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Proceedings of the National Conference for Outdoor Leadership Wilderness Education Association Proceedings of the 2005 Conference February 18-20, 2005 YMCA of the Rockies – Estes Park, CO 2005 National Conference on Outdoor Leadership “Expanding Our Horizons” “Wilderness Preservation Through Education” Wilderness Education Association Proceedings of the 2005 National Conference on Outdoor Leadership “Expanding Our Horizons” February 18-20, 2005 YMCA of the Rockies – Estes Park, CO. Edited by Maurice Phipps, Ph.D. Western Carolina University and Aya Hayashi, M.S. Indiana University Published by WEA National Office Bloomington, IN Proceedings of the 2005 National Conference on Outdoor Leadership - 1 - Proceedings of the National Conference for Outdoor Leadership Introduction & Acknowledgements To all WEA Members, Conference Attendees and Outdoor Professionals: Thank you for your continued support of the Wilderness Education Association. Special thanks and gratitude go to this year’s 2005 Conference Committee (Bruce Martin, Scott Robertshaw, Jay Zarr & David Schmid) for coordinating an outstanding five days of workshops, training, guest speakers, awards, vendors, socials, discussions, debates and networking at the YMCA of the Rockies in Estes Park, Colorado. In the following pages, please find the WEA’s 2005 National Conference on Outdoor Leadership Proceedings. WEA truly appreciates the time, effort, research and practical field application of our workshop presenters and their willingness to share their work to improve our profession. My hope is that the invaluable information contained within will further the growth of the WEA both as an organization and as an outdoor leadership curriculum provider. Furthermore, I look forward to a larger and larger Conference Proceedings in the years to come. Lastly, I wish to thank Dr. Maurice Phipps and Aya Hayashi for compiling, editing and formatting these proceedings. Jim Lustig WEA Board of Trustees Vice President Proceedings of the 2005 National Conference on Outdoor Leadership - 2 - A Brief History The Wilderness Education Association helps people enjoy and protect our nation's most precious resource: our wilderness areas. The WEA has been training and certifying outdoor leaders around the world for nearly 30 years, teaching students safely and effectively lead groups in the outdoors without harming the environment. In addition, working with national conservation groups and government agencies, the WEA educates the general public in how to appreciate and conserve the wilderness through special curricula and public service information campaigns. Legendary mountaineer Paul K. Petzoldt, Chuck Gregory, Robert Christie, and Dr. Frank Lupton, founded the WEA in 1977. The organization's mission includes "...promoting the professionalism of outdoor leadership and to thereby improve the safety of outdoor trips and to enhance the conservation of the wild outdoors..." The WEA founders set out to develop an organization which could train outdoor leaders, instill a sense of stewardship the wild outdoors, and provide the skills and knowledge necessary to lead and teach public in the appropriate use of wildness areas. The result is one of the most comprehensive wilderness education and outdoor leadership training organizations in the country. The WEA 18-point curriculum emphasizes experiential teaching in the field with a primary focus on judgment and decision-making. WEA course graduates not only know their abilities, but also learn to respect their limitations. WEA courses are offered thought a network of 40 accredited affiliates around the world. Many WEA courses earn college credit. Consulting and program development services are an integral part of the WEA mission. Contact the National Office regarding curriculum development, risk management, instructor recruitment, and standards for outdoor leaders. Proceedings of the 2005 National Conference on Outdoor Leadership - 3 - Table of Contents Page Introduction & Acknowledgements …………………………………………………………………………..... 2 WEA Brief History ......................................................................................................................................................... 3 Table of Contents …………………………………………………………………………………………………….. 4 Building the Adventure Community Ray Aberle ………………………………………………………………………………………………………………… 6 Post-Expedition Adjustment: What Empirical Data Suggest? Pete Allison ………………………………………………………………………………………………………………… 17 Sea Kayak Navigation: Course Plotting, Tidal Currents, Weather and More John Borton ………………………………………………………………………………………………………………… 24 Between Eustress and Distress: Walking the Line in Wilderness Education Kimberly Burnett & Shayne Galloway ………………………………………………………………… 32 Cross-Cultural Wilderness Education Experiences – Collaborative Programs between US and Japanese Universities – Christine Cashel, Aiko Yoshino & Aya Hayashi …………………………………………………….. 