Embed Size (px)
Citation preview
1
SYLLABUS
Recreation 430: Outdoor Living Skills Instructors: Mitch Belsley [email protected] Office: Pulliam 321A (T/R 11:00 AM 0T 1:30 PM) Cell: 309-253-3634
Evan Coulson [email protected] Office: Pulliam 216F Phone: 618-‐759-‐1547
Molly Gabel [email protected] Phone: 618-201-1104 Annie Linhart [email protected] Phone: 309-208-2886
Course Description: Introduction to basic outdoor living skills in wilderness environments. Topics include basic camping skills, equipment and clothing selection and use, weather, health and sanitation, travel techniques, navigation, and decision making/problem solving. Fulfills the requirement for the Wilderness Education Association Outdoor Living Core Competency. Trip fee not to exceed $350.
Course Objectives: In the context of the Wilderness Education Association’s Outdoor Living core competency curriculum: Introduction to the history and various theories of outdoor leadership Application of outdoor living skills in a wilderness environment namely: basic camping skills equipment and clothing selection and use weather health and sanitation travel techniques navigation Increase the theoretical knowledge of judgment and decision-making Effectively use instructional methods as an outdoor adventure leader Improve awareness of the role of critical thinking in the leadership process through practical experience Provide an opportunity for the development of a personal meaning of wilderness. This course fulfills the following WEA Accreditation Standards
Ø 9.1 Outdoor Living. Ø Understanding and demonstration of proper campfire use, camp establishment, and basic kitchen
management. Ø 9.1.2 Understanding and demonstration of proper selection, repair, and storage of equipment and
clothing for self and others. Ø 9.1.3 Understanding and demonstration of proper health and sanitation techniques. Ø 9.1.4 Understanding and demonstration of planning for the safety, comfort, and organization of a
group in a backcountry environment. Ø 9.1.5 Understanding and demonstration of getting from one place to another and how it is done
efficiently and safely in a backcountry environment.
2
SYLLABUS
Ø 9.1.6 Understanding and demonstration of basic weather forecasting and the implications of the effects of weather on the comfort and safety of the group.
Required Texts:
O'Bannon, A., & Clelland, M. (2001). Allen & Mike's really cool backpackin' book; Traveling & camping skills for a wilderness environment. Guilord, CT: Falcon Guides/Globe Pequot Press. ISBN 1-56044-912-8
Pearson, C. (2004). NOLS Cookery, (5th ed.). Mechanicsburg, PA: Stackpole Books. ISBN: 0811731081
Recommended Texts:
Drury, J., Bonney, B., Berman, D., & Wagstaff, M. (2005). The backcountry classroom: Lesson plans for teaching in the wilderness, (2nd ed.). Guilord, CT: Falcon Guides/Globe Pequot Press. ISBN 0-7627-2820-5 Meyer, K. (2011). How to shit in the woods; an environmentally sound approach to a lost art, (3rd ed.). New York: Ten Speed Press. ISBN 1580083633
Personal and Academic Conduct: The foundation of this course is based on the quality of the community of participants and staff. Therefore, courteous behavior towards other members of the class is expected at all times. Harassment of any kind is not acceptable. Respect for other class members also includes having cell phones turned off and not talking inappropriately during any class functions. In addition, please refrain from the use of all alcohol, tobacco products and illegal drugs during class both on and off campus. Cell phones or other electronic devices should not be taken in the backcountry. Students are expected to do their own work on all course assignments. Any student suspected of cheating or plagiarizing will receive a failing grade. If you use someone’s ideas or words, cite the source using the American Psychological Association’s (APA) (6th ed.) format. It is expected that all work handed in will be original. Please do not turn in assignments completed previously for other courses.
Class Procedures: Class Structure: This course is designed to be experiential and interactive in nature. Therefore attendance is critical. The emphasis will be on interactive discussion, experiential activities, and SMALL GROUP WORK. Outside class time is required to complete assignments and tasks. The success of this course depends on you.
Important Dates: Shakedown: September 19-20, 2014
Wilderness Education Association Outdoor Living Skills Trip Component – October 10-14 (FALL BREAK) 2014
3
SYLLABUS
Class Assignments: Participation and in-class work: This consists of reading, individual evaluation, and group evaluation of the material (and appeals as applicable).
