By Lauren Page

During our recent backpacking trip the same question kept popping into my head; when are we going to get to relax? Then it clicked and I now understand that being a wilderness facilitator we do not get to relax. Being a facilitator means to always be watching and paying attention to not only yourself but to the others that you are with because their safety is in your hands. The participants might think that they can take care of themselves but that is in the front country and being in the back country is a whole new type of survival style. Facilitating a trip and going on a personal trip may consist of the same activities but differ with the goals and commitments.

Most of the lessons taught on this trip were review because we had learned them last year. However I did not interpret these lessons as a review of my knowledge but as how I can teach these lessons to others. Being able to watch Julie teach helped me broaden my teaching skills. I observed that she was always energetic about the topic no matter what it was about especially about the D’s of Dumping and catholes. Julie went all out and even drew whiskers on her face which was a good attention grabber because it got us all wondering what in the world is she doing. Doing silly additives like that helps the participants open up more and feel more comfortable knowing that if the instructor is comfortable with the topic so can the participant. It may also help the participants feel less nervous or uncomfortable to ask questions about certain topics as opposed to a personal trip where everyone knows each other and usually are not nervous to ask questions.

Personal trips teach lessons but not officially like professional trips do. On personal trips it is more like just a friend teaching another friend without any professionalism or certain aspects like the language. When I teach my friends I explain with phrases I know they will understand because I know they’re way of learning and comprehending. While professionally facilitating there is more of a leader type responsibility that is needed. For example on the Sea Kayaking SOAR trip last spring there were seven Adventure Ed students whom all knew each other that went, three of them being leaders. Many of us knew the basics of camping so the lessons were mostly review however the leaders still had that role of responsibility for the group always mentioning about safety. In many professional programs there are debriefs that follow an activity or an evening meeting before bedtime about that days happenings.

During this past trip many different emotions arose between the group members during the evening meetings which helped the group understand each other more. Some questions and comments that were brought up helped us understand each member more that ultimately helped us improve our group dynamics. By the end of the trip our communication skills with each other improved greatly to the point were morning chores and evening chores were quickened each day. Julie and Nick did not have to remind us what chores needed to be done but were still coming by checking up on us and make sure we were being safe. Being a facilitator there is a need that the instructors have to watch each student intently always checking up on each student individually.

When I did WMO Sea Kayaking I felt a huge responsibility for the participants knowing their experience was all up to me and my co-instructor. One of the participants was like the energetic bunny cause she never got tired and was always looking to do something. Being able to always be energetic and positive sometimes became a challenge when I got tired. It was a struggle that I am still overcoming. A goal for the end of my Immersion semester is to be able to overcome the afternoon blues and keep my energy on full blast while always keeping a positive attitude no matter what the situation.

By Jennie Caffrey

On our four-day trip to the Sandwich Range Wilderness we were able to get a good picture of how professional adventure educators lead and instruct educational backcountry expeditions. We were able to observe many different teaching techniques and learned various ways to perform different tasks. We learned different ways to cook, how to inform people about taking care of their feet, and many other important things about leading and instructing an educational backcountry expedition. We were also able to see two different styles of leading due to the background of each instructor.

Between the leaders one thing that stuck out to me was that they checked in with each other many times throughout the day. I have had leaders in the past check in with each other but not quite in this way. They checked in to make sure that they were each on the same page and to figure how they wanted to do certain things. It was interesting to be able to watch two very different leadership styles come to together and make this happen. They each did a very good job and it seems like it was a great opportunity for us to see that even if you have come from different leadership backgrounds you can use each other’s strengths and have a great trip.

Right from the beginning they made sure that we were starting out with everything correctly done, like having streamline packs. They really made sure that we were ready and prepared. Julie did a really nice little lesson on foot care right when we got there and I really liked how she went about it. It really makes people think about how important their feet are and how it is so important to take care of them because they are your transportation. Her lesson really gave me a good idea of how to show people why it is so important to take care of your feet and how you can go about doing that. Also Julie and Nick both checked to make sure each persons pack was streamline and helped us fix it if it was not. Before we began on our hike we got in a circle and we went around the circle and each shared which bead was ours and what we were bringing to the group. I thought the necklace was a great idea and it can actually be used throughout each trip and it was an excellent way to start off the day.

