Sandy Creek Nature Center Volunteer Trail Guide Training Proposal

Sandy Creek Nature Center Volunteer Trail Guide
Training Proposal
Trailblazer Design Group

November 2009
SCNC Volunteer Trail Guide Training Program 1
Client
Sandy Creek Nature Center (SCNC)
Janice Denney
SCNC Naturalist
205 Old Commerce Rd.
Athens, GA 30607
Phone: (706) 613-3615
Email: JaniceDenney@co.clarke.ga.us
Project
SCNC Volunteer Trail Guide
Share the wonders of nature with a child, as you lead nature hikes.
Days/ Times: Tuesday-Friday 9:30-11:30 am. Spring, Summer, and Fall. Volunteer as
much as your schedule allows. Volunteers must be at least 18 yrs old. No experience
necessary. Training Provided.
Trailblazer Design Group
Sara Grigg
Project Manager
Tonia Dousay
Multimedia Developer/Instructional Designer
Régene Logan
Multimedia Developer/Instructional Designer
Steven Griffing
Instructional Designer
For detailed information about the Trailblazer Design Group (TDG), please see
Appendix A.
Trailblazer Design Group November 10, 2009

2 SCNC Volunteer Trail Guide Training Program
Table of Contents
Project Scenario .......................................................................................... 3

Introduction ....................................................................................................... 3
Volunteer Trail Guides ....................................................................................... 4
Analysis Summary ...................................................................................... 5
Instructional Design Model ................................................................................ 5
Performance Assessment ................................................................................... 6
Training Purpose ................................................................................................ 8
Resource Analysis............................................................................................. 10
Recommended Delivery Systems ....................................................................... 11
Project Timeline ................................................................................................16
Project Approval................................................................................................ 17
Design Summary ....................................................................................... 18
Task Analysis .................................................................................................... 18
Performance Objectives.....................................................................................19
Project Approval............................................................................................... 23
Development Summary............................................................................. 24
Instructional Strategies .................................................................................... 24
Supporting Media Summary ............................................................................. 28
Student Guide................................................................................................... 29
Instructor Guide ............................................................................................... 30
Formative Evaluation Summary ........................................................................31
Project Approval............................................................................................... 32
Implementation Summary ........................................................................ 33
Learner Plan..................................................................................................... 33
Facilitator Plan ................................................................................................. 33
Evaluation Summary................................................................................. 34
Evaluation ........................................................................................................ 34
Level 1 Evaluation Instrument .......................................................................... 35
Level 2 Evaluation Instrument.......................................................................... 36
Appendix A: Trailblazer Design Group Profile........................................... 38
Appendix B: Performance Assessment ...................................................... 40
Appendix C: Data Collection ...................................................................... 44
Appendix D: Required Resources Detail.................................................... 57
Appendix E: “SCNC Online” Screen Capture.............................................. 58
Appendix F: Video Consent Release Forms ............................................... 59
November 10, 2009 Trailblazer Design Group

Project Scenario
Introduction
Sandy Creek Nature Center
The Sandy Creek Nature Center (SCNC) is one of four natural resource facilities
operated by the award-winning Athens-Clarke County Leisure Services department.
Located approximately 3 miles north of downtown Athens, just off Highway 441, the
225-acre property serves the community as a wildlife sanctuary and an environmental
education center. SCNC amenities include over four miles of hiking trails through
wetlands and woodlands, an ADA interpretive trail, as well as connections to the North
Oconee River Greenway and the Cook’s Trail. The on-site Environment, Natural Science
and Appropriate Technology (ENSAT) Center serves as an interpretive hub housing live,
native Georgia wildlife, interactive natural history exhibits, and a resource library.
The SCNC School Program
Sandy Creek Nature Center holds an on-going contract with the county school system in
which third, fourth, and fifth grade classrooms visit the facility one time each year,
during the fall or spring. If a classroom is unable to make the trip to the Nature Center, a
resident naturalist pays a visit to the school. The program is also made available to home
school groups, out of county schools, and other organizations. Classes visiting the
Center are offered the opportunity to partake in both indoor and outdoor learning
episodes. SCNC field studies tie into classroom curriculum, focusing on the themes of
Habitat or Rocks, StarLab or Weather, and Forces of Nature or Microorganisms, for
grades 3, 4, and 5, respectively. Three to four classrooms visit the Center at one time
(with a 75 student maximum). Half of the students spend 50 minutes in the ENSAT
building with one of the Center’s resident naturalists, while the other half take a guided
nature walk with volunteer trail guides. Groups switch after 50 minutes, ensuring that
all students have the opportunity to walk on the trails and participate in the indoor
segment.

Volunteer Trail Guides
The Athens-Clarke County School District is classified as an urban educational setting,

and many students' experience at the SCNC could be described as “a first time in the
woods.” With the recent popularity of Richard Louv’s Last Child in the Woods and the
groundswell toward “Leave No Child Inside,” the Center’s cause couldn’t be more
apropos in addressing the increasing need and demand for outdoor education. As stated
in the Volunteer Trail Guide Manual: “The goal of Sandy Creek Nature Center ‘s field
studies program is to provide children with opportunities for a variety of positive
outdoor learning experiences, in a personal, supportive atmosphere.”
Volunteer trail guides are an integral part of achieving the Center’s educational and
experiential objectives during classroom field studies. Guided trail walks are a time for
students to experience their local ecosystem in an imaginative, hands-on manner. This
volunteer opportunity is unique in that it requires guides to actively engage themselves
beyond their two-hours of volunteer work; it calls upon the volunteer to actively learn
local flora and fauna, as well as to refine teaching and group management skills for a
broad age range.
SCNC provides intensive training sessions twice per year for new guides. If a volunteer
guide is unable to participate in a session, training may also obtain training through
observing walks led by other volunteers, participating in a naturalist-led trail walk,
reading the Volunteer Trail Guide Manual, and hiking trails during personal free time.
Guides-in-training are encouraged to shadow other volunteer guides at least two times
before leading groups on their own.
Trailblazer Design Group had the opportunity to observe the volunteer trail guide
training program first-hand, on the trail. While SCNC doubtlessly provides students and
teachers an intensive and engaging opportunity to experience the full spectrum of flora
and fauna of the Georgia Piedmont, we did observe several gaps in volunteer guide
performance, gaps that were also noted by SCNC staff. Our team gathered data through
a variety approaches to evaluate the training program, with the aim of providing the
Nature Center a sample product that may be used to close any gaps in volunteer guide
performance.

Analysis Summary
Instructional Design Model
The Trailblazer Design Group has selected the ADDIE instructional design model for the
purposes of this project. This process is visually represented in Figure 1.
Implement
Figure 1. ADDIE Process

Performance Assessment
An assessment breakdown of the volunteer trail guides’ performance is illustrated in

Figures 2-4 on the following pages. A sample size of eight volunteers and seven
parents/teachers out of a larger population were surveyed for this assessment.
Additionally, further data collection occurred during in-person observation of volunteer
trail guides, feedback from a third-party observer, an interview with the SCNC Head
Naturalist, and supplemental resource evaluation. For specific details regarding
performances and causation, please refer to Appendix B. The tools used to compile this
information may be found in Appendix C.
Access to
Training
Handbook
Resource
Gap
Guide : Adequate
Student Ratio Training
Figure 2. Performance Assessment: Resource Gap

Self-
familiarize
with trails
Sense of Complete
responsibility shadow visits
Motivation
Gap
Comfortable
Schedule
working with
conflicts
children
Confidence
adapting to
questions
Figure 3. Performance Assessment: Motivation Gap
Natural
Science
background
Manage Answer
student
behavior and
Knowledge animal, plant,
and/or
discipline
issues
Gap organism
questions
Experience
working with
children
Figure 4. Performance Assessment: Knowledge Gap

