Staff Handbook Part 2
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Contents |
PART 2- PROGRAM PHILOSOPHY, HISTORY, & STAFF HANDBOOK
WILDERNESS PROGRAM MISSION
MISSION:
Promoting the Adventuresome Spirit
Founded in 1970, the Wilderness Program at Earlham College is comprised of five core areas—August Wilderness, AWPE courses, Southwest Field Studies, Challenge Education, and the Outdoor Education Minor. With these emphases, the Wilderness Program helps promote the adventuresome spirit through safe, high quality experiential and outdoor education.
By fostering the development of technical and interpersonal skills, students gain confidence through increasing competence. Our programs aim ultimately to develop strong leaders who can flexibly apply their skills and knowledge to a variety of situations.
Core Principles:
1. Extended, in-depth, inquiry and practice through expeditionary learning, field study, and on-campus classroom environments.
2. Educational excellence through skillful instruction, impeccable program logistics, care of equipment, and engaged group leadership.
3. Personal responsibility, self-reliance, and initiative towards the awakening of the “teacher within.”
4. Compassion for ourselves, others, and our environment.
WILDERNESS PROGRAM CORE PRINCIPLES
In order to create more meaning on courses (frames create meaning), there are several, core principles that we believe resonate throughout all wilderness experiences. These can be framed perhaps as queries or as actual principles or learning objectives in the more traditional sense. These five areas, combined with the required “First 72-hour” lessons become core objectives for the experience. Instructors are encouraged to deliberate and plan on how curriculum meets these objectives or learning goals.
1. Adventuresome Spirit This principle is comprised of three main areas: 1.) Viewing obstacles as challenges to be overcome. 2.) Actively seeking out opportunities to learn and to push oneself outside the "comfort zone." 3.) Living life in a "positive state of non-expectancy"- allowing for appreciation of the "trail magic" that can come from being present and aware of the adventuresome potential of each moment.
Taking the time to learn how to build a fire in the rain can be seen as living out this principle. So can pushing yourself to hike further or paddle longer than you thought you could. Having a difficult and uncomfortable talk with a tent or tarp mate can be seen as practicing the adventuresome spirit as can keeping a natural history journal of the wildflowers you see.
Queries: How do I approach challenges in my life? What resources and support do I draw from? What have I learned about myself that will help me as I approach future challenges and obstacles? What gives me energy in my life? What takes it away? How can I take charge of my own learning and engagement?
2. Sense of Place A connection to the land we are traveling through such that we are not just tourists or passersby but, rather, we become changed by our relationship with the land and its stories. As modern life increasingly separates us from such relationships, the principle of gaining a "sense of place" on wilderness courses reminds us that this value is critical toward the creation of a personal and a larger community-based environmental ethic.
Learning about the flora, fauna, and ecology of the natural areas you travel through can help gain a deeper sense of place as can reading about and listening to the cultural histories, narratives, and stories of the region. Aldo Leopold called this type of educational practice a pedagogy of place (see article in instructor resources section).
Queries: How am I acting respectfully in this place? Am I doing all that I can to preserve the natural environment? Am I conscious of my impact on this place both ecologically and aesthetically? In what ways am I giving back to this place? Am I attentive to, and respectful of, the variety of people and cultures that live in and travel through this place? Are there things that I can learn from them and the way that they view and interact with this place?
3. Servant Leadership We often think of leadership as "leading from the front." This is called Directive Leadership. Yet, on this course, you'll learn about the multiple ways we lead beyond Directive. We will also explore the idea of Servant Leadership. Servant leadership is defined as the ability to think of others through the acquired skills of listening, observation, awareness, empathy, acceptance, and foresight. It is the difference between caring "about" something or someone and "caring for" it. It is an active behavior that happens in lots of little ways. A servant leader constantly thinks of ways to help his or her group in small and big ways. A servant leader is also aware of "giving back" in small and big ways to the people and the places he or she experiences. Finally, a servant leader understands that knowledge and experiences acquired have moral consequences and leaves changed as well as committed to working toward putting that change into service.
