Portfolio

Bryan Hendrick
PO Box 1749 952.356.2959

1930 Highway 300 bryan.hendrick@utah.edu
Leadville, CO 80461 www.bryanhendrick.com
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“The will to do, the tenacity to
overcome all obstacles and to
finish the course, the strength to
cling to inexorable ideals, are all
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rooted in courage”
J Edgar Hoover
Introduction
Thank you.
This portfolio is a representation of several years of study in the field of
experiential education and the management of recreation focused programs. I
appreciate you taking the time to familiarize yourself with my past experience
and work.
Within the portfolio you find examples that demonstrate a level of knowledge
and understanding within my field of study. Additionally, the following pages
contain my current professional resume, climbing resumes, and additional
examples of my past work.
Please feel free to contact me with any comments and questions.
Best Regards,
Bryan Hendrick
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“a ship is safe in harbor, but that
4 is not what ships are built for.”
William Shedd
Table of Contents
Professional Resume 8
Cover Letter 9
Resume 10
Certifications 11
Fact Sheet 12
Samples From Studies 14

Program Planning and Delivery 15
Marketing 31
Management 39
Evaluation in Parks, Recreation, and Tourism 45
Senior Internship 64
Rationale for Placement 65
Internship Goals 66
Artifacts 67
Professional Life 86
General Summary of Internship 87
Evaluation of Internship 88
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“The important thing is not to win, but to take part.
The important thing in life is not the triumph but the
struggle. The essential thing is not to have
conquered but to have fought well.”
Anonymous
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Professional
Resume
Academic and Professional Information
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Professional Resume
Cover Letter.
Bryan Hendrick
7034 128th Street Ct
Apple Valley, MN 55124
To whom it may concern;
The following resume is a representation of my relevant past professional

experience. In addition to the resume, you will find a fact sheet pertaining to
other areas of relevant information and a list of professional certifications and
memberships.
My personal and professional experience allows me to bring a strong

background and wealth of knowledge to a variety of positions related to the
delivery of adventure based program delivery. Combined with a strong work
ethic, you will find that I am a valuable asset to your program.
Thank you for familiarizing yourself with my resume and supplemental

documents. If any questions or comments arise please contact me at the email
address or telephone number provided bellow.
Best Regards,
--
Bryan Hendrick
Tel: 952.356.2959
Email: bryan.hendrick@utah.edu
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Professional Resume
Resume.
Education
University of Utah
Parks Recreation and Tourism: Adventure and Outdoor Programing, May 2011
Apple Valley High School
High School Diploma, June 2006
Experience
Outward Bound USA, Instructor, May 2010 to Present.
Facilitate adventure based courses that inspire character development, leadership, self-discovery, and service.
Outward Bound USA, Winter Program Intern, December 2010 to March 2011.
Support the facilitation of winter course delivery, complete a variety of administrative tasks ranging from Human
Resources to Land Management and Logistics.
University of Utah, Associate Instructor, January 2009 to Present.
Instruct courses where students learn technical skills related to climbing and mountaineering.
Park City Mountain Resort, Ski Instructor, Winter 2008 through 2010.
Instruct children ranging from 5 1/2 to 15 in Signature Five group lessons, group sizes ranging from 1 to 5 students.
Buck Hill Ski School, Ski Instructor, Winter 2005 though 2008.
Instructor children and adults of all abilities and ages. Group size ranging from 1 to 15 students.
Outdoor Experience Highlights

Rock Alpine
-Pentapitch 5.8, 5 Pitches - Wasatch, UT -Sharks Tooth, West Fin - CO
-Epinephrine 5.9+, 14 Pitches - Red Rocks, NV -Mount Superior, South Ridge - UT
-Prince of Darkness 5.10c, 6 Pitches - Red Rocks, NV -Mount Baker, Easton Glacier - WA
-Wildwest Show 5.11- A1, 3 Pitches - Indian Creek, UT -Mount Rainier, Gibraltar Ledges - WA
Ski
-Wapata Icefield Traverse - British Columbia, Canada
-Pfeifferhorn, North West Couloir, - Wasatch, UT
-Mount Superior, South East Face - Wasatch, UT
-Mount Rainier, Colwitz Headwall - Cascades, WA
-Mount Baker, Coleman Glacier - Cascades, WA
Certifications
-AMGA Certified Single Pitch Instructor -Wilderness First Responder
-PSIA Alpine Level 1 -PSIA Alpine Level 1 ACE
-AIARE Level 2 -Leave No Trace Trainer
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Professional Resume
Certifications.*
American Mountain Guide Association
Single Pitch Instructor, May 2010.
Professional Ski Instructors of America

Alpine Level 1, January 2006.
Accredited Children's Educator, December 2008.
American Institute for Avalanche Research and Education

Avalanche Level 2, February 2009.
Leave No Trace
Trainer, August 2008.
Wilderness Medicine of Utah

Wilderness First Responder, January 2009.
*image copies of certifications available upon request.
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Professional Resume
Fact sheet.
Rock Climbing
Areas Climbed in; Taylor Falls MN, Shovel Point MN, Big and Little Cottonwood
Canyon UT, Moab UT, Indian Creek UT, Red Rocks NV, American Fork UT,
Independence Pass CO, Rock Mountain National Park CO, City of Rocks ID.
Personal Expeditions
Wapta Icefield Traverse w/ numerous peaks (w/o huts), 8 days. January 2010.
Ruth Gorge, 31 days. April/May 2011.
Involvement in Professional Associations

Association of Outdoor Recreation and Education; Member of Environmental
Stewardship Committee 2009-2010.
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“a society grows great when
old men plant trees whose
shade they know they shall
never sit in.”
-Greek Proverb
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Samples from
Studies
Examples of knowledge and understanding within Parks, Recreation and Tourism
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Samples
Program Planning and Delivery.
TAKE ME OUTSIDE!
Take Me Outside was an after school program in which we gave the children from the 3rd and
4th grades at Freemont Elementary school an opportunity to not only play outside, but also to
learn important concepts concerning the environment. Our main purpose aimed to inspire
children to go outdoors and develop a better appreciate for the world around us. This sample
includes a through description of the planning for various lessons, the delivery of various
activities, and a basic evaluation of the effectiveness of the program design.
This piece demonstrates the knowledge and understanding gained in program planning and
delivery. It clearly shows an ability to design and articulate lessons, taking into account risk
management, and resources. Most importantly it demonstrates an ability to create objectives
and determine if a lesson is adding in the attainment of the objective.
To be able to deliver this program, a facilitator needs to have an overall progression in mind.
Without the intentional facilitation of any lesson, an activity simply becomes an activity. Within
the field of experiential education, this is a critical understanding in effectively delivering any
program.
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TAKE ME OUTSIDE!
Introduc)on
Bryan Hendrick, Rhielle Whetten, Kalee Whipple
Take Me Outside was our after school program in which we gave the children
from the 3rd and 4th grades at Freemont Elementary school an opportunity to not
only play outside, but also to learn important concepts concerning the environment.
Our main purpose of this program was to in the end have the children gain a desire
to go outdoors and develop a better appreciate for the world around us. We hoped to
do this by introducing the children to activities, other than the originals, that most
have never had the opportunity to participate in. Also, to instill the concept of
appreciation we gave repeated lessons of Leave No Trace. Take Me Outside was a
program that kept kids active, but also taught important lessons. This Iit into the
YMCA philosophy of build strong kids, strong families and communities perfect.
With taking the kids outside we encouraged them to build strong bodies and to be
healthy. The activities we taught were not ones to be just used as a single person
activity, they were taught to encourage kids to get outside and do these activities
with their families. With the lessons taught about appreciating and respecting the
environment we encouraged the children to take these things into their
communities and make them a better place. Each idea we had coincided with the
YMCA’s philosophy. We felt as a group that our program, Take Me Outside, was an
overall success.
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TAKE ME OUTSIDE!
3.1_Ac)vity Plans
Anima)on Plan
Intro to Activity
As the session begins, participants will group up on the steps on the stage
and the facilitators will review the rules. After Iirst week, facilitators will ask
participants what the rules are, rather than lecturing them on the rules each and
every week. Following this, the facilitators will review with the participants the
previous week’s activity. Asking question that facilitate discussion, such as: do you
remember what we did last week? What was you favorite part? Do you remember
what you learned?
Following the review the day’s activity will be introduced. Highlight things
the participants will want to think about as they participate. This time will be used
to set the tone for the rest of the day. And possible discussion might be used to bring
participants into the mindset of that particular days activity.
Activity
From the introduction of the activity participants will then be moved from
the stage steps to the location for the activity to take place. From here the facilitators
will direct the activity. See the Activity Cards for more details.
Wrap-up of Activity
After the activity has taken place, a discussion will be facilitated with the
participants. It should focus on the main points of the activity. For example if the
activity was based around the LNT principal of “leave what you Iind,” the facilitators
will ask question such as: What will you do differently when you go to a park? Do
you think it is important to leave things how we Iind them? Why?
Next tickets, provided by the YMCA, will be given out to participants based on
whether or not the followed the rules and were helpful in create a sense of time and
place for the days activity.
Homework
Once the activity session has been closed all the participants will be transfer
to the homework area, and supervision will be taken over by the local YMCA staff.
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TAKE ME OUTSIDE!
Ac)vity Cards
Ac)vity Title: Wildlife Tracking: Make them yourself
Theme: Wildlife
Purpose: To have fun while demonstrating some knowledge about different animals
and their tracks
Objectives: Students will demonstrate knowledge of tracks by making their own
tracks.
Assessment: Seeing students use the knowledge that they were just given to make
their own tracks is the assessment.
Equipment/Materials:
•
Butcher Paper or Big Plastic Sheet, OR Snow or Sandbox
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Something to leave a track: Mud or Paint
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Bread bags or Grocery Bags for feet
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Rubber bands for putting bags on feet
Formation/Space: If we are inside, we will need to use straight lines and give
everyone their own “bowling alley” to make tracks in. If we get to do this outside in
the snow, creating boundaries to stay inside of will be key.
Procedure:
Opening: Now we get to use our imagination and pretend that we are animals
leaving tracks in the snow. We will be making tracks of the animals that we just
learned about.
Explanation: Everyone will step into this big box of mud. Then you will step out of it
and stand on your spot. You must hold still or you will run out of mud before you get
to make tracks. Then, once everyone is ready, we will call out the name of an animal,
and everyone will make tracks just like that animal would and race to the other end
of the plastic sheet. If you run off of the plastic sheet, you will not get to play the
game anymore.
Closure: Using clean-‐up time as a cool-‐down is a great time to wind the kids down.
Once the kids have cleaned up, it is a good time to recap what we have learned
about. Where animals live, and why? What do their tracks look like? How else might
we know that they were there?
Safety Factors: The mud and the plastic leave room for little friction and can be very
slippery. Making sure the students take their time and make good tracks will be
important here! Also making sure that this does not become an extremely messy
activity is important.
ModiIications: To change the activity, we could ask them to paint the track with their
Iingers and make it as accurate as possible. To make it easier, we may just ask for
pattern identiIication and just have them make a pattern similar to the one the
animal makes.
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TAKE ME OUTSIDE!
Ac)vity Title: Wildlife Tracking: Viewing
Theme: Wildlife
Purpose: To expose children to the footprints that they leave behind. Also give kids
the knowledge needed to make an educated guess as to what animal left its track
behind.
Objectives:
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Students will be able to identify wildlife tracks
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Students will use identiIication knowledge to distinguish the animal that the
track came from
Assessment: The assessment will come when the students make their own tracks in
the next activity. During that activity, students will be asked to make tracks like a
snowshoe hare, a deer, a bird, etc.
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Pictures of wild animal tracks
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Examples of wild animal tracks?????
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Hands
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Tub of Mud or Sandbox
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Bread bags for shoes or hands
Procedure:
Opening: Now we are going to use our detective skills again. We are going to look for
wildlife evidence. Who has a dog? What kind of evidence does a dog leave behind?
(Scat, fur, footprints, nest) Ask questions about footprints. What is a footprint?
What does a footprint look like? What kind of evidence does a footprint leave
behind? What can we learn from a footprint about an animal? What about a track?
What can we learn from a track?
Explanation: Now we are going to look at some tracks that are from animals. We are
going to use our detective skills to Iigure out what kind of animal left its tracks and
where it was going. During this part, we will use a tub of mud to make some tracks
and discuss how using size, depth, pattern, and shape can help determine which
animal left the track and which direction they were going.
Closure: What are the main things that we learned about tracks? Now let’s go make
some tracks of our own!
Safety Factors: If we can do this outside, the weather is the main safety factor. Also,
making sure all of the kids stay together and are not running all over the playground.
If the activity is done inside, making sure all of the students can see and are
participating and feel comfortable to participate is key.
Variations: Give less information for older people, give more information for
younger people.
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Ac)vity Title: Where Do Animals Live?
Theme: Wildlife Tracking
Purpose: To educate students about the habitats of animals, where they live, and
why.
Objective:
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Students will be able to identify some common animals along the Wasatch
front.
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Students will be able to place common Wasatch wildlife in the correct habitat.
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Students will be able to identify a reason why an animal thrives in a speciIic
habitat.
Assessment: After the activity has Iinished, students will have a paper with many
habitats on it. The students will glue animals onto the paper in the correct habitat.
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Fabric Mountain and City that represents habitats of different animals
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Pictures of recognizable wildlife to be placed onto the fabric mountain
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Paper with the “habitat” printed on it
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Smaller pictures of the animals to be glued onto the paper
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Glue
Procedure:
Opening: Has anyone ever seen a wild animal? What kinds of animals have you seen
or heard of? When the students start to name animals, we can take the picture of
that animal and put it on the Iloor in front of them as an example. Today we are
going to talk about where the animals live. If they live in the city, in the snow, in the
trees, in the mountains, or where else an animal will live. Depending on the age
group of the children, there may need to be some discussion about what a home is,
what it means to live in a home.
Explanation: Today we are going to be detectives. We are on a mission to Iind out
where these hidden animals live, what they eat, where they sleep and all those other
things that make a home. We will then proceed to name wild animals, create a place
for them that is a home, and give reasons for why they live where they do. For
example, a deer does not live in the tops of the mountains because it is hard to Iind
food in the winter. A mountain goat lives in rocky areas and on cliff edges so that
they are not easily accessible by predators, etc. As an animal is talked about, we will
place the animal in their correct habitat for the winter on the fabric mountain.
Closure: Reinforce where the animals live by helping students create their own
habitat with glue and paper. Also, talking about a home again in regards to where
the students live and their habitat and what they can do to keep their habitat clean
just like the animals do. Depending on the age group, this discussion can be modi:ied
to be more in depth.
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TAKE ME OUTSIDE!
Safety Factors: The biggest safety factor is emotional. If there is a foster child in the
group that does not feel that they have a home or a child who is actually homeless,
this activity may be especially emotionally unsound.
Variations: With more time or an older group, you could discuss where animals live
in the summer v. the winter. Also, you can go into much more depth with animal
adaptations and the reasons why certain animals adapt to certain habitats while
other animals can’t.
Ac)vity Title: Avalanche Hide and Seek/ Search and Rescue

