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Development and Management of a Canoe Instructor Program as part of the Western Kentucky University Outdoor Leadership Program

briget eastep — Wed, 05 May 2010 20:00:00 GMT

Introduction

Water -based skills and specifically, canoe skills are a major focus through much of the Western Kentucky University, Outdoor Leadership Program (OLP). Paddle skills are addressed in the form of a required class that is based in large part on the American Canoe Association (ACA) curriculum. This class and the skills obtained in it are essential for students in the WKU Outdoor Leadership Program.

It is the belief of the instructor cadre at WKU that if a boater develops competent skills canoeing, those skills are more easily transferred to kayaking and rafting. Successful tandem canoeing fosters good teamwork and requires students to interact with a variety of skill levels and competencies through partner interchange. Economically speaking this is also a good fit as more students can be reached in a smaller number of watercraft.

Additionally, the program philosophy of: “See one, do one, teach one,” is integral to the Outdoor Leadership Program at WKU. The WKU REC 337 (Outdoor skills- water) class is solidly intertwined with the American Canoe Association and the curriculum progression. Students join the ACA and may matriculate through the curriculum with the goal of becoming ACA instructors through this class.

Students in the WKU curriculum complete a number of ACA courses integrated into this experiential-based class. These steps include completion of the following ACA classes: Level 1- Introduction to Canoeing: Level 2- Essentials of River Canoeing; Level 3 River Canoeing; and Level 4- Whitewater Canoeing. Students then participate in Canoe Instructor training following the ACA protocols and may obtain instructor status up to River Canoeing: Level 3. Additionally, students participate in: a River Rescue Workshop, service project with the Warren County Blueways (a water trails system), an instructional service project with young canoeists, and Trip-leading essentials.

Background: The Outdoor Leadership Program Design at Western Kentucky University

The WKU Outdoor Leadership Program is integrated into a Minor within the Recreation Administration Program at Western Kentucky University. The Outdoor Leadership Program (OLP) consists of 24 credit hours. Twelve students comprise a cohort and each spring the cohort completes the Outdoor Leadership Semester as part of the minor. This program has been in existence in various forms since 1992. Originally, the WKU OLP was a WEA Stewardship Program. Stewardship classes were run every May on Federal lands. In 2006, the WEA National Standard Program semester format was adopted. Since that point expeditions have been in numerous locations with students spending approximately 30 nights in the field. In the current WKU OLP design, student take a professional semester with consists of 15 hours, all within the OLP (See Appendix 1).

Water-based Program (REC 337: Outdoor Skills-Water)

The key class related to water based skill development is REC 337: Outdoor Skills-Water. The class syllabus/course outline may be viewed below (Appendix 2). It includes the university catalog description, rationale, format, expenses, and program objectives. For explanation purposes, the outline serves as a pretty good guide as to the: who, what, why, and how of this program.

Water-Based Program Considerations:

ACA Instructors and Instructor Trainers

In order for students to become ACA instructors high standards must be met as set forth by the ACA. This is not a “participate and receive” type of instructor status. Instructor candidates must demonstrate proficient skill at least one level above that level in which they are being certified. Additionally, they must teach numerous times throughout this process. All of this is thoroughly explained to students in the WKU Outdoor Leadership Program. See Appendix 3 for a letter that goes out in advance to the cohort taking this class.

In order to provide the safe and certifiable service established by the ACA, an ACA Instructor Trainer (IT) must be employed in the process. This is standard ACA protocol. The level of the IT is dependent on what level instructor certification is offered. For instance, at WKU, we have a certified ACA instructor at level 4 (Whitewater), who is only an IT at level 3 (River Canoeing). Therefore, WKU can only certify instructors up to level 3. If a higher ACA instructor certification is sought, another instructor would have to be contracted.

Class size is also dictated by the American Canoe Association. ACA classes require a ratio of 1:6 for instructors and 2:12 with a competent assistant. This has been one of the primary justifications for setting and holding our class participant ceiling at 12 students. We have multiple certified canoe instructors on staff at WKU. Instructor certification requires ongoing maintenance with respect to certification level. Having an ACA Instructor Trainer on staff makes this a nice convenience.

Instructor Training--- Not Inbreeding… But Experienced Opportunity

One of the benefits with training Canoe instructors in the WKU OLP is the wealth of available students who have become certified canoe instructors. As students matriculate through WKU, there is always the opportunity for students to gain experience through canoe instruction. Often this comes in the existing cohort program. Students who have completed the OLP in previous years will assist in instruction with succeeding year’s cohort. This allows a better instructor/student ratio and builds experience for our instructor graduates. We have also become kind of a regional “clearing- house” for groups seeking canoe instruction. Most of these outreach canoe instructional opportunities are manned by WKU OLP canoe instructors. Another opportunity for student engagement and building experience is additional canoe class offerings at WKU.

Additional WKU Paddling Programs

In addition to the Outdoor Leadership Semester class (REC 337 Outdoor Skills-Water), WKU offers other classes that incorporate paddling skills. These include kayak roll clinics, a one credit hour kayaking class, a three hour raft guiding class, and five classes that incorporate ACA Essentials of River Canoeing (level 2)- Tandem, and a planned class in River Rescue. All of the canoeing classes utilize the Boat Barn for storage and utilize canoes in the fleet.

Canoe training workshops have been provided through this program for various groups and associations. Many of these programs involved recent students who have become canoe instructors. These opportunities for teaching and leading groups promotes another strong point in our program by promoting networking (contacts) and building experience. These teaching and trip-leading experiences have included canoe activities with: The Land Between the Lakes Summer Institute, Kentucky Department of Fish and Wildlife Resources, Kentucky State Parks, Kentucky Association for Environmental Education, Mammoth Cave National Park, the Kelly Autism Program, the Wilderness Education Association, local park programs, and many more.

The WKU Outdoor Recreation and Adventure Center is in the Intramural Recreation Sport department. This program provides numerous river trips and operates a boat livery on campus. There is considerable “cross-pollination” between this program and the Outdoor Leadership Program at WKU. The programs share equipment when necessary, but each program maintains separate facilities and staff. ORAC provides a recruiting venue for future OLP participants and an on-campus place of employment for OLP students who have completed the minor.

Boats and Boat Maintenance

Obtaining and maintaining a good canoe fleet is an ongoing necessity when offering higher level canoe courses. Unless the program is operating out of a canoe livery, this is usually not something that happens in a short time span. Different types of canoes are required in progressing from Level 1, Introduction to Canoeing to Level 4, Whitewater Canoeing. It is essential to require different craft if students are to receive good instruction. After all, you wouldn’t try to have a drag race with a lawnmower… so why teach a whitewater class with generic flatwater canoes? Rather than purchase new canoes for this class, we have made several purchases of used canoes. This has also allowed our students to be exposed to diverse craft design of varying age.

Another skill developed through this course is boat maintenance. Students learn to set up craft for whitewater and make repairs as needed. Our canoe fleet contains boats of diverse ages and maintenance is a natural expectation... and another opportunity for learning (teachable moment). Exposure to high quality equipment and less-than-high-quality equipment helps the aspiring canoe instructor learn to “stretch their resource dollars”. In keeping with our overall Outdoor Leadership Program philosophy, “we seek to travel as safely and inexpensively as possible”.

Our current fleet consists of about 30 boats. Some are loaners and private boats so the number varies. However, it is essential to keep good records with respect to the fleet and maintenance related issues. Boat maintenance and upkeep falls on the lead instructor. However, that does not mean one has to spend inordinate amounts of time maintaining boats. This is another area that provides teachable moments and learning opportunities for students.

Storage and Repair: The Boat-Barn

Storage of the canoe fleet involves much more than leaving the canoes on a trailer in some parking lot. A good storage area is essential for security, maintenance, and repair. This does not necessarily have to be near a river or lake. In our region of the country, there are a lot of “out of use” tobacco barns. Our canoe storage area is one such barn measuring approximately 40 x 60 feet. This allows the boat fleet to be stored out of the weather. The overhead tobacco racks provide an excellent rack to store canoes out of the way. We have 18 of our canoes racked in this fashion. Tobacco barns usually have a pretty high door clearance. Ours is nine feet which allows our canoe trailers (2) to be stored inside under the overhead racked boats. Our storage area is now known as the Boat-barn.

As our program has progressed and improved with respect to water-based activities, so has the quality of our storage area. The boat-barn was modified to include lighting and electricity (quite a deal for a tobacco barn to be lighted). A second floor (12 x 40 feet plywood floor) was added that is used as a gathering place for classroom instruction. It is equipped with TV (s) and VHS/DVD player for various media uses. In addition to numerous instructional videos, we regularly video students in their skill progressions. This is a natural teaching and coaching extension that helps students improve their stroke mechanics.

So you think this might be something you can do for your program? Keep in mind, there has never been a barn in existence that has not been inhabited by other critters. Ours has a varied assortment of spiders, wasps, mice, birds, cats, dogs, raccoons, and the occasional skunk. As with any outdoor activity, we tread on habitat of other species. Therefore, it is the instructor’s duty to protect the program’s gear, preferably in a varmint-proof area. We built, a 12 foot x 12 foot sealed (from mice) storage area. This storage rooms is used to store floatation and equipment for whitewater boats, among other things. An additional improvement was to cover the floor with gravel (A typical tobacco barn has an earthen floor). While a gravel floor might seem a given occurrence, this is the only tobacco barn the authors have seen that does not have an earthen floor.

