Course meets Triad Education Program Requirement in specified area.
Through discussions, guest speakers, readings, and student presentations, this course explores the history, philosophies, approaches, and prospects for outdoor adventure education and recreation. Students become familiar with private, state, and federal organizations that offer outdoor adventure education and recreation programming.
The major goal of this course is to provide students the opportunity to learn and develop outdoor skills that assist them in living and traveling in a backcountry environment. This is not a survival skills/minimalist course. Students learn about and use specialized equipment associated with back country travel: clothing, backpacks, tents, stoves, and sleeping systems to develop and improve their outdoor living skills. Leave No Trace camping and travel techniques are employed. Students are asked to demonstrate a strong commitment to teach backcountry skills to others in a group setting. Students are involved with the planning of a backcountry trip, including route selections, menu and food planning, and logistics. There are two required field trips that take place on two separate weekends.
Many outdoor adventure education/recreation programs and school systems across the country utilize initiatives as part of their program offerings. This course is designed to help students learn about a program component that emphasizes the development of self-concept, group cooperation, and physical abilities. Students experience a variety of activities including new games and initiatives as well as develop skills in the areas of facilitation and debriefing.
This is a nine-day course in emergency medical care that addresses the issues of long-term patient care, backcountry rescue techniques, and survival skills. This is a professionally focused course for those individuals who will be working with groups in back country settings. Participants who successfully complete the course are certified in Wilderness First Responder and CPR. The course normally takes place during our January break and is held off campus. A fee is required.
"Universal Adventure Programming" has traditionally been defined as "accessible" adventure programming on a programmatic, environmental, leadership, legal, and equipment modification level for people with and without disabilities. This course seeks to expand that definition to assist students in gaining the knowledge, understanding, and abilities to provide quality adventure programming in relation to staff and clientele's race, class, gender, and ability - thereby seeking to create socially just outdoor education opportunities for all. Students gain knowledge and experience in "universal adventure programming" through field experiences, guest speakers, experiential course sessions, readings, reflective writing, and active leadership opportunities.
This is a field-based course with an extensive off-campus component. Students examine teaching, leadership, and safety issues pertaining to outdoor adventure education. The course is designed to provide students with the opportunity to learn and develop knowledge and skills that will assist them in teaching, living, and traveling in a backcountry environment. The course has a strong commitment to the Outward Bound philosophy and methodology. It emphasizes group process, effective communication, wilderness medicine, risk management, and basic technical skill development including wilderness skills, no trace camping, rock climbing, orienteering, canoeing, and trip planning. Students may not be enrolled in any other courses during the term that this course is offered because of the off campus component.
This course expands on topics introduced in PED 125 Introduction to Rock Climbing. Top rope site management techniques are covered, including site evaluation, hazard evaluation, and minimum impact techniques. Introduction of anchors specific to top roping and rappelling are taught. Rescues specific to top roping and rappelling are also covered. Students leave the course having a solid understanding of anchoring, belaying, rappelling, and partner rescues, as well as knowledge related to the safety and management of top rope sites. A fee is required.
Prerequisite: PED 125 Introduction to Rock Climbing or permission of instructor.
This course is designed to examine the principles and practice of leadership in adventure education programs. Course time is spent on the examination of theories, practices, and problems of leadership in a backcountry environment. The course provides direct, firsthand experiences where students are expected to plan and be in a leadership position.
Prerequisites: Any PED Outdoor Recreational Activities course and ODL 210 Backcountry Skills and Techniques, or permission of instructor.
The basic principles of small group interaction are explored in both didactic and experiential components of the course. Part of becoming an effective group leader is exploring the nature and consequences of one's interaction with others. Students are asked to participate in a number of activities that allow them to learn with their own personal styles of interacting with others. These activities are supplemented with theory in group dynamics. It is the intent of the course that students are able to transfer skills learned in the course to settings where group leadership is required (i.e., almost any job).
Prerequisite: PSY 100 Introduction to Psychology.
This course takes an in-depth view of the role that program planning and development plays in adventure and environmental education programs, camps, and other educational organizations. Students design programs with specific emphasis on developing goals, philosophy, needs assessment, curriculum, budgeting, marketing, and evaluation. This is a technical writing course.
College Composition II
Prerequisite: Successful completion of one College Composition course and junior or senior status.
The major focus of this course is to provide students with the opportunity to gain the skills and knowledge that help them become effective, confident, competent, and safe challenge course leaders. The course is highly experiential and takes place out at the Gossmann and Cannon Adventure Learning Lab. Course topics include: policies and procedures of a challenge course; safety systems and standards; maintenance, inspection, and set up of courses; program planning and design; leadership issues; briefing/debriefing, accessible challenge programming; risk management, record keeping, and forms. Students work with both on- and off-campus groups on the challenge course.
Prerequisite: ODL 215 Initiatives for Adventure Education or permission of the instructor.
This course is taught in a seminar format, involving students in the exploration of feminist theory and practice as it relates to experiential education and outdoor adventure education. Through readings, discussions, speakers, and presentations, students explore feminist perspectives of outdoor leadership, the historical contributions of women, and some current issues and concerns for women in the field.
Prerequisite: Sophomore or junior standing.
This course examines teaching, leadership, and safety issues pertaining to outdoor education. The course emphasizes teaching, goal setting for outdoor leadership skill development, effective communication, risk management, and trip planning.
Prerequisites: ODL 210 Backcountry Skills and Techniques and one PED skills course.
This practicum is a follow-up to ODL 350 Trip Leader Practicum. This practicum allows students to further integrate and apply higher-level leadership experiences within outdoor adventure programming.
Prerequisite: ODL 350 Trip Leader Practicum.
This course is an advanced study of adventure education program management. Major study is placed on fiscal management, staffing, public relations, and liability and risk management for adventure education programs.
Prerequisite: ODL 320 Program Planning and Design or permission of instructor.
This seminar focuses on helping students identify a placement site that will meet their personal and professional goals, prepare their proposals, and determine appropriate projects that they complete during their internships. The seminar also helps students prepare for their internship experiences and hear from other students who have successfully completed their internships.
An internship is a credit-bearing, carefully planned, short-term, well-supervised work experience related to the student's academic field. Typically, the job is located off-campus with a business firm, nonprofit organization, or government agency. The student may or may not receive monetary compensation, depending upon the arrangements made with the host organization. Internships offer students exceptional nontraditional educational opportunities.
Prerequisites: Application to the organization and an interview with the faculty sponsor prior to the beginning of the proposed internship.
Course meets Triad Education Program Requirement in specified area.