Camps can create a culture that supports youth staff, ages 15-18, in making a valuable contribution to the education program, thereby increasing the quality of the camp\u27s educational impact while at the same time decreasing incidents and accidents during  un-programmed  time. Project WILD, a nationally available interdisciplinary conservation and environmental education program, provides tools to help counselors turn un-programmed time into learning opportunities. In addition, when youth counselors use their skills to lead Project WILD activities, they achieve respect and autonomy, and success in the leadership roles that they seek

Bourdeau, Virginia D

Knutz, Mike

English

Clemson University: TigerPrints

The Journal of Extension Volume 44 Number 5 Article 28 10-1-2006 Project WILD: A Tool That Provides Camp Counselors with Leadership Opportunities While Managing Risk Virginia D. Bourdeau Oregon State University, mombear@proaxis.com Mike Knutz Oregon State University, mike.knutz@oregonstate.edu This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. Recommended Citation Bourdeau, V. D., & Knutz, M. (2006). Project WILD: A Tool That Provides Camp Counselors with Leadership Opportunities While Managing Risk. The Journal of Extension, 44(5), Article 28. https://tigerprints.clemson.edu/joe/vol44/iss5/28 This Tools of the Trade is brought to you for free and open access by the Conferences at TigerPrints. It has been accepted for inclusion in The Journal of Extension by an authorized editor of TigerPrints. For more information, please contact kokeefe@clemson.edu. 	 JOEHOME JOURNAL GUIDELINES ABOUT	JOE CONTACT NATIONAL	JOB	BANKCurrent	Issues Back	IssuesOctober	2006	//	Volume	44	//	Number	5	//	Tools	of	the	Trade	//	5TOT50Project	WILD:	A	Tool	That	Provides	Camp	Counselors	withLeadership	Opportunities	While	Managing	RiskAbstractCamps	can	create	a	culture	that	supports	youth	staff,	ages	15-18,	in	making	a	valuablecontribution	to	the	education	program,	thereby	increasing	the	quality	of	the	camp's	educationalimpact	while	at	the	same	time	decreasing	incidents	and	accidents	during	"un-programmed"time.	Project	WILD,	a	nationally	available	interdisciplinary	conservation	and	environmentaleducation	program,	provides	tools	to	help	counselors	turn	un-programmed	time	into	learningopportunities.	In	addition,	when	youth	counselors	use	their	skills	to	lead	Project	WILD	activities,they	achieve	respect	and	autonomy,	and	success	in	the	leadership	roles	that	they	seek.	IntroductionEach	summer,	youth,	ages	15-18,	come	to	4-H	camp	to	take	on	leadership	roles	as	campcounselors.	By	creating	a	camp	culture	that	expects	these	youth	staff	members	to	make	a	valuablecontribution	to	the	education	program,	camps	can	increase	the	quality	of	their	educational	impact,while	at	the	same	time	decreasing	incidents	and	accidents	that	are	more	likely	to	occur	in	"un-programmed"	time.There	are	many	un-programmed	times	at	camp,	and	risk	management	research	shows	these	arethe	times	when	negative	behaviors	and	injuries	occur	(Gregg,	&	Hansen-Stamp,	2005).	ProjectWILD,	a	nationally	available	interdisciplinary	conservation	and	environmental	education	program,can	help	counselors	turn	un-programmed	time,	such	as	when	the	lunch	is	late	or	the	classpresenter	doesn't	arrive,	into	learning	opportunities.	In	addition,	when	youth	counselors	are	usingtheir	skills	to	lead	Project	WILD	activities,	they	achieve	respect	and	autonomy,	and	success	in	theleadership	roles	that	they	seek.Getting	WILD	at	4-H	Camp!Project	WILD	is	the	nation's	longest-standing	national	wildlife	education	program.	The	goal	ofProject	WILD	is	to	teach	students	how	to	think,	not	what	to	think.	In	many	states,	coordination	andtraining	support	for	WILD	are	provided	by	state	fish	and	wildlife	agencies.	In	Oregon,	the	4-Hprogram	is	the	primary	state	coordinator	of	Project	WILD.	In	the	2004-2005	training	year,	189persons	attended	Oregon	Project	WILD	workshops	presented	by	specially	trained	WILD	facilitators.Many	of	these	WILD	facilitators	are	4-H	staff.	Post	program	evaluations	indicate	that	these	personsreached	an	additional	22,605	youth	and	adults	with	activities	and	education	programs	using	theWILD	curricula.The	Council	for	Environmental	Education	publishes	six	guides	in	support	of	Project	WILD.	TheVirginia	D.	BourdeauAssociate	Professor	and	Extension	4-H	SpecialistSalem,	Oregonmombear@proaxis.comMike	KnutzAssistant	ProfessorDallas,	Oregonmike.knutz@oregonstate.eduOregon	State	Universityoriginal	Project	WILD	K-12	Guide	contains	over	100	activity	ideas,	many	of	which	can	be	easilyadapted	for	use	at	4-H	camp.	