Summit Addresses Environmental Issues
After spending much of the first day of the Faculty Summit discussing leadership skills, teaching techniques, and ways to foster inclusion, the second day began with a reminder to faculty: you have an incredible opportunity to inspire a new generation to care about the environment.
Dan Garvey delivered the morning’s first presentation. Garvey’s humorous approach softened the otherwise sobering discourse about ethical failures and their catastrophic impact on the environment.
Dan Garvey addresses NOLS faculty. Photo Credit: Brad Christensen
Next, George Luber delved further into the theme of environmental consciousness with a thorough presentation of the changes occurring in the environment and, consequently, in the health of Americans.
George Luber explains the numerous changes occuring in the environment. Photo credit: Brad Christensen
Although Luber’s statistics were staggering, he, like Garvey, urged NOLS faculty to take the information and act, rather than allow it to be paralytic in its seriousness. For example, he suggested appealing to the self interest of students, whose appreciation for wild places grows during a NOLS course.
“Instead of pointing out all of the weeds, get in the garden,” deplored Garvey.
For videos of talks, forums, and workshops at the NOLS Faculty Summit, please visit NOLS.tv
Permalink | Posted by Alison Hudson on May 17, 2012 in the following categories: Alumni, Curriculum, Environmental Stewardship & Sustainability, Instructor News, Leadership
Inspiring Alumna: Morgan Dixon opens Faculty Summit
Yesterday morning was the start of the 2012 NOLS Faculty Summit. Scott Robertson and Executive Director John Gans kicked off the event with a brief welcome to the nearly 160 faculty members assembled at the Sinks Canyon Center. Over the three days of the Summit, faculty will participate in a variety of forums and workshops focused on professional development, community building, and inclusion. The highlight of the first day was Morgan Dixon’s opening address, which set the tone for the summit by inspiring attendees to spread lessons from NOLS to a greater audience.
Dixon, an alumna of the Pacific Northwest Trip Leader, began with a line by poet Linda Hogan.
“The body’s purpose is to use life up,” quoted Dixon.
Photo credit: Brad Christensen
Although this line aptly synthesizes the philosophy of many NOLS faculty members, it is far from a reality for the majority of Americans.
“How many people in out country use the body in that way? This is a crisis for all Americans. This is why the lessons NOLS espouses are just so important in these times,” explained Dixon.
Fostering healthy lifestyles in less privileged communities is so important to Dixon that she created the GirlTrek movement. GirlTrek uses walking, the most basic component of any NOLS course, to foster healthy lifestyles amongst African American women and girls. As Dixon emphasized, role models play a critical role in the success of this program
“When I got back my NOLS course, I sent pictures to my friends. The response was far greater than I expected. That one photo of [an African American woman] in the wilderness was more important than years of work,” said Dixon. “People could suddenly imagine being in a freer place.”
Photo credit: Brad Christensen
Dixon ended by reminding attendees that many people will never have access to the NOLS experience, but that the lessons from the field can be brought into the frontcountry, into cities, to inspire healthier lifestyles and more role models. This is how the group under the tent will become more diverse.
Permalink | Posted by Alison Hudson on May 16, 2012 in the following categories: Alumni, Curriculum, Instructor News
Wilderness Leadership in the Harvard Business Review
We at NOLS operate on the firm believe that leadership can be learned. The people we instruct, from teenage students to business executives and everything in between, believe the same. Marc Randolph, among numerous other renowned members of the world of business, was quoted saying so in the April issue of the Harvard Business Review:
“Marc Randolph, a cofounder of Netflix and a NOLS graduate, strongly believes in stepping up to leadership this way. ‘On a hike, it’s a constant process of not being sure, taking a shot, and finding out one, 10, or 100 minutes later whether your decision was a good or bad one,’ he says. ‘That’s what you face in the business world, especially as an entrepreneur.’”
To read more of this thorough examination of the NOLS curriculum as it applies to the business world, written by our own Diversity and Inclusion Manager Aparna Rajagopal-Durbin and Director for Leadership John Kanengieter, pick up the April issue of the HBR, or check it out online.
