The Purpose and Design of the Leadership Certificate Program
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ADAMS
STATE
ADVENTURE
PROGRAM
ALP
Apprenticeship
Overview
The
Purpose
and
Design
of
the
Leadership
Certificate
Program
Created
by
Curt
L.
Howell,
M.Ed
11/21/2014
Learning
increases
with
increased
responsibility
Introduction
From
its
humble
beginnings
in
1925,
the
Adventure
Program
has
evolved
into
a
highly
capable
leadership
development
program
with
significant
potential
to
become
a
leader
within
adventure
education
and
recreation.
With
its
location,
resources,
demand
for
services,
instructor
pool,
and
leadership
the
opportunity
for
quality
programming
and
services
is
substantial.
This
document
provides
an
overview
of
the
elements
that
make
up
the
design
of
the
Adams
State
Adventure
Program’s
Adventure
Leadership
and
Programming
Apprenticeship
(ALP
Apprenticeship).
The
integrity
of
the
design
and
rigor
of
the
requirements
should
justify
the
ALP
Apprenticeship
as
an
Adams
State
University
Leadership
Certificate
Program.
The
ALP
Apprenticeship
was
created
as
a
co-‐curricular
program
to
supplement
academic
coursework
with
practical
experience,
mentoring,
and
continuing
education.
The
FSSE
and
NSSE
reports
from
2008
and
2011
indicated
a
perception
that
the
typical
student’s
experience
at
ASU
lacked
a
significant
focus
on
certain
learning
outcomes
related
to
student
success.
In
particular,
these
include
the
development
of
self-‐regulated
learning
skills,
solving
complex
real-‐world
problems,
developing
a
personal
code
of
values
and
ethics,
contributing
to
the
welfare
of
their
community,
and
speaking
clearly
and
effectively.
Since
higher
education
best
practices
encourage
a
holistic
approach
to
the
university
learning
experience,
co-‐curricular
programs
that
intentionally
address
student
development
further
support
the
mission
of
the
institution.
To
provide
additional
intensive
experiences
beyond
what
the
ALP
minor
can
provide,
the
ALP
Apprenticeship
is
one
strategy
to
address
this
deficiency
in
student
learning
and
experience
at
ASU.
In
addition
to
the
self-‐reported
data,
the
apprenticeship
is
in
direct
alignment
with
ASU’s
Strategic
Plan
and
the
current
work
on
its
revision.
Specifically,
the
apprenticeship
is
in
alignment
with
Goal
2
Provide
flexible
avenues
for
students
to
achieve
educational
and
career
success
and
Goal
3
Provide
education
and
development
opportunities
for
faculty,
staff,
and
students.
As
indicated
in
our
Strategic
Plan,
efforts
to
provide
intentional
professional
development,
foster
a
culture
of
continual
learning,
increase
co-‐curricular
and
certificate
programs
and
provide
experiential
learning
opportunities
is
clearly
valued
by
the
institution.
This
apprenticeship
is
capable
of
delivering
quality
results
in
each
of
these
areas.
The
ALP
Apprenticeship
is
built
on
a
two
year
training,
continuing
education,
and
advancement
model.
The
term
“apprenticeship”
was
selected
due
to
the
ongoing
education,
mentorship,
and
feedback
inherent
in
the
nature
of
adventure
education
and
typical
of
such
intensive
leadership
development
programs.
The
apprenticeship
is
built
on
a
foundation
of
clearly
articulated
values,
principles,
and
strategies.
At
the
outset,
students
are
challenged
to
understand,
select
and
take
ownership
of
their
own
values
as
a
foundation
for
their
decision-‐making
and
execution
of
judgment.
The
alignment
of
their
personal
values
with
that
of
the
program
is
central
to
their
continual
development
and
accountability
in
reaching
goals.
A
student
will
typically
enter
the
program
as
a
sophomore
and
begin
working
toward
the
goal
of
becoming
a
Trip
Leader
in
one
or
more
outdoor
disciplines.
