California State University, Northridge

The Development of an Outdoor Youth Camp within a University’s Outdoor Program

A graduate project submitted in partial fulfillment of the requirements

For the Degree of Master of Tourism, Hospitality, and Recreation Management in Tourism

Management

By

Karin Tarpinian

May 2020

ii

The graduate project of Karin Tarpinian is approved:

Dr. Alan Wright Date

Timothy Szczepanski Date

Dr. Jose H. Gonzalez, Chair Date

California State University, Northridge

iii

Table of Contents

Signature Page ii

List of Tables v

List of Figures vi

Abstract vii

Section 1: Literature Review 1

Generation Z 4

Benefits of Outdoor Programs 8

Proposal for Outdoor Youth Camp 15

Section 2: Operational Document 20

Section 3: Program Document 53

Section 4: Training Schedule 60

References 67

Appendix A 72

Appendix B 101

Appendix C 104

Appendix D 105

Appendix E 127

iv

Appendix F 134

v

List of Tables

Sign-in/Sign-out Checklist 2.6 31

Core Systems 2.7 33

First Aid Kit List 2.8 39

Gear Trip Request List 2.9 42

Budget 2.14 49

Outdoor Youth Camp Itinerary 3.1 54

Orientation Day Itinerary 4.1 64

vi

List of Figures

Youth Camp O-Drive 2.1 26

Parental Consent Waiver 2.2 27

Visual/Audio Image Release Form 2.3 28

Medical Questionnaire/Emergency Contact Information 2.4 29

Youth Camp Pick-Up Authorization 2.5 30

Pre-Trip Checklist 2.10 45

Injury/Accident Report 2.11 46

Wilderness First Responder SOAP Note 2.12 47

Emergency Runner Form 2.13 48

vii

Abstract

The Development of an Outdoor Youth Camp within a University’s Outdoor Program

By

Karin Tarpinian

Master of Tourism, Hospitality, and Recreation Management in Tourism Management

Outdoor programs have been a beneficial development to the youth since the early 1900s

and has made a great impact on the generations. Focusing on Generation Z, as they start to be

more involved with academics and work, they will need the necessary tools to be able to

complete certain tasks such as soft skills. California State University, Northridge Associated

Students Outdoor Adventures will provide outdoor programming for youth ages 13-17 to be able

to develop the necessary skills to enhance their future. Skills include communication skills,

leadership development, self-confidence, and outdoor hard skills and soft skills. With minimal

outdoor youth camps throughout the California University system, Outdoor Adventures can

provide a rewarding experience for youth in the San Fernando Valley. Due to the need for this

viii

programming, this project is the proposal of an Outdoor Youth Camp within Outdoor

Adventures.

Since 2008, Outdoor Adventures has served hundreds of students within all seven

program areas. Their primary mission is to provide an unforgettable and rewarding experience to

their students. All programming is planned to help our students. Research has shown the rise in

mental health issues within Generation Z and it is cause for concern. Universities are creating

resources to help reduce the mental health issues. Alongside, outdoor programs are one benefit

that help the reduction. Many studies have proven the benefits of outdoor programs for not only

adults but for youth as well.

This project will aim to provide an Outdoor Youth Camp with the main curriculum to be

based on the development of youth. It includes a program document, operational document and

training schedule. Outdoor Youth Camp will be conducted during summer and will be planned

by the professional staff. Programming will be primarily outdoors which involves a Lake Day,

Canyoneering and a 3-day backpacking trip. Throughout each day, the campers will learn hard

and soft skills to help their developmental skills for the future.

1

Section 1: Literature Review

The impact of outdoor education programs has been well documented in the last two

decades (Mcgowan, A. 2016, Bell, B. & Gass, M., 2014, Ewert,A., 2014). Program participants

are able to explore and create lasting memories with friends and family. Throughout the years as

each generation comes along, they will tackle new obstacles, in addition, participants gain

communication skills, leadership development, self-confidence, and hard and soft skills. If there

is a way to help the new generation to conquer their obstacles, there should be a way to help

guide them.

California State University, Northridge Associated Students Outdoor Adventures (OA) is

a non-profit organization that was established in 2008. Since the establishment, there have been

multiple program areas developed within the organization. The program areas include outdoor

trips, the Student Recreation Center Ridge Rockwall, Bike Shop, Camp Matador, Wilderness

Welcomes, teambuilding, and the rental office. In 2019, OA delivered 76 trips and with a direct

impact on 423 students. One area of opportunity identified by OA was the younger population.

The primary objective is to be able to develop an outdoor youth camp ages 13-17 during summer

in the month of June. The camp will provide leadership development skills and knowledge of the

outdoor skills to the youth. Significantly, summer camps have helped provide substantial efforts

to increase positive youth development. In 2015, Audrey Monke wrote an article called “The

Impact of Camp Experiences on Social Skills and Happiness”, surveyed one hundred forty-seven

children who participated in summer camp and they answered fourteen social skills questions.

Only two campers replied with negative responses. And there was also, one hundred fifty-three

campers who answered the “other skills” questions. Seventy-three campers reported no change

and eight reported negative responses. There were positive responses to the summer camp, “as

2

the children and parents in this study reported, they perceived that their camp experience had a

positive impact on both their social skills and happiness” (Monke,2015). This study reports the

impact of camps on youth development. Hence, Outdoor Adventures seeks to increase positive

development within the Generation Z, the benefits of an outdoor program amongst youth and the

reasoning of proposing an outdoor youth camp at Cal State Northridge.

Firstly, adventure is defined as, “simply “about to arrive” but which over time has come

to connote an exciting event that contains elements of risk and/or danger and where the outcome

is uncertain” (Ewert & Sibthorp, 2014, p.4). Adventure plays a key role in the outdoor programs

due to all activities are held in the outdoors and it creates a different element in the program.

Even though adventure creates a sense of risk, the benefits outweigh the risks to an extent.

Outdoor Adventure Education is defined as, “education that focuses on the development of

interpersonal and intrapersonal relationships while participating in outdoor activities that include

attributes of risk and challenge” (Wagstaff & Attarian, 2009, p.15, as cited in Ewert & Sibthorp,

2014, p.5). Education can bring out the best in a child and providing them with a different

experience to learn can be beneficial. The outdoors are not just to partake in physical activity, but

also provides a space for people to learn and grow. Outdoor Adventure Education is set up to

increase self-awareness, self-confidence, and leadership towards participants (Ewert & Sibthorp,

2014). It encourages the participants to get out of their comfort zone and participate in a new

experience. Outdoor programs are meant to allow participants to fully remove themselves in their

current life for a few days of serenity and change.

The creation of Outdoor Programs started in the early 1900s. Boys Scouts and Girls

Scouts started in 1910-1912, their primary objective was to use the outdoors as a way to increase

growth within the youth. In 1941, the first Outward Bound was established in Aberdovy, Wales.

3

20 years later, they also transitioned over to North America to open up schools. Outward Bound

was created by Kurt Hahn, Lawernce Holt, and Jim Hogan. Their “inception as a training and

educational system for strengthening an individual both physically and spiritually, Outward

Bound has emerged as a leading organization in the field of adventure-based education” (Ewert

& Sibthorp, 2014, p.24). In 1965, the National Outdoor Leadership School (NOLS) was created

by Paul Petzoldt in North America. The purpose of NOLS was “developing skilled outdoor

leaders” (Ewert & Sibthorp, 2014, p.24). There was a place for outdoor experiences but not a

place to train instructors to become proficient leaders in the outdoors. Petzoldt wanted to

establish an organization to reduce the risks while out in the field and NOLS was just what he

created. As both these organizations strived over the decades, the training changed as well. Each

year the organization’s training advances to better suit the new generation and to be more

inclusive. No organization can move forward if their training is stagnant each year. They do a

marvelous job of being inclusive and researching the new generation with how to help them in

the backcountry. Outward Bound and NOLS are not the only outdoor programs across the United

States, there are other organizations including non-profit, private and university programs. All

have different purposes but their main goal is to be able to take participants outdoors.

Outward Bound and NOLS incorporate Outdoor Adventure Education that also includes

Experiential Education which “Gilbertson et al. defined experiential education as a method,

profession, and a philosophy (2006)” (Ewert & Sibthorp, 2014, p.7). Outdoor programs utilize

experiential learning in order to create a well-established curriculum for their participants. John

Dewey, a philosopher, and educational reformer analyze that “experiential education is not

merely having an experience in the outdoors; it must follow rigorous scientific principles,

employing relevant learning theories based on systematic testing” (Ewert & Sibthorp, 2014, p.7).

4

Experiential learning creates a pathway for participants to establish communication skills,

leadership development and being more involved in the program. Utilizing outdoor theories and

Kurt Hahn’s focus of the outdoors with its positive impact, CSUN’s outdoor youth camp can

develop an outstanding outdoor curriculum to help the growth of the participants.

Generation Z

Oxford’s Dictionary of Human Resource Management defines it as “the next cohort after

generation Y (the millennials), covers those born from 2000 (although some studies use the mid-

1990s as the start point)” (Heery & Noon, 2017). Generation Z is best known as iGen, those that

are consistently on the internet and with their technology such as their iPhones and iPads. The

growing impact of technology has had tremendous effects on how the generation grew up.

Jean M. Twenge, PhD., an influential author, is an American Psychologist who studies in

generational differences. Her book iGen: Why Today’s Super-Connected Kids Are Growing Up

Less Rebellious, More Tolerant, Less Happy-and Completely Unprepared for Adulthood written

and published in 2017, explains how the Generation Z is growing up compared to the other

generations. Alongside other concerns, one major concern she mentions is that “they are at the

forefront of the worst mental-health crisis in decades, with rates of teen depression and suicide

skyrocketing since 2011” (Twenge, 2017, p. 3). Mental health has been a concern for decades

but for the last 10 years, it has been on a rise due to all the social impacts. As the youth go

through school and life, they succumb to numerous obstacles. And as each year passes by, new

hurdles come their way including but not limited to peer pressure, friends, family, societal

perception and school. Jean goes on throughout the book and writes about ten important trends

that Generation Z is overcoming. The top ten include:

5

“in no hurry (the extension of childhood into adolescence), internet (how much time they

are really spending on their phones-and what that has replaced), in-person no more (the

decline in in-person social interaction), insecure (the sharp rise in mental health issues),

irreligious (the decline in religion), insulated but not intrinsic (the interest in safety and

the decline in civic involvement), income insecurity (new attitudes toward work),

indefinite (new attitudes toward sex, relationships, and children), inclusive (acceptance,

equality, and free speech debates) and independent (their political views)” (Twenge,

2017, p.3).

All ten of the trends written in the book truly show the impact of how time can change an

individual’s growth throughout each year and how the usage of technology can play a big role. It

can have a trigger on their habits in their personal and professional life.

As Generation Z grows up and is part of the working society, their habits including their

work ethic can fluctuate in the work role. It is interesting to observe this generation in the

working environment due to their lack of skills necessary to complete the job. Soft skills are

essential to a job aside from hard skills. Oxford’s Learner’s Dictionaries defines soft skills as

“personal qualities that enable you to communicate well with other people” (Oxford University

Press, 2020). The lack of soft skills can leave a lasting impact not only on a job but in their

personal life. Some soft skills lacking from Generation Z include communication, interpersonal

skills, time management, problem-solving and critical thinking. Even though working with a new

generation can be difficult for older employers, “these generations have grown up in this era of

technology and have a completely different style that companies will have to adjust to" (Smith,

2016). It will always be as a revolving door of companies adjusting to the new generation

coming in and figuring out how to train them. Coming up with new training can push back the

6

company’s time and money but it is a necessity nowadays. If at a young age, Generation Z is

able to retain the necessary soft skills, then they would not have those lacking skills and it will be

easier for them to obtain a job. Soft skills are not only important during a job but also for

creating lasting relationships and communicating with others. They also have a great asset “in

connection with their technical environment and which can appear as a tool or as a milieu in their

life. Other forms of socialization are very difficult for them” (Andrea, Gabriella, Timea, 2016).

Even though they are always on the internet it can have negative impacts, but it can also provide

positive ones as well. They have a higher understanding of technology, are very creative and are

not afraid of change. Generation Z relies on the internet to solve problems and that carries over

in their work. Not all problems can be solved through the internet. Using critical thinking is a big

job responsibility and if they are not able to rely on themselves then it can be a major obstacle.

As Generation Z goes through their obstacles, employers and professors are needing to

change their teaching methods in order to accommodate them better. The new content has to be

based around technology but not all content can be taught through technology such as soft and

hard skills. Even though there might be challenges ahead, “as boomers retire and Gen Z steps up

to the plate, employers and trainers need to revisit training programs and repertoires to evaluate

what will and will not work for learners” (Hart, 2018). As training starts to change, we start to

think if the youth are better equipt while they are young. Thinking about the resources provided

as they grow up, should schools include extra necessary tools to help them as they move forward

in their academic careers and personal life. Each generation transcends new obstacles and all

professionals need to be up to date with the possible changes that can arise. A major obstacle

Generation Z is facing aside from attaining soft skills is their mental health. Each year new

challenges arise for young teens at every angle such as academics, friends, family, etc. As

7

mentioned previously, it has become a cause for concern due to the rise of depression, anxiety

and suicide rates. Greg Lukianoff and Jonathan Haidt have written a book called, The Coddling

of the American Mind: How Good Intentions And Bad Ideas Are Setting Up a Generation For

Failure, it is based on Generation Z and how they are able to go through college in the way they

grew up. The book brings up many examples of the rise in mental health, parenting, and

technology playing a key role in the upbringing of youth. One aspect that stook out in the book

was the rise in the mental health and “beginning in 2010, the percentage of students with anxiety

complaints began to increase. It reached 46% in 2013 and continued climbing to 51% in 2016. It

is now by far the leading problem for which college students seek treatment” (Lukianoff &

Haidt, p. 157). Reviewing the statistics of the increase in mental health clarifies the urgency to

try and figure out a way to help students. Universities offer various resources to help reduce the

amount of stress on students, but if we can reduce them earlier than college than it would

decrease self-harm. As we begin to talk about the possible changes that come out of helping

students, we need to understand their needs and motives.

All in all, as each year passes professionals need to be more aware of their training

methods and more alert of their students. Outdoor Adventures can provide the starting ground to

help students better their future. A few components include leadership, outdoor skills, soft and

hard skills, and communication. If there can be a positive presence in a child's life at a young

age, they can have the right set of skills to be able to be in different environments. As an outdoor

program, the management team strives to help others find themselves in the outdoors and

participate in a new activity. Generation Z will continue to grow in new ways and Outdoor

Adventures will create programs to help them prosper in the future.

8

It is never to early to start gaining experiences and building interpersonal skills. Outdoor

Adventures creates a foundation for student success and understands the potential of growth

within a job and academics. Each department has a set curriculum to help growth within each

student employee. The student employee is able to gain communication skills, leadership

development, and hard and soft skills. With the experiences gained they can help the participants

in the outdoor youth camp to achieve their goals. Youth will be able to pass their knowledge they

gained at the youth camp and help them in their daily life.

