The Purpose and Design of the Leadership Certificate Program

 
The Purpose and Design of the Leadership Certificate Program
ADAMS	
  STATE	
  ADVENTURE	
  PROGRAM	
  

              ALP	
  Apprenticeship	
  
                     Overview	
  
        The	
  Purpose	
  and	
  Design	
  of	
  the	
  Leadership	
  
                     Certificate	
  Program	
  
                                                               	
  
                                       Created	
  by	
  Curt	
  L.	
  Howell,	
  M.Ed	
  
                                                      11/21/2014	
  
	
  
	
                              	
  

                            Learning	
  increases	
  with	
  increased	
  responsibility	
  

	
  
Introduction	
  
           From	
  its	
  humble	
  beginnings	
  in	
  1925,	
  the	
  Adventure	
  Program	
  has	
  evolved	
  into	
  a	
  highly	
  capable	
  
leadership	
  development	
  program	
  with	
  significant	
  potential	
  to	
  become	
  a	
  leader	
  within	
  adventure	
  
education	
  and	
  recreation.	
  With	
  its	
  location,	
  resources,	
  demand	
  for	
  services,	
  instructor	
  pool,	
  and	
  
leadership	
  the	
  opportunity	
  for	
  quality	
  programming	
  and	
  services	
  is	
  substantial.	
  This	
  document	
  provides	
  
an	
  overview	
  of	
  the	
  elements	
  that	
  make	
  up	
  the	
  design	
  of	
  the	
  Adams	
  State	
  Adventure	
  Program’s	
  
Adventure	
  Leadership	
  and	
  Programming	
  Apprenticeship	
  (ALP	
  Apprenticeship).	
  The	
  integrity	
  of	
  the	
  
design	
  and	
  rigor	
  of	
  the	
  requirements	
  should	
  justify	
  the	
  ALP	
  Apprenticeship	
  as	
  an	
  Adams	
  State	
  University	
  
Leadership	
  Certificate	
  Program.	
  

           The	
  ALP	
  Apprenticeship	
  was	
  created	
  as	
  a	
  co-­‐curricular	
  program	
  to	
  supplement	
  academic	
  
coursework	
  with	
  practical	
  experience,	
  mentoring,	
  and	
  continuing	
  education.	
  The	
  FSSE	
  and	
  NSSE	
  reports	
  
from	
  2008	
  and	
  2011	
  indicated	
  a	
  perception	
  that	
  the	
  typical	
  student’s	
  experience	
  at	
  ASU	
  lacked	
  a	
  
significant	
  focus	
  on	
  certain	
  learning	
  outcomes	
  related	
  to	
  student	
  success.	
  In	
  particular,	
  these	
  include	
  the	
  
development	
  of	
  self-­‐regulated	
  learning	
  skills,	
  solving	
  complex	
  real-­‐world	
  problems,	
  developing	
  a	
  
personal	
  code	
  of	
  values	
  and	
  ethics,	
  contributing	
  to	
  the	
  welfare	
  of	
  their	
  community,	
  and	
  speaking	
  clearly	
  
and	
  effectively.	
  Since	
  higher	
  education	
  best	
  practices	
  encourage	
  a	
  holistic	
  approach	
  to	
  the	
  university	
  
learning	
  experience,	
  co-­‐curricular	
  programs	
  that	
  intentionally	
  address	
  student	
  development	
  further	
  
support	
  the	
  mission	
  of	
  the	
  institution.	
  To	
  provide	
  additional	
  intensive	
  experiences	
  beyond	
  what	
  the	
  ALP	
  
minor	
  can	
  provide,	
  the	
  ALP	
  Apprenticeship	
  is	
  one	
  strategy	
  to	
  address	
  this	
  deficiency	
  in	
  student	
  learning	
  
and	
  experience	
  at	
  ASU.	
  	
  	
  

              In	
  addition	
  to	
  the	
  self-­‐reported	
  data,	
  the	
  apprenticeship	
  is	
  in	
  direct	
  alignment	
  with	
  ASU’s	
  
Strategic	
  Plan	
  and	
  the	
  current	
  work	
  on	
  its	
  revision.	
  Specifically,	
  the	
  apprenticeship	
  is	
  in	
  alignment	
  with	
  
Goal	
  2	
  Provide	
  flexible	
  avenues	
  for	
  students	
  to	
  achieve	
  educational	
  and	
  career	
  success	
  and	
  Goal	
  3	
  
Provide	
  education	
  and	
  development	
  opportunities	
  for	
  faculty,	
  staff,	
  and	
  students.	
  As	
  indicated	
  in	
  our	
  
Strategic	
  Plan,	
  efforts	
  to	
  provide	
  intentional	
  professional	
  development,	
  foster	
  a	
  culture	
  of	
  continual	
  
learning,	
  increase	
  co-­‐curricular	
  and	
  certificate	
  programs	
  and	
  provide	
  experiential	
  learning	
  opportunities	
  
is	
  clearly	
  valued	
  by	
  the	
  institution.	
  This	
  apprenticeship	
  is	
  capable	
  of	
  delivering	
  quality	
  results	
  in	
  each	
  of	
  
these	
  areas.	
  	
  	
  

             The	
  ALP	
  Apprenticeship	
  is	
  built	
  on	
  a	
  two	
  year	
  training,	
  continuing	
  education,	
  and	
  advancement	
  
model.	
  The	
  term	
  “apprenticeship”	
  was	
  selected	
  due	
  to	
  the	
  ongoing	
  education,	
  mentorship,	
  and	
  
feedback	
  inherent	
  in	
  the	
  nature	
  of	
  adventure	
  education	
  and	
  typical	
  of	
  such	
  intensive	
  leadership	
  
development	
  programs.	
  The	
  apprenticeship	
  is	
  built	
  on	
  a	
  foundation	
  of	
  clearly	
  articulated	
  values,	
  
principles,	
  and	
  strategies.	
  At	
  the	
  outset,	
  students	
  are	
  challenged	
  to	
  understand,	
  select	
  and	
  take	
  
ownership	
  of	
  their	
  own	
  values	
  as	
  a	
  foundation	
  for	
  their	
  decision-­‐making	
  and	
  execution	
  of	
  judgment.	
  The	
  
alignment	
  of	
  their	
  personal	
  values	
  with	
  that	
  of	
  the	
  program	
  is	
  central	
  to	
  their	
  continual	
  development	
  
and	
  accountability	
  in	
  reaching	
  goals.	
  A	
  student	
  will	
  typically	
  enter	
  the	
  program	
  as	
  a	
  sophomore	
  and	
  
begin	
  working	
  toward	
  the	
  goal	
  of	
  becoming	
  a	
  Trip	
  Leader	
  in	
  one	
  or	
  more	
  outdoor	
  disciplines.	
  This	
  