The first day at camp we had lots of things to cover and we learned many skills along with different ways to each all of the skills such as cooking, setting up tarps, pooping in the woods, and lightening drills. It was very helpful to watch someone teach them and it gave us many great ideas of how we can teach them when the time comes. For dinner the first night we were in a circle formation so that each cook group could watch Julie, while she took us step by step through how to set up the stove, get the stove going, and preparing and cooking the meal. It seemed like it was helpful for many people and it helped each cook group get on the same page, which was nice for when the cook groups were split up one night and everyone was able to help because we each knew what needed to be done.

Another aspect of the trip I really enjoyed was setting up tarps and bear hangs. The first night after each group had set up their tarp we went around as a group and looked at each other’s tarps and talked about what worked well and what each group could change to improve. It was helpful to see how each group set it up and to learn from each other’s mistakes. Then for bear hangs after each group finished we went around and looked at everyone’s, just like with the tarps. It was very helpful because almost every group did it differently so we were able to see all sorts of ways to do a bear hang and what might work better for the area you are in. It was fun to go around and see what each group had done.

One day one group got to camp much later than the other and it was a very good situation to experience to see how you would deal with it as a leader. Before the other group had got to camp we discussed what we could do for them if they did end up getting there. That night after dinner we were having our evening meeting and most of us were ready to go to bed, and then the second group got to camp. It was hard to get right up and help them, but we did and we helped them as much as we could so that everything would go faster for them and so that they could get some rest after the long day. It was a great experience and I think everyone felt good about how things turned out. It was helpful that we had talked about what we could do for them because then we all knew what we could do to help and it cut down on some the craziness.

Overall it was a good experience and we learned a lot about how professional adventure educators lead and instruct educational backcountry expeditions. I gained a lot of knew knowledge of how to teach certain topics and how to go about leading a backcountry expedition. It was great to see two leaders work together and have them share with us some of the decisions they had to make and why they made the choice they did.

By Austin Melhorn

The field of adventure education is full of great leaders and it can be difficult for two leaders with different styles and backgrounds to work together in a cohesive manner that is effective. What I learned about professional adventure educators is how they can conflict in teacher style and still manage to work out a model of adventure education that is effective to the students. Julie and Nick started with some very obvious conflicting views, they taught differently and it seemed to annoy them both at times. However what makes them professionals is their ability to work out their different styles and find the right time for each style in the lessons to create a new, better, and more diverse education for their students.

I feel very privileged to have a NOLS and an Outward Bound instructor as my teacher, two of the most well known names in adventure education with very different styles. Nick is amazing at processing whatever is said to him by a student and giving feedback. He brings what many of us call the “touchy feely” or soft skills to our education. Julie admits that that is not her strength and when it is time for the meeting at the end of the day she lets Nick lead it. Nick is also a very young and somewhat inexperienced adventure educator; I think that he does a great job of asking Julie questions about many of the hard skills that he’s supposed to be teaching. Nick is honest about some of his shortcomings when it comes to some of his hard skills. He has only worked in one area leading mostly one type of trip; his honest makes it easier to connect with him in his lessons. He admitted that he had just learned about orienting a map to true north and that got the class more involved in the lesson because we were all working together to make sure that we got it right, no one wants to get lost after all. Nick made a great effort to learn on this trip, to teach what he knows best, and to sit back when it wasn’t his area of expertise and it’s for these reasons that he is a professional.

Julie worked in a similar way, she has far more experience in the field then Nick, but there are still areas that Nick has more experience than her. Julie was awesome at teaching hard skills and getting in as many lessons as she could every day. She also modeled some interesting teaching methods, like dressing up like a cat for the cat holes lesson, using little models for the lightning lesson, or the lesson on leadership where we all taped the qualities of a leader on to one person and explained why we picked that quality. When Julie tried to check in with students in the same manner as Nick did, in a one on one setting, she stumbled and admitted that she didn’t have much to say. I would have liked to have seen her try to learn some of Nick’s techniques better because that would have benefited us, the students, by showing an older adventure educator learning from a younger one. Julie showed us some great lessons, and gave us some idea how a NOLS trip is run in a professional manner.