Use of the Boat-Barn was donated to this program. It is located within 15 minutes of the WKU campus with plenty of parking space. It is also on route to some of the river access points

Transportation and Logistics

When dealing with canoeing, transportation and Logistics are problematic unless one has a river with varied levels of river classifications at their doorstep. In the WKU program, we do have exceptional river opportunities in our county ranging from flatwater lakes to the only class 2 whitewater in Western Kentucky. However, one must still evaluate water levels, manage shuttles, and transport students.

With respect to our travel we have evolved to the following transportation format: We use three vehicles for our river shuttles to transport 12 students and 2-3 instructors. Typically, WKU instructors use their vehicles to transport five students each. A canoe trailer is pulled by one of these vehicles and a student or a third instructor drives the third vehicle. Drivers are reimbursed for mileage as part of the program expenses.

All students are forewarned that our classes (in all phases of the WKU Outdoor Leadership Program) involve travel to various locations. Running shuttles and meeting at different sites is part of the program. This policy curtailed our “to van or not to van” issue. With respect to travel liability, Kentucky is an imminent domain state. Our university lawyer assures us we are “OK” with respect to this practice.

One thing currently lacking in our program is boat trailer driving training for our students. Due to our tight budget and limited resources, trailer driving is one area of training instructors that we have not addressed. It is also not required as part of the ACA instructor training. However, it is a necessary part of running a canoe course and may be a future addition to our curriculum. Currently, paid university instruction staff are the only trailer-drivers.

Student Fringe Benefits

The best way to improve one’s paddling skills is to paddle… on the water. In the WKU OLP we encourage time on the water, outside of scheduled class time. To further encourage this we allow our students to check-out canoes and paddle for free. This fringe benefit occurs once they have become part of the WKU cohort in the Outdoor Leadership Program and continues through graduation. A full compliment of car-top carrying equipment is available along with check-out forms. This fringe benefit is an “honor” program that has been successful to date.

Necessary Intangibles for Program Success

Once you have made the decision to incorporate a water-based element into your program, a few additional considerations are needed: Do you really want to take on this responsibility? You better be 100% sure or it is not worth the effort.

1. Are you prepared to go the “extra mile” for gear repair? Everything breaks. You better know how to repair it.

2. Are you prepared to donate the time and effort to maintain additional certifications? The ACA requirements are spelled out. It is up to the instructor trainer (IT) and individual instructors to maintain these.

3. Address your travel options early. Otherwise you may be “all dressed up to go and have no way to get there”.

4. Finally, “Do it right or don’t do it at all.” One of the most disappointing things about instruction in the outdoor industry is the folks that attempt things because they have not thoroughly examined the options and the result is a half-hearted at best or half-a_ _ effort at worst.

Good Luck, hope to see you on the water.

Appendices

Appendix 1: Western Kentucky University Outdoor Leadership Minor

Required Courses in Minor (18 hrs.) Hours

REC 330 Foundations of Outdoor Recreation 3

REC 332 Outdoor Education 3

REC 335 Outdoor Skills- Land 3

REC 337 Outdoor Skills – Water 3

REC 435 Outdoor Expedition Planning 3

REC 437 Outdoor Leadership Expedition 3

REC Recreation Program Elective1 3

REC Recreation Program Elective2 3

Program Electives (6 hrs.)

REC 230 Fly Fishing 3

REC 231 Raft Guiding 3

REC 235 Outdoor Recreation Activities 3

REC 328 Inclusive Recreation 3

REC 420 Commercial Recreation and Tourism 3

REC 422 Campus Recreation 3

REC 424 Camp and Conf. Center Administration 3

REC 430 Recreation Resource Management 3

REC 434 Environmental Interpretation 3

REC 439 Challenge Course Facilitation 3

REC 482 Recreation Workshop (Wilderness First Responder) 3

Note: Students are strongly advised to complete the Wilderness First Responder.

Appendix 2: Outdoor Skills- Water (REC 337) Class Outline/Syllabus:

UNIVERSITY CATALOG DESCRIPTION: Skill development in self-propelled water-based activities and related environmental practices. Focuses on outdoor leadership development. Overnight, multi-day camping required. Students are responsible for transportation to off-campus meetings. University transportation will be provided when possible.

COURSE RATIONALE: Provides the foundation for aquatic skill development necessary for leadership in an environmentally responsible manner. This occurs in field settings and increases students’ outdoor leadership ability by developing/enhancing skills. This is the second class in the outdoor leadership curriculum.

FORMAT: The class will consist of experiential learning through field trips and laboratory experiences. Supplemental lectures, audiovisual enhancements and group interaction will also be utilized.

COURSE MEETING INFO: T-W-Th, DA Rm. 2036, 3 CREDIT HOURS

The nature of this course requires considerable class time on water.

The class will have a number of field trips and it is the responsibility of students to car-pool appropriately.

INSTRUCTOR: Steve Spencer, Ed. D. 745-6073 2023 Diddle Arena

E mail: Steve.Spencer @ wku.edu

TEXT: 1. Blackboard Readings/Packet

2. American Canoe Association Instructor’s Manual & Instructor packet (Covered in the Outdoor Leadership Semester Lab Fee

3. Canoeing: Outdoor Adventures. American Canoe Association. Editors: Dillon, P.S. & Oyen, J (2008). Human Kinetics.

ISBN-10: 0-7360-6715-9 (Student must purchase).

EXPENSES:

Students are responsible for car-pooling to designated or assigned sites related to the course.

Costs covered in the Outdoor Leadership Semester Lab Fee in REC 337:

1. American Canoe Association membership $40

2. Safety Education & Instruction Council (SEIC), Instructor dues $25

3. ACA Instructor’s Manual & Instructor packet $27

Note: ACA Membership ($40) and the SEIC dues ($25) are yearly dues required of all continuing instructors.

COURSE OBJECTIVES: Upon successful completion of this course, students will be able to:

1. Demonstrate effective paddling techniques as determined by the American Canoe Association’s “Whitewater Canoe Tandem Course”.

ACA Whitewater Canoe Tandem Course (Level 4) (class II whitewater). For the paddler who has taken the Level 3 - Moving Water Canoe Course and wishes to apply those skills to white water rivers up to and including Class II. Participants learn to do tighter eddy turns, stronger ferries and go into more depth on river reading and skills, rescues, in a whitewater environment. The participants will more than likely be paddling WW canoes with thigh straps and the focus will be on “play” or “working” the river versus just going from point A to point B. There is a heavy focus safety and rescue and well as doing much more technical and tighter turns and greater precision of maneuvers and strokes

2. Adapt Leave No Trace Outdoor Ethics/Principles to river, lake, and shoreline environments.

3. Demonstrate appropriate river rescue techniques.

4. Understand basic situational leadership in outdoor activities.

5. Complete Instructor certification requirements for the American Canoe Association’s Moving Water Canoe-Tandem (Up to Level 3)

STUDENT EVALUATION: Grades will be determined from five areas:

1. FIELD EXPERIENCES & CLASS PARTICIPATION: There will be numerous river field trips. These outings may not be made up if missed. Poor attendance and participation will reduce point total. 200 points

2. EXAMS: One written exam will be administered. 100 points

3. SKILL DEMONSTRATION: Skill proficiency must be demonstrated in Tandem Canoe from both Bow and Stern in accordance with ACA expectations.

100 points.

4. Student Teaching Assignments (4 teaching assignments @25 pts. Each). 100 points

5. Instructor certification: American Canoe Association’s Moving Water Canoe-Tandem - Level 1-3 (Certification not guaranteed). 100 points.

Grade Recap: Grading Scale:

Field Experiences 200 A = 90%

Exams 100 B = 80%

Skill Exam 100 C = 70%

Student Teaching 100 D = 60%

Instructor Certification 100 F = 59% or less

Total 600

Appendix 3:

REC 337: Outdoor Skills, Water

American Canoe Association Courses

Topics:

ACA Canoeing/Whitewater

ACA Instructor Certification in: Canoeing/Essentials of River Canoeing

Dear Class;

In REC 337, you will participate in the ACA Whitewater Tandem Canoe Course (Level 4).
You will also participate in the Instructor Course: Moving Water Canoe (Tandem) (Level 3). The ACA Instructor certification is not guaranteed. Students must meet ACA standards for instructor certification.

The following must happen:

1. All ACA instructor candidates (students) must join the ACA ($40.00) and be ACA members before the class begins to receive the instructor certification. (I will take care of the applications for the class and this is included in Outdoor Leadership Semester $700 Lab Fee)

2. Purchase Text: ACA Instructor Manual ($22.50), (Included in Outdoor Leadership Semester $700 Lab Fee).

3. Purchase Text: Instructor Packet ($5.00) plus shipping (Included in Outdoor Leadership Semester $700 Lab Fee)

4. Purchase Text: Canoeing: Outdoor Adventures. American Canoe Association. Editors: Dillon, P.S. & Oyen, J (2008). Human Kinetics. ISBN-10: 0-7360-6715-9 (you buy this one).

5. Join Safety Education & Instruction Council (SEIC) upon completions of ACA Instructor Course ($25), (Included in Outdoor Leadership Semester $700 Lab Fee).

6. The ACA Membership ($40) and the SEIC dues ($25) are yearly dues and are required of all continuing instructors.

Total Expenses covered by the $700 Lab Fee in REC 337 ($92.50)

To visit the ACA web page: http://www.americancanoe.org/

5-May-10 4:00 PM

The Role of the Wilderness Setting

briget eastep — Wed, 05 May 2010 20:00:00 GMT

“Wilderness… is a place to search for those answers which elude me the rest of my life…. Wilderness is the logical place, indeed the ideal place, to marvel at life’s unfolding, to live at life’s edge.”