Age group: 2nd and 3rd graders.
Number of Participants: 8-‐10
Purpose: To have children learn about the basic facts of avalanches and how to use
some of the tools equipped from an avalanche.
Objectives: Students will receive a basic understanding of how an avalanche works
and why they happen. Students will also demonstrate the proper skills in order to
make an avalanche beacon work and will understand the purpose for using one.
Equipment and Materials: Avalanche beacons, pictures and Iigures of avalanches.
Formation and Space: The outdoors is best for this type of activity. An open space
indoors with places or objects to hide behind will also work with this activity.
Opening: To open, we will Iirst teach about the basic facts of avalanches. Why and
where they occur? What triggers them? Questions like that. We will then move on to
the teaching of how to use an avalanche beacon.
Explanation: After teaching the children about the facts of avalanches and beacons
we will play two games with them. We will Iirst play a game call “sardines.” In this
game we will give each student his or her own beacon. We will then choose one
student to take their beacon and go hide. The other students using their beacons will
then go and Iind the person hiding. Once a student has found that person they will
then hide right next to them waiting for the other students to Iind them. The last
student to Iind the one hiding is then “it” for the next game. This activity will
resemble the fact the more than one person and beacon can track down one thing.
The second game we will play is called “beacon search and rescue.” In this activity
the instructors will then take one beacon and go and hide it. The students will then
use their beacons to try and locate the one that is hidden and “rescue it.” This
activity is made to resemble teamwork by the students working together to Iind a
beacon. Also it is to help show that when out in the snow or avalanche, a beacon can
help to Iind those things buried underneath.
Closure: Ask the students questions concerning the things we have taught and ask if
they have had a good time.
Safety Factors: This activity can involve children running around with expensive
tools in hand. This can be both dangerous and pricey, so instructors must be very
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speciIic on telling the children that they need to not run and can play slow. Also
students need to be very careful with the beacons in hand.
Variations: This activity is one that can be very adaptable depending on the age,
abilities, and weather. The activities can be done both inside and out. Depending on
the kids ages and abilities will depend on the depth that we as the instructors will go
into on the beacon aspect of the activity.
Ac)vity Title: Rock Art “WOW”!

Theme: Outdoor Ethics Age Group: 8 and up
# Participants: minimum 4-‐6
Purpose: To instill a respect for others and the environment.
Objectives: To stimulate thought on how one’s behavior in the backcountry, or front
country, could have a negative impact on the next visitor.
Assessment: Through discussion and feedback, a sense of transfer will be developed
for the participants into their everyday life.
Equipment/Materials: brown craft paper; markers; 3 separate puzzles, ranging

from 20-‐25 pieces; photos of rock art.
Formation & Space:
ROOM #1 with Brown Craft Paper

ROOM #2 with Puzzles
Procedure -‐ Opening:
The activity will begin with a discussion of a personal story, where the facilitator
enjoyed a “WOW” experience (particular outdoor experience, special moment –
such a spectacular view, rock art wildlife, quite time, super camp sport, Native
American ruins, etc…). After the facilitator shares his or her experience, each
participant has an opportunity to share his or her “WOW” experience.
Explanation:
Each individual will draw his or her experience on the brown craft paper. Since there
is not a lot of time, students need to be encouraged to draw fast, but well. As
students wrap up, they will be broken up into one of three groups. Groups will be
taken into another room. Each group will get a puzzle that they must put together.
Puzzle #1 is almost complete, missing 2-‐3 pieces. Puzzle #2 is missing even more
pieces. And Puzzle #3 is missing the most pieces, 5-‐6 pieces at most. After each
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group attempts to complete their puzzle, they share a “story” from their particular
puzzle with the entire group. It becomes very difIicult to tell the “story” when more
and more pieces are missing. While students where working on their puzzles, the
facilitator(s) has taken a few moments to “vandalize” them by tearing the paper,
writing of around drawings, etc… Bring the participants back into the room where
the brown craft paper is and ask them how they feel about the vandalism that
occurred while they where gone.
Closure:
Wrap up with a light discussion about how the participants felt and stress the
principle of Leave What You Find. Cut out the participants drawings from the brown
craft paper – none of which should have been “directly” vandalized.
Safety Factors:
The way in which the artwork is vandalized – keeping a sense of emotional safety
intact for the participants.
Variations:
Amount of pieces in each puzzle. The type of “WOW” experiences being drawn,
possibly sticking to rock art.
Ac)vity Title: Orienteering Course

Theme: Map and Compass Age Group: 8 and up
# Participants: minimum 4-‐6
Purpose: Give participants a basic understanding of map reading.
Objectives: Participants will learn how to use basic symbols on the map, and how to
relate them to the environment they are in.
Assessment: Completion of the Orienteering Course.
Equipment/Materials: 2 Cones, 4 maps (x3)
Formation & Space: The 2 cones need to be placed in relation to the maps, on the
north end of the playground. SEE MAPS.
Procedure -‐ Opening:

We are going to go on an adventure, but we have to get to our camp high in the
mountains! How do you think we’re going to do that? Reinforce each participant’s
input. We are going to use maps. Say, what else can you use besides a map? Break
participants into groups of 3, based on their ideas (map, compass, etc…).
Facilitators will pair themselves with a group. Participants will be informed of
the boundaries they cannot cross (essentially the edges of the map).
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Explanation:
We are going to have to travel along our maps, looking at the different feature on the
map, and what we see in real life. First, give everyone the same map, and walk the
group through as a whole, after which, everyone will rotate though subsequent maps
– going different directions each time. Make sure that the participants know that
they can ask for assistance. Make sure to reinforce teamwork and each individual’s
input while proceeding along each step.
Closure:
What was hard? What was easy? What do you see along your hike?
Safety Factors: Remind them to be careful about running into one another and other
things. “You can look at the map – but don’t just focus on it while you’re walking.”
Variations: Use a compass and bearings to maneuver around the course. Use
different color string to “highlight” the course -‐ giving younger children assistance
with traveling thru the course.
Map Guidelines: Whenever at a cone the group stops and is asked a step on it
question, follow up with why…
-‐ -‐ Grass or Rock?
-‐ Roots or Mud?
-‐ Grass or blueberries?
-‐ Dirt or rocks with :lowers?
-‐ Moss or rock?
-‐ Grass or dirt?
-‐ Rock or Mud?
-‐ Blueberries or Flower

Map #1: Use as an introduction to the maps and game
Map #2: Speed up the game, how fast can the group move
Map #3: There are two options from the tree (playground or cone), allow the group
to decide – but encourage them to look at the path they must take. This map should
be repeated, and to opposite route taken the second time.
Map #4: One last map, just have fun.
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3.2 Par)cipant and Program Evalua)on
The goals and objectives that we had set for the class were based on our club
name. Take Me Outside, as well as our organization’s mission to create kids with
healthy minds, bodies, and spirits. The Iinal version of our goals and objectives are
as follow.
1. Build strong kids that are contributing members of society.

-‐ Students will participate in an outdoor activity each week, raising their
heart rate and building a healthier body, mind, and spirit.
-‐ Through outdoor activity, students will participate in the principles of LNT.
These are Plan ahead and Prepare, Leave What You Find, Respect Wildlife.
2. Create a sense of caring, respect, and responsibility for the world where the
participants live.
-‐ At the end of four weeks, students will want to play outside more often than
before the club started.
-‐ At the end of the club, participants will have had new outdoor experiences
that are rewarding and repeatable.
The questions included in our evaluation were designed to make sure the
students enjoyed participating in activities as well as accomplished our goals. The
following is a summary of our participant evaluations. The evaluation was
completed by six of our participants.
Did you have fun?

All six students circled the thumbs up on this question indicating that they
enjoyed what they did while in the club.
Do you want to play outside more now?

This question was rated on a thumbs up, thumbs middle, and thumbs down
scale. One participant circled the thumbs in the middle indicating that she had fun
but would rather keep her play habits the same. Another participant indicated the
thumbs down. This tells us that with that participant, we did not reach our objective
that students will want to play outside more because of their club experience. The
other four participants circled thumbs up, demonstrating that they would like to be
outside more now than before the club started.
Would you join this club again?

This question was rated on a happy face or sad face scale. This is a way of
asking participants yes or no without discriminating against those with learning
disabilities. It also give the students a chance to express the emotion that they felt
during the club. We had only one participant circle the frown face. This indicates
that overall, we had a high success rate for our participants.
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Were the leaders fun?
This question was also graded on a happy face, sad face scale. All of the
participants indicated a happy face. This demonstrates enthusiasm and excitement
on behalf of all three facilitators.
Did you learn new activities you can do outside?

This question was graded with a happy face, sad face scale. All Iive
participants circled the happy face, indicating that we succeeded in meeting our
objective of learning new equipment and activities.
Can you name a new activity that you learned?

