Controversial issues in adventure programming

Do the benefits of adventure programming outweigh the risks?

Should principles of challenge by choice be integral to all adventure program experiences?

Does the concept of transfer of learning sufficiently explain the way outcomes of adventure programming are generalized to other areas of participants' lives?

Should there be a professional certification in outdoor leadership?

Should programs be accredited to ensure that they adhere to industry standards?

Should motorized outdoor adventure pursuits be included in adventure programming?

Should individuals with disabilities be fully included in adventure programming?

Should people of color be encouraged to participate in current outdoor adventure programs?

Can adventure programming make a meaningful difference in promoting health and wellness in society?

Does technology compromise the wilderness experience?

Should extreme sports, such as BASE jumping and other high-risk sports, be included in adventure programming?

Should nonprofit and educational programs be required to obtain permits to use public land?

Should Wilderness First Responder be the standard of care for wilderness leadership?

Should wilderness program staff always accompany their participants?

Should transgender youths be encouraged to favor specialized camps over mainstream camps?

Does Leave No Trace make a difference beyond the scope of backcountry environmental practices?

Are educational reform policies that stress standards and accountability compatible with pedagogical aims and practices in outdoor education?

Are rational decision-making models the most effective method to train novice outdoor leaders?

Is it possible to effectively accomplish the goals of outdoor education through online programming?

Is outcomes-based research currently more important than critical research for the field of adventure programming?