Outdoor Ed Community

Handwashing, Giardia and old Tales

Tod Schimelpfenig — Wed, 27 Aug 2008 16:18:00 GMT

Once there was a time, days of freedom and ignorance vaguely remembered as the 70’s, when we didn’t worry about wilderness water quality. We drank when and where we pleased. Yes, there was a tale of backpackers in Utah who became ill with “beaver fever” caused by Giardia, but we tried to ignore this challenge to our assumptions. The die was cast, however, and discussions began over whether we needed to disinfect the water.

Physician and outdoor educator Thomas Welch wrote an editorial on water disinfection in the Journal of Wilderness and Environmental Medicine 2004. He points out that this classic 1976 Utah incident of Giardia caused diarrhea, which brought this protozoa to our attention and probably sparked the water disinfection era, looks in hindsight like a hygiene, not a water disinfection problem. Other groups using the same area didn’t get sick, cysts could not be isolated from the water, and the patients all became ill at the same time, and with a short incubation period, suggesting this was not a waterborne protozoa illness.

Giardia’s reputation is enhanced by an association bias. People go camping, get diarrhea and assume the source was the water. This perception is encouraged when the diagnosis of Giardia is based on a history of a recent camping trip, but without testing. The patient leaves believing they may have Giardia, when in fact there is often no proof. They leave thinking it was the water they drank, when the cause of the illness may have been hand-to-mouth transmission. They might need a lecture about hand washing from their health care provider, along with the advice to be more diligent with water disinfection.

The editorial makes the point that water disinfection is not a substitute for hand washing or alcohol-based hand cleaners.

Someday we may have the science to give us a better sense of when we need to disinfect water. Until then, routine water disinfection has low health risks and is prudent. And hygiene, especially hand washing, is vital for avoiding illness on a wilderness trip.

Welch, TR. Evidence-based medicine in the wilderness: The Safety of Backcountry Water. 2004. Wilderness Environ Med. 15:235-237.

Maintenance in between your yearly inspections.

Chris Ortiz — Fri, 22 Aug 2008 04:57:00 GMT

I was going to include this in my last post but that one was getting sort of long and I felt like there was enough information about this that it deserved its own posting. Here are some tips for keeping up on the maintenance in between your annual challenge course inspection by a qualified challenge course professional.

In addition to the annual inspection, programs should conduct their own inspections on a regular basis. In this instance regular means two things, seasonal and daily.

Seasonal inspections or those done as conditions may dictate due to weather (on outdoor courses), high volume of use, etc. should be assigned to your course manager or some staff person who is familiar with the course construction. Many things can occur that can alter the condition of the course between annual inspection dates. Other daily inspections are the responsibility of all staff utilizing the course. It is recommended that you have a means for communicating any problems with the course to all staff whether they are in-house full-time people or adjunct staff who use the course occasionally. At High 5 we use emails and a white board posted in our equipment shed. Issues and concerns can be readily posted for the next facilitator to see before the next program begins.

Wood Chips - Without a covering of wood chips or some other type of organic mulch, a high volume of foot traffic on a challenge course will cause soil compaction which is a detriment to tree health. Six inches of organic material spread over all areas of consistent foot traffic is recommended. Because of ongoing decomposition, this should be done annually.
- Many sites, including my own, have a difficult time keeping up with wood chips. Here is one of the most simple and ingenious ways I have heard of keeping up with this tedious task. Keep a pile of wood chips at the entrance of your course along with a bunch of 5 gal. buckets. Each group that is going out on to the course takes a bucket of chips with them. They then dump the bucket at the element they are going to use. One bucket is not much but over the course of the year... Besides who really enjoys that sweaty buggy "staff day" of hauling and spreading wood chips. Thanks for the tip whatever site originally told me about this technique... I don't remember who you are.
Eye ka-bobs and widow makers - Make an effort to keep up with the removal of any loose, dead limbs that overhang an area where participants will be congregating or are passing. These hanging widow makers can come down in a strong wind and be a serious hazard, but don't forget the low level branches that stretch out into the path or activity area trying to poke an eye (my old friend Cathy is cringing somewhere if she is reading this, visualizing the eye-ka-bob.)
Vandalism - No matter how remote or protected your challenge course is... if people know about it... it is an attractive nuisance. Keep an eye out of dropped haul cords, moved or missing equipment as they could be clues to more significant damage you haven't yet found.
- While we are on the subject of attractive nuisances, simple measures can be taken to make your course unattractive. Challenge courses can easily be built with "put up/take down" cables or element access (which should be locked away when not in use). Has anyone thought of putting those fake security signs up... my father-in-law has them on his doors, little signs that say this house is protected by ABC security systems. No such company but I think would be a deterrent if I was just passing by and had nuisancy thoughts. That or just electrify your cables when you aren't there.... Just kidding... DON'T do that, I shouldn't have even joked!
Critters - Challenge courses provide numerous nooks and crannies for critters to find a home. Squirrel nests in tires are a common one. Give those tires a thump now and again to make sure there is no build up of nesting material inside. Another spot to be aware is in the shed. Our High 5 shed has had mice make a home in just a few short days and on one occasion ate partially through a belay rope. Such damage would only be detected by the watchful eye of the facilitator conducting the days’ program. Of course insect critters are also a concern. Keep an eye out for nest on towers or other elements and make sure you have wholes drilled in the bottom side of tires for water drainage so as not to create standing water for mosquito or other insects.
Weather - As I mentioned in the intro to this post... weather can reek havoc on the course. Be extra attentive after big electrical storms and high winds. Look for down branches and tree condition. If lightning strikes one tree on our course it can travel through cables or through the air to other trees... come check out our old zip line at High 5... 5 trees in one strike including the 2 primary trees on that element.
What is that Metallic grinding? - Be aware of points on your course were you have metal to metal contact... I know, that is everywhere, so keep your eyes open everywhere.
Cable ends - It is not uncommon for serving sleeves to slide out of places. Loose cable ends may seem like a cosmetic issue but they are sharp little buggers. Get skewered by one of those and you won't soon forget. If you can not replace the serving sleeve, a healthy dose of duct tape is a good band aid until it can be properly fixed.
Record Keeping and storage - Walking into a well organized, clean shed just makes you feel confident in the program on some level. It would follow suit that other aspects of the program are also thoughtfully cared for. Some form of rope log that could include such things as date rope is put in service, hours of use, days of use, number of participant, etc is also an example of conscientious management practices. Of course, such record keeping does not actually dictate the retirement date of a rope (though ropes do have a manufacturer suggested maximum shelf life). The most accurate measure of this is a regular visual and tactile inspection with every use and how your ropes have been used.

Wow, that is a lot of stuff to look at and pay attention to. There is even more but if you get nothing else from this post... be mindful of the equipment you handle on a daily basis. It is so easy to go into auto pilot and mindlessly hang ropes and attach carabiners. Notice the carabiners operation and wear points, inspect ropes every time you hang them and pay attention, period. (was that period redundant)

Chris Ortiz

AORE 2008 Conference - A Climate for Change, San Diego, CA: October 30-November 1st, 2008

Outdoor Ed — Wed, 20 Aug 2008 03:44:00 GMT

Registration Now Available

The backbone of the AORE conference is the high quality presentations made by outdoor recreation and industry professionals and students. Included below are the workshops currently scheduled to be offered at the AORE 2008 conference. Please understand that the final presentations offered at the conference may differ from this list.

