild animal; as well as with a cottontail rabbit that made frequent appearances.
Their gift to my grandson was sharing with him an insight into their daily living patterns.
My present was the opportunity for David and me to share time together marveling over
these wonderful creatures. Cradling him in my arms, snuggled against the back of the
couch, I had a front row seat to his continuing discovery of the natural world. Each new
encounter with these animals made David more eager to investigate what else was living
outside.

As the days progressed, our activities included checking the many bird feeders I've
placed around the house. Watching the colorful cardinals, blue jays, goldfinches and
chickadees as they flew in for a treat competed for David's attention with the deliberate
actions of the hairy and downy woodpeckers at the suet feeder. At night we would go
outside to call owls and witness the intensity of the night sky; I even introduced him to
his mother's favorite constellation: the Big Dipper. In each case I could only wonder what
was going through his young mind as he sorted through all the intriguing new sights and
sounds, trying to make sense of it all.

Obviously, being who I am and living where I do allows for easy access to the out-of-
doors. But, regardless of where you live, it is vitally important that we get our children
outside. Besides all we know from Richard Louv's book, some research shared with me
recently indicates that children who spend much of their time inside are more prone to
myopia. It appears that frequent gazing up and looking at various objects outdoors en-
courages the eye to focus and refocus more quickly; strengthening the eyes in the process.
David's daily encounters watching the birds flitting about, looking at faraway stars or ob-
serving the deer as it ambled closer and then farther away, strengthening both his vision
and his appreciation for the natural world; a truly "win-win" situation. Now what could
be better than that?!

Until next time, may all your rambles lead you to new and exciting places...
-Snapper Petta, pettas@oneonta.edu
 Page 7
pathways