- Daniel Dustin, The Wilderness Within

Introduction

What is it about wilderness that intrigues us so? Many authors have espoused the virtues of wilderness. From Ralph Waldo Emerson and Henry David Thoreau to Edward Abbey and Bob Marshall, wilderness has been touted as inspiring peace, personal growth, and a sense of wonder. But what real role, if any, does the environment have on participants of a long-term wilderness expedition? This article briefly summarizes several findings from a recent study. A fuller discussion of these findings will be published in an upcoming research journal article. I define wilderness broadly in this article to refer to remote areas used frequently by various expedition programs as opposed to just areas defined by the 1964 act.

For several years, I studied the impacts of the wilderness setting on students who went on Montreat College’s Discovery Wilderness Program. Discovery is a spiritually oriented program based on the Outward Bound model. Although how one interprets the role of the wilderness setting is highly subjective and based on a variety of factors, the Discovery participants perceived the role of the environment in three broad categories - wilderness as canvas, wilderness as catalyst, and wilderness as crucible (Daniel, 2010).

Wilderness as Canvas

For some participants, the wilderness was simply the backdrop against which the activities occurred much like the canvas on which scenery is painted for a play. The physical environment exerted little or no influence on individual experience. Relationships between group members and instructors were much more important for these participants while the environment played a secondary role in their wilderness experience. This group was quite small as compared to the other two.

Wilderness as Catalyst

The largest group of participants reported that the wilderness setting played a much more active role because it catalyzed spiritual and personal growth, promoted introspection and reflection, and encouraged a connection with nature. As catalyst, the wilderness setting inspired, evoked emotion, provoked thinking, and encouraged the construction of metaphors and analogies related to participants’ lives back home.

Metaphors link exploration of the outer physical landscape to the concurrent exploration of the inner landscape (Metzner, 1998). Metaphors mentioned involved drawing parallels between trip experiences and ordinary experiences back home. For example, the process of ascending a peak while carrying a heavy backpack became a metaphor for the importance of taking things one step at a time, not looking too far ahead, and persevering under stress. For this largest group, the beauty of pristine landscapes, the vast expanse of open spaces, and the power exhibited by various components of the natural world promoted a sense of wonder and awe.

Wilderness as Crucible

The third way in which participants perceived the wilderness setting was as a crucible; that is to say, a place of trial and testing. For this group, the more difficult aspects of the wilderness setting (e.g., challenging terrain, rhododendron thickets, rain and storms) superseded the more positive attributes mentioned by the catalyst group. These aspects magnified and intensified the challenge. The wilderness setting provided extremes in temperature, comfort, and other factors that created cognitive, emotional, and spiritual dissonance for participants, forcing them to decide how to interpret and handle the circumstances in which they found themselves. As a crucible, the wilderness provided a testing ground, and many participants spoke of how they had grown personally by meeting those challenges.

A Common Theme: Inspiring a Sense of Something Greater

One integrative theme that emerged from this study was that wilderness inspired a sense of something greater in many participants. This ranged from a greater awareness of personal actions and attitudes to beliefs and behaviors. It also led to a greater awareness of one’s connection to the natural world and an increased sense of responsibility to care for it. One participant summarized this theme eloquently:

Before the trip, I had never been camping or spent an extended period of time outdoors. I also had been quite conditioned by my middle class economic status, and had never been hungry, depended on others for survival, or evaluated the essentials in life to such a huge extent. Additionally, I had never sat quietly with nature and listened, observed or felt connected to the process of life. [Discovery] gave me an encounter with the earth, water, wind and fire in a way that has changed, not only my hobbies (camping, hiking, etc.), but more importantly my way of life. Now, an escape to the mountains, deserts, oceans and farmlands are more than a vacation, but an opportunity to rest my soul and find myself in the big picture of life. I also have changed my understanding of possessions‚ needs and wants, despite what the culture tells us − more is not better and this shift in world view has had profound implications on my personal, professional, and spiritual life. (Discovery Participant - 1992)

As indicated in the quote above, it is possible that immersion experiences in wilderness settings can provide a sense of something greater than oneself, helping to form or revise one’s environmental ethic or environmental worldview. Wilderness experiences can encourage getting out into the natural world as a lifestyle. These experiences can help connect participants to the natural world.

Enhancing the Wilderness Experience

In order to help participants get the most from their wilderness experiences, there are actions that wilderness leaders can take. These include providing time to simply experience and enjoy nature, incorporating more learning about the natural world into the expedition design, and encouraging discussion of how time immersed in wilderness might shape one’s environmental actions, attitudes, or ethics. Since the type of environmental setting (e.g., mountains, desert, shoreline) might affect the quality or type of experience, it would be interesting to plan landscape diversity into the expedition design.

Conclusion

The wilderness setting provides an ideal place through which to learn more about ourselves and about the natural world. Although participants perceive the role of the setting in different ways, the beauty and challenge afforded by the natural world can promote a sense of something greater within those who dare to venture there. Barry Lopez, the noted nature writer, suggested that we travel parallel landscapes when we journey through the outdoors. I agree. There is the outer landscape of rocks, trees, and landforms and the inner landscape of hopes, dreams, and desires. Often, these landscapes are connected through experiencing wilderness settings. Perhaps that is why we return. Perhaps that is why wilderness intrigues us so.

References

Daniel, B. (2010). Canvas, Catalyst, Crucible: Exploring the Role of the Setting in the Wilderness Expedition Experience. Presentation at the Outdoor Leadership Research Symposium, Estes Park, CO.

Lopez, B. (1989). Crossing open ground. New York: Vintage.

Metzner, R. (1998). The unfolding self: Varieties of transformative experience. Novato: Origin.

5-May-10 4:00 PM

Chumming Bream with a Dead Raccoon (and Other Crucial Wilderness Skills)

Jim Glover — Tue, 23 Feb 2010 18:00:00 GMT

If you’re like me you spend a lot of time in psychiatrists’ waiting rooms. That’s where I recently came across an astonishing article on wilderness skills in the May ’09 issue of Field and Stream. The article is titled “The United States of Skills.” “This year,” say the editors, “we made a cross-country tour to find the best [outdoor] skill in every state.” It seems that if you master all 50, “there won’t be one wild stretch in America that you can’t handle.”

As you would expect, many of these skills relate to hunting or fishing. These are not, of course, part of the official WEA curriculum, though some, such as “Fillet a Northern Pike,” from Minnesota, could be quite useful on certain courses.

Several others are of direct relevance. Washingon’s for example, is “Get a Tarp up Fast.” Virginia’s is “Rig a Prussik-Knot Safety Rope.” And Montana’s is “Search for a Lost Person.”

Others are skills that WEA students and instructors might find useful after their course is over. The “best skill” from Texas, for example, is “Open a Beer With a Dollar.”

And there are several that, well, hey, you never know, maybe they would be helpful sometime. Examples here include “Skin and Cook a Snake” (Arizona), “Kill a Wild Pig with a Knife” (Hawaii), and “Scale Fish with Bottle Caps” (New Hampshire).

One of the most intriguing, to me, was Iowa’s entry, “Bleach a Deer Skull.” What I like about that one is that, I presume, once you’ve mastered the deer skull skill, you could carry it over to other skulls. Maybe you find an old cattle skull, for example, or even a possum skull on the road to the trailhead. These could all be bleached and added to your collection. Even human skulls, presumably, would bleach out just as cleanly as any other mammals’. These might be harder to obtain and transport, especially with Homeland Security being so tight these days. I would not, for example, recommend bringing back a human skull from Canada, even if was well bleached. But certainly, a nicely bleached skull from an upright biped would be a handsome addition to any outdoor lover’s rumpus room. I’m just saying, you might as well have the skill in case the opportunity ever arises.

But my absolute favorite, the one that almost had me running out my psychiatrist’s office door to try it immediately, was from the great state of Georgia. “Chum Bream with a Dead Raccoon” was the name of this one. It seems that chumming bream (sunfish, I think) is an old tradition in the Peach State. Dead cows were once used. But nowadays, “a roadkill raccoon is more common.” And you don’t even have to actually throw it into the water. Just “find an expired mammal of medium size, hang it over a pond, and come back in a few days.” By then the bream will have come around to feed on the fly larvae that has fallen into the water. And they will “smack anything you cast.”

I know from experience that the WEA Board of Directors, and other interested parties, are ever-vigilant in keeping the Curriculum current and relevant. Perhaps it’s time to examine whether such skills as “Chum Bream with a Dead Raccoon,” or even (from Indiana ) “Start Snoring Before Your Bunkmate” should be added.

Jim Glover is a former WEA Course Instructor at Southern Illinois University. Though retired, he still likes to constantly update his outdoor skills.

23-Feb-10 1:00 PM

Outdoor Adventure Series: Rock Climbing

RACHEL COLLINS — Tue, 23 Feb 2010 15:00:00 GMT

Having spent time teaching introductory, intermediate, and advanced rock climbing as well as top rope site management at the collegiate level, I was excited to see the WEA putting together a single text that could supplement the multiple specialized books that are traditionally required as reading material for a climbing class. Whereas previously teacher or new climber had to scour back issues of Climbing or Rock and Ice for articles on fitness or a detailed description of rappelling techniques to team up with a classic John Long book, Rock Climbing was developed to offer a solid starting location for the budding climber.

