Outdoor Education and Leadership
OEL - Outdoor Education and Leadership
OEL-100A: Explorations in OEL Discipline (Credits: 2)
In this course, students will have an opportunity to explore a specific discipline (for example, mountaineering, canyoneering) to learn about key concepts, historical events, figures, challenges, and opportunities pertaining to that discipline. Content delivery and completion of assignments for this course will be online and largely self-directed.
OEL-100B: Art and Creativity in OEL (Credits: 2)
In this course, we will explore the connections between art, creativity, and outdoor education and leadership. Using literary, sound, visual, and performative arts, we will investigate both our personal relationship to art, how it impacts our relationship to place, and how these art forms have impacted the region in which we study. These explorations may include landscape and sense of place, personal and regional identities, education, activism, and cultural history. This course will highlight artists, collectives, and creatives whose identities have historically been underrepresented in outdoor education, which might include and is not limited to people of color, LGBTQ+, indigenous, undocumented, different abilities, low income, rural, womxn, and femmes. The learning activities in this course will involve reflection, group discussion, art projects, and creative writing.
OEL-100C: Advocacy and Activism in OEL (Credits: 2)
In this course, we will explore the concepts of activism and advocacy as they pertain to social and political change in the outdoor community. We will discuss the idea of "leadership" as a process using the Social Change Model (SCM) (HERI, 1994). Each student will have an opportunity to conduct a deep exploration on a specific challenge or issue related to the outdoor recreation/education community (i.e. access, equity, environmental stewardship) by investigating activism and advocacy conducted by a specific change agent (individual or organization).
OEL-110: Foundations and Techniques of OEL (Credits: 4)
This core course provides an introduction to and overview of experiential education and the sub-discipline of outdoor and adventure-based education. We will examine the history, philosophy, techniques, and ethics involved in this educational approach. We will specifically focus on the experiential learning cycle, constructivist approaches to teaching and learning, and understanding the nature of effective design and facilitation in outdoor settings. Throughout the course, students will observe, discuss, and practice planning, sequencing, facilitating, and processing of experiential education activities. Out-of-class requirements: 1/2 day on a Friday.
OEL-120: Outdoor Leadership (Credits: 4)
This course is designed for students with an interest in developing the outdoor leadership skills necessary to successfully lead participants in a wilderness setting. This is the introductory course for students pursuing the minor or major in Outdoor Education & Leadership. Students will learn the basics of wilderness camping and travel skills, and a range of leadership skills such as communication, judgment and decision-making, and how to manage a group in the field. Additionally, students will learn all aspects of planning and implementing an institutional outdoor trip. Classes are held both indoors and outdoors, including a required weekend backpacking trip.
OEL-150: Indoor Rock Climbing (Credits: 2)
Indoor Climbing teaches students with little to no climbing experience to climb smoothly and confidently. Students will learn to top-rope and boulder, belay and tie-in, climb efficiently, and train for climbing. We will also discuss climbing equipment, culture and history. More advanced topics, such as anchor-building and lead climbing, will be introduced and can be expanded upon for students interested in developing those skills. This class will provide a foundation for students to pursue indoor or outdoor climbing with the outdoor recreation program or independently.
OEL-151: Introduction to Outdoor Rock Climbing (Credits: 2)
Outdoor climbing is exhilarating, challenging, and an incredible way to explore the mountains. This course is designed for students with or without prior climbing experience who want to learn some of the technical and nontechnical aspects of rock climbing outdoors. Students will top-rope climb, learn to lead climb, as well as develop safety and judgment skills. The primary objective of the class is for students to broaden their knowledge and improve their level of climbing.
OEL-152: Women's Indoor Rock Climbing (Credits: 2)
Women's Only Indoor Climbing teaches students with little to no climbing experience to climb smoothly and confidently. Students will learn to top-rope and boulder, belay and tie-in, climb efficiently, and train for climbing. We will also discuss climbing equipment, culture and history. More advanced topics, such as anchor-building and lead climbing, will be introduced and can be expanded upon for students interested in developing those skills. This class will provide a foundation for students to pursue indoor or outdoor climbing with the outdoor recreation program or independently.