This
process
most
often
takes
a
minimum
of
one
and
a
half
years
and
advancement
is
based
on
completion
of
trainings,
experience,
and
demonstrated
competency
in
specific
human,
outdoor,
and
educational
skills
(see
figure
below).
Students
who
remain
in
the
apprenticeship
beyond
two
years
have
the
opportunity
to
continue
to
develop
their
skills
and
are
often
at
a
level
of
development
where
they
are
performing
at
high
levels
of
competency,
contributing
to
the
development
of
newer
apprentices,
and
take
part
in
the
continual
critical
and
creative
evaluation
of
the
entire
program.
As
a
student
led
and
operated
adventure
program,
the
trainings
have
been
adapted
from
professional
outdoor
leadership
curriculum
including
that
of
the
Wilderness
Education
Association,
National
Outdoor
Leadership
School,
Outward
Bound,
the
American
Canoe
Association,
the
American
Mountain
Guides
Association,
and
the
Wilderness
Medicine
Training
Center’s
Effective
Outdoor
Program
Design
&
Management.
The
adaptations
from
these
curricula
have
been
designed
to
provide
students
with
the
highest
level
of
competency
in
risk
management,
technical
skills,
human
(interpersonal/relational),
and
educational
skills
possible.
The
integration
of
these
skills
is
the
foundation
for
effective
leadership.
Currently,
there
is
a
growing
body
of
research
indicating
the
transferability
of
the
leadership
skills
developed
within
such
outdoor
education
and
recreation
programs.
We
have
no
doubt
that
this
research
will
support
what
we
intuitively
know
about
the
impact
of
intentional
outdoor
adventure
education
programs
on
student
learning,
leadership
skill
transferability,
and
latent
success
in
the
workplace.
The
Student
Learning
Outcomes
for
the
apprenticeship
have
been
selected
in
accordance
with
industry
standards
and
with
the
Council
for
the
Advancement
of
Standards.
Students
will
track
their
development
utilizing
self-‐assessment
rubrics,
a
checklist
for
completion
of
requirements,
a
journal,
and
a
logbook
of
their
trainings,
personal
and
professional
outings,
and
programs
led.
Twice
a
semester,
students
will
meet
with
the
program
director
for
a
formative
assessment.
As
indicated
in
the
design
of
the
program,
students
regularly
meet
for
debriefs,
staff
development
trainings,
and
are
continually
assessed
in
a
variety
of
skill
domains.
In
summary,
the
ALP
Apprenticeship
is
a
practical
experience
based
leadership
development
program
that
is
designed
to
yield
effective
individuals
capable
of
critical
thinking,
autonomous
decision-‐
making,
building
trust,
managing
real
and
perceived
risk,
and
providing
growth-‐oriented
feedback.
This
unique
certificate
program
will
support
students
in
developing
skills
necessary
for
success
in
their
future
careers.
Skill
Integration
Model
For
the
outdoor
leader
the
three
main
skill
sets
of
Outdoor,
Human,
and
Educational
Skills
must
be
integrated
in
order
for
the
leader
to
be
most
effective.
As
the
model
indicates,
through
trainings,
experience,
mentorship
and
assessment
a
student’s
skill
set
will
grow
over
time.
However,
it
is
the
level
of
conscious
integration
of
the
three
skill
sets
that
relate
to
the
effectiveness
one
one’s
leadership.
In
consideration
of
the
transferability
of
the
skills
developed
in
this
program
it
is
the
Human
Skills
and
Educational
Skills
that
are
recognized
as
the
most
salient
skills
preparing
students
to
be
effective
in
their
future
careers.
Outdoor
Skills
are
in
one
way
considered
the
avenue
through
which
their
other
leadership
skills
are
developed.
