What are the advantages and disadvantages to use modern technologies on a wilderness expedition?

October 9th, 2008 by cbisson1

By Adam Bofinger

In this fast growing technological world we see more and more high tech gadgets being used all over. Things like video game consoles with high definition picture, cell phones with internet, and MP3 players capable of holding thousands of songs are becoming the norm in everyday life. Believe it or not, technology is even beginning to play a role in outdoor wilderness adventures. During our last expedition, we were able to see how the use of technology can have both a positive and negative impact on a wilderness expedition.

Why bother using modern technology on a wilderness expedition? Technology in the backcountry can be good for a couple of reasons. First, let us look at GPS for example. During our bush whack it became apparent that using these devices can indeed help us find our way through an off trail section, simply by following some pre-recorded waypoint settings. It was almost astonishing how simple it was to find our way to our destination simply by following a little hand held device. Another positive of technology is that it can often times be more fast and efficient than using some of the more traditional techniques. The Steripen is a great example of how modern technology can be fast and efficient. To sterilize water all we had to do is just stick the devise in our water bottle and 90 seconds later we have water that is ready to drink, where as other forms of purification can take up to 20 minutes. Modern technology can also be helpful in other forms like getting a weather forecast, determining a trend in barometric pressure, ensuring the safety of our food from bears, and even calling for help in a time of emergency. But, no matter how helpful technology may be, there will always be drawbacks when using some of this modern day equipment.

Based on past experiences using technology, I feel it is often times very unreliable. Without a keen understanding of how some of the devices we used on our wilderness expedition function, it may be very hard for one to see why we bother using them at all. The biggest problem with the reliance on technology is its probability of malfunction. We saw this on our last expedition with the Steripen when it was not working properly due to possible battery corrosion, or another unknown reason. Also, some of us had trouble figuring out how to use the GPS units due to our lack of technological understanding. It is hard for me personally to feel comfortable relying on modern day technology solely for these reasons.

Regardless of the positives and negatives of modern day technology, we can still look at the impact it can have on an adventure education curriculum and the students’ learning. While there may be drawbacks with the use of these high tech devises, they can still create excellent learning outcomes. It was nice to become familiar with these new pieces of equipment because I was able to learn when to rely on technology and when it was time to go back to traditional techniques. Also, the use of these modern day pieces of equipment is important because at the rate in which our society is giving its dependence to technology, it will be crucial to have a strong understanding for future endeavors. I found the technology we used on this last expedition very impressive, and I cannot imagine what we may be using 10 or 20 years from now.

The use of modern day tools in wilderness expeditions may indeed raise ethical questions. I personally feel that in order to truly get the feeling of being immersed in wilderness, we need to practice traditional techniques of navigation, water purification, weather forecasting, and other crucial wilderness techniques. I think that others may agree that one of the biggest aspects of a wilderness expedition is that separation from the modern world. I feel that we can learn and gain a better understanding of wilderness by sticking with traditional practices that have been proven to be effective for numerous years now. Some of our early adventure pioneers never had high tech equipment to travel in the backcountry, so why is it that this era of individuals feel it is necessary to incorporate the use of these often times unreliable practices?

Perhaps it is becoming a legal issue? There is indeed a lot of risk involved in a wilderness expedition. Perhaps this is why some adventure education programs are choosing to mesh the use of modern and traditional equipment together? I can understand why it may be important to carry a satellite phone on a long expedition. When you are in the backcountry there is no easy way to get help in times of emergency. By carrying a satellite phone it may ensure the legitimacy of running a high risk outdoor program. It can also ensure if something were to go sour that a program could reach help in times of crisis.

I have discovered many ways in which the use of modern technology in a wilderness expedition can be both positive and negative. I have also found that there are times when we can indeed rely on technology for assistance. But, regardless of whether we think it is good or bad, it is important for us as aspiring adventure educators to learn about the uses of modern technology in the wilderness because as we know, our world is becoming more advanced and there may be times in the future where we will be thankful we have a slight understanding of how and when to use some of this technological equipment.

What have you observed and learned about how professional adventure educators lead and instruct educational backcountry expedition?