Ke e pi n g a
Natural History Journal
It is a common practice to keep a personal or Great naturalists such as Henry David Thoreau,
academic diary, a record of daily activities, as well John Muir, John Burroughs, and many others, rec-
as reflections, hopes and aspirations, fears and ognized the value of careful, quiet observation to
anxieties — in effect having a conversation with better understand the world they lived in. Simi-
oneself. For some, keeping a daily diary extends larly, Aldo Leopold and Edward Abbey were ob-
outside of our personal lives to include the world servers as well as critics of the way in which their
we live in. When we do this, we keep a natural fellow humans used and abused the planet. In a
history journal. world where climate change and habitat loss is be-
coming increasingly serious, we desperately need
Why such a journal? Perhaps the best argument both observers and critics.
is to make a personal connection to the natural
world, that community of life in which we exist, Perhaps the best way to become a nature jour-
and without which we could not survive. For nalist is to always have a note pad and pen handy.
most, the joy of keeping a daily natural history Do not rely on memory alone. Special moments
journal allows them to get to know the other can occur suddenly and fleeting details can be eas-
community members on a first-name basis. These ily lost. You may soon develop a personal short-
are not our human neighbors, but the flora and hand, writing cryptic notes that can later be ex-
fauna and natural phenomena all around, remind- panded. Record more than you might ever need
ing us every day that we are but a rather small and do not waste time being judgmental as to its
part of a much larger picture. importance. That can be done later. Often seem-
ingly unconnected events can coalesce into a larger
The Chinese philosopher Krishtalka said, “The picture that has much meaning. You can always
beginning of wisdom is calling things by their right discard notes but it is difficult to recall those never
name.” That means knowing that the huge raptor written.
overhead is not just an impressive sight, but a Bald
Eagle; that stand of trees is not just radiating gor- Our contribution to this process is called the
geous fall foli- Hudson River Almanac, now in its 15th year, a fo-
Perhaps the best way to age, but in fact rum where everyone can offer their observations,
become a nature journalist are red maples; reflections and adventures. The weekly Almanac is
is to always have a note those silvery fish produced by the NYS DEC's Hudson River Estuary
congregating at Program as an online journal that seeks to capture
pad and pen handy.
the foot of a the spirit, magic, and science of the Hudson River
waterfall are Valley from the High Peaks of the Adirondacks,
not simply swimming in synchronized flight, but 326 miles through the Verrazano Narrows to the
are blueback herring returning from the sea to sea, including all of the tributaries in the water-
their stream of origin to spawn; and those birds on shed. Hudson River miles are noted for each entry,
the ground under your feeders are not just beginning at the Battery in Manhattan, at river
“LBB’s” (little brown birds), but White-throated mile zero and continuing north to Lake Tear in Es-
Sparrows, Juncos and Pine Siskins. It’s an educa- sex County, river mile 315.
tion and appreciation process. (continued on next page)
 New York State Outdoor Education Association
(continued from page 7)
We began the Almanac on the
Vernal Equinox of 1994 and have
been an ongoing resource for captur-
ing defining moments of the seasons
ever since. We encourage personal
contributions from our readers in the
form of a concise and descriptive
paragraph. While the range of topics
and venues are broad, those that de-
fine the seasons, from the migration
of fish, bird, and butterflies to the
blooming of flowers, have the most
lasting value.
Each volume is sent as a free e-
mail to a distribution of more than
2,000 readers. To receive the weekly
Almanac, send your name and e-mail
address to:
Tom Lake (Editor) trlake7@aol.com
-Tom Lake
Hudson River Ecologist and
Almanac Editor Tom Lake will be
presenting a workshop at the 2009
NYSOEA Conference. Getting
familiar with the Almanac is
wonderful introduction to
experiencing the Hudson River.
Page 8
(Continued from page 1)
Susan Hereth (Scenic Hudson Education Coordinator)
and Rebecca Houser (NYS DEC Watershed Educator/
School Program Specialist) have turned the NYS curriculum
into hands-on experiences both indoors and outdoors. Not
only do these lessons impact student learning in a positive
way, but by establishing a relationship with the educators,
students are able to connect each lesson given with previ-
ous ones, and growth is inevitable.
Twice each year, we walk over to Scenic Hudson’s
Madam Brett Park in Beacon to meet Susan and Rebecca.
There, we explore the marsh, see erosion first-hand and
some solutions to stop it, participate in a scavenger hunt,
identify trees, participate in a creek study, and learn to ap-
preciate nature. Susan and Rebecca also come into our
classrooms monthly for hands-on experiences. In one les-
son, the students had a variety of beaver items; a pelt,
chewed sticks, a skull replica, a tail and some books and
posters. With these items they were able to explore all of
the adaptations of a beaver first-hand.
Because of this environmental program, students have
gained a respect for their environment and an appreciation
for the Hudson River. South Avenue Elementary is proud
that 100% of our fourth graders passed the Spring 2008
NYS Science Assessment (ESPET). This collaborative effort
between South Avenue teachers and administrators, Susan
Hereth and Rebecca Houser, has produced this huge ac-
complishment.
-Lisa Biersack,
South Avenue Elementary 4th grade teacher
The Great
Conference Booklet Search
Do you have a stash of vintage NYSOEA confer-
ence booklets tucked deep away among the Christ-
mas decorations and record collections? In her at-
tempts to collect and archive every edition for the
organization, Karen Robertson has nearly com-
pleted her mission. But she still needs your help!
The following years are still M.I.A.: 69,70,71,72,73
If you think you know where a copy may be lurking
about, please contact her at:
Karen.Robertson@FleetPride.com

