Tale from the Field: Engaging and Managing Students Applied to Teen Outdoor Experiences
Xander Tartter, a former field instructor with San Joaquin Outdoor Education and Walden West Outdoor School, now runs BOLD & GOLD, an outdoor leadership program for the San Francisco YMCA. Here, he shares how some of the key concepts and strategies in the BEETLES Guide to Engaging and Managing Students in Outdoor Science apply to his current work in youth leadership development.
“On Saturday, March 3, I attended a workshop at the Pescadero Valley Conference called Engaging and Managing Students in Outdoor Science. The workshop was led by Kevin Beals and Emilie Lygren, who work for Lawrence Hall of Science’s BEETLES program, designing workshops and resources for educators. While the material Kevin and Emilie presented was developed to help outdoor science educators, my former career, I found it to be incredibly indicative of what makes the curriculum we use on backpacking trips for BOLD & GOLD so successful. According to Self Determination Theory (originally developed by Edward L. Deci and Richard M. Ryan), people perform best when they are intrinsically motivated, rather than motivated by external factors such as test scores, evaluations, or money. Self Determination Theory indicates that the best conditions for intrinsic motivation are those in which participants experience strong feelings of autonomy, relatedness, and competence. Here’s a bit of what I learned from the workshop, and how it applies to BOLD & GOLD trips:
Autonomy
To engage students we must provide experiences in which they feel they get to make their choices and follow their own interests. On BOLD & GOLD trips, each student has the opportunity to be the Leader of the Day (LOD) at least once during the trip. As the trip progresses and instructors have shared more and more leadership and outdoor skills with the students, the teens take on increasing levels of autonomy. By the end of the trip, the LOD is leading the group through decision-making processes and the students are making many, if not all, decisions as a group. What would give students a higher sense of autonomy than deciding amongst themselves where to camp for the night, what to have for dinner, or how to get from point A to point B?
“There are so many wonderful experiences and quotes and realizations that I want you to remember from this trip, but mostly I want you to remember how strong and capable you felt on this trip. Remember how you felt sitting on North Dome like you could do anything, completely at peace with the grime, smell, and grease on your body.” Ava, Yosemite GOLD, from a letter written to herself
Relatedness
Relatedness, in this context, is the idea that students perform better and are more actively engaged when they have positive social connections with others in the group. Kevin and Emilie pointed out that outdoor educators often look to teambuilding activities to solve this problem, but that it can be an inherent component of educational activities rather than a side dish. During BOLD & GOLD expeditions, opportunities for students to connect with each other are such a core component of the program, whether during intentional team building activities, traditions like chow circle (prior to meals), or during courage circles (campfire reflections at the end of the day). Courage circles provide a safe space for students to get personal, open up, and become more comfortable sharing their vulnerabilities. Through all of these opportunities for relatedness, the culture on a BOLD & GOLD trip is a safe space where students can feel comfortable and empowered to learn.
“I know the sights I saw and the places we visited will all merge in my head, but what will stay the same is the feeling of acceptance and belonging.” –Aleesa, Yosemite GOLD
Competence
Research shows that students are more likely to be engaged learners if they feel that they are getting better at something, such as a developing a skill. Skill building is ever present on BOLD & GOLD expeditions, from tent setup to speaking up in front of a group of people, from backcountry navigation to conflict resolution. From goal setting to outdoor cooking, our students feel comfortable learning in the space we provide because they feel a sense of accomplishment as they develop new skills and summit the next peak on the horizon.”
“The skills I have been able to learn in the BOLD/GOLD Program has changed my life outside of the Y. It has made me look at things differently. I have learned more about responsibility and leadership.” – Camper, Desolation Wilderness
To learn more about the BOLD & GOLD program or to sign up for an expedition this summer, visit www.ymcasf.org/outdoorleadership
To download the BEETLES Guide to Engaging and Managing Students in Outdoor Science, visit http://beetlesproject.org/cms/wp-content/uploads/2017/07/Engaging-and-Managing-Students-in-Outdoor-Science.pdf.
Have you found creative ways to use BEETLES approaches in your program? Do you have a story about teaching you think other programs might want to hear about? We’d love for you to write your own “Tale From the Field.” Email beetles@berkeley.edu with your ideas!
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