Kelli Walsh RE 491 Summative Portfolio 2-26-14 Outcome I 1.

Outward Bound California: Instructor Qualifications: Our field staff come from all walks of life with a vast array of backgrounds, talents and experience, and are united by a sincere interest in growth and development of others on a personal, group and larger societal level. Outward Bound field staff are trained to identify, assess and approach risk as a learning tool to be managed, but not eliminated, with the goal of providing Outward Bound students with the opportunity to gain insights and perspectives into their own and their groups capabilities that are unavailable anywhere else. Instruction, Facilitation, Character We need educators who are compassionate and articulate and who can convert the Outward Bound experience into a life lesson. Previous experience in facilitating group dynamics is desired, especially experience working with adolescents. Communication skills including active listening, giving and receiving feedback and clearly conveying expectations are important skills for instructors. Passion, confidence and humor are vital to the success of our staff. Outdoor Technical Skills Outward Bound California delivers programming through a variety of unique technical skills and diverse course areas. Technical skills areas include: backpacking, rock climbing, mountaineering. Competence in one or more of these areas is required for an instructor position. A general comfort in the outdoors and remote areas is also required for all wilderness instructor

positions. Most importantly we are looking to build on a basic foundation in outdoor judgment: the ability to make safe decisions under challenging circumstances. Leadership We are seeking educators with leadership experience at other outdoor organizations or in public service. Qualities we are in search of include: character, empathy, commitment, and multicultural competency and familiarity with diverse populations. We look for individuals who display proven and sound judgment in challenging circumstances but also the ability to learn from mistakes. Physical and Emotional Stamina Applicants must be sufficiently fit to participate in all the course activities for a given school and maintain energy, strength, emotional stability and focus to support and lead students with sometimes substantial physical and emotional obstacles. Course Area Competencies We use backpacking, rock climbing, traditional classroom settings and the San Francisco metropolitan areas where our students live to deliver Outward Bounds mission. Applicants who have both solid technical skills in one or more of these areas as well as a proven and sustained ability to work with undeserved populations in an urban setting are the ideal candidates for field staff positions for the Bay Area programs. General Requirements

21 years or older Current Wilderness First Responder (WFR) certification and adult CPR Each location may have additional requirements, see individual job descriptions for details.

http://outwardboundcalifornia.org/about/jobs/

2. Anacortes Kayak Tours: Working as a sea kayak guide in the San Juan Islands can be one of the most rewarding summer jobs you could ask for. At Anacortes Kayak Tours we are working hard to raise the bar for how commercial kayak tours are operated. Not only is it important to us to provide a satisfying experience for our guests, we are also committed to providing an environment of fun and learning for our staff. Life is too short to just go through the motions! Utilizing the highest quality equipment for both our guests, and for our guides, increases both the safety and comfort margins on the tours. Our guides paddle boats made by Nigel Dennis Kayaks, possibly the best all-around sea kayak made today. If you are interested in refining skills you already have, or taking your knowledge to a new level, then these boats will help speed that process. We are looking for professional, mature, and fun people who are looking for outdoor jobs. http://www.anacorteskayaktours.com/about-us/employment.php 3. Adventure Treks Job Description Instructors are expected to be excellent role models as they teach a variety of outdoor skills and foster a close community. Course size is generally 24 students with 6 instructors. Outdoor skills taught include: backpacking, rock climbing, mountaineering, sailing, mountain biking, whitewater kayaking, caving, canoeing, cooking, orienteering, Leave No Trace concepts, and general environmental education. Other specialized skills will be taught in conjunction with outfitters. On each Adventure, the six- person instructor team works closely together to coordinate all aspects of the trip including: instruction in all outdoor activities, risk management, managing group dynamics, menu planning, purchasing food, laundry, transportation, coordinating with outfitters, maintaining equipment, and handling medical issues. Instructors receive support while in the field from the Regional Directors. Minimum Requirements

At least 21 years old College graduate strongly preferred Wilderness First Responder and CPR

Several years experience working with teenagers True concern for students' growth Solid outdoor skills in a variety of activities Several years experience leading wilderness programs Expertise in Leave No Trace principles A clean driving record Ability to work with little / no time off and limited personal time

Benefits

Opportunity to be a teacher, mentor and role model to highly motivated students Up to five months of employment. In addition to Summer Adventures, opportunities are available in North Carolina during the spring and fall as an outdoor educator for our School Programs.