pathways
(Continued from Page 1)
In our first year, we developed a user-friendly
Inclusivity Assessment Tool, and have provided
training on its use through our workshop -- Inclu-
sion U. The programs, parks, and recreation facili-
ties that are identified using the Inclusivity Assess-
ment Tool are entered into an extensive online
database aligned with the I Love NY tourism re-
gions.
The database is a comprehensive bank of infor-
mation, sorted by region, identifying inclusive and
accessible recreation resources to help people with
disabilities and their families better plan their rec-
reation. In addition, parks and recreation profes-
sionals that need assistance in improving program
Page 9
or facility accessibility, and any individual with a
disability that wants help in finding more inclusive
recreation, can contact the Center for assis-
tance. Our goal is to help people with disabilities
achieve their “recreation dreams and aspirations!”
We enjoyed providing an Inclusion U as a pre-
institute for NYSOEA members at the annual con-
ference in October in Lake Placid. We plan to do
the same at the 2009 Fishkill conference. All the
participants in the Lake Placid Inclusion U passed
and became Certified Inclusivity Assessors. We
have had the wonderful opportunity to visit and
assess many outdoor sites, from state parks to na-
ture centers. Through the inclusivity assessment,
we are able to help identify ways to improve facil-
ity and program accessibility. For those who have
become a certified assessor through Inclusion U,
we are here to help put your assessment skills into
practice with your own or other programs and
facilities.
Upcoming dates for Inclusion U are posted on
our web site and elsewhere. We encourage you to
contact us and let us know how we can help you
open the outdoors to all people, regardless of abil-
ity. You can contact us at Inclusiv-
eRec@cortland.edu, or call (607) 753-4833. Also
visit our web site at www.cortland.edu/nysirrc.
-Dr. Lynn Anderson, Laurie Penney McGee,
and Dr. Vicki Wilkins
NYS IRRC and SUNY Cortland
 New York State Outdoor Education Association
Outdoor AND
Environmental Education
Part II in a series
Snapper Petta’s excellent essay, defending and
promoting outdoor education, has opened for
discussion a timely and closer examination of our
profession’s core values and methods. Snapper
suggests that outdoor education and not environ-
mental education is the methodology we should
embrace. I essentially agree with his premise, but
I feel it premature to advocate one over the
other until we are clear as to what are
“environmental education” and “outdoor educa-
tion.” Definitions could easily have filled his en-
tire essay.
Fortunately, ERIC, a respected clearinghouse
of educational materials, has provided a starting
place. (Read “Outdoor Education: Definition and
Philosophy” http://www.ericdigests.org/pre-923/
outdoor.htm) The article defines both OE and
EE, as well as other related terms. An interesting
excerpt that none of us will totally agree with,
but at least provides a good place to begin a dis-
cussion: “'Environmental Education' refers to edu-
cation about the total environment, including
population growth, pollution, resource use and
misuse, urban and rural planning, and modern
technology with its demands upon natural re-
sources. Environmental education is all-
encompassing, while outdoor education is seen
by some to relate to natural resources and not to
include the wide sense of the world environment.
Many people, however, think of outdoor educa-
tion in its broadest sense and prefer the term out-
door/environmental education.”
I have difficulty with ERIC’s separating human
impact into EE and natural resources into OE.
OE is more a methodology than subject areas. I
think that most of us teach both OE and EE. I en-
joyed Snapper’s example of how many different
disciplines were learned about from his Phys. Ed.
kayaking class: invasive species, art, history, anat-
Page 10
omy and math. This was far superior to any dry
definition of Outdoor Education.
I do feel strongly that we all could do a better
job of teaching outdoors and about the out-
doors. Much of what we teach seems to be seren-
dipitous or spontaneous. Snapper’s students
learned far more than how to safely and enjoya-
bly kayak. A less-gifted outdoor educator
wouldn’t have covered so many topics, but on
one level these students got just a smattering of
this and that.
Those of us who provide outdoor learning
experiences for school field trips need be espe-
cially sensitive to where what we offer fits into
the school curriculum – what do students come
equipped with and how will what we do with
them prepare them for further learning? From
my experience, I feel we get so caught up in the
activity that we haven’t the needed time left to
help the students relate what they learn to the
bigger picture. For example, we teach youngsters
to operate a water testing kit to determine pH,
BOD, turbidity, etc.; but do we then have time
to show how water quality impacts it biota, and
how the makeup of the aquatic plant community
impacts us. We certainly have a more significant
impact when we can participate in curriculum
writing.
At the 2009 NYSOEA Conference, Laura
Carey and I will conduct a workshop on teaching
ecology in schools. Laura and I have many ques-
tions; we will rely on you for solutions. The de-
sired outcome might be better ways for educating
children to finish school with a clear understand-
ing of both natural and cultural history – how the
natural world works and how all our endeavors
relate to the natural world.
Part III anyone?
-Frank Knight
 pathways Page 11