process	
  most	
  often	
  takes	
  a	
  minimum	
  of	
  one	
  and	
  a	
  half	
  years	
  and	
  advancement	
  is	
  based	
  on	
  completion	
  
of	
  trainings,	
  experience,	
  and	
  demonstrated	
  competency	
  in	
  specific	
  human,	
  outdoor,	
  and	
  educational	
  
skills	
  (see	
  figure	
  below).	
  Students	
  who	
  remain	
  in	
  the	
  apprenticeship	
  beyond	
  two	
  years	
  have	
  the	
  
opportunity	
  to	
  continue	
  to	
  develop	
  their	
  skills	
  and	
  are	
  often	
  at	
  a	
  level	
  of	
  development	
  where	
  they	
  are	
  
performing	
  at	
  high	
  levels	
  of	
  competency,	
  contributing	
  to	
  the	
  development	
  of	
  newer	
  apprentices,	
  and	
  
take	
  part	
  in	
  the	
  continual	
  critical	
  and	
  creative	
  evaluation	
  of	
  the	
  entire	
  program.	
  	
  

           As	
  a	
  student	
  led	
  and	
  operated	
  adventure	
  program,	
  the	
  trainings	
  have	
  been	
  adapted	
  from	
  
professional	
  outdoor	
  leadership	
  curriculum	
  including	
  that	
  of	
  the	
  Wilderness	
  Education	
  Association,	
  
National	
  Outdoor	
  Leadership	
  School,	
  Outward	
  Bound,	
  the	
  American	
  Canoe	
  Association,	
  the	
  American	
  
Mountain	
  Guides	
  Association,	
  and	
  the	
  Wilderness	
  Medicine	
  Training	
  Center’s	
  Effective	
  Outdoor	
  Program	
  
Design	
  &	
  Management.	
  The	
  adaptations	
  from	
  these	
  curricula	
  have	
  been	
  designed	
  to	
  provide	
  students	
  
with	
  the	
  highest	
  level	
  of	
  competency	
  in	
  risk	
  management,	
  technical	
  skills,	
  human	
  
(interpersonal/relational),	
  and	
  educational	
  skills	
  possible.	
  The	
  integration	
  of	
  these	
  skills	
  is	
  the	
  
foundation	
  for	
  effective	
  leadership.	
  Currently,	
  there	
  is	
  a	
  growing	
  body	
  of	
  research	
  indicating	
  the	
  
transferability	
  of	
  the	
  leadership	
  skills	
  developed	
  within	
  such	
  outdoor	
  education	
  and	
  recreation	
  
programs.	
  We	
  have	
  no	
  doubt	
  that	
  this	
  research	
  will	
  support	
  what	
  we	
  intuitively	
  know	
  about	
  the	
  impact	
  
of	
  intentional	
  outdoor	
  adventure	
  education	
  programs	
  on	
  student	
  learning,	
  leadership	
  skill	
  
transferability,	
  and	
  latent	
  success	
  in	
  the	
  workplace.	
  

           The	
  Student	
  Learning	
  Outcomes	
  for	
  the	
  apprenticeship	
  have	
  been	
  selected	
  in	
  accordance	
  with	
  
industry	
  standards	
  and	
  with	
  the	
  Council	
  for	
  the	
  Advancement	
  of	
  Standards.	
  Students	
  will	
  track	
  their	
  
development	
  utilizing	
  self-­‐assessment	
  rubrics,	
  a	
  checklist	
  for	
  completion	
  of	
  requirements,	
  a	
  journal,	
  and	
  
a	
  logbook	
  of	
  their	
  trainings,	
  personal	
  and	
  professional	
  outings,	
  and	
  programs	
  led.	
  Twice	
  a	
  semester,	
  
students	
  will	
  meet	
  with	
  the	
  program	
  director	
  for	
  a	
  formative	
  assessment.	
  As	
  indicated	
  in	
  the	
  design	
  of	
  
the	
  program,	
  students	
  regularly	
  meet	
  for	
  debriefs,	
  staff	
  development	
  trainings,	
  and	
  are	
  continually	
  
assessed	
  in	
  a	
  variety	
  of	
  skill	
  domains.	
  	
  

           In	
  summary,	
  the	
  ALP	
  Apprenticeship	
  is	
  a	
  practical	
  experience	
  based	
  leadership	
  development	
  
program	
  that	
  is	
  designed	
  to	
  yield	
  effective	
  individuals	
  capable	
  of	
  critical	
  thinking,	
  autonomous	
  decision-­‐
making,	
  building	
  trust,	
  managing	
  real	
  and	
  perceived	
  risk,	
  and	
  providing	
  growth-­‐oriented	
  feedback.	
  This	
  
unique	
  certificate	
  program	
  will	
  support	
  students	
  in	
  developing	
  skills	
  necessary	
  for	
  success	
  in	
  their	
  future	
  
careers.	
  

Skill	
  Integration	
  Model	
  
           For	
  the	
  outdoor	
  leader	
  the	
  three	
  main	
  skill	
  sets	
  of	
  Outdoor,	
  Human,	
  and	
  Educational	
  Skills	
  must	
  
be	
  integrated	
  in	
  order	
  for	
  the	
  leader	
  to	
  be	
  most	
  effective.	
  As	
  the	
  model	
  indicates,	
  through	
  trainings,	
  
experience,	
  mentorship	
  and	
  assessment	
  a	
  student’s	
  skill	
  set	
  will	
  grow	
  over	
  time.	
  However,	
  it	
  is	
  the	
  level	
  
of	
  conscious	
  integration	
  of	
  the	
  three	
  skill	
  sets	
  that	
  relate	
  to	
  the	
  effectiveness	
  one	
  one’s	
  leadership.	
  In	
  
consideration	
  of	
  the	
  transferability	
  of	
  the	
  skills	
  developed	
  in	
  this	
  program	
  it	
  is	
  the	
  Human	
  Skills	
  and	
  
Educational	
  Skills	
  that	
  are	
  recognized	
  as	
  the	
  most	
  salient	
  skills	
  preparing	
  students	
  to	
  be	
  effective	
  in	
  their	
  
future	
  careers.	
  Outdoor	
  Skills	
  are	
  in	
  one	
  way	
  considered	
  the	
  avenue	
  through	
  which	
  their	
  other	
  
leadership	
  skills	
  are	
  developed.	
  Upon	
  completion	
  of	
  the	
  apprenticeship,	
  Outdoor	
  Skills	
  could	
  be	
  
substituted	
  for	
  any	
  technical	
  skill	
  such	
  as	
  chemistry,	
  math,	
  psychology,	
  or	
  any	
  other	
  discipline	
  a	
  student	
  
has	
  learned	
  through	
  their	
  academic	
  program.	
  Therefore,	
  through	
  the	
  apprenticeship,	
  they	
  have	
  
developed	
  the	
  two	
  additional	
  skill	
  sets	
  required	
  to	
  be	
  proficient	
  and	
  effective	
  in	
  their	
  chosen	
  profession	
  
or	
  career.	
  