OEL-153: Indoor Rock Climbing Level II (Credits: 2)
Indoor Rock Climbing Level Two takes students with previous climbing experience to develop intermediate to advanced climbing skills. Students will practice climbing technique and movement to improve efficiency and strength. Students will learn to lead climb, build anchors, ascend ropes to rescue a stuck climber, and target weaknesses through climbing training. This class is designed for students who wish to improve their bouldering and top-rope level, learn to lead or develop as a lead climber, and expand their knowledge of technical skills and climbing culture and history. Some previous exposure to climbing is expected, no prerequisites.
OEL-154: Introduction to Route Setting (Credits: 2)
In this course students will learn to set routes on artificial climbing walls. Through studying climbing movement, climbing wall design, different hold designs and mastering the use of route setting tools students will set and critique boulder problems and climbing routes. The course will include both classroom time, time at the wall and exposure to outdoor climbing. Route setting safety, teaching climbing movement and climbing wall management will also be emphasised.
OEL-155: Introduction to Canyoneering (Credits: 2)
Students will finish this course with the ability to demonstrate competency in fundamental canyoneering skills in 3A Canyons, including basic associated knots, rappelling technique, anchor setup and removal, rope retrieval, safety in flash flood areas, map reading, travel techniques, knots, Leave No Trace skills, and associated safety skills. This will be accomplished through discussions, demonstrations, and practical, hands on learning. Additionally, students will demonstrate an increased understanding of issues related to management of National Forest administered public lands, such as those used in this class, as they relate to recreation and other uses.
OEL-160: Introduction to Backcountry Touring (Credits: 2)
This classroom- and field-based course will provide a comprehensive introduction to the activity of backcountry touring. Through two classroom meetings and three field days on the snow, we will examine topics such as equipment selection and use, terrain identification, weather and snowpack factors that lead to avalanche hazard, and group management when traveling near avalanche terrain. Previous downhill skiing or snowboarding experience is required. A general awareness of avalanches is recommended. Previous experience traveling on backcountry touring gear is not required.
OEL-161: Backcountry Touring Level II (Credits: 2)
Designed for students with some prior backcountry touring experience, this classroom- and field-based course is an opportunity to develop and apply more specialized backcountry touring skills. During two classroom meetings, students will focus on tour planning and the use of local avalanche advisories, while three days on the snow will be dedicated to conservative route-finding and group management in avalanche terrain. We will also spend time refining avalanche rescue techniques, as well as modeling various outdoor leadership skills when traveling in the backcountry. Previous backcountry skiing or splitboarding experience is required. Some form of avalanche hazard awareness is also required.
OEL-162: Avalanche Level I (Credits: 2)
This professional level course provides a foundation in avalanche knowledge, skills, and the requisite certification to pursue future professional avalanche training. The curriculum is organized around a systematic approach to sorting and prioritizing information in a complex environment. The course also provides a framework to make decisions in avalanche terrain based terrain, snowpack, weather, and human factors. Approximately half of the course is field based and half in the field.
OEL-163: Snow Camping (Credits: 2)
In this classroom- and field-based course, students will learn a variety of skills to allow for comfortable backcountry camping in snow. During two classroom meetings and a day trip, we will explore winter camping equipment, review the logistics of organizing winter camping trips, and learn about winter risk management concerns. On a 3-day/2-night trip, we will practice different winter camping techniques with regard to travel, cooking, shelters, and other general living skills. Students will be required to travel on uncompacted backcountry snow via snowshoe, backcountry ski, or splitboard. Previous backcountry skiing or splitboarding experience is highly recommended, although not required.
OEL-164: Introduction to Mountaineering (Credits: 2)
The mountaineering course is designed for students looking to develop the technical skills and leadership to climb, travel, and camp in the mountains. Students will learn to travel and climb on snow, technical systems for travel steep/ exposed terrain, glacier travel, rescue systems and procedures, hazard evaluation, navigation, and ability to live comfortably in the mountains. The course will include both classroom and field time. In addition students will explore the history and evolution of mountaineering, and use case studies to critique leadership and risk management decisions.