The vision and layout of the book stand out immediately as its strengths- Rock Climbing sees the need for and addresses the next-step information that can move the new climber from a tag-along to an informed and prepared adventure seeker. The information presented is first a panorama of the rock climbing industry, and then signals in on three important areas: knowledge of self-as-climber and equipment, knowledge around anchors and belay stations, and an introduction to climbing techniques. In that sense Rock Climbing creates an opportunity for the budding climber or climbing student to have a better foundation from which to engage in professional instruction or more specialized books on anchor, rescue, and technique. The rappelling chapter, for instance, spends three pages introducing concepts around self-rescue when rappelling- putting the reader in a good place to ask intelligent questions when out with knowledgeable friends, and hopefully whetting their appetite for more complete instruction as they move forward in their craft.

Contributors from around the country and from many levels of involvement in the climbing community add to the book’s development. As such, the reader is able to get different viewpoints on and different descriptions of climbing skills, hear a new tone of writing from chapter to chapter, and hear the personalities of the authors come out- be it through unique humor, first-person accounts, or specialized knowledge. In some ways, it feels a bit like a climbing course in which each educator imprints their personal style onto the lesson. This technique in writing a book brings with it both strengths and possible pitfalls. Where a change in humor or perspective may re-engage a reader, the risk of misunderstanding is likewise very real. For example, these are descriptions of the master point on a top rope anchor:

a. “When the rope is attached to the anchor system at the top of the climb by spring-gated aluminum carabiners, and both ends of the rope are at the base, the setup is referred to as a slingshot belay.” (p. 8)

b. “Locking carabiners should be used any time a climber depends on a single carabiner for safety, such as at the top of a top-roped climb….” (p. 105)

c. “The master point is created when two locking carabiners are clipped to the rig’s apex…. However, if a climber is short on gear, a locking carabiner can be combined with a nonlocking carabiner to form the master point. In the worst-case scenario, two nonlocking carabiners can be used as long as their gates are placed opposite and opposed.” (p. 179)

I have no doubt that, if asked, the authors could agree on the standard use of carabiners in a top rope master point. In fact, they may not even be disagreeing. However, the potential for misinterpretation around safe practices still exists for the novice, even when the writing is crystal clear. My point is this: climbers will receive feedback regarding their practices; be it from a more experienced climber, their aching tendons, or the ground. This book will fit well in our courses and within the growing climbing community, and I encourage you to use it- so long as we all remember that we are here as an experienced educational community to help translate into practice.

23-Feb-10 10:00 AM

Newsletter from the Wilderness Education Association

National Office WEA — Wed, 13 Jan 2010 17:06:34 GMT

Happy New Year [firstname]!

With the aughts behind us, Mary Jessie and I have been busy tackling some exciting developments at the National Office and breaking into the new decade with a truckload of enthusiasm. That said, there are several good things coming to you in our first newsletter of the decade!

First, the National Office has successfully moved across campus into our plush new offices alongside Indiana University Outdoor Adventures. We have beautiful new office donning expansive windows, handmade upcycled office furnishings, and a storage space that is the envy of even the most content non-profit administrator. Click on the link to the press release that has all the details.

Attention DIYer's, Hobbyists, and consumers tired of paying way too much money on outdoor gear and clothing- we have just the news for you. Our DIY Custom Equipment Pre Conference Workshop is back again this year. And they're ready to tackle the most intimidating projects with some thread, a handful of sewing machines, and guidance from our knowledgeable instructors. We need to meet the minimum numbers of registration by February 1st, so don't hesitate to sign up!

Are you in need of a room or rideshare for the 2010 National Conference on Outdoor Leadership. If so, you might want to check out the discussion board we have created on the website just for this purpose!

Conference Info and Reminders:

Register for Pre-Conference workshops today (Workshops Must reach minimum enrollment by Feb 1 to ensure that they are able to go!)

Pre Conference Workshops (1 day)

Ice Climbing

Winter Travel Skills for Outdoor Educators

Worst Case Survival Skills: What To Do When Technology Fails

Pre Conference Workshops (2 day)

WEA Instructor Training Clinic
DIY Custom Equipment
Interactive Course Area Guides

Have a great week and a the start of a great decade!

Mallory, Mary and Jessie!

Stay up to date with our RSS feeds.

13-Jan-10 12:06 PM

Conference Updates!

National Office WEA — Wed, 16 Dec 2009 19:00:00 GMT

Hello [firstname]!

The holiday season is up on us as we prepare for the upcoming 2010 National Conference on Outdoor Leadership. Co-hosted by the Wilderness Education Association and the Professional Ropes Course Association for the 2nd year in a row, it promises to be another great event! We've included a few reminders about some important dates as well as links to registration for the regular conference and pre-conference workshops.

We look forward to seeing you in Estes Park!

Tentative Conference Schedule Now Available

[Presentation List Coming Soon]

Early Registration Deadline is December 18^th[that is this Friday!]

Register Online Today!

[Please contact the WEA National Office if you need to pay with a check, register multiple people or obtain an invoice]

Pre-Conference Workshops are Posted

1 Day Workshops:

Ice Climbing

Winter Travel Skills for Outdoor Educators

Worst Case Survival Skills: What to do When Technology Fails

2 Day Workshops:

WEA Instructor Training Clinic

DIY Equipment

Interactive course Area Guides

We've got several sponsors signed on in support of the conference and donations for the Kitty Dury Auction and Raffle are coming in daily. Check them out today!

Additional sponsorship opportunities are still available - contact Jessie at the National Office or visit the sponsor page on the website for more information.

Stay up to date with our RSS feeds.

16-Dec-09 2:00 PM

Empowering Partnerships and Wilderness Advocacy

Jennifer Sublett — Mon, 09 Nov 2009 20:00:00 GMT

In the heat of late summer 2007, word came to the Shawnee National Forest in southern Illinois that the nationally known service organization AmeriCorps *NCCC had accepted their proposal for a six week volunteer service project. The project would take place in the Bald Knob/Clear Springs Wilderness on the Shawnee. It would consist of rerouting a dilapidated portion of the River to River Trail, which spans approximately 162 miles from the Ohio River to the Mississippi River. Corps members would work and live alongside Forest Service and University of Illinois Extension representatives for the duration. Backcountry living skills like setting up a tent, digging a cat hole, practicing Leave No Trace, or cooking one-pot meals would be learned and practiced by everyone at the backcountry site. The goal was for each member to learn the ropes of backcountry living and the skills needed to build a section of beautiful trail. The service project would serve the purpose of protecting the integrity of the trail, watershed, and the wilderness experience.

The venture was a success on number of levels. One result was the construction of an impressive full bench cut trail that has since been noted as one of the most awesome aspects of the trail along its span through the Bald Knob/Clear Springs Wilderness. Hikers and equestrians alike appreciate the ease of movement through the switchbacks and climbing turns and the views afforded of the surrounding deep gullies and nearby Hutchins Creek—a designated wild and scenic river candidate.

The six week service project was also successful because it involved a partnering of local volunteer groups.   One significant group is the Southern Illinois Back Country Horsemen (SBCH). Members of the SBCH dedicated their time and resources to the pack-in, restocking of water, and pack-out. While Corps members carried most essential backpacking items on their backs, SBCH utilized their packstock to haul in tents, kitchen items, trail building tools, and storage containers to keep away critters. It was truly a sight to witness the Corps members meet a pack string at the designated campsite and eagerly assist with the unpacking and distribution of camp items—skills that Corps members never expected they would gain before this wilderness experience. Throughout the duration of the service project, SBCH members and Corps members gained knowledge and appreciation for the work and dedication each put into the completion of this wilderness rehabilitation project.

The skills and knowledge that Corps members learned read like a semester-long college course in real life. While these eleven young adults (Corps members) lived and worked in the Bald Knob/Clear Springs Wilderness, they learned the full gamut of back country living skills, the cultural history of the area before it became wilderness in the 1990s, and a new appreciation and understanding of what it means to have a wilderness experience. Specifically, Corps members gained hands-on experience in using a map and compass; hanging a bear rope (not that bears frequent Illinois); survival skills like shelter-building, collecting nuts, taking out small game for food, the rule of threes for basic survival; and environmental education about the immediate area. Additionally, a local volunteer spent time talking with them about the history of the area and what impacts farming and timber harvesting had upon the land. This newly acquired wilderness knowledge fostered a sense of resourcefulness and self-sufficiency. While not every person on that crew loved hard core backcountry living, each embraced it for what it was—an empowering learning experience to be had for the sake of having done it.

Since this first group of AmeriCorps *NCCC visited and made a huge impact on the Shawnee National Forest, a second round of Corps members came to the Shawnee to live and work on another section of the River to River Trail through the Bald Knob/Clear Springs Wilderness in the fall of 2008. The Corps members were different; but the goal remained the same: to be an advocate for the land, live the simple life in a backcountry tent, learn skills and knowledge transferable to other areas of their lives, and take away memories from a once in a lifetime experience.

The Shawnee National Forest and its local partners look forward to a third round with AmeriCorps *NCCC in spring of 2009. Corps members will work in the Lusk Creek Wilderness. Empowerment through partnerships and building a case for wilderness advocacy will continue to be a guiding force.

9-Nov-09 3:00 PM

Journal of the Wilderness Education Association; Volume 21, No 1

National Office WEA — Mon, 02 Nov 2009 19:00:00 GMT

Tendenci Newsletter

Volume 21, Issue No. 1

Editor, Briget Eastep

WEA Mission:

The mission of the WEA is to promote the professionalism

of outdoor leadership through establishment of national standards, curriculum design, implementation, advocacy, and research driven initiatives.