Presenters	Title of Presentation	Presentation Abstract	Focus Areas
Abby Dennis, Chance Beasley	Vertical Limits: Making your small program safe and successful with your existing resources.	This roundtable will primarily focus on smaller outdoor university programs. The topics of discussion will include professional development, tailoring staff certifications to your specific outdoor adventures and student staff training. We will also discuss how to offer a variety of trips on a limited budget and how to maximize program participation.	Professional Development; Programming
Adam Bondeson	Things We Learned the Hard Way -Critical Incidents on the Challenge Course	This is an interactive presentation where participants will have the opportunity to learn from near misses on the challenge course. Abstracts of near misses will be used as case studies for participants to deconstruct and examine the contributing factors. All too often focus is put on the accidents while there is much to learn from the near misses that could have turned into an accident.	Student Development; Challenge Course
Andrew Martin, Amanda Even	Enter Night, Exit Light... Spelunking ideas for your university.	During this presentation we will talk about the success of the underworld trips at the University of Northern Iowa and exam each region of the country to gain insight on spelunking opportunities that might be near your institution. In addition, we will focus on the environmental impacts and safety issues involved in collegiate spelunking trips and allow time for discussion as we would welcome ideas of spelunking adventures others have had. Students Mike Piekenbrock, Eli Kilburg and Scott Dirksen will be assisting during this presentation.	Programming
Ann Marie Redente	Using the 5 P's to Design Effective Staff Trainings	The most effective staff trainings are those that are intentionally designed from the beginning steps through to performance outcomes. This workshop will be focused on giving student leaders and young professionals a framework that can be used to design productive trips and trainings, from the initial goal setting to evaluation of the results.	Professional Development; Programming
Ashley Gray, Morgan Battrell	Outdoor Recreation: A right or a privilege in University Recreation? How to attract and retain underrepresented population	Most Student Affairs scholars agree that there are two enduring responsibilities of Student Affairs Professionals: 1.To develop the whole student and 2. To aid in the academic mission of the University. As "Diversity" continues to be a big buzz word in Higher Education I argue that a third enduring responsibility is being developed: To attract and retain a diverse student body. This presentation will examine if and how University Outdoor Programming can aid in this 3rd responsibility. Furthermore, this presentation will provide participants with some tools to begin develop outdoor programming specific to underrepresented populations as well as give insight to identity development theories that may be helpful.	Professional Development; Programming
Audra Trnovec-Keller	Considerations for adapting outdoor adventure activities for people with physical disabilities.	This presentation will look at characteristics of physical disabilities and considerations that are necessary when making adaptations for outdoor adventure activities.	Professional Development; Programming
Becky Douglas, Jason Bakewell	Pedal for Change Incorporating bicycle travel into your outdoor program	Come to this session to learn more about bicycle travel and why an increasing number of college clubs, recreation departments, and curriculum based educators are organizing overnight bicycle adventures and empowering their participants with a great tool to address climate change. Affordable and accessible to almost anyone, bicycle adventures can be overnight or epic in length, with trips possible in urban, suburban, rural, and wild areas. We’ll talk about the nuts and bolts of bicycle travel and how to incorporate biking into your outdoor program, including the economics, equipment and partnership possibilities. You’ll hear about different trips that have happened around the country, brainstorm a vision of your own trip, and end with the key details that go into implementing a trip or program. We’ll send you home with great additional resources to organize your own adventure – and be available for questions in the future.	Technical Skills; Programming
Ben Pritchett	Avalanche Awareness	This will be an Avalanche Awareness presentation that would be appropriate for all attendees at the AORE conference. It provides an overview of the avalanche problem that winter backcountry travelers face and how to best recognize and manage the risk. This program is one of AIARE's offerings and will be available for AORE conference attendees.	Student Development
Ben Pritchett	Avalanche Education for College Outdoor Programs	Winter outdoor recreation in the form of back country travel is booming. Telemarking, snowshoeing, cross country skiing, winter climbing, snomobiling and backcountry access at ski areas are now the preferred winter time activities for many. The participants driving this boom are young and eager to explore these new activities. They typically are under educated in the hazards that they might encounter, particularly the avalanche danger. College outdoor education programs are perfectly situated to influence the behavior of their students. The American Institute for Avalanche Research and Education (AIARE) has developed curriculum that can be easily integrated into existing programs allowing teachers to present a well thought out process by which these new travelers in the back country can learn to recognize risk and manage it. AIARE provides training for the instructors, up to date course materials that include lesson plans, PowerPoint and student manuals.	Professional Development
Beth Erickson	Risk and Information Management of Your Ropes Course	Risk management is an integral component in the running of a challenge course. A part of the risk management process is the management of the data gathered and guarded by the director of the facility. There exists a systematic process at every ropes course where employees gather data from the client - be it goals and objectives, contact information, programming ideas, etc. This presentation will focus on how to improve information collection and maintain a veritable amount of privacy of that data. Participants will share how they maintain their data and will discuss problems in both collection and data management.	Professional Development; Student Development
Betsy Novak, John Bicknell	What it takes to become a professional guide today	Mountain guiding in North America has a long and distinguished history. The profession of guiding has evolved over time, keeping pace with the growth of the outdoor industry, the technological advances of climbing and skiing equipment and the refinement of time-honored traditional techniques. This presentation will take a look at the early history of the guiding profession and juxtapose it to what it takes to enter the field today. We will explore the multiple professional training options available and discuss what most land managers and guide services want from a trained guide. Using breathtaking images, that are sure to inspire, we will take a virtual tour of some of the world's most desirable and established peaks, crags and powdered covered slopes and answer the question of what it means and what it takes to be a guide today!	Student Development
Bill Jacox	Blood, Burns, Bruises, and Broken Bones	Even though your staff are required to hold certifications in wilderness medicine, is a recertification every two years really enough? Wouldn’t you like to have educational and realistic scenarios with which to provide ongoing trainings for your staff? In this workshop, participants will practice basic moulage skills and learn pertinent scenarios that may be adapted to individual programs. Don’t miss this opportunity to get bloodied in the best interest of your staff.	Experiential Education; Technical Skills
Bill Jacox	Where's Johnny? ? Search Strategies for Outdoor Leaders.	When last seen, Johnny was heading towards the boulder field... are you prepared to run a search? This scenario-based workshop will challenge your organizational and decision-making skills. Walk away with a review of lost person behavior, search strategy in the field and tips on educating students about “staying found”.	Student Development; Experiential Education
Brian Cavins	Overcoming the Five Dysfunctions of your Outdoor Team!	TBD	TBD
Bruce Saxman, Alicia Lano	Course Area Guides: Applications for Planning, Training and Decision Making	For programs that use the same areas repeatedly, course area guides can streamline planning, assist staff training, and create a menu of options for staff should they need to shift an itinerary due to weather, hazards or participant abilities. This session will detail the content and structure of course area guides, staff training applications, and their use in the field. With proper use, course area guides provide consistency in program offerings and avoid itinerary driven decision making by field staff.	Professional Development; Student Development
Chris Pelchat, Mary Williams	WEA 101: Wilderness Education Association - the basics	This presentation is designed to provide a comprehensive view of the Wilderness Education Association. We will look at three different areas that answer the most often asked questions about the WEA. We will go over the basics of the WEA to provide you a better picture of the organization on multiple levels. 1) History, Structure and Role in Outdoor Leadership 2) Levels of WEA Participation: Member to Affiliate 3) Professional Involvement: Certification, Course Types, Instructor Track. Learn where the WEA fits into the field of Outdoor Leadership.	Professional Development
Chris Strasser	Promoting Your Program Through Athlete Presentations	Having athletes present their adventures to your community is a great way to promote your program and engage your community. This discussion will touch upon on a number of topics including working with sponsors, logistics and promoting your event. But most of all it will be open to questions from the audience.	Marketing/Technology
Christine Lagattolla, Daniel Swan	And You are Thinking About Going into the Field of Adventure Programming?	Designed for undergraduate students looking at pursuing a career in the field of adventure programming: More and more programs require a Master's Degree. How does one go about achieving that degree along with necessary experiences? What types of M.S. degrees should a student focus on? What institutions offer those types of degrees? What institutions offer graduate assistantships with an emphasis on adventure programming. Of those institutions that have the desired assistantships, what are they looking for in the candidate's undergraduate study and experiences in adventure programming? This presentation focuses on the steps that can enhance your opportunities of getting into the field.	Professional Development; Student Development