	
  
                                                                                	
  
 

          Outdoor                                                                	
  
           Skills                                                                	
  
                                                          Educational
                                                                                 	
                           No Integr atio n
                                                             Skills                                           Competent	
  Outdoor	
  &	
  Human	
  
                                                                                 	
  
          Human
                                                                                 	
                           Skills.	
  Functional	
  understanding	
  of	
  
           Skills                                                                                             basic	
  educational	
  structural	
  
                                                                                 	
  
                                                                                 	
                           concepts	
  and	
  outdoor	
  education	
  
                                                                                 	
                           strategies.	
  
                                                                                 	
  
                                                                                 	
                    Educational
                                                                      Outdoor 	
  
                                                                                                         Skills
                                                                       Skills    	
  
        Some Integration                                                         	
  
        Competent	
  Outdoor	
  &	
  Human	
                                     	
  
        Skills	
  with	
  some	
  mastery	
  of	
                           Human	
  
        effective	
  leadership	
  and	
  outdoor	
                         Skills
                                                                                 	
  
        instruction.	
                                                           	
  
                                                                                 	
  
                                                   Effective Activity            	
  
                                            Design & Management                  	
  
                                                                                 	
  
	
     High Level Integration
       Competent	
  Outdoor,	
  Human,	
  &	
  
	
     Educational	
  Skills	
  with	
  mature	
  level	
  
       of	
  mastery	
  of	
  each.	
  	
  
	
  
       Nicolazzo,	
  P.	
  (2007).	
  Effective	
  outdoor	
  program	
  design	
  and	
  management.	
  Winthrop:	
  Wilderness	
  Medicine	
  
	
     Training	
  Center.	
  
       	
  
The	
  ALP	
  Apprenticeship	
  Expectations	
  
“The	
  difference	
  between	
  a	
  successful	
  person	
  and	
  others	
  is	
  not	
  a	
  lack	
  of	
  strength,	
  a	
  lack	
  of	
  knowledge,	
  but	
  rather	
  in	
  
a	
  lack	
  of	
  will.”	
  –	
  Vince	
  Lombardi	
  

          To	
  be	
  successful	
  in	
  this	
  apprenticeship	
  it	
  will	
  require	
  students	
  to	
  be	
  autonomous,	
  be	
  proactive,	
  
take	
  ownership	
  for	
  attitudes	
  and	
  actions,	
  and	
  execute	
  good	
  judgment.	
  This	
  is	
  the	
  expectation	
  of	
  the	
  
program	
  for	
  each	
  apprentice.	
  	
  Selection	
  of	
  students	
  for	
  entrance	
  into	
  the	
  ALP	
  Apprenticeship	
  will	
  be	
  
competitive	
  allowing	
  for	
  a	
  cohort	
  of	
  up	
  to	
  9	
  each	
  year.	
  Selection	
  will	
  be	
  based	
  upon	
  an	
  application,	
  
performance	
  in	
  HPPE	
  261	
  and	
  an	
  interview.	
  
Minimum	
  Requirements	
  for	
  Apprenticeship	
  Completion	
  

      •     Successful	
  completion	
  of	
  the	
  ALP	
  Minor	
  
      •     Participate	
  in	
  least	
  two	
  site	
  managements	
  as	
  a	
  second	
  or	
  third	
  year	
  staff	
  
      •     Regular	
  attendance	
  at	
  staff	
  meetings	
  and	
  staff	
  trainings	
  
      •     Trip	
  Leader	
  status	
  in	
  at	
  least	
  one	
  discipline	
  
      •     Hold	
  a	
  medical	
  certification	
  (Wilderness	
  First	
  Aid,	
  Wilderness	
  First	
  Responder)	
  
      •     5	
  day	
  trips	
  or	
  clinics	
  as	
  Assistant	
  or	
  Trip	
  Leader	
  
      •     3	
  overnight	
  or	
  extended	
  trips	
  as	
  an	
  Assistant	
  or	
  Trip	
  Leader	
  
      •     30	
  hours	
  of	
  community	
  service	
  or	
  volunteer	
  work	
  
      •     10	
  programs	
  as	
  part	
  of	
  facilitation	
  or	
  leadership	
  team	
  
      •     Design	
  and	
  offer	
  at	
  least	
  one	
  instructional	
  clinic	
  or	
  workshop	
  
      •     Design	
  and	
  offer	
  at	
  least	
  one	
  Challenge	
  Course	
  or	
  Climbing	
  Wall	
  program	
  as	
  a	
  Lead	
  Instructor	
  
      •     Maintain	
  competency	
  assessments	
  and	
  personal	
  experience	
  logs	
  
      •     Completion	
  of	
  a	
  Special	
  Project	
  

           The	
  special	
  project	
  can	
  vary	
  but	
  should	
  utilize	
  content	
  learned	
  in	
  the	
  ALP	
  minor	
  and	
  in	
  the	
  Trip	
  
Leader	
  program.	
  This	
  project	
  should	
  be	
  discussed	
  and	
  approved	
  by	
  the	
  Assistant	
  Director	
  before	
  
implementation.	
  	
  

Program	
  Progression	
  
	
             The	
  ALP	
  Apprenticeship	
  follows	
  a	
  program	
  and	
  learning	
  progression	
  designed	
  to	
  equip	
  students	
  
for	
  leading	
  adventure	
  based	
  programs.	
  Each	
  component	
  or	
  course	
  is	
  designed	
  to	
  build	
  skills	
  in	
  sequence	
  
providing	
  sufficient	
  practice	
  and	
  development	
  of	
  essential	
  skills.	
  As	
  indicated	
  below,	
  once	
  students	
  have	
  
completed	
  an	
  HPPE	
  ALP	
  course,	
  they	
  may	
  return	
  to	
  take	
  the	
  course	
  again,	
  but	
  not	
  for	
  credit.	
  Students	
  
returning	
  to	
  take	
  the	
  course	
  again	
  are	
  placed	
  in	
  a	
  distinct	
  role	
  providing	
  instruction	
  and	
  coaching	
  to	
  the	
  
students	
  taking	
  the	
  course	
  for	
  the	
  first	
  time.	
  In	
  addition,	
  these	
  students	
  taking	
  the	
  course	
  for	
  the	
  second	
  
or	
  third	
  time	
  are	
  provided	
  additional	
  training	
  at	
  higher	
  levels	
  than	
  their	
  peers	
  taking	
  the	
  course	
  for	
  the	
  
first	
  time.	
  	