Student-centered, Problem-based, Experiential and Collaborative (SPEC) Project and Group Assessment: You will apply the course information and work within your small group on a SPEC project. These projects will aid in preparation of the trip. Personal and Group Equipment Lists Ration Plan Route Plan Time/Energy/Climate Control Plan
Trip Preparation/Participation/Completion: A week-long trip is a very resource intensive endeavor–including planning, participation, and completion. You will be evaluated by yourself, your group, and the instructors on the following components:
§ Outdoor Skills–The major focus will be on outdoor skills. The Outdoor Skills evaluation will be based on:
♦ Outdoor Skills Checklist: You will be evaluated on your performance of specific outdoor living skills.
♦ Exam: Following the expedition you will be assessed in a “formal” manner on course information.
§ Human Skills-Human skills encompass all things that are related to communication, interpersonal relationships, self assessment and assessing others. These skills will be addressed in each class session, and you will be evaluated on your ability to collaborate and work effectively with others. This is often called Expedition Behavior in the outdoor world.
§ Educational Skill Development–You will individually develop and deliver one 30 Minute lesson plan during the Expedition, based on the WEA’s Outdoor Living Core Competency. The Backcountry Classroom is an excellent resource for content and lesson plan ideas, BUT it is not a standalone lesson plan. Grading will be based on the rubric supplied in class.
♦ Topics must be “Outcome Based”: This means that before you begin to create your lesson plan, you must identify and end outcome. For example, an outcome based lesson plan for Navigation might read: “The desired outcome for this lesson plan is that students will be able to demonstrate the following: orienting a map, aiming off and taking a bearing using declination”. Basically this means that the intent/end goal/desired outcome is specific and defined. Once the outcome is determined, the lesson plan can be created. The progression and the content of the lesson plan must then consistently move towards achieving the desired outcome.
♦ Teach to Multiple Learning Styles and Multiple Outcomes: SPEC stands for Student-centered, problem based, experiential and collaborative. Please reference chapter 1 in The Backcountry Classroom. The three basic learning styles are auditory, visual, and tactile/kinesthetic
♦ Founded and Accurate: All information presented must be accurate and founded in research and reliable sources.
♦ Presentation: Tone, clarity, enthusiasm, gestures and expression are very important to the effectiveness of a learning experience.
4
SYLLABUS
♦ Written Outline/Lesson Plan: Your teaching topic will have a written outline based on two to three sources to be used during the presentation to keep the lesson plan on track. Keep it simple and clean – utilize key words and ideas to prompt you along (but it should be complete so you can come back to it in 6 months and still find it useful). You are not expected to have the whole thing memorized, but do not simply read off of note cards word by word.
Reflection/ Transference – Journal: Each student will be asked to keep a journal during the class and expedition. Specific
entries will be assigned throughout the trip, but at least a daily entry is required where you will reflect on insights of your development of outdoor living skills and leadership, overall perceptions and feelings etc….
Reflection Paper: Following the spring break trip, you will complete a 3-6 page paper reflecting on what you have learned during the course in terms of both skill development as well as personal development. Your grade will be based on grammar/format (spelling, punctuation, etc.) and content. This is not a trip summary, but about YOUR growth and what you learned on this course.
Class Evaluation: You will be graded on BOTH individual and group performance on In-Class Assignments and Group Projects. Your grade for all other assignments will be based upon your individual effort.