Upon
completion
of
the
apprenticeship,
Outdoor
Skills
could
be
substituted
for
any
technical
skill
such
as
chemistry,
math,
psychology,
or
any
other
discipline
a
student
has
learned
through
their
academic
program.
Therefore,
through
the
apprenticeship,
they
have
developed
the
two
additional
skill
sets
required
to
be
proficient
and
effective
in
their
chosen
profession
or
career.
Outdoor
Skills
Educational
No Integr atio n
Skills Competent
Outdoor
&
Human
Human
Skills.
Functional
understanding
of
Skills basic
educational
structural
concepts
and
outdoor
education
strategies.
Educational
Outdoor
Skills
Skills
Some Integration
Competent
Outdoor
&
Human
Skills
with
some
mastery
of
Human
effective
leadership
and
outdoor
Skills
instruction.
Effective Activity
Design & Management
High Level Integration
Competent
Outdoor,
Human,
&
Educational
Skills
with
mature
level
of
mastery
of
each.
Nicolazzo,
P.
(2007).
Effective
outdoor
program
design
and
management.
Winthrop:
Wilderness
Medicine
Training
Center.
The
ALP
Apprenticeship
Expectations
“The
difference
between
a
successful
person
and
others
is
not
a
lack
of
strength,
a
lack
of
knowledge,
but
rather
in
a
lack
of
will.”
–
Vince
Lombardi
To
be
successful
in
this
apprenticeship
it
will
require
students
to
be
autonomous,
be
proactive,
take
ownership
for
attitudes
and
actions,
and
execute
good
judgment.
This
is
the
expectation
of
the
program
for
each
apprentice.
Selection
of
students
for
entrance
into
the
ALP
Apprenticeship
will
be
competitive
allowing
for
a
cohort
of
up
to
9
each
year.
Selection
will
be
based
upon
an
application,
performance
in
HPPE
261
and
an
interview.
Minimum
Requirements
for
Apprenticeship
Completion
• Successful
completion
of
the
ALP
Minor
• Participate
in
least
two
site
managements
as
a
second
or
third
year
staff
• Regular
attendance
at
staff
meetings
and
staff
trainings
• Trip
Leader
status
in
at
least
one
discipline
• Hold
a
medical
certification
(Wilderness
First
Aid,
Wilderness
First
Responder)
• 5
day
trips
or
clinics
as
Assistant
or
Trip
Leader
• 3
overnight
or
extended
trips
as
an
Assistant
or
Trip
Leader
• 30
hours
of
community
service
or
volunteer
work
• 10
programs
as
part
of
facilitation
or
leadership
team
• Design
and
offer
at
least
one
instructional
clinic
or
workshop
• Design
and
offer
at
least
one
Challenge
Course
or
Climbing
Wall
program
as
a
Lead
Instructor
• Maintain
competency
assessments
and
personal
experience
logs
• Completion
of
a
Special
Project
The
special
project
can
vary
but
should
utilize
content
learned
in
the
ALP
minor
and
in
the
Trip
Leader
program.
This
project
should
be
discussed
and
approved
by
the
Assistant
Director
before
implementation.
Program
Progression
The
ALP
Apprenticeship
follows
a
program
and
learning
progression
designed
to
equip
students
for
leading
adventure
based
programs.
Each
component
or
course
is
designed
to
build
skills
in
sequence
providing
sufficient
practice
and
development
of
essential
skills.
As
indicated
below,
once
students
have
completed
an
HPPE
ALP
course,
they
may
return
to
take
the
course
again,
but
not
for
credit.
Students
returning
to
take
the
course
again
are
placed
in
a
distinct
role
providing
instruction
and
coaching
to
the
students
taking
the
course
for
the
first
time.
In
addition,
these
students
taking
the
course
for
the
second
or
third
time
are
provided
additional
training
at
higher
levels
than
their
peers
taking
the
course
for
the
first
time.
Adventure
Leadership
and
Programming
Expedition
(HPPE
261)
ALP
Expedition
(HPPE
261)
is
the
first
course
in
the
ALP
minor
and
is
offered
during
summer.