  

Adventure	
  Leadership	
  and	
  Programming	
  Expedition	
  (HPPE	
  261)	
  
           ALP	
  Expedition	
  (HPPE	
  261)	
  is	
  the	
  first	
  course	
  in	
  the	
  ALP	
  minor	
  and	
  is	
  offered	
  during	
  summer.	
  The	
  
design	
  includes	
  a	
  14	
  day	
  backpacking	
  course	
  after	
  a	
  4	
  week	
  online	
  component	
  focusing	
  on	
  the	
  
development	
  of	
  self-­‐regulation	
  skills.	
  The	
  ALP	
  Expedition	
  is	
  the	
  first	
  step	
  in	
  the	
  ALP	
  minor	
  and	
  the	
  
leadership	
  development	
  progression	
  for	
  the	
  ALP	
  Apprenticeship.	
  	
  This	
  course	
  provides	
  students	
  not	
  only	
  
the	
  foundational	
  skills	
  necessary	
  for	
  success	
  in	
  the	
  ALP	
  minor,	
  but	
  completion	
  of	
  the	
  course	
  will	
  also	
  
allow	
  them	
  opportunity	
  to	
  apply	
  for	
  acceptance	
  in	
  the	
  ALP	
  Apprenticeship.	
  The	
  ALP	
  Expedition	
  is	
  
designed	
  to	
  provide	
  the	
  baseline	
  skills	
  and	
  experience	
  from	
  which	
  additional	
  ALP	
  courses,	
  trainings,	
  and	
  
assessments	
  can	
  be	
  built	
  upon.	
  The	
  essential	
  skills	
  learned	
  on	
  this	
  course	
  coupled	
  with	
  the	
  demanding	
  
and	
  dynamic	
  experiences	
  in	
  the	
  field	
  produce	
  a	
  person	
  who	
  is	
  ripe	
  for	
  learning	
  more	
  advanced	
  skills	
  and	
  
concepts.	
  By	
  design,	
  this	
  course	
  provides	
  examples	
  of	
  the	
  high	
  level	
  of	
  responsibility	
  and	
  expectations	
  
placed	
  on	
  students	
  in	
  the	
  ALP	
  minor	
  as	
  well	
  as	
  the	
  level	
  of	
  commitment	
  required	
  to	
  be	
  successful	
  in	
  the	
  
apprenticeship.	
  Moreover,	
  the	
  ALP	
  Expedition	
  gives	
  students	
  an	
  experience	
  with	
  the	
  integrity	
  of	
  the	
  
program’s	
  culture	
  and	
  the	
  reciprocal	
  nature	
  of	
  investment	
  by	
  the	
  professional	
  staff	
  and	
  Apprentices.	
  
As	
  the	
  first	
  step	
  of	
  the	
  leadership	
  development	
  program,	
  the	
  curriculum	
  of	
  the	
  14	
  day	
  
expedition	
  includes:	
  

         •        A	
  modified	
  version	
  of	
  the	
  Wilderness	
  Education	
  Association’s	
  18	
  point	
  curriculum1	
  
                        o Basic	
  Camping	
  skills	
  
                        o Environmental	
  ethics	
  
                        o Safety	
  and	
  Risk	
  Management	
  
                        o Leadership	
  
                        o Expedition	
  Behavior	
  and	
  Group	
  Dynamics	
  
                        o And	
  many	
  more	
  technical	
  outdoor	
  skills…	
  
         •        Program	
  Design	
  and	
  Implementation	
  –	
  The	
  Outcome	
  Model2	
  	
  
         •        Outdoor	
  Leadership	
  Skill	
  Integration	
  and	
  Competency	
  Models3	
  
         •        Feedback	
  and	
  other	
  effective	
  communication	
  strategies	
  
         •        Timeless	
  philosophies	
  and	
  strategies	
  for	
  successful	
  leadership4	
  

            Students	
  are	
  assigned	
  topics	
  which	
  they	
  are	
  required	
  to	
  research	
  and	
  prepare	
  during	
  the	
  days	
  
leading	
  up	
  to	
  the	
  expedition	
  and	
  then	
  present	
  or	
  teach	
  during	
  the	
  trip.	
  	
  Students	
  are	
  assessed	
  in	
  their	
  
ability	
  to	
  present	
  the	
  information	
  in	
  an	
  educational	
  and	
  informative	
  manner.	
  

           Additionally,	
  students	
  are	
  paired	
  up	
  with	
  their	
  peers	
  and	
  assigned	
  as	
  the	
  “leaders	
  of	
  the	
  day”.	
  	
  
This	
  day	
  is	
  designed	
  to	
  incorporate	
  previous	
  outdoor	
  leadership	
  skills	
  in	
  a	
  highly	
  challenging	
  
environment	
  both	
  on	
  and	
  off	
  trail.	
  The	
  students	
  are	
  assessed	
  in	
  their	
  abilities	
  to	
  design	
  and	
  plan,	
  lead,	
  
co-­‐operate,	
  resolve	
  conflict,	
  provide	
  feedback,	
  teach,	
  and	
  perform	
  outdoor	
  competencies	
  throughout	
  
the	
  day.	
  

            Finally,	
  each	
  student	
  is	
  individually	
  assessed	
  in	
  the	
  middle	
  of	
  the	
  course	
  and	
  at	
  the	
  conclusion	
  of	
  
the	
  course.	
  	
  The	
  mid-­‐course	
  assessment	
  acts	
  as	
  a	
  point	
  of	
  reference	
  for	
  students	
  to	
  identify	
  where	
  they	
  
stand	
  in	
  their	
  skill	
  sets,	
  and	
  what	
  they	
  need	
  to	
  work	
  on	
  by	
  the	
  end	
  of	
  the	
  course.	
  	
  The	
  final	
  assessment	
  is	
  
designed	
  to	
  provide	
  students	
  with	
  suggestions	
  for	
  long-­‐term	
  development.	
  The	
  conclusion	
  of	
  the	
  
expedition	
  also	
  provides	
  for	
  a	
  final	
  demonstration	
  of	
  the	
  integrity	
  of	
  the	
  program	
  culture	
  through	
  
intentional	
  opportunities	
  for	
  giving	
  feedback	
  to	
  their	
  peers	
  and	
  the	
  course	
  instructors.	
  Thus	
  the	
  
precedent	
  is	
  established	
  for	
  the	
  growth-­‐oriented	
  nature	
  of	
  the	
  program’s	
  culture.	
  It	
  is	
  during	
  this	
  final	
  
assessment	
  that	
  students	
  are	
  able	
  to	
  interview	
  for	
  acceptance	
  into	
  the	
  ALP	
  Apprenticeship.	
  

