Cornell Outdoor Education
INSTRUCTOR JOB DESCRIPTION
STATEMENT OF PROGRAM DIRECTION
Cornell Outdoor Education provides instruction in outdoor skills, including minimum impact conservation
techniques and outdoor safety. Each course requires active participation by instructors and students, emphasizing
learning by doing. We strive to develop an awareness and appreciation of the relationship between people and the
natural environment. Through skilled leadership and participant responsibility, we maintain an atmosphere that is
challenging, safe, and emotionally supportive for students and instructors of any physical ability, size, race, ethnic or
economic background, gender, sexual preference, religion, age, or affiliation in the Cornell community.
OVERALL RESPONSIBILITIES
SAFETY
Actively promote program safety policies and a safety-first attitude. Understand the no alcohol, drugs or smoking
policy. Teach prevention and care of common problems as listed in course curriculum description. Know and
understand emergency and evacuation procedures, both generally and specific to the program area. Maintain current
certification in Adult CPR and first aid, or more advanced certification (WFA, BWEC, WFR). At least one
instructor on remote trips (as determined by the Program Coordinator) will hold a current WFR certification.
SKILL COMPETENCE
Be able to teach everything on the core curriculum for your course. Know how to operate, maintain, and repair
relevant program equipment. Actively develop skills and depth of personal experience through continued trips,
seminars and training.
GROUP ENERGY, MOOD AND SPIRIT
Be sensitive and compassionate towards each participant, and constantly work to develop a positive group
environment. Build a fun, friendly learning atmosphere in which students are involved in "hands-on" activities and
encouraged to take responsibility. Uphold the Mission Statement.
TEACHING SKILLS
Use an organized, thorough teaching progression and a variety of teaching methods to engage diverse learning styles
and individuals. Strive to teach beyond the minimum outline of course curriculum.
MINIMUM IMPACT WILDERNESS USE
Be up to date with procedures for your course area, personally consistent, and committed to minimum impact
philosophy. Understand and role model the concepts of Leave No Trace. Promote awareness of the environment
and responsibility to care for it.
POSITIVE IMPACT ON THE PUBLIC
Be considerate of everyone you encounter while being an instructor, whether in the field, on the road, on campus, or
anywhere your class goes.
OVERALL CONDITIONS OF EMPLOYMENT
"I will fulfill first aid/CPR certification and Cornell Outdoor Education van driver safety program requirements
before the course starts. I will attend staff orientation, pertinent instructor training workshops and remain informed
about Outdoor Education policies, procedures, and meetings. I understand that a course without the minimum
enrollment may be cancelled. If for any reason I find I will be unable to teach, I will give at least 30 days notice
prior to my course. I understand additional dates may be added as needed. This contract may be cancelled by COE
due to unsatisfactory or unsafe performance.”
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SPECIFIC INSTRUCTOR TEAM DUTIES
INSTRUCTOR ORIENTATION, TRAINING, MEETINGS
 Be there! Attend all mandatory orientation and staff training events and meetings.
 Subscribe to OUTDOORED-L listserve, and stay current with postings.
 Schedule and meet with your Coordinator before your course starts for a pre-course briefing.
 Meet with an Outfitting staff before your course starts to confirm course gear.
 Check with your Coordinator promptly if you are unable to attend a class meeting. In some cases rescheduling
or staff substitutions may be made. Only current instructors may sub for instructors, and TA's or instructors for
TA's. Substitutes should be compensated financially by the absent instructor.
COURSE PLANNING
 Create a course plan outline prior to your course briefing.
 Plan lessons throughout your course to ensure high quality instruction.
 Arrange with a Coordinator in a timely manner to order maps or equipment that your course will need.
 Check van schedule to confirm your course plan works with the transportation plan.
CO-INSTRUCTOR RELATIONS
 Use co-instructor contracts or other tools to develop a positive group dynamic within your instructor team.
 Be prepared to give and receive constructive feedback, and strive for self-awareness.
 Be prepared to spend time and energy training and mentoring Teaching Assistants.
SAFETY, FIRST AID, EMERGENCY PREPAREDNESS
 Plan for possible emergencies: evacuation routes, telephone locations, hospital locations, phone numbers for
help, instructor roles in an emergency. Discuss possible scenarios with your teaching team.
 Be thoroughly familiar with program first aid kit contents and know how to use them.
 Be very familiar with program Emergency Procedures.
 Explain and have students sign legal waivers during your first class meeting, before any field activity.
Thoroughly explain any potential hazards during the course.
 Be hard-nosed about Medical Information Forms. They must be completed before field activity. Read all
student and co-instructor forms carefully. Follow up on any questions you have about medications, physical
limitations, recent illness, or anything else that is unclear to you.
 Consult Coordinator with any unknowns from student or instructor medical forms.
 Brief students on the emergency procedures to be employed in case of an accident.
 Survey students to determine their first aid training/skills.
 Fill out Trip Itinerary Form and put any necessary information in the “Course In the Field” box before leaving
campus if your course is going afield.
 Know how the pager/emergency duty system works.
 Complete Incident Report for any accident, illness, or near-accident involving people or vehicles within 24
hours of the incident and turn in to Coordinator.
REGISTRATION
 Check the brochure & web and make sure your Coordinator knows of any printed errors in class dates or times,
information about location of first class meeting and what students should bring to the first class.
 Review Equipment List on the website.
 Promote your course and advertise (make flyers and distribute) in the event of low enrollment.
 Volunteer at PE Registration to promote courses and enroll students.