Board of Trustees:

Executive Committee

President:

Chris Pelchat (cpelchat@ithaca.edu)

Vice President:

Mike McGowan (ml-mcgowan@wiu.edu)

Treasurer:

Jackson Wilson (jadwilso@indiana.edu)

Secretary:

Whitney Ward

(wward@siu.edu)

Affiliate Representative: Ivan Bartha (ilbartha@stcloudstate.edu)

Members at Large/Committee Chairs

Ricky Haro Standards Committee (rvharo@gmail.com)

Scott Jordan

Curriculum Committee

(jordans@okstate.edu)

Rachel Collins

Research Committee

(rhcollins@gmail.com)

Kim Collins

Events Committee (kacollin@indiana.edu)

23rd Annual

National Conference

on Outdoor Leadership

February 17-20, 2010

"Risk and Reward:

Protecting What We Value"

Conference Co-hosts:

Presentation Proposals:

Due Nov 16

Outdoor Leadership Research Symposium Abstracts

Due Nov 15

Early Registration Deadline:

December 18th

Sponsorship Opportunities Available!

Keynote Speaker:

Will Gadd

Pre-Conference Workshops: Feb 17-18

Welcome Social:

Feb 18

Main Conference:

Feb 19-20

We'll see you in

Estes Park!

WEA Members:

Check out your membership benefits!

Not a member?

Become one today!

We are pleased to present you with the first online edition of the Journal of the Wilderness Education Association (JWEA). Enjoy!

Volume 21, Issue No.1

JWEA Online: A place to publish for education and inspiration

Author: Briget Eastep

The Journal of the Wilderness Education Association has gone through some significant changes in the past six months. All the changes made are intended to continue serving WEA members in a more efficient and productive manner. In the next few paragraphs I'd like to review the changes as well as remind WEA member of the JWEA's purpose, and how it's a great opportunity for publishing your experiences and ideas. To begin, as you may have noticed, the JWEA is now online. This changes the... [Read Complete Article]

Presidents Report

Author: Chris Pelchat

Hello Affiliates and WEA members, I hope you are all enjoying a wonderful fall. Things have been very busy within the association. The Board of Trustees has been sailing through the WEA strategic plan for two years now and are very pleased about the progress that is being made. http://www.weainfo.org/attachments/wysiwyg/1/WEAStrategicPlan.pdf There are many changes they are getting ready implement within the association starting January 1st , 2010. We are extremely excited about the how... [Read Complete Article]

National Office Update

Author: Mary Williams

Fall is in full gear here in beautiful Bloomington, IN! The trees are in full color right now with red, yellow and orange firing up the streets and trails. With days in the high 50's it is hard to be spending the day in the office. Thank goodness for the weekends! September marked the beginning of Mallory's second year working in the National Office. We are lucky to have such a dedicated hard working individual doing so much good work for the WEA! We are glad to have her around for... [Read Complete Article]

Heroes, Wilderness Medicine, and a Heartfelt Requiem

Author: Steve Spencer

It is a funny thing how our perceptions are oftentimes influenced as we move through life’s journey. People that may seem totally alien to you become friends, mentors, and/or heroes. Exposure to a diverse society makes for a smorgasbord of opportunity and enlivens our journey. In hindsight, I know now that this was why my parents allowed me to choose to attend an inner-city high school. Diversity After spending the previous eight years of schooling in an upper-middleclass and higher... [Read Complete Article]

Towards True Sustainability: Overcoming the Effects of Consumerism in the Outdoor Field, Part III

Author: Paul Van Horn

In the introduction to his iconic work in ecopsychology, Nature and Madness, Paul Shepard asks the question: Why do men persist in destroying their habitat? Although Shephard peered into the deep recesses of the human mind, I’d like approach the issue from the standpoint of more easily accessed mental processes. Two previous articles in this series have addressed the issue of how to reduce impacts related to consumerism in outdoor pursuits. While ideas for how to make changes and an... [Read Complete Article]

Giardia Myth-Buster: How Hearsay and Anecdotal Evidence has Created a False Industry Standard

Author: Erik Schlimmer

There are many things outdoor educators agree on. For example, a warm meal feels great at the end of the day. Cotton fabrics take forever to dry in the field and should thus be avoided. Most small groups generate less impact than large groups do. Mosquitoes and black flies come straight from hell. And, all backcountry water must be treated due to the presence of Giardia, a protozoan that has infested water sources throughout the United States, causing the debilitating gastrointestinal illness... [Read Complete Article]

Just Another Day in Class

Author: Kristen McClay

California Polytechnic State University at San Luis Obispo has a very well known motto, learn by doing. Classes at Cal Poly take a hands on approach to get students involved in their majors; they literally and physically become active within their field of study. The Recreation, Parks, and Tourism Administration Department offers a very unique class, RPTA 112: Parks and Outdoor Recreation. This class has two hours of lab and three hours of lecture each week. However, the lab is not a... [Read Complete Article]

Talking out loud. [Review of Outdoor experiential leadership: Scenarios describing incidents, dilemmas, and opportunities.]

Author: Dene Berman

Outdoor leadership as a field of study is part of the legacy left by Paul Petzoldt (Wagstaff & Cashel, 2001). In the early 1960s, when Paul was the chief instructor for Outward Bound in the United States, he testified at a congressional hearing concerning the Wilderness Act, calling for an educational component of the act (Cassidy, 1995). Although this dream never reached fruition, his goal of teaching outdoor leadership did. In reaching this goal, Petzoldt went on to be a founder of the...[Read Complete Article]

Teton Dreams

Author: Jack Drury

In 1978 a group of aspiring outdoor leaders gathered in Driggs, Idaho to take part in a five-week experiment with legendary wilderness education pioneer Paul Petzoldt. Petzoldt had enticed these young men and women to join him in the first full summer of courses offered by the newly formed Wilderness Use Education Association (WUEA). Among those attending were Gary Anderson an aspiring community college instructor in southern California, Jack Drury an aspiring community college... [Read Complete Article]

If you have an idea for an article or review, check out the submission guidelines and check out past issues of the JWEA!

Stay up to date with our RSS feeds.

2-Nov-09 2:00 PM

Heroes, Wilderness Medicine, and a Heartfelt Requiem

Steve Spencer — Mon, 02 Nov 2009 15:00:00 GMT

It is a funny thing how our perceptions are oftentimes influenced as we move through life’s journey. People that may seem totally alien to you become friends, mentors, and/or heroes. Exposure to a diverse society makes for a smorgasbord of opportunity and enlivens our journey. In hindsight, I know now that this was why my parents allowed me to choose to attend an inner-city high school.

Diversity

After spending the previous eight years of schooling in an upper-middleclass and higher

socio-economic school district, I chose to attend Central High school. There was really no allure to encourage students to attend Central High. This was before the era of Magnet Schools and the athletic programs were average. In fact this was in a time when racial tensions were at an all time high in our community (school days were missed due to race riots) and most families were trying to get out of the CHS district. Great academicians or athletes never moved into the CHS school district. This was indeed a diverse, novel, and foreign setting to me. At Central High a high academic intellect was not the norm. The dropout rate was quite high. Based upon my freshman to senior class matriculation, I would estimate 30% failed to graduate. In a good year, 10% of the student body might have enrolled in college right out of high school. Why, one might ask, would a relatively intelligent (future professor) make such a choice? For me there was never any doubt and the reasoning was simple: I wanted to play football for my foremost hero, the head football coach at CHS: my father.

Upon enrollment, I was immediately named “the cake-eater” by my fellow students. This

Marie Antoinette reference took a while for me to understand, after all, my family was not rich as my parents were both teachers. However, as my friends put it, I had moved from the “rich” side of town and my parents both had jobs. Indeed, this was a different educational setting.

To compound matters, going to a school where your parent is your teacher, mentor, and coach

might best be described as “living in a fishbowl”. I literally could do nothing without my father knowing about it… whether he wanted to or not. For all of the seemingly negative things previously stated, I would not change my choice. The diverse culture allowed me to meet and befriend some great folks and share in numerous experiences that shaped me into what I am and made me mentally tougher. However, my mental toughness was nothing compared to one of my heroes that I met through athletics. This story is really about his survival.

Heroes

Any public high school experience forces a mixing of personalities and cultures. With my

exposure it was obviously the same. One meets and befriends students, teachers, and coaches that all help shape what you become. I look on these people who have impacted my life as mentors or strong influencing factors as heroes. While this might not be a dictionary definition of hero, it works for me. It defines a high school friend that influenced me and has followed an amazing journey as he continues to influence and be successful in virtually every area of his life. His life is a hero’s journey.

It has sometimes been said that opposites attract. Such was the case of one of my high school

friends who evolved into one of my heroes. Mike came from a relatively solid home life by CHS standards. His parents were still together and they had five children. Mike and his two brothers shared a bedroom in a two bedroom apartment with one sister sleeping in the hall, and I believe the other sister was out of the home.

Mike was probably the toughest person, both physically and mentally I have ever met. That is saying quite a lot. You had to be tough to make it in an inner city school in the early 70’s. During my lifetime, I had the pleasure of coaching football for 12 years in programs that sent over 20 football players to the professional ranks and not one of them has ever impressed me with their intestinal fortitude as did Mike. Please allow a few examples.