Aparna Rajagopal-Durbin
Permalink | Posted by Casey Dean on Mar 23, 2012 in the following categories: Curriculum, In The News, Leadership, Professional Training
NOLS stands out in research
NOLS is the leader in wilderness education because of years of experience, thousands of experts, countless hours of internal education, and cutting edge research. The research NOLS conducts enables us and others to constantly improve and adjust our teaching styles, expedition planning, and more. For example, a visually impressive set of data is this word cloud:
These are the words over 2,000 NOLS graduates used in response to the exit-survey question, “What did you find most rewarding about your NOLS experience?” The bigger the word, the more frequently it was used. Of course, additional findings came of this survey, but this was an immediate and easy-to-grasp result.
The NOLS research team, which collaborates with University of Utah, attended the 11th biennial Coalition for Education in the Outdoors Research Symposium Jan 13-15 and presented the findings of five studies. Watch a video of NOLS Curriculum and Research Manager John Gookin and NOLS Research Project Manager Mandy Pohja giving overviews of the following research.
Developing Lifelong Learners: Enhancing Dispositional Enjoyment of Learning through Optimal Engagement in Adventure Education Programs
In the spring of 2010, 47 college-aged students enrolled in three semester-long summer NOLS courses were invited to participate in this study. Based on experience sampling forms about two randomly assigned hour-long blocks each day over four week-long periods (one before, two during, and one after their course), researchers saw significant shifts in optimal engagement during and after courses.
“There is good reason to believe that immersion in adventure-based semesters can help foster the underlying nutriments of enjoyment and interest in learning, which are necessary to create lifelong learners.”
Measurement of Challenge Type and Intensity in Wilderness Education Students
Prior to this undertaking, no scales to measure self-perceived challenge level existed. Scientific inquiry of the patters of challenge and growth may appear to merely affirm folk wisdom, but documentation establishes baselines for future experimental studies, NOLS researchers noted. What this undertaking generated was a three-pronged model of challenge—intrapersonal, interpersonal, and program and environment. Ultimately, as NOLS researchers wrote, “This connects this work to performance under stress, which has been identified by NOLS alumni as the leading skill they associate with their wilderness education experience, then use for their entire lives.”
Understanding the Contribution of Wilderness Based Educational Experiences to the Creation of an Environmental Ethic in Youth
Students of 30-day or longer courses completing the course quality survey last year were asked, among other questions, if their NOLS experience made an impact on their environmental ethics and how. Data suggests NOLS courses have a positive impact on environmental ethic. “Students report that they are more aware of how the natural world works, have an increased self-awareness related to sustainability, and believe they learned how to apply Leave No Trace skills in their lives beyond the program,” the study states.
Energy Demands of Wilderness Education Students
In the “biggest, most intensive study we’ve ever done at NOLS,” as Gookin said, delved into energy expenditure, morphological changes, fitness changes, and caloric intake on NOLS courses.
Though much of the data is still being processed, a number of take-away applications have already surfaced. Not surprisingly, students increase cardiovascular fitness on courses, but an energy deficit shows up. “Dietary logs show that students typically had food available but did not eat the rations, probably because they were busy with activities,” the study notes. “This shows that nutrition on expeditions has barriers beyond simple logistics. Proper nutrition includes ration logistics, nutrition education, cooking education, adequate supervision, and an atmosphere that promotes healthy lifestyles.”
A final exciting note was that this study was unlikely to be the last of its type. This research demonstrated to researchers that courses can use simple tools to monitor energy balance, enabling them to run programs that are both challenging and healthy.
The Importance of Program Quality in Youth Development: Program Quality Indicators as Predictors of Outcome Achievement Among NOLS Participants
The purpose of this study was to determine the relationship between perception of quality and participant development. The results show that the qualities most predictive of overall participant development on a NOLS course are empowerment, prioritization of safety, and the presence of role models. NOLS believes it is important to focus on point-of-service qualities that can be affected by programmers.
For more information on these research programs and more, visit our research site.