This course is not a guided experience (and nor, for that matter, is your life). Kurt Hahn, the founder of Outward Bound and one of the central figures in the field of outdoor and experiential education, once wrote "You are crew, not passengers. Let the responsible boys and girls shoulder duties big enough, when negligently preformed, to wreck the State." In order for us to make the most out of the experience both individually and collectively, we must see our roles on the journey as an active crew members and not as a passive passengers. What is the difference? Crew members see themselves as integral to the functioning of the "ship" and actively fill a variety of roles to help sustain the group and give it energy to press on. This positive stance is sometimes called expeditionary behavior. Passengers do not contribute much, waiting for others to tell them what to do and expecting "someone else" to meet their needs. Crew members understand that they have both rights and responsibilities within the group and actively communicate their feelings to others to help in the decision making processes. Passengers tend to only think about their "rights" and assume "someone else" will take up the needed responsibilities.
Finally, crew members recognize that there are a variety of roles to play on the "ship" and they appreciate the diverse talents, skills, and abilities of each member of the crew for what they bring and how they help keep the ship "afloat." Passengers believe they are entitled to being comfortable and are not interested in reaching out to learn from and better understand their fellow travellers.
We often think of the servant in a negative light in the same way we think of the word "surrender" in a negative light. But, how can we "surrender to win"? How can we lead by being of service? How can we let go of outcomes and the expectation that someone is "supposed" to lead? Perhaps it is only when we let ourselves be "lost" that we find ourselves. This is at the heart of the Quaker process of consensus (see article in the instructional resources section).
Waking up early and making everyone breakfast even though it is not your turn or job is an act of servant leadership. Thinking about being a good "follower" and what that entails is an act of servant leadership. Speaking up when you don't feel comfortable about what is happening is an act of servant leadership. Being aware of the personality you bring to the group- your strengths, challenges, and areas for improvement is an act of servant leadership. Finally, thinking about how you might put your learnings and experiences from this course into action is an act of servant leadership.
Queries: What have I done today to make this experience better for my fellow crew? Have I viewed my fellow travelers in the best possible light, seeking to appreciate their unique talents, skills, and abilities? Do I tend to act as a crew member or a passenger in other areas of my life? What new attitudes can I practice here that may help me as I transition into college? How can I be of service today? What does the group need from me today to function in the best way we can? What styles of leadership am I most comfortable with? Which styles do I need to practice more? How can I be a good follower? How can I put what I am learning on this course into action in my life?
4. The Contemplative Spirit Kurt Hahn created the 7 Laws of Salem which were his goals for operating his first school in England. One of his 7 laws was to "provide periods of silence, following the great precedent of the Quakers. Unless the present day generation acquires early habits of quiet and reflection, it will be speedily and prematurely used up by the nerve-exhausting and distracting civilization of today." Hahn wrote that in the 1920's. The art of contemplation and reflection is what brings meaning to our lives. It is also fundamental to the kind of deep and rigorous observation and scholarship we value at Earlham.
On course, there will be many opportunities to practice the contemplative spirit. There will be "small" moments, for example, it is common to begin major meals with a moment of silence. There will also be "larger" ones like silent paddles and hikes, reflective solo's, and observation activities. Earlham Wilderness courses are an opportunity to delve deeper into the spirit of contemplation to see what it may bring to your life back at college.
Queries: How much time do we dedicate to reflection, contemplation, and purposive observation in the "frontcountry"? What gets in the way? How can I make the most of opportunities while on course? What role does quiet and silence play in my life now? What role would I like it to play?
5. Simplicity Simplicity and simple living is comprised of two parts: inward simplicity and outward simplicity. The two are, of course, connected. Inward simplicity can be defined by the priorities and goals that you have in your life and how you make decisions about them. Outward simplicity is how you manifest those priorities and goals to the world. This course is all about simple living- both inwardly and outwardly. You will carry everything you need on your back or in your canoe. You will eat simply but heartily. You will have a minimum of possessions and "modern" distractions. This outward simplicity, we hope, will encourage inward simplicity- allowing you to reflect on what is truly important to you and how you want to go about "walking joyfully on this earth" as George Fox, founder of the Religious Society of Friends" once famously said.
