sandy creek nature center volunteer trail guide training proposal

8/8/2019 Sandy Creek Nature Center Volunteer Trail Guide Training Proposal

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Sandy Creek Nature Center Volunteer Trail Guide

Training Proposal

Trailblazer Design Group

November 2009


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SCNC Volunteer Trail Guide Training Program 1

Trailblazer Design Group November 10, 2009

Client

Sandy Creek Nature Center (SCNC)

Janice Denney

SCNC Naturalist

205 Old Commerce Rd.

Athens, GA 30607

Phone: (706) 613-3615

Email: [email protected]

Project

SCNC Volunteer Trail Guide

Share the wonders of nature with a child, as you lead nature hikes.

Days/ Times: Tuesday-Friday 9:30-11:30 am. Spring, Summer, and Fall. Volunteer as

much as your schedule allows. Volunteers must be at least 18 yrs old. No experience

necessary. Training Provided.

Trailblazer Design Group

Sara Grigg

Project Manager

Tonia Dousay

Multimedia Developer/Instructional Designer

Rgene Logan

Multimedia Developer/Instructional Designer

Steven Griffing

Instructional Designer

For detailed information about the Trailblazer Design Group (TDG), please see

Appendix A.


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2 SCNC Volunteer Trail Guide Training Program

November 10, 2009 Trailblazer Design Group

Table of Contents

Project Scenario.......................................................................................... 3Introduction ....................................................................................................... 3

Volunteer Trail Guides .......................................................................................4

Analysis Summary ...................................................................................... 5

Instructional Design Model ................................................................................ 5Performance Assessment ................................................................................... 6Training Purpose................................................................................................8Resource Analysis............................................................................................. 10Recommended Delivery Systems .......................................................................11Project Timeline ................................................................................................16Project Approval................................................................................................17

Design Summary....................................................................................... 18

Task Analysis.................................................................................................... 18Performance Objectives.....................................................................................19Project Approval............................................................................................... 23

Development Summary............................................................................. 24

Instructional Strategies .................................................................................... 24Supporting Media Summary............................................................................. 28Student Guide................................................................................................... 29Instructor Guide............................................................................................... 30Formative Evaluation Summary ........................................................................31Project Approval............................................................................................... 32

Implementation Summary ........................................................................ 33

Learner Plan..................................................................................................... 33Facilitator Plan................................................................................................. 33

Evaluation Summary................................................................................. 34Evaluation ........................................................................................................ 34Level 1 Evaluation Instrument .......................................................................... 35Level 2 Evaluation Instrument.......................................................................... 36

Appendix A: Trailblazer Design Group Profile...........................................38

Appendix B: Performance Assessment ......................................................40

Appendix C: Data Collection...................................................................... 44

Appendix D: Required Resources Detail.................................................... 57

Appendix E: SCNC Online Screen Capture.............................................. 58

Appendix F: Video Consent Release Forms ............................................... 59


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Project Scenario

Introduction

Sandy Creek Nature Center

The Sandy Creek Nature Center (SCNC) is one of four natural resource facilities

operated by the award-winning Athens-Clarke County Leisure Services department.

Located approximately 3 miles north of downtown Athens, just off Highway 441, the

225-acre property serves the community as a wildlife sanctuary and an environmental

education center. SCNC amenities include over four miles of hiking trails through

wetlands and woodlands, an ADA interpretive trail, as well as connections to the North

Oconee River Greenway and the Cooks Trail. The on-site Environment, Natural Science

and Appropriate Technology (ENSAT) Center serves as an interpretive hub housing live,

native Georgia wildlife, interactive natural history exhibits, and a resource library.

