Course Syllabus

Course: OLE 1000

Division: Business and Applied Tech
Department: Business
Title: Introduction to Outdoor Leadership

Semester Approved: Spring 2021
Five-Year Review Semester: Fall 2025
End Semester: Fall 2026

Catalog Description: This course focuses on outdoor leadership by introducing and exposing students to the history and various characteristics /theories of outdoor leadership principles, practices, and ethics. Emphasis is also placed on implementation, evaluation and transference of leadership characteristics in the outdoors and other environments. Students apply leadership skills while planning and implementing a three-day outdoor adventure to be carried out during the semester.

General Education Requirements: Social and Behavioral Science (SS)
Semesters Offered: Fall, Spring
Credit/Time Requirement: Credit: 3; Lecture: 3; Lab: 0

Justification: A core aspect of outdoor leadership is an understanding of judgment and decision-making. This course teaches fundamental principles in outdoor leadership, including making informed decisions, effective communication, group dynamics and development theory, and understanding the ethics associated with outdoor leadership; all while experiencing the world around them. This course will transfer as general education, elective, or major credit. It fulfills general education credit within the Social and Behavioral Sciences (SS) category.

General Education Outcomes:
1: A student who completes the GE curriculum has a fundamental knowledge of human cultures and the natural world. This course is an intersection of the study of human cultures and the natural world. Students apply aspects of applied psychology as it relates to outdoor leadership. Students will study historical and contemporary events and theories (including but not limited to decision-making, group development/teamwork, and communication).

2: A student who completes the GE curriculum can read and research effectively within disciplines. Students are required to read, retrieve, and interpret a variety of data from charts, graphs, maps, online resources, and print sources (both historical and contemporary) to complete assignments, activities, and the student planned experiential learning component. Retrieving, evaluating, and interpreting accurate data is essential as the students plan both a domestic and foreign trip. Students will present their trips and then be assessed and receive feedback as to the completeness and feasibility of the two trips. As a class, they then plan and carry out an outdoor experience.

3: A student who completes the GE curriculum can draw from multiple disciplines to address complex problems. Students are required to plan a trip to a local and foreign destination based on set criteria. They have to research and demonstrate a knowledge of how aspects of culture, ethics, and governmental policy for a particular area influence the desirability of a trip to that location and how it influences the overall feasibility of their trip plan.

4: A student who completes the GE curriculum can reason analytically, critically, and creatively. Through assignments, activities, and the student planned experiential learning component, students will address and apply social science to show that they can reason critically, creatively, and analytically. They will be assessed as to the feasibility of the student experiential learning component based on practicality, finances, location, activity, and weather, etc. Additionally, students develop a philosophy of outdoor leadership, which is a foundation, not only for the time that they are in school, but over the course of their career and life.

General Education Knowledge Area Outcomes:
1: Students will study the history of outdoor leadership and how contemporary social science theories (including but not limited to leadership styles, decision-making, group development, and communication) have influenced its development. Students will also address the topics of gender and culture and their impact on outdoor leadership (both from a leader perspective and a participant perspective). Students will demonstrate knowledge through class discussions, case studies, written assignments, and practical applications associated with the student planned experiential learning component (trip). Students will study the history of outdoor leadership and how contemporary social science theories (including but not limited to leadership styles, decision-making, group development, and communication) have influenced its development. Students will also address the topics of gender and culture and their impact on outdoor leadership (both from a leader perspective and a participant perspective). Students will demonstrate knowledge through class discussions, case studies, written assignments, and practical applications associated with the student planned experiential learning component (trip).

2: Develop and communicate hypothetical explanations for individual human behavior within the large-scale historical or social context. Students will also identify how several historical events including the organized camping movement, WWII, the outdoor movement of the 1960s, organization of Federal land management agencies, etc., added to the development of outdoor leadership. Additionally, students will also address how aspects of culture and gender have influenced perceptions of effective outdoor leaders within the large-scale social context. Students will demonstrate their knowledge and ability to apply theory and practice through class discussions, activities, and the student experiential learning component.

3: Draw on the social and behavioral sciences to evaluate contemporary problems using social science research methodology. Students will review outdoor related literature (non-fiction) to identify applicable leadership based theories and instances of leadership, both good and bad. Students will also learn about aspects of group development/dynamics, decision-making, and leadership. They will have several opportunities to work in small groups and individually to evaluate contemporary problems on both a large scale and individual level. Students will demonstrate knowledge of social science research methods and application of applicable theories through class discussions/activities, written assignments, and practical application during the student experiential learning component.