On course, you can practice outward simplicity by minimizing your reliance on "extraneous" things such as watches, fancy gear and gizmos, and expensive possessions. You can also practice inward simplicity by narrowing your focus and attention to the things that are most important and of value to you. Learn how to perform the perfect "J-Stroke" or for baking bread. Slow down. Take your time. Make sure that whatever you do, you do it well (what we call in "good style"). Practicing these skills of simplicity can help you re-calibrate what you spend your time on and what is most important to you.
Queries: What are the three most important "things" in my life? What are my priorities? How do I want to live? What does it mean to me to "live simply"? Is this something that I want to value in the frontcountry? If so, why? If not, why not?
WILDERNESS PROGRAM HISTORY
The Wilderness Program at Earlham is one of the oldest and most respected programs of its kind in the United States. Earlham was among a handful of colleges to begin a wilderness orientation program for incoming students in the early 1970’s. The length of the program (30 days) combined with the close, interdisciplinary connections to academic disciplines (particularly the natural sciences) made August Wilderness and Southwest Field Studies a model program in the country.
“Nevertheless, Earlham’s Southwest Field Studies, along with the rest of its Wilderness Program, was a significant chapter in the story of Outward Bound, for it shed considerable light on a question that, while not quite a mystery, is nevertheless difficult to explain: How did Outward Bound become a spearhead of the experiential movement in U.S. education. The phenomenon is best elucidated by the case method, and the Earlham story is among the most cogent of the case histories” (Josh Minor and Joe Boldt, Outward Bound USA, 315).
IMPORTANT DATES IN EC WILDERNESS HISTORY:
1847 Earlham College founded to train Quaker teachers for frontier towns.
1968-70 Discussion about the idea of a Wilderness Program by faculty members Doug Steeples (History), Cam Gifford (Biology), Dick Rodgers (Math), and Chuck Martin (Geology). Grant proposals are written.
1970 $100,000 grant is received from DeWitt Wallace (Reader’s Digest) for staff training and the purchase of equipment
1971 Mountain Wilderness began as an annual offering. The Uinta Mountain Primitive Area (later Wilderness) is chosen for a combination of instructional merit (natural and human history), relative proximity to Indiana, and low usage by other groups.
1972 Water Wilderness began as an annual offering. The International Falls/Dryden area of SW Ontario is chosen as the course area.
1973-74 Winter Wilderness began as an annual offering: renamed Field Studies in 1975.
1977 Bicycling Wilderness is offered. 4 students participate. The course is not offered again.
1977 Water Wilderness is moved to a new course area in Armstrong, Ontario due to the construction of a new logging road in Dryden that reduced the wilderness quality of that area.
1984 Rocks & Ropes AWPE course offering started by students- this is the beginning of the Wilderness AWPE program
1996 Earlham changes to semesters. Southwest Field Studies becomes a 16-credit semester long course.
1998 Whitewater Kayaking AWPE offered for the first time
1998 Challenge education low ropes course built in cooperation with the Dunn Mental Health Center of Richmond.
1999 Challenge Education high ropes course built with the support of a Lilly Foundation grant.
1999 Earlham constructs the new Athletics and Wellness Center. The Solomon Indoor Climbing Wall is built in the new facility.
2000 Little House becomes the new office space for Wilderness Programs
2001 The academic minor in Outdoor Education is approved by CPC.
2002 The Wilderness Instructors Course- a 24 day May Term course designed to prepare outdoor leaders- is offered. The course takes place in Minnesota on the Border Route Trail and Wabikimi, Ontario.
2003 Wilderness Program offices move to the new Landrum Boling Center
2006 Bundy basement is renovated to create the new Outdoor Education Center. Little House is raised.
HIRING AND PERSONNEL PROCEDURES
We aim to make working for the Wilderness Program to be as transparent a process as possible. Below are some useful bits of information about how to get work with us and how to continue to learn and grow while you are an instructor.
