Positions

Research Areas research areas

Overview

  • I am an associate professor and chair of the Department of Recreation Management and Policy at the University of New Hampshire. I pursue two lines of research: (1) Historical and philosophical foundations of outdoor experiential education, and (2) how outdoor experiences in adolescence support healthy development, particularly identity formation and the creation of future goals and plans. Both lines of research are committed to understanding how human development is culturally and historically organized and how social class shapes the way people engage in learning experiences.

    Regarding my first research line, I have published extensively on John Dewey's educational theories and the creation of Outward Bound in the USA following its origins in Cold War Europe and subsequent merger with the cultural phenomenon known as the Human Potential Movement in the United States in the 1970s. I am currently working to tell the story of Outward Bound's early formation as it expanded from the UK to Germany following WWII with the support of high-level officials from the US government, international banks, and philanthropists who were keen to stop Russia's westward encroachment into central Europe. With its origins in the Protestant work ethic, Outward Bound provided an ideal vehicle for capitalism to take root in the minds and character of young men as an ideological bulwark against communism; this was the express and stated intent of its designers and supporters. The origins of Outward Bound as an instrument of American soft power during the Cold War are not well known.

    Regarding my second research line, I have been devoting my recent attention on adolescent identity development to supporting outdoor youth-serving organizations in New Hampshire expand the pathways that are available to youth. I have been most focused on organizations that serve youth from rural communities in the northern part of the state. This interest led to the formation of the NH Youth Retention Initiative, a collaborative project with colleagues at UNH designed to understand the messages youth are receiving about what they should do after high school, how those messages circulate, and how they influence postsecondary planning. We want to know how this messaging (what the identity literature calls "master narratives") can be changed to more positively impact youth identity formation and future planning, in ways that also benefit communities by helping youth recognize work opportunities in the state - many of which have to do with the emerging outdoor recreation economy. I am interested to know more about how informal learning experiences in the outdoors can be better leveraged to expand how youth perceive their futures, and how communities can become more responsive to evolving youth interests.

    I am currently accepting graduate students who are interested in youth development, outdoor learning, and identity formation to join the Youth Retention Initiative team.
  • Selected Publications

    Academic Article

    Year Title
    2020 Joint Recommendations on Reporting Empirical Research in Outdoor, Experiential, Environmental, and Adventure Education JournalsJournal of Experiential Education.  43:348-364. 2020
    2020 Outdoor education in historical perspectiveHistory of Education Review.  49:1-7. 2020
    2020 Dartmouth Outward Bound Center and the rise of experiential education, 1957–1976History of Education Review.  49:9-29. 2020
    2020 Adolescents' Future Aspirations and Expectations in the Context of a Shifting Rural Economy.Journal of Youth and Adolescence: a multidisciplinary research publication.  49:534-548. 2020
    2020 The Americanization of Kurt Hahn’s Values: Commentary on “Outward Bound and Civic Minded”Journal of Outdoor Recreation, Education, and Leadership.  12. 2020
    2019 Outdoor activity involvement and postsecondary status among rural adolescents: Results from a longitudinal analysisJournal of Leisure Research.  50:18-27. 2019
    2019 Restoring Culture and History in Outdoor Education Research: Dewey’s Theory of Experience as a MethodologyJournal of Outdoor Recreation, Education, and Leadership.  11:335-351. 2019
    2017 The Evolution of Experiential Learning Theory: Tracing Lines of Research in the JEEJournal of Experiential Education.  40:NP1-NP21. 2017
    2017 A dialectical approach to theoretical integration in developmental-contextual identity research.Developmental Psychology.  53:2023-2035. 2017
    2017 Examining teacher and student disability sporting experiences in physical educationJournal of Physical Education Research.  4:31-47. 2017
    2017 Assessing the Value of a College Degree in Outdoor Education or Recreation: Institutional Comparisons Using the College Scorecard and Surveys of Faculty and EmployersJournal of Outdoor Recreation, Education, and Leadership.  9:26-41. 2017
    2017 Outdoor education academic programs in the United StatesJournal of Outdoor Recreation, Education, and Leadership.  9:250-253. 2017
    2017 The Use-Value of Real-World Projects: Children and Local Experts Connecting Through School WorkDialogic Pedagogy: An International Online Journal.  5. 2017
    2015 The educational situation in Utopia: why what is, isCultural Studies of Science Education.  10:239-245. 2015
    2014 A Longitudinal Study of Rural Youth Involvement in Outdoor Activities throughout Adolescence: Exploring Social Capital as a Factor in Community-Level OutcomesResearch in Outdoor Education.  12:36-57. 2014
    2013 Circle Talks As Situated Experiential LearningJournal of Experiential Education.  36:155-174. 2013
    2011 Deweyan Tools for Inquiry and the Epistemological Context of Critical PedagogyEducational Studies.  47:561-582. 2011
    2011 Resistance and disidentification in reflective practice with preservice teaching internsNew Directions for Teaching and Learning.  2011:67-75. 2011
    2011 An Overburdened Term: Dewey's Concept of "Experience" as Curriculum TheoryEducation and Culture (West Lafayette).  27:5-25. 2011
    2010 An Interdisciplinary View and Analysis of "Constructivism" in KinesiologyQuest.  62:202-217. 2010
    2010 Contact Theory as a Framework for Experiential Activities as Diversity Education: An Exploratory StudyJournal of Experiential Education.  32:207-225. 2010
    2008 Experience, Reflect, Critique: The End of the “Learning Cycles” EraJournal of Experiential Education.  31:3-18. 2008
    2006 Repertoire of practice: Reconceptualizing instructor competency in contemporary adventure educationJournal of Adventure Education and Outdoor Learning.  6:25-37. 2006
    2004 Service-Learning and Outdoor Education: Promising Reform Movements or Future Relics?Journal of Experiential Education.  27:67-86. 2004
    2004 Service-learning and outdoor education: Promising reforms or future relics?Journal of Experiential Education.  27:67-86. 2004
    Co-instructing on extended wilderness expeditions: A phenomenological inquiryJournal of Outdoor Recreation, Education, and Leadership.  4:140-156.
    Is group therapy democratic? Enduring consequences of Outward Bound’s alignment with the Human Potential Movement.Democracy & Education.  24.
    Using academic notebooks to support achievement and promote positive environments in differentiated classroomsMiddle School Journal.  45:24-32.