COURSE ROSTER, ATTENDANCE, GRADING
 Keep track of the attendance of every student registered for your class. Notify the office immediately after your
first class of any changes in the roster (adds, drops, students moving from waiting list to class list).
 Confirm the attendance policy for your course with your Coordinator. Grade your students at the end of the
course and hand in the grades to your Coordinator prior to your course debrief.
 Follow steps outlined in the current “Course Checklist” located in your course folder
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Communicate with your Coordinator about any unusual student situations or questions you have concerning
credit, medical or religious excuses, students requesting refunds or students who are unhappy with the course
and/or are making other students unhappy. Refer all questions to the Office Manager.
Read and uphold “Enrollment Policies” and “Q & A on Enrollment Policies”
COURSE FINANCES
 Get a receipt for every expenditure, including charges for copying and other items.
 Keep track of all expenses so you can document all food, gas, camping costs, etc. for which you were budgeted
with your cash advance. If you foresee unbudgeted expenses, check with your Coordinator before going overbudget, except in emergencies.
 Utilize a Cornell University tax-exempt form for all purchases in New York.
 Turn in all receipts, extra money, and cash advance summary page to the office within a week after the end of
your course.
EQUIPMENT AND OUTFITTING
 Be familiar with Outfitting's “ Getting Gear, Locker Keys and A Ride”
 Turn in gear requests and student rental templates by the listed deadlines, (typically at least one week in
advance) or check with Coordinator if standardized request has been submitted.
 Know and follow equipment procedures as outlined by Outfitting.
 Be responsible for the care and safekeeping of program equipment.
 Be responsible for lost or damaged gear. Know current policy on who gets charged for gear.
 Request a Wizard (for equipment sizing and rentals) at least one week in advance of the class date.
 Read and adhere to guidelines in “Pro Order Privileges”
TRANSPORTATION
 Keep track of the transportation schedule for your course. Make no changes in the scheduled departure or
return time of program vehicles. The Coordinator and Van Manager must approve changes.
 Attend driver safety training and complete a driving test with the your Coordinator prior to your course.
 Record mileage figures and additions of gas or oil on the chart on the clipboard in the van.
 Notify the Van Manager immediately of any mechanical difficulties, damage (no matter how small), or
anything else that might need attention on any vehicle, including trailers.
 When returning vans to campus, leave them with at least 1/4 tank of gas.
 You are personally responsible for any speeding or parking ticket you get, even on campus.
 Always lock the vans when you leave them.
 Carry First Aid Kit between the two front seats while in transit.
 Practice driving vans with trailers but without passengers, around the parking lots until you feel very
comfortable dealing with their immense size and length, including proficient backing skills. Must pass a trailer
test with Coordinator prior to driving trailers with passengers.
 Educate and enforce the New York State law and program policy of seat belt use at all times in the vans.
 Drive safely and conservatively. It's the most dangerous activity we do.
COURSE REPORTS AND EVALUATIONS
 After returning from each outing, Course Log Forms. Attach a photocopied map marked to indicate new routes,
trail changes, location of campsites, water, put-in/take-out points, etc. Notify the Coordinator of any
information that should be passed on to future instructors in the area.
 Provide an environment conducive to students filling out valuable and informative evaluation forms at the end
of your course.
 For longer courses, and new programs, write a course report, with as much detail and as many evaluative
comments as possible. Do this as the course unfolds. Submit this with your course folder prior to your debrief.
 Provide a written program evaluation, including feedback for your Coordinator, Outfitting and the Office, aka
Program Support Eval.
 Schedule a meeting with your Coordinator and instructor team for a course wrap-up discussion, within one
week of your course finish. Turn in all possible reports and evaluations at least two days before the meeting.
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Be professional at all times: in the quality of your work, in your interactions with students,
co-instructors, and the public, and as a representative of Cornell Outdoor Education.
INSTRUCTOR TEAM ROLES & RESPONSIBILITIES
The roles within the instructor team are assigned by the Coordinator. There is no definitive
correlation between the role in an instructor team and the instructor pay scale. For more
information about pay scales, speak directly with your Coordinator.
Each Instructor Team will consist of at least one:
COURSE LEADER
• Has ultimate authority in safety and emergency situation decisions.
• Maintains current first aid and CPR certifications.
• Is capable of thoroughly teaching 100% of the course curriculum
• Takes an active role in training and developing teaching assistants and other instructors.
• Is ultimately responsible for the administrative details of the course (course logs, gear
requests)
• Is ultimately responsible for a fiscally sound course which adheres to budget.
• Schedules a timely course briefing and debriefing between the entire instructor team and the
Coordinator.
• Helps the Coordinator evaluate other team members.
INSTRUCTOR
• Will assume authority in safety and emergency situation decisions when course leader is
unavailable or injured.
• Maintains current first aid and CPR certifications.
• Is capable of thoroughly teaching at least 75% of the course curriculum.
• Takes an active role in supporting and developing teaching assistants.
• Assists the Course Leader in the administrative duties of the course.
• Takes responsibility for learning skills of a Course Leader as the course progresses.
TEACHING ASSISTANT
• Is capable of teaching at least 50% of the course curriculum.
• Not ultimately accountable in an emergency. Will take an active role in supporting the safety
and emergency decisions of the instructors.
• Take responsibility for learning skills of an instructor as the course progresses.
• Will communicate up front and honestly when not comfortable teaching in a given situation.
• Seek out feedback. Encourage instructors in their role of supporting your development as an
instructor.
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