ALP	
  Leadership	
  Summit	
  
                                                           The	
  Fall	
  Leadership	
  Summit	
  is	
  the	
  designed	
  as	
  the	
  first	
  opportunity	
  for	
  current	
  students	
  in	
  the	
  
apprenticeship	
  to	
  interact	
  with	
  the	
  newly	
  accepted	
  students.	
  	
  This	
  training	
  is	
  designed	
  and	
  led	
  by	
  the	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
   	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
1                                                                                                                                                                                                                          nd
     	
  An	
  in	
  depth	
  reference	
  of	
  the	
  WEA	
  18	
  point	
  curriculum	
  can	
  be	
  found	
  in	
  The	
  Backcountry	
  Classroom:	
  	
  2 	
  Edition	
  by	
  
the	
  Wilderness	
  Education	
  Association	
  
	
  
2
     	
  A	
  detailed	
  overview	
  of	
  this	
  and	
  other	
  Outdoor	
  Leadership	
  strategies	
  can	
  be	
  found	
  in	
  the	
  Wilderness	
  Medicine	
  
Training	
  Center’s	
  manual	
  Effective	
  Outdoor	
  Program	
  Design	
  &	
  Management	
  by	
  Paul	
  Nicolazzo	
  
	
  
3
     	
  Ibid	
  
	
  
4
     	
  The	
  curriculum	
  utilized	
  in	
  this	
  aspect	
  includes	
  7	
  Habits	
  of	
  Highly	
  Effective	
  People	
  by	
  Steven	
  Covey,	
  as	
  well	
  as	
  
Leadership	
  and	
  Self-­‐Deception	
  and	
  The	
  Anatomy	
  of	
  Peace	
  by	
  the	
  Arbinger	
  Institute,	
  among	
  others	
  sources.	
  
seasoned	
  apprentices.	
  	
  They	
  design	
  group	
  discussions	
  based	
  upon	
  topics	
  such	
  as	
  “what	
  is	
  the	
  culture	
  of	
  
ASAP”	
  or	
  “what	
  results	
  are	
  produced	
  in	
  the	
  ASAP”	
  and	
  around	
  the	
  mission,	
  vision,	
  and	
  values	
  of	
  the	
  
ASAP.	
  	
  Additionally,	
  the	
  incoming	
  students	
  are	
  introduced	
  with	
  the	
  “Apprenticeship	
  Contract”	
  in	
  which	
  
the	
  students	
  review	
  the	
  core	
  strategies	
  of	
  the	
  organization,	
  and	
  write	
  individual	
  learning	
  outcomes	
  for	
  
themselves	
  during	
  their	
  tenure	
  with	
  ASAP.	
  The	
  Fall	
  Leadership	
  Summit	
  is	
  also	
  designed	
  to	
  incorporate	
  
skills	
  trainings,	
  assessments,	
  group	
  cohesion,	
  and	
  often	
  includes	
  a	
  service	
  project.	
  

ALP	
  Courses	
  and	
  Site	
  Managements	
  
               These	
  courses/trainings	
  are	
  adapted	
  from	
  the	
  theoretical	
  constructs	
  of	
  program	
  design	
  and	
  
management	
  by	
  Paul	
  Nicolazzo.5	
  Each	
  site	
  management	
  includes	
  various	
  layers	
  of	
  training	
  and	
  
assessment	
  dependent	
  upon	
  the	
  students	
  and	
  apprentices	
  involved,	
  activity	
  focus,	
  and	
  the	
  venue	
  
selected.	
  Courses	
  include	
  consistent	
  theoretical	
  foundations	
  and	
  strategies	
  but	
  each	
  have	
  specific	
  
technical	
  aspects	
  and	
  applications	
  for	
  the	
  student	
  to	
  master.	
  Apprentices	
  return	
  to	
  these	
  site	
  
managements	
  (ALP	
  Courses)	
  in	
  their	
  second	
  and	
  third	
  years	
  to	
  increase	
  their	
  knowledge	
  and	
  experience	
  
in	
  high	
  levels	
  of	
  responsibility	
  and	
  challenge.	
  

Design	
  and	
  outcomes	
  desired	
  for	
  site	
  managements	
  include:	
  

                             •                             Current	
  ASAP	
  Site	
  Managements:	
  Rock	
  Climbing,	
  Mountain	
  Biking,	
  Winter	
  Intensive,	
  Climbing	
  
                                                           Wall	
  Instructor,	
  Snow	
  Mountaineering,	
  Challenge	
  Course	
  Facilitator	
  
                             •                             Wilderness	
  First	
  Aid	
  course	
  
                             •                             First	
  year	
  apprentices	
  enroll	
  in	
  the	
  HPPE	
  courses	
  to	
  meet	
  the	
  ALP	
  minor	
  requirements	
  
                             •                             2nd	
  and	
  3rd	
  year	
  apprentices	
  promoted	
  to	
  Assistant	
  Leader	
  and	
  Trip	
  leader	
  are	
  assigned	
  various	
  
                                                           tasks	
  in	
  preparation	
  for	
  the	
  site	
  management	
  including	
  packing,	
  risk	
  management,	
  and	
  other	
  
                                                           pre-­‐trip	
  responsibilities	
  similar	
  to	
  a	
  regular	
  trip.	
  	
  2nd	
  and	
  3rd	
  years	
  are	
  assigned	
  1st	
  year	
  
                                                           apprentices	
  to	
  coach	
  and	
  mentor	
  in	
  the	
  preparation	
  to	
  learn	
  the	
  process.	
  
                             •                             All	
  apprentices	
  are	
  assigned	
  various	
  teaching	
  topics	
  and	
  tasks	
  to	
  perform	
  during	
  the	
  site	
  
                                                           management	
  under	
  supervision	
  of	
  the	
  instructors.	
  	
  Each	
  apprentice	
  is	
  assessed	
  on	
  their	
  
                                                           performance	
  and	
  provided	
  feedback	
  for	
  future	
  improvement.	
  
                             •                             Apprentices	
  are	
  observed	
  and	
  evaluated	
  by	
  instructors	
  in	
  3	
  areas	
  respective	
  to	
  each	
  activity:	
  
                                                                   o Outdoor	
  Technical	
  Skill	
  Competency	
  
                                                                   o Human	
  Skills	
  	
  
                                                                   o Educational	
  Skills	
  	
  
                             •                             Apprentices	
  may	
  also	
  be	
  paired	
  in	
  a	
  manner	
  similar	
  to	
  the	
  ALP	
  Expedition	
  as	
  leaders	
  of	
  the	
  day.	
  	
  
                                                           They	
  are	
  evaluated	
  based	
  upon	
  their	
  leadership	
  abilities,	
  co-­‐leader	
  dynamic,	
  and	
  ability	
  to	
  
                                                           manage	
  risk	
  in	
  the	
  field.	
  