a ll fo r C o n fe rence Chairs If you have questions or would

C We are seek-
2011 and 2012
like to chair either one of these
ing members who conferences, please contact;
are willing to step up to chair the
2011 and 2012 conferences. If you have thought about Tim Stanley, VP of Programs at
volunteering, now is the perfect opportunity to step up tstanley@freshair.org,
and accept the challenge. A successful conference chair is or call (845) 401-5675
someone who is outgoing and willing to orchestrate and
delegate responsibility to a group of people that you se-
lect to help you organize the event. Please consider tak-
ing on this ever important role within NYSOEA. You Call for
will be under the guidance of the board of directors, and Awards Banquet
Chair
many past chairs will be a valuable resource and
possible committee members. You are welcome to We are seeking a
co-chair with a fellow NYSOEA member. volunteer to coordinate our 2010 and 2011 awards
banquet in the Albany area. If you are interested,
The 2011 conference will be “in the box,” the job would include finding a site for up to 200
This is an imaginary box encompassing the core people and a caterer for the event.
of New York State, encompassing a region from
Syracuse to Albany to Poughkeepsie and to Bing- The awards banquet is a new event to be held
hamton. A couple suggested locations would be in March each year to truly recognize those who
Cortland and/or Albany. You do not have to have worked so hard to be recognized by NYSOEA.
live in proximity to the location of the confer- It is also an opportunity to invite dignitaries and
ence site. other guests who might not otherwise be part of
such a special occasion.

The last printed issue of pathways

Due to budget constraints and in an effort to do our part by upholding our mission as an environmental or-
ganization, pathways will only be available electronically (via email and on the website). If you do not have
easy internet access, or prefer to receive a hard copy, please fill out the form below and send it to the
NYSOEA office.

YES! I would like to continue receiving a printed copy of pathways.

Please keep the address below on the mailing list.

Name:________________________________________________________
Address:_______________________________________________________
City:______________________ State: ________ Zip: _______________
Send this form to the NYSOEA office (address on the other side of this page)
 New York State Outdoor Education Association
Established in 1968, the New York State Outdoor Education Association is the leading
professional group supporting outdoor education, environmental education, and inter-
pretive services in New York State. Our membership includes classroom teachers, envi-
ronmental educators, college professors, naturalists, interpreters, youth leaders, adminis-
trators, students, parents, and others interested in the outdoors.

OUR MISSION
NYSOEA is a professional organization that
promotes interdisciplinary life-long learning
in, for, and about the outdoors
and seeks to inspire appreciation of the
environment by all people.
Our Goals
• We promote public awareness of the value of outdoor and envi-
ronmental education and interpretation.
• We foster a lifelong appreciation and sense of stewardship for
the environment.
• We help classroom teachers and youth leaders use the outdoors
to enrich their curricula and programs.
• We assist our members in expanding their knowledge and skills
in using the environment for responsible educational purposes.
• We act as a unified voice supporting the fields of environmental
education, outdoor education, interpretation, and outdoor rec-
reation

New York State Outdoor Education Association

c/o Department of Recreation, Parks and Leisure Studies Non-Profit
P.O. Box 2000 U.S. POSTAGE
SUNY Cortland
Cortland, New York 13045 P A I D
Cortland, NY
Permit No. 14