Benefits of Outdoor Programs

As the years go by, outdoor programs evolve towards the benefits of the participant’s

needs. We have to be more cautious of what Generation Z needs to strive within our program and

in life. Not only do they need direction but they need a leader who shows they care to be able to

gain experience. There are various reasons why we need an outdoor program and what are the

benefits of having them. Outdoor programs provide a place of safety, leadership, a decrease in

mental health illnesses and a sense of finding oneself in an outdoor environment (Bell, B. 2014,

Rose, L., Williams, I. 2018). Developing an outdoor program is not as simple due to figuring out

what works and what does not. There have been many studies researched on the benefits of

outdoor programs all across from youth to college students (Ewert, A. 2014, Monke, A. 2015,

Bell, B, 2014). The history behind outdoor programs stems all the way back to 1941 with the

establishment of Outward Bound in Aberdovy, Wales.

There are many benefits that outweigh the risks in the outdoors. The outdoors can raise

risks but all outdoor programs go through intense training to reduce the risks as soon as they

enter the outdoors. Previous and current research conducted on the benefits of outdoor activities

and programs proves the probability of effectiveness on the reduction of mental health illnesses

9

and stress among youth and college students. Outward Bound has a few studies which prove

their program benefits their students. One particular study called “An Outcome Evaluation of the

Implementation of the Outward Bound Singapore Five-Day Intercept Program”, conducted in

2014 in Singapore was done through their intercept program for at youth risk dealing with

truancy, dropping out of school and school engagement. The program is for five days which

include rock climbing, backpacking, and a forty-eight-hour solo camping trip near instructors.

There were 136 participants within the study ranging from ages 13-18. They chose the students

by those who missed school at least three days within the last three months without a valid

reason. Participants were selected from six schools in Singapore. There were two groups being

studied, an intervention group that went out on the five-day program and the comparison group

that did not go out but still answered the same questions. Throughout the study, the students from

both groups completed a survey at a one-month post-intervention and three-month follow-up

after the program. The results associated with this study included that the intercept program did

benefit the students. Even though the intervention group did see improvement, the difference to

the comparison group was not that far behind but there was an improvement. With the

improvement, it proves that the “effects of specific Outward Bound programs or outdoor

adventure education programs in general, on school engagement and positive mental health, is

needed” (Lubans et al., 2012, Wang and Peck, 2013 as cited in Ang & Farihah, 2014). Even

though this study was conducted internationally, it still is viable to the age group of CSUN’s

proposed Youth Camp through the age group. The results speak for itself with the improvement

of the youth in the intervention group. Outward Bound is striving with their Intercept Program

still from today, which they have expanded their curriculum from a five-day program to a

twenty-eight to forty-day program.

10

Going forth with the international outdoor programs, there was a study completed in

Germany in 2006 at a German School, where there were two pilot studies conducted. The main

focus was to “investigates potential mental health benefits of outdoor and adventure education

programs” (Mutz & Muller, 2016). The first study, named “Crossing the Alps” was of twelve

fourteen-year-old participants that went on a nine-day hike in the backcountry in the German,

Austrian and Italian Alps. These students used this experience for their challenge project, which

was “based on the values of self-direction, initiative, leadership and personal responsibility”

(Mutz & Muller, 2016). They used a longitudinal design and they asked questions to the

participants two different times. The first reflection was during the first week and the second was

four days after the trip. The second study, named “Friluftsliv” had fifteen undergraduates in the

study. They all were from a German University that were taking the B.A. program Sports

Sciences and they have to partake in the summer excursion. The study had “the excursion

students spent eight days in the wilderness engaging mainly in the following activities: hiking

with backpacks (ca. 10 miles/day), climbing fishing, picking berries, swimming in mountain

lakes and streams” (Mutz & Muller, 2016). This course was more about teaching how to survive

in the backcountry. This was also a longitudinal design where the students answered questions.

The first one was on the first day of the trip and the second was done on the last day. The

measures for this trip are perceived stress, self-efficacy, mindfulness, and subjective well-being.

For the first study, “14-year-old participants reported an increase in life satisfaction,

mindfulness and a decrease in the PSQ Subscale ‘demand’ after a successful nine-day hike

through the German, Austrian, and Italian Alps” (Mutz & Muller, 2016). In the second study,

participants scored higher in life satisfaction, happiness, mindfulness, and self-efficacy and lower

in perceived stress after having spent eight days in the wilderness of the Norwegian

11

Hardangervidda region, miles away from the next locality” (Mutz & Muller, 2016). This study is

one of many, where it depicts the justification of the benefits of outdoor youth programs.

Campers will be able to take away life-long goals including reduced stress, well-being,

confidence, leadership, and self-efficacy at the end of the youth camp. It also depicts that youth

and college students are able to benefit from outdoor programs.

In the United States, there has been research conducted on the importance of outdoor

recreation and the benefits that can help participants in the long run (Ewert, A. 2014, Monke, A.

2015, Bell, B, 2014). There have been many numerous public verbal attacks on school rockwalls

and outdoor recreation programs. Elizabeth Andre, Nathan Williams, Forrest Schwartz, and

Chris Bullard have conducted research in 2017 in their “Benefits of Campus Outdoor Recreation

Programs: A Review of the literature” article based on literature reviews on the benefits of the

outdoors. The research include accusations of verbal comments the public have been making

about outdoor recreation. Not only is it to prove them wrong but “campus outdoor recreation

programs also provide students with benefits in the realms of mental and physical health and

wellness, prosocial connection and interpersonal skills, pro-environmental attitudes, academic

success, employment opportunities, and other transferable skills” (Andre, Williams, Schwartz &

Bullard, 2017). There are multiple reasons why the outdoors and outdoor programs benefit all

ages. CORAA, the Campus Outdoor Recreation Assessment, and Accountability created by

AORE, the Association of Outdoor Recreation and Education to form tools to help outdoor

programs. Their primary objective was to attain literature reviews and “the CORAA working

group identified four categories of outdoor recreation benefits relevant to higher education:

academic, health and wellness, transferable skills, and environmental awareness” (Andre,

Williams, Schwartz & Bullard, 2017). All four categories presented positive outcomes with the

12

literature reviews but there were limitations on studies associated with campus outdoor

recreation. The limited research found does show benefits (Andre, Williams, Schwartz &

Bullard, 2017). It shows that not many studies have been conducted and if campuses are willing

to take out outdoor programs, there must be a change. It is easy to take out the rockwall at the

campus gym to save money but the impact would be greater than monetary value. As multiple

groups try and help the existence of outdoor programs, the research shows that the benefits will

outweigh the public comments (Andre, Williams, Schwartz & Bullard, 2017).

The seminal work of Ward (2008), “Perceptions of Risks and Benefits of an Outdoor

Adventure Experience” explores “the subjective nature of the relationship between the

perceptions of risk and benefit of climbers on Mt. Whitney” (Ward, 2008, p. vi). There has

always been a discussion of why people participate in risky outdoor activities such as rock

climbing, mountaineering, backpacking, etc. These activities can lead to injuries and we wonder

if the benefit outweighs the risks. The study delves deep into the relationship between risk and

benefits. Everyone is intrigued by the notion of risk but understanding the concept of why and

how people would put themselves in that situation for just a few minutes of joy. For Withney’s

study, she uses a Q methodology to understand the viewpoints of the participants. Understanding

the risks and benefits of an individual’s reasoning for partaking in an outdoor activity can be

difficult as well because every individual perceives risk differently. Their definition of fun and

risk is not the same for each person. This study began in May 2005 at the Whitney Portal

trailhead. To attain prospective participants for the study, they interviewed thirty hikers ranging

from twenty-four years old to sixty-three years old who volunteered their time to partake in the

study. Questions were asked based on risk, benefits and their chosen trails. Within the

interviews, there were themes found across the answers which included:

13

“sense of accomplishment, appreciation for nature, bonding with others, experience,

physical/mental challenge, improved health, and escape. Eight themes that focused on the

perception of risk emerged as well. These themes were: no risk, possibility of death,

injury to self and others, falling, harsh cold environment, altitude-related issues,

bear/animal encounters, and poor group dynamics” (Ward, 2008, p. 72-73).

This specific study done in 2005 was a pilot study to help accumulate data for the main study

that took place with the Q methodology. The themes generated from the answers the voluntary

hikers gave were the starting point and it showed the similarity within each hiker. The main

study had participants that “will be selected based on theoretical sampling to get a greater

representation of climbers’ viewpoints” (Ward, 2008, p. 77). Attaining a broader pool of people

to participate in the study helps with the variety and difference within each hiker that attempts

Mt. Whitney. Fourty-eight participants were chosen for this study and “will be recruited in

person at Withney Portal trailhead on Mt. Whitney and two national outdoor recreation

conferences” (Ward, 2008, p. 78). Also, the Whitney Portal Store message board will be another

main resource to find participants for this study. All participants were either interviewed at the

trailhead or emailed the open-ended questions including their demographic information.

Alongside the interview, they “were asked to sort forty-four statements that came from a

concourse developed from a previous pilot work which collected data from Mt.Whitney” (Ward,

2008, p. 122). Although it may be hard to research and measure risks and benefits, it is still an

important component to understanding outdoor activities. Within this study, “it was

environmental or situational variables that influenced and changed risk perceptions” (Ward,

2008, p. 120). Every situation will depict that individual’s decisions and it is hard to measure at

that moment in time if they will be making the correct decision. This study proves that no matter

14

if your experienced or not, risk will always have a triumphant effect on outdoor activities. It will

be difficult to pinpoint the main concent on why exactly people partake in risky outdoor

activities but it was proved that there is not one reasoning behind it. This study depicts the notion

of being able to experience the outdoors even though there will be risks generated with the

experience. Throughout this paper, I have been mentioning the benefits outweigh the risks and

they truly do. All outdoor programs are aimed to help participants find a greater meaning within

their life and “risk is inherent in climbing Mt. Whitney as it is to some degree in every aspect of

life” (Ward, 2008, p. 138). It is not just climbing Mt. Whitney but going on a small hike can help

impact someone’s life in a greater aspect. If we are able to start the impact at a younger age, it

will help children grow up and become impactful human-beings. Life is hard as it is and as

children grow up they will experience different difficulties. As of right now, Generation Z is

experiencing this specific impact and will be continuing as the years go by. With Generation Z

on the rise, they will need to attain leadership, self-confidence, interpersonal skills and

communication are just a few components the outdoors can help the youth develop the necessary

soft skills they need.

With the evidence proven within the research, it shows that Generation Z will greatly

benefit from participating in outdoor programs. Creating an outdoor youth camp within CSUN’s

Outdoor Adventure can help the youth ages 13-17 grow and help them find themselves. This

camp will improve the campers with communication skills, leadership development, and hard

and soft skills. There will be risk associated with the activities the campers will partake in but

with the highly certified trained staff, they will develop the proper skills to be rewarded at the

end of the camp. This camp will provide a new experience for the campers and they will be able

to attain new soft and hard skills.

15

Proposal for Outdoor Youth Camp

CSUN Associated Students Outdoor Adventures strives to provide a new and rewarding

experience for its participants. Throughout the years, each department has developed and

impacted participants for the greater good. The Outdoor Leadership Program has helped increase

but not limited to leadership skills, self-confidence, communication, and hard and soft skills. The

Bike Shop teaches students how to build and repair their own bikes. The Student Recreation

Center Ridge Rockwall helps to conquer and overcome people’s fears of heights and have the

ability to learn a new hobby. Teambuilding develops organizations and teams to be better with

one another on a more communicational level and working as a team. Camp Matador welcomes

freshmen into college through an outdoor environment and helps them open-up to create a sense

of community before starting their first semester at CSUN. Within all the developmental stages

over the years throughout the programs, they all are based on ages 18 and over. Outdoor

Adventures does not provide a program for the youth to be able to experience the same benefits

as our other departments do. If we are able to provide this program, we will be helping present

and future generations attain necessary skill sets.

From the beginning, the research I have been attaining was generating around Generation

Z, outdoor programs and their benefits, but mainly to help the youth have an outdoor experience.

California State University of Northridge is located in Los Angeles mainly in the San Fernando

Valley. Within “California is home to nearly 500 institutions of higher learning” (“California

Colleges”, 2019). There are multiple different colleges including the California Community

Colleges System, University of California System, and California State University System.

Though there are many colleges, not all offer an outdoor youth camp and not even an outdoor

program to start. A few outdoor programs within a college include California State University of

16

Northridge, Pomona College in Claremont, California State Polytechnic University of Pomona,

Sacramento State University, University of California Los Angeles, and the University of

Redlands. The majority of these schools are well known for their outdoor programs, especially

for their outdoor programs. UCLA’s outdoor program is a water sport and sports-driven. This

camp is targeted for Kindergarten to twelfth grade and provides a 12-week camp with different

programs each week. A few of their activities include swimming, basketball, Rockwall,

kayaking, skateboarding, theater, and outdoor cooking. Sacramento State University has an

outdoor youth program called “Peak Adventures”. The camp is targeted for ages eight to

seventeen and a few activities include white water rafting, outdoor rock climbing and cave

exploring. CSUN has a youth camp but it is geared towards ages four to eleven called “Sunny

Days Camp”. The camp is yield toward sports recreation including swimming, sports, Rockwall,

and field trips. These are just a few examples of University outdoor youth camps within

California.

Even though CSUN already has a youth camp, their focus is not the outdoors and they do

not provide a camp for ages thirteen to seventeen. If Outdoor Adventures can provide an outdoor

youth camp, then CSUN will be set with camps from ages four to seventeen, including Camp

Matador a camp for incoming freshmen. Campers can stay with the CSUN community since

their youth and end up going to college at the university. This can increase university enrollment

and the campers will be already comfortable with the school. With the comfortability, they are

able to have school spirit and their involvement would increase. Another reason for Outdoor

Adventures to have an outdoor youth camp is because not that many outdoor emphasized

summer camps are around in the San Fernando Valley. The Child and Family Guidance Center

has a directory called “Summer Camps and Recreational Directory” specifically for the

17

Northridge area. This “directory includes programs from Department of Parks and Recreation,

Community Colleges, LAUSD, the Boys and Girls Club, YMCA and much more. We have also

listed our favorite overnight summer camps: Camp Bob Waldorf, UCLA UniCamp, and

Woodcraft Rangers’ Stanly Ranch Camp” (“Summer Camps and Recreational Directory”, 2019).

All the programs are targeted towards youth from ages three to seventeen, but dependent on the

program there is an age range. There are 3 overnight camps which programs within Northridge

are offering during the summer through this directory. A few are located within the Los Angeles

area but others are offered close to the Los Angeles area. The following are just a few from many

offerings. Camp Bob Waldorf “is a residential summer camp that provides therapeutic

recreational activities for children between the ages of 9 and 17. The campsite is located on 112

acres in the Verdugo Hills, Glendale. There are 5 to 12 days sessions available. Campers live in a

cabin with peers and trained counselors. Everyday activities are: sports, arts, swimming,

horseback riding, hiking, and more” (“Summer Camps and Recreational Directory”, 2019).