October 9th, 2008 by cbisson1

By David Aguasca

There are many things that characterize the way professional adventure educators lead and instruct educational backcountry expeditions. These include preparedness, awareness of self, group, and environment, and the integration of learning opportunities

Professional adventure educators put a lot of thought into the many aspects of planning a trip. Without proper preparation, embarking on an expedition would put the group that is being led under unnecessary risk. The first considerations include who the trip is for, what the purpose of the trip is, where it will go, what the activities will be, when the trip will happen, and what will be done in the case of an emergency (contingency plans). When our instructors planned our route, they knew that our group was relatively fit, but didn’t want to risk expecting unreasonable daily mileage. Therefore, 20 miles over the course of 4 days was a good start. It allowed the instructors to gauge where the group was, physically, but more importantly, it didn’t hamper educational opportunities by cutting into time or exhausting the group into a stupor.

Preparedness also means being efficient enough in personal care such that there is time left over to help or attend to others. Having an efficient packing system, an organized cooking area and methodology, and looking comfortable in adverse conditions are all essential. Not only does this role model good behavior, but also it allows the leaders to check on the group while still taking care of themselves; after all, if the leaders are not well-fed and warm, how are they expected to make decisions based on good judgment? Our leaders were always finished eating and cleaned up before the rest of the cook groups, a mark of organization.

As mentioned above, leaders must be aware of their own needs, the needs of their group, and the effect of the environment on the former two. Our leaders, upon seeing the weather report, chose to keep the original route, keeping us in the forested valley below the mountain during the rainy first day, and taking us up onto the ridgeline on the next day, when the forecast predicted sunny skies. When that morning came and the sky was clear, we went ahead with that plan.

Choosing the appropriate times to teach, or creating these opportunities is also an important ability to have. This is dependent on knowledge and also awareness of group and environment. A good example of this is the “nature nugget”; the leaders, with prior natural history knowledge, were able to identify certain edible plants during our hikes and showed us how to identify and eat them.

As adventure educators teaching adventure educators, our leaders had some special challenges. Any leniency in our education will in turn be magnified to all those students we touch. Our cook group had an interesting learning experience during our last night, relating clean-up after dinner and bear activity. I awoke first, to find that our cook site had been dismantled; pots and lids all over the place, and our fry-pan missing. We spoke with one of our leaders, expressing concern that a bear had been our camp. He inquired as to whether we had cleaned our pan properly (brownies were cooked in it previously) and we replied that we had. Our leader mischievously told us that he had staged the “bear encounter” and that our fry-pan had not been satisfactorily cleaned. Teaching methods such as these can be particularly effective. The initial emotional response is hard to forget, as the consequence of a mistake is experienced in full, if only for a little while.

What have you observed and learned about how professional adventure educators lead and instruct educational backcountry expedition?

September 19th, 2008 by cbisson1

By Lauren Plummer

“What have you observed and learned about how professional adventure educators lead and instruct educational backcountry expeditions?”

There are many elements to leading a backcountry expedition, and an outdoor educator must pay attention to all of them to have a successful trip. Even before leaving on the trip there are things to do such as route planning, transportation planning, menu planning, and many other things of this nature. For the participants to learn and have an enjoyable time the leader must ensure that the trip runs smoothly.

To have a smoothly run trip the leader runs through in their mind what they will be doing on the trip. They must plan the route correctly so that at the end of the day you end up at a campsite, and also plan the route so that the group isn’t hiking 20 miles a day. The leader must think about the ability and goals of the group. You wouldn’t be hauling a group up Mount Washington when their goal was to learn more about rivers and streams. Another thing leaders plan is the menu. They must take into consideration any allergies or other food restrictions. Also, if you know you’re going to have a long day and will be covering rougher terrain plan the breakfast so that the group will have ample energy for the day ahead.

A leader must also establish from the beginning that they are in charge. Depending on the ages of the participants and the type of group you are leading this could be very easy or very difficult. The leader should set themselves apart from the group by acting like the leader. If they are right in the middle of every conversation and all over the place the group will be more apt to thinking that they are more of a peer, and not so much a leader. The leader should keep their distance, offer help when their asked for it, and let the group work out problems and decisions on their own. They should be there for the group when the group needs it but not at every little speed bump that pops up. Establishing that you are the leader is important, but it is also important to establish that you are an experienced and knowledgeable leader so that the group respects and listens to you. If they think you don’t know what you’re doing then they’re not going to listen to you or follow your directions. If you are not confident on your own skills and leading technique then the group will doubt you and it may make them feel uncomfortable to be out in the wilderness with someone who may or may not know what they’re doing.

