Transcript Engaging the Next Generation

Engaging the Next Generation
• Stream
Explorers
• Trout in
Classroom
• Watershed
Education
•
TU Teens
•
Youth Camps
•
Annual TU
Teen Summit
•
Watershed
Education
•
Trout in
Classroom
•
•
5 Rivers
Clubs
TU 5 Rivers
Rally 2014
•
Interns and
Counselors
•
Service
Learning
•
TU Member
•
Lifelong
Conservationist
•
Stream/Trout
and salmon
Advocate
2
College Outreach
Why is it important?
TU’s 5 Rivers College Club Initiative
Goal
To organize campus groups around TU's mission and
provide students an opportunity to not only learn
fly casting and fly tying but to also participate in offcampus volunteer activities on the members' home
waters.
• TU 5 Rivers groups are chartered under the
university club system and involve a faculty
sponsor and support from either local TU chapter
or the state TU council.
Existing 5 Rivers Clubs
In Colorado
Colorado College, Colorado Mountain College (Steamboat), Colorado
University (Boulder), Fort Lewis College, Adams State University
And Elsewhere
University of Alabama, California Polytechnic State University,
Sacramento State University, Ferris State University, St. Mary’s
University, Winona State University, University of Nevada, Reno,
Appalachian State University, Western Carolina University, Miami
University, Clemson University, Furman University, Wofford University,
James Madison University, University of Virginia, Virginia Military
Institute, Washington & Lee University, University of Wisconsin,
Madison, University of Wyoming
Potential 5 Rivers Club Locations
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Air Force Academy
University of Colorado-Colorado Springs
Colorado Mesa University
Colorado State University
University of Northern Colorado
Western State College
Regis University
University of Denver
CU-Denver
Metro State
Colorado School of Mines
CSU-Pueblo
CMC Campuses (Roaring Fork, Summit, Timberline, Vail-Eagle)
Numerous Community Colleges
What Does TU Have to Offer?
• Funds and assistance in the creation of club outreach
materials such as stickers, banners, hats and t-shirts
through partnership with Costa del Mar.
• Deals on a TFO rod/reel/line
• Opportunities to network with other 5 Rivers Clubs
• Volunteer Opportunities
• Expertise (fly casting clinics, fly tying clinics, etc.)
• Fly Fishing Equipment
• Professional Development (seat on chapter board,
internships with chapters or staff)
• Free membership for club officers. Half price membership
for all other first time members.
Starting a New Club
Step 1: Connect with interest students and/or staff.
• Contact Outdoor Education or Campus Organizations
Department.
• Advertise TU’s support for Fishing/Conservation clubs.
Step 2: Identify a student leader.
Step 3: Work with student leader to become registered as a
student organization and develop an executive board.
Step 4: Assist in student outreach activities to generate
interest.
Step 5: Work with club to develop activities to engage
students in conservation and fly fishing.
Resources
-TU YOUTH EDUCATION STAFF
-TU FIVE RIVERS GUIDE (Available upon request)
Connecting with Existing Clubs
Engaging Your Partner Clubs
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Casting Clinics
Fly Tying Clinics
Volunteer Opportunities
Fly Fishing Film Tour
Fishing Trips
Further Opportunities
• Service Learning
• Alternative Spring Breaks
• Trips Through Outdoor Education
Departments
Case Study
Colorado College
• 5 Rivers Club
• Block Break Trips
• Freshman Orientation Experience
What’s Next?
• CTU Five Rivers Retreat
• CTU Five Rivers Fly Fishing Competition
• National TU Five Rivers Rally
Interested in connecting with college
students in your area? CONTACT ME!!!!!!
• Stream
Explorers
• Trout in
Classroom
• Watershed
Education
•
TU Teens
•
Youth Camps
•
Annual TU
Teen Summit
•
Watershed
Education
•
Trout in
Classroom
•
•
5 Rivers
Clubs
TU 5 Rivers
Rally 2014
•
Interns and
Counselors
•
Service
Learning
•
TU Member
•
Lifelong
Conservationist
•
Stream/Trout
and salmon
Advocate
14
Stream Explorers
Creating Tomorrow’s Conservationists
Stream Explorers
Creating Tomorrow’s Conservationists
Methods
• Inquiry-based learning
“Tell me and I’ll forget, show me and I may remember, involve me and I’ll
understand.” –Chinese Proverb
-Driven by students questions
-Instructors are coaches, guides, and facilitators
-Students are active, inquiring participants rather than
passive observers.
- Students collect, synthesize, and analyze information,
then conduct targeted research and work with others to
employ that newfound knowledge.