Dynamic work environment with other incredible instructors Highly organized and well planned Adventures Professional development Outdoor experiences throughout the United States Very Competitive Salary Travel stipend for transportation Professional purchase discounts http://www.adventuretreks.com/about-us/employment.html

4. Wilderness Ventures Job Description Wilderness Ventures boasts 41 years of unparalleled success in providing life-changing summer adventures for teenagers. Nothing is more essential to this success than the enthusiasm, skills, dedication and overall superb quality of our leaders. Leading for Wilderness Ventures offers the incredible opportunity to experience a wide range of exciting locations, cultures, and remote wilderness areas, all the while providing a group of students with an unmatched opportunity for

growth that they will remember for the rest of their lives. Wilderness Ventures is looking for trip leaders who are enthusiastic about working with student ages 12-19, and who have strong experience working with groups. Our leaders are patient and inspiring teachers and skilled outdoor enthusiasts and/or international travelers of sound judgment who focus on fostering constructive group dynamics, are dedicated to ensuring that each person in the group is able to safely achieve goals consistent with his or her abilities, and have a true concern for student growth. Trip leaders are positive environmental and cultural role models, who provide natural and cultural history education relevant to their location, as well as teach the curriculum designed for each of our trip types: Introductory Adventures, Leadership Adventures, Bicycling Adventures, Community Service Adventures, International Adventures and Language Adventures. Leaders will guide groups of 10-15 students, with a co-leader through exciting yet challenging adventure activities. The trips are both mentally and physically challenging for leaders and participants, with adventures ranging from one to six weeks in duration.

Wilderness Ventures seeks leaders who will be a positive influence on the participants, an inspirational role model, devoted to supporting student growth and education throughout the trip and creating a safe, fun, and non-competitive environment in which the students can thrive. Our leaders and students participate in a wide variety of activities such as: mountain climbs, backpacking in over 30 National Parks and wilderness areas, rock climbing, sea kayaking, whitewater rafting and kayaking, ice climbing, canyoneering, sailing, snorkeling, SCUBA diving, trekking through Europe's hut system, international and domestic service projects, cultural exchanges whether it be with the Tlingit Indians in Southeast Alaska or the Uros villagers in Peru, and language programs. Experience in these activities is helpful, but not required. Other leader responsibilities include supervision of meal planning, travel logistics and keeping a daily expedition journal, management of trip funds, facilitation of activities, games and enriching evening circles, overseeing subcontracted activities, communicating with our office staff about the status of the trip, being an ambassador of WV at all times by upholding an extremely professional and courteous manner, and creating the most amazing, educational, and unforgettable summer adventures of the student's life.

Requirements Minimum of 20 years old by June 10, 2014 Applicants must have and maintain an excellent driving record with no major infractions of unsafe conduct. You will be required to drive a 15-passenger van towing an 8-foot utility trailer if leading one of our domestic trips. A minimum certification in Wilderness First Aid by June 10, 2014. Advanced Wilderness First Aid or Wilderness First Responder are highly recommended. (Yes, you can apply and then complete the certification before June or through our offered course). College graduate or in the process of completing a degree. Quality experience teaching/leading in a variety of settings, ideally with students in grades 6 - 12. http://www.wildernessventures.com/employment-opportunities/ Outcome II A. Practical application of abstract knowledge: From my recreation classes I have learned all about different leadership styles and group development. I have learned the No-Doze leadership style from class, stewardship course, and my NOLS trip. Each time I have gone through the steps to figure out which leader I am I always end up in the architect and analysis group. I believe this fits my personality since I like to observe and its really hard for me to make decisions but I have also found Im a little bit of each of the other ones as well such as the relationship master, spontaneous motivator, and the driver. While I was on my NOLS trip we did our No-Doze activity half way through the program and commented on where everyone was stationed and everyone agreed that I belonged in architect and analysis but also in driver. I am motivated by an end goal so I like to keep on track. But Im not opposed to taking a long break to fish or just rest if the whole group is okay with it. With group behavior I have learned that when groups are with each other for an extended amount of time they go through group behaviors such as forming, storming, norming, and performing. During my NOLS trip in the beginning when no one knew each other and were just beginning to get to know each other was the forming stage. Storming happens when theres a conflict in the group. On my NOLS course we had some conflict some people didnt