The
design
includes
a
14
day
backpacking
course
after
a
4
week
online
component
focusing
on
the
development
of
self-‐regulation
skills.
The
ALP
Expedition
is
the
first
step
in
the
ALP
minor
and
the
leadership
development
progression
for
the
ALP
Apprenticeship.
This
course
provides
students
not
only
the
foundational
skills
necessary
for
success
in
the
ALP
minor,
but
completion
of
the
course
will
also
allow
them
opportunity
to
apply
for
acceptance
in
the
ALP
Apprenticeship.
The
ALP
Expedition
is
designed
to
provide
the
baseline
skills
and
experience
from
which
additional
ALP
courses,
trainings,
and
assessments
can
be
built
upon.
The
essential
skills
learned
on
this
course
coupled
with
the
demanding
and
dynamic
experiences
in
the
field
produce
a
person
who
is
ripe
for
learning
more
advanced
skills
and
concepts.
By
design,
this
course
provides
examples
of
the
high
level
of
responsibility
and
expectations
placed
on
students
in
the
ALP
minor
as
well
as
the
level
of
commitment
required
to
be
successful
in
the
apprenticeship.
Moreover,
the
ALP
Expedition
gives
students
an
experience
with
the
integrity
of
the
program’s
culture
and
the
reciprocal
nature
of
investment
by
the
professional
staff
and
Apprentices.
As
the
first
step
of
the
leadership
development
program,
the
curriculum
of
the
14
day
expedition
includes:
• A
modified
version
of
the
Wilderness
Education
Association’s
18
point
curriculum1
o Basic
Camping
skills
o Environmental
ethics
o Safety
and
Risk
Management
o Leadership
o Expedition
Behavior
and
Group
Dynamics
o And
many
more
technical
outdoor
skills…
• Program
Design
and
Implementation
–
The
Outcome
Model2
• Outdoor
Leadership
Skill
Integration
and
Competency
Models3
• Feedback
and
other
effective
communication
strategies
• Timeless
philosophies
and
strategies
for
successful
leadership4
Students
are
assigned
topics
which
they
are
required
to
research
and
prepare
during
the
days
leading
up
to
the
expedition
and
then
present
or
teach
during
the
trip.
Students
are
assessed
in
their
ability
to
present
the
information
in
an
educational
and
informative
manner.
Additionally,
students
are
paired
up
with
their
peers
and
assigned
as
the
“leaders
of
the
day”.
This
day
is
designed
to
incorporate
previous
outdoor
leadership
skills
in
a
highly
challenging
environment
both
on
and
off
trail.
The
students
are
assessed
in
their
abilities
to
design
and
plan,
lead,
co-‐operate,
resolve
conflict,
provide
feedback,
teach,
and
perform
outdoor
competencies
throughout
the
day.
Finally,
each
student
is
individually
assessed
in
the
middle
of
the
course
and
at
the
conclusion
of
the
course.
The
mid-‐course
assessment
acts
as
a
point
of
reference
for
students
to
identify
where
they
stand
in
their
skill
sets,
and
what
they
need
to
work
on
by
the
end
of
the
course.
The
final
assessment
is
designed
to
provide
students
with
suggestions
for
long-‐term
development.
The
conclusion
of
the
expedition
also
provides
for
a
final
demonstration
of
the
integrity
of
the
program
culture
through
intentional
opportunities
for
giving
feedback
to
their
peers
and
the
course
instructors.
Thus
the
precedent
is
established
for
the
growth-‐oriented
nature
of
the
program’s
culture.
It
is
during
this
final
assessment
that
students
are
able
to
interview
for
acceptance
into
the
ALP
Apprenticeship.
ALP
Leadership
Summit
The
Fall
Leadership
Summit
is
the
designed
as
the
first
opportunity
for
current
students
in
the
apprenticeship
to
interact
with
the
newly
accepted
students.