    Article

    Year Title
    2014 The importance of outdoor activity and place attachment to adolescent development in Coös County, New HampshireThe Carsey Institute at the Scholars' Repository2014

    Book

    Year Title
    2017 The Backcountry Play Book 2017
    2013 John Dewey and education outdoors: Making sense of the ‘educational situation’ through more than a century of progressive reforms 2013
    2013 John Dewey and Education Outdoors 2013
    2011 Sourcebook of Experiential Education 2011

    Chapter

    Year Title
    2021 Beyond experiential learning cycles.  75-87. 2021
    2018 Activity settings as contexts for motivation: Reframing classroom motivation as dilemmas within and between activities.  231-266. 2018
    2017 Experiential Education.  1-6. 2017
    2012 Programming the transfer of learning in adventure education: An update.  31-38. 2012
    2011 Lev Vygotsky Experiential Education-A View From the Future.  157-165. 2011
    Experiential learning: History, ideology, theory
    Pedagogies of experience
    Pedagogies of experience.  69-79.

    Conference Paper

    Year Title
    2018 Outdoor experiential education as whiteness education 2018
    2017 Outdoor activity involvement in adolescence as a predictor of postsecondary educational status among rural youth: Results from a longitudinal study 2017
    The Eastern European Roots of Experiential Learning: How Jacob Moreno Shaped Theory and Practice in Adventure Education

    Teaching Activities

  • Independent Study Taught course 2022
  • Teaching Assistantship Taught course 2022
  • Teaching Practicum Taught course 2022
  • Whitewater Canoeing Taught course 2022
  • Water Based Experiences Taught course 2022
  • Foundations of Adventure Ed. Taught course 2022
  • Teaching Assistantship Taught course 2021
  • Whitewater Canoeing Taught course 2021
  • Independent Study Taught course 2021
  • History of Outdoor Education Taught course 2020
  • Water Based Experiences Taught course 2020
  • Water Based Experiences Taught course 2020
  • Theory of Adventure Education Taught course 2020
  • Adventur Prog/Water Based Exp Taught course 2019
  • Teaching Assistantship Taught course 2019
  • Teaching Practicum Taught course 2019
  • Theory of Adventure Education Taught course 2019
  • History of Outdoor Education Taught course 2018
  • White Water Canoeing Taught course 2018
  • Contemp Issues Human Developmt Taught course 2018
  • Theory of Adventure Education Taught course 2018
  • History of Outdoor Education Taught course 2017
  • Adventur Prog/Water Based Exp Taught course 2017
  • Adv Rsrch Exp/Kinesiology Taught course 2017
  • Teaching Assistantship Taught course 2017
  • Theory of Adventure Education Taught course 2017
  • Theory of Adventure Education Taught course 2017
  • Adventr Prog/Backcountry Exper Taught course 2016
  • Adventur Prog/Water Based Exp Taught course 2016
  • Theory of Adventure Education Taught course 2016
  • Adventr Prog/Backcountry Exper Taught course 2015
  • Contemp Issues Human Developmt Taught course 2015
  • Experience in Education Taught course 2015
  • Teaching Assistantship Taught course 2015
  • Adventur Prog/Water Based Exp Taught course 2015
  • Theory of Adventure Education Taught course 2015
  • Adventr Prog/Backcountry Exper Taught course 2014
  • Rsrch Exp/Kinesiology Taught course 2014
  • Adventur Prog/Water Based Exp Taught course 2014
  • Qualitative Inquiry in Educatn Taught course 2014
  • Theory of Adventure Education Taught course 2014
  • Education And Training

  • B.A. English, Secondary Education, New England College
  • M.S. Kinesiology: Outdoor Education, University of New Hampshire
  • Ph.D. Education, University of New Hampshire
  • Full Name

  • Jayson Seaman
  • Mailing Address

  • University of New Hampshire

    Recreation Management and Policy

    4 Library Way

    Durham, NH  03824

    United States