Training Purpose
Purpose Statement
Based upon the observed and measured performance gap, TDG recommends that the
purpose of this training program is to provide participants with the knowledge and skills
necessary to create positive outdoor learning experiences on SCNC trails.
Instructional Goals
To ensure that the purpose of this training program is met, TDG has established the
following instructional goals for volunteer trail guides:
1. Define the role of environmental science in supplementing student education at the 
SCNC (Knowledge) 
2. Identify best practices for working with students of different age groups 
(Comprehension) 
3. Manage student behavior based on group dynamics (Application) 
4. Distinguish between types of living and non‐living components commonly found at 
the SCNC (Analysis) 
Learner Analysis
This training program focuses on the SCNC Volunteer Trail Guides. Overall, the
volunteers are aged 20 - 70. Most volunteer trail guides have worked with students or
led instruction in some capacity. A survey of the volunteers revealed that trail guides
have experience working with students ranging from ages 4 to 15. While about 50% of
trail guides are UGA graduate students, the remaining half actively work in the fields of
education, journalism, environmental advocacy, and restaurant management. Volunteer
guiding is a popular avocation for retired professionals, as well. Most trail guides,
whether amateur naturalists or graduate students in a scientific field, have a basic
knowledge base in environmental science and/or natural history. A general break down
of learners appears in Figure 5 on the following page.

• 10 male • Athens-area

• 10 female
Demographic Location
Skills Experience
• Inter-personal • 50% students

• Communication • 50%
• Flexiblity professionals
Figure 5. General Learner Analysis
Attitude & Motivation
SCNC Volunteer Trail Guides have a unique fondness for nature and sharing this
knowledge with others. However, motivation to actively participate as a volunteer varies
based on outside obligations such as work and school.
Skills Related to Delivery Mode
The following skills relate to both learner analysis and instructional delivery mode:
 Speak effectively 
 Practice effective interpersonal skills 
 Discriminate between basic approaches for communicating with students of 
different age groups  
 Describe basic concepts related to environmental science and/or natural history  
 Integrate information into a tactile, kinesthetic, auditory, and verbal learning styles 
 Adapt to a flexible, outdoor teaching environment 

Resource Analysis
Content Resources Technology Instructional Human Resources

Resources Facilities
Analysis Summary Computer with SCNC Facilities: Trail Guide Facilitator

software to prepare
Design Brief ENSAT Instructional Design
reports,
Specialist(s)
Development StarLab
documentation, and
Summary Subject matter
lessons Resource Library
expert(s)
Implementation
Chalk board, dry Hiking Trails
Strategy SCNC Head
erase board, or Log Cabin
Naturalist
Evaluation Plan projector
Brick Factory
SCNC Volunteer Trail
Current “Volunteer Slides or posters Ruins
Guides
Trail Guide Manual” depending on
Walker Hall
available Teachers/Parents
resources/facilities Gardens
Third Party Observer
Survey collection tool Piedmont Prairie
Instructional Design
Google Docs Subject Matter Expert
(Dr. Robert M.
OpenProj
Branch)
UGA Print Center
UGA Volunteer
SCNC Website
Project Developers
Email
Microsoft Office

Recommended Delivery Systems
Current SCNC Volunteer Trail Guide Training Schedule
The SCNC currently offers a bi-annual 3-hour volunteer guide training workshop to
incoming guides at the beginning of each "guiding season" (Fall and Spring). This means
that guides beginning mid-season rely solely upon shadow experiences and
supplemental resources (such as the Volunteer Trail Guide Manual, field guides to
native flora and fauna, etc.) to form the foundation of their teaching methodology.
Behavior management is currently offered as a segment of the bi-annual 3-hour
training.

Option 1: Blended Learning Solution
Expand the current bi-annual volunteer training program to include an online

component. The online materials would focus on group management techniques and
best practices for working with children. These materials would include videos,
tutorials, and vignette scenarios to present and reinforce the concepts. In general, this
content would take participants approximately four hours to complete. The face-to-face
session would focus on how the SCNC mission supports environmental science
programs at local schools; familiarization with the Nature Center resources, including
trails and facilities; and identification of local flora and fauna. Additionally, the face-to-
face session would reinforce concepts presented online. This recommendation does not
include purchasing additional technology or manpower, but instead requires the use of
the current ACC Leisure Services website and re-structuring/re-focusing of the current
face-to-face volunteer training.
Creating and converting the videos and tutorials adds a burden to the already-busy
SCNC staff. We recommend outsourcing the creation of online components with the
University of Georgia Educational Psychology and Instructional Technology
department. Any educational projects of this kind could easily be used as course credit
for an undergraduate or graduate-level course, and hence, forgoes a production fee.
Experts in the field of Education, specifically graduate students from the UGA College of
Education, could hold seminar-style sessions to provide guides information on teaching
techniques appropriate to different age groups. This approach would not only address
the time limitations of SCNC personnel, but would also create an interdisciplinary,
collaborative project between a local agency (ACC Leisure Services) and a local
University.
Figure 6 on the following page explains the cost break down for this development
option. Note: Development, Implementation, and Evaluation will be conducted by UGA
Graduate Students on a volunteer basis, thus at no cost to the client.

Cost Estimate
Phase Resource Cost

Analysis 12 Man hours (volunteer observations) $0.00
Phase 40 Man hours @ $40/hr (analysis preparation) $1600.00
SurveyMonkey for assessment instrumentation $0.00
Travel and Fuel (6 miles roundtrip/volunteer) $ .10 x 24= $2.40
Document Preparation $ 25.00
Phase Total $1637.40
Design Website Reallocation & Update $10.00
Phase 35 man hours @ $40/hr (Instructional Design) $1440.00
Development Media Development $0.00
Phase Development of Teacher Materials $0.00
Development of Student Materials $0.00
ACC Leisure Services Website Re-structuring $0.00
Usability Testing $0.00
Phase Total $0.00
Implementation SCNC Online Training Rollout (Publication) $0.00
Phase Online IMU Maintenance and Update $0.00
Phase Total $0.00
Evaluation Phase Resource Costs
SurveyMonkey for summative assessments $0.00
Usability Testing Results Summarization $0.00
2 man hours @ $40/hr (Follow-up Consultation $40.00
with TDG)
Document Preparation $25.00
Phase Total $65.00
Option Total $3152.40
Figure 6. Delivery Option 1 Cost Estimate

Option 2: Supplemental Face-to-Face Training Workshops
In order to ensure that all guides receive intensive training, we recommend that SCNC
offer their current formal training workshop multiple times (at least four) throughout
the Fall and Spring, and furthermore, to supplement these general training session with
two 1-hour face-to-face workshops focusing on special topics. The current training
workshop, now offered four times per season, would be supplemented with two 1-hour
special "focus area" workshops, specifically providing instruction on: 1.) Behavior
Management, and 2.) Instructional Techniques.
All supplemental workshops are to be held at SCNC, using the ENSAT classroom
facilities and the trails. These workshops will be offered between the general volunteer
training sessions. The Behavior Management workshop utilizes instructional videos and
simulated scenarios on the trails to train guides on handling disruptive or inattentive
behavior. The Instructional Techniques workshop employs a combination of classroom
discussion, as well as on- the-trails training, to instruct guides in using SCNC resources
to target the learning styles of different learner styles and specific age groups.
Adding the additional workshops adds a burden to the already-busy SCNC staff. We
recommend outsourcing the creation of instructional educational films with the
University of Georgia Telecommunications and Education departments. Any
educational films of this kind could easily be used as course credit for an undergraduate
or graduate-level course, and hence, forgoes a production fee. Experts in the field of
Education, specifically graduate students from the UGA College of Education, could
hold seminar-style sessions to provide guides information on teaching techniques
appropriate to different age groups. This approach would not only address the time
limitations of SCNC personnel, but would also create an interdisciplinary, collaborative
project between a local agency (ACC Leisure Services) and a local University.
Figure 7 on the following page explains the cost break down for this development
option. Note: Development, Implementation, and Evaluation will be conducted by UGA
Graduate Students on a volunteer basis, thus at no cost to the client.