39 Wilderness Education Association History, My Version Bob Christie, Jack Drury, & Mark Wagstaff …………………………………………………………… 43 Point Release: Strategies for Successful Journal Writing Reid Cross, Nathaniel Miles Millard, & Mike Dent …………………………………………………….. 49 What is a SPECTM Learning Environment and how do we create it? Jack K Drury …………………………………………………………………………………………………………………. 59 Using Phenology to Build Participants’ Environmental Ethics Briget Tyson Eastep ……………………………………………………………………………………………………… 66 Judgment and Decision-making In Outdoor Leadership: Critical factors, Common Missteps, and Keys to Success Shayne Galloway ……………………………………………………………………………………………………… 69 Building and Using Portable Ropes Course Initiatives Marni Goldenberg ………………………………………………………………………………………………………. 74 Expanding the Horizons of the WEA Legend Marni Goldenberg ……………………………………………………………………………………………………… 76 Proceedings of the 2005 National Conference on Outdoor Leadership - 4 - Horse Packing Do’s and Don’ts David Rogers & Garret Hudson …………………………………………………………………………….. 78 Whitewater rafting: A program organizer's guide to risk management Roy Hunter & Robert B. Kauffman …………………………………………………………………………….. 81 The Wilderness Education Association & Leave No Trace Center for Outdoor Ethics Integration of the Master Educator Curriculum within the National Standards Program Chris Pelchat ………………………………………………………………………………………………………………… 96 Application of Leadership Theories in the Field: Examples from the Western Carolina University 2004 Teton Course Maurice Phipps & Aya Hayashi …………………………………………………………………………….. 103 Special Use Permits from Problems to Partnerships Brenda Porter & Scott Robertshaw …………………………………………………………………………….. 113 Safety Protocol and Development for New Student Led Trip Programs Lynn Rhodes & Shayne Galloway …………………………………………………………………………….. 115 Navigating the Job Search Trail William Sassani …………………………………………………………………………………………………….. 120 Traps and Tips of Decision Making for Outdoor Leaders Bob Stremba ………………………………………………………………………………………………………………… 124 Liability Escalation in Outdoor Activities Carl Weil ………………………………………………………………………………………………………………… 131 Proceedings of the 2005 National Conference on Outdoor Leadership - 5 - Building the Adventure Community Ray Aberle Colorado State University Abstract This paper outlines several paradigms of the adventure and experiential education fields and their relevancy in forming a community of people. While there is little in the way of “new ideas”, it is the coming together of different foundations of the adventure field in a usable way for a variety of different groups. This approach has been successfully implemented for school, corporate, family, and expedition based groups. Key Words: Community Building, Adventure The Adventure Community No matter if you are operating in a corporate board-room or in a remote Wilderness, there are core components of group formation, motivation, maintenance, and process that enable a spirit of adventure, mutual support, and growth to be present. The Adventure Community embodies these components. Basic Definitions Used in this Paper: Adventure: we define adventure as an experience that is voluntarily entered into, has intrinsic motivation, and an element of risk resulting in uncertain outcomes. Community: A body of people bringing a diversity of experience, views, talents, and liabilities gathered for a common purpose. Sustainability: The ability to remain in a state of balance and health for a very long time. This can be applied on the personal, communal, and planetary level. The sustainability we talk of is not a state of homeostasis, but one that adapts to support health and balance. Appreciative Inquiry: A problem solving strategy that employs an examination of the positive elements of an issue and possibilities for its solution. It is also used as a method of evaluating any experience; whether positive or seemingly negative. Basic Theories: Expedition Behavior Adventure Paradigm Ecological Sustainability Games and Play Competency Quadrant Proceedings of the 2005 National Conference on Outdoor Leadership - 6 - SECTION 1 In 2003, four experienced adventurers set off to explore the 400 mile Legenda River in Mozambique. The last explorations by the outside world took place in 1860. This was an adventure of the highest form. Miles of braded, and confused channels, dangerous fauna, strange illnesses, and the greatest threat to any expedition: being together in a group… Expedition Behavior can be defined as the key emotional and social elements needed to empower success in an adventure endeavor. Beginning with the selection of a team of people to participate in the adventure, expedition behavior
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