4: Describe and analytically compare social, political, economic, cultural, geographical, and historical settings and processes other than one’s own. Students will review outdoor related literature (non-fiction) to identify applicable leadership based theories and instances of leadership, both good and bad. Students will also learn about aspects of group development/dynamics, decision-making, and leadership. They will have several opportunities to work in small groups and individually to evaluate contemporary problems on both a large scale and individual level. Students will demonstrate knowledge of social science research methods and application of applicable theories through class discussions/activities, written assignments, and practical application during the student experiential learning component.

5: Explain and use the social-scientific method to test research questions and draw conclusions. Students work in small groups in weekly exercises and activities where they see first-hand how small groups form and develop. Students inherently experiment and test research questions regarding the impact of attitudes, leadership styles, decision-making, communication, conflict, and culture as it influences outdoor leadership. They also plan and carry out a three-day trip where they get to test social science based theories. Students then present the outcome of the experiential learning component with a final group project. Furthermore, students use class discussions, written assignments, presentations, and hands-on experience to demonstrate their knowledge to test research questions and draw conclusions regarding risk/benefit analysis, what-if scenarios, and group dynamics.

6: Write effectively within the social science discipline, using correct disciplinary guidelines, to analyze, interpret, and communicate about social science phenomena. Students will apply relevant social science phenomena to express insights and applications through reflective papers and a final project/paper. Reflective papers - After learning about theories of leadership, students will analyze, interpret, and communicate when they have seen examples of how these theories have impacted/influenced their own behaviors and what they can do to apply the material to achieve more positive/effective results in the future. Final paper/project - Based on their experience and material presented in class, students will develop a philosophy of outdoors leadership.


Student Learning Outcomes:
Articulating appropriate characteristics, theoretical knowledge, and history of outdoor leadership as it relates to: Processes, Styles, Applications/transference, Judgment and decision-making
 Students will demonstrate knowledge through class discussions, case studies, written assignments, and practical applications associated with the student planned experiential learning component (trip).

Demonstration of effective leadership characteristics and methods as an outdoor leader. Students will demonstrate knowledge through class discussions, case studies, written assignments, and practical applications associated with the student planned experiential learning component (trip).

Application group processing and dynamics techniques in outdoor leadership Students will demonstrate knowledge through class discussions, case studies, written assignments, and practical applications associated with the student planned experiential learning component (trip).

Exhibition awareness of the role of critical thinking in the leadership process through practical experience Students will demonstrate knowledge through class discussions, case studies, written assignments, and practical applications associated with the student planned experiential learning component (trip).


Content:
Despite the field of outdoor leadership being significantly comprised of white males, efforts are made to provide multiple perspectives and viewpoints by using several methods/activities to deliver course content (e.g. students are asked to address their bias by illustrating what their ideal "picture perfect" outdoor leader looks like the first day of class). Additionally, the content of the course naturally leads to addressing a diversity of issues. Course content includes, but is not limited to the following:

• Leadership vs. Outdoor Leadership – the transferability of leadership characteristics
• Leadership & Attitudes
• Characteristics of Leadership
• Leadership Styles
• Decision-making
• Gender
• Culture
• Ethics/Courage
• Communication
• Conflict
• Team Building
• Leadership Responsibility


Key Performance Indicators:
Student Learning Outcomes will be assessed by the following Key Performance Indicators:

Written assignments  50 to 70%

Presentations  20 to 40%

Participation  5 to 20%


Representative Text and/or Supplies:
Arbinger Institute (current edition). Leadership and self-deception: Getting out of the box. San Francisco: Berrett-Koehler.

Graham, J. (current edition). Outdoor leadership: Technique, common sense, & self-confidence. Seattle: Mountaineers.


Pedagogy Statement:
This course utilizes a variety of teaching methods and mediums to deliver course content and to assist in student learning and transferability of knowledge, including but not limited to lecture, class discussion, small group discussion, small group work, individual student presentation, small group student presentations, small group work, reflection/transferability exercises, hands-on activities, and an experiential learning component.

Multiple methods are employed to promote student inclusivity and help the student succeed. The nature of the class requires a small class size, which in turn makes sure students do not "get lost". Students also have multiple opportunities to take part in activities that promote group development and to be part of a small group, thus helping promote course "buy-in". Multiple teaching methods and types of assignments are utilized to help students not only learn, but find transferability and application of course material. Financial limitations are mitigated by text selection and putting texts on reserve in the library.


Instructional Mediums:
Lecture

Maximum Class Size: 11
Optimum Class Size: 11