Cost Estimate
Phase Resource Cost

Analysis 12 Man hours (volunteer observations) $0.00
Phase 40 Man hours @ $40/hr (analysis preparation) $1600.00
SurveyMonkey for assessment instrumentation $0.00
Travel and Fuel (6 miles roundtrip/volunteer) $ .10 x 24= $2.40
Document Preparation $ 25.00
Design 10 man hours @ $40/hr (Behavior Mgmt Design) $400.00
Phase 10 man hours @ $40/hr (Instructional Techn) $400.00
Phase Total $800.00
Development Development of Classroom Manipulatives $0.00
Phase
Development of Teacher Materials $0.00
Development of Student Materials $0.00
Phase Total $0.00

Implementation SCNC Facilitator Training Rollout $0.00
Phase ENSAT classroom facility $0.00
Phase Total $0.00
Evaluation Phase Resource Costs
SurveyMonkey for summative assessments $0.00
Usability Testing Results Summarization $0.00
2 man hours @ $40/hr (Follow-up Consultation $40.00
with TDG)
Phase Total $40.00
Option Total $2477.40
Figure 7. Delivery Option 2 Cost Estimate

Project Timeline

Project Approval
Client Endorsement of the Analysis Summary

We, ___________________________________ have reviewed the proposed
training analysis and agree that a performance gap exists. We select Option _______
(Choose Option 1 or 2) as the most effective Delivery Model in enhancing volunteer
guide training and improving our goals. Factors not directly affected by training (such as
resources and motivation) will not be addressed in the selected Delivery Model. We
recognize that this training can yield a maximum of 50% increase in overall success. We
understand that the final deliverable generated by Trailblazer Design Group is a sample
product and that implementation of the contents therein will be left to our discretion.
Client Comments:
Client Signature:
____________________________________ ____/____/ 2009
Janice Denney, Naturalist Date
ACC Leisure Services - Sandy Creek Nature Center
Design Team Signature:

____________________________________ ____/____/ 2009
Sarah Grigg, Project Manager Date
University of Georgia - Trailblazer Design Group

Design Summary
Task Inventory
Define the role of environmental Identify best practices for working Manage student behavior based Distinguish between types of
science in supplementing student with students of different age on group dynamics living and non-living components
education at the SCNC groups commonly found at the SCNC
Describe Identify the Engage students in  Demonstrate Recognize Reinforce positive Define biotic Define abiotic
conservation interconnection of all trail related activities techniques to problematic behavior behaviors
techniques life promote motivation
Recognize the Categorize levels of Interpret living and

connection between behavioral issues as non-living
the SCNC and school major or minor components
curriculum
Explain resource List the steps in the Promote respectful Engage students in Identify causes of Respect nature and its Identify animals, Identify weather and
allocation water cycle exploration group activities problematic behavior inhabitants plants, fungi, and geological
protists components
List the steps in the Promote positive Involve students in Identify replacement Respect tour guides Describe living and
carbon cycle social interaction behaviors and classmates non-living
rule making for trails
connections
Modify minor Modify major

behavioral issues behavioral issues
Pre-requisite skills & knowledge
Define ecosystem Define biosphere Define atmosphere Review minor Review major
behavioral issues behavioral issues

Performance Objectives
Performance objectives are based off of the individual tasks identified in the Task
Inventory and include conditions and criterion under which each task will be
performed. It should be noted that each objective has been written to a specific
performance level (PL) in an attempt to cover everything from knowledge to evaluation.
Furthermore, each objective contains a testing method by which instructors can use to
measure when the objective has been mastered.
Task PL Objective
Task Recognize the connection between the SCNC and school
curriculum
Condition after listening to the Naturalist explain the program
1.1 Co Criterion objectives
according to ACC Leisure Services
Testing During the group introduction, take note of the program
Method objectives and how the SCNC integrates with local schools.
Task Identify the interconnectivity of life
Condition in an ecosystem
Criterion by participating in a group discussion
1.2 Co
Testing During the group orientation, participate in the ecosystem
Method identification discussion, identifying components in the
SCNC.
Task List the steps in the water cycle
Condition on an illustrated cycle
Criterion by writing in all of the correct labels
1.2.1 Kn
Testing Using the water cycle illustration in the Volunteer Trail Guide
Method Manual (VTGM), write in the labels of each phase in the water
cycle on the lines indicated.
Task List the steps in the carbon cycle
Condition on an illustrated cycle
1.2.2 Kn Criterion by writing in all of the correct labels
Testing Using the water cycle illustration in the VTGM, write in the
Method labels of each phase in the carbon cycle on the lines indicated.
Task Describe conservation techniques
Condition from memory
Criterion that would impact the SCNC
1.3 Co
Testing During group discussion, describe at least one conservation
Method technique that could benefit the SCNC when asked by the
instructor.

Task PL Objective
Task Explain resource allocation
Condition from memory
1.3.1 Co Criterion as it would pertain to the SCNC
Testing During group discussion, describe a resource allocation that
Method could benefit the SCNC when asked by the instructor.
Task Engage students in trail related activities
Condition during guided nature walks
Criterion making use of at least one VTGM Trail Activity
2.1 Sy
Testing Conduct a mock-guided trail walk with other students,
Method selecting at least one of the Trail Activities found on pages 11-
18 of the VTGM.
Task Promote respectful exploration
2.1.1 Sy Criterion encouraging observation of the SCNC ecosystem
Method reminding them to respect the nature center.
Task Promote positive social interaction
2.1.2 Sy Criterion while encouraging teamwork
Method providing for group activities to examine stations.
Task Demonstrate techniques to promote motivation
Condition from two age groups served by the SCNC
Criterion To the satisfaction of a certified Trail Guide
2.2 Sy
Testing During a guided trail experience, promote motivation in
Method participants from various age groups under the supervision of
a certified trail guide
Task Engage students in group activities
Condition to two age groups served by SCNC
2.2.1 Sy Criterion To the satisfaction of a certified Trail Guide
Testing Present a hands on activity to various age groups to the
Method satisfaction of a certified Trail Guide
Task Involve students in rule making for trails
Criterion in the first 5 minutes of the tour
2.2.2 Sy
Method encouraging the group to set the tour rules at the beginning of
the tour.
Task Recognize problematic behavior
Condition exhibited by students
Criterion in various scenarios presented in a video presentation.
3.1 Co
Testing Following the video various guided tours, describe the
Method problematic behavior observed using phrases discussed in
training.