Woodcraft Rangers’ Stanley Ranch Camp “is a residential summer camp that provides

recreational activities for children between the ages of 7 and 13 who are primarily from low-

income families. The campsite is located at Blue Sky Meadow in Big Bear Lake, California”

(“Summer Camps and Recreational Directory”, 2019). UCLA UniCamp “is a non-profit

organization that extends scholarships to children from low-income families. Overnight summer

camp for children ages 10 to 17. The camp is not equipped to handle children with special needs,

such as: campers who require any special services or assistance, and campers who require special

treatment. The campsite is located at Camp River Glen, in the San Bernardino National Forest”

(“Summer Camps and Recreational Directory”, 2019). There are also teen programs through

Los Angeles Parks called “Youth Employment Internship Program (YEIP)”. The program offers

18

camp counselor and leadership training, crime scene investigation and leadership training and

outdoor education and leadership training for ages eleven to seventeen. The teen program also

includes activities such as “rock climbing, hiking, horseback riding, backpacking, fishing,

canoeing, kayaking, sailing, snowboarding, mountain biking and camping” (“Summer Camps

and Recreational Directory”, 2019). These are just a few programs out of many that are being

offered to the youth within the Los Angeles area. Even though these offerings are a lot there are

only a couple that is an outdoor leadership focused such as the Youth Employment Internship

Program. There are more sports-driven and water-driven camps within the directory. This proves

that there are not enough offerings for outdoor leadership weeklong summer camps for the youth

within the San Fernando Valley.

Referencing the U.S. Census Bureau “2013-2017 American Community Survey 5-Year

Estimates”, there is approximately 393,054 youth under the age of 18 within the San Fernando

Valley as of 2017 (U.S. Census Bureau, 2010). We will not find out the current U.S. Census until

April 2020 when the population will be counted again since it gets entirely re-counted every ten

years. CSUN Outdoor Adventures Outdoor Youth Camp has spots for eight participants with

each weekly camp. With the estimate of the 393,054 youth, there should be enough campers to

have an interest in the camp if well marketed. The camp will be a five-day outdoor leadership

camp experience. On the first day, the campers will be going to Castaic Lake to kayak and stand

up paddleboard. Towards the end of the day, they will be practicing rappelling at the Student

Recreation Center Rockwall. The second day, they will be going to Mt. Baldy for canyoneering.

The third day to the fifth day, the campers will be going backpacking at the Jennie Lakes

Trailhead in Sequoia National Forest. Each camper will be having an evaluation at the end to be

able to tell their guardians that they were rewarded at the end of the camp. The camp will include

19

leadership components, learning hard skills such as technical skills and growing soft skills. Each

day the campers will learn a new skillset with daily activities.

All in all, the focus of Generation Z will have a lasting impact on other generations in the

future. If we are able to help them attain the necessary skill sets such as soft skills, leadership,

and communication it can go a long way. The aim of the outdoor youth camp is to allow the

youth to have a new experience and help their growth in achieving goals. Hopefully, as more

research starts to develop for outdoor programs targeting for Generation Z, people can start to

see the pattern of the benefit of these programs. We already see the benefits of the current

research. Although, there are outdoor options around the San Fernando Valley creating a specific

program within a university can impact the camper into creating a future at CSUN. This outdoor

youth camp will be a new venture for CSUN’s Outdoor Adventures but with the background of

Camp Matador, Teambuilding and the Outdoor Leadership Program, the camp will strive to

create a rewarding experience for the campers.

20

Section 2: Operational Document

Welcome

This document will provide various components of the formation of CSUN AS Youth Camp. It

will allow the reader or fellow employee to understand the steps in providing the youth camp to

its fullest potential. Associated Students Outdoor Adventures started in 2008 and since

developed into a multi-program organization. With programs and areas including Trips, Rental

Center, the Ridge Rockwall, Camp Matador, Teambuilding, Wilderness Welcomes, and Bike

Shop. The newest addition to Outdoor Adventures is Youth Camp developed in 2019. Youth

Camp is meant to provide an unforgettable adventure with the ability to learn soft and technical

skills to teens ages 13-17. They will be given an opportunity to explore their adventure side

through various activities included but not limited to kayaking, canyoneering, and a backcountry

backpacking experience. This manual will help guide the readers through the adventures and

creation of the Youth Camp.

Mission Statement

Youth Camp is a program to allow youth from ages 13-17 to be able to explore their inner

adventure and to learn technical outdoor skills with developmental skills.

Vision

We strive in providing an unforgettable experience to the youth while exploring through various

activities. We want each camper to grow from their experience and gain the ability to become

leaders in their future years. And to take away hard and soft skills which they can take with them

in their future adventures in the outdoors.

21

Learning Outcomes

The learning outcomes are not limited to the following:

● The campers will learn hard and soft skills in kayaking, backcountry/backpacking,

outdoor ethics, and camping craft.

● The campers will learn technical hard skills including how to pack a backpack, map &

compass, set up & break down camp, backpacking stoves & water filtration, safety while

canyoneering and kayaking.

● Campers will be able to improve their communication skills by becoming the leader for

one of the days of camp they will be assigned too.

● Campers will understand the importance of the outdoors in compass with the 7 Leave No

Trace principles that they will apply throughout the week of camp and their future.

Staff

General Expectations/Program Outcomes are not limited to the following:

● As a staff of Outdoor Adventures, all will be abided by the rules presented in this manual

and follow all policies/procedures not just within the Youth Camp but with Outdoor

Adventures as a whole.

● All staff needs to come to work alert, aware and ready to work.

● They need to meet all the qualifications if they want to work.

● Staff will be able to identify any safety concerns throughout the week of camp and apply

the correct decision making throughout each situation.

● All staff members need to apply the training they have received from administrative staff

and utilize all necessary resources provided for them.

22

● Remembering all policies and procedures in time of an emergency.

● Remembering all policies and procedures in time of an emergency and demonstrate

critical thinking.

Administration

● Outdoor Adventures Manager: Tim Szczepanski

o In charge of various training, communication with the Alumni Association,

helping with budget and communication with any university administrations.

● Outdoor Adventures Coordinator: Christopher Whitesides

o In charge of various training, help with budgeting of the youth camp, helping with

programming, communication with other Associated Students programs.

● Camp Director: Karin Tarpinian

o Qualifications

▪ You must possess knowledge of the outdoors. You must be CPR and

Wilderness First Responder certified. You must be able to lift up to 40

pounds. Demonstrate the ability to change a car tire, put on chains, and

jump-start a van. You must possess good leadership, oral and written

communication skills. Employees need to be enthusiastic and personable.

Experience using, handling, and maintaining outdoor equipment is

preferred. Must possess a current driver’s license.

▪ Must have experience in planning and organizing outdoor outings.

▪ The camp director needs to be able to communicate with the Outdoor

Adventures Manager and Coordinator.

o Responsibilities/Duties

23

▪ Plan dates for camp

▪ Reserve any sites necessary for the week's activities

● Castaic Lake Aquatic Center

● Camping reservations

● Backcountry permits

▪ Marketing (website, flyer for alumni & aquatic center)

▪ Provide training for staff

▪ T-shirt order for camp & staff

▪ Update manual

▪ Create necessary items needed for camp

▪ Communicate weekly w/ Outdoor Adventure manager and coordinator

Trip Leaders (Day Outing: Depending on Activity)

● Qualifications

o You must be CPR and Wilderness First Aid Certified. You must be able to lift up

to 40 pounds. Employees need to be enthusiastic, responsible, personable and

willing to learn. You must possess good leadership, oral and written

communication skills. Experience using, handling, and maintaining outdoor

equipment is preferred. Must possess a current driver’s license.

● Responsibilities/Duties

o Must supervise campers at all times

o Must help out with any camp needs

o Needs to possess a positive attitude

Trip Leaders (Backcountry Outing)

24

For a backcountry outing, there should be at least 1 primary trip leader and 1 secondary trip

leader.

● Qualifications

o Primary Trip Leader

▪ You must possess knowledge of the outdoors. You must be CPR and

Wilderness First Responder certified. You must be able to lift up to 40

pounds. Demonstrate the ability to change a car tire, put on chains, and

jump-start a van. You must possess good leadership, oral and written

communication skills. Employees need to be enthusiastic and personable.

Experience using, handling, and maintaining outdoor equipment is

preferred. Must possess a current driver’s license.

o Secondary Trip Leader

▪ You must be CPR and Wilderness First Aid Certified. You must be able to

lift up to 40 pounds. Employees need to be enthusiastic, responsible,

personable and willing to learn. You must possess good leadership, oral

and written communication skills. Experience using, handling, and

maintaining outdoor equipment is preferred. Must possess a current

driver’s license.

● Duties

o Primary Trip Leader

▪ Teach, instruct, and mentor new staff members. Lead and facilitate

outdoor experiences for teens of skill levels. Ensure safe operations, risk

management at all times and ensure teen’s safety. Facilitate team building

25

activities. Research trips and plan new trips. Explain how to use and

properly set up outdoor equipment. Attend training trips and weekly trip

leader meetings. Other duties as assigned.

o Secondary Trip Leader

▪ Support the Primary Trip Leader during extended trips. Execute single day

trips. Ensure safe operations, risk management at all times and ensure

teen’s safety. Facilitate team building activities intended for teens.

Demonstrate and teach how to use and properly set up outdoor equipment.

Other duties as assigned.

Contacts

● Outdoor Adventures Manager-Tim Szczepanski: 818-415-0145

● Outdoor Adventures Coordinator- Christopher Whitesides: 209-403-9168

● A.S. Executive Director-Patrick Bailey: 818-677-3640

● A.S. Risk Manager-Daniela Cross: 310-429-7919

● O.A. Management: 818-677-7625 or 818-677-7399

● O.A. Office: 818-677-4453

● A.S. Main Office: 818-677-2389

26

Documentation

● All documentation is located in the O-drive under Youth Camp

Youth Camp O-Drive 2.1

27

Parental Consent Waiver 2.2

28

Visual/Audio Image Release Form 2.3

29

Medical Questionnaire/Emergency Contact Information 2.4

30

Youth Camp Pick-Up Authorization 2.5

31

Pick-up/ drop-off procedures

Sign-in/sign-out checklist; procedures for late pick-up

● Each camper will be signed in and signed out by the authorized person on

their form and staff member.

● If the authorized parent/guardian cannot pick their child up, we ask the

person who is picking them up that is not on the authorization form and

has a proper Identification card. The parent has to call in advance that they

will not be picking their child up.

● If late, there will be a late fee charge of $10 every half an hour late.

● Drop off time: 8:00 am

● Pick up time: 5:00 pm

● Sign-in/Sign-out located in the O-drive under the Youth Camp folder

Sign-in/Sign-out Checklist 2.6

32

Medical Insurance Information

● At all Outdoor Adventure trips, if anything medically happens to a participant then

Associated Students will cover their bill.

Risk Information/Inherent Risks

As an outdoor program, we strive for our staff to have the proper training and make sure all

activities are safely conducted. Although we are extremely cautious during the activities, we

cannot control the inherent risks that take place. As we work with youth, we will run into more

risks depending on the activity and environment. Our staff will be prepared to withstand any risk

that will come their way. To try and prevent any risk, we will be sending home a list of what to

bring, to prevent some inherent risks that may take place.

Some common inherent risks include sun exposure, dehydration and sleep deprivation. Sunburn

will be common due to sun exposure and we can prevent it by using sunscreen. Our staff will be

making sure the campers are drinking water, but if the camper isn’t then they will be dehydrated.

And dehydration can lead to more health risks. While in the backcountry, campers will not be as

comfy sleeping and can lead to them not being able to sleep. This can cause sleep deprivation

due to not sleeping well. The first night of sleep is always the hardest and staff will be on call, if

campers need anything. These are just a few common inherent risks that can occur while in the

outdoors.

33

Core Systems 2.7

The main functions of the outdoor operations include:

Staff Activities Participants/Campers

Administration Transportation Information

Emergency Communication Facilities and response

Risk Assessment of the Camp

Assessing the client group:

● Youth: Ages 13-17 years old

● Trip Leaders

Assessing the Activity:

● Risks

○ Campers not being well prepared and/or not capable of completing the activity

○ Gear Malfunction

○ The trip leader not being prepared for the inherent risks that might come up

during an activity

○ Driving to the location

Assessing the Location:

● Risks

34

○ Road and weather conditions get worse over time during the activity

○ Not being able to get any help quickly in the backcountry

○ The trail might not be visible

○ Animals in the area

Assessing the Degree of Supervision:

● Trip leaders being alert and aware at all times

● All campers will be under supervision during each activity.

● Staff is allotted break time depending on the length of work (6 hours has a 15-minute

break and 8 hours has a 30-minute break), if in need of assistance while on break it can

cause some risk if in need of the staff member. But if leading a trip, staff will only get 15

minutes due to guiding participants.

Supervision

Camper Ratio (Provided by American Camping Association)

● 9–14 years 1:8 for overnight and 1:10 for day

● 15–18 years 1:10 for overnight and 1:12 for day

● There will be at least 2 staff at all times with the campers at all times.

Tent Accommodations

● All boys and girls will be sleeping in separate tents unless parent requests

for their child to be put in a single tent.

● Tents that will be provided are 4-person tents.

Lesson Plans and Progressions

35

● All lessons plans will be resourced through the Technical Skills for

Adventure Programming written by Mark Wagstaff and Aram Attarian

○ Backpacking and canoeing will be taken out of this book. It is

located in the O-drive under Youth Camp.

Transition/washrooms/lunch supervision

● Transition (during activities)

○ There will be multiple transitions throughout the camp including

in-between activities and going to and from places. A few

transitions include but are not limited to:

■ Driving: All activities will take place in different facilities,

which consists of driving with a twelve-passenger van.

■ Canyoneering Training at the Ridge Rockwall: Belaying

the campers up the wall during training.

■ Canyoneering: Rappelling down from the canyon and

transitioning from one route to the other. As one transition

from the canyon, the next participant has to fireman belay

them.

● Washrooms

○ There will always be 3 people (ex: 2 campers and a staff member)

going to the washroom together. Due to protection and any

incident that can arise.

● Lunch Supervision

36

○ There should be all staff present during lunchtime and making sure

no camper is wandering around without any supervision.

Participant matching

● If a camper has a friend, then they can be paired up together, but the

parent has to let us know prior to camp starting.

● Participant matching is to make sure all campers are present, and it allows

for campers to have a responsibility to watch out for their camper friends.

● Staff can play games to ensure all campers are present including:

○ Yelling “Partner Match-Up!” And then each camper must find

their partner and link up arms.

○ Each camper can have a number assigned to them and when the

staff says, “Countdown!” Then all campers should count off their

numbers from the start.

Strategies for different age groups

● Each camper will be paired up with their close to age camper. If it is not

possible than we can pair them up with other age groups to have a ‘mentor

role’.

● The mentor role can help the older campers find a leadership role.

● Also, playing different types of games can help bridge the gap of different

age groups and it can help them bond with one another. The trip leader can

always ask the teambuilding supervisor for assistance prior to the trip to

come up with games. (Ex: Ninja, card games, team building games)

37

Residence Supervision

● For an overnight trip, trip leaders will always be present. They are allowed though

to have a 15-minute break. During the night, trip leaders will go to their own tents

but will be on alert if anything happened or if a camper needs something.

Facilities & Equipment

● Facilities

○ All staff has gone to each location prior to the camp for training.

■ Castaic Lake (Aquatic Center): We have an all-staff training in August to

ensure all trip leaders are well known in the area.

■ Mt. Baldy: Staff who will be leading the canyoneering trip have been to a

canyoneering training at this location.

■ Rock wall (Canyoneering Training): Staff will use the Ridge Rockwall in

the Student Recreation Center to train for canyoneering prior to going to

Mt. Baldy. All staff has been trained to belay at the Rockwall before

leading the Canyoneering trip with a canyoneering certified trip leader.

■ Jennie Lakes, Sequoia National Forest: Staff leading the backpacking

portion have previously led a Sequoia Backpacking trip with an Outdoor

Adventures trip during the semester.

● Equipment

○ Each activity has its own specific gear that needs to be taken by the trip leader.

The office staff usually checks out all the gear prior to the trip but it is still the trip

leader’s responsibility to double-check gear prior to the trip going out.

○ All equipment pulling is dependent on how many participants are on the trip.

38

○ Kayaking and Paddle boarding (Castaic Lake-Aquatic Center):

■ 2 First Aid Kits

■ All other equipment is provided by the Aquatic Center.

○ Canyoneering:

■ For this equipment, Tim or Christopher will be pulling the equipment for

canyoneering due to their certification. The office staff is not responsible

for this equipment.

■ Office Staff will be checking 2 first aid kits.

○ Camping:

■ The office staff will be pulling out gear depending on how many campers

are registered for the camp. The gear list is provided on the next page.

■ Office staff will be checking 2 first aid kits.

○ Backpacking:

■ The office staff will be pulling out gear depending on how many campers

are registered for the camp. The gear list is provided on the next page.

■ Office staff will be checking 2 first aid kits.

39

First Aid Kit List 2.8

Name:

Date:

Check # Item

Section: Wound Care/Blister/Burn

1 Blister and Burn Dressing

4 Anti-Itch Cream/ 1 Ivarest

1 Wound Closure Strip

10 Triple Antibiotic Ointment

1 Biohazard Bag

10 Bandaid

4 Alcohol Wipe

1 Duct Tape

2 Moleskin Sheet

5 Various Sized Sterile Sponges

2 1 Inch Athletic Tape Roll

1 Gauze Bandage

40

Section: Medication and Instruments

1 Trauma Sheers

1 Safety Pin

1 Tweezers

2 Temp Dot Thermometer

1 Wilderness Medicine Book (NOLS)

1 Soap Note Form

1 Pencil

1 Irrigation Syringe

8 Ibuprofen/Advil

6 Anatihistamine

2 Benadryl

1 Lighter

1 Nail Clippers

2 Aloe Vera

2 Anti-Nausea

1 Glucose Tablets

41

Section: Fracture/Sprain Section

1 Athletic Wrap

1 Triangular Bandage

1 SAM Splint

Section: Bleeding CPR

1 Face Shield

2 Latex Glove Pair

3 8x10 Gauze Pad

6 Tampons

2 Tincture of Benzoin

42

Gear Trip Request List 2.9

43

Emergency Response Plan

The Outdoor Adventures Manual contains the missing camper, emergency response plan

and fire/evacuation/weather/medical emergency procedures. Please locate Appendix A at the end

of this document. All staff is required to read and understand these procedures prior to going on a

trip. They will always also carry an Outdoor Adventures Manual with them in the field.

Safety & Communication Equipment

● Inreach Devices: During the backcountry portion of the camp, the trip leaders will

have an Inreach device in which they will communicate with the Outdoor

Manager and Coordinator.

● They will send a text message every night that they are in the backcountry with a

short sentence saying they are okay and what time they will be heading to the trail

the next day.

● A more detailed description is in the Outdoor Adventures Manual located in

Appendix A.

Accident Follow up; Accident Reports

● While preparing for each day’s excursion, the trip leaders have a set checklist of

paperwork they need to take out on trips.

● Each day trip leaders will take with them:

○ Trip Packet Form:

■ Campsite reservations and copies of pertinent driver’s license

■ Permits and copies of pertinent driver’s license

■ Third-party tickets/reservations (bungee, surfing, kayaks, etc.)

44

■ Participant Evaluations

■ Directions to and from each location

○ Runner Packet Form:

■ Roster/emergency contact list

■ Waivers and registration forms

■ Injury/Accident Forms (3)

■ Emergency Runner Forms (3)

■ Witness Report Forms (3)

■ Soap Notes (3)

■ OA Manual

45

Pre-Trip Checklist 2.10

46

Injury/Accident Report 2.11

47

Wilderness First Responder SOAP Note 2.12

48

Emergency Runner Form 2.13

49

Budget

● The budget might subject to change due to items needed and/or price change once getting

closer to the date of camp.

● Trip leader compensation will be taken out of the worker compensation budget. The rest

of the budget will be taken out of the programming budget.

Budget 2.14

Direct cost

Indirect cost

Item Cost

Item Cost

Equipment

Equipment

Fuel $30.00

Stoves 2 x $85 =$170

Food $200.00

Aquatic Center

Equipments N/A

Gas $500.00

First Aid Kits 2 x $100 = $200

T-shirt $100.00

MSR Stoves 3 x $105 = $315

Rental of Van

(equipment) $250.00

Backpacks 10 x $250 = $2,500

Total $1,080

Sleeping Bags 10 x $250 =$2,500

Sleeping Pads 10 x $20= $200

Marketing

Bear Boxes 8 x $80 = $640

50

Brochures (2 sided

postcards for 100

Quant.) $37.14

Go Box

(included w/

materials) 1 x $150=$150

Tents 5 x $400= $2,000

Facilities & Land

Ropes 2 x $250= $500

Harnesses 10 x $50= $500

Carabiners 4 x $10 = $40

Fees & Permit

Helmet 10 x $65= $650

Backpacking Permit free / $15 per person

Water Filters 3 x $90= $270

ATCS 4 x $18= $72

Overhead Total $10,707.00

Additional Youth

Camp Insurance $700-1,000

Marketing

Labor and Consultant

Website N/A

Livescan

Fingerprinting

Standard Fee ($22) + Child

Index ($15) = $37 x 5 staff

= $185

Aquatic Center

Staff Fee $185.00

Facilities & Land

Infield Staff Cost

2 days (drive days) x 8

hours = 16 + 12 hours (full

day) = 28 hours 28 x $14.25

SRC N/A

51

= $399 $399 x 3 staff =

$1,197

Safesport Training $20 x 5= $100

Rent/Utilities N/A

Total $1,667

Aquatics Center N/A

Fees & Permit

CUA

(Dependent of

Location) N/A

Overhead

Van

maintenance $2,000.00

OA secondary

insurance $589.00

AS insurance $550-1,000 for the year

Fusion, online

sales (SRC Cost)

In Reach Device $59.85/month

Van Insurance

& Maintance $3,000.00

Labor and Consultant

52

Tim

$63797 / 37462

(Benefits)

Chris

$51418 / 32888

(Benefits)

Karin $15.75 per hour / Tuition

Training

2 Training Days x 4

hours = 8 hours hours x

$14.25 = $114 x 5 staff =

$570

53

Section 3: Program Document

Pre-Camp

Camp Activities/Programs

● The itinerary is based on the main activities each camp day. Each camp can hold different

activities but for the first camp, it should stick to a simple camp.

● Activities include:

○ Castaic Lake:

■ On the morning of this day at Castaic Lake, the campers will be tie-dying

their camp shirts before they go out in the lake.

■ Learning to kayak and stand up paddleboard

■ Location: 32132 Castaic Lake Dr, Castaic, CA 91384

■ Contact: Castaic Lake CSUN Aquatic Lake, Manager,

AquaticCenter@csun.edu

■ Have to reserve the day during winter break to make sure the dates are free

for camp

○ Canyoneering Training

■ Training will occur on the first day after Castaic lake, it will take about 2

hours

■ Location: SRC Rockwall

■ The training will include knots, safety procedures, safety calls, fireman's

belay, comfortability with rappelling, questions

○ Canyoneering

■ Dependent on the water level, the location is generally at:

54

● San Antonio Falls, Mt. Baldy

■ Trip Leaders: Have to be at least American Canyoneering Association

Level 1 to be able to lead this day trip and have a WFR/WFA

○ 3-day Backpacking or Camping Trip

■ Dependent on the weather and reservation, this part of camp will depend

on the location

■ Location: Jennie Lakes Wilderness, Sequoia National Forest

● Backup: Angeles National Forest

■ Have to keep up to date with the weather up until the week of camp, make

the final call about this part of the camp a couple of days prior

Outdoor Youth Camp Itinerary 3.1

Day 1 Day 2 Day 3 Day 4 Day 5

Staff

(Ratio 10

youth:1

adult)

3 3 3 3 3

8:00 am-

8:30 am

Drop Off; Quick ice

breaker game

(string goals); Make

wood cookie name

tags

Drop Off

Drop Off;

make sure all

participants

have

equipment

Wake Up;

Breakfast;

Clean up

Camp

Wake Up;

Breakfast

55

9:00 AM

Castaic Lake; Tie-

dying camp shirts at

the lake

Canyoneering at Eaton

Canyon Leave CSUN Trailhead

On the

trail

10:00

AM Castaic Lake Canyoneering On the road

On the

trail

11:00

AM Castaic Lake Canyoneering On the road

On the

trail

12:00

PM Lunch at the Lake

Lunch at picnic tables at

Mt. Baldy visitor center

Lunch on the

road

Lunch on

Trail Lunch

1:00 PM Driving back to

CSUN Driving Back to CSUN

2:00 PM

Back at CSUN;

Canyoneering

Training at the SRC

Rockwall

Back at CSUN; Go over

itinerary for a

backpacking trip, how to

pack a backpack

seminar, expectations,

answer questions

3:00 PM Training

Outdoor Games (Ex:

obstacle course,

Scavenger Hunt)

Back at

CSUN;

unpack

4:00 PM Training; Create

Reflection Journals Reflection Journals

Goodbye

circle

56

5:00 PM Pick Up Pick Up Dinner Dinner Pick Up

6:00 PM Clean Up; Get

ready for bed

Clean Up;

Get ready for

bed

7:00 PM

Reflection

Journals; Relax

Time

Reflection

Journals;

Relax Time

8:00 PM

Go over

itinerary for the

next day; Relax

time

Go over

itinerary for

the next day;

Relax Time

9:00 PM Bedtime Bedtime

Post-Camp

● Discussion with the campers

○ There will be a debrief with the campers after each day of camp.

○ The campers will be writing in their reflection journals, which our program

provides for the campers.

Journal Reflection Questions

June 24 (First Day of Camp: Castaic Day)

● What is it you want to gain out of this week?

57

● Reflect your first day, what parts of the day did you enjoy the most?

● What did you find challenging for the day?

June 25 (Canyoneering)

● What are some of the key points of the day that made you feel you went out of your

comfort zone?

● How did you overcome going past your comfort zone?

June 26 (Camping)

● What made you curious today?

● Are there any aspects of the backpacking trip you are worried about?

June 27 (Backpacking)

● What surprised the most about yourself today?

● Where did you encounter struggles today, and what did you do to deal with it?

● What did you learn today?

June 28 (Last Day: Backpacking/Going Back to CSUN)

● Reflect on your thinking, learning and experiences throughout the entire week. What

were you most proud of?

● What is one challenge of the week you will take away and use it to motivate you in the

future?

● What was your favorite part of the week? Favorite activity?

Discussion with the staff

○ There will be a debrief with the entire staff after each day of camp.

○ Debrief include:

58

■ Firstly, one staff member would explain the day from morning to end

(timeframe and events)

■ Rose, bud, thorn Debrief

● Rose: An event that went well during the day

● Bud: Something you are looking forward to for the next day

● Thorn: An event that did not go well during the day

■ Explain some challenges that arose during the day and how we can

improve them.

● At the End of Camp Tasks

○ Cleanup

■ Vans: Outdoor Adventures has its own van maintenance staff which cleans

the vans after each trip

■ Gear: All gear has to be aired out and cleaned the day after of the return

from the trips

● Canyoneering Gear: Layout all ropes used from the trip, so they

can air dry and put back in the storage room upstairs

● Backpacking/camping:

○ Cooler: Clorox wipes inside the cooler

○ Tents: Put up a tent outside, sweep inside and air out for a

couple of hours (dependent on smell and wetness)

○ Backpacks: Clean inside and make sure none of the

campers left anything inside them or damaged it

59

○ Sleeping Bags: Turn them inside out and put inside the

laundry bin to be cleaned

○ Propane: Take them back to the C-train

○ Water Filters: Take apart and air out filters (if dirty then

replace them with a new one)

○ Coleman Stoves: Clean them with Clorox wipes

○ MSR Stoves: Make sure the stove is not damaged

○ Go-Box: Clean all equipment

○ Input Evaluations

■ Evaluations will be completed by the campers on the last day of camp

which will be inputted into our data after camp is over.

■ URL: https://baseline.campuslabs.com/csun/oa2018

○ Student Evaluations

■ All the campers will be demonstrating certain skill sets and knowledge

they have learned throughout the week.

■ You can view the Student Evaluation in Appendix B

60

Section 4: Training Schedule

Training: Pre-camp Training / On-site Training

There will be multiple pieces of training and certifications conducted prior to camp. Once

the staff is set then you can schedule the pieces of training depending on their schedules. Some

training will be conducted online, and others will be on-site. The on-site training is dependent on

the availability of who is hired to provide the training. Some training can be conducted through

Associated Students Human Resources. Training is a viable part of running a youth camp. You

want to be extra careful and make sure all the parts are covered.

During winter break, the camp director needs to set a meeting with human resources and the

risk manager for associated students to discuss what needs to be done before camp starts. With

the meeting, you will be able to plan the spring semester according to the pieces of training and

the plan.

