Experiential Education Courses

EE 5100 Risk Management in Experiential Education - 2 graduate credits
This online course reviews principles and current practices in experiential education program risk management for public and private school, profit and not-for-profit organizations. Topics explored in the course include incident theories, risk management strategies, risk management tools, risk evaluation, risk analysis, emergency action plan, crisis management, liability coverage, and the law related to experiential education. Students will gain a practical understanding of risk management through examinations, risk analysis exercises, online group discussion, case studies, and individual projects.


EE 5110 Adventure Basics - 3 graduate credits
The Adventure Basics workshop is designed to model the delivery of a condensed but carefully sequenced challenge course curriculum. Participants will learn both the basic technical skills of operating a challenge course as well as the facilitation skills essential to sequencing a program to maximize outcomes with participants. Adventure Basics provides an important first step for both understanding the flow and interplay of a group experience and for learning the skills to run an effective challenge course education program.


EE 5120 Advanced Technical Challenge Course Skills: Beyond Basic - 2 graduate credits
Beyond Basics is an advanced workshop designed to help the adventure practitioner acquire the requisite skills to effectively facilitate a low and high challenge course program. Emphasis will be on developing a deeper understanding of challenge course systems and cultivating a critical eye for safety. Some of the specific skills covered in this workshop are as follows: knot-tying, proper use of equipment, belay techniques, leading edge climbing, and basic rescue procedures.


EE 5130 Building Your Repertoire - 2 graduate credits
Participants will complete 3 of the following one day workshops: Games for Any Space, No Props No Problem, Metaphors for Change, 10 Props, 100 Activities, or Teachable Moments; and complete a resource book of activities and facilitation tools that fit their professional practice. These workshops present a variety of experiential based activities focused on problem-solving, communication skills development, asset building and reflection. Participants should also gain an understanding of the foundations of experiential education and the philosophy of learning and community building through play.


EE 5140 Experiential Education and Differentiated Instruction - 2 graduate credits
This course gives teachers new perspectives, tools and techniques for recognizing the varying learning styles and needs of their students, enabling them to design lessons that better engage all of the learners in their classroom. In an interactive collaborative learning environment participants will explore their own learning styles, how learning style impacts outcomes, and work with peers to develop differentiated lesson plans for their classrooms. Teachers will gain ideas, tools and specific activities for empowering students to take more control over their learning.


EE 5150 Facilitation Skills Intensive - 2 graduate credits
This workshop offers educators and group facilitators from diverse settings an opportunity to gain practical skills in group facilitation and develop and refine their facilitation style. In a co-creative environment facilitators will explore the art of facilitation and practice their facilitation skills. Participants will leave with a variety of practical activities, strategies, and tools that will enhance their practice as a facilitator. Through hands on program design and implementation practice, reflection and input from peers, facilitators will gain new insights, resources and tap into their strengths as an educator. Participants will leave with practical tools to enhance their practice as facilitators.


EE 5160 The Experiential Learning Cycle - 2 graduate credits
In this series of interactive workshops: Adventures in Learning and Teaching, Activities for Academic Success and Teachable Moments, educators will explore tools and ideas for engaging learners in three critical aspects of experiential learning: creating a positive environment for learning, engaging learners in meaningful experiences that relate to core academic content, and reflective learning. Participants will earn 2 credits through completion of the three workshops and an experiential curriculum design project that relates to their professional practice.


EE 5170 Introduction to Low Challenge Course Elements - 2 graduate credits
The course is designed as an introductory experience intended to model a condensed but carefully sequenced challenge course curriculum. Participants will learn both the technical skills of operating a low challenge course as well as facilitator skills essential to the operation of an experiential education program. Introduction to Low Challenge Course Elements provides an important first step for both understanding the flow and interplay of a group experience and for learning the skills to run an effective adventure learning and challenge course program.


EE 5180 Managing an Adventure Program - 2 graduate credits
Managing an Adventure Program is designed to help adventure professionals manage an adventure education program and its many facets and details. The course is intended for anyone who has primary responsibility for the management of a challenge course site and/or adventure education programs at their school, camp or business setting. In addition to helping the challenge course professional learn essential management skills; the workshop also focuses upon improving one's analysis and judgment capabilities.


EE 5190 Independent Study - 1-3 graduate credits
Enrichment of the background of students in education through the pursuit of a special topic in the area of experiential education theory, research, inquiry, or implementation pertinent to their interests and abilities. A chance for an in-depth study of a problem in the field of Experiential Education. Consent of a faculty supervisor and the Associate Vice President is required.

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