Task PL Objective
Task Identify causes of problematic behavior
Condition exhibited by students
Criterion using phrases that reflect GET/AVOID actions
3.1.1 Co
Testing Pick one scene from the video montage reflecting problematic
Method behavior and identify the type of GET/AVOID behavior being
exhibited.
Task Identify replacement behaviors
Condition given particular GET/AVOID actions
Criterion using corrective actions list provided during training.
3.1.2 Co
Testing Pick one scene from the video montage reflecting problematic
Method behavior and describe actions that should be taken by a tour
guide to encourage positive replacement behavior.
Task Reinforce positive behaviors
Condition throughout different phases of the guided tour
3.2 Ap Criterion using suggestion scripts provided during training
Testing Give examples of positive reinforcement of constructive
Method behaviors exhibited during the tour sequence.
Task Respect nature and its inhabitants
Condition during guided tours
3.2.1 Ap Criterion by enforcing SCNC guidelines
Testing Follow SCNC guidelines while on tours and encourage tour
Method participants to do the same
Task Respect tour guides and classmates
Condition during guided tours
3.2.2 Ap Criterion by enforcing SCNC guidelines and recommendations
Testing Follow SCNC guidelines while on tours and encourage tour
Method participants to do the same
Task Categorize levels of behavioral issues as major or minor
Condition given various scenarios presented in a video presentation
Criterion using the classification list provided during training
3.3 An
Testing Given a video clip of a problematic behavior scenario, identify
Method actions being exhibited by student participants as either
major or minor issues. Explain why.
Task Modify minor behavioral issues
Condition by redirecting specific problematic student behavior
Criterion using suggestions from the behavior modification list and
3.1.1 Sy
scripts provided during training
Testing Given a video clip of a problematic behavior scenario,
Method recommend a course of redirection to correct a minor issue.
Task Modify major behavioral issues
Condition by referring students to proper school personnel
3.1.2 Sy Criterion using behavior modification suggestions
Testing Given a video clip of a problematic behavior scenario,
Method recommend the proper referral sequence.

Task PL Objective
Task Interpret living and non-living components
Condition focusing on components commonly found at the SCNC
Criterion during training and personal time
4.1 Sy
Testing Given a pilot group of students to lead through an
Method interpretive walk, interpret key living and non-living
relationships at the SCNC.
Task Describe living and non-living connections
Condition focusing on components commonly found at the SCNC
Criterion during training and personal time
4.1.1 Co
Testing Given a pilot group of students to lead through an
Method interpretive walk, describe the relationships between several
living and non-living components at the SCNC.
Task Define biotic
Condition in a training scenario
4.2 Kn Criterion using the most basic definition
Testing Verbally define “biotic” in a way that an elementary student
Method would understand.
Task Identify animals, plants, fungi, and protists
Condition by comparable print and web resources
4.2.1 Co Criterion during training and personal time
Testing Using online and print resources, identify two to three species
Method commonly found at the SCNC from each Kingdom.
Task Define abiotic
Condition in a training scenario
4.3 Kn Criterion using the most basic definition
Testing Verbally define “abiotic” in a way that an elementary student
Method would understand.
Task Identify weather and geological components
Condition by selecting comparable print and web resources
4.3.1 Co Criterion during training and personal time
Testing Using online and print resources, identify two to three non-
Method living features found at the SCNC.

Project Approval
Client Endorsement of the Design Summary

design and supporting materials and have decided that they sufficiently reflect both the
quality and accuracy of the desired course in accordance with the initial analysis.
Trailblazer Design Group is now authorized to continue to the development phase of
this process with the following comments for consideration. We understand that the
final deliverable generated by Trailblazer Design Group is a sample product and that
implementation of the contents therein will be left to our discretion.
Client Comments:
Client Signature:
____________________________________ ____/____/ 2009

____________________________________ ____/____/ 2009

Development Summary
Instructional Strategies
Task 1.3: Describe Conservation Techniques

Event Instructional Strategy Action
Gain Pass around images of the Everglades and regions Student will
Attention of the Amazon Rain Forest before man affected examine each
them. Ask the group to identify each image. If the picture and
group is unable to guess the answer, provide trivia respond when
hints accordingly. Once the image has been prompted.
identified, distribute the current image and explain
how a lack of conservation principles and laws
resulted in their current state(s).
Objective Following the image activity, the instructor’s Student responds
prompting statement and subsequent questioning when prompted.
leads into an explanation of the objective.
Prior Instructor leads group into nature trails and to Student responds
Knowledge identify examples of the carbon and water cycles. when prompted.
Content Referring to the VTGM, instructor explains how the Student responds
SCNC came to hold its current status in Athens- when prompted.
Clarke County (ACC) and outlines the conservation
techniques that maintain and preserve the park.
Guided Using the content as a platform, instructor refers to Student responds
Practice other park facilities and asks students to name when prompted.
conservation techniques that might be in place in
the other locations.
Ind. Refer to VTGM, Nature Center facilities, personal Student responds
Practice experience, and online resources. Based upon the when prompted.
ecosystem selected, they are to list at least three
conservation techniques that could be in use at the
specified location.
Feedback During both guided and independent practice, Student responds
instructor reminds students of techniques used at when prompted.
the SCNC. Upon immediate response of
questioning, instructor should confirm the answer
or provide prompting of further responses if
necessary.
Assessment Instructor individually asks each student to name a Student responds
conservation technique used at the SCNC. when prompted.
Closure Instructor asks the group to describe a scenario that Student responds
could happen to the SCNC if conservation when prompted.
techniques are not followed.

Task 2.1.1: Promote respectful exploration

Gain Distribute before and after pictures of forest scenes. Student
Attention The before pictures show undisturbed natural participates in
habitats. The after pictures show damaged and discussions when
destruction to these same scenes. Ask students how prompted.
they would feel if a passerby destroyed their home.
Objective Verbally remind volunteers that respectful Student
exploration is one of several important steps in participates in
preserving the local ecosystem. Inform the group discussions when
that working together collectively can improve prompted.
motivation when you know that your actions are
accountable to others.
Prior Refer to the first Module, in which ecosystem Student
Knowledge sensitivity was discussed. Remind them of the Rain
participates in
Forest and Everglades examples. discussions when
prompted.
Content Refer to the VTGM and on-site SCNC resources to Student
indicate the various activities available to engage participates in
and motivate students while still respecting the discussions when
SCNC ecosystem. prompted.
Guided Instructor leads a guided trail walk, making use of Student
Practice the activities covered in content. participants in
discussions when
prompted.
Independent Take turns conducting mock-guided trail walks and Student
Practice present an activity to the other students that is completes
designed to encourage exploration. activities.
Feedback Ask students between mock-guided trail walks to Student
identify one thing they thought went well and one completes
thing they thought could be improved upon. activities and
responds when
prompted.
Assessment At the conclusion of independent practice, provide Student
an opportunity for those who want or need more completes
practice to do so. activities and
responds when
prompted.
Closure Conduct a Q&A session about the mock-guided trail Student
walks and let the group identify best practices participates in
observed during the activities. discussions when
prompted.

Task 3.3: Categorize levels of behavioral issues as major or minor

Gain Video montage of tour groups of various ages Student watches
Attention displays different types of behavioral issues followed video and
by a discussion of how volunteers would handle the participates in
situation. discussion.
Objective Refer to the behavior classification list provided in Student refers to
the VTGM. VTGM.
Prior Define problematic behavior. Student
Knowledge participates in
discussion.
Content Video montage is be re-shown and paused between Student
transitions for discussion and observations. After participates in
defining major and minor behavior infractions, the discussions
group discusses differences in behavior infractions. when prompted
Compare and contrast examples major and minor and complete all
behavior to determine clear lines of classification. activities as
Use sections in VTGM to classify each segment as directed.
either minor or major. Use redirection techniques
and referral process to modify behavioral issues.
Guided Use scenario cards to re-enact student behavior Student
Practice issues. Group demonstrates redirection techniques participates in
for minor behavior issues and positive/negative discussions and
responses for choices. Group demonstrates the activities when
referral process for major behavior issues without prompted.
disrupting the flow of the tour.
Ind. Students continue practicing how to identify Student
Practice major/minor behavioral infractions and create a list completes
of personalized responses for student redirection. activities.
They then present short synopsis of findings to class.
Feedback Instructor asks guided questions related to Student
behavioral issues and infractions, providing responds when
opportunity for each student to correct and/or requested.
modify responses and usage of vocabulary.
Assessment Judge objective achievement by students and their Student
ability to accurately portray behavioral issues and participates in
interventions. activities.
Closure Students summarize types of behavioral infractions Student
and interventions using terms identified during the participates in
lesson. Next phase of the unit is introduced with an discussion when
explanation of how vocabulary is critical. prompted.