The ability of both leaders to get around their differences to create a single unified model of professional adventure educators was far better than two leaders with the same views and skills trying to present that same model. Nick gave a great view of a young adventure educator sharing what he is good at, but not being so headstrong that he can’t step back and learn from another of his co-leaders. This cohesive model of two leaders working together is probably the most important lesson that I learned on this first trip.

By Lindsey Matthews

There are several aspects of how to be a professional adventure leader and how to instruct in the backcountry. For starters you can’t just assume that your students know exactly what they are doing. It is important to teach every aspect of backcountry living. I noticed that some of the students were getting annoyed when some of the lessons were being taught such as, cat holes, and tarp setup. It may be frustrating to learn things that you already know but sometimes it is best just to sit back and evaluate the teaching styles and techniques being used and ask yourself how those will be relevant in the future.
There are several ways to accomplish one task. It is very important that the leader and co-leaders communicate what they are about to teach to avoid confusion between themselves and the students. Another reason communication is key is to avoid frustration and tension and to make the trip run as smoothly as possible. I noticed that Nick and Julie frequently checked in to avoid all of the above.

Another important aspect of teaching in the backcountry, above all is risk management. Often times Nick and Julie would stop some students and ask if it was a wise decision to do what they were about to do. The student would answer and give a reason for the answer and then Nick would go more in depth with questions and get the answer he was looking for. I really liked this technique because it makes the student think more about their actions and not only how it would not only affect them but the group as a whole. I also noticed that the leaders are very concerned and aware of their participants, for example my feet were badly blistered but I was constantly being asked how I was feeling and getting checked on. It made me feel better knowing that somebody was concerned even though I did not want to discuss it because I didn’t want to be seen as weak. My leader, Julie, however didn’t make me feel that way and made the point that it takes more courage to speak up than it does to suffer.

In also noticed it is easier to engage your student in the backcountry when they are actually doing hands on activities versus sitting down and teaching a classroom lesson on leadership. Many of us were tired, had just eaten and had trouble staying awake and engaged. Overall teaching in the backcountry isn’t an easy task but it is a task that I am ready to accomplish.

By Eli Chamberlain

Throughout the course of hiking three days in the field, one may identify the drastic changes that occurred in individuals and group dynamics. From eagerness to accomplish tasks and team goals, to bitterness and solitude, every participant experienced different emotions for their own reasons. Upon completion of our expedition, it was simple to reflect on our personal and team actions. It became clear that the instructors had created specific teams to bring out different feelings from within, therefore creating a varying dynamic from day to day.

Tuckman’s model in group development theory directly coincided with our groups actions. For example, Sam was briefly stuck in the “forming” stage. She had to overcome her discomforts and concerns with herself and the group. By doing so, she moved onto the “storming” phase, where she began to meet the needs of the group. However, if we study Tuckman’s model, we find that by adding/subtracting a member, the group takes a step back from reaching the “transforming” goal. This did occur because the group had adjusted to her absence. Upon her arrival, readjustment had to be made by cooking, hiking and educating groups and through the positive guidance of the instructors, the team progressed.

With that being said, the first observation I made was the positive support that all of our instructors offered. When people were ready to quit, it simply wasn’t an option. The instructors maintained the positive outlook needed to succeed. Sam thought that she wanted to quit, but they knew she didn’t want to. When participants grew tired and we had to split up the weight on their backs, educators reminded us, “It’s easier to carry someone’s gear than it is to carry the person.” When team morale was dwindling, it was the instructor that decided it was time for a break and to refuel. Not only did they manage team therapy, but team safety as well.

Throughout the hike there was difficult terrain to be crossed. After crossing potential hazards, instructors always stopped and waited for the last person to make it. What I took from this reminded me of a Marine sticker that read, “The first ones in and the last ones out.” As professional adventure educators, Julie and Nick demonstrated this idea daily. They encouraged us to think collectively, rather than independently and to focus on group safety. Team management was displayed every minute, physically or mentally. For example, if someone’s foot blistered, the team was stopped, the foot was repaired and goods were often divided among able bodies. When individuals began gossiping or venting anger, instructors immediately changed the subject in order to decrease the demoralizing effects of negative, meaningless banter.