When Mike was junior in high school, a group of us were camping at a nearby lake. We

separated one evening when Mike met up with a girlfriend. As good friends, the rest of us faded into the sunset so Mike might be alone. The next morning, parents of some of the other group members arrived and asked us where Mike was. We did not know and assumed he had… well, you know what we assumed. It turned out Mike had been in a powerboat wreck. His girlfriend was severely injured, suffering brain damage and Mike had his nose torn off of his face. He still managed to maintain consciousness and aid the rescue of his girlfriend from the sinking boat as well as two other people in the boat. This was four weeks prior to the start of the football season. Mike required extensive plastic surgery to rebuild his face. He recovered and played in the first game, six weeks later! He was a good enough athlete to start on both offense and defense for CHS. However, during the first half of this game, he broke his leg. This was but a minor setback for Mike. Five games later, he had recovered and was able to play the remainder the season. To my knowledge, that was the only injury he ever received in organized athletics.

Mike went on to wrestle in the High School state tournaments and was perhaps the best

wrestler CHS ever had. While in the Navy he represented his brigade and eventually captained his University wrestling team while doing exceptionally well academically. He continued to build his professional resume and completed an MBA at the University of Colorado. Approximately 25 years later, Mike broke his back while snow skiing in whiteout conditions. Of course he healed

up in time to ski before all of the snow had melted. I make reference to Mike’s experiences while “making a long story longer” to illustrate the fact that this guy is no mere mortal. He was ultra tough, both physically and mentally and this same toughness probably saved his life. Does that peak your curiosity to read further?

At one point in his life, I thought Mike was the closest thing to a sociopath I had ever met. His

tough, self-centered attitude and focus on getting ahead seemed very anti-social. He seemed to live by the conceited credo: “If it did not benefit him it was unimportant”. In hindsight, I know I was quick to form opinions and this was one impression that has proved through time to be a poor assessment. Mike’s background and our school community influences shaped him just as they shaped me. His upbringing forced him to be mentally tough and this same mental toughness that drove him to succeed was probably misinterpreted by me. This toughness was not common to his brothers who have struggled with life’s challenges. Throughout his life this drive to succeed and mental toughness has served him well.

Mike has become a very successful businessman. He is the CEO of a multinational software

company and commands a significant salary. An interesting sidelight he shared with me about his success and the people he has hired illustrates his firm belief in mental toughness and how he perceived it is shaped. He searches for employees that have participated in extracurricular activities like intercollegiate athletics as a shaper of mental toughness. Mike looks for and gives preference to college graduates who have had experiences and challenges when hiring. A vast number of his employees competed in intercollegiate athletics and he usually gives those extra curricular experiences greater consideration when hiring. His justification for this stance is that employees who competed in college athletics have been knocked around, chewed out, won, lost, and got back up to continue the pursuit of success. While this opinion is not shared by all, I would expect nothing less from Mike.

Simply put: Mike is one of my heroes. The final segment of this story relates a fascinating

adventure he recently survived. But first, some background on wilderness medicine, outdoor leadership training and how it relates to this story.

Wilderness Medicine & Leadership Training

Outdoor Leadership Experiences provide an excellent laboratory to shape leaders through challenge and the development of mature judgment. The evolving field can be traced through Outward Bound (OB), National Outdoor School (NOLS), and the Wilderness Education Association (WEA) as the leading associations providing this training. The Wilderness Education Association (WEA) certifies and trains outdoor professionals in higher education. The WEA follows a standardized curriculum for training and education of students desiring careers in Outdoor Leadership. This program focuses on the hows and whys of teaching in outdoor settings and is Experiential Education at its finest. A similar provider of outdoor learning with more of a commercial focus is the National Outdoor School (NOLS). Programs with NOLS are not focused so much on teaching but on skill development. Outward Bound, the oldest of the three organizations, focuses on participant teamwork in problem solving for the overall success of the group.

All three organizations (NOLS, OB, WEA) require and provide for nationally recognized Wilderness Medicine courses for their instructors. The primary course is the Wilderness First Responder (WFR). This is a nationally standardized curriculum that focuses on backcountry medicine. The Wilderness First Responder is provided for people who may be employed in outdoor settings where the Golden Hour associated with normal emergency care may become a Golden Day due to the remoteness of location. Leadership positions in outdoor adventure programming activities like backpacking, canoeing, climbing, etc. all require current professionals to have this training. Training is intense and involves multiple scenarios and is truly experiential education.

Wilderness medicine providers are national in scope. Often a wilderness leadership program

will partner with a national wilderness (backcountry) medicine provider for courses. These wilderness medicine providers are nationally recognized entities like Stonehearth Open Learning Opportunities (SOLO) and Wilderness Medical Associates (WMA). Another national provider, presented in the final segment of this document is the Wilderness Medical Institute (WMI) associated with the National Outdoor Leadership School (NOLS).

The WFR was developed as result of a need by backcountry participants and has evolved with

the times and research into the expanding field. Backcountry medicine primarily involves minor problems like blisters, poison ivy and sunburn. However, when an emergency occurs, WFR trained students are able to respond and provide aid when needed. In the story that follows, Mike’s son Nick had recently completed the WFR training.

A Heartfelt Requiem

At this point you might ask, “How does all of the above tie together?" It is an eclectic mix and I think the best way to clarify this is illustrated by the letter below from Mike. Mike shared this letter with the author and gave permission for its use, while not really knowing how it would be utilized. After pondering the best way to present his letter, the present document resulted. I felt this was necessary to help the reader understand that this was not “just another climbing story”.

Dear Gary (NOLS Administrator),

Do you ever wonder how many of the skills that get taught in a NOLS course get put into practical use? Well in our case the “payback” was quick.

But first, thank you for your August 18 letter about my son Nick. It was gratifying to hear that he excelled in the NOLS 16 and 17 year old Rock Climbing in the Wind Rivers course. He came back really excited about the course, the staff, fellow climbers and even the food. He had the time of his life and said he would go back in a minute.

We encouraged Nick to attend the course for several reasons. We had always heard good feedback about NOLS and the positive impact a NOLS course can have on a young person’s life. We were most interested in Nick maturing and expanding his teamwork and leadership ability. I was also interested in Nick developing safe climbing skills. I am 53 and have been a recreational climber for over 25 years and in the last few years I have found true joy in being able to go out and climb with my son. Even though my skills have diminished over the years, being out on the rock is still a unique and rewarding experience. It was clear to me that Nick would soon be a much stronger and more aggressive climber then me, and that he needed good instruction in order to remain a safe climber.

What I didn’t anticipate was that the skills he learned in his climbing course would save my life less then 2 weeks after Nick returned from Lander.

Here is the story.

Shortly after Nick returned we planned a Sunday morning outing in Eldorado Canyon. We arrived early at Eldo on August 10^th wanting to get ahead of the weekend crowds and the threatening weather. Our goal was to climb an old favorite, The Bastille Crack, then if the weather held bag another classic. Because we were early we had the crack to ourselves but we were concerned about the dark clouds building to the west. Nick led the first 60 foot pitch and we decided to stop there and set a top rope and practice on a harder route, the Northcutt Start (10d), just to the East of the Bastille Crack while we assessed the weather. We each took a couple of turns top roping on The Northcutt then decided to climb the Bastille Crack despite the still unsettled weather. Nick was climbing better then I had ever seen and he was excited to climb a classic Boulder traditional route.

Nick took the first lead and as planned strung the first two pitches, about 165 feet, of the Bastille Crack together stopping at the 2^nd belay station where there is a good ledge to stand on and an old but solid fixed protection location to belay from. As always, I had “butterflies” in my stomach watching Nick lead. There has always been an internal debate for me about teaching my son to climb...do the many positive aspects of climbing outweigh the risks? Despite the slight reservation I loved to see him gracefully move up the steep classic crack. He looked down a couple of times with that big climber grin we get when every move is clicking and we feel invincible. “Yeah, I own this pitch”.

As I followed his lead I was pleased that Nick’s protection was well placed and had all stayed where he positioned it. I could tell the NOLS training had improved his protection placement skills. When I got to the belay point I was also satisfied to find Nick had clipped into the fixed protection but had also backed up the piton with a solid nut on one side, a solid cam on the other side and equalized all three with a cordellete. The belay anchor looked good and I complimented Nick on a job well done. He looked relaxed and confident.

We discussed whether I would lead the next pitch or let Nick continue to lead. I remember feeling tired and thinking maybe I should just let Nick carry on leading. Maybe I was tired from the top roping or just generally not in good shape. I hadn’t been climbing or training much that summer. But, I remember thinking this is only 5.7 and I had climbed this route many times so it shouldn’t be a problem even if I wasn’t in good form. Also I am sure in the back of my mind I didn’t want my 16 year old son to think the old man was losing his “mojo”. Anyway after a little good natured father son banter he passed me the rack and put me on belay.

I started up the next pitch and got a good piece of protection in about 6 or 8 feet above Nick. Then I moved up the vertical crack another 6 or 8 feet and put a small tri-cam in a horizontal crack. I remember thinking I didn’t like the way the piece looked but I already had my eye on another better placement another few feet up so I didn’t take the time to readjust, replace or backup the piece. I climbed another short section of the crack struggling a little but still focused on getting a good piece in since I was now 15 to 20 feet above Nick. As I was trying to place the new piece I was struggling to keep my left foot sticking on a good sized but down sloping ledge. I thought to myself be careful here that last piece wasn’t very good…”you can’t fall,” I told myself.

On the drive up to Boulder we were talking about the NOLS course Nick had just taken and I asked him what they said about taking a leader fall. He explained, they told him to fall “like a cat”. The last thing I remember before falling was yelling down to Nick to “watch me”. He responded back “don’t worry, I’ve got you dad”. Apparently I didn’t fall like a cat; but I still don’t remember anything about the fall. I must have come off the rock very awkwardly because the next thing I remember is regaining consciousness while lying upside down on the slab 10 feet below the belay ledge. I was looking straight down so the ground 160 feet below looked a long way down. I thought, “So this is what it is like to take a long leader fall”. The top piece did not hold but the first piece held, so I fell past Nick on the belay ledge and hit the deck after a 25-30 foot drop. Nick told me that he had yanked in a handful of rope and braced himself, when I fell, according to his NOLS instruction.