Task 4.2.1: Identify animals, plants, fungi, and protists

Gain A natural object native to the SCNC (such as a tulip Student
Attention poplar leaf, Sweetgum ball, or shed snake skin) and completes
a field guide is placed before each student with activity.
instructions to identify it using the field guide
Objective Instructor verbally informs the group of the Student responds
objective. when requested.
Prior Refer to facility tour and previous section. Student responds
Knowledge when requested.
Content Instructor defines the term biotic as “living” and Student
provides overview of local living organisms and participates in
their characteristics. Organisms are divided into discussions and
their respective Kingdoms. Time is allotted to activities when
explain dichotomous charts and illustrated keys to prompted.
accurately identify species. On-site and online SCNC Online
resources available to volunteers are reviewed. (SCNC-O)
Guides begin contributing to the SCNC Online provides
Library of Local Components (OLLC). Class moves instructions for
outside to a trail, led by teacher/naturalist for an students entering
hour of indentifying common living elements in program mid-
pairs or groups. season.
Guided Each pair photographs at least one living object with Student
Practice they are not familiar. Students also use guidebooks participates in
to practice identifying objects in the field and discussions and
eventually identify the object they photographed. activities when
Images are added to the OLLC. Students completing prompted.
only the online portion of training will be provided
directions on taking photographs and uploading
images to the appropriate page.
Ind. Students use personal time to hike a trail at SCNC Student
Practice and continue the photograph activity from Guided completes
Practice. activity.
Feedback SCNC staff monitor OLLC to ensure accurate Student monitors
identification of biotic components and provide OLLC for
feedback as necessary. feedback.
Assessment Assessment is gauged based upon successful Student
uploading and identification of three biotic completes
components. activity.
Closure Instructor reminds students that the OLLC is Student visits
available at all times for reference and new OLLC
volunteers will be adding to the collection. periodically.

Supporting Media Summary
Media that will be developed or selected to support the student:
Sensory Media
 Natural objects 
 Field guides, print resources 
 PowerPoint presentation (computer and projector) 
Visual
 SCNC Trail system and guided trail walks 
 Online SCNC Volunteer Trail Guide Education page
 Volunteer Trail Guide Manual
 Verbal instruction from the instructor 
Auditory
 Group discussion during indoor and outdoor classroom segments 
 SCNC Trail system and guided trail walks 
Kinesthetic
 Online SCNC Volunteer Trail Guide Education page 
Media that will be developed selected to support the type of learning:
Performance Media
Level
Knowledge  Natural objects
 Field guides, print resources
 PowerPoint presentation (computer and projector)
 Group discussion both in- and outdoors
 SCNC Trail system and guided trail walks
 SCNC Online and Volunteer Trail Guide Manual
Comprehension  Field guides, print resources
 SCNC Online and Volunteer Trail Guide Manual
Application  Field guides, print resources
Analysis  Natural objects
Synthesis  Natural objects
Evaluation  Natural objects
Adapted from: Bloom, B.S. (1956). Taxomony of educational objectives: The classification of educational
goals: Handbook I, cognitive domain. New York; Toronto: Longmans, Green.

Student Guide
SCNC Volunteer Trail Guide Manual
Table of Contents
Overview of Field Studies ...................................................................2

Getting Started ...................................................................................3
Working with Children.......................................................................4
Working with Animals........................................................................6
SCNC Emergency/Hazardous Weather Procedures..........................8
Loop Trails from ENSAT ....................................................................9
Loop Trails from Walker Hall ............................................................9
Sandy Creek Nature Center Map......................................................10
Topic: The Animal Kingdom .............................................................11
Topic: Lifecycles ............................................................................... 12
Topic: Reptiles .................................................................................. 13
Topic: Rocks and Fossils .................................................................. 14
Topic: Weather ................................................................................. 15
Topic: Habitats ................................................................................. 16
Topic: Classification ......................................................................... 17
Topic: Microorganisms..................................................................... 18
Characteristics of Different Age Groups .......................................... 19
Interpretation for Grade School Children....................................... 20
Suggested Reading List .................................................................... 21
A Historical Account of the Brick Factory .......................................22
The Louie R. Bridges Log House at Sandy Creek Nature Center ....23
The Vertebrates ................................................................................24
The Animal Kingdom .......................................................................25
Animal Tracks...................................................................................26
Parts of a Flower ...............................................................................27
The Water Cycle............................................................................... 28
The Carbon Cycle..............................................................................29

Instructor Guide
Sample Introduction
Volunteer trail guides are an integral component to the success of the SCNC school field
studies program. The training outlined in this manual focuses on two major themes:
1. Enhancing knowledge, skills, and resources in the natural sciences.  
2. Enhancing knowledge, skills, and resources in effectively guiding and teaching. 
A General Format of Training: Face‐to‐Face and Online 
All volunteer guides will receive formal training, through face-to-face and/or online
training.
1. General Training. Offered two times throughout the Fall and Spring, at the beginning 
and mid‐point of each seasons. Involves face‐to‐face and online training. Guides will 
participate in a course at the SCNC, led by a naturalist, and will continue their 
studies with online study.  
2. Online Training. Made available at all times, to all guides. Guides that begin at times 
between General Training sessions will be directed by email to online training. They 
will be expected to complete the training on their own time, and to independently 
visit the Center to familiarize themselves with trails and on‐site resources. 
Sample Section Outline
This instructor guide provides details and explanations of all face to face activities to be
completed as part of the training program.
Module 1 Environmental Science
Module 2 Working with Different Age Groups
Module 3 Managing Student Behavior
Module 4 Living & Non-Living Components

Formative Evaluation Summary
Component Problem Data Source Revision

Decision
Purpose No problem External Reviewers
Project Manager
Goals Ambiguous wording External Reviewers Re-worded Goal 3

Project Manager to clearly reflect
expected outcome
Objectives Approximately 30% of Peer Designers Re-evaluated

the original tasks were External Reviewers necessary inclusion
divided too specifically combined some
tasks accordingly
Pre- No problem External Reviewers
Requisites Peer Designers
Instructional Some descriptions were Peer Designers Condensed and

Strategies redundant consolidated
narrative
Testing No problem External Reviewers

Methods
Information Not all tasks were Peer Designers Expanded VTGM to

to Guide the sufficiently covered in include behavior
Learner the new Volunteer Trail management job
Guide Manual aids
Information Designed for External Reviewers No revision
to Guide the experienced SCNC staff Project Manager
Instructor
Supporting Mostly adequate for face Peer Designers No revision

Media to face instruction

Project Approval
Client Endorsement of the Development Summary

development and supporting materials and have decided that they sufficiently reflect
both the quality and accuracy of the desired course in accordance with the initial
analysis. Trailblazer Design Group is now authorized to continue to the development
phase of this process with the following comments for consideration. We understand
that the final deliverable generated by Trailblazer Design Group is a sample product and
that implementation of the contents therein will be left to our discretion.
Client Comments:
Client Signature:
____________________________________ ____/____/ 2009

____________________________________ ____/____/ 2009

Implementation Summary
Learner Plan
Component Activities and Direction Comments

Learner ID The learner audience for this training is:
 New volunteers at the SCNC
 Sessions may have 4-24 people
 Recruited via Athens-Clarke County Leisure
Services public announcements
 This training and two observation sessions are
required before becoming Trail Guide 
Schedule  This training session is offered at least twice a
year with possible extra sessions as needed
 This training and two observation sessions are
required before becoming a Trail Guide
 Scheduling is managed by the SCNC Lead
Naturalist and Volunteer Coordinator 
Notification All volunteer recruits are added to the SCNC Notification is
Volunteers mailing list to be notified of handled via email.
 New training sessions and resources It is the volunteer’s
 Available tours responsibility to
 Scheduling details of all events notify the SCNC of
 Links to online resources  address changes.
Tracking The SCNC Lead Naturalist and Volunteer
Coordinator are responsible for maintaining:
 List of volunteers who have completed
required training and activities
 List of volunteer recruits requiring training 
Facilitator Plan
Component Activities and Direction Comments

Facilitator The facilitators for this training are current SCNC All training at the
ID naturalists and volunteers. SCNC is informally
Schedule Train-the-Trainer course will be an informal structured. This
dissemination of new materials. new training
proposal has
Preparation Copies of the new materials will be provided to
addressed
current SCNC naturalists as soon as they are
identified gaps, but
available. Current volunteers will be given the
scheduling is not
materials during their next scheduled tour at the
altered by request.
SCNC.

