Most libraries and bookstores offer up books in the science and nature section that address climate change, with titles that range from “Hot Hungry Planet” to  “Climate of Hope.” Many of these books focus on global warming, polar bears in the Arctic, flooding and other environmental crises on continents around the world.

Photo by Andy Brunner on Unsplash

However, for those of us working in the fields of outdoor education, adventure-based recreation, and summer camp, we don’t need books and photos from foreign lands to persuade us that changes are occurring on our planet — and happening at an alarmingly fast rate.

We see these changes on the rivers we run, mountains we climb, trails we traverse, and camping sites we claim and reclaim for seasonal programs. For many of us who facilitate outdoor education programs, we’ve observed

North Carolina native Adam Parish hails from a coastal town called Newport that is located about 100 miles northeast of our headquarters in Wilmington. He attends the University of North Carolina in Wilmington, where he is majoring in recreation, sports leadership and tourism management — a degree he expects to pick up next spring.

Prior to accepting an internship position here at The National Center for Outdoor & Adventure Education (NCOAE), Adam was a marine science technician with the United States Coast Guard. Our newest intern says his favorite pastimes include surfing, hunting, kayaking, and exercising.

As we often do on our blog, today we offer a brief and very informal synopsis of our newest NCOAE staffer. With that being said, and the only serious question posed at the outset of the interview, below are some winsome, hardly worthwhile queries we placed before our new intern. They’re included here mostly for our edification and entertainment, as well as for “look back material” that we can reference when Adam makes it to the big time in the field outdoor- and adventure-based experiential education:

NCOAE: Why did you apply to be an NCOAE intern, and what do

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For those of us who work day in and day out at The National Center for Outdoor & Adventure Education’s (NCOAE) headquarters in Wilmington, N.C., tropical storms and hurricanes are part of our environment.

Just last year, Hurricane Matthew paid our campus a visit — right in the middle of a three-week campus-based course. But just like the Boy Scouts, we place a great deal of stock in their motto: Be Prepared.

By the time that hurricane came roaring through, we had battened down the hatches at our headquarters facilities and moved everyone enrolled in the three-week training to the Raleigh Durham area where they finished out their course. By communicating that potential change far enough in advance, no one was surprised. Our students finished their certification program on time and were safe in doing so.

And now Hurricane Irma looms on the horizon, threatening to make landfall along our coastline sometime next week. According to the latest National Hurricane Center reports, Florida could face direct impacts, with potential paths for the storms including a move further east to encompass the Carolinas and the East Coast. Mandatory evacuations have already been ordered for the Florida Keys.

Outdoor education programs — especially those accredited by the Association for Experiential Education (AEE) — are well versed on what to do in the case of a backcountry emergency or disaster. But how do you prepare for a natural disaster on your own property?

Below are 14 tips that we undertake and suggest for other outdoor education programs facing a disaster that might affect their properties:

You don’t have to look at a calendar to know summer is quickly drawing to a close. Look at the traffic in your hometown. Notice anything different? How about the roads leading to and from local or regional shopping malls and big box stores? With most kids and their parents hitting the stores — or the Internet — in order to get properly outfitted for the school year, the telltale signs of the fall semester are all readily available.

What’s equally important as preparing for a new school year is planning ahead for personal end-of-year adventures that can keep you motivated over the next three-and-a-half months (or in the case of spring semester adventures — eight-and-a-half months) of textbooks, term papers, quizzes, and preparing for 45-minute lectures.

With some wise planning and a vow to battle procrastination, you can have a pretty good notion as to how you’re going to spend your next holiday or seasonal break from the classroom. And by having all your ducks in a row way before the end of the year, you’ll be rewarded by having that much more time to daydream about the adventure ahead.

As for group programs at the end of this coming academic semester or year, private schools and public school districts all across the nation have already designed and implemented

Outdoor and adventure-based education programs are designed to take students out of their home environment and place them in outdoor settings where they can experience adventures — adventures that highlight challenges, the need for having empathy for others, as well as the need to develop characteristics that can result in a new generation of community leaders and stewards of our environmental resources.

A huge task to be sure, but one of the ideas behind everything we do here at The National Center for Outdoor & Adventure Education (NCOAE), is that our students (and adult course participants) will walk out of the backcountry feeling stronger — both mentally and physically.

Following an adventure-based experiential education experience, we tell those we teach and guide that they are now better-prepared to go out and apply what they have learned in order to protect the natural environment, improve their own communities, and accept the challenges and rigors associated with their own education. But what happens when high school seniors brush themselves off at the end of such an adventure and decide they want to make that move to enroll in a college or university, only to discover the doors are shut to them.

What if the obstacles to their future success include

Here’s an exchange that recently occurred between a tourist and myself:

“What kind of camera do you use?”

“What?”

“What kind of camera do you use to show people what you’ve done?”

“I don’t,” I replied as I stepped onto the beach, board tucked under my arm, ready to paddle out to the surfline.

The woman appeared a bit confused by my answer, possibly perplexed that I wasn’t carrying a GoPro or waterproof camera on my morning adventure.

I recall as a kid we used to watch documentaries in school and read articles about cultures where the inhabitants refused to be photographed for fear it would steal their souls. We were amazed — and a little amused — that a primitive tribe or ancient community could believe that a small box that lets in light could actually snatch a soul.

NCOAE student on a recent Education Without Walls course in Alaska

Nobody’s stealing souls, we said. We all just seek memories. Something to show others where we’ve been and what we’ve accomplished, uncovered or learned. And, while flipping through magazines, that’s what we saw. Other people’s adventures.

But today, things are becoming a little more like the tribes fearing the loss of their souls.

Whether in the surf, on the trail or gazing at the pristine surroundings from atop a mountain, we’re constantly surrounded by people actively

The final bell has rung and children at public and private schools across the nation have cleaned out their lockers and headed out the doors and hopefully, outdoors.

Some of these children are departing schools that rarely allow their students to get down and dirty in the outside world — such as Polaris Charter Academy on Chicago’s West Side, where the school’s 450 students had been kept indoors due to fears associated with gun violence. In other parts of the country, fewer students get the opportunity to truly explore the world outside the playground or even lie down in the grass and point out the significance of cloud formations above.

These same schools, for a variety of reasons, don’t take the time to schedule impromptu short excursions to neighboring parks and wilderness areas, teaching students the names of native birds, plants and trees, pointing out urban and suburban wildlife, or following a slow-moving creek to a larger, more rapid tributary.

But just because most schools don’t fill that obligation doesn’t mean families can’t take over the job now that summer has arrived. The objective is to send these kids back to school in the fall — freshly cleaned up and rested — with heads full of new connections to the natural world.

So how do our children and students truly benefit from outdoor and adventure education? Here’s a short list of the positive attributes of wilderness exploration: