NRPA/AALR – GENERAL OUTCOMEs
Outcome 3: Students will be able to meet the professional entry-level standards established under the NRPA/AALR (National Recreation and Park Association / American Association of Leisure and Recreation) by the Council of Accreditation.
Requirement: Provide course and/or real world experience that demonstrates, that you have senior-level competency for entry-level standards established under the NRPA/AALR-General Outcome Categories by the Council of Accreditation (listed below).
Requirement: Provide course and/or real world experience that demonstrates, that you have senior-level competency for entry-level standards established under the NRPA/AALR-General Outcome Categories by the Council of Accreditation (listed below).
1: Conceptual Foundations
Related to understanding the leisure service industry – values of leisure to various populations; social, psychological physiological, economic foundations of play, recreation, leisure; relation between leisure behavior and the natural environment; common definitions
RE110: Introduction to Leisure and Recreation and RE270: Outdoor Recreation Resources, Behavior and Values are both courses which focused on the foundations of recreation in the economic, social and physical sense. In RE110 we learned the spectrum of play, recreation and sport; differentiating them based on the presence of rules, the level of competitiveness and each activity's role in society. Play has no rules and is generally non-competitive. It serves as a way for humans to experiment with physical capabilities, physics, social situations and exercise their imagination/creativity. Sport is at the other end of the spectrum as it is defined by a set of rules and is contingent on competition. While still a physical activity, a set of expectations dictates players actions and responses. Sports have clear goals (no pun intended) and known tactics which will achieve them. There is a "winner" and "loser" thus sports role in society is a way in which humans can exercise their desire to achieve, and bond a team through a common objective. It can help keep peace in communities as it allows humans to release their will-to-power in a non destructive way. Finally, in the middle we have recreation. It is a combination of play and sport; somewhat competitive and having a few rules, yet also fairly free to simply act. Recreation involves activities which have standards of excellence which may be worked towards and achieved which provides guidance on proper execution of the activity as well as personal goals to meet.
RE110: Introduction to Leisure and Recreation and RE270: Outdoor Recreation Resources, Behavior and Values are both courses which focused on the foundations of recreation in the economic, social and physical sense. In RE110 we learned the spectrum of play, recreation and sport; differentiating them based on the presence of rules, the level of competitiveness and each activity's role in society. Play has no rules and is generally non-competitive. It serves as a way for humans to experiment with physical capabilities, physics, social situations and exercise their imagination/creativity. Sport is at the other end of the spectrum as it is defined by a set of rules and is contingent on competition. While still a physical activity, a set of expectations dictates players actions and responses. Sports have clear goals (no pun intended) and known tactics which will achieve them. There is a "winner" and "loser" thus sports role in society is a way in which humans can exercise their desire to achieve, and bond a team through a common objective. It can help keep peace in communities as it allows humans to release their will-to-power in a non destructive way. Finally, in the middle we have recreation. It is a combination of play and sport; somewhat competitive and having a few rules, yet also fairly free to simply act. Recreation involves activities which have standards of excellence which may be worked towards and achieved which provides guidance on proper execution of the activity as well as personal goals to meet.
Another concept beyond the leisure spectrum learned in RE110 is Dr. Csikszentmihályi's model of flow: the state of completely focused motivation. This feeling is a balance of challenge and skill; it is complete immersion in the activity and the height of positive emotions. Flow often occurs in recreation as it has the elements of rules and competition which allow one to build a base of skills play does not have, yet the care-free element which allows us to participate simply for the sake of doing the activity which sport doesn't allow. This feeling is the crux of leisure and is why our industry is so vital to society: we help people achieve flow. |
RE270 took the concepts we learned in RE110 to the next level of comprehension by applying our own opinions to various current controversies within the field. As an online class, readings were required which delved into the history of each topic we covered (governmental organizations, private businesses, resource management, etc.) Every few weeks we posted a commentary based on a prompt and then created an online discussion by responding to others opinions as well. Here you can find a collection of my commentaries and the prompts.
2: Leisure Services Profession
Related to understanding: the development and history of the profession; current issues; the concept of a profession and professional organizations; ethical and professionalism in the profession; the importance of and resources for professional development
The professional development classes such as RE191 and RE291 have helped prepare me for the professional world in building resumes, providing job searching resources, creating goals and philosophies, assessments of competency, and guidance in career paths.
RE371 Protected Area Management also helped enlighten me to various industry practices which may challenge ethics of using natural resources for recreation. Environmental conservation is a huge current issue in the world and our job is to find a balance between preserving the natural world and using it to educate people and help create bonds between humanity and the wilderness. There are many organizations with very different approaches to land ethics and in learning the mission statements of each governmental department helped show the diverse viewpoints and clarify conservation vs. preservation (two very different mentalities). As outdoor educators, no matter our personal beliefs, the importance of connecting the public to the environment is paramount to the conservation of our natural resources. A recent trend in travel is known as Ecotourism: a sustainable way of traveling which benefits the visitors, locals and environment used. In an attempt to relate this phenomena to the local, I created a plan to integrate ecotourism into the Yellowdog Watershed Community Forest near Marquette.
The professional development classes such as RE191 and RE291 have helped prepare me for the professional world in building resumes, providing job searching resources, creating goals and philosophies, assessments of competency, and guidance in career paths.
RE371 Protected Area Management also helped enlighten me to various industry practices which may challenge ethics of using natural resources for recreation. Environmental conservation is a huge current issue in the world and our job is to find a balance between preserving the natural world and using it to educate people and help create bonds between humanity and the wilderness. There are many organizations with very different approaches to land ethics and in learning the mission statements of each governmental department helped show the diverse viewpoints and clarify conservation vs. preservation (two very different mentalities). As outdoor educators, no matter our personal beliefs, the importance of connecting the public to the environment is paramount to the conservation of our natural resources. A recent trend in travel is known as Ecotourism: a sustainable way of traveling which benefits the visitors, locals and environment used. In an attempt to relate this phenomena to the local, I created a plan to integrate ecotourism into the Yellowdog Watershed Community Forest near Marquette.
3: Leisure Services Delivery System
Understanding: how to use diverse resources; the roles and interrelationship of diverse providers (including specialties). Able to promote leisure within the system
One of the most diversely applicable skills I've learned in all of my ORLM education is Interpretation: the connecting of audience to a resource in a meaningful way. RE381 Interpretation I: Foundations and Guided Services and RE382 Interpretation II: Self-Guided Media taught me how to promote leisure and use diverse resources to convey a message in an effective manner to audiences of all ages, genders and nationalities. In RE381 we focused on personal interactions which included speaking skills, use of interpretive techniques, and body language. We had three main presentations: Interpretive Talk, Guided Walk and Tour (which was a partner project), and a Characterization.
For my Interpretive Talk I spoke about the milkweed plant and its many uses for historic and modern humans. This connected my audience not only to the plant itself but the potential uses which gave insight to how people lived when we were more dependent on the land.
For our Guided Walk and Tour, we explored the Marquette 7th Street Cemetery and educated our audience about a few notable historical figures who helped found Marquette. To do this we used the interpretive technique of puppetry which translated the information in a humorous and memorable way. This helped our audience develop a better sense of the place in which they live as well as promote experiential learning by having a conversation with the ghost of that person. Jenni and I gave this tour twice, once for our classmates and once for Rec students from RE110.
Finally, for my characterization I interpreted Mother Nature to explain the wintering techniques of various animals. Dressing in all white with some frosty face paint, I adopted a calm, song-like voice and kind personality. Mother Nature spoke with the class, asking them how they coped with the winter months. A fresh blanket of snow set the scene nicely and transformed the woods behind the PEIF into a winter wonderland. As I spoke of how aquatic animals dealt with the harsh winter months, I pulled out a small container with minnows to pass around bringing the very creatures we were discussing into my presentation. We observed the fish's anatomy and their actions to better understand how they altered their behavior when faced with a frozen lake. I then went on to discuss mammals and their wintering habits (hibernation or not, food and shelter). For this, Dimitri the Dwarf Hamster made an appearance and helped show small creatures' response to the cold. To wrap up, we discussed birds and their migration or survival techniques. To signify an end my phone alarm was set to a duck call which Mother Nature had to help the lost duck. This gave my audience one last laugh and helped time my presentation effectively.
Another method of information delivery in our field is self guided media which we learned in RE382. The projects for this class included a brochure, a flat and a group effort in creating signage for the DNR. The brochure I created was based in the message of "Recreate Responsibly": an anti-litter campaign we created in the group signage project. The flat I created was an invitation to a local home school program's spelling bee. Rather than simply creating the product, I completed a conceptual media plan to outline the project's purpose and intentional elements. My group (Jenni and Monica) and I created two different signs which promoted sustainable fire building and anti-littering. We passed these along to the DNR to potentially use in one of the local state parks which was rewarding to have a class assignment help the community rather than simply get graded. I also created individual signs (seen below) based on the same anti-littering campaign. This collection is entitled "Critter's Against Litter" and aims to use humor and short messages to remind visitors to follow LNT principles.
One of the most diversely applicable skills I've learned in all of my ORLM education is Interpretation: the connecting of audience to a resource in a meaningful way. RE381 Interpretation I: Foundations and Guided Services and RE382 Interpretation II: Self-Guided Media taught me how to promote leisure and use diverse resources to convey a message in an effective manner to audiences of all ages, genders and nationalities. In RE381 we focused on personal interactions which included speaking skills, use of interpretive techniques, and body language. We had three main presentations: Interpretive Talk, Guided Walk and Tour (which was a partner project), and a Characterization.
For my Interpretive Talk I spoke about the milkweed plant and its many uses for historic and modern humans. This connected my audience not only to the plant itself but the potential uses which gave insight to how people lived when we were more dependent on the land.
For our Guided Walk and Tour, we explored the Marquette 7th Street Cemetery and educated our audience about a few notable historical figures who helped found Marquette. To do this we used the interpretive technique of puppetry which translated the information in a humorous and memorable way. This helped our audience develop a better sense of the place in which they live as well as promote experiential learning by having a conversation with the ghost of that person. Jenni and I gave this tour twice, once for our classmates and once for Rec students from RE110.
Finally, for my characterization I interpreted Mother Nature to explain the wintering techniques of various animals. Dressing in all white with some frosty face paint, I adopted a calm, song-like voice and kind personality. Mother Nature spoke with the class, asking them how they coped with the winter months. A fresh blanket of snow set the scene nicely and transformed the woods behind the PEIF into a winter wonderland. As I spoke of how aquatic animals dealt with the harsh winter months, I pulled out a small container with minnows to pass around bringing the very creatures we were discussing into my presentation. We observed the fish's anatomy and their actions to better understand how they altered their behavior when faced with a frozen lake. I then went on to discuss mammals and their wintering habits (hibernation or not, food and shelter). For this, Dimitri the Dwarf Hamster made an appearance and helped show small creatures' response to the cold. To wrap up, we discussed birds and their migration or survival techniques. To signify an end my phone alarm was set to a duck call which Mother Nature had to help the lost duck. This gave my audience one last laugh and helped time my presentation effectively.
Another method of information delivery in our field is self guided media which we learned in RE382. The projects for this class included a brochure, a flat and a group effort in creating signage for the DNR. The brochure I created was based in the message of "Recreate Responsibly": an anti-litter campaign we created in the group signage project. The flat I created was an invitation to a local home school program's spelling bee. Rather than simply creating the product, I completed a conceptual media plan to outline the project's purpose and intentional elements. My group (Jenni and Monica) and I created two different signs which promoted sustainable fire building and anti-littering. We passed these along to the DNR to potentially use in one of the local state parks which was rewarding to have a class assignment help the community rather than simply get graded. I also created individual signs (seen below) based on the same anti-littering campaign. This collection is entitled "Critter's Against Litter" and aims to use humor and short messages to remind visitors to follow LNT principles.
All types of Interpretation can be applied in any area of the field of outdoor recreation. Whether it be a governmental program through the National Park service, a guided nature hike through a private ranch, or an educational program through a charter school; skills in interpretation help a provider connect their audience to any resource and promote the importance of leisure in society.
4: Programming Strategies
Knowledge of the role and content of leisure programs and services; able to organize and conduct programs and services; able to facilitate a leisure lifestyle; able to use various leadership techniques and strategies; Understand and use leisure resources.
A major project in RE362 Program Design in Leisure Services was to actually design, implement and evaluate a program. Working with a small group (comprised of Ethan VanLente, Monica Purdy, and myself) we put together and hosted a pop up art gallery for NMU students at a local community center. We wanted to create a program which would support creativity and art within the community while also attempting to connect the general public of Marquette with university students. We settled on an art show in conjunction with an already established event: the monthly artist reception at the Marquette Arts and Culture Center. Students from all different majors were able to show their art for the night and many people were pleasantly surprised to see a third gallery offered along with the normal two permanent galleries. To organize all of this and prepare, we completed a thorough program report which included all of the planning and evaluation of our event as well as an appendix of supporting documents.
A major project in RE362 Program Design in Leisure Services was to actually design, implement and evaluate a program. Working with a small group (comprised of Ethan VanLente, Monica Purdy, and myself) we put together and hosted a pop up art gallery for NMU students at a local community center. We wanted to create a program which would support creativity and art within the community while also attempting to connect the general public of Marquette with university students. We settled on an art show in conjunction with an already established event: the monthly artist reception at the Marquette Arts and Culture Center. Students from all different majors were able to show their art for the night and many people were pleasantly surprised to see a third gallery offered along with the normal two permanent galleries. To organize all of this and prepare, we completed a thorough program report which included all of the planning and evaluation of our event as well as an appendix of supporting documents.
I also gained experience with the planning, implementation and evaluation of programming at my internship through Ada Park. A core part of my responsibilities was to assist in the planning and preparation of day camps, special events and other programs the park offered throughout the summer. Documentation of participants before camp, reminder emails sent out to parents, schedule of activities, gathering materials and props, preparation of lesson plans and briefing of volunteers all had to be done each week to prepare for the following week's programs. Simultaneously, we were implementing programs as well, keeping track of children, adapting to various age groups, teaching new material, making sure everyone was having fun... finally at the end of the week we would wrap up the prep for the next camp and debrief this week's events. What went well? What didn't? How could we adapt this to fit a different age? How could we improve as instructors? All of these questions were important to cover despite the exhaustion of simply being done with the crazy week. Beyond all of the details, this experience helped me understand how important it is for youth to have positive experiences outdoors and how vital to a community solid recreation programs can be.
5: Assessment, Planning and Evaluation
Understanding of and ability to analyze programs, assess leisure needs, plan leisure services, design leisure services; knowledge and application of research and evaluation related to leisure services; able to apply computer and statistical techniques; able to plan and evaluate the extent to which goals for programs have been met.
RE467 Evaluation/Research in Leisure Services helped me understand how to best analyze and evaluate certain programs or suspected trends in the field of recreation services. Working as a group, we designed, implemented and analyzed a study of our own creation. I worked with Ethan Van Lente, Vaughn Mehler, and Mike Schneck to evaluate students' perceptions of NMU's on campus Outdoor Recreation Center (ORC). Our report began with the theoretical foundation for our study as well as the purpose (which was assessing student needs to inform the ORC's programming choices and resource allocation as a university funded organization). A literature review was conducted to explore the value of recreation centers for student retention and well-being as well as outdoor recreation and it's effects on stress levels. Our methods section covered a description of participants and their selection, as well as procedures, and data collection and analysis. We used a non-random convenience selection of participants by distributing a survey on facebook and asking passerbys in the university commons. Our participants were all undergraduate students of NMU. The results were mostly quantitative and shown in the form of pie charts. Relationships between responses were expressed in tables. One of the most interesting relationships was Grade compared to Motivation to Utilize the ORC:
RE467 Evaluation/Research in Leisure Services helped me understand how to best analyze and evaluate certain programs or suspected trends in the field of recreation services. Working as a group, we designed, implemented and analyzed a study of our own creation. I worked with Ethan Van Lente, Vaughn Mehler, and Mike Schneck to evaluate students' perceptions of NMU's on campus Outdoor Recreation Center (ORC). Our report began with the theoretical foundation for our study as well as the purpose (which was assessing student needs to inform the ORC's programming choices and resource allocation as a university funded organization). A literature review was conducted to explore the value of recreation centers for student retention and well-being as well as outdoor recreation and it's effects on stress levels. Our methods section covered a description of participants and their selection, as well as procedures, and data collection and analysis. We used a non-random convenience selection of participants by distributing a survey on facebook and asking passerbys in the university commons. Our participants were all undergraduate students of NMU. The results were mostly quantitative and shown in the form of pie charts. Relationships between responses were expressed in tables. One of the most interesting relationships was Grade compared to Motivation to Utilize the ORC:
One could infer various conclusions based on the data above and assumptions from observing social trends in class standing. It's interesting that the Juniors seem to crave the social side of it. This could be because as a Junior, often social groups are set but you have moved out of the dorms and are making new friends based in common interests. Seniors however don't necessarily crave the social aspect and instead are interested in their own pursuits through asking for more accommodating features and may not have time to look into programs, instead wanting clear advertising of opportunities. Underclassmen simply don't know whats what around campus and would like to see more advertising for the ORC in general.
Within our discussion we concluded that the ORC needs to advertise more and try to diversify their trip offerings beyond climbing. Students seemed unaware that the center even exists, but also interested in exploring local areas and going on larger trips. Further recommended research would be to look into what exactly about the ORC do the users find most beneficial or perhaps an evaluation of other University's recreation centers and compare to NMU's to see what is working and what is not with programming, advertising, types of trips and staffing.
I have also started to explore an aspect of the leisure industry which delves more into the realm of assessing how people relate to nature through a phenomena known as sense of place. This can be applicable in all types of leisure services, but I have focused on how experiential education promotes an increased sense of place in higher education. Here is my IRB for an ongoing research project investigating the ORLM programs affect on a student's sense of place. A sense of place can also be applied to phenology (the study of seasonal and long term changes in nature). I've taken this higher learning concept and applied it to grade school level learning through working with a home school program known as immerse. I also was given the chance to help integrate it into RE250 as they developed a sense of place through nature journaling. This is a solid example of assessing a concept to better fit into a curriculum which could meet multiple age groups goals. Finally I also adapted the information to present it at the North American Association of Environmental Education (NAAEE) Conference this past fall as a poster presentation. This experience opened up my eyes to the diverse world of environmental ed. Assessment, planning and evaluation are core concepts within the formal education system in which many teachers have to adhere to a certain STEM curriculum, but it is also important to gain insight on a program's worth as a teaching tool to better promote it, gain funding or understanding how students learn.
Within our discussion we concluded that the ORC needs to advertise more and try to diversify their trip offerings beyond climbing. Students seemed unaware that the center even exists, but also interested in exploring local areas and going on larger trips. Further recommended research would be to look into what exactly about the ORC do the users find most beneficial or perhaps an evaluation of other University's recreation centers and compare to NMU's to see what is working and what is not with programming, advertising, types of trips and staffing.
I have also started to explore an aspect of the leisure industry which delves more into the realm of assessing how people relate to nature through a phenomena known as sense of place. This can be applicable in all types of leisure services, but I have focused on how experiential education promotes an increased sense of place in higher education. Here is my IRB for an ongoing research project investigating the ORLM programs affect on a student's sense of place. A sense of place can also be applied to phenology (the study of seasonal and long term changes in nature). I've taken this higher learning concept and applied it to grade school level learning through working with a home school program known as immerse. I also was given the chance to help integrate it into RE250 as they developed a sense of place through nature journaling. This is a solid example of assessing a concept to better fit into a curriculum which could meet multiple age groups goals. Finally I also adapted the information to present it at the North American Association of Environmental Education (NAAEE) Conference this past fall as a poster presentation. This experience opened up my eyes to the diverse world of environmental ed. Assessment, planning and evaluation are core concepts within the formal education system in which many teachers have to adhere to a certain STEM curriculum, but it is also important to gain insight on a program's worth as a teaching tool to better promote it, gain funding or understanding how students learn.