Evaluation Summary
Evaluation
Traditionally, there are five levels of evaluation (Phillips):
Level Purpose Data Timing Responsibility

Collection
Methods &
Measurement
Tools
1. Reaction  Determine the Evaluation Upon Students
SCNC’s questionnaire completion of complete
satisfaction with open- training questionnaire
with the ended and return to
training course questions Volunteer
and delivery Coordinator or
methods Lead Naturalist
2. Learning  Demonstrate Final Last item in Administered by
knowledge of assessment training instructor
training after student sequence
material completes
training
3. Application  Task One month Volunteer
applicability after training Coordinator and
Lead Naturalist
4. Impact  Business Observation of One year after
results Volunteers and training
feedback from
teachers and
parents
5. Return on  Verify benefits Feedback One year after Trailblazer
Investment  of the training received from training Design Group
program as an meeting with
SCNC client
investment

Level 1 Evaluation Instrument
Your feedback is important to helping the SCNC and ACC Leisure Services improve the
quality of our training program. Please complete the following questionnaire and
return it to your Volunteer Coordinator. Directions: Please indicate which the phrase
that best expresses your feelings towards each statement below. The scale is ordered 1 –
5 with 1 being strongly disagree and 5 being strongly agree.
Disagree
Disagree
Strongly
Strongly
Neutral
Agree
Agree
Rate each statement on a scale of 1 to 5.
1 2 3 4 5
The topics and activities provided in this course helped
me learn the objectives. ○ ○ ○ ○ ○
The topics were presented in logical order.
○ ○ ○ ○ ○
The length of training provided was adequate to the
information covered. ○ ○ ○ ○ ○
The multimedia used in this course was effective in
helping me learn the objectives. ○ ○ ○ ○ ○
The instructor answered my questions to my satisfaction.
○ ○ ○ ○ ○
The training was beneficial to me.
○ ○ ○ ○ ○
I will refer to my Volunteer Trail Guide Manual.
○ ○ ○ ○ ○
I will refer to the SCNC Online resources at a later date.
○ ○ ○ ○ ○
I feel confident about being a Volunteer Trail Guide
○ ○ ○ ○ ○
Course Strengths:
Course Weaknesses:
General Feedback:

Level 2 Evaluation Instrument
SCNC Volunteer Trail Guide Evaluation
Volunteer Name: _______________________________________________
Date of Training Course: ___________________
Directions: Circle the letter of the answer of your choice or fill in the blank.
1. Which resources are available to all trail guides to enhance knowledge? 
A. Volunteer Trail Guide Manual 
B. SCNC Online 
C. ENSAT library, posters, wildlife exhibit 
D. SCNC trail system 
E. All of the above   
 
2. Match two characteristics to the appropriate age groups:  
___, ___Pre-Kindergarten ___, ___Grades 3-5
___, ___Grades 1-2 ___, ___Grades 5-8
A. Responsive to questions and  E. Strong imagination, learn through 
problems  senses 
B. Enjoy new ideas and different  F. Tendencies to question authority 
viewpoints  G. Very egocentric 
C. Short attention spans  H. Understand cause and effect  
D. Tightly structured activities 
with little “self‐work” 
 
3. Which of the following is not an appropriate action to take with a disruptive 
student? 
A. Diverting the student’s attention by making a request of him/her 
B. Using a serious, stern tone 
C. Sending the student back to the bus alone 
D. Ignoring the behavior and moving the group along to another point of 
interest 
 
4. Which of the following are integral components to a guided nature walk? 
A. An introduction with rules  
B. Walking as much trail as possible within the given time frame 
C. Collecting keepsakes for students to take home 
D. A closing activity 
E. Answers A and D 
F. Answers B and C  

5. Which of the following are standard safety equipment and procedures? 
A. First Aid kit, First Aid manual, radio, checking in with staff every 10 minutes  
B. Radio, First Aid kit, head counts, contacting staff during an emergency 
C. First Aid kit, head counts, compass, trail map 
D. Leatherman Tool, EpiPen, having another student run for help during an 
emergency  
 
6. Which layers best characterize forest stratification? 
A. Canopy, understory, shrub, herb, soil 
B. Canopy, brush, leaves 
C. Top, middle, ground 
D. Branches, bushes, plants, soil  
 
7. Which of the following best characterize amphibians?  
A. Cold‐blooded, fins, larval stage 
B. Cold‐blooded, larval stage, lay leathery eggs 
C. Cold‐blooded, moist skin, larval stage, never have claws, lay eggs 
D. Warm‐blooded, four legs, larval stage  
 
8. Briefly describe an activity (and related equipment) that would be appropriate for 
teaching the following topics on the trail (Answers may vary.):    
Habitat: ______________________________________________
_____________________________________________________
Microorganisms: ________________________________________
_____________________________________________________
Animal Kingdom: ________________________________________
_____________________________________________________
 
9. Name two exotic (invasive) species of plant found at SCNC: 
A. _______________________________________________  
B. _______________________________________________  
 
10. At what time do guides need to arrive at the Nature Center for field studies? 
A. 9:30 am 
B. 8:00 am 
C. 8:30 am 
D. 9:00 am 

Appendix A: Trailblazer Design Group Profile
Sarah Grigg, Project Manager
[grigg.sarah@gmail.com]
Ms. Sarah Grigg’s professional experience includes five years in media development,
public relations, and event planning with a focus on wildlife and conservation. She has
held positions in the non-profit, government, and private sectors, including work for the
Jackson Hole Wildlife Film Festival and Idaho Fish and Game. Most recently, Ms. Grigg
coordinated public education programs on the endangered Yellowstone Grizzly. Ms.
Grigg is certified with the Professional Ski Instructors of America (PSIA) as an alpine ski
instructor and with Idaho Fish & Game (IDFG) as a master naturalist. She is currently a
student at the University of Georgia, pursuing an M.N.R. in Natural Resources.
Tonia Dousay
[teedee@uga.edu]
Ms. Tonia Dousay has nearly 10 years of combined instructional design and eLearning
project management experience. She is partly responsible for drafting an agency-wide
eLearning initiative for a state agency and spent more than seven years working to
advance the agency’s capacities to offer online training. In this same timeframe, Ms.
Dousay worked with the
E-Learning Council and Texas Distance Learning Association to present conference
sessions and webinars on instructional design and creating engaging eLearning courses.
Currently, Ms. Dousay is a full-time doctoral student at the University of Georgia
pursuing a Ph.D. in Learning, Design, and Technology.