Daniel P. McCoy, Mike Doherty	Rental equipment databases: the UW Outdoor Adventure Program project	Over the past year, students in Information Management Courses at the University of Wyoming have developed a database application facilitating the equipment rental process of the Outdoor Adventure Program. This application allows the tracking of equipment inventory along with recording the data with associated reservations, check-out, check-in and rental charges of the equipment. Additional features of the system allow searching for available equipment and ensuring the appropriate equipment is checked-out to members. Continuation of this project in the fall 2008 semester will include a web enabled interface, reporting such as equipment replacement schedules along with demand and usage analysis. The web enable interface will also allow other outdoor adventure programs to use this database application through the Internet. During the AORE conference the development steps of this service learning project along with a demonstration of the current project’s status will be presented. Part of the presentation will include a discussion session to solicit input from other outdoor recreation programs interested in duplicating	Marketing/Technology; Facilities
Darren Jeffrey, Travis McDaniel	Canyoneering Planet Earth	TBD	TBD
David Kriner, Travis McDaniel	Against the Current	In the 18 years of being involved in adaptive programming I have witnessed profound changes in peoples lives because of the self confidence, and self esteem generated in being able to do outdoor recreation with able-bodied peers. CW HOG has been in the forefront of adaptive programming for the past 27 years. I will show a video of the Salmon river expedition, this video shows people with disabilities enjoying outdoor recreation in a ;high adventure setting. The power point will be on adaptive equipment and adapting to outdoor recreation activities. The lecture will be on how CW HOG works well within Idaho State University.	Professional Development; Student Development
David Rolloff, Ph.D., Beth Erickson, Ph.D.	The academic climate: changing students from learners to researchers	Traditionally, students sit in class taking lecture notes and regurgitate massive amounts of information on exams and projects. Currently a large scale project collecting visitor-use data in 25 California State Park Sites located from the Salton Sea to the Redwoods along the northern coast is being conducted by over 20 student researchers from three CSUs. Faculty have trained and utilized student researchers as part of a research team collecting data throughout State Parks in the study. In this presentation, you will learn about the development of an on-going project and how students have served as the main conduit in data collection. Students who are involved in this project will share their insight into how this has helped them professionally and personally.	Student Development; Experiential Education
Doug Tully	Applying CWA's new industry standards to your climbing wall.	The presentation takes a big picture step back from a gyms current safety and management practices and puts direct, focused consideration into effect where all climbing facilities may be most open to potential liability.	Student Development; Facilities
Dr. Aram Attarian, Paul Nicolazzo	Lightning: Physics, Myths, Injuries, & Avoidance	Lightning has killed or injured outdoor instructors and occasionally participants over the years and is a real threat to all outdoor programs. That said, myths and mis-information abound. This presentation-as the title illustrates- will cover all aspects of lightning and relate the information directly to current operating procedures within the industry.	Professional Development; Student Development
Dr. Jessica Ley, Bruce Saxman	Moving into Stillness: An Outdoor Mindfulness-Based Stress Management Program	Stress is one of the leading factors that negatively affect success and retention of students in college, yet few colleges offer formal stress management programs. The Moving into Stillness program combines elements of mindfulness-based stress reduction interventions and wilderness therapy and teaches students how to manage stress and cultivate positive mental states. Moving into Stillness is designed as a collaborative effort between the department of adventure programming and the student counseling center, and demonstrates a unique approach for addressing the problem of student stress on college campuses. The theory and rationale for the program are presented, along with program considerations, materials and a sample trip plan. Well utilized as part of Green Mountain College’s Wilderness Challenge pre-orientation program and offered during the early part of the fall semester, Moving into Stillness shows promise as an effective strategy for addressing student wellness and offers a nontraditional learning and skill development opportunity for student trip leaders.	Student Development; Therapeutics
Ed Coombs, Andrew Megas-Russell	Bow-Drill Fires and Primitive Team Building	Come and learn how you can bring primitive skills to your outdoor program and team building activities. Demonstrations in this session will include using the bow drill set, group bow-drill set (2-8 person), group hand drill fire sets, and the bust-off. No previous experience is necessary; all skill levels are invited, and some bow-drill, group bow-drill, and hand drill sets will be given away.	Experiential Education; Technical Skills
Elizabeth Thacker, Hannah Lang, Tiffany Ostendorf, Amy Bolen, Mark Hennager, and Adam Rhoades	No mountains, no matter... Corn Silos will do.	In Iowa, there are no natural ways to ice climb. This is a limitation that UNI has overcome. Turning corn silos into ice climbing wonders has taught many people how to get out of their warm homes and onto ice.	Technical Skills; Facilities
Elizabeth Thacker and Amy Bolen, Hannah Lang, Tiffany Ostendorf, Mark Hennager and Adam Rhoades	Shifting the Leave No Trace principles into Urban Ethics	While Leave No Trace has been greatly impacting the wilderness, there are no principles in place to help the urban areas. The general population will be able to follow easy principles in any location in order to help reduce the impact of humans on the environment. The goal of the modern individual is to travel through life leaving as little trace as possible.	Environment
Emily Evans	A Passion for Sharing: the Experiences and Expressed Motivations of Volunteer Guides at Stebbins Cold Canyon Reserve	Interpretive walks, natural history tours, and guided outings programs are all popular means for public recreation and conservation education. Many of these programs are completely staffed by volunteers. We wanted to find out why volunteer guides for a public outings program at a University of California Reserve chose to become involved and stay involved with an outings program offering themed educational walks to the public. To answer these questions, we interviewed guides, observed them in training and leading walks. In the interviews, we asked guides about their initial motivations, experiences leading the outings, outdoor recreation hobbies, and their interest and past experiences with non-formal teaching and learning in outdoor settings. We found that volunteer guides shared common experiences that connected them with natural environments but their paths to becoming a volunteer guide and their interests in the program were varied. Guides shared an interest in teaching and learning and similar passions for the outdoor environment and all guides pursued multiple forms of ou	Experiential Education
Eric Frauman	What do we ask in trip evaluation forms: An assessment of college outdoor from around the country and a call for standardization	Is it important to accurately document how effective our programs are in meeting the needs of participants? Do outdoor program directors and university administrator's value this information and make budget and program decisions based on this documentation? What types of questions are we posing to get this information? This presentation will provide attendees with numerical information regarding the types of formal evaluation questions being posed by college outdoor programs to participants. It will also focus on the question formats (e.g., closed-ended - yes/no; open-ended; partially closed-ended -yes/no, please explain) used to ask the various questions. In addition, the pro's and con's of types of questions posed and formats used will be examined and discussed with the attendees as well as considerations such as design, structure, and length of survey instruments. A survey software system will be introduced and demonstrated to provide the audience with a simple tool they can use to aid in survey design and formatting, as well as database management. It is hoped this pr	Professional Development; Marketing/Technology
Francisco Detrell, Jim Lustig	Arrive with Good Intention: Bridging the Gap Between Adventure Programming & Sustainable Travel in Baja California, Mexico.	For many outdoor programs, international adventure travel and sustainable tourism have been, at times, strange bedfellows. Compromises are often made due to inadequate budgets and a lack of appreciation for risks. Activity programming usually takes precedence over cultural learning. Ignorance and ethnocentrism have created unnecessary barriers to establishing relationships that lead to lasting friendships. Common laws, back country regulations, and LNT principles that are widely embraced in the U.S. may be ignored once crossing the border. Government propaganda, mainstream media hype, and long standing prejudice perpetuate negative attitudes towards small, economically challenged, communities. Sustainable adventure programming requires the adoption of new ethics, codes of conduct and changes in programmatic values. The presenters will share their +40 years, combined, knowledge and experience of successful practices that contribute towards sustainable adventure travel and those easily corrected negative actions they commonly observe while traveling in Baja California.	Environment; Programming
Guy B. deBrun	What's happening on the wall? A Survey of Accidents and Incidents on Artificial Climbing Structures	On behalf of the AORE climbing wall committee I am taking the lead on a study of accidents and incidents occurring on artificial climbing walls during the summer of 2008. The results of this study will be the subject of this presentation. I will rewrite the abstract once the study is completed.	Student Development; Facilities
James Jaderborg, Kelly Seawell	Sustainability: Personal versus Program	When designers are looking to hire models, they look for those people that will make their clothing look good. If the clothes don’t look good on the model, no one is likely to buy the product. The same goes for an outdoor program. Student staff are the models for what an outdoor program should be pushing for. Their passion and dedication to the values and goals of the program is infectious and makes others want to be a part of it. Because of this, student staff become the catalyst for change within an outdoor program. An outdoor program’s objective, mission and worth can all be better met if the student staff buy into it. This presentation will discuss personal choices as well as program choices regarding sustainability and the current trend towards establishing a more sustainable planet.	Environment; Marketing/Technology
JD Tanner, Emily Ressler	Outdoor Ethics - How outdoor recreation, education professionals and students can easily implement Leave No Trace education programs.	The Leave No Trace concept is universal - even on college campus. Walk away from this session with the tools necessary to easily teach others and how to implement the skills and ethics of the Leave No Trace program into field outings.	Environment; Experiential Education
Jeff Turner	Backcountry Meal Planning	As outdoor programs continue to draw participants from a wider range of backgrounds, they will have to deal with increasingly specific dietary needs when planning meals for backcountry trips. This workshop will discuss the development of backcountry menus for individuals with such special dietary needs. Menu planning strategies for vegetarians, vegans, diabetics, and participants who require kosher or gluten-free meals will be discussed. Attendees should come prepared to share their favorite backcountry recipes that meet the needs of such participants.	Technical Skills