Assignment % Grade
In-Class Work 5 SPEC Project and Group Assessment
Personal/Group Equipment List 5 Ration Plan 5 Route Plan 5 Time/Energy/Climate Control Plan 5
Outdoor Skills Skills Checklist 15
Written Exam 10 Human Skills Effective Communication/Collaboration (Expedition Behavior) 5 Educational Skills Lesson Plan and Written Outline 20 Reflection/Transference Journal 10 Final Reflection Paper 15 Grade Scale:
100 – A – 90 – B – 80 – C – 70 – D – 60 – F –
5
SYLLABUS
COURSE DATES AND OUTLINE:
August 21st Introductions, Expectations, Syllabus, Required Texts, Paperwork! August 28th History of Outdoor Leadership, Core Competencies, Lesson Plan Introduction (SPEC
Model), Journal Introduction Backcountry Classroom (Chapter 1 Teaching and Learning) GROUP ASSIGNMENTS
September 4th Personal & Group Equipment – Sheltering, Clothing Selection, Packing your Pack R.A.P.-‐ Personal & Group Gear Allen and Mike’s (pp. 3-‐ 42 Dressing/packing for the outdoors, 70-‐77 Sheltering)
o PERSONAL AND GROUP EQUIPMENT LIST
September 11th Water purification, Stoves, Food/Nutrition – Menu Planning vs. Ration Planning R.A.P.-‐ Food & Nutrition Allen and Mike’s (pp. 37 Stoves, 79-‐92 Cooking and Water, 109-‐115 Meal Planning) NOLS Cookery-‐ pg 3-‐18 Nutrition and Ration Planning
o PERSONAL AND GROUP EQUIPMENT LIST DUE
September 18th Ration Planning, Expedition Behavior
o 1ST DRAFT OF LESSON DUE
Sept 19/20 (Friday-‐Saturday) Shakedown Allen and Mikes (pp. 58-‐60 Minimizing Impact, 93-‐101 the Facilitrees, Appendix A)
Backcountry Classroom Chapter 11 Environmental Ethics September 25th Navigation/Route Planning Camp Site Selection R.A.P.-‐ Navigation Allen and Mike’s (pp. 61-‐69 Backcountry Navigation)
o REVISED PERSONAL AND GROUP EQUIPMENT LISTS DUE o RATION PLANS TURNED IN
October 2nd Weather R.A.P.-‐ WEATHER GROUP GEAR CHECK
Allen and Mike’s (pp. 146-‐151 Weather)
October 9th Equipment distribution, Personal Gear check, food pack-‐out
o ROUTE PLAN DUE o TIME/ENERGY/CLIMATE CONTROL PLAN DUE o OUTDOOR LIVING CORE COMPETENCY LESSON PLAN DUE
Fall Break: Outdoor Living Skills Expedition (Friday, October 10th – Tuesday, October 14th)
o REVISED ROUTE & TIME/ENERGY/CLIMATE CONTROL PLAN (Done on your leadership day)
October 16th Final Evaluations, Course wrap up, and Exam
October 23rd REFLECTION PAPER DUE TO MITCH VIA EMAIL.
6
SYLLABUS
Fall Break Trip Lesson Topics (Individual) Sheltering/Tarp Set-‐ups; Campsite Selection & Restoration Knots Kitchen Set-‐up; Backcountry Cooking; Stove Operations/Kitchen Safety Foot Care/ Backcountry Hygiene Fire Building/Restoration Pack Packing/Fitting/Adjustments Food Storage Map and Compass Introduction/Interpretation On and Off Trail Travel Techniques Weather WEA Topic Resources: Backcountry Classroom. Use this book, plus 1 or 2 other resources to construct your lesson plan. Chapter 2 Pack Fitting, 3 Pack Packing, & 7 Clothing Selection; Chapters 15 Intro to cooking; 17 Waste disposal; 21 nutrition, ration planning, packaging; 22 food protection; 42 Stove operation; & 47 Water Treatment; Chapters 5 Campsite Selection, 30 – 35 Navigation, 43 Travel Technique; Chapter 48 Weather. Instructor Topics: Outdoor Leadership & Leader of the Day expectations Course Daily Structure Reflection and Feedback Backcountry Baking!
¹ Southern Illinois University Carbondale. (2013). Pathways to Excellence: A Strategic Plan. Fall 2014 R.O’Rourke
Retrieved from http://chancellor.siu.edu/_common/docs/A_Strategic_Plan.pdf
Syllabus Attachment Fall 2014
IMPORTANT DATES * Semester Class Begins …………………………………………….08/18/2014
Last day to add a class (without instructor permission): ………….08/24/2014
Last day to withdraw completely and receive a 100% refund: ….08/31/2014
Last day to drop a course using SalukiNet: ……………………….10/26/2014
Last day to file diploma application (for name to appear in Commencement
program): ………………...………………………………………..10/31/2014
Final examinations: …………………………………………12/8–12/12/2014
Note: For outreach, internet, and short course drop/add dates, visit
Registrar’s Academic webpage http://registrar.siu.edu/
FALL SEMESTER HOLIDAYS
Labor Day 09/01/2014
Fall Break 10/11—10/14/2014
Veterans Day 11/11/2014
Thanksgiving Vacation 12/26—11/30/2014
WITHDRAWAL POLICY ~ Undergraduate only
Students who officially register for a session may not withdraw merely by the
stopping of attendance. An official withdrawal form needs to be initiated by the
student and processed by the University. For the proper procedures to follow
when dropping courses and when withdrawing from the University, please visit
http://registrar.siu.edu/pdf/ugradcatalog1314.pdf
INCOMPLETE POLICY~ Undergraduate only
An INC is assigned when, for reasons beyond their control, students engaged in
passing work are unable to complete all class assignments. An INC must be