● Live Scan all staff at CSUN Department of Police Services

o All staff needs to be live scanned if working with youth

o https://www.csun.edu/police/livescan-notary

o $22.00 per staff member

o It takes a few days for processing

● Boys Scouts Youth Protection (Online):

o https://www.scouting.org/training/youth-protection/

o Account for my.scouting.org

▪ Username: OutdoorAdventures19

▪ Password: Kayak1#s

61

▪ Security Answer #1: White Van

▪ Security Answer #2: Trip Leader

● Safe Sports (Online):

o https://safesport.org/training

▪ $20.00 per person

▪ Covers the following: Mandatory Reporting, Sexual Misconduct

Awareness Education, Emotional and Physical Misconduct

o https://www.olympic.org/athlete365/courses/safeguarding-athletes-from-

harassment-and-abuse/

● Praesidium Training

o Sexual Prevention Training

o 8 High-Risk Activities for day and overnight camps

▪ https://website.praesidiuminc.com/wp/wp/dayovernightcamps/

● Trip Leader Manual

o Given to each trip leader when they are hired onto Outdoor Adventures

● Mandatory online training through CSUN Associated Students on Target Solutions

include:

o HIPAA training

o Bloodpathegons

o Sexual Harassment

o Extreme Temperatures

o Workplace Diversity

o Slips, Trips, Falls and Prevention

62

o Back Injury Prevention

o Hazard Communication

o Injury and Work-related Illness

● EDU: Eliminate Campus Sexual Misconduct Prevention Program (CSU)

● Defensive Driving

● Association for Experiential Education Accreditation

o Refer to Appendix C for AEE Accreditation Certificate

Training Orientation

● Orientation will be conducted in one day which will cover the itinerary for the week of

camp, get resources ready, last-minute training

● The orientation training should be conducted either the day before camp or a few days

prior to camp.

● This training is to make sure everything is set to go for the camp

● Dependent on how many trip leaders will be working youth camp, I will meet them

individually to go over risk management

63

Orientation Day Itinerary 4.1

Start Time End Time Activity

8:00 AM 8:30 AM ● Introduction/ Ice Breakers

8:30 AM 9:30 AM ● Risk Management Training

(Go over emergency plans,

policies & procedures once

more)

9:30 AM 10:00 AM ● Itinerary for the week

● Staff assignments

10:00 AM 12:00 PM ● Gas up Vans/ Get gear ready

● Any last-minute resources

12:00 PM 1:00 PM ● Lunch

1:00 PM 2:00 PM ● Goals/ Expectations

● Questions

2:00 PM 3:00 PM ● Team Building Exercise

3:00 PM 4:00 PM ● Debrief the Day

● Closing Circle

64

Summer Backpacking Training Trip for Staff

● Risk Management Training/Prep Day

○ This day will be conducted a day prior to the backpacking training trip

○ Coverage: Trip Leader Manual, emergency procedures, policies, and procedures,

pulling out gear, food shopping

● In the field training

○ Location: Desolation Wilderness in Lake Tahoe (Backcountry)

○ When: Depending on the year it usually is either in July or August

○ How long: The training is usually for one week

○ Why: The purpose of this training is to allow the staff to demonstrate decision-

making skills, increase their knowledge of hard and soft skills, be ready in any

situation in the backcountry. There will be two groups, each group starting on

different sides of the trail and they will meet each other during mid-week.

● Itinerary for Group A and B

○ Located in Appendix D

Winter Backpacking Training Trip for Staff

● Risk Management Training/Prep Day

○ This day will be conducted a day prior to the backpacking training trip

○ Coverage: Trip Leader Manual, emergency procedures, policies, and procedures,

pulling out gear, food shopping

● In the field training

○ Location: Grand Canyon National Park (Backcountry)

○ When: During winter break in January

65

○ How long: The training is 5 days

○ Why: The purpose of this training is to allow the staff to demonstrate decision-

making skills, increase their knowledge of hard and soft skills, be ready in any

situation in the backcountry, being exposed to different elements and environment

● Itinerary

○ Located in Appendix E

Emergency Response; WFR/WFA/First Aid/CPR

● Found in the Trip Leader Manual located in the Operations Document

Mandated Reporter - Child Abuse: Mandated Reporter Training for California (EDU)

● This training will be conducted through either the online training or the on-site training

conducted through CSUN.

● As of right now, it will be conducted on target solutions (online source).

● It takes about half an hour to complete.

● You can ask Outdoor Adventures management to help provide access to the course or call

Daniela Cross from Risk Management.

○ https://www.targetsolutions.com/company-blog/mandated-reporter-training-

course-updated-for-california/

Employee Issues

Sexual Harassment/Child abuse/sexual misconduct

● EDU: Eliminate Campus Sexual Misconduct (USU)

● The training is provided online through CSUN Human Resources.

● It is located on the myNorthridge Portal- Training and Development Tab

66

● If you need help to access or navigate through the course, please contact

Sophia Vegas at sophia.vegas@csun.edu or Heather Kennedy at

heather.kennedy@csun.edu

ADA (Americans with Disabilities Act)

• CSUN Associated Students Outdoor Adventures strives to allow all participants on our

trips but need to follow the Essential Eligibility Criteria.

o The Essential Eligibility Criteria we follow by is REI’s Outdoor School and

NOLS is located at Appendix F

o As a program, we are in the process of creating our own Essential Eligibility

Criteria.

• NCOD: Deaf and Hard of Hearing Services

o If we have enough time to make accommodations for participants who are hard of

hearing or deaf, we can reserve an interpreter for the participant.

QPR (Question. Persuade. Refer.) Training

● To help trip leaders understand the foundation of mental health first aid and know how to

respond to participants who are not stable.

● This training will be conducted in our trip leader meetings on Wednesday night from 6:00

pm-8:00 pm. We will set one meeting just for this training and bring someone in to train

our staff.

67

References

Measuring Positive Youth Development at Summer Camp: Problem Solving and Camp

Connectedness. (2010). Research in Outdoor Education, 10(1), 1-12.

Williams, I., Rose, R., Raniti, L., Waloszek, M., Dudgeon, M., Olsson, B., . . . Allen, P. (2018).

The impact of an outdoor adventure program on positive adolescent development: A

controlled crossover trial. Journal of Outdoor and Environmental Education, 21(2), 207-

236.

Mutz, M., & Müller, J. (2016). Mental health benefits of outdoor adventures: Results from two

pilot studies. Journal of Adolescence, 49(June), 105-114.

Benton Alexander Smith. (2016). Teaching soft skills to Generation Z. Idaho Business Review,

Idaho Business Review, Dec 20, 2016.

Lukianoff, G., & Haidt, J. (2018). The coddling of the American mind: How good intentions and

bad ideas are setting up a generation for failure.

Twenge, J. (2017). IGen: Why today's super-connected kids are growing up less rebellious, more

tolerant, less happy-- and completely unprepared for adulthood (and what this means for

the rest of us) (First Atria books hardcover ed.).

Webber, A. (2019). Encourage healthier habits among Generation Z, employers urged.

Occupational Health & Wellbeing, Occupational Health & Wellbeing, June 19, 2019.

Bencsik, A., Horváth-Csikós, G., & Juhász, T. (2016). Y and Z Generations at Workplaces.

Journal of Competitiveness, 8(3), 90-106.

68

Hart, D. (2018). Gen Z - Training To Unlock A Generation’s Potential: Learning what makes

Gen Z tick. Training and Development Excellence Essentials, Training and Development

Excellence Essentials, Jun 2018.

Heery, E., & Noon, M. generation Z. In A Dictionary of Human Resource Management. : Oxford

University Press. Retrieved 1 Jan. 2020, from https://www-oxfordreference-

com.libproxy.csun.edu/view/10.1093/acref/9780191827822.001.0001/acref-

9780191827822-e-2097.

Ang, R., Farihah, N., & Lau, S. (2014). An outcome evaluation of the implementation of the

Outward Bound Singapore five-day “intercept” program. Journal of Adolescence, 37(6),

771-778.

Hattie, J., Marsh, H., Neill, J., & Richards, G. (1997). Adventure Education and Outward Bound:

Out-of-Class Experiences That Make a Lasting Difference. Review of Educational

Research, 67(1), 43-87.

Wang, M., & Peck, S. (2013). Adolescent Educational Success and Mental Health Vary Across

School Engagement Profiles. Developmental Psychology, 49(7), 1266-1276.

Simons-Morton, B., & Rusan Chen. (2009). Peer and Parent Influences on School Engagement

Among Early Adolescents. Youth & Society, 41(1), 3-25.

Sandford, R., Armour, K., & Warmington, P. (2006). Re‐engaging disaffected youth through

physical activity programmes. British Educational Research Journal, 32(2), 251-271.

69

Mahoney, J., Cairns, B., & Farmer, T. (2003). Promoting Interpersonal Competence and

Educational Success Through Extracurricular Activity Participation. Journal of

Educational Psychology, 95(2), 409-418.

Lubans, David R., Plotnikoff, Ron C., & Lubans, Nicole J. (2012). Review: A systematic review

of the impact of physical activity programmes on social and emotional well‐being in at‐

risk youth. Child and Adolescent Mental Health, 17(1), 2-13.

Larson, R. (2000). Toward a psychology of positive youth development. The American

Psychologist, 55(1), 170-183.

Fredricks, J., & Eccles, J. (2006). Is Extracurricular Participation Associated With Beneficial

Outcomes? Concurrent and Longitudinal Relations. Developmental Psychology, 42(4),

698-713.

Rose, L., Williams, I., Olsson, C., & Allen, N. (2018). Promoting Adolescent Health and Well-

Being Through Outdoor Youth Programs: Results From a Multisite Australian Study.

Journal of Outdoor Recreation, Education and Leadership, 10(1), 33-51.

Cotton, S., & Butselaar, F. (2013). Outdoor adventure camps for people with mental illness.

Australasian Psychiatry, 21(4), 352-358.

Sandberg, D., Martin, B., Szolosi, A., Early, S., & Casapulla, S. (2017). Developing student

leaders in campus outdoor recreation programs: An appreciative inquiry. Journal of

Outdoor Recreation, Education and Leadership, 9(1), 113-127.

Gregg, A. (2009). Journal Assignments for Student Reflections on Outdoor Programs. Journal of

Physical Education, Recreation & Dance (JOPERD), 80(4), 30-38.

70

Bell, B., Gass, M., Nafziger, C., & Starbuck, J. (2014). The State of Knowledge of Outdoor

Orientation Programs: Current Practices, Research, and Theory. Journal of Experiential

Education, 37(1), 31-45.

Andre, E., Williams, N., Schwartz, F., & Bullard, C. (2017). Benefits of campus outdoor

recreation programs: A review of the literature. Journal of Outdoor Recreation,

Education and Leadership, 8(2), 15-25.

Ward, W., Ewert, Alan, Kelley, Ken, McCormick, Bryan, & Russell, Ruth. (2008). Perceptions

of Risks and Benefits of an Outdoor Adventure Experience, ProQuest Dissertations and

Theses.

Schwab, K., & Dustin, D. (2014). Engaging Youth in Lifelong Outdoor Adventure Activities

through a Nontraditional Public School Physical Education Program. Journal of Physical

Education, Recreation and Dance, 85(8), 27-31.

Anonymous. (n.d.). Lecture Notes on Historical Development of the Outdoor Education

Movement. [Lecture Notes]. Retrieved from:

http://www.csun.edu/~vcrec004/rtm351/Lecture%20Notes%20on%20History%20of%20

OE.pdf

Bell, B., Holmes, M., & Williams, B. (2010). A Census of Outdoor Orientation Programs at

Four-Year Colleges in the United States. Journal of Experiential Education, 33(1), 1-18.

List of the Best 752 Colleges in California for 2019. (n.d.). Retrieved from:

https://collegestats.org/colleges/california/.

(n.d.). Retrieved from https://www.recreation.ucla.edu/summercamps.

71

Sunny Days Camp. (2019, November 18). Retrieved from: https://www.csun.edu/usu/sunnydays.

Adventures, P. (n.d.). Youth Summer Camps. Retrieved from:

http://www.peakadventures.org/Summer_Camp/index.php.

California Colleges and Universities. (n.d.). Retrieved from: https://www.free-

4u.com/Colleges/California-Colleges.html.

Summer Camps and Recreational Directory. (2019). Retrieved from:

https://www.childguidance.org/product/summer-camps-and-recreational-resource-

directory/

Barton, B. (2009). Safety, risk and adventure in outdoor activities. Los Angeles: SAGE.

Ewert, A. W., & Sibthorp, J. (2014). Outdoor adventure education: foundations, theory and

research. Champaign: Human Kinetics.

Tolan, J., Finney, C., & Walker, I. (1996). Play Across The Life Span.

Mcgowan, A. (2016). Impact of One-Semester Outdoor Education Programs on Adolescent

Perceptions of Self-Authorship. Journal of Experiential Education, 39(4), 386-411.

Monke, A. (2015). The impact of camp experiences on social skills and happiness. Camping

Magazine, 88(6), 46-48,50-51.

Soft skills. Oxford Learner’s Dictionaries. (2020). Retrieved from

https://www.oxfordlearnersdictionaries.com/us/definition/english/soft-

skills?q=soft+skills

72

Appendix A

73

74

75

76

77

78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99

100

101

Appendix B

Outdoor Youth Camp: Student Evaluation

Name: __________________ Staff: _________________ Date: ________________

Campers must be able to demonstrate the following skills and knowledge at the end of the camp:

Kayaking

❏ Demonstrate Basic Paddle Strokes

❏ Demonstrate proper posture while sitting on a kayak

Backcountry/Backpacking

❏ How to Pack a Backpack

❏ The camper needs to be able to explain the function/the 3 cores of a backpack (top

zone, core zone, bottom zone) and describe each zone

❏ Map & Compass

❏ Campers should be able to identify 10 map symbols

❏ Basic Parts of a compass

❏ Orient map and adjust declination

❏ Backpacking Stoves (MSR & Pocket Rocket)

❏ Campers need to remember at least 5 parts of the backpacking stove

❏ Camper should know how to explain how to start the stove

❏ Backcountry Water Filtration

❏ Identify 4 ways of water filtration in the backcountry

102

❏ 1. Water Pump

❏ 2. Iodine Pills

❏ 3. Boiling Water

❏ 4. Katadyn Water Filters

❏ Demonstrate the knowledge of which filtration should be used first in the case of

emergency of gear failure

Outdoor Principles

❏ Leave No Trace Principles

❏ Campers should be able to understand and identify all 7 leave no trace principles

including hand signals

❏ 1. Plan Ahead and Prepare

❏ 2. Travel and Camp on Durable Surfaces

❏ 3. Dispose of Waste Properly

❏ 4. Leave What You Find

❏ 5. Minimize Campfire Impacts

❏ 6. Respect Wildlife

❏ 7. Be Considerate of Other Visitors

Camping Essentials

❏ Putting up a Tent

❏ Ability to set up a tent

❏ Apply decision making while setting up a tent (ex: location, weather, etc.)

❏ Breaking down a Tent

103

❏ Ability to break down a tent

❏ Putting tent back into the tent bag correctly

❏ Kitchen Set-up

❏ Understanding how to set up a kitchen in the frontcountry while evaluating the

environment

❏ Understanding how to set up a kitchen in the backcountry while evaluating the

environment

❏ Knots

❏ Figure 8

❏ Overhand

❏ Clove Hitch

❏ Girth Hitch

Comments/achievements/growth:

104

Appendix C

105

Appendix D

Group A

Start

Time

End

Tim

e

Activity/Teachi

ng Topic

Location/P

resenter (s) Description

Teaching

Expectat

ions

Group A: Leaders: (Choose for the Day from Observers)

Day 1: 7/22/19

6:30 AM

Show up and Pack

Vans OA Office

7:00 AM Take Off

12:00

PM

1:00

PM Lunch at Bishop

4:00 PM

Arrive at Kit

Carson

Campground Kit Carson

4:00

PM

5:00

PM

Front Country Camp

Set-up

How to set up a tent,

where to set up, bear-

triangle, etc.