This
training
is
designed
and
led
by
the
1 nd
An
in
depth
reference
of
the
WEA
18
point
curriculum
can
be
found
in
The
Backcountry
Classroom:
2
Edition
by
the
Wilderness
Education
Association
2
A
detailed
overview
of
this
and
other
Outdoor
Leadership
strategies
can
be
found
in
the
Wilderness
Medicine
Training
Center’s
manual
Effective
Outdoor
Program
Design
&
Management
by
Paul
Nicolazzo
3
Ibid
4
The
curriculum
utilized
in
this
aspect
includes
7
Habits
of
Highly
Effective
People
by
Steven
Covey,
as
well
as
Leadership
and
Self-‐Deception
and
The
Anatomy
of
Peace
by
the
Arbinger
Institute,
among
others
sources.
seasoned
apprentices.
They
design
group
discussions
based
upon
topics
such
as
“what
is
the
culture
of
ASAP”
or
“what
results
are
produced
in
the
ASAP”
and
around
the
mission,
vision,
and
values
of
the
ASAP.
Additionally,
the
incoming
students
are
introduced
with
the
“Apprenticeship
Contract”
in
which
the
students
review
the
core
strategies
of
the
organization,
and
write
individual
learning
outcomes
for
themselves
during
their
tenure
with
ASAP.
The
Fall
Leadership
Summit
is
also
designed
to
incorporate
skills
trainings,
assessments,
group
cohesion,
and
often
includes
a
service
project.
ALP
Courses
and
Site
Managements
These
courses/trainings
are
adapted
from
the
theoretical
constructs
of
program
design
and
management
by
Paul
Nicolazzo.5
Each
site
management
includes
various
layers
of
training
and
assessment
dependent
upon
the
students
and
apprentices
involved,
activity
focus,
and
the
venue
selected.
Courses
include
consistent
theoretical
foundations
and
strategies
but
each
have
specific
technical
aspects
and
applications
for
the
student
to
master.
Apprentices
return
to
these
site
managements
(ALP
Courses)
in
their
second
and
third
years
to
increase
their
knowledge
and
experience
in
high
levels
of
responsibility
and
challenge.
Design
and
outcomes
desired
for
site
managements
include:
• Current
ASAP
Site
Managements:
Rock
Climbing,
Mountain
Biking,
Winter
Intensive,
Climbing
Wall
Instructor,
Snow
Mountaineering,
Challenge
Course
Facilitator
• Wilderness
First
Aid
course
• First
year
apprentices
enroll
in
the
HPPE
courses
to
meet
the
ALP
minor
requirements
• 2nd
and
3rd
year
apprentices
promoted
to
Assistant
Leader
and
Trip
leader
are
assigned
various
tasks
in
preparation
for
the
site
management
including
packing,
risk
management,
and
other
pre-‐trip
responsibilities
similar
to
a
regular
trip.
2nd
and
3rd
years
are
assigned
1st
year
apprentices
to
coach
and
mentor
in
the
preparation
to
learn
the
process.
• All
apprentices
are
assigned
various
teaching
topics
and
tasks
to
perform
during
the
site
management
under
supervision
of
the
instructors.
Each
apprentice
is
assessed
on
their
performance
and
provided
feedback
for
future
improvement.
• Apprentices
are
observed
and
evaluated
by
instructors
in
3
areas
respective
to
each
activity:
o Outdoor
Technical
Skill
Competency
o Human
Skills
o Educational
Skills
• Apprentices
may
also
be
paired
in
a
manner
similar
to
the
ALP
Expedition
as
leaders
of
the
day.
They
are
evaluated
based
upon
their
leadership
abilities,
co-‐leader
dynamic,
and
ability
to
manage
risk
in
the
field.
• Various
emergency
and/or
rescue
scenarios
are
designed
by
the
course
instructors.