By	contacting	the	State	Project	WILD	Coordinator,	4-H	campprograms	can	arrange	for	a	facilitator	to	train	their	staff	to	teach	the	activities	in	Project	WILD,	orthey	can	send	a	staff	member	to	become	a	trained	WILD	facilitator.Many	4-H	programs	across	the	country	offer	youth,	ages	15-18,	the	opportunity	to	be	councilors	at4-H	camps.	These	youth	may	come	for	a	week	or	a	full	summer.	They	may	have	participated	in	acounty-based	counselor	training	program	throughout	the	school	year	or	have	been	selected	onlybecause	they	are	the	correct	age	or	gender	to	fit	the	camp's	immediate	staffing	needs.	While	wehope	they	all	come	with	an	interest	in	leading	younger	youth,	we	know	they	come	with	their	ownintellectual,	emotional,	social,	and	physical	characteristics	and	needs	that	have	an	impact	on	theirbehavior	at	camp	and	on	the	camper's	experiences.The	training	and	organizational	framework	provided	by	the	camp's	adult	staff	has	a	great	deal	todo	with	helping	camp	counselors	succeed.	One	of	the	areas	where	counselors	can	make	asignificant	contribution	to	the	camp	program	is	in	being	prepared	to	lead	Project	WILD	activitiesduring	un-programmed	camp	time.	Un-programmed	time	can	happen	both	intentionally	andunintentionally	during	the	camp's	day.	When	it	does,	trained	counselors	will	grab	the	opportunityto	let	their	leadership	shine.Which	of	these	scenarios	sounds	most	like	your	4-H	camp?	At	4-H	Camp	A,	the	Camp	Directorannounces	that	the	lunch	is	late	today	because	the	pizza	needs	15	more	minutes	to	bake.	Thecampers	hang	out	at	the	dining	hall	door.	The	counselors	are	in	their	own	group,	talking	to	eachother.	Suddenly	two	campers	get	into	a	pushing	match,	and	one	is	knocked	down,	grazing	his	headon	a	concrete	retaining	wall	in	the	process.At	4-H	Camp	B,	the	Camp	Director	announces	that	the	lunch	is	late	today	because	the	pizza	needs15	more	minutes	to	bake.	"Counselors,"	she	continues,	"Its	time	to	get	WILD."	Without	furtherprompting,	the	counselors	gather	their	campers	in	groups	in	the	playing	field	near	the	dining	hall.They	reach	into	their	"bag	of	tricks"	and	pull	out	some	props	for	a	Project	WILD	activity	or	engagecampers	in	an	activity	that	may	not	need	props.	One	group	looks	for	resources	in	How	Many	BearsCan	Live	in	this	Forest?	Two	groups	combine	in	a	game	of	Oh	Deer!	Two	other	groups	cooperate	ina	Habitat	Lap	Sit.	Four	groups	study	effective	adaptations	in	predator-prey	relationships	in	MuskoxManeuvers	(Figure	1).	Everyone	is	engaged	in	a	supervised	activity.Figure	1.Sample	Activities	from	Project	WildOf	course,	we	all	hope	we	are	responsible	for	the	program	described	at	4-H	Camp	B.	This	scenariocan	happen	at	your	camp	when	you	provide	your	counselors	with	the	framework,	support	andtraining	to	empower	them	to	lead	short	term,	impromptu	program	activities.ConclusionWith	over	100	activities	to	choose	from	in	the	Project	WILD	K-12	Guide,	camps	are	sure	to	findmany	that	support	their	individual	program	outcomes.	Major	themes	include	Habitats,Interdependence,	Changes	and	Adaptations,	Biodiversity,	Human	Dimensions	and	Wildlife,	WildlifeIssues,	and	Wildlife	Conservation.	Many	of	the	Project	WILD	activities	can	be	led	with	no	props	orwith	only	a	few	props	that	can	be	used	in	multiple	activities.By	providing	your	staff	with	training	in	Project	WILD,	you	can	be	certain	that	un-programmed	timeis	used	safely	and	constructively	instead	of	becoming	an	opportunity	for	inattention	and	injury.	Inaddition,	when	adult	staff	recognize	them	as	valued	members	of	the	staff,	camp	counselors	excelin	this	autonomous	role	and	have	the	opportunity	to	practice	their	leadership	skills	in	theintentional	safety	of	the	camp's	framework.ReferencesCouncil	for	Environmental	Education.	(2002).	Project	WILD	K-12	curriculum	and	activity	guide.Houston,	TX.	Information	available	at:	http://www.projectwild.org/Gregg,	R.,	&	Hansen-Stamp,	C.	(2005).	Staffing	issues	for	a	quality	camp	program.	The	Camp	Line,XIV(1),	3-6.Copyright	©	by	Extension	Journal,	Inc.	ISSN	1077-5315.	Articles	appearing	in	the	Journal	become	the	property	of	theJournal.	 Single	 copies	 of	 articles	may	 be	 reproduced	 in	 electronic	 or	 print	 form	 for	 use	 in	 educational	 or	 trainingactivities.	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Project WILD: A Tool That Provides Camp Counselors with Leadership Opportunities While Managing Risk

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Project WILD: A Tool That Provides Camp Counselors with Leadership Opportunities While Managing Risk

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