WHAT KIND OF JOBS ARE AVAILABLE WITH THE WILDERNESS PROGRAM? Job opportunities available with the Earlham College Wilderness Program (ECWP) are varied. We have both work-study and non-work study positions available. Weekly, scheduled positions include Climbing Wall Supervisor, Office Assistant, and Outdoor Education Center positions. Contract-based employment includes AWPE Instructors, August Wilderness, and Challenge Education Facilitators.
HOW DO I APPLY? Applications are available on-line (www.earlham.edu/~outdoor) through the program website (follow links to staff page) and in the office (LBC third floor). Applications are accepted on a rolling basis and interviews are scheduled as needed. The application process is the same for ALL positions with ECWP (with the exception of August Wilderness). We highly recommend attending our Introductory Field Practicum weekend designed to introduce potential new staff to the program PRIOR to applying. This trip occurs early in the semester each fall (and possibly spring if numbers warrant).
WHAT HAPPENS AFTER I GET HIRED? Once hired, you will go through a training phase. This time may be longer or shorter depending on the program area. AWPE field staff and Challenge Education staff will be asked to “apprentice” a course (unpaid) before instructing in that area. You will also be expected to attend monthly ECWP staff meetings and maintain proper certifications and employment paperwork while on staff. In order to move-up to a paid position (Assistant Instructor), you must have the proper certifications and have taken the Outdoor Trip Leader course in the Spring.
HOW DO I GET WORK? For AWPE instructors, we hold a “Dream Sheet” meeting each semester for all current staff members. Staff rate courses they would like to work and, depending on certifications, experience, and other factors, we will do our best to place staff on a course of their choice. Outdoor Education Center, Climbing Wall, and Office Staff must also put requests in each semester during Dream Sheet meeting-time. Challenge Education staff are on-call (that is, staff are given work opportunities as programs are booked-announcements of up-coming programs go out over the staff list-serve). HOW DO I MOVE UP IN PAY AND RESPONSIBILITY? Staff are designated as Apprentice, Assistant Instructors, and Lead Instructors for each course area (someone may be a lead on the Challenge Education low ropes course but an Apprentice in whitewater kayaking). Movement depends on qualification levels (first aid, field experience, and other courses/trainings). See the ECWP staff manual for the minimum requirements for each position and course area. Once staff have achieved the minimum requirements to promotion, they may request a evaluation meeting with program administrators to discuss moving up in responsibility and pay.
WHAT ABOUT WORKING FOR AUGUST WILDERNESS? The hiring process for August Wilderness is distinct (but related) from the process detailed above. It is strongly recommended that students interested in leading August Wilderness familiarize themselves with the requirements and recommended preparation steps well before applying (see separate FAQ sheet for August Wilderness Instructor-Candidates). WHAT BENEFITS DO I GET? All ECWP staff are eligible to apply for Staff Development Fund mini-grants to fund trips of their own (see SDF information and application on the website). Discounts on outdoor gear are also available to staff depending on what level you are designated (assistant, lead, etc.). Course-specific trainings (climbing, paddling, etc.) are also provided occasionally at a highly subsidized rate (sometimes free). Finally, all staff are able to rent gear from the program free of charge.
HIRING AND TRAINING PROCESS:
Step One: Interested student applies to be an instructor in the program. Student either completes a “traditional” interview or goes on our Beginning Field Practicum course in Fall or Spring.
Step Two: Student is hired and becomes designated as an “Apprentice.” Able to work any course in this role but does not include any paying positions. Students must apprentice before leading a course.
Step Three: Student enrolls in the Outdoor Trip Leadership course in the Spring and has an evaluation meeting with Wilderness senior staff.
Step Four: Student moves from Apprentice to Co-Instructor status in a particular area based upon previous experience, demonstrated skills, and reliability. Student is now eligible to work courses for pay.