What professional adventure educators possess that we all desire, is knowledge. They knew and demonstrated the hard skills needed to survive within strict, pristine wilderness guidelines. Through lessons, they displayed various teaching and group management techniques. An example of this, was establishing a saying to which the entire group had to respond. Attention was theirs and the instructors could proceed with their lesson. They would ask questions to the students that required us to think from professional standpoints like, “Where should we hold class and why would your site be a good classroom?” By involving students in professional team scenarios, positive pressure was placed on the student to make a choice for the entire group.

Outdoor instructors possess the talent and knowledge needed to meet the needs of the particular clientele. What a family going car camping needs to know is drastically different than what we need, however a professional adventure educator knows this and plans the trip around the needs of their clients. By molding the lessons around the clients’ needs, instructors give them the opportunity to learn and gain what they want out of an instructional field course. Within four short days, our team had gone through Tuckman’s model, jumped back and forth within it and ultimately reached the “transforming” stage. Although we went through all of the stages between, it was with the guidance of our instructors that we reached success.

By Nick Nelsen

“I just love performing field surgery!”, Julie exclaims, describing a previous entanglement with an ingrown toe nail. We all huddle around her trying to see every detail as she shows us a few snazzy ways to bandage up Lindsey’s blistered feet. The expression on Nick Schaedig’s face was priceless, clearly a reaction of surprise and almost disapproval. It was evident in this moment how different and diverse our two co-instructor’s backgrounds were- the fact of which aided in creating such an insightful and informative four days in the field.

Julie’s NOLS experience followed an approach of hard skills first, processing second. This style seemed very effective in fostering an excellent environment to learn and practice new skills. Julie, or Ms. Julie as Nick respectfully called her, always brought things back to Maslow, and his pyramid of needs. Shelter and sustenance were always the first things on the to-do list, and these needs were the first to be tendered once a new camp was reached.

Nick’s background through Outward Bound was one of intense processing- a skill that in it’s mastery appears to be a rarity amongst the average outdoor instructor. He has an innate sense that can bring out the most honest response from someone, despite how cold, hungry, or sleepy they may be. Considering the experiences that have been accounted to me by past OB participants along with the time I have spent with Nick so far, Outward Bound appears to be much more driven by the emotional side of outdoor experiences. I feel that at OB, hard skills take a back seat to more difficult skills like emotional honesty and self-awareness, with hard skills merely being the medium used to bring out these attributes. Qualities such as these are inherently difficult to come by, especially for troubled youth, who appear to make up the average participant pool in an OB course.

One factor that I have experienced leading trips before that was also evident in this first ‘mini-course’ was the flexibility of the daily schedule. Class topics were assigned and route plans were formed, but all of these elements could at any minute be scrapped or replaced depending on the weather or lucidity of the participants (late nights especially). Capt. Paul Kelly, a co-instructor of mine from my time teaching SAR in Pennsylvania would always say that, “No schedule lasts first contact with the enemy”. Granted, in this case group participants can hardly be looked at as the enemy, I feel the same principle applies to teaching in the outdoor classroom, where so much can happen to drive a daily plan heavily off course.

One of my goals for immersion was to improve my ability to recognize and take full advantage of teachable moments, and this first trip certainly embraced just that.
Many of the things I remember best from this first trip weren’t things learned from the formal classes (although it was quite interesting learning that lightening goes up) but the little nuggets of information acquired during those many small trailside teachable moments. I feel that this is a very effective method of teaching, and I’ve found that participant’s ears perk up much more when hearing the short intro, “Hey all, want to hear something really cool about this tree?” instead of the prospect of a 45 minute sit-down lecture, which could spark thoughts of lullabies and sandmen in even the most chipper 12 year old. Of course, the more technical and fact-heavy topics cannot be taught in this lesson, but it is those small, fun nature nuggets that have proven so far to be the most memorable.

These observances and many more which I’m sure will pop into my head seconds after I hit the send button, contributed to a fantastic first trip full of new lessons learned and a chance to really begin honing our skills as outdoor leaders. I was so excited to see everyone’s systems come together, and it was certainly evident by the fourth day just how streamlined they have all become already. I am positive that this semester could not have started off with a better experience, and that there is definitely potential for limitless growth for all of us.