                             •                             Various	
  emergency	
  and/or	
  rescue	
  scenarios	
  are	
  designed	
  by	
  the	
  course	
  instructors.	
  	
  In	
  these	
  
                                                           scenarios,	
  the	
  apprentices	
  are	
  assessed	
  on	
  their	
  ability	
  to	
  manage	
  the	
  situation	
  and	
  follow	
  ASAP	
  
                                                           policy	
  and	
  protocols	
  in	
  a	
  real	
  world	
  environment.	
  

           Site	
  managements	
  are	
  necessary	
  in	
  order	
  to	
  run	
  the	
  level	
  of	
  programming	
  that	
  ASAP	
  offers.	
  	
  
Since	
  the	
  program	
  offers	
  activities	
  including	
  backpacking,	
  mountaineering,	
  rock	
  and	
  ice	
  climbing,	
  

	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
   	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
5
 	
  More	
  in	
  depth	
  material	
  may	
  be	
  found	
  in	
  the	
  Wilderness	
  Medical	
  Training	
  Center’s	
  Effective	
  Outdoor	
  Program	
  
Design	
  &	
  Management	
  by	
  Nicolazzo.	
  
whitewater	
  kayaking,	
  canoeing,	
  canyoneering,	
  ice	
  climbing,	
  and	
  rafting,	
  and	
  the	
  programs	
  are	
  led	
  by	
  
student	
  employees,	
  it	
  is	
  imperative	
  that	
  they	
  maintain	
  the	
  highest	
  level	
  of	
  training	
  through	
  continual	
  
assessment	
  by	
  professional	
  staff	
  on	
  a	
  regular	
  basis.	
  

Additional	
  Trainings	
  
          While	
  site	
  management	
  is	
  intended	
  to	
  challenge	
  and	
  assess	
  the	
  apprentices	
  in	
  the	
  context	
  of	
  
each	
  venue,	
  various	
  additional	
  trainings	
  are	
  offered	
  to	
  raise	
  the	
  individual	
  competency	
  of	
  each	
  
apprentice	
  from	
  time	
  to	
  time.	
  	
  Some	
  of	
  these	
  trainings	
  include:	
  

       •    ACA	
  Kayak	
  Instructor	
  
       •    Swift	
  Water	
  Rescue	
  Technician	
  
       •    AMGA	
  Single	
  Pitch	
  Rock	
  Instructor	
  
       •    Multi-­‐Pitch	
  Rock	
  Climbing	
  
       •    Rock	
  Rescue	
  
       •    Avalanche	
  Level	
  2	
  

           These	
  trainings	
  are	
  designed	
  and	
  implemented	
  to	
  offer	
  a	
  level	
  of	
  training	
  to	
  apprentices	
  that	
  are	
  
looking	
  to	
  further	
  their	
  own	
  proficiency	
  beyond	
  the	
  base	
  line	
  trainings	
  that	
  are	
  traditionally	
  offered.	
  	
  
ASAP	
  encourages	
  the	
  apprentices	
  to	
  participate	
  in	
  these	
  trainings	
  to	
  further	
  strengthen	
  the	
  programs	
  
offered	
  as	
  well	
  as	
  their	
  own	
  professional	
  development.	
  	
  Participating	
  in	
  these	
  additional	
  trainings	
  could	
  
be	
  likened	
  to	
  a	
  construction	
  worker	
  taking	
  engineering	
  or	
  architecture	
  courses	
  or	
  workshops.	
  	
  While	
  it	
  
may	
  not	
  be	
  necessary	
  for	
  that	
  construction	
  worker	
  to	
  attain	
  the	
  same	
  level	
  of	
  competency	
  as	
  an	
  
engineer,	
  a	
  better	
  understanding	
  of	
  engineering	
  principles	
  will	
  promote	
  higher	
  quality	
  work	
  for	
  the	
  
consumer,	
  as	
  well	
  as	
  increase	
  the	
  value	
  of	
  that	
  worker.	
  

Conclusion	
  
        The	
  ALP	
  Apprenticeship	
  is	
  designed	
  to	
  provide	
  students	
  pursuing	
  the	
  ALP	
  minor	
  additional	
  
intensive	
  mentoring	
  and	
  direct	
  experience	
  in	
  critical	
  leadership	
  applications.	
  The	
  knowledge,	
  skills,	
  and	
  
experience	
  gained	
  through	
  the	
  apprenticeship	
  will	
  enhance	
  their	
  ability	
  to	
  demonstrate	
  effective	
  
leadership	
  behaviors	
  in	
  any	
  discipline	
  or	
  profession.	
  The	
  rigor	
  and	
  requirements	
  for	
  completion	
  warrant	
  
recognition	
  by	
  Adams	
  State	
  University	
  as	
  a	
  Leadership	
  Certificate	
  Program.	
  This	
  document	
  hopefully	
  
provides	
  some	
  insight	
  into	
  the	
  nature	
  of	
  the	
  required	
  efforts	
  to	
  facilitate	
  a	
  high	
  level	
  outdoor	
  adventure	
  
program	
  which	
  includes	
  an	
  intentional	
  apprenticeship.	
  The	
  professional	
  staff	
  of	
  the	
  Adventure	
  Program	
  
dedicate	
  many	
  long	
  hours	
  before,	
  during,	
  and	
  after	
  these	
  trainings	
  to	
  ensure	
  that	
  the	
  students	
  are	
  
properly	
  equipped	
  with	
  the	
  skills	
  necessary	
  to	
  lead	
  exceptional	
  outdoor	
  trips.	
  

	
  
Appendix	
  
                                                                                                	
  
                                                           ALP	
  Apprenticeship	
  Learning	
  Contract	
  
	
  
Adventure	
  Program	
  –	
  Mission	
  Statement	
  
The	
  Adams	
  State	
  Adventure	
  Program	
  seeks	
  to	
  provide	
  transferable	
  knowledge	
  and	
  skills	
  by	
  facilitating	
  
outdoor	
  education	
  and	
  leadership	
  opportunities.	
  	
  
	
  
Adventure	
  Program	
  –	
  Mission	
  to	
  our	
  Staff	
  
An	
  ASAP	
  Apprentice	
  understands	
  and	
  demonstrates	
  effective	
  self	
  and	
  relational	
  leadership.	
  
	
  
As	
  staff	
  members	
  of	
  Adams	
  State	
  Adventure	
  Program	
  we	
  recognize	
  that	
  our	
  attitudes	
  and	
  actions	
  affect	
  others.	
  
Together	
  we	
  have	
  encountered,	
  discussed,	
  and	
  selected	
  core	
  values	
  and	
  principles	
  that	
  make	
  up	
  the	
  essence	
  of	
  
what	
  ASAP	
  is	
  all	
  about.	
  This	
  document	
  serves	
  as	
  a	
  mutual	
  contract	
  between	
  each	
  staff	
  member	
  to	
  benefit	
  each	
  
others’	
  development	
  and	
  for	
  the	
  health	
  of	
  the	
  organization.	
  	
