ROE 189 - Fall 2011

COURSE DESCRIPTION

ROE 189   Principles of Outdoor Recreation   3 credits

An exploration of the characteristics of wilderness and backcountry environments in terms of potential hazards and human capability for adverse impact on resource lands. The course is designed to create an outdoor education foundation and to enhance the knowledge of and appreciation for the natural environment so that safe, responsible and enjoyable outdoor adventures are possible. Leave No Trace Trainer curriculum will be covered and students will be provided the opportunity to earn a certificate.

AUGUST 11-17, 2011 COURSE DETAILS

This block course will start at 8 a.m. on August 11th in Wright Gym 204. While the exact agenda will be somewhat weather dependent, we tend to be based in town for the first few days, venturing to surrounding recreational areas for the day, and then go on a backcountry backpacking expedition for four days. We use technical activities, such as rock climbing, mountain biking, stand-up paddle boarding, and a backpacking expedition to delve into the more challenging interpersonal aspects of being an outdoor leader. Such skills include situational leadership, active "followership", judgement and decision-making, communication and conflict resolution, teaching techniques, giving and receiving feedback, risk management, group management, self-assessments, et cetera. Additionally, students will learn myriad techniques for minimizing their impact on the land, its inhabitants and other users; student who become adept at employing these practices will earn their Leave No Trace Trainer certificate, which has proven very useful for many students in seeking summer employment.

Tentative Agenda

BENEFITS OF THE ROE 189 COURSE

The Recreation and Outdoor Education Program encourages in-coming students to take the ROE 189 course for the following reasons:

1. You will be able to connect with older students when we meet in the backcountry, so they can teach you about Leave No Trace. In addition to seeing what teaching opportunities you will experience as you advance in the major, you will also be able to talk with the older students about their experiences, hobbies, favorite classes and professors, et cetera.

2. You will be exposed to local rock climbing, mountain biking, backpacking, and water sports areas that you will likely want to access during your time at Western.

3. You will earn 3 credits during this intense block course with a few assignments that will be due at the beginning of the semester. This will enable you to have time to settle into your new home if you would like to take 9 credits during the normal semester, or will allow you to be academically aggressive and take 12-15 credits during the semester.

4. The intensive nature of the course results in high learning curves via ample opportunities for students to engage with challenges that lie outside their comfort zone. Of course, this also entails having the support and tools (from both instructors and peers) to succeed.

5. Several research studies have shown benefits to entering college students who participate in wilderness orientation programs, which are designed much like our proposed ROE 189 block course (though ours has the added element of academics). Findings are highlighted below:

• When compared to other types of orientation program (e.g., campus-based, community service-learning), students who participated in wilderness orientation programs that friendships eased their transition to college (Gass, 1987; Gass, Garvey & Sugerman, 2003).

• When wilderness programs, service programs, preseason athletics & no orientation were compared at Harvard and Princeton, “The wilderness orientation group [was] unique among other pre-orientation experiences…because it showed significant differences for all social support sub-factors” (Bell, 2006, p. 163).

  • Social Support / Provisions = attachment, reliable alliance (tangible support), guidance, reassurance of worth (competence), social integration, and opportunity for nurturance

These studies do not address the affect mentoring and academic components have on new students. In education literature, however, mentoring has been shown to raise teachers’ self-efficacy – for both the mentor and the mentee (Gagen & Bowie, 2005; Ross, 1992; Yost, 2002).

References

Bell, B. (2006).  Wilderness orientation: Exploring the relationaship between college preorientation programs and social support.  Journal of Experiential Education, 29(2), 145-167.

Gagen, L. & Bowie, S. (2005). Effective mentoring: A case for training mentors for novice teachers. Journal of Physical Education, Recreation & Dance, 76(7), 40-45.

Gass, M. A., (1987). The effects of a wilderness orientation program on college students. Journal of Experiential Education, 70(2), 30-33.

Gass, M.A., Garvey, D.E., & Sugerman, D. (2003). The long-term effects of a first-year student wilderness orientation program. Journal of Experiential Education, 26(1), 30-40.

Ross, J.A. (1992). Teacher efficacy and the effort of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65.

Yost, R. (2002). "I think I can": Mentoring as a means of enhancing teacher efficacy. The Clearing House, 75(4), 195-197.

Gear List

As a Recreation and Outdoor Education major, it is expected that you will have your own backcountry gear (or at least be in the process of gathering it).  You need not spend exorbitant amount of money to do so.  Search thrift stores, Ebay, et cetera.

Personal Gear

• Expedition Backpack (roughly 4,000 cubic inches or ~60 litres)
• Day packs (for layers, food, water, books, climbing gear)
• Sleeping bag (0-20, depending on your heat/cold factor)
• Compression stuff sack (lined with plastic bag)
• Sleeping pad
• Cup, bowl, spoon
• Headlamp and extra batteries
• Watch with alarm (this is important, as we will awake early)
• Notebook and pencil (pens tend to freeze)
• Toiletries (e.g., toothpaste, toothbrush, contacts, medications, feminine hygiene)
• Sunscreen and lip balm with sunscreen
• Sunglasses w/retainer
• Compass, lighter, and small pocket knife (to share)
• Prescription medication with extra set for instructors to carry (as applicable)
• Few 1/2 gallon and gallon zip lock bags
• Teaching supplies

Clothing

• Warm hat
• Glove system (liner and heavy gloves work well - make sure outer layer is waterproof)
• 2.5-3 upper synthetic layers (the 0.5 is a synthetic t-shirt)
• Insulating top layer (e.g., down)
• Waterproof, breathable jacket (that fits over ALL of the layers)
• 1-2 mid to heavy bottom synthetic layers
• Waterproof, breathable pants (that fits over ALL of the layers)
• 2 sets of active system socks (e.g., 1 heavy or 1 liner and 1 mid/heavy = 1 active system)
• hiking boots
• camp shoes
• 1 pr sleeping socks
• 1 pr camp socks
• 1-2 pr synthetic underwear
• 1 sports bra/bro :)

Group gear (can be rented from WP, but please bring your own personal gear if you have it)

• Stoves and repair kit, cooking pots/pans/utensils
• 1.5 liters of fuel
• Shelter w/plenty of p-cord

Items listed below may be borrowed from WP

• Rock climing helmet, shoes, and harness
• Mountain bike and helmet
• Stand-up paddle board

Optional Items

• Camera
• Pleasure book
• Journal

Do NOT Bring

• Personal musuc system
• Cell phone
• Drugs or alcohol
• Hard cover Harry Potter, Webster's Unabridged Dictionary or the English Language (or any other language)
• Your cat, dog, or llama