At the end of the survey, we thought we would ask this question to insure that
the students weren’t just marking the smile face to show happy. If the students
could name an activity, then they really did learn new activities. Only one of the
participants did not write down an activity that was directly related to our club.
Instead, she wrote down, “Go to the Park.” Since we used the playground outside,
this could indicate that she learned new things but did not know how to convey a
single activity. The other participants wrote, “Beacons,” “The Map,” “Hawks are
awesome,” “We were learning about maps outside and [beacons],” and “ puzzles.”
This shows that the activities that we did with the students stuck with them and
possibly even sunk in. This contributes to both of our goals.
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3.3 Facilitator Evalua)on
Bryan Hendrick
Rhielle WheSen
Preparation – In every regard Rhielle was highly prepared for all of our meetings
are facilitations.
Contribution – In our group discussions Rhielle provided a great amount of
structure that helped us as a group complete many of the tasks at hand. Additionally,
she completed her own work for the group on time if not early.
Respect for others – Rhielle is very encouraging for everyone in the group, she
provide thoughtful insight
Flexibility – When she did not agree with another person, she was very good at
positive feedback with other possible solutions or compromises.
Dependable – Rhielle was present at every group meeting, and after school session.
Kalee Whipple
Preparation – Every meeting Kalee attended she was ready and willing to
contribute to the group.
Contribution – Kalee contributed in numerous ways to the group work, providing a
number of insights. And while her schedule was busy, she completed all of her
contributions to the group on time.
Respect for others – In group meetings and the afterschool sessions, Kalee
provided to be a valuable part of the team. Providing positive feedback and role
modeling.
Flexibility – In the case of disagreements Kalee had a positive attitude, and
provided numerous options.
Dependable – Kalee was very dependable. While her schedule kept her from a
couple of meetings and facilitations, she communicated well in advance when there
were conIlicts. Additionally, Kalee made up for it by staying in contact and working
on group work as much as possible while on the road.
Summary of personal feedback

I Iind the use of feedback very useful in every setting. And when used
correctly by you and those around you it can lead to positive changes in every facet
of a group. In regard to the feedback I received on the after-‐school program I was
apart of facilitating for the YMCA, it was very positive. The evaluation covered the
following areas:
-‐ Programming and Planning
-‐ Leadership
-‐ Risk Management
While these are somewhat broad topics, they can include mitigating hazards,
personal enthusiasm, meeting and staying within time constraints, securing needed
supplies, and much more. For myself, the feedback received indicated performance
at a minimum of above average. Looking forward I believe there are still, and will
always be areas of improvement.
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3.4 Reflec)on
Bryan Hendrick
Programming for an After-‐school program is a Iirst for me in numerous ways.
In my previous experience, ski instructing is as close as it comes. While there are
similarities in the management of the children, the largest difference is that of
programming itself. Which, in many regards took some getting used to for myself. No
longer did I Iind myself working towards goals and objectives determined within the
Iirst few runs of a lesson, I was working weeks in advance. In some regards, not
knowing and having a chance to meet the participants was frustrating and limiting.
Even more so was the initial feeling of being placed in a box. No longer was I free to
teach and facilitate an experience at the pace of the group, with the unrestricting
freedom of an entire mountainside. Rather I found myself working with the conIines
of four walls.
Participation, essentially the key component in being a participant. While
many of the children did desire to be there and learn from the activities we had
programmed, there were the inevitable tough kids. While rambunctious behaviors
can be managed, I found myself digging deep into my “tool-‐box” trying to get several
participants each week internally motivated. This proved to be the new learning
experience for me. Never before have I worked with participants that show such a
large amount of little to no interest, truly having no internal motivation to be
present. Challenging group dynamics and behaviors testing the way in which I
facilitate, proved to create an interesting and dynamic learning environment for
myself. Highlighting the skills that are essential to be successful, and the techniques
that simply do not transfer from the mountain to the gym.
Our club had an outdoor focus, with a leave no trace spin, leaving us with a
fun, and educational environment for the participants to learn within. Programming
each week to build on top of previous weeks. While some weeks were harder than
others to achieve this goal, it proved to create the desired outcomes set forth by our
goals and objectives. The Iirst week was a rather simplistic in nature, introduce the
participants to avalanches, and avalanche beacons. The activity was a simple game of
hide-‐and-‐seek. Stating off with “beacon groups” hiding, eventually burying a beacon
in a bag somewhere within the playground. The second week while a little
disconnected was based of the leave no trace principal of leave what you Iind. Each
participant created wall art, and while playing with puzzles, there art was
vandalized – and a very mature discussion ensued about why the vandalism
happened and why we should leave things how we Iind them. Our third week
focused on maps, getting students to translate what they were seeing on the map to
the world around them. Finally, our program ended in an engaging combined activity
with a special visitor from the Hawk watch.
The experience of programming and facilitating an afterschool program has
been very informative. I found that in working with this age range many of the same
techniques are used across the board from a ski instructing position to after school
27
TAKE ME OUTSIDE!
facilitator. One of which is the reminder of rules at the beginning of each day, and
subsequent reminders as needed. In addition to the reminder of rules, I found taking
children in the mountain environment with the challenge of two skis attached to
their feet made them more liable to be rambunctious and all around require a much
different approach to facilitating activities. From this program moving forward, I
would possibly look for a more Ilowing overarching theme. In addition to this I
would look for even more continuity week to week. In regards to my own leadership,
not much if any has changed. Rather I have found the possible limitations, and
challenges when working with younger age groups. My servant leadership style, I
still view as being one of my greatest assets as a leader. But, I do believe it will work
better within the population I wish to work within.
The experience in working with the YMCA to provide a four-‐week after
school program has been a new and rewarding experience. There have been a
number of new lessons I learned from experience, and new dynamic I have learned
to work with in the age range of third and fourth grade. Looking forward I hope this
experience to provide positive changes in that way I approach programming and
working with these ages.
28
TAKE ME OUTSIDE!
3.5 Professional Resource List
Bryan Hendrick
Cary, Alice. "Tracking with Kids." GORP. 12 Feb 2009. <hSp://gorp.away.com/
gorp/eclec)c/family/track_kids.htm>.
This website provides a general activity outline with clear instructions for
facilitating tracking games. The games create and instill a sense of awareness for the
environment in which the children are surrounded. Hopefully, allowing them to truly
experience what the world has to offer them outside.
"The String Course." Orienteering for the Young. 26 Feb 2009. <hSp://
www.us.orienteering.org/OYoung/index.html>.
Orienteering for the young explores orienteering and the modiIications that
need to take place for younger age groups. The stringcourse is a great activity form
that you can create an orienteering activity from for a limited time window.
Bonney, Bruce, and Jack Drur. The Backcountry Classroom: Lesson Plans for
Teaching in the Wilderness. 1st ed. Merrillville, IN: ICS Books, Inc., 1992.
While not used directly in this program, it has a number of creative ideas for
teaching numerous outdoor themes. Its not the greatest Iit for an after school
program.
Leave No Trace Center for Outdoor Ethics, 101 Ways to teach leave no trace.
Boulder, CO: Leave No Trace Center for Outdoor Ethics, 2007.
The activity book contains 101 games for teaching every principal of Leave
No Trace -‐ including general activities. It is a perfect tool when teaching LNT in any
setting.
Cox, Steven, and Kris Fulsaas. Mountaineering: The Freedom of the Hills. 7th ed.
SeaSle, WA: The Mountaineers Books, 2003.
The bible for mountaineering, it contains factual information on numerous
aspects of mountaineering. Information for presenting activities can be referenced.
29
Samples
Marketing.
Climbing Program Marketing Plan.
The University of Utah Climbing Program facilitates programs associated with the
University. These programs range from rock climbing courses in the Parks, Recreation,
and Tourism department to mountaineering at destinations such as Mount Rainier
through the Outdoor Recreation Program. This sample highlights a marketing plan
created for the program, though it never used.
This piece demonstrates the knowledge and understanding attained in the marketing
of programs. At a minimum it shows an ability to be a useful resource in developing
marketing strategies, and become an asset rather than a burden in such a capacity. By
no means does this sample quantify as commensurate experience. Rather, it is a basic
understanding of the terms and theories used in creating a marketing plan, along with
other marketing strategies.
30
Marketing
Bryan Hendrick
PRT-3211
A. Joseph Arave, Ph.D
April 19, 2010
Introduction
The University of Utah Climbing Program facilitates programs
associated with the University. These programs range from rock climbing
courses in the Parks, Recreation, and Tourism department to
mountaineering at destinations such as Mount Rainier through the
Outdoor Recreation Program. The Climbing Program started in the Fall
semester of 2007, seeing a steady growth in students over the past two
years. The unique relationship between the Parks, Recreation, and Tourism
department and the Outdoor Recreation Program has allowed the
program to offer a unique and rewarding experience for every level of
student.
In the last six months the Climbing Program has been awarded
accreditation from the American Mountain Guides Association, making
the Climbing Program the only university program to hold such an
accreditation. The accreditation serves to provide a standard to which
the program is held. Several areas in which the accreditation focuses
include permits, staff, staff training, and operational guidelines.
Additionally, the accreditation informs students along with the general
public that the program adheres to industry standards, and all instructors
operate in terrain in which they have received formal training to instruct.
Another unique aspect of the Climbing Program, is the relationship it
shares between the Parks, Recreation, and Tourism department and the
Outdoor Recreation Program. The relationship has allowed for a united
effort in providing technical climbing programs at the University of Utah.
This has allowed for the success of the Climbing Program and its ability to
31
Marketing
operate beyond the minimum standards set forth by the international
guiding community.
There are a number of programs offered through the Climbing
Program, a large number are academic courses through the Parks,
Recreation, and Tourism department. However, the Climbing Program
does offer a number of courses through the Outdoor Recreation Program,
not for credit, ranging in length from one day to week long trips. In the
past, trips created the opportunity for students to climb a number of
Cascade Peaks in the Pacific North-West, and weekend ice climbing trips
to Ouray Ice Park in Colorado. Academic courses currently take place in
one of several locations: Wasatch Front, St. George, Moab, and Ourary
Ice Park. Course locations are dependent on the time of year along with
goals and objectives to the specific course.
The population served by the Climbing Program presents a unique
set of challenges. Each program that takes place throughout the year has
a surprising amount of diversity. Initially, white males dominated the
courses; in recent semesters there has been an uptake in white females
and several other demographics. Additionally, the students in each
program have a variety of experience levels regardless of the program
offered. The challenge presented is creating a unique and beneficial
learning environment for all students.
Instructors in the Climbing Program follow the norm within many
outdoor adventure based programs, white female and male instructors.
While there is a lack of diversity within the instructors, there is a large range
in experience when exploring backgrounds within technical climbing and
teaching. The majority of instructors a have experience solely in rock
terrain, and come to the program with little experience teaching.
However, the Climbing Program has an excellent mentorship program in
which instructors have the ability to develop.
The climbing program offers a service rather than a product. Each
semester the service recycles. Any open seats in a course represent an
expired opportunity for revenue. The challenge in the academic setting is
to not only continually grow enrollment, but retain as well. Each student
has the opportunity to drop any climbing course within two days of the
first class meeting. Unfortunately, this results a number of students leaving
a course before it is in the field. Again, this creates open seats. The actual
life of any service offered by the climbing program is rather short: three
days.
Each course is targeted towards as specific segment, the traditional
University student. While there have been a number of other segments
that partake in a course, the majority of targeting is to students between
the ages of eighteen to twenty-four.
32
Marketing
Overall, the Climbing Program creates a unique and rewarding
experience through its programs offered in the Parks, Recreation, and
Tourism department, along with the Outdoor Recreation Program. The
Climbing Program continues to experience growth in the programs
offered.
Promotion
Promoting the climbing course offers a number of advantages,
including more work for instructors that have devoted time to the
program. More specifically, the population of climbers continues to grow
around the University. The need to understand the basic principals in
managing risks associated with climbing is paramount. The more students
who enroll, the more climbers in the community will have a better
understanding of how to manage their risks effectively.
There are several strategies that would prove effective for
promoting the courses offered by the Climbing Program. The first is a push
pull method. To push the courses out to students, vouchers such as those
used for Lift ticket, sold at numerous locations, could be created for
classes. Imagine potential students browsing the local Costco or REI, and
seeing a cardboard display for the climbing courses. With their interest
peaked, they could purchase this voucher to be used on a climbing
course.
The second is personal selling. This requires the attention of all
instructors involved in the climbing program. The ability to promote word
of mouth from one student to the next has a large impact on the
enrollment of students. Potentially, a day of passing out pancakes or hot
chocolate would allow for instructors to interact with prospective students.
Word of mouth would spread the news of free food and the climbing
courses.
Finally, there is a third way to promote course through publicity. This

