PRT 188
Winter Session 2016
Winter Leadership Skills
Instructor:
Contact:
Class Meetings:
Pre-requisite:
Office Hours:
Course Fee:
John Abbott, M.Ed.
Asst. Director of Student Life
UVM Outdoor Programs
48 University Place
(UVM) 656.7729 (H) 899.5212 (C) 324.3694
jdabbott@uvm.edu
2 classroom sessions: Wednesday, 7-8:30pm, 11/10 &
11/17/15. Location TBD.
Expedition: January 10th –16th, 2016
Final debrief & presentations:
Wednesday, January 21st, 5-7pm
All classes meet: TBA
1. ENVS/PRT 195: Wilderness Education and Leadership
suggested and/or proof of equivalent 3-season, multi-day,
backcountry travel & camping experience.
by appointment
$728. Covers food, transportation, guiding & instruction,
personal gear rental and shelter/permit fees.
I. Course Description:
Wilderness leadership and backcountry group travel in winter
environments requires disciplined preparation, execution & personal skill
development. This class will focus on critical safety issues, hard skill development
and leadership training to prepare students to successfully meet the cold weather
challenge of New England mountain environments. The class will begin with a
current winter skill assessment and identify leadership development areas for
each student. We will offer 3 independent expeditions tailored to level of student
skill and experience: The first group will be geared to students with no previous
winter camping experience, the second to students with some winter camping
experience wanting to focus more on leadership and the third group to
experienced winter campers interested in developing technical mountaineering
experience in Huntington Ravine on Mt. Washington. A highly trained teaching
assistant will accompany each group providing structure, instruction and
emergency wilderness medical support.
All students will be required to choose a leadership topic to present while
in the field, specific to the objectives of their group. Suggested teaching topics are
listed below:
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Winter Leadership & Expedition Planning
Camp Site Selection
Winter Leave No Trace (LNT) ethics
Shelter construction (igloos, quinzees and caves)
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Cooking/Nutrition in Winter Environments
Hydration, Hypothermia, Water Treatment
Clothing/Layering/Fabric Dynamics
First Aid Responses: The Cold Challenge
Frostbite prevention & treatment
Group Travel & Time Control in Winter Environments
Arresting, Anchoring and Belaying w/Mountain Axes
Avalanche Danger, Snow Morphology and Stability Tests
Snowshoeing in the Backcountry
Judgment and Decision-Making
Warm Sleeping Systems
Map, Compass and Winter Land Navigation
2 classroom expedition organization class sessions will take place prior to the
end of the fall semester. The student planned winter field practical trip to the
Adirondack High Peaks Wilderness will be the culmination of our learning and
group experience. This expedition will take place during the six days prior to the
start of spring semester. Finally, we will have a classroom session devoted to
whole class debrief of trips, leadership growth and personal learning experiences.
To emphasize the importance of student-centered learning in wilderness
environments, students will collectively plan expeditions, manage time and group
travel while in the field, facilitate lessons & present projects in a community of
peers. In addition, students will develop a portfolio of teaching/leadership skills
and personal experience as a means of understanding the process of professional
development in the field of wilderness education.
Reading References for Winter Skill Development Topics:
1) NOLS Mountaineering
2) Allen & Mike’s Really Cool Backcountry Ski Book
3) AMC Guide to Winter Camping
II. Objectives:
Learning objectives for the Winter Leadership Skills class
 Students will develop a big picture understanding of safe, winter
expedition planning, leadership behavior & backcountry travel protocol.
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Students will consider differing styles of teaching, facilitation and
leadership in winter wilderness environments.
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Students will reflect on and cultivate personal teaching and proactive
leadership style.
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Students will consider historical and personal perspectives in developing a
personally defined ethic regarding winter environmental impact,
wilderness preservation and effective leadership interventions.
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Students will share winter leadership experiences and skill development
process. Peer education in developing requisite "hard skills" (technical skill
related to living in wilderness environments) and "soft skills" (interpersonal
skills related to group dynamics and teaching) will be emphasized.
Students will demonstrate proficiency in the following areas:
1. Planning and leading (or participating in) a winter backcountry experience
while minimizing environmental impact.
2. Exercising sound judgment and decision-making ability in leadership
situations.
3. Understanding personal leadership/teaching style and areas of needed
development within a winter context.
4. Presentation of wilderness skill/leadership development portfolio
highlighting skill acquisition.
5. Students will understand a “systems-based” strategy for addressing the “cold
challenge”: appropriate clothing systems, shelter system, sleeping system
hydration system and a functional food, cooking & nutrition plan.
6. Students will develop the ability to teach individually and function as part of
a cooperative winter leadership team.
7. Students will develop a winter leadership/teaching portfolio and resume’.
III. Methods of Evaluation:
Students will evaluate learning and development in a manner consistent
with principles of experiential education. Qualitative assessment based on
personal insight and reflection will be emphasized. Learning modalities will
include group expedition planning, skill development presentations, structured
reflection/journaling and winter trip leadership experiences. In addition,
students will be evaluated on participation and engagement in all class activities.
Assessment of student skill development and contribution to team learning
process will be weighed as follows:
Expedition Planning & Personal Preparation
10%
Journal, Self-Reflection & Winter Skill Inventory
20%
Expedition Teamwork & Personal EB
40%
Team Emergency Scenario
5%
Individual Skill Topic Presentations
25%
Expedition Planning & Personal Preparation:
Evaluation will reflect current wilderness education models of living in a winter
backcountry expedition community. Presence, involvement, communication and
contribution to all team activities are integral to personal leadership development.
Students are expected to be actively engaged in all aspects of team expedition
planning, daily travel and group work. Students should come to class prepared
for active discussion & planning.
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Expedition Behavior (EB) & Teamwork:
Students will be evaluated for both personal & team expedition behavior
including: time management, organization of gear, communication, engagement,
cooperation, conflict resolution, performance of daily group roles and proactive
leadership engagement.
Winter Skill Inventory & Journaling:
1) Create a personal skill competency inventory to direct future learning and skill
development based on your understanding of effective leadership/teaching skills
you have acquired during class or via past experience. We will use the WEA model
as template.
2) Journaling presents the opportunity to capture a hallmark component of
wilderness education...reflection and understanding of self. Each day while on
expedition students will record reflections on skill topic presentations, group
dynamics, leadership issues, ethical issues, skill development challenges, trip
outcomes and emerging personal insight as a wilderness educator/leader via 8
daily journal entries. Completed journal entries will be forwarded via e-mail and
a compiled hard copy will be collected for evaluation during the final class.
Individual Hard Skill Presentation:
Students will develop an interactive lesson on a winter skill development topic
of personal interest. Topics should be “hardskill” focused and specific to the
demands of backcountry winter travel. Presentations are expected be well
researched, engaging, succinct and clear. You will also want to consider appealing
to multiple learning styles. The presentation should mirror a "teachable moment"
as it might manifest itself in a winter setting. Presenters will benefit from feedback
on style and content from the group.
Team Situational Leadership Role Plays:
Group emergency intervention role-play scenarios will be considered. While
topics will vary widely in content, emphasis will be placed on the balance of the
team teaching dynamic. Are learning objectives clear? Is content well conceived
and organized? Is "air time" and personal contributions from leaders balanced? Is
lesson timely and draw from the skills, experiences and perspectives of group
members? Presentations will focus on philosophy, leadership and ethical issues
presented in wilderness education communities.