  
                                                                                             	
  
I	
  ________________	
  recognize	
  that	
  the	
  Adventure	
  Program	
  is	
  foremost	
  an	
  experientially	
  based	
  outdoor	
  education	
  
and	
  recreation	
  program	
  that	
  emphasizes	
  personal	
  and	
  leadership	
  skill	
  development.	
  I	
  further	
  recognize	
  that	
  my	
  
apprenticeship	
  requires	
  a	
  significant	
  level	
  of	
  participation	
  and	
  effort	
  that	
  is	
  crucial	
  to	
  fulfilling	
  my	
  responsibilities	
  as	
  
an	
  employee	
  as	
  well	
  as	
  achieving	
  the	
  desired	
  learning	
  outcomes	
  outlined	
  in	
  this	
  contract.	
  I	
  acknowledge	
  that	
  it	
  is	
  
my	
  responsibility	
  to	
  diligently	
  pursue	
  the	
  skills	
  and	
  competencies	
  required	
  for	
  the	
  performance	
  of	
  my	
  duties	
  and	
  to	
  
receive	
  the	
  most	
  I	
  can	
  out	
  of	
  my	
  apprenticeship.	
  Finally,	
  I	
  understand	
  that	
  the	
  program	
  administrators	
  have	
  
committed	
  to	
  assist	
  me	
  in	
  pursuing	
  my	
  goals	
  and	
  to	
  challenge	
  me	
  during	
  my	
  apprenticeship.	
  	
  
	
  
The	
  following	
  list	
  of	
  statements	
  represents	
  the	
  guiding	
  principles,	
  values,	
  and	
  program	
  philosophies	
  that	
  support	
  
the	
  effective	
  execution	
  of	
  the	
  Adventure	
  Program.	
  The	
  growth	
  of	
  each	
  apprentice	
  both	
  professionally	
  and	
  
personally	
  is	
  interdependently	
  related	
  to	
  the	
  commitment	
  of	
  all	
  ASAP	
  staff	
  to	
  our	
  principles	
  and	
  values.	
  
	
  
       1.    Ownership	
  
             We	
  take	
  our	
  responsibilities	
  seriously	
  and	
  are	
  steadfast	
  in	
  our	
  judgment	
  and	
  decision-­‐making.	
  We	
  have	
  the	
  integrity	
  
             to	
  own	
  our	
  choices	
  and	
  actions	
  both	
  personally	
  and	
  with	
  others.	
  When	
  we	
  make	
  mistakes,	
  we	
  admit	
  it.	
  Having	
  
             admitted	
  it,	
  we	
  work	
  to	
  correct	
  it.	
  
       2.    Honesty	
  
             Honesty	
  helps	
  us	
  remain	
  open	
  and	
  truthful	
  in	
  our	
  self-­‐assessment	
  and	
  feedback	
  with	
  others.	
  By	
  saying	
  what	
  we	
  mean	
  
             and	
  doing	
  what	
  we	
  say,	
  we	
  strengthen	
  relationships	
  and	
  build	
  trust.	
  
       3.    Growth	
  Oriented	
  
             We	
  believe	
  in	
  the	
  potential	
  of	
  each	
  individual	
  for	
  greatness.	
  Through	
  intentional	
  program	
  design,	
  feedback,	
  and	
  
             genuine	
  care	
  for	
  the	
  growth	
  of	
  each	
  other	
  we	
  become	
  the	
  leader	
  we	
  want	
  to	
  be.	
  
       4.    Supportive	
  
             We	
  believe	
  in	
  and	
  value	
  the	
  uniqueness	
  of	
  each	
  individual.	
  We	
  are	
  open	
  and	
  accepting	
  of	
  every	
  person	
  on	
  our	
  staff	
  
             and	
  our	
  trips.	
  Because	
  we	
  value	
  community,	
  we	
  are	
  dedicated	
  to	
  building	
  meaningful	
  relationships	
  through	
  mutual	
  
             support.	
  
       5.    Investment	
  
             ASAP	
  is	
  committed	
  to	
  excellence	
  and	
  demonstrating	
  quality.	
  To	
  achieve	
  this	
  goal,	
  we	
  invest	
  in	
  educating	
  and	
  
             challenging	
  ourselves,	
  our	
  fellow	
  leaders,	
  and	
  our	
  customers	
  to	
  create	
  an	
  atmosphere	
  of	
  craftsmanship.	
  
       6.    Judgment	
  	
  
             Learning	
  increases	
  with	
  increased	
  responsibility.	
  The	
  high	
  degree	
  of	
  responsibility	
  placed	
  on	
  all	
  staff	
  demands	
  the	
  
             development	
  of	
  judgment.	
  Paul	
  Pedzoldt	
  said	
  “judgment	
  is	
  the	
  process	
  of	
  using	
  previous	
  learning	
  and	
  experience	
  to	
  
             make	
  a	
  decision	
  and	
  execute	
  decisions.”	
  Protocols	
  must	
  be	
  applied	
  to	
  specific	
  situations	
  where	
  judgment	
  then	
  guides	
  
             decisions	
  and	
  the	
  appropriate	
  application	
  of	
  resources.	
  
       7.    Passion	
  for	
  Adventure	
  
             We	
  have	
  a	
  commitment	
  to	
  and	
  a	
  love	
  of	
  the	
  outdoors.	
  We	
  work	
  hard	
  to	
  play	
  hard.	
  We	
  desire	
  to	
  educate	
  and	
  inspire	
  
             others	
  in	
  the	
  process.	
  We	
  are	
  committed	
  to	
  the	
  health	
  of	
  ourselves	
  and	
  the	
  environment.	
  
       8.    Fun	
  
             We	
  believe	
  that	
  at	
  the	
  core	
  of	
  outdoor	
  adventure	
  is	
  a	
  desire	
  for	
  enjoyment	
  and	
  satisfaction.	
  	
  We	
  value	
  having	
  fun	
  
             because	
  it	
  is	
  part	
  of	
  the	
  mindset	
  that	
  allows	
  us	
  to	
  laugh,	
  to	
  enjoy	
  each	
  other’s	
  company,	
  to	
  endure	
  adversity,	
  to	
  
             challenge	
  ourselves,	
  to	
  celebrate	
  with	
  others,	
  and	
  simply	
  appreciate	
  being.	
  