6: Administration and Management
Knowledge of marketing; understand organizational behavior, accountability, interpersonal relations, decision-making; able to apply personnel management techniques; able to implement principles and procedures related to operation and care of resources, areas and facilities; understand financing, budgeting and fiscal accountability; understand and implement public relations and promotion strategies; able to communicate; able to utilize computers for various administrative/managerial functions.
Administration and management are key skills to have built early in one's career as these positions are often the next step from basic guide jobs. Any part of the recreation field will have these types of jobs and the basic understanding of the roles and functions will not only help one achieve these positions in the future if one so desires, but help a person interact with the "higher-ups" in a more personable and understanding way.
I've taken several business classes including MGT215 Entrepreneurship, MKT230 Marketing, EC101 Intro to Economics, EC201 Microeconomics, and my courses for a minor in Accounting.
For MGT215, we created a business plan which laid out an intense plan for a hypothetical small business of our creation. I chose to create an adventure camp in the heart of the Upper Peninsula dubbed Camp Sonder. We were responsible for creating mission statements, and visions for our company which would help guide our long term goals and growth; something which must be considered in any management position. We analyzed the industry and our target markets to better identify who our customers would be and their own goals and desires. A healthy understanding of your consumers needs is essential in promotional strategies, interpersonal relations and communication; especially in a service oriented business. Beyond that we also created a marketing plan which included the program plans, lodging, promotion specifics and pricing. To determine pricing we were also responsible for putting together a sales forecast and budget which was my first exposure to accounting. Budgeting and fiscal accountability are skills which I feel like many people simply learn on the job once they arrive at a management position, especially in our field. While not the most exciting work, budgeting is simply a higher form of organization and is arguably one of the most important components of running a business or organization. Finally, within the Management and Operations section, I detailed the personnel plans, specifics of the location and planned facilities, daily operations, and significant risks to the business. Contemplating each of these components, even for a hypothetical business, forced me to look at the bigger picture and realistic long term goals for my business.
Administration and management are key skills to have built early in one's career as these positions are often the next step from basic guide jobs. Any part of the recreation field will have these types of jobs and the basic understanding of the roles and functions will not only help one achieve these positions in the future if one so desires, but help a person interact with the "higher-ups" in a more personable and understanding way.
I've taken several business classes including MGT215 Entrepreneurship, MKT230 Marketing, EC101 Intro to Economics, EC201 Microeconomics, and my courses for a minor in Accounting.
For MGT215, we created a business plan which laid out an intense plan for a hypothetical small business of our creation. I chose to create an adventure camp in the heart of the Upper Peninsula dubbed Camp Sonder. We were responsible for creating mission statements, and visions for our company which would help guide our long term goals and growth; something which must be considered in any management position. We analyzed the industry and our target markets to better identify who our customers would be and their own goals and desires. A healthy understanding of your consumers needs is essential in promotional strategies, interpersonal relations and communication; especially in a service oriented business. Beyond that we also created a marketing plan which included the program plans, lodging, promotion specifics and pricing. To determine pricing we were also responsible for putting together a sales forecast and budget which was my first exposure to accounting. Budgeting and fiscal accountability are skills which I feel like many people simply learn on the job once they arrive at a management position, especially in our field. While not the most exciting work, budgeting is simply a higher form of organization and is arguably one of the most important components of running a business or organization. Finally, within the Management and Operations section, I detailed the personnel plans, specifics of the location and planned facilities, daily operations, and significant risks to the business. Contemplating each of these components, even for a hypothetical business, forced me to look at the bigger picture and realistic long term goals for my business.
7: Legislative and Legal Aspects
Knowledge of legal foundations including legislation, policy formation; understand basic legal concepts; understand principles of risk management planning and participate in the development/implementation of a risk management plans
A large part of the ORLM major is learning risk management. It is built into every class in some way: In RE467 we cover the legal risks of research and why it is important to have an Institutional Review Board for any projects studying human beings, In RE362 we develop a detailed risk management plan for our program within our group report, In RE356 we deal with risk management every day while we're in the field, and in RE251 it is a topic which dominates much of the class.