Régene Logan
[rdlogan@uga.edu]
Ms. Régene Logan's hybrid background combines experience in Information Security

and Secondary Education. For four years, she established technology related training
programs for the Department of Defense, instructing network and product engineers in
the areas of Information Security and technical document preparation. For the past six
years, she has provided instruction for children in middle and high school in the areas of
Mathematics, Chemistry, and College Readiness. Her specialty is prescribing
individualized programs of learning, focusing on the learning styles of her students. Ms.
Logan is currently attending the University of Georgia, pursing a Ph.D. in Learning,
Design, and Technology.
Steven Griffing
[stevieg@uga.edu]
Mr. Steven Griffing's diverse background includes fourteen years in the U.S. Navy
providing instruction in areas ranging from Nuclear Reactor Plant Operations and
Maintenance, to Anti-Terrorism Training, as well as serving as the In-Rate Training
Coordinator for Naval Reserve Center Atlanta. Mr. Griffing is presently working on a
Baccalaureate in Engineering and Technology Education at the University of Georgia
with a focus on sustainable technology and development.

Appendix B: Performance Assessment
Actual Desired % of % of
Primary Cause Type
Performance Performance Cause Total
Guides did not

have access to the
R 10%
Volunteer Trail
Guide Manual
50% of guides 100% of guides
are familiar with to be familiar Guides failed to
all public trails with all public travel all of the M 80% 23%
located within trails located trails on their own.
the SCNC within the SCNC
Guides failed to
complete the
M 20%
required number of
shadow visits.
Key: R=Resource, M=Motivation, K&S=Knowledge & Skills

Primary Cause Type
Guides did not

receive adequate R 25%
training
Guides have no
background in
earth/natural/ K&S 12.5%
environmental
sciences
87.5% of guides 100% of guides
feel confident in to feel confident Guides do not feel
31%
conducting in conducting competent in
unaided tours unaided tours answering tour
participant K&S 60%
questions regarding
trail animals, plants
and organisms
Guides are not

comfortable
M 2.5%
working with
children

Primary Cause Type
Guides have little

or no experience
K&S 37.5%
working with
children
Guides are not
Guides are able confident adapting
Guides are to manage the tour to
unable to participants’ particular age M 15%
manage (children) groups and
participants’ behavior and planning group 31%

(children) focus activities
behavior while participants’

Guides are unable
on trail attention while
to handle large R 10%
on trail
groups alone
Guides have no
experience
managing student K&S 37.5%
behavior and
discipline issues

Primary Cause Type
Guides are student

volunteers and
have schedule M 70%
Guides to attend conflicts with
Guides are
work according classes/work.
failing to show
to their 15%
for scheduled Guides are
weekly/monthly
tours participating as a
schedule
volunteer due to a
M 30%
class project, and
fail to take the role
seriously

Appendix C: Data Collection
SCNC Volunteer Trail Guide Survey Results
1. How many years have you had experience working with children? 
5+; 0-1;
3 volunteers 3 volunteers
3-5; 1-3;
1 volunteer 1 volunteer
Figure 8. VTG Survey Q1 Responses
2. Select the specific age group(s) of children you have worked with. 
12-15; 4
4-7; 5
volunteers
volunteers
8-11; 6
volunteers

3. Do you feel that you are prepared to be an active volunteer guide after the training 
you’ve received?1 
No;
1 volunteer
Yes;
7 volunteers
4. Do you have a background in the natural/earth/environmental sciences and/or 
natural history?23 
No;
2 volunteers
Yes;
6 volunteers
1 Volunteer comment: think that my skills could be improved with some classroom and field
excerises [sic] with the naturalist.
2 Volunteer comment: Communication
3 Volunteer comment: My education and occupation are in business. I have played many sports,
hiked and spent most of my leisure time outdoors. I value our environment and sharing outdoor
experiences with children.

5. Do you feel confident adapting group activities during the tour to the questions you 
receive from the tour group participants?4 
Other;
1 volunteer
No;
2 volunteers Yes;
5 volunteers
6. Do you provide a closure activity/debriefing activity for your groups?5 
Other;
1 volunteer
No;
1 volunteer Yes, always;
3 volunteers
Yes, if time
allows;
3 volunteers
7. How would you respond in the following scenario? You just started a morning tour 
of a mixed‐ages home‐school group of children. The tour starts off well, but at the 
4 Volunteer comment: It depends alot [sic] on the question. I am not qualified to answer many of
the questions. type of mushroom, fungi, etc.
5 Volunteer Comment: I just ask each of them what they enjoyed most.

midway point a student starts pulling branches and leaves off a tree, and yells to 
everybody that he is Harry Potter and he has magic skills to heal the tree! You notice 
that another student is about to follow his lead, you… 
# Response
1 Ask the student to please stop pulling leaves. Explain that we need to preserve
plants and animals in nature so that they can thrive. Try and divert attention
to something new and exciting.
2 bring the disruptive child to the front to "help" me, and remind the kids that
they might touch poison ivy or a spider if they are reaching off the path.
3 First, I would tell them not to injury the tree, to pay attention to what we are
discussing and to explain that the tree heals itself. Second, I would try to get
their attention on another subject. Third, I would ask the teacher, parapro or
parent volunteer to talk to the offending individual.
4 scream at the top of my lungs to, "put down the stick, stop pulling things of
the trees and don't watch or read any more Harry Potter!" I could also say,
"I'm Dumbledore and I speak for the trees when I hear them saying please
stop tearing and abusing me."
....Or I could calmly remind them of what I say each time before starting down
the trail. That is, "we are guests in nature's home and what we find here stays
exactly where we find it. When you visit someone's home you don't start
taking things off shelves and breaking them do you?"
So, I have three different ideas of what I would say in your Harry P. scenario.
Honestly, between the last two options I think it would depend on my mood at
the time as to what I'd say. I probably would end up saying a combination of
the Dumbledore quote then the reminder to reinforce what we agreed on
before starting the hike.

# Response
5 Assuming the kid is between the ages of 7 and 12... I would tell them to stop
and follow up by asking, "What would Hagrid say?" As a lover of all creatures
great and small, Hagrid would never support this sort of behavior. If the kid
didn't let go of the branches, I might try casting an "expelliarmus" spell. Once
the situation was under control, I would remind the group why trees need
leaves and branches to survive, and why pulling them off (magic or not) might
not be a great idea.
If the kid was older, I would be much more direct.
6 hand the disruptive student a magnifying glass and ask him to check out a
really cool fungus growing on a tree. Then I would hand out magnifying
glasses to other children and ask them to do the same.
7 I would go get the child and take him to the front with me. I would ask
him/her to please respect nature as we had discussed before we began hiking.
I would continue hiking.
8 point out that Harry Potter wouldn't pull branches off a tree because he helps
people and things that are in need, not hurt them.

SCNC Teacher/Parent Survey Results
1. During the guided nature walk(s), did you observe any performance gaps between 
how the trail guide led the walk and your expectations? 
Yes; 0%
No; 100%
Figure 15. T/P Survey Q1 Responses
2. I am satisfied with the guided nature walk(s).67 
Agree Somewhat Neutral Somewhat Disagree

Agree Disagree
100% (7) 0% (0) 0% (0) 0% (0) 0% (0)
6 T/P Comment: Our guide was very imformative [sic] and pointed out many things on the trail.
She was probably the best one I have experienced. The children were very movtivated [sic]. We
didn't feel rushed.
7 T/P Comment: The trail guides did a great job allowing for students to observe and guided
discussion.

3. If you could suggest a change of the current guided nature walks in order to enhance 
them for your students, what would it be?  
# Response
1 Students might have a clipboar [sic] with a scavenger hunt type activity so
they could look for specfic [sic] things.
2 Measuring, more plant and tree identification
3 I cannot think of anything I'd change. Our guide was well prepared and had
great skills for keeping my students focused and interested.
4. My classroom content matches the content presented on the trail.8 

Agree Disagree
57% (4) 43% (3) 0% (0) 0% (0) 0% (0)
5. Our trail guide was well prepared for relaying information, and did so in a manner 
where the students could understand.9 

Agree Disagree
100% (7) 0% (0) 0% (0) 0% (0) 0% (0)
8 T/P Comment: We learn about cells, microorganisms, and classification of living organisms,
plant and animal.
9 T/P Comment: Jill was very knowledgeable and enthusiastic.