Permalink | Posted by Casey Dean on Feb 9, 2012 in the following categories: Curriculum
Pioneers with Pool Toys
This weeks blog is brought to you by instructor, Mike Bueno:
Packrafting in Alaska has become the hot new trend in wilderness exploration these past few years. With the enormous amount of public lands and lack of roads leading into the backcountry, wilderness travelers have turned into pioneers of a new sport following a classic form of travel: the rivers. Alaska rivers have turned many travelers, hunters and NOLS courses away from some terrain--but not any longer. With the advent and wide acceptance of the packraft, these once inaccessible areas have become the new weekend adventure. This year, NOLS Alaska was proud to offer the first 30-day packrafting course.
A Packrafting Party in the Alaskan Wilderness.
The grey, brown glacial flow of the Susitna River gently carried our fleet of 16 packrafts downstream. Yellow paddle blades flashed as they rose out of the water and fell back towards the waters surface. Distant snowy peaks of unnamed mountains glistened in the sunlight. This was it: the first Packrafting course run by NOLS. Years of behind-the-scene work had finally culminated into a packrafting course being formed, staffed and put into the field.
The proposed route was to take our course down three different rivers via boats mixing in hiking on mountainsides carpeted in tundra. With over 200 hundred miles to cover, the beginning of the course felt more like the first ever NOLS packraft adventure race than a standard NOLS course. In the first week we boated about 65 miles and hiked over 20 miles to get our re-ration.
After leaving the slow, constant downstream ebb of the Susitna River, we hiked for 10 days through the southern Talkeetna Mountains and dropped down onto the Talkeetna River. Unfortunately, the Talkeetna River was a raging mass of flooded glacial melt water and strainers lined the gravel braids, hanging out into the surging mass of water heading downstream. Instead of floating downstream as planned we embraced the versatility of packrafts and stuffed the boats once again in our packs.
With a few more days on foot, the chance to get back into the river was finally insight. We took the opportunity to push our students to clinic and build quality paddling skills. These boating skills would be invaluable to handle what would come downstream and in the following days. Over the next few days boating, the group was relieved to take a break from hiking and put their new skills to the test on the swift current and braided channels of the Talkeetna.
Progress downriver was slower than expected and the clock was still ticking. We were at the half way mark of the course but it was no time to take it easy. We still had miles of ‘schwack to tackle on foot as the race continued. Finally, after three weeks of early mornings and late nights, it felt like we were going to reach our destination on time. With a few days of mellow hiking up high on the tundra, we were ready to head down to the final portion of our journey, Clear Creek.
Employing our newfound skills, we floated down the remainder of Clear Creek and slipped out into the main flow of the Talkeetna River towards our final destination. The first NOLS packrafting course was a success. Through a combination of hiking and floating rivers our course covered over 200 hundred miles of wild Alaskan terrain in 28 days. More importantly, the expedition began with a group of students who were previously unable to paddle or backpack efficiently and ended with competent campers and wilderness travelers versed in land and river travel.
Permalink | Posted by Sarah on Aug 3, 2011 in the following categories: Alaska, Curriculum
Hot Risk Management Topic: 15 Passenger Vans
From Instructor Dave Yacubian at a recent NOLS Risk Management Training (RMT):
We were discussing transportation in the RMT today, and an interesting discussion ensued surrounding the requirements for Class B licenses in California. There was an instance where a rental car agency mistakenly provided a 15 passenger van for rental when the organization had rented a 10 passenger van. The staff member did not realize the difference until after driving students 3-4 hours out of town.
The discussion covered the fact that removing seats from a vehicle to accommodate fewer passengers does not change its classification, at least in CA, and in this case the staff member would be required to have a Class B license.
Additionally, what role does the rental agency have in renting the incorrect vehicle? We suggested instituting very specific vehicle checks prior to exiting rental car lots, and reflecting this in you transportation policy.
To learn more about topics like this, see our upcoming schedule of Risk Management Trainings.
