The Purpose and Design of the Leadership Certificate Program
Page content transcription
If your browser does not render page correctly, please read the page content below
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
You can also read
NEXT SLIDES ... Cancel