The SCNC School Program

Sandy Creek Nature Center holds an on-going contract with the county school system in

which third, fourth, and fifth grade classrooms visit the facility one time each year,

during the fall or spring. If a classroom is unable to make the trip to the Nature Center, aresident naturalist pays a visit to the school. The program is also made available to home

school groups, out of county schools, and other organizations. Classes visiting the

Center are offered the opportunity to partake in both indoor and outdoor learning

episodes. SCNC field studies tie into classroom curriculum, focusing on the themes of

Habitat or Rocks, StarLab or Weather, and Forces of Nature or Microorganisms, for

grades 3, 4, and 5, respectively. Three to four classrooms visit the Center at one time

(with a 75 student maximum). Half of the students spend 50 minutes in the ENSAT

building with one of the Centers resident naturalists, while the other half take a guided

nature walk with volunteer trail guides. Groups switch after 50 minutes, ensuring that

all students have the opportunity to walk on the trails and participate in the indoor

segment.


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Volunteer Trail Guides

The Athens-Clarke County School District is classified as an urban educational setting,

and many students' experience at the SCNC could be described as a first time in the

woods. With the recent popularity of Richard LouvsLast Child in the Woods and thegroundswell toward Leave No Child Inside, the Centers cause couldnt be more

apropos in addressing the increasing need and demand for outdoor education. As stated

in the Volunteer Trail Guide Manual: The goal of Sandy Creek Nature Center s field

studies program is to provide children with opportunities for a variety of positive

outdoor learning experiences, in a personal, supportive atmosphere.

Volunteer trail guides are an integral part of achieving the Centers educational and

experiential objectives during classroom field studies. Guided trail walks are a time forstudents to experience their local ecosystem in an imaginative, hands-on manner. This

volunteer opportunity is unique in that it requires guides to actively engage themselves

beyond their two-hours of volunteer work; it calls upon the volunteer to actively learn

local flora and fauna, as well as to refine teaching and group management skills for a

broad age range.

SCNC provides intensive training sessions twice per year for new guides. If a volunteer

guide is unable to participate in a session, training may also obtain training through

observing walks led by other volunteers, participating in a naturalist-led trail walk,

reading the Volunteer Trail Guide Manual, and hiking trails during personal free time.

Guides-in-training are encouraged to shadow other volunteer guides at least two times

before leading groups on their own.

Trailblazer Design Group had the opportunity to observe the volunteer trail guide

training program first-hand, on the trail. While SCNC doubtlessly provides students and

teachers an intensive and engaging opportunity to experience the full spectrum of flora

and fauna of the Georgia Piedmont, we did observe several gaps in volunteer guide

performance, gaps that were also noted by SCNC staff. Our team gathered data through

a variety approaches to evaluate the training program, with the aim of providing the

Nature Center a sample product that may be used to close any gaps in volunteer guide

performance.


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Analysis Summary

Instructional Design Model

The Trailblazer Design Group has selected the ADDIE instructional design model for the

purposes of this project. This process is visually represented in Figure 1.

Figure 1. ADDIE Process

Im

lem

ent


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Performance Assessment

An assessment breakdown of the volunteer trail guides performance is illustrated in

Figures 2-4 on the following pages. A sample size of eight volunteers and seven

parents/teachers out of a larger population were surveyed for this assessment.

Additionally, further data collection occurred during in-person observation of volunteer

trail guides, feedback from a third-party observer, an interview with the SCNC Head

Naturalist, and supplemental resource evaluation. For specific details regarding

performances and causation, please refer to Appendix B. The tools used to compile this

information may be found in Appendix C.

Figure 2. Performance Assessment: Resource Gap

ResourceGap

Access toTraining

Handbook

AdequateTraining

Guide :Student Ratio


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Figure 3. Performance Assessment: Motivation Gap

Figure 4. Performance Assessment: Knowledge Gap

MotivationGap

Self-familiarizewith trails

Completeshadow visits

Comfortableworking with

children

Confidenceadapting toquestions

Scheduleconflicts

Sense ofresponsibility

KnowledgeGap

NaturalScience

background

Answeranimal, plant,

and/ororganismquestions

Experienceworking with

children

Managestudent

behavior anddiscipline

issues


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Training Purpose

Purpose Statement

Based upon the observed and measured performance gap, TDG recommends that the

purpose of this training program is to provide participants with the knowledge and skills

necessary to create positive outdoor learning experiences on SCNC trails.