In
these
scenarios,
the
apprentices
are
assessed
on
their
ability
to
manage
the
situation
and
follow
ASAP
policy
and
protocols
in
a
real
world
environment.
Site
managements
are
necessary
in
order
to
run
the
level
of
programming
that
ASAP
offers.
Since
the
program
offers
activities
including
backpacking,
mountaineering,
rock
and
ice
climbing,
5
More
in
depth
material
may
be
found
in
the
Wilderness
Medical
Training
Center’s
Effective
Outdoor
Program
Design
&
Management
by
Nicolazzo.
whitewater
kayaking,
canoeing,
canyoneering,
ice
climbing,
and
rafting,
and
the
programs
are
led
by
student
employees,
it
is
imperative
that
they
maintain
the
highest
level
of
training
through
continual
assessment
by
professional
staff
on
a
regular
basis.
Additional
Trainings
While
site
management
is
intended
to
challenge
and
assess
the
apprentices
in
the
context
of
each
venue,
various
additional
trainings
are
offered
to
raise
the
individual
competency
of
each
apprentice
from
time
to
time.
Some
of
these
trainings
include:
• ACA
Kayak
Instructor
• Swift
Water
Rescue
Technician
• AMGA
Single
Pitch
Rock
Instructor
• Multi-‐Pitch
Rock
Climbing
• Rock
Rescue
• Avalanche
Level
2
These
trainings
are
designed
and
implemented
to
offer
a
level
of
training
to
apprentices
that
are
looking
to
further
their
own
proficiency
beyond
the
base
line
trainings
that
are
traditionally
offered.
ASAP
encourages
the
apprentices
to
participate
in
these
trainings
to
further
strengthen
the
programs
offered
as
well
as
their
own
professional
development.
Participating
in
these
additional
trainings
could
be
likened
to
a
construction
worker
taking
engineering
or
architecture
courses
or
workshops.
While
it
may
not
be
necessary
for
that
construction
worker
to
attain
the
same
level
of
competency
as
an
engineer,
a
better
understanding
of
engineering
principles
will
promote
higher
quality
work
for
the
consumer,
as
well
as
increase
the
value
of
that
worker.
Conclusion
The
ALP
Apprenticeship
is
designed
to
provide
students
pursuing
the
ALP
minor
additional
intensive
mentoring
and
direct
experience
in
critical
leadership
applications.
The
knowledge,
skills,
and
experience
gained
through
the
apprenticeship
will
enhance
their
ability
to
demonstrate
effective
leadership
behaviors
in
any
discipline
or
profession.
The
rigor
and
requirements
for
completion
warrant
recognition
by
Adams
State
University
as
a
Leadership
Certificate
Program.
This
document
hopefully
provides
some
insight
into
the
nature
of
the
required
efforts
to
facilitate
a
high
level
outdoor
adventure
program
which
includes
an
intentional
apprenticeship.
The
professional
staff
of
the
Adventure
Program
dedicate
many
long
hours
before,
during,
and
after
these
trainings
to
ensure
that
the
students
are
properly
equipped
with
the
skills
necessary
to
lead
exceptional
outdoor
trips.
Appendix
ALP
Apprenticeship
Learning
Contract
Adventure
Program
–
Mission
Statement
The
Adams
State
Adventure
Program
seeks
to
provide
transferable
knowledge
and
skills
by
facilitating
outdoor
education
and
leadership
opportunities.
Adventure
Program
–
Mission
to
our
Staff
An
ASAP
Apprentice
understands
and
demonstrates
effective
self
and
relational
leadership.
As
staff
members
of
Adams
State
Adventure
Program
we
recognize
that
our
attitudes
and
actions
affect
others.
Together
we
have
encountered,
discussed,
and
selected
core
values
and
principles
that
make
up
the
essence
of
what
ASAP
is
all
about.
This
document
serves
as
a
mutual
contract
between
each
staff
member
to
benefit
each
others’
development
and
for
the
health
of
the
organization.