OEL-165: Introduction to Ice Climbing (Credits: 2)
Climbing frozen waterfalls is an exhilarating and challenging form of climbing that enables the climber to keep doing what they love, even in the middle of winter! The Ice Climbing Seminar is designed for students with some indoor or outdoor climbing experience who want to learn some of the technical and non-technical aspects of ice climbing. Students will become familiar with the unique gear and techniques related to ice climbing, they will toprope climb, learn lead climbing concepts, and develop safety and judgment skills. The primary objective of the class is for students to broaden their knowledge and explore different types of terrain.
OEL-166: Introduction to Alpine Climbing (Credits: 2)
The Alpine Climbing course is designed for students with indoor/ outdoor climbing experience interested in beginning to climb in the alpine setting. Students will learn travel and risk management techniques in 3rd, 4th and 5th class terrain, refine artificial protection placement and anchor construction skills, various methods of decent, mountain weather observation and hazard evaluation. This course will include both classroom and field time. The primary objectives are to provide a foundation for students looking to transfer their climbing skills into the mountains, and to develop the ability to navigate technical mountain terrain.
OEL-170: Introduction to Flyfishing (Credits: 2)
This course will provide an introduction, exploration and application of the basic techniques of flyfishing and fly casting. Students will apply skills learned in classroom sessions on the river during 3 field-based sessions.
OEL-171: Introduction to Whitewater Kayaking (Credits: 2)
This course is an introduction to the fundamentals of whitewater kayaking. During this class students will learn the skills necessary for the challenging art of river running. We will begin by starting on flat water and eventually progressing to a three day weekend whitewater adventure!
OEL-172: Introduction to Packrafting (Credits: 2)
Students will explore the history and evolution of packrafting and will experience a packrafting trip that includes a combination of backpacking and paddling. Students will learn to use topographic maps, river flow data, and effective route planning techniques to create unique packrafting itineraries. Students will also learn to think critically about gear choices and care when planning for packrafting to ensure a safe and lightweight approach to packing. The course will include both classroom and field time.
OEL-173: Teaching Practicum in OEL (Credits: 1 to 2)
This course provides students with previous experience and proficiency in a specific technical outdoor skill to serve as a teaching assistant for a designated OEL skill course. Students will be required to attend seminars on teaching, facilitation, and instruction during the semester as well as actively participate and contribute to the skill course to which they are assigned. This course is repeatable for credit.
OEL-210: Wilderness Education (Credits: 4)
This is a field-based expedition-style course. Students will play a significant role in planning and implementing the expedition it its entirety and will share ownership of and responsibility for course outcomes. Students will be highly involved in leadership, teaching, ration planning, assessment of group abilities, evaluation of group goals, hazard evaluation, and equipment needs. Throughout the course, students will also explore the concept of Wilderness through reading, reflection, and concrete experiences.
OEL-220: Adventure Programming (Credits: 4)
What does it take to be an effective outdoor instructor, and how can you build an effective outdoor program? These are the fundamental questions that this course seeks to answer. By using two textbooks to guide discussion and learning--Outdoor Program Administration: Principles & Practices and Effective Outdoor Program Design and Management-students will learn how human, educational, and outdoor skills form the cornerstone of effective program instruction and management. Students will also put these ideas to the test. With the help of instructors, students will plan a 2 week expedition.
OEL-230: Instruction and Facilitation (Credits: 4)
This course addresses the need for the student and future practitioner to understand and demonstrate the ability to integrate applied social psychological theory and effective group facilitation practices while using outdoor education-based activities. This course highlights the major impacts that facilitators have on both groups and individuals. Effective outdoor educators are trained to ensure that the lessons of adventure transfer into everyday lives. The course will emphasize the stages of group development, peer mediation, briefing/debriefing, and transference in field-based settings.
OEL-240: Skills Practicum (Credits: 2)
Working in concert with other courses in the immersion semester, the Skills Practicum affords students the opportunity to engage with a wide range of adventure activities, each providing unique site management challenges for instructors. Through observation, participation, practice, and reflection, this course is designed to bring students to an advanced level of abilities to conduct outdoor education programs.