As	
  indicated	
  by	
  my	
  signature	
  below,	
  I	
  agree	
  to	
  strive	
  to	
  adhere	
  to	
  the	
  above	
  principles	
  and	
  values	
  that	
  support	
  my	
  
personal	
  and	
  professional	
  development.	
  I	
  further	
  recognize	
  that	
  the	
  program	
  administration	
  has	
  committed	
  to	
  
support	
  me	
  in	
  my	
  efforts	
  to	
  achieve	
  success	
  during	
  my	
  apprenticeship.	
  I	
  understand	
  that	
  the	
  investment	
  of	
  this	
  
program	
  in	
  me	
  is	
  a	
  serious	
  undertaking	
  and	
  is	
  to	
  be	
  respected.	
  I	
  recognize	
  that	
  my	
  failure	
  to	
  actively	
  progress	
  in	
  
this	
  apprenticeship	
  is	
  my	
  responsibility.	
  The	
  Human,	
  Technical,	
  and	
  Educational	
  skills	
  sets	
  required	
  for	
  
advancement	
  in	
  each	
  program	
  area	
  require	
  significant	
  effort.	
  I	
  will	
  do	
  my	
  best	
  to	
  learn	
  and	
  apply	
  the	
  principles	
  and	
  
values	
  above	
  to	
  assist	
  me	
  in	
  my	
  efforts	
  for	
  success	
  as	
  an	
  employee	
  and	
  student.	
  	
  
	
  
                                                      Signature	
  __________________________________	
  	
  	
  Date	
  ___________________	
  

                                                               Personal	
  Objectives	
  
	
  
My	
  overall	
  learning	
  objective	
  in	
  this	
  apprenticeship	
  is:	
  
	
  
My	
  learning	
  objectives	
  for	
  each	
  of	
  the	
  program	
  principles	
  are:	
  
             	
  
       1.    Ownership	
  
             	
  
       2.    Honesty	
  
	
  
       3.    Growth	
  Oriented	
  
	
  
       4.    Supportive	
  
	
  
       5.    Investment	
  
	
  
       6.    Judgment	
  
	
  
       7.    Passion	
  for	
  Adventure	
  
	
  
       8.    Fun	
  
Adventure	
  Leadership	
  and	
  Programming	
  Apprenticeship

                                                                (ALP	
  Apprenticeship)	
  

                                                                 Program	
  Outcomes

Mission

ALP	
  Apprentices	
  have	
  the	
  essential	
  skills	
  for	
  demonstrating	
  effective	
  leadership.

Vision

Students	
  graduating	
  from	
  ASU	
  with	
  the	
  ALP	
  Apprenticeship	
  will	
  be	
  recognized	
  by	
  the	
  university	
  and	
  their	
  
future	
  employers	
  as	
  the	
  highest	
  quality	
  of	
  individuals	
  demonstrating	
  character,	
  competence,	
  and	
  
craftsmanship.	
  The	
  ALP	
  Apprenticeship	
  program	
  will	
  be	
  recognized	
  within	
  higher	
  education	
  and	
  outdoor	
  
recreation	
  and	
  education	
  as	
  a	
  leader	
  in	
  student	
  leadership	
  development.

Program	
  Learning	
  Outcomes:

Interpersonal	
  Competence	
  

1)	
  Graduates	
  of	
  the	
  ALP	
  Apprenticeship	
  are	
  able	
  to	
  demonstrate	
  and	
  explain	
  effective	
  self	
  and	
  relational	
  
leadership.	
  

Self-­‐Leadership	
  -­‐	
  the	
  actualization	
  of	
  the	
  will	
  to	
  govern	
  oneself	
  toward	
  effective	
  behaviors	
  that	
  produce	
  
results

The	
  Apprentice	
  is	
  able	
  to	
  .	
  .	
  .

       1.      Articulate	
  their	
  personal	
  values,	
  perspectives,	
  and	
  beliefs
       2.      Accurately	
  assess	
  themselves
       3.      Demonstrate	
  progress	
  in	
  their	
  initiative	
  for	
  personal	
  growth
       4.      Describe	
  the	
  importance	
  of	
  taking	
  ownership	
  for	
  their	
  attitudes,	
  perspectives,	
  and actions	
  and	
  
                 their	
  consequences
       5.      Demonstrate	
  effective	
  goal	
  setting	
  and	
  attainment	
  of	
  set	
  goals
       6.      Organize	
  and	
  prioritize	
  their	
  commitments
	
  
Relational	
  Leadership	
  -­‐	
  the	
  capacity	
  and	
  efficacy	
  to	
  make	
  a	
  positive	
  difference	
  in	
  the	
  lives	
  of	
  others

The	
  Apprentice	
  is	
  able	
  to	
  .	
  .	
  .	
  

       1.      Build,	
  enhance,	
  and	
  restore	
  trust	
  in	
  self	
  and	
  others
       2.      Articulate	
  the	
  difference	
  between	
  treating	
  others	
  as	
  objects	
  or	
  as	
  people
       3.      Describe	
  the	
  impact	
  of	
  honoring	
  the	
  agency	
  of	
  others
       4.      Collaborate	
  effectively	
  with	
  each	
  others
       5.      Demonstrate	
  effective	
  conflict	
  resolution
	
  
Practical	
  Competence	
  

2)	
  Graduates	
  of	
  the	
  ALP	
  Apprenticeship	
  have	
  proficiency	
  in	
  technical	
  skills	
  	
  

The	
  Apprentice	
  is	
  able	
  to	
  .	
  .	
  .	
  

       1.      Demonstrate	
  basic	
  outdoor	
  living	
  skills
       2.      Demonstrate	
  competency	
  in	
  several	
  outdoor	
  recreation	
  disciplines
       3.      Assess	
  hazards	
  and	
  manage	
  risk	
  in	
  a	
  variety	
  of	
  dynamic	
  and	
  challenging	
  applications	
  
       4.      Effectively	
  use	
  the	
  Outcome	
  Model	
  to	
  design	
  and	
  evaluate	
  programs	
  and	
  courses	
  
       5.      Demonstrate	
  resourcefulness	
  in	
  executing	
  responsibilities
       6.      Demonstrate	
  effective	
  judgment	
  in	
  problem	
  solving	
  and	
  decision	
  making

Teaching	
  Proficiency	
  

3)	
  Graduates	
  of	
  the	
  ALP	
  Apprenticeship	
  demonstrate	
  competency	
  in	
  educational	
  skills

The	
  Apprentice	
  is	
  able	
  to	
  .	
  .	
  .	
  

       1.      Explain	
  the	
  factors	
  that	
  impact	
  learning
       2.      Design	
  and	
  facilitate	
  learning	
  progressions
       3.      Adapt	
  teaching	
  to	
  accommodate	
  learning	
  needs
       4.      Describe	
  the	
  role	
  and	
  impact	
  of	
  failure	
  in	
  learning
       5.      Describe	
  the	
  role	
  of	
  feedback	
  for	
  personal	
  growth
	
  
               	
  
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