Kitchen/h

and

washing

table

106

5:00

PM

5:30

PM

Campsite Set-up

Practice

Everyone

(Game?)

Practice how to set up

Camp

5:30

PM

6:00

PM Relax Everyone

6:00

PM

6:30

PM

Front Country Kitchen

Set-up

Frontcountry set-up (3

bin cleaning system;

separating pans/knives

when appropriate for

food accommodations;

where to set up;

cleaning, etc.)

6:30 PM Dinner/Start Fire Everyone

Group A: Help w/

dinner

Group B: Learn how to

start a fire

7:30 PM

Fireside

Chat/Expectations

Everyone

(Leading: )

Set Goals as a group &

personal write it out;

high/low, expectations,

set intentions, intro new

leaders of next day, why

STT is important

107

8:00

PM

8:30

PM

Feedback and

Debriefing Leading:

Reasons why debriefing

is valuable,

experiences?

importan

ce,

quality

feedback,

how to

give/recei

ve

8:30 PM

Bombproofing at

night (Knowledge

Drop)

go over what needs to

be done at the end of the

night on trips

food

storage,

garbage,

fire, gear,

tents,

kitchen

9:30 PM Bed

Day 2: 7/23/19 Echo Chalet to Tamarack (3.6) Leaders: (Choose for the day)

6:00 AM Wake Up Kit Carson

6:30 AM

Quick Breakfast/Tear

Down Kit Carson

7:00 AM Drop Secondaries off

to their trailhead and

108

park their van at

Bayview

8:00 AM

How to pack a

backpack

Kit Carson/

Group A & B:

30 minutes Seminar;

15 minutes to debrief ABC's

8:45 AM Leave

9:45 AM Arrive at Echo Chalet

10:00 AM

Finish

Packing/Snacking Echo Chalet

11:00 AM Trailhead

12:30

PM

1:00

PM Lunch on trail

1:00 PM Back on Trail

1:00

PM

3:00

PM Arrive Tamarack

3:00

PM

3:30

PM

Back Country

Kitchen/Camp Set-up

Where to store food and

cook, bombing, dispose

of waste; Where to set

up tents

Bearmud

a

Triangle

3:30

PM

4:00

PM Water Filtration

109

4:00

PM

5:30

PM Free Time Everyone

5:30

PM

6:00

PM Backcountry Stoves

MSR, Pocket Rocket

(Check Knowledge

drop)

6:00

PM

7:30

PM Dinner

Separate Food

Groups

7:30

PM

8:15

PM Poop School

How to properly poop

in the backcountry; 30

Minute Seminar, 15-

minute debrief

Lnt,

methods,

participan

t check-

ins

8:15

PM

9:00

PM Debrief

Lead by

Leaders of the

Day

Highs/lows,

expectations, goals, new

leaders for the next day

(itinerary for the day)

9:00 PM Bedtime

Day 3: 7/24/19 Tamarack to Clyde (5.4 miles) Leaders: (Choose for the day)

6:30 AM Wake Up Tamarack

110

7:00

AM

8:00

AM

Start Breakfast/ Tear

down camp Tamarack

8:00

AM

8:45

AM Leave No Trace

30 minutes Seminar; 15

minutes to debrief

7

Principles

; Hand

signals

9:00 AM Hit the Trail Everyone

11:45

PM

12:0

0 PM Blister and Foot Care

12:00

PM

1:00

PM Lunch On trail

1:00 PM Hit the Trail Everyone

5:00 PM Arrive Clyde

5:00

PM

5:30

PM Camp Set Up Everyone

5:30

PM

6:15

PM Free Time Everyone

6:15

PM

7:15

PM Dinner Everyone

111

7:15

PM

8:30

PM

Risk Management

Round Table; GPS;

Wetness Management

Decisions and their

impacts, inherent risks,

Case Study

8:30

9:00

PM Debrief

Leaders of the

day

Highs/lows,

expectations, goals, new

leaders for the next day

(itinerary for the day)

9:00 PM Bedtime

Day 4: 7/25/19 Clyde to Maud (6.4 miles) Leaders: (Choose for the day)

6:30 AM Wake Up Clyde

7:00 AM Breakfast Clyde

8:00

8:30

AM Have camp torn down Everyone

8:30

AM

9:30

AM Map and Compass Whole Group Together

Orienting

map,

parts of

the map,

shoot a

bearing

112

9:30

AM

10:0

0

AM Layering Group A & B:

Layering in different

weather (hot, cold,

snow, etc). importance,

layering system, active

vs. rest, types/materials

importan

ce,

layering

system,

active vs.

rest,

types/mat

erials

10:00 AM Hit the Trail Everyone Part ways

12:30

PM

1:30

PM Lunch on trail

1:30 PM Hit the Trail everyone

5:30 PM Arrive to Maud Maud

5:30

PM

6:00

PM Set up Camp everyone

6:00

PM

7:00

PM Dinner

Separate Food

Groups

7:00

PM

8:00

PM Debrief

Leaders of the

day Highs/lows,

expectations, goals, new

113

leaders for the next day

(itinerary for the day)

8:00

PM

9:00

PM Freetime everyone

9:00 PM Bedtime everyone

Day 5: 7/26/19 Maud to Rockbound (4.5 miles) Leaders: (Choose for the day)

6:00 AM Wake Up Everyone

6:30

AM

7:00

AM

Breakfast/Tear down

camp Everyone

7:00

AM

11:0

0

AM Have camp torn down Everyone

8:30

12:0

0 Hike out

12:00 Arrive at Van

Rockbound

Trailhead

12:30

PM

1:30

PM Burger Lounge

1:30 PM

Head to Bishop

(French Camp)

114

1:30

PM

4:30

PM On the Road

4:30 PM Make it to Camp

French Camp,

Bishop

4:30

PM

5:30

PM Set Up Camp/Relax

5:30

PM

6:30

PM Dinner

Group B: Help w/

dinner

Group A: Learn how to

start a fire

6:30

PM

7:30

PM Debrief

7:30

PM

8:00

PM

Get Ready for Hot

Springs

8:00

PM

10:0

0 PM Hot Springs

10:00 PM Bedtime

Day 6: 7/27/19 Back to CSUN

7:00 AM Wake Up

French Camp,

Bishop

115

7:30

AM

8:30

AM

Breakfast and break

down camp

9:00 AM

Get on Road back to

CSUN

9:00

AM

12:0

0 PM On the Road

12:00

PM

1:00

PM Lunch

1:00

PM

3:00

PM On the road

3:00 PM Back at CSUN

Group B

Star

t

Tim

e

End

Tim

e

Activity/Teachin

g Topic

Location/

Presenter

(s) Description

Teaching

Expectations

Group B: Leaders: (Choose for the day)

Day 1: 7/22/19

116

6:30 AM

Show up and

Pack Vans OA Office

7:00 AM Take Off

12:0

0

PM

1:00

PM Lunch at Bishop

4:00 PM

Arrive at Kit

Carson

Campground Kit Carson

4:00

PM

5:00

PM

Front Country

Camp Set-up

How to set up a tent,

where to set up, bear-

triangle, etc.

Kitchen/hand

washing table

5:00

PM

5:30

PM

Campsite Set-up

Practice

Everyone

(Game?)

Practice how to set up

Camp

5:30

PM

6:00

PM Relax Everyone

6:00

PM

6:30

PM

Front Country

Kitchen Set-up

Front country set-up (3 bin

cleaning system;

separating pans/knives

when appropriate for food

117

accommodations; where to

set up; cleaning, etc.)

6:30 PM Dinner/Start Fire Everyone

Group A: Help w/ dinner

Group B: Learn how to

start a fire

7:30 PM

Fireside

Chat/Expectation

s

Everyone

(Leading:

)

Set Goals as a group &

personal write it out;

high/low, expectations, set

intentions, intro new

leaders of next day, why

STT is important

8:00

PM

8:30

PM

Feedback and

Debriefing Leading:

Reasons why debriefing is

valuable, experiences?

importance,

quality feedback,

how to

give/receive

8:30 PM

Bombproofing at

night

(Knowledge

Drop)

Go over what needs to be

done at the end of the

night on trips

food storage,

garbage, fire,

gear, tents,

kitchen

9:30 PM Bed

Day 2: 7/23/19 Rockbound to Maud (4.5 miles) Leaders: (Choose for the day)

118

6:00 AM Wake Up Kit Carson

6:30 AM

Quick

Breakfast/Tear

Down Kit Carson

7:00 AM

Drop Secondaries

off to their

trailhead and

park their van at

Bayview

8:00 AM

How to pack a

backpack

Kit

Carson/

Group A

& B:

30 minutes Seminar; 15

minutes to debrief ABC's

8:45 AM Leave

9:45 AM

Arrive at

Rockbound

9:45

AM

10:4

5

AM

Finish

Packing/Snackin

g

11:00 AM Hit the Trail

119

12:3

0

PM

1:00

PM Lunch

1:00 PM Back on Trail

1:00

PM

3:00

PM Arrive Maud

3:00

PM

3:30

PM

Back Country

Kitchen/Camp

Set-up

Where to store food and

cook, bombing, dispose of

waste; Where to set up

tents

Bearmuda

Triangle

3:30

PM

4:00

PM Water Filtration

4:00

PM

5:30

PM Free Time Everyone

5:30

PM

6:00

PM

Backcountry

Stoves

MSR, Pocket Rocket

(Check Knowledge drop)

6:00

PM

7:30

PM Dinner

Separate

Food

Groups

120

7:30

PM

8:15

PM Poop School

How to properly poop in

the backcountry; 30

Minute Seminar; 15

minutes to debrief

LNT, methods,

participant check-

ins

8:15

PM

9:00

PM Debrief

Lead by

Leaders of

the Day

Highs/lows, expectations,

goals, new leaders for the

next day (itinerary for the

day)

9:00 PM Bedtime

Day 3:7/24/19 Maud to Clyde (6.4 mile) Leaders: (Choose for the day)

6:30 AM Wake Up Maud

7:00

AM

8:00

AM

Start Breakfast/

tear down camp Maud

8:00

AM

8:45

PM Leave No Trace

30 Minute Seminar; 15

minutes to debrief

7 Principles;

Hand Signals

9:00 AM Hit the Trail Everyone

11:4

5

PM

12:0

0

PM

Blister and Foot

Care

121

12:0

0

PM

1:00

PM Lunch On trail

1:00 PM Hit the Trail Everyone

5:00 PM Arrive Clyde

5:00

PM

5:30

PM Camp Set Up Everyone

5:30

PM

6:15

PM Free Time Everyone

6:15

PM

7:15

PM Dinner

separate

food

groups

7:15

PM

8:30

PM

Risk

Management

Round Table;

GPS; Wetness

Management

Decisions and their

impacts, inherent risks,

Case Study

8:30

9:00

PM Debrief

Leaders of

the day Highs/lows, expectations,

goals, new leaders for the

122

next day (itinerary for the

day)

9:00 PM Bedtime

Day 4: 7/25/19 Clyde to Tamarack (5.4 miles) Leaders: (Choose for the day)

6:30 AM Wake Up Clyde

7:00 AM Breakfast Clyde

8:00

8:30

AM

Have camp torn

down Everyone

8:30

AM

9:30

AM

Map and

Compass Whole Group Together

Orienting map,

parts of the map,

shoot a bearing

9:30

AM

10:0

0

AM Layering

Group A

& B:

Layering in different

weather (hot, cold, snow,

etc). importance, layering

system, active vs. rest,

types/materials

importance,

layering system,

active vs. rest,

types/materials

10:00 AM Hit the Trail Everyone Part ways

12:3

0

PM

1:30

PM Lunch on trail

123

1:30 PM Hit the Trail everyone

5:30 PM Arrive to Maud Maud

5:30

PM

6:00

PM Set up Camp everyone

6:00

PM

7:00

PM Dinner

Separate

Food

Groups

7:00

PM

8:00

PM Debrief

Leaders of

the day

Highs/lows, expectations,

goals, new leaders for the

next day (itinerary for the

day)

8:00

PM

9:00

PM Free-time everyone

9:00 PM Bedtime everyone

Day 5: 7/26/19 Tamarack to Echo Chalet (3.6 miles) Leaders: (Choose for the day)

6:00 AM Wake Up Everyone

6:30

AM

7:00

AM

Breakfast/Tear

down camp Everyone

124

7:00

AM

11:0

0

AM

Have camp torn

down Everyone

8:30

12:0

0 Hike out

12:00 Arrive at Van

Echo

Chalet

12:3

0

PM

1:30

PM Burger Lounge

1:30 PM

Head to Bishop

(French Camp)

1:30

PM

4:30

PM On the Road

4:30 PM Make it to Camp

French

Camp,

Bishop

4:30

PM

5:30

PM

Set Up

Camp/Relax

125

5:30

PM

6:30

PM Dinner

Group B: Help w/ dinner

Group A: Learn how to

start a fire

6:30

PM

7:30

PM Debrief

7:30

PM

8:00

PM

Get Ready for

Hot Springs

8:00

PM

10:0

0

PM Hot Springs

10:00 PM Bedtime

Day 6: 7/27/19 Back to CSUN

7:00 AM Wake Up

French

Camp,

Bishop

7:30

AM

8:30

AM

Breakfast and

break down camp

9:00 AM

Get on Road

back to CSUN

126

9:00

AM

12:0

0

PM On the Road

12:0

0

PM

1:00

PM Lunch

1:00

PM

3:00

PM On the road

3:00 PM Back at CSUN

127

Appendix E

Start

Time

End

Time

Activity/Teaching

Topic

Location/Presenter

(s) Description

Day 1: 1/11/20

6:00 AM Meet up and Start Packing Van Outdoor Adventures Office

7:00 AM Leave

12:00

PM

1:00

PM Lunch Needles (TBD)

5:00 PM Arrive at Mather Campground

5:30

PM

6:15

PM Set Up Camp

6:15

PM

6:45

PM Stoves/Filters Mather Campground

Backcountry

stoves we

use (msr,

pocket

rocket,

jetboil); 4

ways of

filtration

(water

128

pump,

iodine pills,

boiling,

Katadyn

Gravity

Filters)

6:45

PM

8:00

PM Dinner

8:00

PM

8:30

PM

Itinerary for the next day;

Expectations

8:30 PM Bedtime

Leaders: (Choose leaders for the day)

Day 2: 1/12/20 Bright Angel Trailhead to Bright Angel Campground (9.5 Miles)

6:00

AM

7:00

AM Wake Up; Breakfast

7:00

AM

8:00

AM

Pack up and get ready to leave

to Visitor Center Need to take Blue Route Shuttle

8:00

AM

8:30

AM

Shuttle to Trailhead/Leave Van

at Visitor Center

9:00 AM Bright Angel Trailhead

129

12:00

PM

1:00

PM Eat Lunch at Trailhead

1:00

PM

1:45

PM Poo School/LNT Seminar On Trail (If we find a good spot)