OEL-245A: Wilderness First Responder (Credits: 2)
This course is the industry standard for wilderness medicine certifications for outdoor guides and leaders traveling for multiple days and/or in remote settings. Certification is dependent on testing and performance and participation in the course. Through this course, students will learn how to assess, treat, and prioritize illnesses and injuries in remote settings. Active engagement is required as students will participate in skills labs and simulations.
OEL-245B: Wilderness First Responder (re-Cert) (Credit: 1)
This course is the industry standard for wilderness medicine certifications for outdoor guides and leaders traveling for multiple days and/or in remote settings. Certification is dependent on testing and performance and participation in the course. Through this course, students will learn how to assess, treat, and prioritize illnesses and injuries in remote settings. Active engagement is required as students will participate in skills labs and simulations. In order to attend the practical session students must study for and pass the pre-course exams.
OEL-250: Desert Writing (Credits: 3)
In Desert Writing, students will explore creative writing and wilderness simultaneously. While hiking in the desertand mountains, students will be given writing prompts and exercises to generate new work. While meeting in the classroom, students will workshop works-in-progress and study the craft of creative writing. By the end of the course, students will have developed a polished piece of writing. Students can work in the genre of their choice and are encouraged to write about a range of topics--they do not need to produce nature or wilderness writing.
OEL-251: Foundations of Adventure Therapy (Credits: 3)
In this course, discussion and experiential group activities will provide an introduction, exploration, and application of theoretical models, psychological frameworks, best practices and ethical considerations of Adventure Therapy (AT). Students will survey the major characteristics and tools utilized in AT and investigate how they are applied in the practice of AT. Students will design and implement an experiential activity that synthesizes all of the major tenants of AT. The course includes a 3-day, 2-night field-based trip that will allow students to experience and apply the principles and techniques of adventure therapy in an outdoor, wilderness-like setting.
OEL-252: Adventure Media (Credits: 3)
In this course students will explore the art of multimedia storytelling through video, photography, and social media in outdoor and adventure settings. Students will learn to gather content in outdoor settings, which includes managing resources and equipment to capture powerful images in challenging conditions. Students will focus on creating compelling stories, editing imagery, and using different platforms to showcase their work. The course will include classroom, lab, and time in the field.
OEL-253: Western Rivers: an Expedition (Credits: 4)
In this course students will examine the current state of rivers in the western United States. This field-based course will travel various waterways in the Colorado River watershed and experience the complex pressures on this resource first-hand. The course will examine western water history, water rights, western development, environmental legislation, and the impacts of climate change. Students can expect to travel on both free-flowing and dammed river sections, on foot, in boats and by vehicle. Students will learn the requisite river travel and backcountry skills to effectively navigate waterways, research and teach specific topics, and explore future solutions for this complex issues.
OEL-254: History of U.S. Outdoor Recreation (Credits: 3)
This survey course provides a historical overview of social, political, environmental, and cultural influences that have shaped the outdoor recreation and education industry in the United States since 1800. The course will focus on topics such as westward expansion, social movements, educational reform, and emerging trends. The course will emphasize multiple historical perspectives of outdoor and wilderness recreation in the U.S., including underrepresented groups.
OEL-300: Special Topics in OEL (Credits: 4)
Special topics in OEL.
OEL-300A: Sacred Environments (Credits: 4)
This May Term Study Experience will take students to Western China (specifically Sichuan, Yunnan, and Tibet) to visit numerous world heritage sites, sacred landscapes, and places of cultural and ecological significance, such as Mount Qingcheng (one of the most important centers of Daoism in China), Mount Emei (one of the four sacred Buddhist mountains of China), Potala Palace (the residence of the Dalai Lama until the 14th Dalai Lama), Namtso (one of the three sacred lakes in Tibet that is venerated by the indigenous Tibetan Bon culture and Tibetan Buddhists , and Yubeng village (where one can trek to sacred waterfalls, lakes, and ancient glaciers). Excursion sites are grouped together with their connection to the three major academic focuses of the course: a) sacred relationship between people and place, b) environmental heritage and pollution control, and c) the impacts of climate change, development and tourism on the livelihood of local people. Through three weeks of travel, participants will have the opportunity to develop a deeper understanding of the richness and complexity of the human-environment relationship, global self-awareness, and other crucial personal qualities such as flexibility and responsibility.