type of promotion needs to be directed at the students attending the
University. There are various means on the campus to achieve such
coverage, one of which is the campus newspaper. Articles written by
instructors would cover trips taken to exotic climbing locations. These
enticing articles would create students that wished to travel and climb as
well. At the end of such articles there could be a short paragraph about
the courses offered.
33
Marketing
CLIMBING!
Experience the thrill of the ROCK.
Enroll today
climbing.utah.edu
34
Marketing
Advertising, Part 1
To advertise within the targeted market of students attending the
University of Utah requires intentional thought to achieve effective results.
Within the demographics of students that enroll in the climbing program
courses, social media presents an untapped opportunity to extend the
reach of marketing opportunities. Specific websites such as FaceBook,
offer the opportunity for student to upload photos, and write about their
experience. This allows others to interact with the same content and
become aware of the positive experience they to can have by taking a
climbing course.
Initially, the need to create some basic content and group on
FaceBook is necessary. Potentially, videos and other forms of media could
be created. This media would allow students to be “tagged”, causing it to
show up in the “news feed” of other users. Effectively, this would allow for
a word of mouth approach in the digital world.
Advertising, Part 2
The advertising process for the climbing program is quite simplistic,
including several traditional and non-traditional means. The overarching
objectives for advertising the Climbing Program, are to reach over sixty
percent of students that are interested in adventure based activities
increasing their interest in the courses offered by the end of the calendar
year. To achieve this objective, there are two components that need to
be explored: the creative strategy and the media plan.
The creative strategy has several components to consider, the first
of which is the target audience. As discussed previously, the target
audience is made up of students attending the University of Utah
between the ages of eighteen and twenty-four, specifically those
interested in adventure based activities. The second component is the
objective of the marketing effort. Simply stated, the marketing effort will
excite students about climbing for credit at new climbing locations for
them. The third and fourth elements focus on the marketing materials
themselves.
The marketing materials will make use of new media, such as
photos and videos. The videos themselves will make repeated reference
to the credit available. Along with the use of the two mediums, the
materials will have a catchy appeal for those in the target market, making
use of video highlighting the adventure of climbing.
Last, the media plan has components to consider as well. Any effort
in marketing the climbing courses should reach the majority of students
attending the University. It is rather difficult to reach just those within the
35
Marketing
target market. Additionally, the marketing will make use of three mediums
that allow for flexibility in the timing and frequency.
The first medium is that of emails. Bursts can be sent out bi-weekly,
highlighting upcoming courses, and important climbing community news.
The second medium is posters. Bursts can be used at the beginning of
each semester, hanging them around various locations on campus. The
final medium would be a website using videos. Pulse can be used
throughout the semester. Videos will highlight the course offering, and
past experiences of students of recent courses.
Pricing
Unfortunately, for the Climbing Program pricing has little implication
for marketing. The price for a student is rather set by the University.
However, for the purpose of the project I will explore pricing within the
context of a guide service.
Changes in pricing are rather limited. With any guide service, there
are overhead cost that simply have to be covered. Yet, there are ways to
allow for flexibility, and the appearance of promotional offers. For
example, day-to-day services by guides will normally be offered at a
neutral point. One that is at the medium for such a service in the given
region, However, it is possible to offer a much lower price that follows a
more penetration approach. Such a price would apply to those just
looking to try climbing, essentially enticing those thinking about “dipping
their toe in the water.”
Other cost factors that apply to participants most be overcome as
well. The first is time, easily overcome by the flexibility of scheduling. A
client chooses when, where, and for how long. Next, fear may play a role
in the “cost”, providing videos online that calm potential clients can prove
to be beneficial. The largest cost however is that of effort. Simply
addressing this cost by offering easy straightforward approaches to
booking a guide.
Ultimately, pricing is much different in a guide service than a
university-based program. The marketing challenges faced by each is
drastically different., largely, the ways in which a marketer can reach their
population, and what costs are appropriate.
36
37
Samples
Management.
Funding Search.
For the funding search, I selected the Outward Bound Denver Center. The center serves the
community through a number of functions ranging from day long experiences to backcountry
trips out for a week or more. Since creating the document for the assignment, I have gained a
new level of understanding about the various centers, wilderness base camps, professional,
and adjudicated youth programs Outward Bound USA delivers. The assignment required
searching for applicable grants and donations that matched the selected organization.
The sample demonstrates an understanding in managing and funding not-for-profit programs.

For a number of large wilderness programs, a non-profit structure is widely common. This
changes the way in which courses, administration, equipment, and a variety of other
elements are funded and managed in the financial realm. Having an understanding of the
related concepts aids in becoming a valuable member of any organization within the
experiential education field.
38
Funding Search
Bryan Hendrick
PRT-5395
Karen Paisley
October 27, 2009
Funding Search
For the funding search, I have selected Outward Bound, Denver. The
school serves the community through a number of functions ranging from day
long experiences to backcountry trips out for a week or more. The mission of
Outward Bound, and centers such as Outward Bound Denver, is a central theme
of using challenge and adventure to develop a person's character and
promote self-discovery. While the centers may not use the wilderness to the
extent of other programs, creative use of the urban landscape, and historical
venues brings about new learning and aids in the achievement of the intended
outcomes. The outcomes of any Outward Bound are relative to the environment
in which they take place, however, the underlying results of instilling values, and
development of an individual's character are the same across all venues.
Specifically, within Outward Bound Denver, students from the surrounding
community can participate in a peer leadership urban expedition. The program
reaches out to middle and high school students. It engages the individuals,
along with personal relationships with peers, in challenging environments.
Through a five day experience, students face challenges that develop
leadership and personal skills that transfer into life at home and school. The
experience of each student has similarities to wilderness based programs of
Outward Bound. Students participate in service projects and stay over night in
unique locations such as museums, along with solo time spent reflecting on the
experiences at hand.
The mission of the program is to develop the character of students
through challenge and adventure. Students are identified through faculty of
participating schools, and invited to attend the five day experience.
Additionally, students are accompanied by faculty members from their school.
The program takes place throughout the school year, and in the summer offers
wilderness based components. The outcomes are achieved through a series of
39
Funding Search
service projects, overnight stays at different locations, and solo time. The
outcomes range from development of leadership skills, to self discovery, and
transferable skills into everyday life.
There are several funding opportunities available for the program, the first
of which comes from the Corporation for National and Community service,
through their Learn and Serve America grant. The corporation seeks to improve
the participants' lives, and strengthen communities, through service learning. The
second source of possible funding is Youth Service America. The organization
serves to promote engagement of youth in issues prevalent in today society.
40
Funding Search
Funding Source #1
Date: November, 1st, 2009 Funder: Corpora9on for Na9onal Outward Bound Denver
Community Service
1. Name Address, ScoS Richardson
Contact Person email: lsacschool@cns.gov
1. Financial Data:
Total Assets $1,350,000
Total Grants Paid 8 to 10
Grants Ranges/ $300,000 to $450,000

Amount Needed
Period of Project

Funding 1 year
1. Subject Focus Service-‐Learning projects Experiences that include service

learning projects
1. Geographical Limits United States
1. Type(s) of Recipients GMEs, SEAs GME
1. Popula9on(s) Served School Age
1. Type(s) of Recipients GMEs, SEAs GME
1. People (Officers,
Trustees, Staff)
Applica9on Informa9on
1) Does the Funder Have printed guidelines/applica9on forms? Yes
2) What type of ini9al approach is required? Applica)on
3) What are the deadlines? No current deadline or next cycle, TBD.
4) Board mee9ng dates? N.A.

What are the sources of informa9on? COS Funding Opportuni)es Search
Notes: hWp://fundingopps.cos.com/cgi-‐bin/fo2/getRec?id=77581
Followup:
41
Funding Search
Funding Source #2
Date: November 1st, 2009 Funder: Youth Service America Outward Bound Denver
1. Name Address, Youth Service America
Contact Person 1101 15th Street, Suite 200
WA DC
1. Financial Data:
Total Assets Na
Total Grants Paid Na
Grants Ranges/ $2,000

Amount Needed
Period of Project

Funding 1 year
1. Subject Focus Addressing the world's most Climate Change

pressing social issues
1. Geographical Limits United States Denver
1. Type(s) of Recipients Na)onal networked org. Outward Bound USA
1. Popula9on(s) Served Youth ages 5-‐25 Youth ages 12-‐18
1. Type(s) of Recipients Na)onal networked org. Outward Bound USA
1. People (Officers, Na Na
Trustees, Staff)
Applica9on Informa9on
1) Does the Funder Have printed guidelines/applica9on forms? Yes
2) What type of ini9al approach is required? Online comple)on
3) What are the deadlines? End of November.
4) Board mee9ng dates? Na

What are the sources of informa9on? COS Funding Opportuni)es Search
Notes: hWp://fundingopps.cos.com/cgi-‐bin/fo2/getRec?id=111506
Followup:
42
Funding Search
Attn: Scott Richardson
Corporation for National Community Service
In today's communities there is a down turn in the involvement of youth.

Numerous avenues have taken the place in the role youth once took in our
nation. Today, many youth spend time playing video games, browsing the
internet and possible involvement in gangs. I would like to see us reach out to
these youth in the Denver communities and engage them in service learning
opportunities that not only promote a better community in Denver, but,
challenge the students through adventure and service.
Students chosen by faculty at participating schools will engage in our five
day expedition into the city of Denver, and give the students an opportunity to
learn about themselves, encourage leadership amongst their peers, and
develop a sense of ownership and desire to participate in the community
around them. Ultimately, the skills learned, while on the five day expedition, will
transfer into the student’s everyday life, where they can use them at school and
home. Nowhere else in the city of Denver will you find such a unique and
beneficial opportunity that engages students on so many levels. The skills
learned here truly change each student’s outlook on their lives and the
opportunity they have to participate in their communities.
While our program includes involvement in a few other aspects, not
explicitly related to service learning, there is a strong element present amongst
the expedition that takes place a majority of the time. I have attached further
information about our program and a sample itinerary for you. I believe there is
a unique opportunity for the future development of the Denver community
through our program.
Best Regards,
--
Bryan Hendrick
43
Samples
Evaluation in Parks, Recreation, and Tourism.
University of Utah Climbing Programs, Rock One Evaluation Plan.
This evaluation follows a goal-attainment model, evaluating goals and direct and measurable
objectives agency-wide along with those specific to the rock one program. In addition, this
evaluation gave specific attention to: instructors and their teaching methods, effectiveness of
varying locations, participants competencies in relation to the fundamentals taught in the
program, and, contributors and detractors for each students ability to learn. Each is directly
related to the goals and objectives specific to the rock one program and Climbing Program
in general. Additionally, the evaluation did measure the attainment of the goals through
quantitative methods.
The sample demonstrates a level of knowledge and understanding various evaluation

methods, and application of them. This sample has been included due to the clear example
it provides in my personal ability to design, implement, qualify and quantify data in the
evaluation of educational related programs.
44
Evaluation Plan
University of Utah Climbing Programs,