How to

properly

poop in the

backcountry;

Leave No

Trace 7-

Principles;

30 Minute

Seminar; 15

minutes to

debrief

1:45

PM

5:00

PM On the Trail

5:00

PM

5:45

PM

Arrive at Bright Angel

Campground; Set Up Camp

5:45

PM

6:30

PM Winter Cooking Bright Angel Campground

Cooking

driven by

how to keep

warm, what

are key

130

ingredients

to use,

recipes, tips;

30-minute

seminar with

15 minute

debrief

6:30

PM

7:30

PM Dinner

7:30

PM

8:30

PM

Itinerary for the next day;

Expectations

Leaders: (Choose leaders for the day)

Day 3: 1/13/20 Bright Angel Campground to Indian Garden Campground (5 Miles)

6:00

AM

7:00

AM Wake Up; Breakfast

7:00

AM

8:00

AM

Pack up and get ready to leave

camp

8:00

AM

8:45

AM Geology Of Grand Canyon

The environment we will be hiking

in, how the Grand Canyon Form,

131

etc.;30-minutes w/ 15 Minute

Debrief

8:45 AM Hit Trail

12:00

PM

1:00

PM Lunch on Trail

1:00

PM

4:00

PM On the Trail

4:00 PM Arrive at Indian Garden

Campground

4:00

PM

5:00

PM Set Up Camp

5:00

PM

5:45

PM Winter WFA

Cold related injuries: Hypothermic

wrap, sunburn, white out, snow

blindness and frostbite

5:45

PM

6:45

PM Dinner

6:45

PM

8:00

PM

Itinerary for the next day;

Expectations, Goals

8:00 PM Bedtime; Free Time

Leaders: (Choose leaders for the day)

132

Day 4: 1/14/20 Indian Garden Campground to Bright Angel Trailhead (4.5 Miles)

6:00

AM

7:00

AM Wake Up; Breakfast

7:00

AM

8:00

AM

Pack up and get ready to leave

camp

8:00 AM Hit Trail

8:00

AM

12:00

PM On the Trail

12:00

PM

1:00

PM Lunch

1:00

PM

4:00

PM On Trail

4:00 PM Arrive at Bright Angel

Trailhead

4:00 PM Take Shuttle Back to Visitor

Center Take Blue Route Shuttle

4:30 PM Arrive at Mather Campground

133

5:00

PM

6:00

PM Set Up Camp and Relax

6:00

PM

7:00

PM Dinner

7:00

PM

8:00

PM

Itinerary for the next day;

Expectations, Goals

Day 5: 1/15/20 Mather Campground (Heading Home)

6:00

AM

7:00

AM Wake Up; Breakfast

7:00

AM

8:00

AM

Pack up and get ready to leave

camp

8:00 AM Hit the Road

8:00

AM

12:00

PM Lunch Needles (TBD)

6:00 PM Arrive at CSUN

134

Essential Eligibility Criteria (EEC)

Appendix F

REI Outdoor School Essential Eligibility Criteria is applicable to all Outdoor School

participants.

The REI Outdoor School program has been developed to offer the outdoor enthusiast

opportunities to experience and enjoy outdoor recreation at its finest. The Outdoor

School’s goal is to inspire and educate people at all skill levels through classroom and

field-based educational opportunities.

To help you identify the skills you will need to successfully participate in REI Outdoor

School programs, REI has developed the following Essential Eligibility Criteria (EEC). The

criteria are applicable to all program participants. If you are unable to meet certain criteria,

please contact us; we may be able to assist you with a reasonable accommodation unless it

would change the fundamental nature of the course, would compromise your safety and the

safety of other participants or instructors, or would place an undue financial or

administrative burden on REI.

Use the following table to help you determine the eligibility criteria for the type of course

you are taking.

135

If you are taking… Read the following sections of this

document…

• A classroom or store-

based course

• Universal EEC

• A field-based course • Universal EEC

• Outdoor Program EEC

• Any activity-specific EEC, that applies

to the particular activity of the course or

outing you’re participating in,

including:

o Cycling

o Paddling

o Outdoor photography

o Snow sports

o Backpacking

o Rock climbing

o Mountaineering

Each participant must be able to...

• Perceive and comprehend the inherent risks of the activity, including, but not

Universal EEC

( )

136

limited to, the ones previously identified by REI Instructors.

• Stay alert and focus attention for the duration of the class or outing.

• Effectively signal or notify REI Instructors or other students of personal

distress, injury or need for assistance.

• Manage all personal care or activities of daily living independently or

with the assistance of a companion, excluding the REI Instructors.

• Contribute to a safe learning environment. No harassing or abusive

behavior of others for any reason is tolerated.

• Follow verbal and/or visual presentation independently or with assistance

of a companion or adaptive equipment.

• Practice Leave No Trace principles.

Each participant must be able to…

• Access and exit REI’s venue locations independently or with the assistance

of a companion. Ease of access and exit might be impacted by weather

changes.

• Adapt to venue terrain changes brought on by inclement weather and changing

light conditions. This may include rain, snow, ice, cold, tree cover, etc.

• Meet the physical demands of the course within the time limits set by the course.

Outdoor Program EEC

(Outdoor Program EEC is relevant to all off-site Outdoor Programs. If you are attending an off-site program, read these in addition to the Universal EEC above.)

137

• Independently, or with the assistance of a companion, understand and follow

directions and instructions given by others to avoid hazards and /or manage

risks. This includes following emergency procedures.

• Withstand environmental factors associated with the course (i.e.,

temperatures below freezing during winter activities, temperatures above

80°F or hotter during summer activities, or variable water temperatures

during paddling activities).

In order to use REI transportation:

• Participant must be able to enter and exit vehicle independently or with

the assistance of a companion.

Cycling Classes and Outings

Each participant must be able to…

• Wear a properly fitted cycling helmet for the duration of the course.

• Visually identify routes and hazards.

• Independently mount, dismount, sit and [eventually] balance on the bike for

the duration of the course.

Activity Specific EECs

(Activity Specific EECs are relevant to each activity. Read the relevant sections in addition to the Universal EEC and Outdoor Program EEC )

138

Paddling Classes and Outings

Each participant must be able to…

• Hold their breath while under water and, while in the water wearing a properly

fitted lifejacket, be able to independently turn from a face down to a face up

position keeping their head above water.

• Independently remain in an appropriate and safe body position, while in or on

the paddlecraft, for the duration of the course.

o Canoe – upright and seated or kneeling position

o Kayak – upright and seated position

o Stand Up Paddleboard – standing or kneeling position

• Independently or with a companion enter and exit the watercraft on shore.

• Independently exit from the watercraft in the event of a capsize and

perform an appropriate self-rescue or cooperate with an assisted rescue.

• Independently propel the watercraft with the use of a paddle or other adaptive

piece of equipment.

In order to attempt self-rescues entailing re-entry of the craft while in deep water,

each participant must be able to...

• Maintain a swimming position while manipulating equipment (such as a boat,

paddle, or safety equipment).

• Maneuver body and manipulate equipment to re-enter the craft.

139

Outdoor Photography Classes and Outings

Each participant must be able to...

• Use photo equipment independently or with the assistance of a

companion or adaptive equipment.

Snow Sports Classes and Outings

Each participant must be able to:

• Independently, or with the assistance of a companion, put on and take off

equipment.

• Independently travel over and negotiate varied terrain for duration of class

(i.e., different snow depth and density encountered while snowshoeing).

Backpacking Classes and Outings

Each participant must be able to:

• Independently travel over and negotiate varied terrain for duration of class

while carrying all personal equipment (i.e., pack, gear, shelter).

Rock Climbing Classes and Outings Each participant

must be able to...

• Wear all required protective equipment, including a climbing harness (seat,

chest or full body) and climbing helmet.

• Independently, or with the assistance of a companion, communicate

140

necessary climbing signals. These signals may include spoken signals,

hand signals or a rope tug.

• Independently, or with the assistance of a companion, tie a series of knots

and hitches and have the cognitive ability to apply them within the rock

climbing system as directed by the REI Outdoor School Instructors.

• Independently maintain one’s position on a climbing wall to attempt ascending.

• Maintain balance on uneven surfaces and keep an upright position

independently or with the use of personal adaptive equipment.

In order to belay [in any class] each participant must be able to...

o Independently and reliably manipulate a climbing rope through a

belay device such as an ATC or Gri-Gri.

o Independently maintain a firm grip on the climbing rope for the

time it take the climber to ascend and descend the climbing wall.

In order to attempt ascending the climbing rope each participant must...

o Independently and reliably manipulate a climbing rope through a

belay device such as an ATC or Gri-Gri.

o Independently move from a seated position to a standing position.

Mountaineering Classes & Outings

The requirements for Rock Climbing and Snow Sport classes & outings

apply to Mountaineering courses with the addition of the following criteria:

141

Each participant must be able to…

• Independently perform essential tasks without the direct supervision of an

instructor. These tasks include tying into a rope, clipping into an anchor, and

putting on proper safety equipment (i.e., climbing harness, helmet).

• Independently communicate with program participants and instructors over a

distance of up to 50 meters when participating in alpine mountaineering or

glacier / snow travel.

• Independently provide a reliable belay to other climbers.

• Independently perform a self-arrest with an ice-axe when travelling on

snow or glaciers.

142

ESSENTIAL ELIGIBILITY CRITERIA

FOR STUDENTS ON FIELD EXPEDITIONS

The mission of NOLS is to be the leading source and teacher of wilderness skills and leadership that

serve people and the environment. NOLS field and expedition courses are multi-day or week

wilderness trips with the goal of training outdoor leaders.

The health and well-being, of our students and staff and the effective education of our students

are priorities. The wilderness environments NOLS courses live in and travel through are remote,

dynamic, and physically and emotionally challenging. These environments along with the

educational activities conducted and the living and traveling conditions encountered require

students to be fully committed to and capable of working hard, taking responsibility for themselves,

and working effectively in the group to achieve the goals of the course.

A qualified person is one who can meet the Essential Eligibility Criteria (EEC) for participation in

the program activity.

The following apply for all NOLS expedition courses.

SAFETY AND JUDGMENT

Each participant must…

1. Be able to independently identify and recognize environmental hazards. These

hazards may include, but are not limited to, falling objects/rocks, loose rock and

unstable surfaces, rugged steep and uneven terrain, cliff edges, crevasses, moving water

(fast or slow) such as rivers, creeks, surf, or tides; and potentially hazardous animals and

insects.

143

2. Recognize and understand the hazards and risks posed by other course members, which

include, but are not limited to, fatigue, state of mind, and actions that may influence

judgment and decision-making.

3. Recall and understand hazards and risks previously explained by instructors.

4. Be able to effectively alert and warn others of potential or impending dangers such

as falling rocks, aggressive animals, or other environmental hazards.

5. Be able to effectively signal or notify course instructors or other course members of

personal distress, injury, or need for assistance.

6. Be able to do the preceding warnings and notifications up to a distance of 50

meters and in conditions with limited visibility such as in darkness or inclement

weather or with loud background noise, such as high winds or while near

roaring rivers.

7. Act reliably around above stated hazards to minimize risk even when not directly

supervised.

8. Independently perceive, understand, and follow directions and instructions given by

others to be able to successfully execute appropriate and perhaps unfamiliar, techniques

to avoid hazards and/or manage risks. These directions may be given before the hazard

or risk is encountered or may need to be given during exposure to the hazard/risk and out

of necessity and practicality, are often given orally.

9. Be able to stay alert and to focus attention for up to several hours at a time while

traveling in wilderness terrain, attending classes, or receiving instructions.

10. Be able to respond appropriately to stress or crisis such as when encountering

144

large and/or potentially hazardous animals, severe weather, or a medical

emergency.

11. If taking prescription medications, be able to maintain proper dosage by self-medicating

without assistance from instructors or others (except possibly in emergency

situations).

LEADERSHIP AND EXPEDITION BEHAVIOR

Each participant must…

1. Work effectively as a member of a team despite potentially stressful and difficult

conditions. Expedition living is in close quarters with limited personal time. There

can be a lack of, or variable, daily routines which likely change day-to-day.

Expedition living may require problem solving on an interpersonal or group level as

well as a willingness to accept differences.

2. Contribute to a safe learning environment—no verbal or physical inappropriate behavior

of others is tolerated for any reason.

3. Be able to willingly and equally share responsibility with tent mates in daily tent group

chores. Each student may not do an equal share each day, but over a period of several

days each student should do a proportionate share. All students are learning the skills

and being challenged by the conditions and activities; there can be no expectation

that any other student will be able to continually assume a greater share of the work

or that an instructor can continually focus a greater share of his/her energy and time

on one student.

4. Effectively communicate ideas and concerns on an individual and group level.

145

5. Have the cognitive ability to learn necessary skills given normal time limitations

of a NOLS course.

ENVIRONMENTAL ETHICS

Each participant must…

1. Learn and then practice Leave No Trace camping and travel techniques.

OUTDOOR SKILLS: CAMPING

Each participant must…

1. Learn and competently perform the fundamental camping skills of finding a campsite,

setting up a shelter, and cooking with a camp stove.

2. Remain adequately hydrated, fed, and properly dressed so as to remain generally healthy

and be able to avoid environmental injuries such as hypothermia, heat illness, sunburn

or frostbite.

3. Be able to perform, after being instructed, the above activities independently in

cooperation with course mates without direct supervision.

4. Be able to move about the campsite in order to attend classes, attend to toileting

needs, and contribute to camping tasks as necessary.

5. Live in a physically demanding, remote backcountry environment for the uninterrupted

period of the course length, which can range from one to four weeks or more.

Conditions of this environment may vary from cold (below minus 20º F) to hot (above

90º F) depending on course location and season and may include, but is not limited to,

146

rain, snow or hail, uninterrupted sun and/or wind, or the absence thereof. The

remoteness is such that it may require at minimum 1-day's travel, but perhaps in excess

of 1 week's travel, to reach the nearest roadhead and advanced medical care.

The following are the additional EEC specific to different course types or activities.

WILDERNESS HIKING COURSE

Each participant must…

1. At minimum, be able to travel over and negotiate through varied wilderness terrain

with a backpack weighing up to or exceeding 60 pounds or 40%–45% of body

weight. (Some hiking courses are designed with pack weights less than 60

pounds.)

2. Travel conditions may include, but are not limited to, rough, rugged, uneven steep and

sloping terrain; human made and animal made trails; rocky terrain that may range from

smooth bedrock to extensive areas of large rock boulders (boulder fields); needing to

cross rivers and creeks without the aid of bridges up to three feet or more in depth;

ascending, descending or traversing slopes covered in snow, rocks or vegetation;

bushwhacking off trail through thick standing and/or downed vegetation. Any and all

travel can occur during periods of inclement weather or nighttime hours.