The leader should keep the group informed and excited about what is going on. People like to know what is coming next, like where they’re going to be hiking, what’s on the menu for dinner. It helps people to feel more in the loop and people like to look forward to things and be informed. It is also helpful to teach small lessons throughout the day and keep the group working on things and thinking. To just hike and hike and hike is great but it is also great to throw a few nature facts around or play a word game to keep people thinking and in the now. This also helps people feel like they’re learning things and getting to know their surroundings.

During the trip it is very important to ensure that the participants are comfortable. The leader should ask the group if any one is forming blisters or if they want to stop for a water break. Also at night the leader should make sure everyone is dry, warm, and fed. If people are uncomfortable hen it is very hard for them to pay attention and have fun. Decision making is another big factor of the trip. The leader should make decisions that benefit the group before his or herself. The leader should be able to accept that the trip may have to be cut short due to an injury or inclement weather and should not put the group in harms way to fulfill their own expectations.

It is in the leader’s best interest to pay close attention to all of these elements. There should be a balance within these variables and if one is off it will offset the rest. The leader from time to time should take a moment to view the experience from the participants’ point of view to see how they’re feeling or to gauge they’re morale and to fix it if it is off.

What have you observed and learned about how professional adventure educators lead and instruct educational backcountry expedition?

September 19th, 2008 by cbisson1

By Lindsay Hill

A wise outdoor educator once said, “A leader creates space that empowers others, inspires others, and makes conscious that which is unconscious in others.” Being a leader in the outdoors requires a lot of patience, strong perseverance and a deep passion to pass on the appreciation that wilderness can bring when it is treated with respect. As miles passed under the feet of many future educators on the first expedition throughout the Sandwich Range, each student became more and more engaged and focused on the natural beauty of the area and the unique teaching techniques that the leaders presented. For the first time, education was proving itself to be fun.

As an educational trip, the beginning of the trek into the wilderness was reliant on the two instructors as the sole leaders. They held the maps, they led the group in front, and they called the shots. They passed on basic knowledge of how to treat the ground and how to stay comfortable while doing it. At camp on the first night, the leaders spent the entire evening introducing techniques and necessary skills that are so crucial in having an enjoyable experience in the outdoors. Students looked to them to answer any questions or concerns that they may have had. From that point on, the “teachable moments” presented themselves frequently and everyone all found themselves learning interesting facts about the natural history of the area. It was truly experiential learning at its best.

Professional outdoor educators have a great way of leading students to make the correct decisions in a practical manner. Having worked with young adults in a wilderness setting, I understand that it is very important for an instructor to be comfortable with yielding some level of control to the learners. A famous quote by Paul Petzoldt, founder of NOLS, says, “To train people to make good decisions in the outdoors, you’ve got to take them into the outdoors, into real situations, and let them face challenges by themselves…” Also, a professional outdoor educator will be well aware and comfortable with the fact that there is a lot of unplanned chaos that often comes up when working in the wilderness. They will be ready to let students struggle or perhaps fail for the good of their learning experience. At the beginning of any trip, the leader is the teacher, the sole resource of safety and comfort. However, they quickly evolve into a coach on the sidelines that simply directs the students if something unplanned comes up. This being the first trip, the instructors gave the opportunity to practice basic map reading and compass skills first hand. As professional educators, they understand that the best way for students to truly learn the skills, they need to practice in real situations. They introduced the concepts and then took a step back to observe the practices, being sure to step in with helpful hints to bring the newly established abilities to perfection.

Professional adventure educators are always sure to explain things thoroughly and with confidence. Students can see that their leaders are trustworthy teachers and mentors. They also were able to see the leaders anticipate problems that could have arisen. Always leading by example on this past trip, the instructors were great communicators who cared for others and were able to inspire their students to be working at their best. With each passing day, they would step back a bit further, allowing students to step in with a little bit more responsibility than the previous day. They did not make the decisions, they were simply around to guide the choice.

It is easy to notice that as outdoor professionals, instructors take a lot of time and effort in providing their students with educational situations in which they will be able to learn from and hopefully transfer back to other areas of their lives. In an outdoor environment, education surrounds every move and with that comes natural consequences. John Graham says in Outdoor Leadership: Technique, Common Sense, & Self Confidence, “Good leaders sometimes tell people what to do, but leadership is not just giving directions – it’s liberating people to do what is needed in the best possible way.”