Jeff Turner	Developing a Research Agenda on Outdoor Recreation and Education	This workshop will be the next step in the development of a research agenda on Outdoor Recreation and Education programs. Attendees will participate in a discussion on the current role of research in outdoor programs and discuss areas where research is lacking. Attendees when then be involved in the development of a draft of research agenda outlining the areas in which the Association encourages students and scholars to explore. This workshop is presented on behalf of the Research and Publications committee.	Experiential Education
Jeff Turner	Taking the next steps: Finding the right graduate program	Considering graduate school? This roundtable presentation will discuss the steps involved in preparing for, applying to, and selecting the right graduate program for you. Presenters will include current graduate faculty and current graduate students.	Student Development
Jerome Gabriel, Olivia Tiettmeyer	Student Outdoor Leadership Training: Innovative practices for a High Impact Experience	With the evolution of the BGSU Outdoor Program, staff training has moved from a weekend event to the a current week-long course. Each year, administrators in our field are challenged with creating a staff training process that effectively trains students to plan, lead and evaluate trips and workshops with a small budget and limiting time constraints. This workshop will share many of our training elements and activities which among others includes the unique elements of a solo night experience, assigned leader positions, hands on first aid scenarios, and a day long skills challenge event that tests the staff both physically and mentally. We have found that our training and staff development process has allowed our student to advance leadership skills that extend into their fields outside the program. You will leave this presentation with new ideas and methods for enhancing your training.	Professional Development; Student Development
Joanna Sherman, Julianne Burns	Camping: in-tents or in-tarps?	Come learn about tarp shelters-how they compare to free standing tents, and how to build them. We will cover everything you need to know from the basic knots to setting a ridge-line and securing your shelter.	Student Development; Technical Skills
John Bicknell	Creating a Risk Management Plan for Climbing Programs	Climbers try to minimize unnecessary risks while still pursuing their goals. Climbing programs need to do much more, building a systematic approach that looks at risks during the program design phase, during the course of the activity, and after the fact. The presentation will illustrate what such a systematic approach would look like and what it should include. A classic plan would contain elements of all four basic strategies-- what risks must be accepted, what denied, what can be transferred, and what can be minimized. Remaining risk must be both acceptable and justifiable.	Professional Development; Student Development
John Michael Cassidy	Work in Progress - first year in a new outdoor program: A student's perspective	A new outdoor program in a collegiate recreational sports department can be an exciting and daunting assignment. Starting from scratch provides valued experience with issues and obstacles in programming that can be building blocks and learning tools for future endeavors/directors. This presentation will cover many facets of a collegiate outdoor recreation department and the difficulties in building a successful program. Participants are encouraged to provide insight from their experiences in new, young, and established outdoor programs.	Professional Development; Student Development
Jon Tierney	Anchoring Revisited – Tips and Tricks for climbing Anchors	This work shop will take anchoring to a new level offering lots of tips for solving problems that often come up when assembling an anchor. It will also address many myths surrounding anchor construction (such as cordellette “equalization”) and demonstrate options for using secondary tools such as runners and cordellettes and primary tools such as the rope. The principles of the “LEADSTER” acronym will be explained in detail and participants challenged to come up with an even better one. Bring your ideas and your gear.	Experiential Education; Technical Skills
Jon Tierney	Solving Vertical Riddles	Learn some universal principles and techniques that will aid you in potentially complicated vertical situations such as load transitions, alternative rappelling and ascending methods, and simplified knot passes. These tips will be useful to anyone who works or recreates in a vertical sport. Beneficial to climbers, high ropes specialists, cavers or canyoneers. Bring your harness, slings, cordellettes, belay tool and a few carabineers. If you don’t have them, we’ll have spares.	Technical Skills
Jon Tierney	Wild Med Theater	Refresh those wilderness medical skills! Participants will work in teams to respond to multiple simulated accidents designed to focus on overall accident leadership, assessment, wilderness medical guidelines and rescue actions. Groups will then compare responses and receive appropriate feedback based on observation and/or video. This workshop is open to both medically trained and non-trained individuals.	Professional Development; Student Development
Kristy Graves	Recreation 2.0: Collaboration Through Social Media	Web 2.0 meme is an untapped resource in the field of recreation, parks, and outdoor education, underutilized because of limited: 1) resources – time, money, people, expertise; 2) understanding of scope and possibility; 3) education, training, and/or awareness of resources and tools. In this workshop, we hope to introduce, educate, expose and discover creative ways new technology can help build professional relationships, collaborative opportunities, and facilitate getting people outdoors.	Professional Development; Marketing/Technology
Kurt Merrill	Conducting Internal Incident Reviews	In an industry that prides itself in the ability to proactively manage risk, it is essential for us to utilize multiple approaches to gather, analyze, and incorporate risk management information into our programs. Upon the close of a significant incident and, if necessary, after a Critical Incident Stress Debriefing (CISD) of staff and participants, a thorough and thoughtful examination of the events surrounding an incident will benefit your organization regardless of the size or scope of programming conducted by your organization. Along with a meticulous statistical analysis of your organization’s incident data, thoroughly developing and examining incident case studies is another critical step in enhancing your organization’s risk management program.	Professional Development; Student Development
Kurt Merrill	Transportation Management	Driving motor vehicles is one of the highest risk areas for companies, yet it is often the area most overlooked when developing risk allocation, supervision, education, and training strategies. The following paper will explore key points to consider when developing a comprehensive ground transportation management plan including: defining vehicle use relationships (e.g., personally owned, company owned, leased, rented, borrowed, public transportation), selecting appropriate vehicles, vehicle administration, vehicle maintenance and inspections, vehicle operating procedures and standards, driver screening, selection, training, and vehicle accident reviews.	Professional Development; Student Development
Kyla Duffy	Designing & Sourcing a Climbing Wall	Discussion of key factors in designing and sourcing a climbing wall. Determine needs, learn what's available in the marketplace and identify suitable products taking into account users, goals, facility and budget.	Facilities
Liz Tuohy	NOLS Crisis Management Workshop	Using a realistic scenario, you will develop the framework for managing a crisis within your organization. We'll look at field emergency response, the initial administrative response, and long-term strategies for managing a significant or high-profile incident. Strategically we will touch on: first aid; group management; receiving "the call"; supporting and informing staff, participants and families; and media message points. This scenario can be adapted for use in your organization's staff training.	Professional Development; Student Development
Meggie Jean Olson, Brittany Granat	Marketing Methodology	Trouble getting people involved? Change the climate surrounding your outdoor program with some fresh new marketing strategies! This presentation will be full of fun and effective ideas for marketing your outdoor program. Come listen to what we, as students at Northern Illinois University, have done to promote our program. Then, share your marketing strategies and take part in a giant brainstorming session. We will focus on student to student marketing and the importance of motivational promotion. The format will be roundtable discussion so come share your marketing strategies in exchange for new ones!	Experiential Education; Marketing/Technology
Morgan Battrell	Who does what? A way to challenge your staff and change your program climate	This presentation will inform participants about using student development theories to challenge student staff. We will look at first David Kolb's theory of experiential learning by using an instrument that I designed for a research project. When participants have identified with their type of learning style they will break into groups and perform a task. After the task they will share observations about their groups and other groups. This activity helps participants see how others work and how others view their work style. After the activity we will discuss the 4 types of learning styles and what job responsibilities in outdoor programming can suit those learning styles. After this portion we will discuss Millennial students who are entering US colleges and universities. We will then discuss how our programming and facilitation of staff can effectively reach these students and include diverse populations.	Professional Development; Experiential Education
Nate Furman, Mat Erpelding, and Tom Zimmer.	Is Gardner's Multiple Intelligences Theory Valuable for Outdoor Educators? A Two-Sided Debate	This presentation explores the value of Howard Gardner's Multiple Intelligences Theory in a lively, debate-style format. Gardner suggests that there are several different types of intelligences (e.g., interpersonal, linguistic, and musical) and each of these may relate to an innate learning style. This theory is often referred to in educational settings, including outdoor, environmental, and adventure education. One debater presents why outdoor educators should program for and teach to multiple intelligences. The other debater explains why this theory has little utility for outdoor education. In addition, general issues of student learning in the outdoors are explored. Audience participation is highly encouraged. Audience members will leave this presentation with a well-rounded understanding of Gardner's Multiple Intelligences, learning styles, and general learning theories. This information may be useful for individuals hoping to maximize their teaching effectiveness and connect with their students as partners in the education process.	Professional Development; Experiential Education