I
________________
recognize
that
the
Adventure
Program
is
foremost
an
experientially
based
outdoor
education
and
recreation
program
that
emphasizes
personal
and
leadership
skill
development.
I
further
recognize
that
my
apprenticeship
requires
a
significant
level
of
participation
and
effort
that
is
crucial
to
fulfilling
my
responsibilities
as
an
employee
as
well
as
achieving
the
desired
learning
outcomes
outlined
in
this
contract.
I
acknowledge
that
it
is
my
responsibility
to
diligently
pursue
the
skills
and
competencies
required
for
the
performance
of
my
duties
and
to
receive
the
most
I
can
out
of
my
apprenticeship.
Finally,
I
understand
that
the
program
administrators
have
committed
to
assist
me
in
pursuing
my
goals
and
to
challenge
me
during
my
apprenticeship.
The
following
list
of
statements
represents
the
guiding
principles,
values,
and
program
philosophies
that
support
the
effective
execution
of
the
Adventure
Program.
The
growth
of
each
apprentice
both
professionally
and
personally
is
interdependently
related
to
the
commitment
of
all
ASAP
staff
to
our
principles
and
values.
1. Ownership
We
take
our
responsibilities
seriously
and
are
steadfast
in
our
judgment
and
decision-‐making.
We
have
the
integrity
to
own
our
choices
and
actions
both
personally
and
with
others.
When
we
make
mistakes,
we
admit
it.
Having
admitted
it,
we
work
to
correct
it.
2. Honesty
Honesty
helps
us
remain
open
and
truthful
in
our
self-‐assessment
and
feedback
with
others.
By
saying
what
we
mean
and
doing
what
we
say,
we
strengthen
relationships
and
build
trust.
3. Growth
Oriented
We
believe
in
the
potential
of
each
individual
for
greatness.
Through
intentional
program
design,
feedback,
and
genuine
care
for
the
growth
of
each
other
we
become
the
leader
we
want
to
be.
4. Supportive
We
believe
in
and
value
the
uniqueness
of
each
individual.
We
are
open
and
accepting
of
every
person
on
our
staff
and
our
trips.
Because
we
value
community,
we
are
dedicated
to
building
meaningful
relationships
through
mutual
support.
5. Investment
ASAP
is
committed
to
excellence
and
demonstrating
quality.
To
achieve
this
goal,
we
invest
in
educating
and
challenging
ourselves,
our
fellow
leaders,
and
our
customers
to
create
an
atmosphere
of
craftsmanship.
6. Judgment
Learning
increases
with
increased
responsibility.
The
high
degree
of
responsibility
placed
on
all
staff
demands
the
development
of
judgment.
Paul
Pedzoldt
said
“judgment
is
the
process
of
using
previous
learning
and
experience
to
make
a
decision
and
execute
decisions.”
Protocols
must
be
applied
to
specific
situations
where
judgment
then
guides
decisions
and
the
appropriate
application
of
resources.
7. Passion
for
Adventure
We
have
a
commitment
to
and
a
love
of
the
outdoors.
We
work
hard
to
play
hard.
We
desire
to
educate
and
inspire
others
in
the
process.
We
are
committed
to
the
health
of
ourselves
and
the
environment.
8. Fun
We
believe
that
at
the
core
of
outdoor
adventure
is
a
desire
for
enjoyment
and
satisfaction.
We
value
having
fun
because
it
is
part
of
the
mindset
that
allows
us
to
laugh,
to
enjoy
each
other’s
company,
to
endure
adversity,
to
challenge
ourselves,
to
celebrate
with
others,
and
simply
appreciate
being.
As
indicated
by
my
signature
below,
I
agree
to
strive
to
adhere
to
the
above
principles
and
values
that
support
my
personal
and
professional
development.
I
further
recognize
that
the
program
administration
has
committed
to
support
me
in
my
efforts
to
achieve
success
during
my
apprenticeship.