Rock One Evaluation Plan
Bryan Hendrick
PRT-3780
Mary Wells, Ph.D.
45
Evaluation Plan
Introduction
Mission Statement
The University of Utah Climbing Programs mentor students through the entire
spectrum of climbing, from student to instructor. The program allows the students
and instructors/coordinators to learn from each other through teaching and learning
experiences. This process allows for maximum reward for the students and
instructors/coordinators.
Vision Statement
The University of Utah Climbing Programs strives to make itself sustainable. The
program will expand into the ski and alpine disciplines. During this process the
University of Utah Climbing Programs will continue to value its educational roots,
while drawing from American Mountain Guide Association accredited programs.
! The University of Utah Climbing Program facilitates programs associated with the
university. These programs range from rock climbing courses in the Parks, Recreation,
and Tourism department to mountaineering at destinations such as Mount Rainier
through the Outdoor Recreation Program. The Climbing Program started in the Fall
semester of 2007, seeing a steady growth in students over the past two years. The
unique relationship between the Parks, Recreation, and Tourism department and the
Outdoor Recreation Program has allowed the program to offer a unique and rewarding
experience for every level of students.
! In recent months the Climbing Program has been awarded accreditation from the
American Mountain Guides Association, making the Climbing Program the only
university program to hold such an accreditation. The accreditation serves to provide a
standard to which the program is held to. Several areas in which the accreditation
focuses on include permits, staff, staff training, and operational guidelines. Additionally,
the accreditation informs students along with the general public that the program
adheres to industry standards, and all instructors operate in terrain they have received
formal training to instruct in.
! Another unique aspect of the Climbing Program, is the relationship it shares
between the Parks, Recreation, and Tourism department and the Outdoor Recreation
Program. The relationship has allowed for a unified effort in providing technical climbing
programs at the University of Utah. The unification allowed for the success of the
Climbing Program and its ability to operate beyond the minimum standards set forth by
the international guiding community.
! There are a number of programs offered through the Climbing Program, a large
number are academic course through the Parks, Recreation, and Tourism department.
However, the Climbing Program does offers a number of programs through the Outdoor
Recreation Program not for credit, ranging in length from one day to week long trips. In
the past trips created the opportunity for students to climb a number of Cascade Peaks
in the Pacific North-West, and weekend ice-climbing trips to Ouray Ice Park in Colorado.
Academic courses currently take place in one of several locations; Wasatch Front, St.
George, Moab, and Ourary Ice Park. Course locations are dependent on the time of
46
Evaluation Plan
year and goals and objectives to the specific course.
! The population served by the Climbing Program presents a unique set of
challenges. Each program that takes place through out the year has a surprising
amount of diversity. Initially courses were dominated by white males, in recent
semesters there has been an uptake in white females and several other demographics.
Additionally, the students on each program have a variety of experience levels
regardless of the program offered. The challenge presented is creating a unique and
beneficial learning environment for all students.
! Instructors in the Climbing Program follow the norm within many outdoor
adventure based programs, white female and male instructors. While there is a lack of
diversity within the instructors, there is a large range in experience when exploring
backgrounds within technical climbing and teaching. The majority of instructors a have
experience solely in rock terrain, and come to the program with little experience
teaching. However, the Climbing Program has an excellent mentorship program in
which instructors have the ability to develop.
! Overall, the Climbing Program creates unique and rewarding experience through
its programs offered in the Parks, Recreation, and Tourism department, along with the
Outdoor Recreation Program. The Climbing Program continues to experience growth in
the programs offered. This evaluation explores the entry level rock course offered within
the Parks, Recreation, and Tourism department. The course aims to teach students the
basics of top rope climbing in a single pitch environment.
! In the entry level rock course, listed as "PRTL 1235: Rock 1 Seminar" in the
University of Utah catalogue, students learn the basic movements of climbing, belaying,
rappelling, and how to construct a simple two-point self-equalizing anchor. Rock one in
the past has taken place in one of two locations, the Wasatch front or Moab.
47
Evaluation Plan
Goals and Objectives
! The Climbing Program has a number of goals and objectives that are specific to
each program, and several that are agency-wide. The current set of goals and
objectives are relatively recent, developed towards the end of Summer 2009. While
there is a need for further refinement and development, the current set of goals and
objective adequately serve the current need.
! Agency-wide, two goals are set forth. The first goal is to provide students with a
basic understanding and develop a respect for the environment which surrounds the
student. This outlines the Climbing Programs goal of promoting learning and
understanding of the areas wherein climbers actively engage in the activity, in addition
to the impact each climber can have on the environment they travel in. The Second goal
is to develop and cultivate an educational environment for the student. Rather simple
and very broad, the goal is to ensure students have the opportunity to learn.
! In addition to the agency-wide goals, there are a number of objectives. The first
objective aims for Instructors to demonstrate an understanding and respect for the
environment through modeling and instructional techniques used throughout all
courses. The objective states the need for competent instructors in the practice of
Leave No Trace and the ability to teach students through various methods. The second
objective states that instructors will coach students via one-on-one and group sessions
in specific leadership skills during the course progression. While somewhat nebulous,
the objective outlines the programʼs goal of developing personal leadership skills
applicable to climbing in technical terrain. One such leadership skill is an understanding
of oneʼs own sphere of acceptable risk versus the sphere of other climbing partners.
! The final objectives deal directly with student actions and attitudes, in addition to
those of instructors. Students will demonstrate a basic respect for the environment and
individuals through their own actions and attitude. While self explanatory, the objective
aims to further create a community of climbers who value and respect one another
along with the environment. In regards to instructors, they will model leadership skills
relevant to the University of Utah Climbing Program throughout the duration of each
field day. These include: communication, competence, self-awareness, judgment and
decision making.
! Specific to the rock one program there are two goals. The first goal is to
introduce the fundamentals of top rope climbing. The broad aim of the goal is to educate
students in the basic functions needed to climb in a top rope, single pitch environment.
The second goal is development of basic climbing movements. This goal addresses the
need for each student to develop a basic ability to move on low fifth class terrain.
! Along with the specific rock one goals, there are a number of objectives which
address direct and measurable learning outcomes. The first objectives is that students
will demonstrate an ability to tie in with a figure eight consistently by the end of the
course. Essentially, students will be able to tie themselves in with a figure eight, not
needing to pause or question. The second objective: students will demonstrate an ability
to belay using the B.U.S. (brake, under, slide) system by the end of the course. The aim
of this objective is to ensure that each student understands the advantages and proper
use of the industry standard of belaying with a device such as a Black Diamond ATC.
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Evaluation Plan
The third objective is that students will use the standard communication progression
every climb throughout the entire course. There is a strong element of risk management
present in this objective, however, it teaches students the need for clear and effective
communication throughout a climb as an essential skill in climbing any setting. The
fourth objectives states, students will demonstrate an ability and understanding of how
to build two-point self equalized anchors on fixed protection by the end of the course.
Within the fourth objective, there is question as to the validity of a student needing to
know how to build a two point anchor. However, students within the rock one program
need to understand what a proper anchor should consist of, allowing them to better
manage their own risk while climbing with others after the program. The fifth objective is
directly related to the second goal: students will demonstrate an understanding of basic
climbing movements on easy fifth class climbs by the end of the courses. In relation to
the second goal, this addresses the need for students to develop a base to build future-
advanced climbing movements off of. Finally, in the sixth objective, students will
demonstrate a basic ability to coil climbing ropes using the butterfly method by the end
of the course. Quite simply students need the ability to properly store and coil a rope.
! The program specific and agency-wide goals serve to paint a picture of what the
outputs and intended outcomes are of a given rock one course. Respectively, the
objectives further detail specific learning outcomes. While there is a need for further
refinement, the current goals and objectives adequately serve the current needs of the
University of Utah Climbing Program.
49
Evaluation Plan
The Evaluation
! Before the Fall semester of 2009, a progression was used wherein the
information covered was beyond the ability for students to adequately learn and become
competent. Over the course of the summer semester of 2009, a new progression was
developed. The new progression allows to students to become competent in skills
needed at a particular level. For instance in the previous progression, students learned
sport and tradition lead climbing in one weekend course. Today, the progression breaks
the skill sets of sport leading and traditional leading into two separate weekend courses.
This evaluation aims to examine the effectiveness of the recently implemented
progression. Evaluating the rock one program will establish a baseline, and allow an
assessment in attainment of goals and objectives.
! This evaluation follows a goal-attainment model, evaluating goals and direct and
measurable objectives agency-wide along with those specific to the rock one program.
In addition, the evaluation will give specific attention to: instructors and their teaching
methods, effectiveness of varying locations, participantʼs competencies in relation to the
fundamentals taught in the program, and, contributors and detractors for each students
ability to learn. Each is directly related to the goals and objectives specific to the rock
one program and Climbing Program in general. Additionally, the evaluation will measure
the attainment of the goals through quantitative methods.
! The information collected through this evaluation is of importance to the Climbing
Program administrative staff, as well specific members of the instructional staff. The
individuals with interest are key in future growth and sustainability of the Climbing
Program. To collect the data the instruction staff closest to the age and demographic of
students will be used. The current instructor pool for the Climbing Program provides
easy access to individuals with similarities to the student population. In addition to the
instructors collecting the data, students from rock one courses will be asked to
participate in the evaluation, providing the data need.
! To adequately measure the attainment of the goals and objectives the evaluation
be summative, taking place at the end of each rock one program. Specifically, the
evaluation will take place after all activities have concluded and students have been
debrief. However, students will be asked to participate in the evaluation before any
formal dismissal. In addition to allowing the collection of data centered on the attainment
of goals and objectives, the summative evaluation will allow the instructional staff of
each program to gain insight to whether or not teaching strategies were successful.
! For a successful evaluation, the sample size and composition of those
participating is critical. All students at the end of each rock one course will be asked to
participate in the evaluation. The composition of the sample is a direct result of the
population of currently served by the Climbing Program. The size of the sample will be
effected by enrollment of each course, however, a single semester of rock one courses
will provide an adequate sample size that ensures reliability and validity.
! Finally, the evaluation will use a questionnaire method. A questionnaire ensures
each student is receiving the same questions, over the course of several courses in a
semester. There will be a monetary need, due to photocopies and pens for students. All
other resources need are time based, instructors will need to facilitate the questionnaire
50
Evaluation Plan
on the final day. Additionally, time will be needed to summarize the final report. Several
considerations will need to be taken into account, instructors will need to ensure
students have a quite, spacious environment in which they complete the questionnaire.
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Evaluation Plan
Rock One Program Pictorial Logic Model
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Evaluation Plan
Rock One Program Logic Model
! For the rock one program, there are a number intricate elements. Each element
plays a role in the ultimate attainment of the goals and objectives. For instance without
the correct permit, the course would not take place, the result would be no climbing. It is
then apparent that the attainment of the goals and objectives would cease. It is vitally
important at all levels within the Climbing Program to then understand the relationship
between all elements of the logic model, and the individual role each plays in ultimately
attaining the goals and objectives.
! Within the resources and inputs there are the several key elements. These
specific elements are the base for which all takes place, and continues to move forward
from. The first resource is reliable, well maintained equipment. The need for the
climbing program to maintain equipment is critical to managing the risks of each
program that runs. Additionally, in order to maintain the accreditation from the American
Mountain Guide Association, the Climbing Program must maintain equipment used.
! The second resource or in this instance, input, are competent and
knowledgeable instructors. Each instructor plays a vital role in the success of each
program that runs. Their ability to teach in a variety of settings, assess a variety of ability
levels and learning styles and adequately facilitate is a critical input into the program. In
addition to the instructors, there is another input on the part of each student that must
be recognized by each instructor, students goals. Simply, student goals, are what each
student wishes to learn within the context of a given course. The students goals, not
only internally motivate each student, the provide an opportunity for each instructor to
individually coach a student to achieve the maximum learning potential in a course.
! The final resources are two interrelated elements, Permits and climbing sites.
First, permits allow the Climbing Program to operate in an area. Without a permit, both
instructors and students can be held to federal charges. The critical need for a permit
allow the climbing program to access areas, and run a program. Additionally, the
appropriate climbing sites must be used for a given program. In regards to a rock one
course, a number easy fifth class climbs in the same area are needed. In addition to the
availability of easy fifth class climbs, the site also needs to have a ground area suitable
for a large group, and a variety of other factors met. Each of the resources and inputs
play a vital role in the success of the rock one program. Each element has a role in
allowing each rock one course to take place.
! These resources and inputs feed into the next step in the rock one program logic
model, Activities. The activities which take place are the things which the rock one
program must do in order to achieve the intended Outputs, Outcomes, and Impacts.
The resource of competent and knowledgeable instructors, feeds into the activity of
instructor training. The Climbing Programs mentor ship program and each semester
instructor training courses, ensure each instructor has the adequate ability to teach and
perform the vital functions necessary to teach in the single pitch terrain of a rock one
course. In turn, the same input that affects instructor training also plays a role in the
actual instruction of a rock one course.
! In addition to competent and knowledgeable instructors, participants goals also
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Evaluation Plan
feed into the instruction of a rock one course. The activity of instructing is a primary
function to archiving the intended goals and outcomes. Instructing require competency,
in understanding the effects the environment, individual learning styles and previous
experience have on the course. In addition, the instructor while teaching needs to
recognize differing learning styles and appropriately adapt to meet the needs of each.
! Next, the students primary activity of climbing, is directly related to the resource
of climbing sites. Without the proper selection of climbing sites students may not obtain
the intended learning outcomes, creating a less the educational environment.
! The final activity is that of logging equipment use. The activity of logging
equipment use, is fed by the the resource of reliable, well maintained equipment. As
equipment is used, it must be tracked and noted for any discrepancies. Not only does
this activity keep the Climbing Program operating in accordance of the accreditation of
the American Mountain Guide Association, it is another critical element in assuring the
management of risk.
! The rock one program has three outputs, each shares a number of activities,
which in turn feed into several outcomes. The first Output is knowledge of the
surrounding environment is shared. This output is fed by the activities of instructor
training and instruction. Each instructor needs to understand and have the ability to
teach on subjects such as; differing rock types, wildlife, and our impact as climbers on
the environment. This output is directly related to the agency-wide goals.
! The next Output is students climb. While very similar to the activity of climbing, it
is additionally fed by the activity of instructor training. For students to climb there is a
need for instructors to have the ability to setup top rope climbs, and coach students on
various movements. This output is a direct result of students putting theory into practice.
! The final output is that of instructors managing risk. Managing risk, ranges from
the equipment to students individual boundaries. In either case, and every where in
between, the activity of logging equipment use and instructor training is critical to the
output of managing risks.
! Similar to the outputs, are the outcomes. Each of which is an critical element in
the success of obtaining the goals and objectives. The first outcome is that of students
learning the fundamentals of climbing. These fundamentals are those stated in the
objectives of the rock one program. The main output affecting this outcome is students
climbing, and using the skills taught. Additionally, as a result of the outcomes, students
climbing and instructors managing risk, Instructors foster an educative environment.
Wherein, student learning outcomes are achieved and a multitude of needs are met.
! The final two outcomes are related; Students develop a respect for the risks
involved in climbing, and, students push their personal boundaries. Respectively, each
is fed by the outputs of; knowledge of surrounding environment is shared, and, students
climb. In each students learn about them selves while developing an understanding and
respect the risks associated with climbing. However, the outcome of students pushing
their personal boundaries, is unique in that it presents an opportunity for evaluation in
the future.
! After outcomes, the logic model describes the long-term impacts the rock one
program has. Each is of importance for the sustainability of the Climbing Program, and
a direct result of the inputs, activities, outputs, and outcomes. The first impact is, three
years after the course students continue to have an increased value for the
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Evaluation Plan
environment. This impact has long term implications due to the personal experience
students have had in a wilderness area. Additionally, students continue to practice a
form of Leave No Trace, and support the climbing community in access to climbing
areas.
! The other impact is a bit longer in time, five years after a course, students will
continue to have an increased interest in climbing related actives. The long term
involvement of a student is vital in the sustainability of the Climbing Program.
Additionally, this impact is directly affected by the experience a student has on their rock
one course, and their ability to succeed.
! Each part of the logic model represents a critical element to the success in
obtaining the intended goals and objectives, agency-wide and those specific to the rock
one program. Each relates to one another, without the success within one element, the
next step in the logic model is rather difficult if not impossible to obtain.
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Evaluation Plan
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Evaluation Plan
Quantitative Methods
! The evaluation primarily uses quantitative methods. In determining the