I heard Nick asking if I was alright and as soon as I had caught my breath and got some semblance of a clear head I started working to get myself right side up. My left arm and leg were not cooperating but I managed to hook the rope with my right arm and get myself upright. With help from Nick winching on the rope I got back up to the belay ledge.

Despite being rocked by catching my fall and nervous at seeing me hanging upside down, unconscious and bleeding from my head and arm wounds, Nick didn’t panic. He kept himself safe, and then he helped me get upright and safely back to the belay ledge where he tied me in securely. Step 1 was complete but we were still a long way from the ground and I was obviously injured.

We were discussing our rescue options when a local climber arrived to help. This was very useful because I had dropped the rack in my semi-conscience state, making gear limited. Nick administered some basic first aid. We knew that my arm was broken and I had been unconscious but we felt I was lucid enough to rappel down using the assisting climber’s rope with a back up belay on our rope. I put a good effort into the repel using my uninjured right hand but effectively Nick lowered me 165 feet to a waiting ambulance.

To say I am proud of Nick would be an understatement. His calmness, training and determination saved the day (and our lives). It should also be noted that despite this being planned as an easy outing we did have appropriate safety gear and were both wearing helmets (during the fall my helmet took a hard impact that certainly would have been devastating to me without a helmet). The outcome would have been much worse if Nick had not remembered his training, set up his belay properly and braced himself for the impact. Without Nick it would have been a fatal accident. He was a hero that day but credit also goes to Boulder climbing guide, Jack Roberts who had helped train Nick, his NOLS instructors and other climbers who have taught us safety and technique.

I had surgery that Sunday night at Avista Hospital in Boulder to repair an open fracture on my left arm. Monday afternoon I was transported to St. Anthony’s Hospital in Denver which has a world class orthopedic trauma unit. On Wednesday evening I had a 3 hour operation to repair multiple fractures of my pelvis (acetabulum). The operation installed a plate and 8 screws in the front of my pelvis and seems to have been a success. The following morning I was sitting up and eating breakfast.

However during the procedure surgeons detected another crack in the back of the pelvis that was inaccessible from the front side incision so I had to undergo another surgery Saturday morning to repair that fracture. In a CT scan post op it was discovered that there was a problem with the 2^nd pelvis repair so on Sunday night August 17 they reopened the rear incision to do a third surgery and installed a second and hopefully more solid plate.

So 4 surgeries under general anesthetic in 7 days is a new record for me, which I hope none of you will ever challenge. I expect a full recovery from all injuries and will be skiing this winter and doing some easy climbing next summer.

I hope this story is encouraging to the organizational leadership and course leaders of NOLS. I believe your training made a big difference on that day and will serve Nick well in the future. He later commented that more emphasis on rescue would be a good addition to the course. Please contact me if you would like additional information.

Mike

Conclusion and Author’s note

Just to clarify: As a result of the fall, Mike suffered a concussion and was unconscious for over five minutes. He suffered a compound lower arm fracture. He also had suffered multiple fractures to his pelvis (which eventually had to be rebuilt through the numerous surgeries). Upon regaining consciousness, he repelled 165 feet down a cliff face. One month after his surgeries, Mike suffered through a staff infection which set back his recovery. The fall happened in August of 2008. Mike was snow skiing again before years end, less than five months after the fall. Mike’s mental toughness undoubtedly helped him to survive and continues to be an inspiration. However, his son Nick’s training with both the Wilderness First Responder course and his experiential leadership training with NOLS probably saved his father’s life.

2-Nov-09 10:00 AM

JWEA Online: A place to publish for education and inspiration

briget eastep — Fri, 30 Oct 2009 16:00:00 GMT

The Journal of the Wilderness Education Association has gone through some significant changes in the past six months. All the changes made are intended to continue serving WEA members in a more efficient and productive manner. In the next few paragraphs I'd like to review the changes as well as remind WEA member of the JWEA's purpose, and how it's a great opportunity for publishing your experiences and ideas.

To begin, as you may have noticed, the JWEA is now online. This changes the process of submitting articles, but it also puts all articles into a searchable format on the WEA website. Instead of the editor collecting articles and then formatting them into the JWEA three times a year to be sent out to WEA members and constituents, the process is simpler and more immediate. To submit an article, go to JWEA on WEA's website and simply follow the posted directions under "click here to learn more about online submission". Once you submit an article a JWEA editor will edit it, determine its fit, and "activate" it, putting it live under "Current JWEA Articles." Twice a year articles will be digested into two editions: Fall (Deadline October 1) and Spring (Deadline April 1). A month before these deadlines solicitations for articles will occur - so be ready to share your experiences and knowledge. Moving the JWEA to this format will allow for more up to date articles and will make all articles available in topic searches.

Second, JWEA is now part of ERIC's bibliographic database. ERIC is under the Department of Education and will make JWEA articles available in ERIC's searchable database. This will increase the exposure and utility of JWEA and its authors. The Fall edition, Volume 21 Number 1, will be the first edition submitted to ERIC.

With these changes comes a responsibility for our members. Please contribute high quality articles that will benefit WEA's membership and the field of Outdoor Education. Articles can be educational and/or entertaining. The President and the National Office will continue to contribute their updates , but the meat of JWEA is the articles generated from our members and their students. In the Fall edition, we have articles to inspire us to think about what we do and how we do it. Paul Van Horn completes his three part sustainability series, Kristen McClay shares her experience as a student at Cal-Poly San Luis Ibispo, Erik Schlimmer challenges the industry's water treatment standard, and Jack Drury shares his Teton Dreams. All of these articles work to inspire us, challenge us to consider our practices, or add to our knowledge base. Ultimately, the JWEA is a non-peer reviewed opportunity for WEA members and students to contribute to our field's bibliographic record. Please contribute so that the JWEA may continue educate, challenge, and inspire. To those who have contributed, thank you.

30-Oct-09 12:00 PM

Towards True Sustainability: Overcoming the Effects of Consumerism in the Outdoor Field, Part III

Paul Van Horn — Thu, 29 Oct 2009 20:00:00 GMT

In the introduction to his iconic work in ecopsychology, Nature and Madness, Paul Shepard asks the question: “Why do men persist in destroying their habitat?” Although Shephard peered into the deep recesses of the human mind, I’d like approach the issue from the standpoint of more easily accessed mental processes. Two previous articles in this series have addressed the issue of how to reduce impacts related to consumerism in outdoor pursuits. While ideas for how to make changes and an understanding of the barriers to progress are critical to addressing the issue, actually making the commitment will require a serious look at our own motivations and thought processes. I’d like to suggest we consider some critical paradigm shifts that may help us think differently about the impacts we have on the planet.

Paradigm Shift #1: From Me to We. In other words, get over yourself. We must learn to temper our own desires with the knowledge that everything we do affects the broader ecosphere. This idea forms the basis of many foundational ideas in the sustainability movement, including the Hannover Principles and the Deep Ecology movement (Edwards, 2005). Yes, we should attend to our physical and mental health, and learn to love nature, but we have to do so with constant, rigorous attention to minimizing the impacts we create, and alter our behaviors accordingly.

Paradigm Shift #2: From Them to Me. We must learn to take direct responsibility for the impacts we create instead of trusting a faceless corporation to be green for us so we can conveniently continue business (and shopping) as usual. Make your gear, shop local, do without. If the piles of trash, toxic waste and petroleum (or even “earth-friendly” wind generators) we create through the outsourcing of our impacts began to accumulate in our yards, we’d likely begin to make changes fast.

Paradigm Shift #3: From More to Enough. Cultivate an attitude that what we need in life is abundant, and already at hand rather than an attitude of scarcity and endless desires. As Dan Hoffman, a student at Northland College points out, we must learn to get the job done with greater application of skill rather than more gadgets.

Paradigm Shift #4: From Consumer to Conserver and Producer. Learn to be a producer, or at least a “conserver” instead! Nothing else in a balanced system is merely a “consumer”. Junk and castoff or broken items should be seen as resources and opportunities. Make, give, conserve. Only take when necessary.

Paradigm Shift #5: From Hip to Enduring (or Even Classic!). Take pride in wearing old stuff and resist fashion trends. Today’s cool (or “hip”, “tight”, etc) gear will one day be a source of mirth and amusement, so why even try? Stick with what works!

Only by seriously rethinking our material approach to the outdoors (and everything else in our lives for that matter) will we truly begin to lessen our impact on the planet. We can’t buy our way out of environmental crisis, but we just might be able to think and act our way out. This will of course take discipline and effort to achieve. Laura and Guy Waterman offer this bit of encouragement:

“It is a dismal view of the public to say that we do not have the intelligence and the good conscience to adjust our consumption patterns to what are, in the long-term, the best interests of the human community and the biosphere on which it rests.”

They make it a point to place the responsibility for action squarely in the lap of the public:

“We shall get nowhere in this troubled world as long as we blame our troubles on the tiny minority of corporation executives, whose control over markets I grossly exaggerated, instead of recognizing the responsibility of the entire community to shape its consumption patterns in more environmentally responsible ways…Those who perceive the problem and are roused to do something about it bear a special responsibility. They are the ones who can rouse public consciousness, initiate the needed dialogue, and argue in the public debate for a more rational policy in the long-term, balanced best interests of all concerned. It is they who can speak for the trees” (Waterman, 1993).