What have you observed and learned about how professional adventure educators lead and instruct educational backcountry expedition?

September 19th, 2008 by cbisson1

By Sam Anderson

As a student of my first backcountry expedition I noticed how much time and preparation is put into leading a group. Risk management is probably the biggest concern for a leader that I observed. However preparation for a trip starts before you are even into the field, and is still continued each day out in the backcountry. Just like in the reading from Graham I realized how leaders establish themselves as a leader and not just a friend on the trail. As a leader I believe that getting to close to your students can sometimes backfire.

Preparation for going on and expedition was a lot more then I had expected. Leaders had to make sure we had the appropriate gear for the style of trip we were on. A trip would go very wrong if a student did not have the right equipment. You have to physically know the terrain you are going to travel, sometimes doing recon of area. Weather forecasts can be crucial, they help you figure out when to do each section of your trip. For example, we did a small hike in the rain, and then on the nice day did our longest hike. Map work, is used as well to help you see the terrains you will encounter on the hike. I noticed our leaders would have us pack the food; therefore we had to make sure we had everything. It made us less dependent on having the instructor do it for us. That way if we did not have enough it was our own mistake and you can’t blame someone else.

Risk management is the biggest concern I feel that a leader takes into account in the expedition. Our leaders taught many techniques to make sure the group as a whole is completely safe at all times. Bear hangs were an important lesson to teach us no matter how far we were on the trail. The bear hangs had everything we needed in them to keep our trip going smoothly. Every time we reached a camp spot we emptied our packs at the cooking sight. This included food bowls, toiletries, empty wrappers, and of course all food items. I had set up one in a spot with a class mate on the last day. Our leader had come with us when we had to hang the food and noticed the spot was not appropriate. Instead of letting it go and hanging the food he requested that we find an alternate spot and set it up again. River crossings as well as rock scrambling were thoroughly observed as each student went across. They were also examined by the leader in the beginning to navigate the best route to go. The leaders made sure we new the risks before we got there and how to avoid them. I noticed that our leader would always be watching what was around him, sky, and land. This was important so he could respond if there was a change in the weather, or on the terrain.

I noticed that our leaders would make sure that we knew that they were the leaders. It’s ok to have fun with us but when it comes to something important it was not all fun and games. For example, our leader told us we had to be on the trail at 9:00 and we would be. In that certain amount of time you had to clean up camp, get dressed, and eat. When we would eat our leaders would make their food farther away then ours, and ready before ours. This would help us not be dependent on them to have them do it for us. They would always be ready for the next step before any of us, so once we were ready things would get done. Our leader on the last day found a broken tree that my group removed; he took the time to make sure we knew it was wrong. I believe that as a leader you have to keep your students in line, let them know when there wrong. It shows that despite being friends you have to know you messed up.
All leaders have different ways of doing backcountry expeditions. However the rules are basically the same, you always have to be alert or your surroundings, and prepare for your trip. Certain qualities define you as a leader, and how you present them will let your group know who is boss. I notice qualities from my instructors that I hope to practice in the future.

What does it mean to be a professional Adventure Educator?

September 21st, 2006 by cbisson1

Reflection by John Scott

While in the backcountry, we had the opportunity to observe two seasoned educators in their element.  Their poise in the wilderness and the rapport that they developed with the group showed the bench marks of quality and professionalism that we should all hope to one day obtain.  As I returned to the “real world” and tried to translate the experience to others in my life I was met with many comments. 

“Wow that sounds like a lot of fun.”

“This is going to be a really easy semester for you, huh?”

“So what are you studying again?”

“Is that what you want to do (after you graduate)?”

While these people had mostly positive responses to my stories and tidbits, there was an underlying tone of, ‘so you’re going to campout this semester and get credit for it’.  To this, I have to answer, yes but it’s so much more than that. 

Most people would agree outdoor experiences, in particular the experiences, which are augmented by adventure education, can change peoples’ lives for the better.  They are reluctant to justify time or money spent on such “trivial pursuits”.    The vacillation between two stand points; adventure education creates lasting benefits for all involved and adventure education is just fun and games, is one of the greatest threats to the field.  To dispel such confusion, we as young adventure educators need to show that while we are out camping for this semester we are also developing skills and strategies that will clearly define the difference between “just fun and games” and adventure education (even though it is a blast).