Pam Hurley	STOP the SUFFERING!! Learn how to properly fit a backpack to any participant	Tired of hearing your participants complain about their pack? Join us as we present 5 simple techniques to a better fitting pack, proven to help ease the load.	Technical Skills
Paul Cummings	The Financially Successful Program	Learn how to reach new groups, learn to communicate your value, and then learn how to build long term relationships so that you can achieve a balanced and satisfying level of business development. This fast paced session focuses on business development strategies designed to help you attract and serve more participants.	Professional Development; Marketing/Technology
Paul Nicolazzo	the Pathophysiology, Prevention, Assessment, & Treatment of Heat & Heat Related Illnesses	In the past decade heat related deaths in urban areas, the outdoors, and in outdoor programs have increased significantly. With increasing global warming the heat challenge and its associated deaths and illnesses will also rise. All are preventable. Program administrators, land managers, and field instructors must understand how the human body responds and adapts to a heat challenge in order to prevent heat related illnesses and deaths via operating procedures, program design, and field management. This presentation looks closely at the pathophysiology of heat and heat related problems, their assessment and treatment; and, perhaps more importantly, closes with both administrative and field prevention strategies for outdoor programs.	Professional Development; Student Development
Paul Nicolazzo	Why Your Bag of Tricks is Effective...or Not: the Structural Anatomy of an Outdoor Program or Trip	While each outdoor trip or course has its own unique structure and progression, ALL successful trips employ similar structural concepts and theory. This presentation examines the conceptual design components of all effective trips and discusses how they interact to achieve a dynamic balance. A practical model for both administrators & field staff is developed and discussed during the presentation	Professional Development; Programming
PJ Gravis, Chad Sanders, Jen Capellen	Island View's Outdoor Classroom: Extending Education Beyond Brick & Mortar	Imagine a classroom with walls made of red sandstone, authentic petroglyphs thousands of years old as visual aids, and nature as the teacher’s aide. This classroom has been created by the Island View School by taking education “into the wild” of the great outdoors through its Outdoor Classroom Program. The Outdoor Classroom Program was introduced in an effort to make learning more meaningful for students. Each semester both education and recreation staff members collaborate to organize and plan a four day classroom experience in the out-of-doors. Students who are interested in participating in this unique experience must go through an application and interview process. They are selected based on their enthusiasm to participate and desire to learn about the chosen topics of study. The Outdoor Classroom Program is far from just another camping trip. Interacting with classroom teachers in this setting opens doors for new learning experiences. While a main content area of academic study is chosen for the trip, the chosen environment provides a multitude of opportunities for others to be integrated. Additional	Experiential Education
Raymond Poff, Thomas Stuessy	Creating Successful Relationships with Vendors and Retailers	An estimated 900 outdoor recreation programs at colleges, universities, military installations, and cities/counties involve staff and volunteers to actively lead and instruct people in outdoor recreation activities. These staff and volunteers lead trips, teach skills clinics, rent equipment, repair equipment, and participate in other such activities. They regularly interact with individuals who are potential customers for retailers/vendors. These potential customers are being taught and introduced to outdoor recreation activities and equipment by outdoor recreation programs. Retailers and vendors aren't generally in the business of leading outdoor recreation trips or teaching instructional clinics; some do, but not many. Retailers and vendors/manufacturers focus on producing and selling quality outdoor recreation products and are concerned with providing general support for outdoor recreation. This goal of this presentation is to discuss the natural relationships which can exist among outdoor recreation programs, vendors, and retailers as each of these entities has something to offer the othe	Professional Development; Marketing/Technology
Rob Jones	Rental Program Roundtable	Roundtable discussion about current equipment rental issues from financial management to rental software and anything in between.	Student Development; Facilities
Robert Dye, Christopher Stec	Best Practices for Paddlers and Paddle sports Programs	The ACA's Best Practices for Paddlers and Paddle sport Programs document is an industry standard. These guidelines, developed by paddle sport experts from across the country, will be discussed in detail in regards to how they apply to a wide range of collegiate paddle sports programs.	Professional Development; Student Development
Russ Crispell, Robert Dye	Your Canoe & Kayak Program: How the ACA can HELP!	This roundtable discussion, facilitated by knowledgeable members of the American Canoe Association's Collegiate Advisory Committee, will focus on ways that the ACA can help colleges and universities build, maintain, and improve their canoe & kayak programs.	Professional Development; Student Development
Ryan Hammes, Adam Williams	Infancy to Adolescence: Growing an Outdoor Program	The SSU Adventure Programs has grown tremendously in the four years since it moved into its recreation center in 2004. Coming from a student-run club model, this presentation will show participants a look at empowering students to run their own programs. This session will give ideas to consider when expanding your outdoor program including marketing methods, staffing models, purchasing of equipment, staff training models, creating culture, and ways to make your program more sustainable. We will also have a look at what other programs are doing to incorporate student involvement and sustainability.	Professional Development; Student Development
Scott Rennie	I am not Part of Nature and Neither are You. Human/Nature Relationships in the 21st Century	Based upon the author's current article in the Journal of Environmental Education, this presentation will show how many 20th century conceptions of nature are outdated and in need of refinement. Using Wilber's conception of nature and Oelschlaeger's depictions of conservationism and preservationism, a new, more accurate map of our relationship to nature is revealed.	Environment
Steve Thompson	THE PALEOLAB GAMBIT - how fossils became suddenly sexy.	I started out looking for opportunities for my outdoor program to collaborate with academics... I ended up in a cave in Africa. This presentation chronicles the progression of a partnership between SHSU Outdoors and the Sam Houston State University Paleontology Lab. Discussions will include a collective history, and strategies for establishing, programming, marketing and growing partnerships with the sciences.	Professional Development; Programming
Steven Guthrie, Rich Campbell	Looking to Change and Invigorate Your Outing Program?—Internationalize!	At one time, our conference was an “International Conference”, the ICORE. However, with the conference name change, we have lost that focus. Regardless “internationalization” is becoming important for many universities, for an international experience can be an important change agent in student development. An international program will excite your administrators and appeal to different kinds of students. This round table workshop brings together several organizations to offer their insights for running international programs. It will start with a presentation on different aspects of alternative tourism, including adventure tourism, including their educational values, and then focus on issues and techniques for developing and running international trips.	Experiential Education; Programming
Steven Guthrie	Outdoor Recreation and its Environment	In the past few years, outdoor adventure recreation has been booming. Five percent of the U.S. makes a living from outdoor adventure. However, what we do as outdoor programmers and recreators obviously requires a healthy outdoor environment, and environmental awareness should be an important component of adventure programming. This presentation looks at some of the changes in population demographics impacting outdoor recreation, shows some of the research regarding outdoor recreation participation and its economic value, highlights some of the approaches communities take to meet the outdoor recreation demand, and discusses important, yet generally not recognized in the media, threats to environmental health which affect our recreation.	Environment; Programming
Sylvia Dresser	Challenge Course Practitioner Certification	Challenge course practitioner certification standards were published by ACCT in 2007. Previously ill-defined concept in the industry, certification is now taking on a specific shape and meaning. Find out what the standards say, and get your questions answered!	Professional Development; Challenge Course
Presenters	Title of Presentation	Presentation Abstract	Focus Areas
Tammie Stenger-Ramsey	Building a Challenge Course? The Important Role of Partnerships	Are you considering adding a challenge course to your outdoor program? Find out how Western Kentucky University developed an unlikely partnership between the Outdoor Adventure Center, the Recreation Administration academic program, and the Department of Agriculture's academic program to create a 15 element low course and 13 element high course. Hear about the successes and struggles of a joint venture, from determining feasibility and finding funding sources, to creating the RFP and designing, building, maintaining, and operating the course.	Challenge Course
Tom Stuessy, Tim Moore	AORE Committee Chair Roundtable	This presentation is for all AORE committee chairs. All chairs are expected to attend.	AORE Development
Wayne Taylor, Jerry Rupert	Cooperative Ventures: Working Together To Offer Outdoor Programs	The presenters will provide examples of ways that programs can grow by coordinating with other outdoor programs. Actual scenarios will be discussed and other programs will be included (UNI, VU, TSU, UAB) to provide a round table for discussion.	Experiential Education; Programming
Will Hobbs, Whitney Ward	Enviro-Stew: Making sense of the global goulash we've created and how our industry can respond	A recent report from the EPA described the current environmental crisis as emerging from a series of "everyday choices" that have snowballed with devastating effects. We are positioned as an industry to be powerful players in the current Climate for Change by influencing these choices in four key target groups: our individual participants/clients, our programs and organizations, our national associations, and the government. To be effective environmental stewards, we must clearly understand (a) the impacts our field has on the environment; (b) the motivators and constraints to stewardship behavior; and (c) potential solutions and behaviors that minimize the negative and maximize the positive interactions between our industry and the earth. This session will mix a bit of hard science on direct and indirect impacts with a majority of roundtable discussion on the constraints and motivators and solutions for the field. At the end of the session, we hope to have developed a concrete list of practical, viable answers to our stewardship questions.	Environment; Professional Development