It’s time to get serious about reducing our impact on this earth. We work hard to “leave no trace” on the trail. Isn’t it about time we give the same attention to the larger world? So cancel your next trip to the gear store, dust off that wool shirt from the 1970s, resole those leather boots, and hit the nearest trail. After all, the experience is what it’s really about!

References
Edwards, Andres. The Sustainability Revolution: Portrait of a Paradigm Shift. New Society Publishers, Gabriola, Canada. 2005.

Hoffman, Dan. Personal Communication, December 5th, 2008.

Shepard, Paul. Nature and Madness. University of Georgia Press: Athens, Georgia. 1982.

Waterman, Laura and Guy. Wilderness Ethics: Preserving the Spirit of Wildness. The Countryman Press: Woodstock, VT. 1993

29-Oct-09 4:00 PM

Just Another Day in Class

Kristen McClay — Thu, 29 Oct 2009 18:00:00 GMT

California Polytechnic State University at San Luis Obispo has a very well known motto, learn by doing. Classes at Cal Poly take a hands on approach to get students involved in their majors; they literally and physically become active within their field of study. The Recreation, Parks, and Tourism Administration Department offers a very unique class, RPTA 112: Parks and Outdoor Recreation. This class has two hours of lab and three hours of lecture each week. However, the lab is not a “typical” college science lab. Each week, the class of twenty-one students goes to a different park or outdoor setting to learn about a variety of activities. They learn about the outdoor area and activity by actually participating in the activity, like rock climbing, kayaking or trail maintenance. The class also learns about the company or park hosting the event.

Sea Kayaking Anyone?

Loading up my truck with my wetsuit and life jacket, my husband asked me, “Where are you going with that gear, I thought you had class?”

“I am going to class, but not at school. Today we’re going kayaking at San Simeon State Park,” I happily responded.

As I drove up the Pacific Coastal Highway to our class’s meeting point, I couldn’t help but notice the foreboding, grey rain clouds above. Oh well, we’re going to be getting wet anyways.

Our class was going on a kayaking tour with Todd from Sea for Yourself Kayaks at William R. Hearst Memorial State Beach. There were about twelve other students and our teacher, Dr. Goldenberg going on the excursion. Todd made sure everybody was properly outfitted with a life jacket and wetsuit. We all helped each other out, pulling up wetsuits and zipping up the backs. Then, we picked our boats and Todd spent a few minutes going over safety issues and the layout of the tour. We also learned about his business and the partnership he has with the state park.

Some of us were in tandem kayaks, while the rest were in singles. We all carried our kayaks down to the water and Todd helped us push through the surf. Everybody successfully made it through the waves; we were off on our journey!

We navigated around the pilings from the pier; a few accidentally tipped their kayaks over. We looked for sea otters, had splash fights, and talked about the amazing cove.

Then, it began to rain. And it continued to rain throughout the rest of our journey. The wonderful thing was nobody cared. We were too enthralled with paddling through caves, learning about the former whaling harbor, and watching the cormorants and pelicans dive bomb into the water looking for food. We sat in the rain watching the seals, feeling slightly nervous at their large, yellow teeth.

We concluded our trip by riding a wave in, surfing with our kayaks. Boats and paddles went everywhere. Luckily, the waves were small and the water was only knee deep. The rain kept coming down as we changed on shore into our dry clothes. But everybody couldn’t quit smiling as we splashed through the muddy parking lot to our cars. What a great day in class, I wish we could do this every week. Oh wait, we do!

29-Oct-09 2:00 PM

Presidents Report

CHRIS PELCHAT — Wed, 28 Oct 2009 20:00:00 GMT

Hello Affiliates and WEA members,

I hope you are all enjoying a wonderful fall. Things have been very busy within the association. The Board of Trustees has been sailing through the WEA strategic plan for two years now and are very pleased about the progress that is being made.

http://www.weainfo.org/attachments/wysiwyg/1/WEAStrategicPlan.pdf

There are many changes they are getting ready implement within the association starting January 1^st , 2010. We are extremely excited about the how these initiatives will mold the association and our profession.

It is important as members of the WEA to be abreast of these changes and inform yourself to how these impacts will affect you as a Certified Outdoor Leader, an Instructor, and an Affiliate. This is the time to take the initiative to read all the documents thoroughly and ask questions to better clarify the direction we are moving.

Some of the critical changes are below:

The WEA is no longer a course provider

As a WEA member it is important to note that the standard language of WEW, WSP, NSP, PSC, etc. no longer exists. What is still in place is Outdoor Leader Certification. The Board believes that this move will allow for more academic freedom for organizations to build better Outdoor Leader preparation programs giving the association a more diverse constituency from which we can draw best practices from. Affiliates will no longer be bound by specific course structures but by student learning outcomes.

The WEA is now the Accreditation body for Outdoor Leadership Preparation Programs

Although accreditation is not new to the WEA, the way in which we conduct the accreditation process is. We are now requiring a thorough pre-application, which will be reviewed by the Accreditation Counsel for accreditation suitability. Upon acceptance the applicant will conduct a thorough self study. Once the self study is complete it will be reviewed by the Accreditation Counsel. At that point the Counsel will determine the applicants accreditation status. Affiliates will submit annual reports and be reviewed every five years. After the first five year period a site visit will be part of the review. This will be the only mandatory site visit during the accreditation period unless the Counsel request additional visits. For more information on this process and to be apart of the Accreditation Manual review visit (http://www.weainfo.org/member-benefits-details/). We currently have several affiliates going through this process to pilot the manual and provide feedback to the association.

The move to this style of accreditation frees the affiliates from having to submit the majority to the course paperwork to the association. Affiliates will be responsible for quarterly rosters and the rest of the course paperwork will be kept in house for possible review in a style that is suitable for the Affiliate. This also frees up the National Office. Currently more than 50% of the National Office time is spent on course paperwork, which generates no positive revenue for the association. This time will now be allocated to member retention in the hopes to bolster our revenue.

This move was also encouraged by our legal counsel that we sought over the past year. The IU Non-Profit Legal Clinic spent a few months reviewing the operations of the association and the intent to become and accreditating body. They looked at all aspects of the association and did a comparative analysis of comparable organizations to look at the association’s liability exposure. They determined that our current strategic plan was in our best interest and gave us some points to consider as we move forward. This was a very helpful analysis and the IU Non-Profit Legal Clinic should be commended for their work.

The Accreditation process was designed using the standards set forth by the US Department of Education’s guidelines for Specialized Accrediting Agencies. Our hope is to apply for recognition by the US Department of Education within a few years. We believe that this status will greatly assist our non-academic organizations to provide financial assistance to the students in their programs.

Certification is now provided by the Affiliate

This is a very important change. Outdoor Leadership Certification is now awarded through the affiliate. The certification will have the WEA accredited seal on the certification. Once the certification is awarded by the affiliate it is then handed over to the association for continued maintenance via the International Registry of Outdoor Leaders (IROL). The National Office will then begin to track Continuing Education for our Certified Outdoor Leaders in the IROL. The intent of this change is to provide a service to WEA members that is valuable to them as emerging and current professionals and will bolster member retention. In the coming months a Certification Manual is going to be produced and put up for review by the membership. This manual will more thoroughly outline this process.

The road to Certification has changed

Certification has historically been offered at the end of a course to successful graduates. While this is still an option for affiliates the structure has been modified to allow for greater flexibility. Certification is now awarded based on the evaluation of a student portfolio of collected assessments. The Board is currently working with an E portfolio provider to build a system from which these evaluations can happen. This now means that students can work towards Outdoor Leader Certification over an extended period of time and even work with multiple Affiliates to complete different Core Competencies.

The Board believes that this will greatly expand the types of course offerings Affiliates will be able to provide and will encourage students to seek a more diverse experience. It will also allow non traditional students the possibility to work at smaller pieces of it at a time rather than devoting a month straight in the field.

The route to become an Instructor has Changed

Instead of apprenticing a single WEA course and applying for Instructorship to the Standards Committee, the road to becoming listed as an Instructor in the IROL will be shifting. To be listed as an Instructor in the IROL you have to be able to demonstrate several things. The first is acquisition of professional work experience in the field. The second is training and competency in assessment and evaluation of each of the six core competencies. The training and assessment of instructors including their recommendation for Instructor status in the IROLwill be provided by Affiliates that are accredited to our newly developed Instructor Accreditation tier. This new process will also include a path for folks with past experience to challenge their experience against the certification standards and be assessed with out having to go through the traditional instructor training hoops that are often redundant and costly.

The Board believes that these changes are critical for the WEA to provide a platform from which to continue professionalizing the outdoor leadership industry. From the individual portfolios in the IROL, to providing flexible opportunities for curriculum coverage and field time at the Institutional Level, the pieces of the puzzle fit together to allow the future outdoor leadership professionals a more identifiable path to become involved with the WEA, and ultimately begin sustainable accredited programs in a more effectively and comprehensively than we have been able to do in the past.

It is critical that you as a member stay abreast of the changes in the association on multiple fronts. First it will help you stay current with what the association is doing. The WEA has been moving quite well over the past few years and we hope to keep the ball rolling. The second and most important reason to stay breast of the changes is because we would like as much feedback as possible. It is important for the board and the association to hear the questions of the membership so please post to our forums as they come up and let us know what your thinking. Thanks for your time and patience as we make these transitions.

Chris Pelchat

Wilderness Education Association, President

28-Oct-09 4:00 PM