To truly own this attitude, we must ask, “What was so different about this four-day expedition when compared to the last long weekend trip with our friends?”  We came out alive.  We had a great time.  No one was injured or lost.  We conquered peaks.  We learned things about the land and ourselves.  While the same “outcome” was obtained (more or less), the manner in which we achieved it was quite different.

There are many differences between personal camping and professional expedition. The strongest of these differences is the clear definition of leader.  When most people go to enjoy the outdoors, there is a plan of activities and a general idea of how these events should occur.  Out of the group, the most experienced at the given outdoor activity is usually looked to for advice but rarely defined as the leader of the group.  As long as the trip goes well there is little need for a leader.  However, should something go wrong, a group of people who formally had similar goals could become a crowd of individuals with very different opinions on how things should go.  Having a clearly defined leadership team or an individual leader prevents this inefficient behavior from happening.  This kind of fore sight can only be described as professional.  Even if nothing goes wrong, having a leader gives the trip a grounding point.  The leader shouldn’t be pushy but his or her presence helps mediate small disagreements or brings order to a group decision making session.

Coupled with the definition of leader is the preparation for the trip.  As we prepare for our weekend excursion with our friends, we watch the weather channel on the way out the door and stop by the grocery store off the highway for food and water.  As we get to the trail, we realize that Bobby forgot his headlamp and the tent poles, Sarah’s hangover just got hungover, and the trail is now a stream from the last two nights of rain.

What a nightmare.  Even a little more planning could have prevented such things or at least contingencies could have been in place.  When we look at the level of planning that goes into a professional expedition it’s hard to imagine that there is so much behind a trip.  From budget to evacuation routes to reducing impact, the professional will plan backups for backups.

A third difference is the quality of the trip.  When out with our friends, the goals are often physical, summit that peak, campout for three nights, climb a 5.10.  While all trips have room for personal growth, it is rarely the focus.  It still can and does happen but without a catalyst, it can’t reach the level that it may have.  The professional has planned these moments or has anticipated the teachable moments.  The professional prepares lessons to enrich the experience, reflection time and discussion, and debrief to solidify the experience into lasting change.                  

As we transition from participant to leader, we must say with pride, “Yes, my field is fun. What could be better than enriching peoples lives while doing something that you love?”  While it may look like we are just camping out this semester, we are developing leadership skills that will positively affect both our lives and the lives of others for years to come, in the backcountry and in our own neighborhoods and homes.

What does it mean to be a professional Adventure Educator?

September 21st, 2006 by cbisson1

Reflection by David Cote

There is a lot to learn as a future adventure educator. The modern day adventure educator has so many skills and new technologies that they must be proficient in, in order to be a well rounded, experienced teacher in a backcountry setting. There are GPS skills, map and compass orienteering, stove cooking, travel techniques, reading the weather, bear attacks, water purification, campsite selection, Leave No Trace training, and so much more. Now it’s one thing to know all of these skills, but to teach them while out on an expedition can be difficult. Luckily, the wilderness has a way of presenting some great teachable moments and provides adventure educators with a very diversified classroom.

Being in the backcountry for the first time can be a very new and uncomfortable situation for most clients. It is the job of the adventure educator to put their client’s fears and doubts to rest by showing proficiency in their skills and confidence in their teaching. They must not show a false bravado because either the clients will see right through it, or it will fail them when the “defecation hits the oscillation!” A leader must have a reassuring and positive self-image of themselves as Adventure Educators. Knowing your core self and living that personality to the fullest really sets a leader up for success.

On our first Immersion Semester backcountry expedition the students were basically acting as clients while Christian and Jamie were our leaders. They took advantage of almost every teachable moment ranging from plant identification along the trail to pooping LNT style in the woods. During our first 72 hours in the field there was barely any let up on the instruction because there is so much to go over. One of my observations was of Jamie and Christian’s ability to work together as well as complement each other’s differing teaching styles. They would share and sometimes swap off different lessons depending on who had more experience or whoever was up next.