Instructional Goals

To ensure that the purpose of this training program is met, TDG has established the

following instructional goals for volunteer trail guides:

1. DefinetheroleofenvironmentalscienceinsupplementingstudenteducationattheSCNC(Knowledge)

2. Identifybestpracticesforworkingwithstudentsofdifferentagegroups(Comprehension)

3. Managestudentbehaviorbasedongroupdynamics(Application)4. Distinguishbetweentypesoflivingandnonlivingcomponentscommonlyfoundat

theSCNC(Analysis)

Learner Analysis

This training program focuses on the SCNC Volunteer Trail Guides. Overall, the

volunteers are aged 20 - 70. Most volunteer trail guides have worked with students or

led instruction in some capacity. A survey of the volunteers revealed that trail guides

have experience working with students ranging from ages 4 to 15. While about 50% of

trail guides are UGA graduate students, the remaining half actively work in the fields of

education, journalism, environmental advocacy, and restaurant management. Volunteer

guiding is a popular avocation for retired professionals, as well. Most trail guides,

whether amateur naturalists or graduate students in a scientific field, have a basic

knowledge base in environmental science and/or natural history. A general break down

of learners appears in Figure 5 on the following page.


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Figure 5. General Learner Analysis

Attitude & Motivation

SCNC Volunteer Trail Guides have a unique fondness for nature and sharing this

knowledge with others. However, motivation to actively participate as a volunteer variesbased on outside obligations such as work and school.

Skills Related to Delivery Mode

The following skills relate to both learner analysis and instructional delivery mode:

Speakeffectively Practiceeffectiveinterpersonalskills Discriminatebetweenbasicapproachesforcommunicatingwithstudentsof

differentagegroups

Describebasicconceptsrelatedtoenvironmentalscienceand/ornaturalhistory Integrateinformationintoatactile,kinesthetic,auditory,andverballearningstyles Adapttoaflexible,outdoorteachingenvironment

50% students50%professionals

Inter-personalCommunicationFlexiblity

Athens-area10 male10 female

Demographic Location

ExperienceSkills


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Resource Analysis

Content Resources Technology

Resources

Instructional

Facilities

Human Resources

Analysis Summary

Design Brief

Development

Summary

Implementation

Strategy

Evaluation Plan

Current Volunteer

Trail Guide Manual

Computer with

software to prepare

reports,

documentation, and

lessons

Chalk board, dry

erase board, or

projector

Slides or posters

depending on

available

resources/facilities

Survey collection tool

Google Docs

OpenProj

UGA Print Center

SCNC Website

Email

Microsoft Office

SCNC Facilities:

ENSAT

StarLab

Resource Library

Hiking Trails

Log Cabin

Brick FactoryRuins

Walker Hall

Gardens

Piedmont Prairie

Trail Guide Facilitator

Instructional Design

Specialist(s)

Subject matter

expert(s)

SCNC Head

Naturalist

SCNC Volunteer Trail

Guides

Teachers/Parents

Third Party Observer

Instructional Design

Subject Matter Expert

(Dr. Robert M.

Branch)

UGA Volunteer

Project Developers


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Recommended Delivery Systems

Current SCNC Volunteer Trail Guide Training Schedule

The SCNC currently offers a bi-annual 3-hour volunteer guide training workshop to

incoming guides at the beginning of each "guiding season" (Fall and Spring). This means

that guides beginning mid-season rely solely upon shadow experiences and

supplemental resources (such as the Volunteer Trail Guide Manual, field guides to

native flora and fauna, etc.) to form the foundation of their teaching methodology.

Behavior management is currently offered as a segment of the bi-annual 3-hour

training.


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Option 1: Blended Learning Solution

Expand the current bi-annual volunteer training program to include an online

component. The online materials would focus on group management techniques and

best practices for working with children. These materials would include videos,tutorials, and vignette scenarios to present and reinforce the concepts. In general, this

content would take participants approximately four hours to complete. The face-to-face

session would focus on how the SCNC mission supports environmental science

programs at local schools; familiarization with the Nature Center resources, including

trails and facilities; and identification of local flora and fauna. Additionally, the face-to-

face session would reinforce concepts presented online. This recommendation does not

include purchasing additional technology or manpower, but instead requires the use of

the current ACC Leisure Services website and re-structuring/re-focusing of the current

face-to-face volunteer training.