Step Five: After leading course as a Co-Instructor, student may continue to advance based upon demonstrated skills and abilities. Taking additional trainings including the Advanced Field Practicum May Term or other summer employment is highly recommended for continued advancement. Students may become a Lead Instructor and, ultimately a Teaching Assistant or Program Coordinator which could involve training others.
A couple of hints to help you succeed in the hiring process:
1. Don’t expect to show up and lead a big program if we have never seen you before. Be prepared to apprentice or observe a course prior to working it.
2. The more you work for us, the more we know your knowledge, skills, and experience. This sets you up for more opportunities to work “bigger” programs like August Wilderness.
3. Reliability counts.
4. Appearance and professionalism count.
5. Attend as many trainings as you can. Be willing to be involved in more than one program area. Be a lifelong learner.
6. Go out and get experience on your own. Take personal trips, go on a NOLS or OB course. There is no substitute for experience.
WILDERNESS PROGRAM- TRAINING & BENEFITS
Training Requirements: All positions have training requirements. Some are more extensive than others. Below is a list of requirements for each area:
All Staff…………….. First Aid and CPR (Adult) Climbing Wall …… .. All of the above, plus belay certification AWPE ……………… All of the above, plus Outdoor Trip Leadership Challenge Ed……….. All of the above, plus low and high ropes Qualification trainings. August Wilderness…. Outdoor Trip Leadership, Wilderness First Responder
Benefits: All staff have several additional benefits associated with working for the Wilderness Program. The Staff Development Fund (SDF) is open to all staff and is designed toward getting staff more experience in the field. Staff can apply for small grants to take additional trainings, go on personal trips, or attend conferences. Staff are also permitted to “rent” equipment from the Outdoor Education Center free of charge (following normal procedures and equipment use guidelines). Finally, staff have the opportunity to buy outdoor gear through our program pro-deals with a variety of outdoor companies at the discretion of the senior staff.
EXPECTATIONS OF ALL WILDERNESS PROGRAM STAFF
As a staff member for the Wilderness Program you are a professional educator. You carry the burden and honor of being a role model. You are responsible for the care and safety of your students—sometimes in remote, wilderness settings. Your actions reflect on your own abilities as a teacher/leader, the Wilderness Program, and Earlham College. This is a fun job, but one that carries with it enormous responsibility and high expectations.
TEACHING: Many courses (August Wilderness, AWPE’s) are college-approved courses. Other program areas (Challenge Ed., Climbing Wall) also involve significant teaching and student interaction. As such, staff are expected to prepare and deliver educational materials and content in a professional manner. Objectives must be clear, written lesson plans should be developed, and student work should be properly assessed and graded.
EQUIPMENT: Equipment must be organized, used, and maintained in impeccable fashion. Attention must also be paid to effective course logistics and organization. How we use and care for equipment sends a message about how we operate as a program. Staff are expected to be role models to their students in this regard.
COMMUNITY: Staff are expected to be exceptional role models in every regard. You are in a servant role, doing everything possible to care for and assist with the student experience. This is not your experience. Staff are also expected to model effective and healthy communication skills, and put the team above individual interests. Finally, staff are expected to work actively to create safe, inclusive environments free from gender, racial, or other forms of negative stereotyping.
SAFETY: Staff must maintain the highest standards of safety, judgment, and decision-making. Staff should lead only to the level that they have been trained and have experience with. Staff should strictly observe all emergency and safety protocols and adhere to proper documentation guidelines.
LEADERSHIP: Staff are also expected to practice rotational and situational leadership—allowing their co-leaders (and students) to lead when appropriate. Finally, staff are not expected to be super-leaders—learning from mistakes, dealing with personal limitations, and receiving feedback are all part of being an effective leader.
EMPLOYMENT: Staff are expected to attend all required meetings—or, in the case of off-campus staff—staff are expected to maintain regular communication by phone or email. Every effort must be made to keep deadlines and deliver promised work on time. Finally, as a staff member for Earlham College, staff should to adhere to the rules and regulations of the College as it relates to employment.