One particular lesson that Christian taught us while hiking was proper traveling technique, related to foot placement, rest-step, and not putting weight on your toes, but staying flatfooted. When this class occurred we had already climbed a decent amount of steep trail and Christian could tell we were struggling a bit. I like how he waited to see how we would handle this section of trail before he stopped us and gave us the “tricks of the trade” to help us complete our ascent. By the time he taught us the proper technique we were all ready to give it a try since we’d tired ourselves doing our old stepping techniques. That was a very memorable teaching moment for me that Christian properly assessed and then taught, right when his clients needed it!

The other great way of teaching is to show your true passion and excitement about the topic and get everyone interested because it means so much to the leader. I witnessed this teaching style a lot when I was with Jamie, especially the Poop Talk! Jamie was very animated and intense in his teaching style. Even after a full day of hiking, teaching, campsite setup and dinner, we all were fully enthralled at his lesson because of its energy and also silly topic! This was great placement for a lesson and it seemed to stick with everyone quite well.

One of the biggest parts of being an adventure educator is knowing when you can let your clients start operating on their own, or with very little guidance. The goal of an educational backcountry expedition is to teach your clients to be more comfortable in the wilderness and proficient in the necessary skills to stay out there. After the first couple days of instruction and hiking, by the last day Christian and Jamie started to let us be self- sufficient. We would set the pace, and do the orienteering with just a little bit of help when necessary. At this point in the expedition the leaders would fall back in the line and watch us lead as well as make mistakes. Most of the time they would let us make mistakes and learn the hard way from them. I know I have always learned the hardest lessons by making mistakes and working through them. It is extremely difficult for an educator to keep their mouth shut and not intervene while a wrong turn is being made, or the water is boiling too slowly. All it would take is a quick word or wisdom to right the mistake, but they want to see the clients figure it out for themselves and solidify their training.

After four days and three nights in the field filled with instructional material and life lessons, I know I’ve chosen the right profession. I love watching people learn and appreciate the outdoors and as an adventure educator I will have the best position to do that. The lessons that I’ve been taught and all the others still to come will serve me well when it’s my turn to carry the torch of adventure education. I can’t wait to exercise my new-found knowledge and skills in the backcountry.

What does it mean to be a professional Adventure Educator?

September 21st, 2006 by cbisson1

Reflection by Zach Straye

I have been on backcountry expeditions before, but never with a professional adventure educator guiding me.  The differences between personal expeditions and professionally guided expeditions are as clear as black and white.  On expeditions that haven’t been professionally led I have had fun, but I never learned or felt as safe as I did when we were experiencing our first trip of the immersion semester.  Throughout our last backpacking trip Jamie and Christian utilized all their leadership skills to do everything from motivating us to keeping us safe.  They did this in an organized, calm, and professional manor.  During our last expedition I realized that you must be a professional in all areas of your field, no matter what job you have.  For an outdoor leader that includes how to: feed, motivate, guide, encourage, protect, and sympathize with your participants. 

I learned that to be a professional adventure educator you must always be looking for a lesson to teach.  A planned lesson is a great way to plan for an expedition, but a day in the field rarely goes the way it was planned, so having the flexibility to adapt your lesson plan to your to is an essential part of being an adventure educator.  Adventure educators are always prepared for the worst, but have a mindset for the best.  This provides great group morale and allows for a better teaching environment.  At the same time if a bad situation were to arise a good leader would be able to quickly and confidently deal with it.  This confidence will assure the group that they are in good hands and hopefully the incident will not ruin the expedition.  Without the leader’s confidence, a group’s morale may plummet and a bad situation can get a lot worse.  An adventure educator’s technical skills must be at such a high level that they are comfortable teaching others.  Technical skills include: cooking, building shelters, natural history, safety, weather prediction, travel techniques, and many more skills.  If a trip leader is confident in his/her technical skills it shows in their organization and strength as a leader.

An Adventure educator can not only be trained in their technical skills, but also in their personal skills.  Many times expeditions can push a client or a group past their breaking point.  This calls for a leader to be sympathetic to a groups needs.  A good leader will be able to sense despair in the group and push them past it.  When we were getting frustrated because we couldn’t find the trail Christian told us a metaphor that motivated the group to go a little bit farther.  He showed great personal skills by creatively encouraging us with an inspiring story.  This may not be appropriate at all times but he demonstrated how well-timed positive words can be a strong tool in the field.  Professional adventure educators are flexible to the groups needs.  A good leader will not continue with unnecessary lessons after an exceptionally long hiking day, because they know the group is too tired to learn.