sustainability of the instrument created to serve for this evaluation, primarily quantitative
results allow for easier coding. There are three primary areas of the logic model that are
measured through the instrument. The areas of the logic model are; outputs, outcomes,
and impacts. In order to collect the data needed for the evaluation a new instrument
was created.
! To create the instrument, the initial problem was defined. The need exists to
measure the attainment of goals and objectives, or rather, are outputs, outcomes, and
impacts are achieved in the rock one program. Unfortunately, each element is rather
unique to the Climbing Program, and a previously existing instrument does not exist.
Next, independent and dependent variables were identified. The primary independent
variables;
! Student goals
! Instructor goals
! Individual student and instructor backgrounds and attitudes
! Instructor use of teachable moments and various teaching strategies
! The previously listed independent variables, highlight several of the elements

which can change from course to course. Each student and instructor has personal
backgrounds and attitudes which are unique, which have the ability to dramatically
impact the dependent variables. Additionally, the ability for each instructor recognize
teachable moments and effectively teach according to group needs has an even greater
impact on the dependent variables. The primary dependent variables;
! Competency
! Educative environment
! Understanding of risks, and risk management
! Understanding of the environment which the student is in
! The dependent variables listed are directly related to the goals and objectives of
the rock one program. All are dependent on the independent variables list earlier. For
example, a students ability to learn is the result of an educative environment. For an
educative environment to exist, instructors need to recognize a teachable moment,
various learning styles present, and even current development of the group.
! However, it is important to recognize the relationship and complexities of an
experience in an adventure based program, such as the Climbing Program. The
variables listed are specific elements that have been identified as relevant to the
evaluation. Conversely, one could argue the need to further include the additional
instrument to take into consideration other elements at play. For this evaluation, focus is
given to variables that affect the attainment of the goals and objectives through the use
of a questionnaire completed by students.
! To measure data related to outputs, outcomes and impacts, the questionnaire
uses series of likert scales, semantic differentials, and a ranking. Elements of the
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Evaluation Plan
outputs, outcomes and impacts determined to be measured through quantitative means
are;
! Students Climb
! Instructors Manage Risks
! Students learn the fundamentals of climbing
! Students develop a respect for the risks involved in climbing
! Students push their personal boundaries
! Instructors foster an educative environment
! Five years after course students will continue to have an increased interest in
! ! climbing related activities
! Each element was then paired with other elements creating three subcategories;
competency, risk management, and a educational environment. The first series in the
questionnaire is specific to the competency subcategory. Students are asked to rate on
a likert scale from one (unable to perform skill) to five (proficient) their understanding
and ability to effectively use each skill. The items used in the series, are the five skills
outlined in the rock one program objectives. This series and the items within directly
measure the attainment of the objectives.
! The next series contains a set of semantic differentials. This series is specific to
the risk management subcategory. There are six blocks for a student to fill in, the range
is specific to each item, and students are asked to fill in the block closest to their
feelings. Five items are used, two focus on the output of instructors managing risk,
followed by three more items which focus on a students development of respect for the
risk involved in climbing.
! The final quantitative series contains a ranking. This ranking is used to asses the
subcategory of an educational environment. Students are asked to rank from one (the
greatest) to five (the lowest) the influence each item had on their ability to learn. Five
items were identified, each is related to an output or an outcome.
! To ensure an accurate assessment, the validity of the quantitative items is of high
importance. The validity of each item is based on content. Each item relates the the
rock one course, and a subcategory - which in turn is related to a set of outputs,
outcomes, or impacts. Additionally, the questionnaires quantitative series of items are
ensured accuracy through internal consistency in the reliability. Due to the specific goals
and objectives along with each output, outcome, and impact, a trend towards attainment
should be present.
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Evaluation Plan
Qualitative Methods
!
! The evaluation has a secondary element, which is rather insignificant in size to

the rest of the questionnaire used. However, the items present in the qualitative data
present the possibility for significant insight into the attainment of the goals and
objectives. Through the process of developing the instrument used in the quantitative
methods, several elements within the outputs and impacts were identified that needed
to be addressed through qualitative methods. These elements are;
! Knowledge of surrounding environment is shared

! Three years after course students continue to have an increase value for the
! ! environment
! Five years after course students will continue to have an increased interest in
! ! climbing related activities
! These elements of the outputs and impacts are addressed through one question,
related to then environment and directed at future involvement.
! Looking back on your course, how do view your role as a climber in the
! ! wilderness in the coming months and years?!
! Additionally, to give further insight into each students goals, identified as a

primary independent variable, two specific questions have been developed.
! What personal goals did you hope to accomplish?

! In response to you previous answer, what contributed to accomplishing your
! ! goals?
! The accuracy of the assessment in the qualitative data is heavily dependent

upon a predictive and convergent validity, in addition to the content. Based upon
answers, and overall enjoyment during the course, there is a relationship to the students
desire to continue climbing. Additionally, the content of the questions is directly related
to specific outputs and impacts. The assessments reliability is based upon internal
consistency, given expected outputs, outcomes, and impacts. Overall a trend should be
present, students describe a future as responsible climbers wherein they minimize their
impact. Further, the additional questions related to student goals is based upon internal
consistency. A trend in goal setting and accomplishment, along with a positive future
involvement in climbing should be present.
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Evaluation Plan
Bibliography
American Mountain Guide Association. (2009). Accreditation Program. Retrieved October 4, 2009, from
! http://amga.com/programs/accreditation.php
Karla A. Henderson, & M. Deborah Baileschko. (2002). Evaluating Leisure Services, making enlighten
decisions (2nd ed.). State College, PA: Venture Publishing, Inc.
University of Utah Climbing Program. (2009). About Us. Retrieved October 2, 2009, from
! http://climbing.utah.edu/aboutus.html
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“Experience: the most brutal
of teachers. But you learn, my
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god do you learn.”
C S Lewis
Senior
Internship
Internship Rationale, Goals, and Artifacts
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Senior Internship
Rationale for Internship Placement.
The University of Utah: Parks, Recreation, and Tourism department, has provided a
number of valuable classes, which have contributed to my growth as a professional in
this field. This past summer afforded the opportunity to take a strong academic base in
experiential education (applying knowledge to real situations) and move from theory to
practice. In the summer of 2010 I stated my career with Outward Bound, and have
found the organization to be a perfect fit for my own rationale in using Experiential
Education to teach invaluable lessons. My current position within the organization is
“Assistant Instructor.” Time is spent in the field gaining experience, while being mentored
by senior staff. Unfortunately, it does not allow for much experience to be gained in the
way of the administration aspects of such an organization. However, the internship
opportunity that Outward Bound has provided allows a number of advantages in my
growth academically and professionally;
• Continued opportunity to take numerous theories and other knowledge and
create new learning and practical knowledge
• Learning in the organization and administration at the largest Outward Bound
base camp in the United States
o Gaining insight into land management
o Itinerary writing (managing a large number of separate student groups in
close proximity to one another)
o Staffing courses
o Logistical aspects (gear/vehicle management)
o Gaining further knowledge of the history of Outward Bound (including
possible opportunities to interact with the first Outward Bound staff).
• Management of students in new terrain and environment (snow and ice, winter
conditions)
• Participating in “Winter Skills Training,” December 2010.
I am excited to look beyond the next several years, and to see the potential that is
within myself. The career in front of me has this internship as critical stepping-stone. As I
pass from a student to a professional in the field of experiential education, this internship
will allow me to bridge the gap between my academic experience and practice.
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Senior Internship
Internsip Goals.
1. Actively engage in a number of administrative activities vital to the operation of
the Outward Bound, Rocky Mountain Program.
2. Gain further experience and mentorship within the mission delivery of Outward
Bound on a variety of winter course types.
3. Round-out experience and skill set applicable to year round course work within
Outward Bound.
4. Effectively support winter courses and the LMC administrative team.
The goals listed above hold importance for myself due to a desire to see continued
professional development and growth, within Outward Bound. During my previous
summer working for “OB” in the Rocky Mountain Program, I found it difficult to gain an
understanding of the larger inner workings of the organization, an understanding that
provides insight into the reasoning behind a number of policies, courses flows, food
packing, itineraries, etc. Perhaps more importantly, I have a strong desire to work year
round within the experiential education community, hopefully at Outward Bound. This
internship allows me to not only refine my personal skill set, but also the management of
students in the unforgiving winter terrain we operate in. A positive end result would be
for myself to be viewed as a strong year round instructor for “OB” in Colorado. There are
only a few programs within the industry as a whole that offer winter course work for
instructors. This internship is effectively allowing me to gain a foot-hold in the winter
programming that takes place by Outward Bound in Colorado, an important step in
procuring year round work.
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Senior Internship
Artifact #1 - Course Area Guides.
At Outward Bound, we operate in a number of course areas. In Colorado we have operated
in several ranges since 1962. As one can imagine, decades of valuable information has been
collected, clarified, and bolstered over time. In the mid 1990’s the format for the Course Area
Guide where changed in Colorado, by the Program Director at the time. Some information
was lost, the largest change was clumping information by a large heading such as “Peaks.” In
the last few years, this has created frustrations among field staff - the old CAGs presented
information by drainage.
I have included several pages from the Sangre De Cristo course area guide. Updating course
area guides is a central duty for one of our assistant program directors. It demonstrates my
attainment of engaging in the administrative tasks of the Rocky Mountain Program.
To reorganize the CAG, a sharp learning curve is encountered. All peaks, routes, rock climbing
sites, Tyrollean traverse, and a number of other items, must be located and attached to a
specific drainage. For this task, I grouped information by drainage, added new information
and clarified other pre-existing beta. In addition, a reference map was created, highlighting
and labeling each drainage.
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Course Area Guides
Map of the Sangre De Cristo Basins
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Course Area Guides
Creston Peak, 14,294’
Quad: Crestone Peak
The Easy Route