Creating and converting the videos and tutorials adds a burden to the already-busy

SCNC staff. We recommend outsourcing the creation of online components with the

University of Georgia Educational Psychology and Instructional Technology

department. Any educational projects of this kind could easily be used as course credit

for an undergraduate or graduate-level course, and hence, forgoes a production fee.

Experts in the field of Education, specifically graduate students from the UGA College of

Education, could hold seminar-style sessions to provide guides information on teaching

techniques appropriate to different age groups. This approach would not only address

the time limitations of SCNC personnel, but would also create an interdisciplinary,

collaborative project between a local agency (ACC Leisure Services) and a local

University.

Figure 6 on the following page explains the cost break down for this development

option. Note: Development, Implementation, and Evaluation will be conducted by UGA

Graduate Students on a volunteer basis, thus at no cost to the client.


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Cost Estimate

Phase Resource Cost

12 Man hours (volunteer observations) $0.00

40 Man hours @ $40/hr (analysis preparation) $1600.00SurveyMonkey for assessment instrumentation $0.00

Travel and Fuel (6 miles roundtrip/volunteer) $ .10 x 24= $2.40

Analysis

Phase

Document Preparation $ 25.00

Phase Total $1637.40

Website Reallocation & Update $10.00Design

Phase 35 man hours @ $40/hr (Instructional Design) $1440.00


Media Development $0.00

Development of Teacher Materials $0.00

Development of Student Materials $0.00

ACC Leisure Services Website Re-structuring $0.00

Development

Phase

Usability Testing $0.00

Phase Total $0.00

SCNC Online Training Rollout (Publication) $0.00Implementation

Phase Online IMU Maintenance and Update $0.00

Phase Total $0.00

Resource Costs

SurveyMonkey for summative assessments $0.00

Usability Testing Results Summarization $0.00

2 man hours @ $40/hr (Follow-up Consultation

with TDG)

$40.00

Evaluation Phase

Document Preparation $25.00

Phase Total $65.00

Option Total $3152.40

Figure 6. Delivery Option 1 Cost Estimate


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Option 2: Supplemental Face-to-Face Training Workshops

In order to ensure that all guides receive intensive training, we recommend that SCNC

offer their current formal training workshop multiple times (at least four) throughout

the Fall and Spring, and furthermore, to supplement these general training session withtwo 1-hour face-to-face workshops focusing on special topics. The current training

workshop, now offered four times per season, would be supplemented with two 1-hour

special "focus area" workshops, specifically providing instruction on: 1.) Behavior

Management, and 2.) Instructional Techniques.

All supplemental workshops are to be held at SCNC, using the ENSAT classroom

facilities and the trails. These workshops will be offered between the general volunteer

training sessions. The Behavior Management workshop utilizes instructional videos andsimulated scenarios on the trails to train guides on handling disruptive or inattentive

behavior. The Instructional Techniques workshop employs a combination of classroom

discussion, as well as on- the-trails training, to instruct guides in using SCNC resources

to target the learning styles of different learner styles and specific age groups.

Adding the additional workshops adds a burden to the already-busy SCNC staff. We

recommend outsourcing the creation of instructional educational films with the

University of Georgia Telecommunications and Education departments. Any

educational films of this kind could easily be used as course credit for an undergraduate

or graduate-level course, and hence, forgoes a production fee. Experts in the field of

Education, specifically graduate students from the UGA College of Education, could

hold seminar-style sessions to provide guides information on teaching techniques

appropriate to different age groups. This approach would not only address the time

limitations of SCNC personnel, but would also create an interdisciplinary, collaborative

project between a local agency (ACC Leisure Services) and a local University.

Figure 7 on the following page explains the cost break down for this development

option. Note: Development, Implementation, and Evaluation will be conducted by UGA

Graduate Students on a volunteer basis, thus at no cost to the client.


