Bruhis, N., & Lande, M. (2018, June), Exploring Whitewater Rafting Guides’ Values of Learning and Teaching  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30504

\bibitem{asee_peer_30504}
  Bruhis, N., \& Lande, M. (2018, June), \emph{Exploring Whitewater Rafting Guides’ Values of Learning and Teaching}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30504

Noa Bruhis and Micah Lande.  "Exploring Whitewater Rafting Guides’ Values of Learning and Teaching".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30504 Internet.  24 Apr, 2024

\bibitem{asee_peer_30504}
  Noa Bruhis and Micah Lande.
  "Exploring Whitewater Rafting Guides’ Values of Learning and Teaching".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30504 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_30504
author = "Noa Bruhis and Micah Lande"
title = "Exploring Whitewater Rafting Guides’ Values of Learning and Teaching"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30504}
number = {10.18260/1-2--30504}
}

TY  - CPAPER
AB  - In considering public participation in STEM topics, we focus on the guided “nature-based tourism” activities of whitewater rafting and its impact on the future environmentally conscious behaviors of activity participants. The role of rafting guides’ in curating a contextualized environmental outing experience is examined as well as their perceptions of their place in communicating ecological knowledge. Rafting guides are usually non-credentialed but passionate and intrinsically motivated to share their worldview and considerable experience. They have a place as citizen scientists sharing or brokering knowledge with interested participants during their outdoor activities. It is a unique way to conceptualize lifelong learning for people arguably receptive to learning in primed and structured learning situation.

Nature-based tourism does seem to play a role in increasing both the general environmental knowledge and the environment-related behavioral intentions and motivations of tourists, such as 
* personal choices in consumption, use, and disposal of consumer products; 
* social actions in policy advocacy, activism, and support; and 
* actions related directly to the tourist site (Ardoin et al., 2015). 

Present research focuses specifically on whitewater rafting guides within the nature-based tourism industry. Prior work has largely centered around evaluating tourists and their behaviors (Powell et al., 2009), but there is a gap in the literature when it comes to more fully understanding the role of these tour leaders as informal teachers.

This study employs phenomenological semi-structured interviews to give voice to the whitewater river guides and leaders of the nature-based tourism industry, seeking their perceptions on how nature-based tourism may be used effectively to influence knowledge and behavioral change in their guests, and how nature-based tourism has affected their own knowledge and behaviors. This pilot study is scoped to whitewater rafting guides based out of [area], California.


References

1.	Ardoin, N.M., Wheaton, M., Bowers, A.W., Hunt, C. A., & Durham, W.H. (2015). Nature-based tourism’s impact on environmental knowledge, attitudes, and behavior: A review and analysis of the literature and potential future research. Journal of Sustainable Tourism, 23(6), 838-858.

2.	Powell, R.B., Kellert, S.R., & Ham, S.H. (2009). Interactional theory and the sustainable nature-based tourism experience. Society and Natural Resources, 22(8), 761-776.


AU  - Noa Bruhis
AU  - Micah Lande
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Exploring Whitewater Rafting Guides’ Values of Learning and Teaching
UR  - https://peer.asee.org/30504
DO  - 10.18260/1-2--30504
ER  -