I
understand
that
the
investment
of
this
program
in
me
is
a
serious
undertaking
and
is
to
be
respected.
I
recognize
that
my
failure
to
actively
progress
in
this
apprenticeship
is
my
responsibility.
The
Human,
Technical,
and
Educational
skills
sets
required
for
advancement
in
each
program
area
require
significant
effort.
I
will
do
my
best
to
learn
and
apply
the
principles
and
values
above
to
assist
me
in
my
efforts
for
success
as
an
employee
and
student.
Signature
__________________________________
Date
___________________
Personal
Objectives
My
overall
learning
objective
in
this
apprenticeship
is:
My
learning
objectives
for
each
of
the
program
principles
are:
1. Ownership
2. Honesty
3. Growth
Oriented
4. Supportive
5. Investment
6. Judgment
7. Passion
for
Adventure
8. Fun
Adventure
Leadership
and
Programming
Apprenticeship
(ALP
Apprenticeship)
Program
Outcomes
Mission
ALP
Apprentices
have
the
essential
skills
for
demonstrating
effective
leadership.
Vision
Students
graduating
from
ASU
with
the
ALP
Apprenticeship
will
be
recognized
by
the
university
and
their
future
employers
as
the
highest
quality
of
individuals
demonstrating
character,
competence,
and
craftsmanship.
The
ALP
Apprenticeship
program
will
be
recognized
within
higher
education
and
outdoor
recreation
and
education
as
a
leader
in
student
leadership
development.
Program
Learning
Outcomes:
Interpersonal
Competence
1)
Graduates
of
the
ALP
Apprenticeship
are
able
to
demonstrate
and
explain
effective
self
and
relational
leadership.
Self-‐Leadership
-‐
the
actualization
of
the
will
to
govern
oneself
toward
effective
behaviors
that
produce
results
The
Apprentice
is
able
to
.
.
.
1. Articulate
their
personal
values,
perspectives,
and
beliefs
2. Accurately
assess
themselves
3. Demonstrate
progress
in
their
initiative
for
personal
growth
4. Describe
the
importance
of
taking
ownership
for
their
attitudes,
perspectives,
and actions
and
their
consequences
5. Demonstrate
effective
goal
setting
and
attainment
of
set
goals
6. Organize
and
prioritize
their
commitments
Relational
Leadership
-‐
the
capacity
and
efficacy
to
make
a
positive
difference
in
the
lives
of
others
The
Apprentice
is
able
to
.
.
.
1. Build,
enhance,
and
restore
trust
in
self
and
others
2. Articulate
the
difference
between
treating
others
as
objects
or
as
people
3. Describe
the
impact
of
honoring
the
agency
of
others
4. Collaborate
effectively
with
each
others
5. Demonstrate
effective
conflict
resolution
Practical
Competence
2)
Graduates
of
the
ALP
Apprenticeship
have
proficiency
in
technical
skills
The
Apprentice
is
able
to
.
.
.
1. Demonstrate
basic
outdoor
living
skills
2. Demonstrate
competency
in
several
outdoor
recreation
disciplines
3. Assess
hazards
and
manage
risk
in
a
variety
of
dynamic
and
challenging
applications
4. Effectively
use
the
Outcome
Model
to
design
and
evaluate
programs
and
courses
5. Demonstrate
resourcefulness
in
executing
responsibilities
6. Demonstrate
effective
judgment
in
problem
solving
and
decision
making
Teaching
Proficiency
3)
Graduates
of
the
ALP
Apprenticeship
demonstrate
competency
in
educational
skills
The
Apprentice
is
able
to
.
.
.
1. Explain
the
factors
that
impact
learning
2. Design
and
facilitate
learning
progressions
3. Adapt
teaching
to
accommodate
learning
needs
4. Describe
the
role
and
impact
of
failure
in
learning
5. Describe
the
role
of
feedback
for
personal
growth
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