2008 Wilderness Risk Management Conference - Sneak Peak

Outdoor Ed — Mon, 18 Aug 2008 02:32:00 GMT

Here's a sneak peak at what is one of the premiere conferences of the upcoming fall conference season. I've been going for years and what's so great about the Wilderness Risk Management Conference (WRMC) is that it is both more narrowly focused and at the same time so broadly applicable to all outdoor programs. I'll be there in October and hope to see you there.

Rick Curtis
OutdoorEd.com founder

For Registration and other details go to www.nols.edu/wrmc/

2008 WRMC Conference Sessions
All conference sessions are subject to change.

Updated: 7/28/08

Download: 2008 WRMC Conference Sessions Schedule (pdf)

Color Code for Conference Session

* New Speaker Session for 2008 WRMC

Pre-Conference Workshops
NOLS Risk Management Training	The NOLS Risk Management Training Workshop.	Liz Tuohy
Risk Management for Conservation Service Corps *	This interactive workshop will examine risk management issues common to conservation service corps operating in the urban wilderness, front country and backcountry locations.	Kurt Merrill
When Judgment Is Crucial	The Outward Bound's Instructor Judgment Training Workshop.	Jim Garrett
WMI WFR Recertification 9/28-9/30 registration form (pdf)	Used to recertify Wilderness First Responder and Wilderness EMT (wilderness portion only) certifications. You must possess a valid WFR certification of at least 72 hours in order to recertify through this course.	Erica Linnell and Ed Schauster
Managing Risk with Volunteer Leaders	A training and discussion forum on managing risk with volunteer leaders.	Alex Kosseff
Site Management: Climbing *	A workshop, held offsite at a river and a climbing site, of a site management and assessment tool for field staff and program managers.	Garth Tino, Betsy Lindley
Using Case Studies as a Risk Management Teaching Methodology	A workshop on using case studies to improve risk management planning and safety education.	Deb Ajango
The Learning Brain *	An interactive workshop and interactive workshop that blends current neuroscience with educational theory and decision-making.	Jeb Schenck, Jessie Cruickshank
Emerging Legal Issues For Outdoor Adventure Programs	This interactive session is designed for administrators and attorneys who understand basic legal concepts and want a deeper look at significant new developments in the legal liability area.	Reb Gregg and Cathy Hansen-Stamp
When Judgment Is Crucial	The Outward Bound's Instructor Judgment Training Workshop.	Jim Garrett and Bob Box

Keynote Speakers

Keynote Speaker

Jack Turner, Guide and Author

Opening Speaker

Sara Newman, National Park Service

Workshop Descriptions by Category
Staff Training and Management Track
This track addresses training staff to be risk managers in the field, using case studies as a tool, managing staff injury claims, volunteer leaders and a look at the question of certifications versus competence. New this year is a 3 hour workshop on training staff for therapeutic programs.
Using Case Studies as a Risk Management Teaching Methodology	A workshop on using case studies to improve risk management planning and safety education.	Deb Ajango
Training Staff to be Risk Managers	A workshop and small group discussion, led by a very experienced NOLS program manager, on how to engage your field staff as risk managers.	Liz Tuohy
Training Staff in Therapeutic Programs *	An interactive workshop addressing training staff who work in therapeutic program	Kirk Shimeall & Rob Koning
Managing Risk with Volunteer Leaders	A training and discussion forum on managing risk with volunteer leaders.	Alex Kosseff
Staff Injury: Claims Management and Return to Work Issues	A workshop with a discussion on managing workers comp claims and return to work questions for staff.	Rick Braschler
Competence v Certification	A lecture and discussion on whether certificates are becoming more valued than judgment and field experience, and the consequences of this for wilderness programs.	Kent Clement
Emergency Response/Crisis Management Track
Using the wealth of experience in this group of presenters the Emergency Response/Crisis Management Track addresses crisis plans, crisis/field incident and post incident response. New this year is a case study from a field instructors perspective and a workshop on lessons learned from three practioneers with experience in crisis management.
Theory v Reality: Lessons Learned in Crisis Management *	A interactive session by three program managers with experience managing a fatality and critical incidents.	Claire Dallat, Deb Ajango, Kirk Shimeall
Post Critical Incident Response	A workshop on post-incident follow up with staff, participants, parents and review process.	Jay Satz, Laura Herrin
Crisis Management	A case study, lecture and discussion on the NOLS Crisis Management Plan and experience.	Drew Leemon
SAR for Outdoor Leaders	A lecture on the application of emergency response plans and actual search and rescue techniques during emergencies in the field.	Charley Shimanski
Wilderness First Aid and Evacuation Incident Case Study *	A case study with Q & A time on a difficult NOLS field evacuation from the India Himalaya from the field instructor's perspective.	Shawn Stratton
Judgment and Decision-making
This track looks at the critical area of Judgment and Decision-making with presentations from Kent Clement and Outward Bound's Instructor Judgment workshop, and new workshops from NOLS, and one looking at current understanding of cognitive neuroscience.
Judgment	A lecture on current understanding of the concept of judgment and how to provide judgment training.	Kent Clement
When Judgment Is Crucial	The Outward Bound's Instructor Judgment Training Workshop.	Jim Garrett
Judgment and Decision-making: The NOLS Model *	A workshop describing NOLS' approach to educating our field and medical students on decision making and judgment.	Tod Schimelpfenig and John Kanengieter
The Learning Brain *	An interactive workshop and interactive workshop that blends current neuroscience with educational theory and decision-making.	Jeb Schenck, Jessie Cruickshank
Program Management Track
The Program Management Track addresses a number of issues pertinent to program managers including managing web-based media, medical screening, communicating your program’s risk to parents, international programming, smaller programs and updates in wilderness medicine. New this year are sessions on managing participant medications, evolving risk management issues in Canada, single day and urban programs, a panel on insurance and risk management in conservation and service corps.
Writing Risk Management Plans *	A workshop in which participants will draft a simple risk management plan for their program.	Liz Tuohy, Kurt Merrill, Drew Leemon
NOLS Risk Management Training	The NOLS Risk Management Training Workshop.	Liz Tuohy
Risk Management for Conservation Service Corps *	This interactive workshop will examine risk management issues common to conservation service corps operating in the urban wilderness, front country and backcountry locations.	Kurt Merrill
Human Attitudes that Lead to Suffering in the Backcountry *	Using actual cases, story-telling and person reflection, this interactive workshop will illustrate the human element, the attitudes underlying many incidents in the backcountry.	Lester Zook
Managing Participant Medications *	A workshop on guidelines and procedures for field staff assisting with participant medication therapy.	Mark Vermeall
Evolving Risk Management Issues in Canada *	This presentation will describe the evolution of outdoor education's legal standard of care in Canada and leading edge risk management strategies in schools, private programs and federal parks	Jon Heshka
The New Media Changes Everything	A lecture on the impact of web technology on risk management communication and media relations by NOLS' Marketing Director.	Bruce Palmer
Insurance Panel - the Insured, Broker, Insurer, and Lawyer's Perspectives *	A panel presentation on how insurance for outdoor programs works.	Christopher Barnes, Cathy Hansen-Stamp, Doug Killeen, John McManamon
Medical Screening: The Five Questions to Ask	A lecture focusing on five questions (Asthma, Anaphylaxis, Diabetes, Seizure disorder, Hypertension and/or Heart Disease) to ask when medically screening potential participants.	Deb Ajango
Risk Management Considerations with One Day Events *	A workshop on the unique issues managing one day outdoor events with both youth groups and the public in settings close to urban areas.	Rebecca Bear, Laura Herrin
How Accidents Happen	The classic lecture and discussion by Jed Williamson on common causes, human, environmental, and activity based, of incidents in outdoor pursuits.	Jed Williamson
Site Management: Climbing *	A workshop, held offsite at a river and a climbing site, of a site management and assessment tool for field staff and program managers.	Garth Tino, Betsy Lindley
Running International Programs	This workshop will discuss key challenges involved in planning and conducting international programs, including risks, using 3rd party providers and emergency response plans.	Peter Harvey, Laurie Belton
Small Program Risk Management	An overview and discussion on specific risk management strategies that have proven useful to smaller programs.	Christopher Barnes, Justin Talbot
Communicating Risk with Parents	A lecture and discussion about the process of communicating risk to parents.	Claire Dallat
Updates in Wilderness Medicine	A lecture and question and answer presentation on current issues in wilderness medicine by the medical director of the Wilderness Medicine Associates.	Dave Johnson MD
Legal Track
Our Legal Track presenters worked hard to develop a series of focused, non-redundant offerings to address current legal issues in wilderness risk management. This includes a mock trial, an advanced legal topics session and last year's popular session where you can review your specific participant agreements with an attorney.
Emerging Legal Issues	This interactive session is designed for administrators and attorneys who understand basic legal concepts and want a deeper look at significant new developments in the legal liability area.	Reb Gregg and Cathy Hansen-Stamp
Legal Implications Of Using Prescription Drugs	A discussion of legal and ethical issues raised by acquiring, carrying and administering prescription drugs and strategies for avoiding or reducing the likelihood of civil and criminal liabilities.	Frances Mock and Reb Gregg
Participant Agreements: Releases, Acknowledgment of Risks and Related Issue	This interactive session will discuss legal and practical issues associated with use of written participant agreements with student/guests.	Cathy Hansen-Stamp
Understanding Your Legal Duty of Care	This session will use court opinion and discussion to explore duty of care, elements of and defense to a negligence claim, and the anatomy of a lawsuit.	Reb Gregg
Overview of Litigation, Discovery, and Deposition Preparation	This presentation will present a synopsis of the rules and procedure in litigation including audience participation in mock depositions.	Wilma Gray and Tony Clapp
Mock Trial	This interactive session builds from the Overview of Litigation" session to explore litigation through a mock trial experience.	Wilma Gray and Tony Clapp
What to Say, What to Do: Managing Legal Issues After a Serious Incident	A lecture on managing legal issues after an incident.	Frances Mock
What You Say and What You Write Down, Practical Value and Legal Impact	An interactive discussion on how programs can understand and manage the legal implications of what they say and write in their marketing and other program materials.	Cathy Hansen-Stamp
Advanced Legal Topics *	A panel discussion on pertinent wilderness risk management legal issues intended for an experienced audience.	Reb Gregg, Cathy Hansen-Stamp, Wilma Gray, Tony Clapp, Frances Mock
Legal Lab	A practical session that gives the attendee one on one time with an attorney to review their organization's participant agreement (release or otherwise).	Reb Gregg, Cathy Hansen-Stamp, Wilma Gray, Tony Clapp, Frances Mock

Wilderness Therapy Symposium Early Bird Discount ends August 15

Outdoor Ed — Sat, 09 Aug 2008 00:46:00 GMT

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Wilderness Therapy Symposium
Integrating Nature and the Therapeutic Process
At Naropa University September 12-14, 2008

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

The deadline to receive the $50 early bird discount for the Wilderness Therapy Symposium is coming up on August 15th.