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Cost Estimate

Phase Resource Cost

12 Man hours (volunteer observations) $0.00

40 Man hours @ $40/hr (analysis preparation) $1600.00SurveyMonkey for assessment instrumentation $0.00

Travel and Fuel (6 miles roundtrip/volunteer) $ .10 x 24= $2.40

Analysis

Phase

Document Preparation $ 25.00


10 man hours @ $40/hr (Behavior Mgmt Design) $400.00Design

Phase 10 man hours @ $40/hr (Instructional Techn) $400.00

Phase Total $800.00

Development of Classroom Manipulatives $0.00

Development of Teacher Materials $0.00

Development

Phase

Development of Student Materials $0.00

Phase Total $0.00

SCNC Facilitator Training Rollout $0.00Implementation

Phase ENSAT classroom facility $0.00

Phase Total $0.00

Resource Costs

SurveyMonkey for summative assessments $0.00

Usability Testing Results Summarization $0.00

Evaluation Phase

2 man hours @ $40/hr (Follow-up Consultation

with TDG)

$40.00

Phase Total $40.00

Option Total $2477.40

Figure 7. Delivery Option 2 Cost Estimate


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November 10, 2009 Trailblazer Design Grou

Project Timeline


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Project Approval

Client Endorsement of the Analysis Summary

We, ___________________________________ have reviewed the proposed

training analysis and agree that a performance gap exists. We select Option _______

(Choose Option 1 or 2) as the most effective Delivery Model in enhancing volunteer

guide training and improving our goals. Factors not directly affected by training (such as

resources and motivation) will not be addressed in the selected Delivery Model. We

recognize that this training can yield a maximum of 50% increase in overall success. We

understand that the final deliverable generated by Trailblazer Design Group is a sample

product and that implementation of the contents therein will be left to our discretion.

Client Comments:

Client Signature:

____________________________________ ____/____/ 2009

Janice Denney, Naturalist Date

ACC Leisure Services - Sandy Creek Nature Center

Design Team Signature:

____________________________________ ____/____/ 2009

Sarah Grigg, Project Manager Date

University of Georgia - Trailblazer Design Group


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November 10, 2009 Trailblazer Design Grou

Design Summary

Task Inventory

Pre-requisite skills & knowledge

Distinguish between types of

living and non-living components

commonly found at the SCNC

Identify theinterconnection of alllife

Describeconservationtechniques

List the steps in thecarbon cycle

List the steps in thewater cycle

Explain resourceallocation

Define ecosystem Define biosphere

Recognize theconnection betweenthe SCNC and schoolcurriculum

Define the role of environmental

science in supplementing student

education at the SCNC

Promote respectfulexploration

Promote positivesocial interaction

Engagestudentsin

trailrelatedactivities

Demonstratetechniques topromote motivation

Involve students in

rule making for trails

Engage students ingroup activities

Identify best practices for working

with students of different age

groups

Define atmosphere

Recognizeproblematic behavior

Identify replacementbehaviors

Identify causes ofproblematic behavior

Reinforce positivebehaviors

Respect tour guidesand classmates

Respect nature and itsinhabitants

Manage student behavior based

on group dynamics

Review minor behavioral issues

Modify minor behavioral issues

Review major behavioral issues

Modify major behavioral issues

Categorize levels ofbehavioral issues asmajor or minor

Interpret living andnon-livingcomponents

Define biotic Define abiotic

Describe living andnon-livingconnections

Identify animals,plants, fungi, andprotists

Identify weather andgeologicalcomponents


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Performance Objectives

Performance objectives are based off of the individual tasks identified in the Task

Inventory and include conditions and criterion under which each task will be

performed. It should be noted that each objective has been written to a specific

performance level (PL) in an attempt to cover everything from knowledge to evaluation.

Furthermore, each objective contains a testing method by which instructors can use to

measure when the objective has been mastered.

Task PL ObjectiveTask

ConditionCriterion

Recognize the connection between the SCNC and schoolcurriculumafter listening to the Naturalist explain the programobjectivesaccording to ACC Leisure Services

1.1 Co

TestingMethod

During the group introduction, take note of the programobjectives and how the SCNC integrates with local schools.