Permalink | Posted by Brian Fabel on May 19, 2011 in the following categories: Curriculum, Professional Training, Wilderness Risk Management Conference
A Day at the NOLS Faculty Summit
It's the second official day here at the NOLS Faculty Summit. Distinguished alumni and veteran instructors from around the world are sharing their knowledge and experiences with the rest of the NOLS faculty.
Today's schedule should give you a glimpse into the variety and high-caliber level of talks and discussions going on here in Lander, Wyoming this week.
Day 2 Schedule
8:30am - The Future of Wilderness Education in a Changing World by Dan Garvey
9:45am - Evidence-based Curriculum: What Have We Learned and How Are We Using It? by John Gookin and Jim Sibthorp
11:00am - Land and Water Conservation in the 21st Century: A Role for NOLS by Ann Mills
Staff Supervision: Course Leader Tools & Tactics by Katie Baum Mettenbrink & Chris Brauneis
Teaching with Intention by Shana Tarter & Gates Richards
Adolescent Learning: Theory & Application by Rachel Collins, Cass Morgan & Clair Parrish
3:30pm - Workshop Block
Writing Student Evaluations by Sheila Baynes
Managing Mental & Behavioral Health Concerns in the Field by Cynthia Stevens
Teaching Leadership on Technical Courses by Rick Rochelle, Ashley Wise & Anna Haegel
7:00pm - Who Murdered the Mountain Gorillas by Mark Jenkins
Permalink | Posted by NOLS on May 11, 2011 in the following categories: Curriculum, Instructor News
Leadership Week Discussion on Problem Solving
To kick off Leadership Week here in Lander, we asked our number one (and only) guy in the Leadership Department, John Kanengieter, to lead an open discussion on group problem-solving. We discussed The Four Levels of Intervention, another way of looking at The Waterline Model.
We began the Leadership Week discussion in small groups talking about our own challenging experiences in which we have encountered adversity. During the dialogue that ensued around systemic problem solving, Johnny K emphasized the importance of the first level in the Waterline Model: roles, goals, and expectations.
A senior instructor in the room insightfully reminded all participants that people are dynamic beings, thus roles, goals, and expectations are never static but forever changing. Yet, if appropriately and carefully analyzed, 70% of issues can be solved at the first level by reassessing and evaluating the clarity of roles, goals, and expectations as it relates to the conflict.
We, as humans, naturally want to point fingers and place blame, however, the problem usually resides in the first level and can be solved when roles, goals, and expectations are agreed upon. For more complex problem-solving, it is necessary to move down into the next three levels: group issues, interpersonal issues, and finally, intrapersonal issues. These levels require more time and attention, but shouldn’t be ignored based on that fact.
A high five to the participant who reminded us all that compassion is critical to the success of solving any problem.
Permalink | Posted by NOLS on Feb 22, 2011 in the following categories: Curriculum, Leadership
The NOLS Podcast - Leadership Progression
In this episode of The NOLS Podcast, John Kanengieter, NOLS Director for Leadership, sits down with Jamie O’Donnell, NOLS instructor and program supervisor, to discuss the leadership progression on a course and speak to the unscripted nature and subtle nuances of how we teach leadership.
If you have any questions for John or Jamie, you can e-mail gobig@nols.edu or leave a comment on Facebook or YouTube.
Subscribe to The NOLS Podast on iTunes!
Permalink | Posted by NOLS on Feb 2, 2011 in the following categories: Curriculum, Leadership, On The Net
Wilderness First Aid Skills Retention Study
This week we have the first of a series of assessments of Wilderness First Aid skill retention.
In a study designed with our colleagues at the University of Utah Department of Recreation, Tourism and Leisure, we're evaluating WMI Wilderness First Aid student skill and knowledge retention at 4, 8 and 12 months post course.
To our knowledge this is the first study of it's kind in the wilderness medicine industry.
We look forward to how the results will inform our curriculum, and help us to continue to teach focused and relevant skills that our students can remember and perform with confidence and competence in the field.
Tod Schimelpfenig
Curriculum Director
Wilderness Medicine Institute of NOLS
Permalink | Posted by NOLS on Oct 14, 2010 in the following categories: Curriculum, Wilderness Medicine Institute