OEL-300B: Inclusive Experiential Education (Credits: 4)
This course focuses on a variety of populations and the ways in which they access the outdoors. It begins through investigations of the characteristics of special populations and how this may impact their experience. The second part involves investigating programs and techniques that effectively make the outdoors accessible to a variety of people. The final part of the course is an opportunity for each student to demonstrate how they would differentiate their instruction when working with a specific group of people in the outdoors.
OEL-300C: Colombia: Exploration and Service (Credits: 4)
Today Colombia is known as the second most biodiverse country on earth, rich in contemporary and prehistoric cultures, and a model for post-conflict society building. While exploring the Colombian culture, social movements and history, students will also study first hand aspects of this country's diverse landscapes, geology, ecology, sustainable agriculture, as well as its approach to environmental challenges. Students will participate in social and environmental service learning projects with local community partners. This course will also involve field projects to (1) evaluate the social, environmental and cultural impact provided of pramos (unique mountain wetlands) and their impact on life quality, (2) evaluate the impacts on ecotourism practices in an urban/rural canyon and Natural Parks. We will travel and hike [routes of the famous "botanical expedition"] along the mountainous terrain of the Andes through cloud forests, high savannas, pramos, colonial villages, and finally the Caribbean Coast. Following these paths, students will have many opportunities to connect to cultural traditions, reinforcing Spanish for those taking the course for Spanish credit and providing students the opportunity to act as a cultural bridge for those students who do not speak the language. Homestays in Bucaramanga city will also provide students with invaluable experiences.
OEL-300D: Single Pitch Instructor (Credits: 2)
The AMGA Single Pitch Instructor Program is designed to enable instructors to "proficiently facilitate and instruct the sport of rock climbing in a single pitch setting". The program is for currently active rock climbers that have a real desire to teach rock climbing in a single pitch setting. The SPI Course is not a "climbing" course. It is an instructor training course for active, proficient rock climbers and for current climbing instructors who wish to gain an SPI certification which is the industry standard for climbing instructors. While there are no prerequisite courses, students should email instructor for AMGA's list of prerequisite skills and experience.
OEL-300DD: Service Learning in Thailand (Credits: 4)
This course will explore the educational, health, and developmental needs of rural Thai citizens as well as indigenous populations through cultural immersion and active participation in service projects. Students will participate in deep cultural immersion activities and service-learning projects in two distinct rural Thai villages, one in the mountains surrounding Chiang Mai, Thailand, and one in the rural Northeast near Khon Kaen, Thailand, that will help alleviate some of the health, educational and developmental issues present while staying with local families within the villages. Other activities will include a visit to a groundbreaking new concept school in the Northeast, tours of historically significant sites in Thailand, visiting an HIV/AIDS hospice, sightseeing in Bangkok and a relaxing few days on a tropical island to end the trip. Students will meet during Spring Semester for preparatory sessions that will ready them for the experience. Course assignments will include reflective journaling, active discussions during the trip, and a reflective multimedia project at the end of the trip.
OEL-300E: Adventure Photography (Credits: 2)
This course will introduce participants to the skills and techniques used to create professional quality images of their adventures in the natural world. Topics include exposure control and light metering, the principles of visual composition, the qualities of natural light, advanced digital techniques, and the philosophy and tradition of the artist in nature. The course will incorporate slide-illustrated lectures, group discussions, a field workshop, and a final student project and critique.
OEL-300F: Tools for Wellbeing in OEL (Credits: 3)
This class will teach students how to define and apply physical, mental and emotional wellness in their lives. We will take an in-depth look into what wellness is on a micro and macro level and consider how wellness can be a tool in outdoor education contexts. Additionally, we will discover wellness as a process and goal for self-exploration and as a tool for enhancing the communities in which we live. Through study, discussion and hands-on practice, each participant will develop their own plan for lifelong wellbeing.