get along and as time went by the storming was building until it burst and people were snapping on each other. Norming happens as we set our goals for the trip we try to follow through these goals as a group. The performing stage happens when a team works so well with each other that they accomplish all goals and things run smoothly. On my stewardship course our last couple days in the wilderness felt like complete bliss. We had sunshine, campfire, a potluck, and lots of laughter. We were all so happy. B. Interpersonal, written, and oral communication skills: a) Interpersonal: All my recreation classes are structured by a lot of group or class discussions. This makes me think more and really try to participate with the class to see what others say. I like hearing others thoughts or opinions to see how they look at a topic or subject we are talking about in class. b) Written: The interpretation classes Ive taken have taught me how to communicate to others through many different forms, one of them being written. We had to make brochures, newsletters, and self-guided media that has to be written for others to read and enjoy the new information. *see attached brochure c) Oral: For my interpretive class Ive had to be in front of the class giving an oral report about a certain subject to teach them something they may not know. For one of our assignments we had to do a walking tour. My walking tour was on Presque isle about Blackrocks. We did the tour end of November and the weather was not ideal as it was windy and snow/rain. My professor told me we coped well with the weather by always thinking of the audience comfort. C. Technical Skills: Through the Outdoor Recreation Leadership and Management field I have acquired many skills and certifications. I have been certified in Wilderness First Responder, CPR, and Scuba. I have developed skills in level I & II of tandem and solo canoeing. D. Leisure is an important aspect of everyday life. People are participating in leisure services even if they think they are not. Leisure gives us the escape we deserve from our stressful lives of school or work. Its important to have leisure service professions for people who want to get away to partake in their leisure. Some people may not want to plan a leisure trip so they look to professionals to fill in their leisure time with things that they want to do in

their free time. Its important as professionals to make sure the participants get what they came there for. Outcome 3: Conceptual Foundations The leisure service industry has only recently become a more popular thing to do. Leisure services draw in all types of populations from families, college students, or even the elderly. In todays society people use the leisure services as a means to get away and enjoy their free time in a way that they want to spend it. That may include going to a National Park to simply laying on a beach somewhere. Whatever it may be leisure services can act as a psychological reliever from the everyday lives of society. Leisure, recreation and play all factor in leisure services, recreation has brought in economic revenue for parks around the world. Leisure Services Profession In RE 270 I learned all about the history of the leisure services from John Muir, Aldo Leopold, Ansel Adams, Edward Abbey, and many more historical and influential people who have made an impact in the leisure services world. Many professional organizations have emerged because of these great people. The National Park Service has made it possible for our country to preserve beautiful land and let visitors see the true beauty of the wilderness. There are many other agencies and organizations that have helped shape how the leisure services are today. Programming Strategies In my RE 362 Program design class I learned and experienced how to develop a program from scratch and implement it. Our groups program was with Mill Creek Assistant Living center. We set up three different stations for the residents to try out. We had a planting, trivia, and live music stations. The feedback from the participants seemed mostly positive. We were challenged with our elderly group since none of us had actually dealt with an elderly group. We put in all our different leadership styles and it ended up working for us. Assessment, Planning/Evaluation

In my RE 367 evaluation/research in leisure services class we spent the whole semester on our research projects. We started off by coming up with a topic in our groups that we all wanted to research. From there we started making our goals and objectives and later on to our mission. Then we found related research articles to use as references. Then we implemented our study by giving out surveys and coming up with our statistical results. We presented our results to the class and turned in our research paper we worked on the whole semester. Administration/Management I have taken MKT 230 which covers the basics of marketing. Im currently in RE 461 which is a management/supervision class. From this class we will have to come up with our own business idea, vision, mission, name, areas and facilities, understand financing, and so on. My group so far has come up with great ideas and a vision and mission statement. Our idea is to provide outdoor experiences to inner city youth that promotes healthy lifestyles, appreciation for the natural world and leisure values in a fun and friendly environment. I intend to really work hard on this business plan since in the future I would love to actually go through and make this business. Legislative and Legal Aspects From my RE 261 class Ive learned about risk management and legal matters. We had to read a book called Deep Waters about an all boy canoe trip went sour after all boats tipped and the companies risk management was not well managed. A handful of boys died due to lack of good risk management. Also in my RE 362 class we had to come up with a risk management plan for our programs. While on my NOLS trip we also learned about risk management and had to make RAD plans for each day. These RAD plans were very detailed and included our origin, destination, route description, total miles, elevation gain and loss, how long it would take us, and subjective and objective hazards.

Outcome 4: Outward Bound California is a specialty area that I meet entry level.

Requirements:

21 years or older Current Wilderness First Responder (WFR) certification and adult CPR

I am currently 21 years old and am Wilderness First Responder certified.