In my experience a good professional adventure educator combines technical skills and personal skills to successfully guide a group through the wilderness.  A professional adventure educator is well organized and prepared for anything.  They are confident in all their skills and abilities as a leader.  A professional has a passion for teaching and takes every appropriate opportunity to pass on their knowledge.  Adventure educators have the skills to be able to confidently teach a lesson to a client instead of just knowing it for themselves.  They are able to judge a group’s morale and act on that judgment.  Great adventure educators don’t lead their groups they inspire them.

What does it mean to be a professional Adventure Educator?

September 21st, 2006 by cbisson1

Reflection by Lisa Busch

John Graham defines leadership as “the capacity to move others towards goals shared with you, with a focus and competency they would not achieve on their own.”  There are so many qualities that a good and capable leader must have.  In fact, there are too many to name and the best way to find them all is to observe a quality leader at work.  Our class has just done that for the past week.  We witnessed smart choices, little sacrifices, and mini-outdoor lessons.  Most importantly, we found that a professional adventure educator can still have a good, safe, time.

What I found is that a leader doesn’t have to be obvious.  There were plenty of times during our recent wilderness excursion where it was us, the students, who were leading the pack, cooking the food, setting up the shelter, and hanging the bear bag.  But, our leaders were always there if we needed help, even if they were just in the background.  It is important to remember that while a leader needs to take control, they also need to take a step back and see the future leaders that they are creating. 

Graham talks about how many people who enjoy the outdoors focus on the technical skills, rather than the leadership skills.  I have observed that our leaders, Jamie and Christian, taught us how to hang a bear bag, how to light a stove, and even how to poop in the woods.  They took care of the technical stuff.  However, they also had us focus our attention on their internal thought process.  Christian and Jamie would think out loud when planning a route for the day or they would show us how to present options to the group.  During the last two days of the trip, they left some of the decision-making up to us.  As a strong adventure educator, it is important to instill soft skills in your clients such as confidence, courage, and control, so that you can encourage leadership skills within them.

People make sacrifices daily, large and small.  Professional wilderness leaders do as well when they are out in the field.  I witnessed a great example of this early on at the beginning of our trip.  Our leaders had planned on starting at one end of the loop we were going to be hiking that would put us on the ridge on Thursday.  After doing some weather planning before the trip, they found that Thursday was supposed to be rainy and stormy, very un-ideal conditions for ridge climbing.  So, they had the group start at the other end of the loop instead.  As an adventure educator, it is important to be flexible and have multiple plans besides plan A.  The chances that plan A is going to be the final plan executed anyway are very slim.  It is very rare that a wilderness adventure is going to go smoothly.  Our leaders encountered many problems, that even with all of their planning, they hadn’t expected.  The ridge climbing took longer than we thought, it rained for two nights, and a planned campsite didn’t turn out to so nice.  Christian and Jamie took all of these changes in stride and even while on the trail, they were able to come up with solutions that kept everyone in high spirits.

I have just spent about a page and a half reflecting on what I’ve observed about leadership while in the field.  But, what exactly makes me want to be a leader when I can simply go on a bunch of personal trips of my own with people that I know I will have a good time with?  Why have I chosen to become a professional adventure educator where I will get to take out multiple wilderness expeditions full of inexperienced strangers?  I’ve taken some personal trips, such as day hikes, camping trips, whitewater river trips, etc.  If you asked me what I gained from them, I would tell you that they were fun and I had a good time.  Now ask me about my nine-day wilderness expedition that I took with 12 strangers in the Catskill Mountains where although I was technically a “client,” I got to be leader, cook, clean-up crew, and motivator.  I gained multiple leadership skills and technical skills.  It was one of the best experiences of my life.

I decided on a whim to go camping with friends for a night last year so we drove down to the Kangamangus, found a campsite, got some food from the local grocery store (we ended up not getting enough), went bush-whacking to find some firewood (We didn’t have the proper equipment.  I was wearing Crocs.), and did some rock-hopping and river-crossing (probably not the safest of choices).  Don’t get me wrong, I had a great time.  But would I have done the same trip if I’d had ten clients with me?  I shouldn’t even have to answer that.