OEL-301: Outdoor Program Management (Credits: 4)
This course studies the management of outdoor and adventure programs. Topics include the use of public and private lands, basic understanding of the impact of use on the natural environment, review of biological and physical science concepts relative to land use, care of the environment, permits, staffing, supervision of staff, staff training, personnel issues, certification, scheduling, budgeting, risk management, insurance, marketing, logistical planning, strategic planning, public policy, access to outdoor resources, and search and rescue.
OEL-351: Public Lands Policy (Credits: 3)
This course will be an overview of the history, policy changes, administration and current issues related to publicowned land in the United States. Specifically, the course will study the Department of Agriculture (Forest Service, National Resource Conservation Service), the Department of the interior (National Park Service, Bureau of Land Management, Department of Reclamation, US Fish and Wildlife Services, US Geologic Survey), and the myriad of interest groups using public lands. With a historical and structural foundation students will analyze current events, current land use issues and the health and sustainability of our public lands. This class will include both classroom and field time.
OEL-352: Avalanche Ecology (Credits: 3)
This field-based course examines how the avalanche cycle is determined by meteorological and geological processes and, in turn, how avalanches affect surrounding ecological communities. Students will understand how to gather and collect snowpack data for the purpose of predicting the likelihood of avalanches. Further, students will engage the phenomenon through field studies on skis or snowboards, by gathering and analyzing snowpack and meteorology data, through lecture, and through first-hand accounts from avalanche survivors. In addition, this course examines the impact of avalanches on human activity in alpine terrain, from both historical and modern perspectives, and particularly on modern outdoor recreation.
OEL-353: Gender and Leadership (Credits: 3)
In this course students will explore historical and current issues related to gender and leadership. Today's leadership climate has changed to some degree for women; however, women are still vastly underrepresented in higher leadership positions. This course will analyze the role gender plays and what barriers are in place that account for this inequity. Topics include the constructs of leadership in a variety of contexts. e.g. higher education, politics, and the corporate world; how the gender binary/continuum influences our conception of leadership; leadership and feminist theory; intersectionality; and an overview of some of the current research on gender and leadership. Students will explore leadership from a personal and political perspective; they will critically think about their own definitions of and experiences with leadership and deconstruct how gender has influenced their views. Stemming from a critical and feminist perspective, students will explore ways in how leadership can be more inclusive, participatory, and egalitarian.
OEL-401: Equity, Diversity, Inclusion in OEL (Credits: 1 to 4)
A tutorial-based course used only for student-initiated proposals for intensive individual study of topics not otherwise offered in the Outdoor Education and Leadership Program. The scale of the individual study, and the final product will determine the number of credits offered for the directed study. The directed study will ideally combine intensive study and experience with experts in the community or outdoor education field.
OEL-410: Seminar in Outdoor Educ and Leadership (Credits: 4)
In this capstone course students will integrate their experiences, research, goals, and practical application of outdoor education and leadership. The course will focus on contemporary issues and trends in the field with topics including social justice, public land management (federal, state, and local), ethics (environmental and virtue-based),practical application of research, options for further education in the field, and career opportunities. During the course, students will identify their individual context within outdoor education and leadership, and complete a comprehensive capstone project. The project requires students to research their area of interest, write a literature review, present their personal professional philosophy, and how they plan to contribute to the field based on their career goals and education. (WCore: SC)
OEL-440: Internship (Credits: 1 to 8)
Students receive credit for meeting pre-arranged learning objectives while working for a business, a non-profit, a government program or some other organization within outdoor recreation and education. The internship is critical for students' hands-on experience in the outdoor field. Faculty will work closely with students to ensure a successful and supported professional learning opportunity that aligns with students' goals. Discussion and reflection will be incorporated throughout the internship. Students must have junior or senior standing (for transfer students, at least 15 hours completed at Westminster or permission of instructor), minimum 2.5 GPA, completion of the Career Resource Center Internship Workshop, and consent of Program Chair and Career Center Internship Coordinator. REGISTRATION NOTE: Registration for internships is initiated through the Career Center website and is finalized upon completion of required paperwork and approvals. More info: 801-832-2590 <a>https://westminstercollege.edu/internships</a>