3. Travel distances can range from less than one mile to more than ten miles in one day. On

average, a month-long wilderness course travels up to or exceeds 100 miles during the

course.

4. Travel duration can range from less than one hour to more than 12 hours in one day and

occur on successive days.

147

5. Have average strength and endurance and basic balance and agility to travel through such

terrain with a backpack.

6. Have the ability to have a third point of contact for balance purposes, such as with

hand(s) or to hold an ice axe/walking stick, for travel through deep rivers, on snow

slopes or ascending or descending slopes.

7. Although groups will often be able to take hourly breaks or camp early if weather

becomes hazardous, occasionally this is not possible. Examples include:

descending/ascending a 2000' boulder choked gully; descending a peak with a

threatening thunderstorm; descending a mountain pass in similar conditions.

8. Resupplies of food occur every 7–13 days (depending on course type, route, and pre-

arranged logistics). Thus, students need to be able to carry gear, food and personal

items or personal medications, (such as insulin) needed for that ration period. A

limited amount of necessary personal items may be sent in at each re-ration.

MOUNTAINEERING OR CLIMBING COURSE

The requirements for Wilderness hiking courses apply to mountaineering courses with the addition

of the following:

Each participant must…

1. Effectively communicate independently in an oral dialogue over a distance of up to 50

meters when participating in multi-pitch rock climbing or alpine mountaineering or

during glacier travel.

2. The potential necessary communication of climbing signals, may include, hand

signals, spoken signals or a rope tug system. Electronic aids are likely not reliable.

148

3. More notably, communication includes both:

a. Direction from the instructor as to what the student should do, e.g. if the student

falls 30 feet into a crevasse, direction regarding the procedures to be used needs to

be communicated; on a multi-pitch climb if the rope becomes jammed and the

instructor and student must communicate and work together to figure out what the

problem is and how best to solve it.

b. Response from the student to the instructor, e.g. if a student falls, or has

difficulty with a section of the climb and the instructor has to determine, by

asking questions, about the student’s well-being and whether rescue

procedures are necessary.

4. Provide a reliable belay to another climber during roped climbing. To do so a student

must be able to reliably manipulate a climbing rope through a belay device such as an

ATC, Grigri, other such device and understand the necessary climbing signals. The

instructors leading the course may deem a backup belay person is necessary.

5. Independently tie the overhand and figure of eight series of knots.

6. Perform a self-arrest with an ice axe if traveling on snow or glaciers.

7. Reliably and independently perform simple technical tasks such as tying into a rope,

clipping into an anchor and getting into a harness without the direct supervision of an

instructor.

WINTER SKI OR SNOWBOARD COURSE

Each participant must…

149

1. Move on skis or snowboard over flat to steep (35 degree) unpacked snow-covered terrain.

2. Be able to move a load of gear weighing at minimum 60 lbs. by means of sled,

backpack or some combination thereof.

3. Be able to travel from camp to camp, which may take all day (8+ hours).

4. Be able to shovel in order to perform camp chores and to participate in rescues where

people, gear or shelters have been buried in the snow such as in an avalanche or drifted

in during storm.

5. Be able to perceive and differentiate signals from an avalanche transceiver

(transceivers are currently manufactured to transmit visual or audio signals) and

efficiently move over avalanche debris without skis.

6. Be able to withstand cold temperatures (-20 degrees F or colder).

WILDERNESS HORSEPACKING COURSE

Each participant must…

1. Be able to mount and dismount a horse independently.

2. Be able to rapidly dismount when directed to on short notice in any terrain in situations

where a horse might be in distress and rapid dismount is necessary for the safety of the

rider and horse. Assistance to remount may not possible in such situations.

3. Be able to balance independently in the saddle while traveling over rugged steep

mountainous terrain and negotiating obstacles such as rocks, deadfall, and mud.

4. Be able to maintain balance on horse during river crossings with swift, deep, cold

water and during -entry and exit of river when steep banks may be present and need

150

to be negotiated.

5. Control the horse by giving it signals to stop, move, turn left or right, and calm

down. This is typically accomplished through leg, hand and/or voice signals.

6. Be able to lift minimally up to 35 lbs. in order to pack a horse.

7. Be able to walk one to two miles on trail when or if horse is injured, ill or unable to carry a

rider.

8. Be able to move self over uneven mountain or desert terrain at camp in order to attend to

and care for the horses.

9. Be able to perform an emergency one-rein stop by reaching down to the horse’s neck,

grabbing rein tightly on one side, and pulling it hard to your toe while maintaining

balance on the horse.

10. Maximum weight for an individual is 220 pounds, which is a function of the

horse’s weight carrying ability.

SEA KAYAKING AND WHITEWATER RIVER EXPEDITION COURSES

Each participant must…

1. Control a paddle and pull it through the water in order to steer and propel the boat forward.

2. Be able to perceive, understand and respond to audible commands given by a boating

partner or communicate such commands to boating partners (such as in a tandem canoe,

double sea kayak or paddle raft) to maneuver a boat to maintain proper heading or avoid

obstacles.

151

3. Be able to exit a capsized boat, fend for self while in the water away from the boat,

attain and maintain correct body position if out of the boat in a rapid or rough seas, grab

onto another boat or rope for rescue purposes, and/or perform self-rescue or cooperate

with assisted rescue.

4. Physical strength and coordination to carry gear from boats over uneven and rugged

terrain to camp.

5. For whitewater canoeing, specifically, weigh 250 pounds or less.

6. For sea kayaking, specifically:

a. Need to have physical strength and agility to re-enter kayak in the event of a

capsize, either assisted or unassisted, in order to avoid prolonged immersion in

cold water.

b. Maximum weight for an individual is 250 pounds, which is a function of the

kayak’s weight carrying capacity.

SAILING

Each participant must…

1. Be able to move around the cockpit as necessary to shift weight such as leaning out from

the boat when it is heeling so the boat will handle properly and/or avoid hazards on board

such as avoiding the boom during a change in tack.

2. Be able to secure self within the cockpit so as not to be thrown overboard.

3. Be able to observe and assess the sail trim, the surrounding terrain (for navigation

152

DEFINITION OF UNDUE FINANCIAL AND ADMINISTRATIVE

BURDENS – TITLE II OF THE AMERICANS WITH DISABILITIES ACT purposes), and the hazards in and conditions of the water.

4. Be able to exit a capsized boat, fend for self while in the water away from the boat,

attain and maintain correct body position if out of boat in rough seas, exit out of the water

to shore, grab onto another boat or rope as necessary for rescue purposes, and perform

self-rescue and/or cooperate with assisted rescue.

5. Be able to exit the cabin in an emergency through the V-berth escape hatch located in

the ceiling of the cabin. This hatch is an isosceles trapezoid measuring 18” x 18” x

23” and requires passengers to pull themselves up through the hatch.

In addition to the above the following applies to sailing at NOLS Mexico.

1. When landing or casting off shore, move through water near the shore with a rocky

bottom in surf conditions.

2. Be able to enter a boat from a standing or floating position while in the water.

Title II -State and Local Governments

Title II of the ADA requires that the services and programs of local and State governments,

as well as other non-Federal government agencies, shall operate their programs so that when

viewed in their entirety are readily accessible to and usable by individuals with disabilities.

Title II entities:

Do not need to remove physical barriers, such as stairs, in all existing buildings, as long as

they make their programs accessible to individuals who are unable to use an inaccessible

existing facility.;

153

Must provide appropriate auxiliary aids to ensure that communications with individuals with

hearing, vision, or speech impairments are as effective as communications with others, unless

an undue burden or fundamental alteration would result;

May impose safety requirements that are necessary for the safe operation of a Title II program

if they are based on actual risks and not on mere speculation, stereotypes, or generalizations

about individuals with disabilities.

Section 35.150 requires that each service, program, or activity conducted by a public entity,

when viewed in its entirety, be readily accessible to and usable by individuals with

disabilities. The regulation makes clear, however, that a public entity is not required to make

each of its existing facilities accessible ({35.150(a)(1)). Unlike title III of the Act, which

requires public accommodations to remove architectural barriers where such removal is

"readily achievable," or to provide goods and services through alternative methods, where

those methods are "readily achievable," Title II requires a public entity to make its

programs accessible in all cases, except where to do so would result in a fundamental

alteration in the nature of the program or in undue financial and administrative

burdens. Congress intended the "undue burden" standard in title II to be significantly

higher than the "readily achievable" standard in title III. Thus, although title II may not

require removal of barriers in some cases where removal would be required under title III, the

program access requirement of title II should enable individuals with disabilities to participate

154

in and benefit from the services, programs, or activities of public entities in all but the most

unusual cases.

DEFINITION OF " TITLE II: FUNDAMENTAL ALTERATION / UNDUE

FINANCIAL AND ADMINISTRATIVE BURDENS (29 C.F.R. § 35.164):

In those circumstances where personnel of the public entity believe that the proposed action

would fundamentally alter the service, program, or activity or would result in undue financial

and administrative burdens, a public entity has the burden of proving that compliance with this

subpart would result in such alteration or burdens.

The decision that compliance would result in such alteration or burdens must be made by the

head of the public entity or his or her designee after considering all resources available for use

in the funding and operation of the service, program, or activity and must be accompanied by a

written statement of the reasons for reaching that conclusion.

If an action required to comply with this subpart would result in such an alteration or such

burdens, a public entity shall take any other action that would not result in such an alteration or

such burdens but would nevertheless ensure that, to the maximum extent possible, individuals

with disabilities receive the benefits or services provided by the public entity.

DEFINITION OF "UNDUE BURDEN" IN SECTION 36.104 OF "ADA TITLE III

REGULATION 28 CFR PART 36" WWW.ADA.GOV/REG3A.HTML

Title III: Undue burden

155

Significant difficulty or expense. In determining whether an action would result in an

undue burden, factors to be considered include –

(1) The nature and cost of the action needed under this part;

(2) The overall financial resources of the site or sites involved in the action; the number of

persons employed at the site; the effect on expenses and resources; legitimate safety

requirements that are necessary for safe operation, including crime prevention measures; or

the impact otherwise of the action upon the operation of the site;

(3) The geographic separateness, and the administrative or fiscal relationship of the site or

sites in question to any parent corporation or entity;

(4) If applicable, the overall financial resources of any parent corporation or entity; the

overall size of the parent corporation or entity with respect to the number of its employees; the

number, type, and location of its facilities; and

(5) If applicable, the type of operation or operations of any parent corporation or entity,

including the composition, structure, and functions of the workforce of the parent

corporation.

In Title II, the fundamental alteration, undue financial and administrative burdens is slightly

different than the way that undue burden is looked at for Title III. If someone in a public

entity thinks that the proposed auxiliary aid or service would fundamentally alter the service

or program or would result in an undue burden, then the public entity really has the burden of

proving that it would result in an alteration or burden.

156

That decision must be made by the head of the public entity or his or her designee after

considering all the resources available for use in the funding and operation of the service

program or activity and must be accompanied by a written statement of the reasons for

reaching that conclusion. And then if they reach that conclusion, the public entity still needs to

take any other action that would not result in an undue burden but would nevertheless ensure

that to the maximum extent possible, individuals with disabilities receive the benefits or

services provided by that public entity.

So if a college says: well this is too expensive, that is not good enough. They would need to

conduct a comprehensive analysis of the situation and provide that justification in writing and

then still go ahead and provide whatever they can provide to make sure that the individual with

a disability has access to the greatest extent possible.

NOLS WILDERNESS

MEDICINE INSTITUTE

STUDENT ESSENTIAL

ELIGIBILITY CRITERIA

The NOLS Wilderness Medicine Institute (WMI) Essential Eligibility Criteria (EEC) is

applicable to all WMI students.

Mission

The NOLS Wilderness Medicine Institute's goal is to provide the highest quality

education and information for the recognition, treatment, and prevention of

wilderness emergencies.

157

Philosophy

Our teaching philosophy is to emphasize treatment principles and decision-­‐

making, not the memorization of lists. We employ scenario-­‐based teaching as a

complement to lecture style instruction.

The health and well-­‐being of our students and staff are a priority, as is the effective

education of our students. To achieve these goals for a group in an educational setting

with both classroom and active outdoor practical scenarios, each student must be fully

committed to and capable of working hard, taking responsibility for themself, and

working effectively in the group.

Essential eligibility requirements for the course must be met. A qualified person is one

who can meet the EEC for participation in the program activity

Be able to stay alert and to focus for eight to twelve hours a day in a classroom for

up to nine consecutive days.

Be able to stay alert and to focus for several hours at a time while performing patient

care in a learning scenario or traveling over rough, uneven terrain, or during periods of

inclement weather.

Must be able to respond appropriately to stress, a simulated crisis or a medical

ESSENTIAL ELIGIBILITY CRITERIA FOR PARTICIPATION ON NOLS WILDERNESS MEDICINE INSTITUTE COURSES:

158

emergency in severe weather, darkness and remote outdoor settings.

If taking prescription medications students must be able to maintain proper dosage by

self-­‐ medicating without assistance from instructors.

The student must be able to perform all tasks related to patient care, including the

ability to log roll a patient, palpate for injuries, perceive and assess a patient’s verbal

and nonverbal responses to examination. Must possess the ability to treat and attend to

a patient’s needs while on rocky, wet, sloped, brush covered, forested, snow covered

or otherwise rugged and uneven terrain, and with the patient on the ground in

awkward, crowded or low spaces. Possess the ability to withstand varied

environmental conditions such as extreme heat, cold, and precipitation. Be able to

work in conditions of limited visibility including darkness and in the vicinity of loud

noises such as created by wind or rushing water.

The student must possess the ability to perceive and understand instructions; must

possess the ability to use good judgment and remain calm in high-­‐stress situations;

must possess the ability to function efficiently in a medical/rescue exercise, which

could be six hours in duration.

The student must possess the ability to read in the language in which the course is

taught, which is primarily English, but can include Spanish and Swedish.

The student must possess the ability to independently interview patients, family members

159

and bystanders; possess the ability to document all relevant information in prescribed

SOAP format; possess the ability to converse in English with co-­‐workers, rescue and

medical staff as to the status of patients, unless the course is taught primarily in a different

language.

For Wilderness EMT courses, the student must possess the ability to hear and respond to

radio/telephone instructions; auscultate using a stethoscope; and respond to verbal prompts

from an automated external defibrillator (AED).

Work effectively as a member of a team despite potentially stressful and difficult

conditions. This may require problem solving on an interpersonal or group level as well

as a willingness to accept differences.

Contribute to a safe learning environment – no harassing or abusive behavior of

others for any reason.

All students are learning the skills and being challenged by the conditions and activities;

there can be no expectation that any other student will be able to continually assume a

greater share of the work or that an instructor can continually focus a greater share of his/her

energy and time on one student.

Effectively communicate ideas and concerns on an individual and group level.

160

Have the cognitive ability to learn necessary skills given normal time limitations of a NOLS

Wilderness Medicine Institute course.

Effectively communicate danger to others either as warning of danger others may be

encountering such as rockfall or aggressive animals, or as notification of personal

distress, injury, or need for assistance.