Free Networking Reception: Programs are welcome to set up a table and display materials Friday afternoon at 4pm to 6pm. This event is open to conference goers and to the public at no additional charge. Please contact Jim Lavin at jlavin@naropa.edu if you would like a table at the reception.

To register for the Symposium or download a comprehensive brochure, click the link below:

http://www.naropa.edu/wilderness/symposium

Cost:
Pre-conference: $140
Conference Tuition: $325
Early Bird Tuition: $275 before August 15
$250 group registration (four or more from the same organization)

AEE members get a 10% discount

Letter of Attendance and NBCC CEUs available.($10 fee)

For more information or to register:
Naropa University Extended Studies
909 14th Street
Boulder, CO 80302
303.245.4800
extend@naropa.edu

Summer Health Tips

Outdoor Ed — Sun, 03 Aug 2008 18:03:00 GMT

by Paul Auerbach, M.D.

reposted with permission from the Medicine for the Outdoors Blog

I was recently invited by Revolution Health to offer their readers a few summer safety tips to beat the "silent summer spoilers." The following is a modified version of what was presented, with the notation that these afflictions are not so silent, and can certainly ruin your vacation or outdoor adventure.

Sunburn can be brutal. The best way to avoid sunburn is to stay out of direct sunlight. If possible, stay in the shade, and wear sun-protective clothing. Use a sunblock that is effective against both ultraviolet A (UVA) and UVB rays. It is an increasingly prevailing opinion that UVA is more damaging than previously thought.

Be certain to obtain a good application (at least an ounce or two for a "normal" sized adult), and reapply the sunscreen often, particularly if you are sweating or spending time in the water (scuba diving, surfing, swimming, etc.). If you are taking medication, know if it might make your skin more sensitive to sunlight.

Pay attention to your surroundings. High altitude, wind, and sun reflecting off the surface of water, sand, or gravel add to UV exposure. Don't forget to protect your eyes with sunglasses rated to block nearly 100% of UV radiation. If you decide to use insect repellent containing DEET (N,N-diethyl-m-toluamide) as well as a sunscreen, be advised that the combination might reduce the effectiveness of the sunscreen. If you are using two separate products (sunscreen and insect repellen), in general, it is best to apply the sunscreen first, allow it to absorb into the skin for 20 to 30 minutes, then apply the insect repellent, in order to maximize the effect of the repellent. If you are going to be in water where you might come in contact with stinging jellyfish, consider using Safe Sea sunblock with jellyfish sting protective lotion incorporated into the product.

A mild sunburn without blistering can be treated with cool compresses, showers or baths, a non-sensitizing skin moisturizer lotion, and aspirin or a nonsteroidal anti-inflammatory drug (e.g., ibuprofen) to decrease inflammation. A sunburn, even first degree, that is so extensive that it causes the victim to suffer chills, nausea and vomiting, weakness, and diarrhea, may require oral rehydration and bedrest. If blisters are present, this indicates second-degree burns, which sometimes must be treated with topical antiseptic ointment, bandages, and more extensive medical care. You certainly wish to avoid this situation. The skin bubbling and peeling that follow a first degree sunburn are superficial and do not result in fluid loss, and rarely lead to infection, but the skin should be kept clean and moisturized to prevent any complications. Anyone with a severe sunburn of any sort should be examined for dehydration.

Blisters are the bane of hikers and trekkers, and often of persons wearing new sandals, particularly if the feet are dirty and dusty, as the grit and grime serve as agents of abrasion. Break in andy new shoes, boots, flip-flops and sandals before walking any distance in them. Keep your feet clean and dry. When walking in boots, wear a thin pair of liner socks under your regular socks, so that the friction is between the socks, not between the boots and your feet. Cushion any reddened "hot spot" or cover it with a BlistOBan® bandage before a fluid-filled blister appears. If you do get a blister:

Fasten a "donut"-shaped foam pad to the perimeter of the affected area. Cover the affected area ("donut hole") with a fitted hydrogel (e.g., Spenco 2nd Skin®) pad, and then place tape over the foam and hydrogel. Watch for signs of infection, which include cloudy fluid or pus within the blister, or red streaks emanating from the edges of the blister into the surrounding skin. If the blister appears infected, use a disinfected or carefully cleaned needle to create a small puncture at the edge of the blister, and drain it. Cover the open wound with antiseptic ointment, and apply a sterile dressing.

Sprains and strains are common ailments in the summertime due to increased outdoor activity. The most common sprain involves the ankle. In the event of a sprain, use the "RICE" technique. RICE stands for "rest, ice, compression, elevation." Try to rest the joint. Elevate the affected body part and apply ice packs intermittently (e.g., 15 minutes on, 15 minutes off) as much as is practical for the next 24 hours. If the skin becomes reddened and painful from the application of ice, ease off to avoid a cold injury (e.g., frostbite) to the tissues. Mild compression with a wrap may provide some pain relief. If you need to keep walking, tape, bandage or splint the joint for support.

Once a joint is weakened by a strain or sprain, re-injury is common. Take precautions by using a mechanical ankle support (e.g., brace and high-top shoes or boots) and/or a walking stick over rocky terrain. It takes a full 6 to 8 weeks to recover from a mild ankle sprain, and 3 to 6 months to recover from a severe sprain.

Gastroenteric problems are common in the summer. Traveler's diarrhea, commonly caused by the bacteria E. coli, is often due to water or food contamination. Failure to wash or "gel" hands or to properly prepare food are likely the most common errors that lead to diarrhea. Water disinfection techniques include heating, addition of chemicals, filtration, or application of UV light. It is important to carry redundant water disinfection systems, so that if a unit (e.g., filter) is lost or damaged, you have backup. Avoid drinking beverages with ice, unless you can be absolutely certain that the ice was prepared from properly disinfected water.

Tick and mosquito bites can result in serious, even fatal, infections. So, be certain to protect yourself. If circumstances permit, wear light-colored pants tucked into socks and paired with a long sleeve shirt. Wear a head net or use a bed net when needed. Use insect repellent(s). Permethrin is applied to clothing, while DEET or picaridin is applied to exposed skin. Perform regular "tick checks" of the entire body (especially the scalp, groin and armpits), and immediately remove ticks. When attempting to remove a tick, do not twist it, touch it with a hot object such as a hot match head, or attempt to suffocate or kill it with petrolatum (petroleum jelly), mineral oil, kerosene, stove fuel, etc. These techniques might cause the tick to struggle and regurgitate potentially infectious agents into your bloodstream.

Finally, learn to recognize poison ivy, oak, and sumac. If you become exposed to their resin, immediately wash it off with soap and water or with a specialized scrub (e.g., Tecnu or Zanfel) within 30 minutes if possible. To treat a rash from poison ivy, oak or sumac, you may soothe the affected skin with calamine lotion and also consider the following measures: apply a topical anesthetic, such as praxomine HCl 1%; soak in a tepid (not hot) bath supplemented with baking soda or Aveeno (contains oatmeal proteins); consider taking an antihistamine medication, which helps control itching and acts as a sedative. Consult a physician if the reaction is severe. Prescription treatment (such as corticosteroid therapy) may be required.

The resins from plants can remain on clothes, fabrics, backpacks, tents, pet fur and elsewhere for long periods of time, so be certain to wash these carefully to prevent further exposure to the resin. Once the rash appears, you are not contagious, and you cannot spread the rash by scratching. However, you can open up blisters and make the affected skin vulnerable to secondary infection.

image courtesy of w3.ouhsc.edu

Jumping the Railing: Is Outdoor Education Losing Its Sense Of Adventure?