It goes up the south face,
generally staying on the west
side of the big couloir. There
are many possible variations,
and though it is a non-
technical route, it is worth
reconning ahead of time as
there are many dead ends and
cliffs. There are numerous
4th class sections which can
be spotted. Early season
snow may require fixed lines.
As with any 14ers, Crestone
Peak should not be climbed
on a weekend.
North "Red Gully" Route

From the lower South Colony Lake go up the right hand trail from the lower lake to the upper lake and
continue W to the head of the cirque and 13,150’ plateau (the Golf Course). Continue left into a large reddish
or snow-filled trough (NW couloir), a rather slow and dirty passage and a bit loose for a crowd. Continue up
this trough – sand on smoothed rock or ice problems may make this part very slow. From the high saddle
between the summits, climb right to the high point. Descent is the same. Considerations; Staff/student ratio
1:3. Belay rope and 6-8 slings/nuts; ice axes may be needed in this north facing gully; parties above you will be
a great hazard. This is not a frequently used route and would be a serious undertaking. It should only be done
under full snow cover as there are dangerous loose rocks in the gully. There is no runout and so would require
multiple fixed lines. At its steepest, the couloir is 45-50 degrees and sometimes has water ice in it.
Southwest Face Route

From the Chalice climb up the gully and ledge systems that are directly below a steep couloir that leads to a
deep notch south of the summit. On snow you can go directly up a gully underneath a huge overhanging
boulder (the Diving Board); on rock take a sloping ramp up just south of the Diving Board. 1-2 fixed lines are
required either way. Above the Diving Board continue up either on open snow or talus field to the large ledge
that arcs across the southwest face. From here there are two options: 1. Continue on up the couloir to the
notch south of the summit. When under snow this may require a fixed line or two depending on the snow
conditions and ability of the group. When dry there is one short, steep rock section that requires a fixed line.
Once at the notch traverse out onto the south face and continue up the ledge systems to the summit, staying
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Course Area Guides
Routes
Blanca Peak - 14,338’

Quad: Blanca Peak
Blanca Peak as seen from Mt. Lindsay (July).
East Ridge Route – “Gash Ridge”

Leave the Huerfano Trail at or N of the exit for Lily Lake and head SSE up the drainage basin to Iron Cleavage
Pass – left of the ridge point 0.3 miles ENE of the Blanca summit. Go up the drainage to the left of it on
grassy slopes until you reach the ledge 1,000’ above the valley. Go right and get on the prominent N ridge,
which takes you up to the main Blanca ridge. The summit block goes best from 100’ to the left of the ridge
crest. Considerations; 1 to 2 fixed lines may be necessary.
From the northern most Winchell Lake

A route goes up a steep, dirty gully. Belay or fix to the ridge at 13,680'. Fix another line across on an exposed
gash, then 4 more up steep 5th class rock to the summit. This route has climbing up to 5.5(?) and some loose
rock. Maximum of 6 students.
South Ridge
From Hamilton Peak this ridge is airy and beautiful with some scrambling. The last section to the summit of
Blanca may be 4th class.
Ellingwood/NW Ridge Route

From the Huerfano Valley start up the Lily Lake Trail and from the farthest S bend of the trail cut directly W
up the slope to the ridge. The mile and a half of ridge from there is not difficult, despite the loss (gain?)
incurred by going over Ellingwood Peak (14,042’) 0.5 miles short of the summit.
Blanca-Little Bear Traverse

This is a mile long 5th class ridge requiring 11-16 fixed lines. It is extremely exposed and very committing,
with only 2 bailout points into Blanca Basin. The climbing is up to 5.4?, the protection is decent but the rock is
loose in places. Plan to bivy enroute. Maximum of 6 proven students. No water.
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70
Senior Internship
Artifact #2 - Field Staff Evaluation.
To gain further experience and mentorship within the mission delivery of Outward Bound on a
variety of winter course types, I participated as both trainer and trainee on our Winter Skills
Training, and worked as an instructor on two winter courses: backcountry skiing and
snowboarding, and a Veterans course. These experiences gave the opportunity for me to
facilitate a number of activities and lessons, manage students in avalanche terrain, and work
with students in the hard, unforgiving environment of winter.
This artifact is a field staff evaluation used by Outward Bound nationally. It is from the end of
the Backcountry Skiing and Snowboarding course. All field evals are first completed by the
individual (self-evaluation), then co-instructors and course directors leave additional
feedback. A final feedback opportunity takes place to clarify anything on the evaluation or
to explain thoughts. This evaluation demonstrates the learning and opportunity afforded
towards attaining my second goal: gain further experience and mentorship within the mission
delivery of Outward Bound on a variety of winter course types.
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Field Staff Evaluation
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Senior Internship
Artifact #3 - Beacon Fundamentals.
During the three courses I was a part of, I taught a Beacon Fundamentals lesson. Each time, I
was able to adapt the lesson for the specific population and learning styles, and refine form
feedback from co-instructors.
The purpose of this lesson is to teach students a basic level of terminology, in addition to
putting the beacon on and turning it on/off and between search and transmit.
The lesson demonstrates attainment in rounding-out my professional experience. While there

are a number of other lessons and other ways I worked towards this goal, the beacon lesson
clearly demonstrates an ability to work with a winter course format, and design lessons within
the objectives for a course.
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Beacon Fundamentals
Sample Matching Card Used in
facilitating the beacon search
fundamentals lesson. The top
portion is cut off from the
“mountain horizion” like line, in
total between 9 and 12 cards must
be put back together. The card
amount can change depending
on the goals of the course, and A mode you put the
population.
beacon into, so that you
can look for a buried
beacon.
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Senior Internship
Artifact #4 - Winter Food Menu and Packing Amounts.
My final goal during the internship was to effectively support winter courses and the LMC
administrative team, was attained through a number of logistical tasks and other assignments
from Veronica, APD of logistics. Supporting the winter program, encompasses everything from
doing post-course laundry to creating documents and resources. During the internship I
created two resources that aided in supporting courses: winter course menus and packing
amounts.
The document lays out a general menu for several course formats, along with packing
amounts based on the number of combined students and staff. To create such a document,
one has to have an understanding of amounts in relation to servings, how different
populations eat in the winter, and a good working understanding of Microsoft Excel.
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Food and Menu
Winter Food Packing Ski/Ride 8 Day Ski/Ride 10 Day Vets 4 Day

8 People 10 People 12 People 8 People 10 People 12 People 8 People
Dry Food Room
Craisins, lb. 1 1 1 1 1 1 1
Raisins, bag 1 1 2 2 2 3 1
Mixed Fuit, bag 1 1 1 1 1 2 1
Almonds, bag 1 1 2 1 1 1 1
Cashews, bag 1 1 1 1 1 1 1
Peanut Sqaures, bag 1 2 1 1 2 1 1
Peanuts 1(Butter Toffee), bag 1 1 1 1 1 1 1
Peanuts 2(Virginia), bag 1 1 1 1 1 2 1
Gorp, bag 1 1 2 1 1 1 1
Snack Mix - Salty, bag 1 1 1 1 1 2 1
Snack Mix - Sweet, bag 1 1 2 1 1 1 1
Granola, lb. 1 1.5 2 2 3 4 1
Oatmeal, lb. 1 1 1 2 2 2 1
Fruit Bar, ea 48 60 72 64 80 96 64
Pilot Biscuits, ea 24 30 36 24 30 36 24
Peanut Butter, pkt 28 36 44 28 36 44 28
Jelly, pkt 24 30 36 24 30 36 24
Spam, ea 1/4 can /omnivore /meal 1 meal 1 meal 1 meal 1 meal 1 meal 1 meal 1 meal
Crackers, box 4 5 6 6 7 8 6
Rice, lbs 1 1.5 2 1 1.5 2 0.5
Black beans, lbs 1 1.5 2 1 1.5 2 0.5
Pesto Sauce, pkt - - - - - - -
Salsa, pkt 2 3 3 2 3 3 2
Penne Pasta, lbs 2 2.5 3 2 2.5 3 2
Rotini Pasta, lbs - - - 2 2.5 3 2
Thai spice, pkt 1 2 2 1 2 2 1
Cheese Powder, 1/4lb packets 2 3 3 4 4 6 4
Split pea soup, lbs 1 1.25 1.5 1 1.25 1.5 -
Potato Pearls, lbs 1 1.25 1.5 1 1.25 1.5 -
Brown Sugar, lbs 1 1.25 1.5 2 2.5 3 0.5
Dry Milk, lbs 0.5 0.75 1 1 1.25 1.75 0.5
Black Tea, bags 8 10 12 8 10 12 8
Fruit Tea, bags 8 10 12 8 10 12 8
Herbal Tea, bags 8 10 12 8 10 12 8
Drink Mix, 1.5lbs 1 1 1 1 1 2 1
Hot Chocolate, 2 lb bag 1 1 2 1 2 2 1
Ramen, pkts. 12 15 18 12 15 18 12
Hot Sauce, ea 1 1 1 1 1 1 1
Vegetable Oil, Pt. 1 1 1 1 1 1 1
Tamari, 1/2 Pt. 1 1 1 1 1 1 1
Spice Kit, ea 1 1 1 1 1 1 1
Bear Creek Soup, pkt 2 4 4 2 4 4 1
Coffee, jar. (For Vets Only) - - - - - - 1
Cream of Mushroom, pkts 2 3 3 2 3 3 2
Tomato Soup, pkts - - - 2 3 3 2
Other Soup, pkts. - - - - - - -
Grits, oz. (2 oz/person/meal) 16 20 24 16 20 24 16
Mini Candy Bars (1/person/night) 24 30 36 32 40 48 24
Fresh Food Room
Parm, lbs 0.25 0.25 0.5 0.25 0.25 0.5 0.25
Butter, oz (Tubs or sticks fine) 16 16 20 20 20 24 20
Hasbrowns (dehydrated) 1 cup cooked /person /meal 1 meal 1 meal 1 meal 1 meal 1 meal 1 meal 1 meal
Shreded Cheese, lbs 4 4 5 5 5 6 4
Cheese Sticks, ea Add 1 /veggie /lunch 48 60 72 64 80 96 64
Cream Cheese, 8oz tubs - - - 2 3 4 2
Tortellini, lbs 2 2.5 3 2 2.5 3 2
Veggie Sausage Patties, ea 2/veggie/meal 4 meals 4 meals 4 meals 4 meals 4 meals 4 meals 4 meals
Sausage, Links, ea 3/omnivore/meal 1 meal 1 meal 1 meal 4 meals 4 meals 4 meals 2 meals
Bacon, slices 3/omnivore/meal 1 meal 1 meal 1 meal 1 meal 1 meal 1 meal 1 meal
Frozen Cut Chicken, oz. 3oz/omnivore/meal 1 meal 1 meal 1 meal 2 meals 2 meals 2 meals 2 meals
Tofu 4oz/veggie/meal 1 meal 1 meal 1 meal 1 meal 1 meal 1 meal 2 meals
Meatballs, ea 4/omnivore/meal 1 meal 1 meal 1 meal 1 meal 1 meal 1 meal 1 meal
Pepperoni,/Salami 2.5oz/person/meal 40 oz 50 oz 60 oz 60 oz. 75 oz 90 oz 60 oz.
Garlic, ea 1 1 1 1 1 1 1
Frozen Veg - Asian mix, ea 1 1 2 1 1 2 1
Frozen Veg - Broc/Cauli, ea 1 1 2 1 1 2 1
Frozen Veg - Peppers, ea 1 1 2 1 1 2 1
Frozen Veg - Carrot/corn/pea, ea - - - 1 1 2 1
Garlic bread, loaf 2 2 3 2 2 3 2
Pitas, bag (6/bag) - - - 2
Cookie Dough, ea 24 30 36 32 40 48 32
Egg Patties, ea 2/person/meal 20 24 16 20 24 2 meals
82
83
In-field menus
Ski/Ride 8 Day Break Fast Lunch Dinner
Day 4 south south sack lunch Appetizer: Bear Creek Soup Pack.
Penne, Thai sauce, Butter, Meatballs or Veggie patties,
Asian Veggies, PB.
Day 5 Granola/Oatmeal (w/ Rasins&Brown sugar) Crackers, PB/J, Salami and Cheeze sticks, Snack Appetizer: Ramen w/cream of mushroom.
bags/Fruit Bars Cheese Tortellini w/ Cheese sauce, Chicken or Tofu,
Broccoli mix & Garlic Bread, Butter.
Day 6 Bacon, Eggs, Hash brown, Shreded Cheese Hot Lunch: Split Peas Soup, Potato Pearls, Appetizer: Bear Creek Soup Pack.
Pepperoni, Shredded Chz, Gravy, Snack bags, Fruit Rice/Beans, w/ Chicken or Tofu , Peppers mix, Salsa,
bars, Cheese Sticks. Shredded cheese, Butter.
Day 7 Scrambled Eggs, Cheesy Grits, Sausage or Veggie Crackers, PB/J, and Cheese Sticks, Snack south
Sausage, Butter, Shredded cheese. bags/Fruit bars
Ski/Ride 10 Day Break Fast Lunch Dinner