RE251 Adventure Activities, Facilitation and Group Behavior looks at risk management and the social, legal and program implications of good vs. poor risk management through the reading and class discussion of Deep Waters: The Lake Timiskaming Canoeing Tragedy by James Raffan. This book detailed a canoeing accident which resulted in the death of 12 boys and a leader. We looked into the controversial principles and approach to risk management of the Canadian boys school, St John's, and how the tragedy may have been prevented or if it was simply a horrible case of luck. It was interesting to hear the difference in opinions among my classmates. Some were appalled by the practices and policies of the religious based-learn on the job mentality, while others seemed to defend it by relating experiences of their own as a participant or leader in a similarly tough learning environment. Tough love is an understatement when describing the atmosphere at the NOLS based schools. True risk was an integral part of building character and toughening one up physically and mentally was believed to make the boys stronger spiritually in the end. While some thrived in this environment, others broke down and seemed traumatized by the experience of simply attending the school. Personally I didn't see the physical stress as the core problem, it seemed to be the macho mentality which was propagated in every aspect of the boys lives. Weakness was not to be shown under any circumstances. If you were unsure of something you better just keep your mouth shut as it was better to save face than ask for help. Because of this they ended up with a less than confident and inexperienced leader who was stuck with the other "weaklings" of the crew. One physically weaker boat was bad enough, but everyone was too intent on making the voyage "authentic" to consider the design of the boats or the conditions of the lake. "If the voyageurs could make the trip back in the day so can we." What they didn't take into account was the incredible amount of time and knowledge those voyageurs actually had as they traversed that route years before. They knew their boats better than they knew themselves as opposed to the boys of St. Johns who had never paddled before shoving off the first day of this infamous expedition. A few essays of mine (#1 and #2) explores this concept further, but overall this book and the discussions it inspired opened my eyes to how important risk management is for the safety of your participants, the integrity of your organization, and your own personal decision making and well-being.
A large part of the ORLM major is learning risk management. It is built into every class in some way: In RE467 we cover the legal risks of research and why it is important to have an Institutional Review Board for any projects studying human beings, In RE362 we develop a detailed risk management plan for our program within our group report, In RE356 we deal with risk management every day while we're in the field, and in RE251 it is a topic which dominates much of the class.
RE251 Adventure Activities, Facilitation and Group Behavior looks at risk management and the social, legal and program implications of good vs. poor risk management through the reading and class discussion of Deep Waters: The Lake Timiskaming Canoeing Tragedy by James Raffan. This book detailed a canoeing accident which resulted in the death of 12 boys and a leader. We looked into the controversial principles and approach to risk management of the Canadian boys school, St John's, and how the tragedy may have been prevented or if it was simply a horrible case of luck. It was interesting to hear the difference in opinions among my classmates. Some were appalled by the practices and policies of the religious based-learn on the job mentality, while others seemed to defend it by relating experiences of their own as a participant or leader in a similarly tough learning environment. Tough love is an understatement when describing the atmosphere at the NOLS based schools. True risk was an integral part of building character and toughening one up physically and mentally was believed to make the boys stronger spiritually in the end. While some thrived in this environment, others broke down and seemed traumatized by the experience of simply attending the school. Personally I didn't see the physical stress as the core problem, it seemed to be the macho mentality which was propagated in every aspect of the boys lives. Weakness was not to be shown under any circumstances. If you were unsure of something you better just keep your mouth shut as it was better to save face than ask for help. Because of this they ended up with a less than confident and inexperienced leader who was stuck with the other "weaklings" of the crew. One physically weaker boat was bad enough, but everyone was too intent on making the voyage "authentic" to consider the design of the boats or the conditions of the lake. "If the voyageurs could make the trip back in the day so can we." What they didn't take into account was the incredible amount of time and knowledge those voyageurs actually had as they traversed that route years before. They knew their boats better than they knew themselves as opposed to the boys of St. Johns who had never paddled before shoving off the first day of this infamous expedition. A few essays of mine (#1 and #2) explores this concept further, but overall this book and the discussions it inspired opened my eyes to how important risk management is for the safety of your participants, the integrity of your organization, and your own personal decision making and well-being.