Stream Explorers
Creating Tomorrow’s Conservationists
Program Introduction
This program is a set of 5 preliminary,
sequential, grounding activities to be used as an
introduction to a wider more comprehensive
and inclusive CTU Stream Explorers program.
Stream Explorers
Creating Tomorrow’s Conservationists
A few basic premises provide the underpinning for this program and
following them is crucial to its ultimate success;
• With the exception of learning specific skills, in most situations,
students need to learn how information is acquired and processed
as opposed to being told by adults. This way they know how to
learn on their own.
• To understand how science works in conservation students need
practice in pursuing scientific strategies themselves.
• To make good decisions themselves student should learn how to
ask their own questions about natural systems.
• Through direct interaction and observation of living critters in
aquatic ecosystems students will best understand how to maintain
such systems.
• The most efficient learning is collaborative. Kids working with other
kids is preferable to kids working alone.
Stream Explorers
Creating Tomorrow’s Conservationists
Program Outline
Activity 1: River Critters
Activity 2: Investigating Macroinvertebrate Behavior
Activity 3: Fish Response to Temperature
Activity 4: Fly Tying
Activity 5: Fishing
Inquiry-Based Learning
Research suggests that preparing today’s
students for the workplace requires a learning
environment that allows them to explore reallife situations and problems (Levy and Munane,
2004; Partnership for 21st Century Skills, 2004).
Inquiry-Based Learning
Benefits of Inquiry-Based Education
• Research shows increased retention and
application of concepts.
• Students develop critical thinking skills.
• Collaborative learning environment.
• Shown to reach students who do less well in
instructional setting.
Inquiry-Based Learning
Example Supporting Research
Boaler Study (1997,1998)
• Compared classes using project-based and
traditional instruction curriculum
• Used national exam for pre and post test
• Project-based scored significantly higher on
post-exam
Inquiry-Based Learning
Example Supporting Research
Garcia, 1993; Knapp, 1995; Braddock and
McPartland, 1993
• Showed inquiry-based teaching is more
effective for varied background achievement
levels, socioeconomic status, cultural and
linguistic backgrounds.
Inquiry-Based Learning
Challenge
• Implementation much more difficult than
direct transmission of knowledge.
Solution
• Involve teachers/facilitators in design of
program. Provide strong support and
professional development.
Inquiry-Based Learning
Challenge
• Varied background knowledge and experience among
students.
Solution
• Clearly define learning goals and/or driving question.
• Provide resources (tools, models, information sources)
• Incorporate reflection
• Encourage Collaboration
Stream Explorers
Creating Tomorrow’s Conservationists
Case Study
• Took place in Salida under direction of
Collegiate Peaks Chapter of Trout Unlimited.
• 5-day program
Stream Explorers
Creating Tomorrow’s Conservationists
Sample Activity
Investigating Macroinvertebrate Behavior
Stream Explorers
Creating Tomorrow’s Conservationists
Bringing Stream Explorers to Your Community
CTU Provides:
• Teacher/Facilitator training
• Science Kits
• Assistance with program planning, partnership
building, and fundraising.
Questions?
Resources
Boaler, J. (1997), Experiencing Schoool Mathematics: Teaching Styles, Sex, and
Settings, Open University Press, Buckingham UK.
Boaler, J. (1998), “Open and Closed mathematics: Student Experiences and
Understandings”, Journal for Research in Mathematics Education, Vol. 29, No. 1, pp.
41-62.
Braddock, J.H. and J.M. McPartland (1993), “The Education of Early Adolescents”, in L.
Darling-Hammond (ed.), Review of Research in Education 19, American Educational
Research Association, Washington, DC.
Dumont, Hanna, David Istance, and Francisco Benavides. Nature of Learning: Using
Research to Inspire Practice. Paris: Organisation for Economic Co-operation and
Development, 2010. Www.keeppeek.com. Web. 17 Apr. 2012.
Garcia, E. (1993), “Language, Culture, and Education”, in L. Darling-Hammond (ed.),
Review of Research in Education 19, American Educational Research Association,
Washington, DC.
Knapp, M.S. (ed.)(1995), Teaching for Meaning in High-Poverty Classrooms, Teachers
College Press, New York.
Levy, F. and R. Murnane (2004), The New Division of Labor: How Computers Are
Creating the Next Job Market, Princeton University Press, Princeton NJ.
Partnership for 21st Century Skills (2004), Learning for the 21st Century, Washington,
DC, available at www.21stcenturyskills.org.
Further Updates
• TU Youth Summit: Saturday, July 27th to
Wednesday, July 31st; Grand Teton National Park
• Family Fishing Camp: Friday, August 9 to Sunday
August 11; near Nederland, CO
• Youth Camp: Sunday, June 9 to Friday, June 14;
near DeBeque, CO
• Outdoor Mentors