changed to a completed grade within one semester following the term in which
the course was taken, or graduation, whichever occurs first. Should the student
fail to complete the course within the time period designated, that is, by no
later than the end of the semester following the term in which the course was
taken, or graduation, whichever occurs first, the incomplete will be converted
to a grade of F and the grade will be computed in the student's grade point
average. For more information please visit:
http://registrar.siu.edu/grades/incomplete.html
REPEAT POLICY
An undergraduate student may, for the purpose of raising a grade, enroll in a
course for credit no more than two times (two total enrollments) unless
otherwise noted in the course description. For students receiving a letter grade
of A,B,C,D, or F, the course repetition must occur at Southern Illinois
University Carbondale. Only the most recent (last) grade will be calculated in
the overall GPA and count toward hours earned. See full policy at
http://registrar.siu.edu/pdf/ugradcatalog1314.pdf
GRADUATE POLICIES
Graduate policies often vary from Undergraduate policies. To view the
applicable policies for graduate students, please visit
http://gradschool.siu.edu/about-us/grad-catalog/index.html
DISABILITY POLICY
Disability Support Services provides the required academic and programmatic
support services to students with permanent and temporary disabilities. DSS
provides centralized coordination and referral services. To utilize DSS
services, students must come to the DSS to open cases. The process involves
interviews, reviews of student-supplied documentation, and completion of
Disability Accommodation Agreements.
http://disabilityservices.siu.edu/
PLAGIARISM CODE http://pvcaa.siu.edu/_common/documents/Plagiarism/Guide%20to%20Preventing%20Plagiarism.pdf
SALUKI CARES
The purpose of Saluki Cares is to develop, facilitate and coordinate a
university-wide program of care and support for students in any type of
distress—physical, emotional, financial, or personal. By working
closely with faculty, staff, students and their families, SIU will continue
to display a culture of care and demonstrate to our students and their
families that they are an important part of the community. For
Information on Saluki Cares: (618) 453-5714, or [email protected],
http://salukicares.siu.edu/index.html
EMERGENCY PROCEDURES
Southern Illinois University Carbondale is committed to providing a
safe and healthy environment for study and work. We ask that you
become familiar with the SIU Emergency Response Plan and Build-
ing Emergency Response Team (BERT) programs. Emergency re-
sponse information is available on posters in buildings on campus,
available on BERT’s website at www.bert.siu.edu, Department of
Safety’s website at www.dps.siu.edu (disaster drop down) and the
Emergency Response Guideline pamphlet. Instructors will provide
guidance and direction to students in the classroom in the event of an
emergency affecting your location. It is important that you follow these
instructions and stay with your instructor during an evacuation or
sheltering emergency.
INCLUSIVE EXCELLENCE
SIU contains people from all walks of life, from many different
cultures and sub-cultures, and representing all strata of society,
nationalities, ethnicities, lifestyles, and affiliations. Learning from and
working with people who differ is an important part of education as well
an essential preparation for any career. For more information please
visit: http://www.inclusiveexcellence.siu.edu/
MORRIS LIBRARY HOURS
http://www.lib.siu.edu/about
LEARNING AND SUPPORT SERVICES
Help is within reach. Learning support services offers free tutoring on
campus and math labs. To find more information please visit the Center
for Learning and Support Services website:
Tutoring : http://tutoring.siu.edu/
Math Labs http://tutoring.siu.edu/math_tutoring/index.html
WRITING CENTER
The Writing Center offers free tutoring services to all SIU students and
faculty. To find a Center or Schedule an appointment please visit
http://write.siu.edu/
AFFIRMATIVE ACTION & EQUAL OPPORTUNITY
Our office's main focus is to ensure that the university complies with
federal and state equity policies and handles reporting and investigating
of discrimination cases. For more information visit:
http://diversity.siu.edu/#
Additional Resources Available: SALUKINET: https://salukinet.siu.edu/cp/home/displaylogin
ADVISEMENT: http://advisement.siu.edu/
PROVOST & VICE CHANCELLOR: http://pvcaa.siu.edu/
SIU ONLINE: http://online.siu.edu/
“We emphasize student achievement and success because achievement and
success are essential if we are to shape future leaders and transform lives.” ¹ http://pvcaa.siu.edu/