Day 5 south south sack lunch Appetizer: Bear Creek Soup Pack.
Penne, Thai sauce, Butter, Meatballs or Veggie patties,
Asian Veggies, PB.
Day 6 Bacon or Veggie sausage, Eggs, Hashbrowns, Crackers, Cream Cheese, Cheese Sticks, Snack Appetizer: Ramen w/cream of mushroom.
Shredded cheese. bags, Fruit bars. Cheese Tortellini w/ Cheese sauce, Chicken or Tofu,
Day 7 Granola/Oatmeal (w/ Rasins&Brownsugar) Crackers, PB/J, Salami and Cheeze sticks, Snack Appetizer: Bear Creek Soup Pack.
bags/Fruit Bars Rice/Beans, w/ Chicken or Tofu , Peppers mix, Salsa,
Shredded cheese, Butter.
Day 8 Scrambled Eggs, Cheesy Grits, Sausage or Veggie Hot Lunch: Split Peas Soup, Potato Pearls, Appetizer: Ramen w/ tomato.
Sausage, Butter, Shredded cheese. Pepperoni, Shredded Chz, Gravy, Snack bags, Fruit Mac and Shredded Cheese w/ Spam or Veggie Sausage,
bars, Cheese Sticks. Cheese powder, Carrot/corn/pea mix, Butter.
Food and Menu
Day 9 Granola/Oatmeal (w/ Raisons & Brown Sugar) Crackers, PB/J, Salami and Cheese Sticks, Snack south
bags/Fruit bars
Vets 4 Day Break Fast Lunch Dinner

Day 3 South Pitas, Cream Cheese, Cheese Sticks, Snack bags, Appetizer: Bear Creek Soup Pack.
Fruit bars. (Eat this lunch first so pitas don't freese Penne, Thai sauce, Butter, Meatballs or Veggie patties,
Asian Veggies, PB.
Day 4 South Crackers, PB/J, Salami and Cheeze sticks, Snack Appetizer: Ramen w/cream of mushroom.
bags/Fruit Bars Cheese Tortellini w/ Cheese sauce, Chicken or Tofu,
Day 5 Bacon or Veggie sausage, Eggs, Hashbrowns, Crackers, PB/J, Salami and Cheese Sticks, Snack Appetizer: Bear Creek Soup Pack.
Shredded cheese. bags/Fruit bars Rice/Beans, w/ Chicken or Tofu , Peppers mix, Salsa,
Shredded cheese, Butter.
Day 6 Scrambled Eggs, Cheesy Grits, Sausage or Veggie Crackers, PB/J, and Cheese Sticks, Snack Appetizer: Ramen w/ tomato.
Sausage, Butter, Shredded cheese. bags/Fruit bars Mac and Shredded Cheese w/ Spam or Veggie Sausage,
Cheese powder, Carrot/corn/pea mix, Butter.
Day 7 Granola/Oatmeal (w/ Raisons & Brown sugar) South
“Mountains should be climbed with as little effort as possible and
without desire. The reality of your own nature should determine
the speed. If you become restless, speed up. If you become
winded slow dow. You climb the mountain in an equilibrium
between restlessness and exhaustion. Then, when you’re no
longer thinking ahead, each footstep isn’t just a means to an end
but a unique even in itself. This lead has jagged edges. This rock
looks loose. To live only for some future goal is shallow. It’s the
sides of the mountain which sustain life, not the top.”
Robert Pirsig
84
Professional
life
Summary of internship, and becoming a professional
85
Professional life
General Internship Summary.
The internship placement was with Outward Bound USA, Rocky Mountain Program in
Leadville, Colorado, From December 2010 to Mid-March 2011. The position I held as a winter
program intern is hard to define, in many respects due to previously working as a field
instructor. Challenges aside, my role during the internship can be simply put as field work and
administrative tasks.
While in the field, I had the same responsibilities as an instructor: Facilitating activities and
lessons, students management, checkin with students pertaining to self care, inspiring self-
discovery and creating the opportunity for character development. During the backcountry
skiing and snowboarding course, I was given a number of opportunities to teach new lessons,
such as beacon fundamentals, along with experimenting with a new metaphor “the layers of
our lives,” using a watered down snow pit lesson in relation to the layers of the snowpack. In
many respects, the winter courses afforded the opportunity to gain further experience
delivering the Outward Bound mission, and instruct 18+ hour days in sub-zero temperatures,
where self-care must be a proficiency in order to take care of students.
In the office, a number of tasks were completed relating to human resources, logistics, land
management, and other miscellaneous areas. The following is a list that highlights particular
projects;
•Reorganization and bolstering of Sangre De Cristo/Marble Course Area Guides.
•Creation of ice climbing checklist
•Creation of Microsoft Access database for course staffing management
•Developing new curriculum for winter courses: beacon fundamentals, snow pit lesson
(layers of our lives), etc.
For all of these projects, I was given outlines, and allowed to create the solution within a few
boundaries. Thus, I had a high level of ownership and responsibility within each. From project
to project various elements present new challenges and the opportunity to develop creative
solutions. As a whole, I was able to present myself as a valuable asset to the administrative
team in Leadville, through independently creating solutions, finishing projects in a timely
fashion, and proving dependable throughout the 3 months.
86
Professional life
Evaluation of Internship.
This opportunity gave me a look into the reality of working in the industry, largely the transient
nature, and instability of field work. That aside administrative positions can allow an individual
to have a stable career, however, I can not see myself working solely as an administrator for
some time. This internship allowed me to put a number of theoretical ideas and other skills
learned during university into practice. The practical knowledge gained adds depth to my
abilities and understanding in delivering courses and the inner workings of administrating such
a large program.
Outward Bound offers a fantastic opportunity to interns. During our summer programs, roughly
twenty interns work over a peak season with three weeks in the field gaining experience. For
the winter, there is not a standard intern program. However, the program still offers a great
opportunity to work closely with various administrators and gain practical experience with
winter programs.
The largest problem I encountered during the internship was the “grey” area I lived in, in other
words, the way in which my role changed from situation to situation based on my past
working history as an instructor. However, this allowed for a tremendous amount of learning
about myself and the ways in which interactions and clarity of roles is helpful.
In learning about myself, there are a few key awarenesses that I have gained: in certain
situations I can discuss quite a bit about myself, missing the opportunity to develop stronger
relationships with other individuals. An academic background in this field can add a large
amount of intention to what is being facilitated, however this same knowledge can be
perceived as threatening by those without such a background - thus I find there to be a
dichotomy in the use of such knowledge and when to share it.
The internship has given a great deal more of practical experience to draw upon. This career
path has me excited to be a part of creating powerful learning experiences for students,
through the mountains. I see myself working in this field for years to come, oddly enough
working with students in the field is a relaxing activity for me, which adds to the sense of
sustainability. I view the largest challenge to be developing a network and reputation within
the field so that I may easily find work year round, and being flexible in working with various
populations, course types, and course areas.
87
“Risk, there is no real living without it. Die we
all must, but try to knock all risk out of our
lives and we lock ourselves tighter and tighter
into a safe, comfortable, deadly box, and we
die too, without ever having lived.”
Willi Onsoeld
88

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Bryan Hendrick

PO Box 1749 952.356.2959

Please feel free to contact me with any comments and questions.

Samples From Studies 14

To whom it may concern;

The following resume is a representation of my relevant past professional

My personal and professional experience allows me to bring a strong

Thank you for familiarizing yourself with my resume and supplemental

Outdoor Experience Highlights

Professional Ski Instructors of America

American Institute for Avalanche Research and Education

Wilderness Medicine of Utah

*image copies of certifications available upon request.

Ruth Gorge, 31 days. April/May 2011.

Involvement in Professional Associations

Wrap-­up of Activity

Ac)vity Title: Avalanche Hide and Seek/ Search and Rescue

Ac)vity Title: Rock Art “WOW”!

# Participants: minimum 4-­‐6

Purpose: To instill a respect for others and the environment.

Equipment/Materials: brown craft paper; markers; 3 separate puzzles, ranging

Formation & Space:

ROOM #1 with Brown Craft Paper

Ac)vity Title: Orienteering Course

# Participants: minimum 4-­‐6

Purpose: Give participants a basic understanding of map reading.

Assessment: Completion of the Orienteering Course.

Equipment/Materials: 2 Cones, 4 maps (x3)

Procedure -­‐ Opening:

-­‐ -­‐ Grass or Rock?

-­‐ Roots or Mud?

-­‐ Grass or blueberries?

-­‐ Dirt or rocks with :lowers?

-­‐ Moss or rock?

-­‐ Grass or dirt?

-­‐ Rock or Mud?

-­‐ Blueberries or Flower

Map #4: One last map, just have fun.

1. Build strong kids that are contributing members of society.

Did you have fun?

Do you want to play outside more now?

Would you join this club again?

Did you learn new activities you can do outside?

Can you name a new activity that you learned?

Summary of personal feedback

Finally, there is a third way to promote course through publicity. This

Experience the thrill of the ROCK.

The sample demonstrates an understanding in managing and funding not-for-profit programs.

Total Assets $1,350,000

Total Grants Paid 8 to 10

Grants Ranges/ $300,000 to $450,000

Period of Project

1. Subject Focus Service-­‐Learning projects Experiences that include service

1. Popula9on(s) Served School Age

1. Type(s) of Recipients GMEs, SEAs GME

1) Does the Funder Have printed guidelines/applica9on forms? Yes

2) What type of ini9al approach is required? Applica)on

4) Board mee9ng dates? N.A.

Total Grants Paid Na

Grants Ranges/ $2,000

Period of Project

1. Subject Focus Addressing the world's most Climate Change

1. Popula9on(s) Served Youth ages 5-­‐25 Youth ages 12-­‐18

1. Type(s) of Recipients Na)onal networked org. Outward Bound USA

Wrap-up of Activity

# Participants: minimum 4-‐6

# Participants: minimum 4-‐6

Procedure -‐ Opening:

-‐ -‐ Grass or Rock?

-‐ Roots or Mud?

-‐ Grass or blueberries?

-‐ Dirt or rocks with :lowers?

-‐ Moss or rock?

-‐ Grass or dirt?

-‐ Rock or Mud?

-‐ Blueberries or Flower

1. Subject Focus Service-‐Learning projects Experiences that include service

1. Popula9on(s) Served Youth ages 5-‐25 Youth ages 12-‐18