Jay Roberts — Wed, 30 Jul 2008 18:47:00 GMT

I recently returned from leading a semester program to New Zealand for college students interested in environmental studies. As part of the semester, we travelled with a guide to Arthur's Pass National Park on the South Island to learn more about alpine ecology. While in the park, we took a trail up to a very large and popular waterfall. The "trail" leading up to the waterfall was mostly well manicured gravel and a series of wooden platforms, stairs, and railings. Interpretive signs provided at periodic viewing points gave us information about the cultural and natural history of the area. Our guide, Terry, also helped by pointing out particular plant species and ecological relationships as we went. The star attraction was, of course, the waterfall, and soon we could hear the rumble of the falls as well as catch glimpses of the water through the trees. The trail ended at a large wooden viewing platform and we all climbed up the stairs to gaze at a magnificent, 100+ foot waterfall crashing into a scenic pool below. We paused, took a few photos, and remarked on the beauty of the place before turning to go. But Terry, our guide, stopped us. "Would you like to get closer?" he said, with a gleam in his eye. Sure, we agreed, we would love to but there was a railing blocking the way and a sign that said "Caution: rock fall and dangerous conditions exist." "Yes," Terry agreed, "it does say that. But does it say you CAN'T go there?" With that encouragement, we quickly jumped the railing and, picking our way through the boulders and blowing mist, soon found ourselves directly below the full force of the falls. It was a different experience indeed. Looking around, I saw awe and wonder on students faces. I felt the full force of the water on my cheeks as the cold water blasted me from all sides. All my senses were heightened. Now THIS was a waterfall.

DH Lawrence once wrote:

“Superficially, the world has become small and known. Poor little globe of earth, the tourists trot round you as easily as they trot round Bois or Central Park. There is no mystery left, we’ve been there, we’ve seen it, we know all about it. We’ve done the globe and the globe is done. This is quite true, superficially. On the superficies, horizontally, we’ve been everywhere and done everything, we know all about it. Yet the more we know, superficially, the less we penetrate, vertically. It’s all very well skimming across the surface of the ocean and saying you know all about the sea… As a matter of fact, our great-grandfathers, who never went anywhere, in actuality had more experience of the world than we have, who have seen everything. When they listened to a lecture with lantern slides, they really held their breath before the unknown, as they sat in the village school room. We, bowling along in a rickshaw in Ceylon, say to ourselves, “It’s very much what you’d expect.” We really know it all. We are mistaken. The know-it-all state of mind is just the result of being outside the mucous-paper wrapping of civilization. Underneath is everything we don’t know and are afraid of knowing.”

When we stayed behind the rail at the falls, we probably also said to ourselves "it's very much what you'd expect." But when Terry encouarged us to jump the rail, we entered a new world. One of novelty, surprise, and the unknown. We know, from experience, that this context can provide the most enriched learning environments. But increasingly, I worry that instead of awe and wonder, our outdoor education programs are "very much what you would expect." With google earth, utube, and easy access media, many of my students had already seen pictures of most of the scenic places we would go in New Zealand. They already knew we would swim with dolphins, sea kayak with seals, etc. While the expereince was still interesting, it was in some ways already known. Closer to home, many more students come to our program already having experienced zip-lines, rock climbing walls, and team building courses. They have already been there and done that. As DH Lawrence remarks, perhaps there is no mystery left...

With that in mind, I offer a few queries and comments about the relationship between adventure and outdoor education:

1. What makes an experience novel? How do we purposefully frame educational activities and programs that allow students to, metaphorically and perhaps actually, "jump the railing"?

2. What are the ethical consequences of such an approach? For example, if EVERYONE did what we did at that waterfall, it would likely cause enough impact that the park rangers would, in the end, post signs that DID prohibit jumping the railing. Are "special" experiences, by definition, exclusive experiences?

3. Following this, what is the relationship between freedom and control? How much freedom can we properly and safely construct in outdoor education programming? When does our need for control infringe on participants' ability to make real and lasting meaning from the experiences we have helped facilitate?

4. Finally, have we, as a field, become so structured that our students can no longer "hold their breath before the unknown" as DH Lawrence claims our great-grandfathers used to do? Is it even important that we have that aim in the first place?

What do you think? Have we lost our sense of adventure?

Additional thoughts... on my last post

Chris Ortiz — Mon, 28 Jul 2008 20:46:00 GMT

Hey, A quick addition to thelast post... I had this article in mind when I wrote that post and I couldn't find it. But alas, I found it. Sylvia Dresser (ACCT Executive Director)wrote "ACCT’s Accreditation Program and Practitioner Certification Challenge (Course) Standards: What Do They Mean to Camps?" in the Winter 2008 CampLine Publication from ACA, in which she does a great job summarizing the framework of the ACCT Practioner Certification Standards and relates them to ACA's veiws. In my post I refer to certification and put a large emphisis on training, as does Sylvia...

The type of training for camp staff who supervise a challenge course is something to be taken very seriously. We know anecdotally that equipment when used properly does not fail, and human error (sometimes attributable to lack of proper training) is the cause of most accidents on the challenge course. Training concerns cannot be taken lightly in this industry. A definite focus exists on challenge course “staff” being trained by a professional trainer in first generation training versus the often seen “in-house” training.

In that same Publication, Recommended Zip Line Procedures and Protocols are given with content from Bobby Tod of Ropeworks, Inc. Some great thoughts there too.

Special attention to the “critical points” of activity. Staff may fall into an assembly-line stupor when sending participants on the zip line one after the other after the other. Action must be taken to prevent staff members from “zoning out” while facilitating this or any adventure challenge.

This is exactly my point when I to referred, what I called "Repetetive Strain Injury". This article references operating procedures and maintenance... and of course training.

Here is the link to this newsletter I am referring to at the ACA website where you can also view pdf's of archived CampLines as well as subscribe to the publication. Next post on Challenge Course Maintenance tips to come soon. Have a great summer.

Chris

Epinephrine Roundtable

Tod Schimelpfenig — Mon, 28 Jul 2008 20:19:00 GMT

Last evening I sat on a roundtable discussion on the the use of epinephrine in the backcountry at the 25th Anniversary and Annual Meeting of the Wilderness Medical Society.

Dave Johnson MD from Wilderness Medical Associates was the initiative on this project. The panel, moderated by Jay Lemery MD, included Dr Johnson, myself, Flavio Gaudio MD from Cornell, attorney Frances Mock, Carl Weil and Joanne Vitanza MD from Versus Pharmaceuticals (the Twinject people).

Highlights from the discussion include:

It’s difficult to know how common anaphylaxis is, both in the city, and the backcountry. Definitions vary and hinder reporting. The incidence of this rare, but deadly reaction is probably influenced by where and when program operates; some places have more bee and wasp stings, for example.

Data collection has been a disappointment. There have been several efforts over the years, but no compelling reason, other than AEE accreditation, for outdoor programs to submit data to a common database. This epinephrine argument is a clear example of where diligence in data collection would be of value.

In the absence of solid numbers our perceptions are influenced by the emotional hook of anaphylaxis.   Tales of patients with severe allergic responses saved with epinephrine circulate in the industry, yet documented accounts are elusive.     NOLS, for example, has only 2 incidents in the past 24 years where epinephrine was used for anaphylaxis (and no incidents where epinephrine was indicated and not administered). The 1998-2005 WRMC data set, which includes 960,000 program days of back-country experience, has no incidents of anaphylaxis. Dave Johnson, based on his experience, thinks these numbers are a low cohort.   I can’t disagree, the evidence does not allow us to draw conclusions about frequency.

We want to be prepared to treat this problem, yet worry that a layperson administering epinephrine to another person may not be supported by law.   Frances spoke to the legal dilemma of the law being behind the current medical standard of care.   Dave Johnson notes that the “horse is out of the barn” and the law will change to support layperson use of epinephrine, it may just take some time.

There may be an expectation by parents and clients, driven by the attention to food allergies in the media, that the person in charge should be able to manage anaphylaxis, yet the legal support for epinephrine use by laypeople as a first aid skill, while improving, remains inconsistent state by state.

A few states give Good Samaritan support to people administering epinephrine in an emergency. Some states mandate training for camp counselors. Some states have clear training requirements, others leave training to the equivalent of local medical control (e.g., physician, nurse practitioner). Some states include school bus drivers on the list for training, others do not allow EMT’s to initiate epinephrine treatment in the field (which of course, seems silly).

There are a number of advocacy groups supporting administration of epinephrine in anaphylaxis by well-trained first responders (school teachers, coaches, nurses, bus drivers, etc.). These include the Food Allergy & Anaphylaxis Network and medical organizations such as the American Academy of Allergy, Asthma and Immunology, American Academy of Pediatrics, the American Medical Association), the Red Cross and the American Heart Association in the 2005 First Aid Guidelines. We hope our roundtable discussion leads to a similar statement of support by the Wilderness Medical Society for layperson use of epinephrine in the wilderness.