Our leaders had to start planning for our four-day excursion in August (permit applications).  They had to make sure that each cook group would have enough food.  Every member needed to have proper equipment and if they didn’t, they needed some time to acquire it.  Christian and Jamie had to be prepared for any possible situation that could have happened.  Mind you, we are not your typical clients but they still had to be prepared for the worst.  On our own, we tend to be a little more reckless, especially as budding adventure educators.  We think we have the skills to survive anything (we don’t) and when we go out with our friends into the wilderness, we want to show off, usually unsafely.  Jamie and Christian could have done that on this past trip, knowing that most of us have the skills to have a little bit of reckless fun in the woods.  However, the trip was as professional as they come and to top it off, I learned a whole lot more about my own leadership and technical skills.  Oh, and I almost forgot, I still had a great time.

It takes a lot of work to be a professional adventure educator.  I’ve learned and observed that on this past wilderness expedition.  But I’m willing to hone in on the leadership skills I already have and to work on the ones I don’t so that I can lead a trip as well and as safely as Jamie and Christian led us this past week.

Work Cited

Graham, J., Outdoor Leadership. Seattle, WA: The Mountaineers, 1997.

What does it mean to be a professional Adventure Educator?

September 21st, 2006 by cbisson1

Reflection by Sierra Prothers

After experiencing a professionally lead expedition, I now have a much better understanding of what goes into the planning and leading of an expedition. As a leader many elements must be considered to conduct a successful trip. A well planned and executed expedition should help clients work towards their goals. A professionally run trip should consider many things ranging from, safety, gear, food, route, pre-expedition, coast, transportation and much more.

Prior to, as well as during the expedition I learned more about the importance of the planning leading up to an expedition. Providing as much information to your clients as possible will help them to feel more comfortable or allow them to choose if it’s the right trip for them. It is also a time when leaders and clients can begin to build their relationship and trust with one another. It is important as a leader to know individual and group goals for the trip so that you can help facilitate a successful expedition.

During the expedition many of my observations focused on what a leader should be how they should act, communicate, and facilitate a group. A leader may play multiple roles, such as a friend, a teacher, a guide, and a motivator.  I feel as thought a leader must have a level of self-confidence that clients are able to trust. “The confidence you have in others has an effect on how well they perform” (Graham, 19). A leader should have the knowledge and experience to be able to anticipate challenges that may arise and be able to cope with them effectively. A good leader must be able to communicate well with co-leaders and clients. “…leadership is not just giving directions-it’s liberating people to do what’s needed in the best possible way. Good leaders don’t depend on their position to give them authority; they depend on earning trust” (Graham, 12). Being a leader is a challenge; it means not only caring and believing in yourself, but more importantly caring for all of your clients to the best of your ability. 

I also noticed the importance of leader and co-leader communication and responsibility. Constant communication is vital for planning, teaching and trip organization. Often times a designated leader and co-leader is what makes a professional led trip different from a personal expedition. In times of emergency, it’s important that there is a designated leader and co-leader, so that decisions can be made quickly and without confusion. The communication between leaders and clients is also very important. Surveying was one method introduced as a way to check in with group members without group pressure. I feel as though giving a group choices is a great way to encourage individual responsibility, it also allows people to chose their level of risk that’s right for them.

Another observation I made while on expedition was how the mood of our group changed when more responsibility or challenges were given.  I think giving the group more hands on experience really built up group and individual confidence and made what we were doing have more meaning and purpose. Although some challenges may have been frustrating, I felt as though it was good leadership practice to work through it. As a leader you should always exude confidence and assurance. Being in a difficult situation and working through it will ultimately make you a stronger leader in the end.

I found it helpful that the lessons taught were all presented with visual aids or hands on experience. All the tools that we learned could be used immediately which helps to enforce their importance. Out of context it would have been more difficult to learn and use later on. I found the lessons to be interesting and significant to our expedition. The lessons were fun and engaging and related to our goal of facilitating the next expedition.

This expedition really opened my eyes to how much planning, responsibility, and organization goes into leading a professional expedition. I have already begun to feel the pressure and importance of being a good leader. I look forward to strengthening my skills and confidence to plan and lead a successful expedition.

Work Cited

Graham, J., Outdoor Leadership. Seattle, WA: The Mountaineers, 1997.