6. I received information regarding the materials covered on the guided nature walks 
from the SCNC prior to our visit.1011 

Agree Disagree
43% (3) 29% (2) 0% (0) 14% (1) 14% (1)
7. I had specific knowledge goals/objectives that needed to be met during our visit. 

Agree Disagree
71% (5) 14% (1) 0% (0) 0% (0) 14% (1)
Figure 21. T/P Survey Q7a Responses
8. These goals/objectives were met.12 

Agree Disagree
100% (4) 0% (0) 0% (0) 0% (0) 0% (0)
Figure 22. T/P Survey Q7b Responses
9. My students retained information from the guided nature walk(s).1314 

Agree Disagree
29% (2) 57% (4) 14% (1) 0% (0) 0% (0)
10 T/P Comment: I had a general idea based on the preview materials.

11 T/P Comment: We received information on the STARLAB, but very little on the nature walk.
12 T/P Comment: Classroom ativities [sic] for plant and animal cells was GREAT
13 T/P Comment: I think the activity above might help.
14 T/P Comment: My class was divided among three guides. I have not taken time, regretfully, to
check in to see what my students recall from their visit.

10. The timing and change of events on the guided nature walk(s) were well 
choreographed.15 

Agree Disagree
100% (7) 0% (0) 0% (0) 0% (0) 0% (0)
11. The active guided nature walk transition time corresponded with my classroom 
transition time. 

Agree Disagree
83% (5) 17% (1) 0% (0) 0% (0) 0% (0)
Figure 25. T/P Survey Q10a Responses
12. The active guided nature walk transition time affected my students' attention 
span.16 

Agree Disagree
50% (2) 25% (1) 25% (1) 0% (0) 0% (0)
Figure 26. T/P Survey Q10b Responses
15T/P Comment: No time was wasted.

16T/P Comment: Some of my students need frequent redirection. This was no fault of the guides
or the plan.

SCNC Naturalist Interview Responses
1. How long have you worked at the Sandy Creek Nature Center? Did you work as 
a volunteer trail guide prior to accepting your current position? 
I have worked at SCNC for just over 2 years. No, I did not work as a trail
guide prior to accepting my current position, although I did work as the
Volunteer Coordinator.
2. What performance gaps, if any, have you observed in the Volunteer Guide 
Training Program?   
Familiarity of trails. 2. Group dynamics in terms of managing and focusing

students on the trail. Both of these come with experience but we always
seem to have new trail guides.
3. Do your guides receive classroom/group control training?   
Most trail guide attend a 3 hour training where we do discuss and

demonstrate behavior management. Establishing clear expectations and
dealing with disruptive behavior.
4. Do you encourage teachers and parents to act as disciplinarians on the tours? 
Do guides assume that teachers will take responsibility for their students?    
In pre-trip materials we encourage teacher/chaperones to be in charge of

discipline. Unfortunately, not every group has enough staff/parent
support to ensure one adult from the school is on every hike. We ask our
Trail Guides to set clear expectation for behavior in order to circumvent
problems later.

5. When and how is ADA trail used? Do volunteer trail guides use it and are they 
trained to use it?   
The ADA trail is used quite often. We talk about our different types of trail
during training. It is a route to several of our other trails. We also use it
when we have a group with one or more students with mobility issues. It is
a good short trail for younger students too. We encourage guides to
become familiar with at least two trails either by observing, attending a
naturalist walk or on their own.
6. Our team observers noted numbered information stations on the boardwalk 
areas. When are these used and are guides trained on them?   
The numbered “information stations” are part of our non-personal

interpretation on site. There is a self-guided invasive species brochure that
has text that corresponds to each number. Trail Guides are not trained to
use the signs.
7. Do you provide a list of mnemonic devices for guides to use and teach to 
students?  
We do not provide a list of mnemonic devices for guides to use. We do

provide a list of key word and basic concepts that are being learned in the
classroom with the Naturalist.
8. What kinds of manipulative tools, if any, does the Center provide to students 
on guided nature walks (Ex. Checklists, fill in the blank answer sheets, etc.)?   
We have scavenger hunts, magic circles, matching games, magnifying lens,

bug boxes, field guides.
9. Do you have a prescribed time change for activities?   
Field Studies at ENSAT rotate at 10:30am. Field Studies at Walker Hall

rotate at 10:20 and 10:50am. This all depends on what time the school
arrives.

10. Have you ever considered shortening guided nature walks?   
We have 50 minute and 30 minute walks. We do not want the walks to be

shorter.
11. Have you ever considered breaking up indoor and outdoor components into 
shorter segments?  
No, we always seem to run out of time with the time we have allotted
currently.
12. Does every guide provide a closure activity at the end of the guided walk?  
We suggest conclusion activities at the end of each walk, but time

sometimes gets the best of us.
13. What is your general impression of teacher feedback and satisfaction levels?  
Teachers always love the hikes. We have a high satisfaction rating from
evaluation forms.
14. Have you had any problems with, or complaints about, volunteer trail guides 
in the past?   
Yes, in the past we have had a few complaints about trail guides and
student behavior management. We have had a few complaints about trail
guide’s knowledge or lack of. Typically these instances have been when we
have had student trail guides (Assigned as a school project) who have not
put enough effort into their role as trail guide.
As a staff we have had problems with no show, no call trail guides.

Third Party Observer Interview Responses
1. What were the top three positive things that you observed? 
The trail guide was excellent with the kids and handled the group very
well. She let them take turns being line leader and have an equal share in
participation.
The trail was physically a good length and wasn’t too long or too short for
the activity.
The trail guide did an excellent job of trying to teach a respect for nature.
2. What were the top three negative things (or things that could be improved) 
that you observed? 
The trail guide could’ve had a more comprehensive knowledge of local

nature; the children had some questions that went unanswered.
The other trail guide (not the one I shadowed) appeared visibly frustrated
with the group of boys he was bringing back to the center.
There could’ve been some sort of take-home activity that would give the
kids a souvenir to remember the trip and the experience.

Appendix D: Required Resources Detail
In the required content resources listed on page 10, there are five categories presented.
Specific resources for each of these categories are listed below.
Analysis Design Brief Development Implementation Evaluation

Summary Summary Strategy Plan
Current Task Inventory Instructional New “Volunteer Outline

“Volunteer Trail Strategies Trail Guide
Performance Evaluation
Guide Manual” Manual”
Objectives Supporting Instruments
(Student Guide)
Course Goals Media
Appropriate
Checklist Facilitator Guide
Assessment Student
Teacher Survey Methods Information Train-the Trainer
Instrument Guide Agenda
Volunteer Survey Facilitator

Instrument Information
Guide
Volunteer
Director Survey Formative
Instrument Evaluation
Summary
Third Party
Survey
Instrument

Appendix E: “SCNC Online” Screen Capture
Figure 27. SCNC Online Training site

Appendix F: Video Consent Release Forms
The following pages contain the consent release forms used for the subjects in the “From
Lost in the Woods” and “To a Woodland Adventure” videos.





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Sandy Creek Nature Center Volunteer Trail Guide

Trailblazer Design Group

Sandy Creek Nature Center (SCNC)

SCNC Volunteer Trail Guide

Trailblazer Design Group

Trailblazer Design Group November 10, 2009

Project Scenario .......................................................................................... 3

November 10, 2009 Trailblazer Design Group