TaskConditionCriterion

Identify the interconnectivity of lifein an ecosystemby participating in a group discussion

1.2 CoTestingMethod

During the group orientation, participate in the ecosystemidentification discussion, identifying components in theSCNC.


List the steps in the water cycleon an illustrated cycleby writing in all of the correct labels1.2.1 Kn

TestingMethod

Using the water cycle illustration in the Volunteer Trail GuideManual (VTGM), write in the labels of each phase in the watercycle on the lines indicated.


List the steps in the carbon cycleon an illustrated cycleby writing in all of the correct labels1.2.2 Kn

TestingMethod

Using the water cycle illustration in the VTGM, write in thelabels of each phase in the carbon cycle on the lines indicated.

TaskCondition

Criterion

Describe conservation techniquesfrom memory

that would impact the SCNC1.3 CoTestingMethod

During group discussion, describe at least one conservationtechnique that could benefit the SCNC when asked by theinstructor.


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Task PL ObjectiveTaskConditionCriterion

Identify causes of problematic behaviorexhibited by studentsusing phrases that reflect GET/AVOID actions

3.1.1 CoTesting

Method

Pick one scene from the video montage reflecting problematic

behavior and identify the type of GET/AVOID behavior beingexhibited.TaskConditionCriterion

Identify replacement behaviorsgiven particular GET/AVOID actionsusing corrective actions list provided during training.

3.1.2 CoTestingMethod

Pick one scene from the video montage reflecting problematicbehavior and describe actions that should be taken by a tourguide to encourage positive replacement behavior.


Reinforce positive behaviorsthroughout different phases of the guided tourusing suggestion scripts provided during training3.2 Ap

TestingMethod Give examples of positive reinforcement of constructivebehaviors exhibited during the tour sequence.TaskConditionCriterion

Respect nature and its inhabitantsduring guided toursby enforcing SCNC guidelines3.2.1 Ap

TestingMethod

Follow SCNC guidelines while on tours and encourage tourparticipants to do the same


Respect tour guides and classmatesduring guided toursby enforcing SCNC guidelines and recommendations3.2.2 Ap

Testing

Method

Follow SCNC guidelines while on tours and encourage tour

participants to do the sameTaskConditionCriterion

Categorize levels of behavioral issues as major or minorgiven various scenarios presented in a video presentationusing the classification list provided during training

3.3 AnTestingMethod

Given a video clip of a problematic behavior scenario, identifyactions being exhibited by student participants as eithermajor or minor issues. Explain why.


Modify minor behavioral issuesby redirecting specific problematic student behaviorusing suggestions from the behavior modification list andscripts provided during training

3.1.1 Sy

TestingMethod

Given a video clip of a problematic behavior scenario,recommend a course of redirection to correct a minor issue.


Modify major behavioral issuesby referring students to proper school personnel

using behavior modification suggestions3.1.2 SyTestingMethod

Given a video clip of a problematic behavior scenario,recommend the proper referral sequence.


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Task PL ObjectiveTaskConditionCriterion

Interpret living and non-living componentsfocusing on components commonly found at the SCNCduring training and personal time

4.1 SyTesting

Method

Given a pilot group of students to lead through an

interpretive walk, interpret key living and non-livingrelationships at the SCNC.TaskConditionCriterion

Describe living and non-living connectionsfocusing on components commonly found at the SCNCduring training and personal time

4.1.1 CoTestingMethod

Given a pilot group of students to lead through aninterpretive walk, describe the relationships between severalliving and non-living components at the SCNC.


Define bioticin a training scenariousing the most basic definition4.2 Kn

TestingMethod Verbally define biotic in a way that an elementary studentwould understand.TaskConditionCriterion

Identify animals, plants, fungi, and protistsby comparable print and web resourcesduring training and personal time4.2.1 Co

TestingMethod

Using online and print resources, identify two to three speciescommonly found at the SCNC from each Kingdom.


Define abioticin a training scenariousing the most basic definition4.3 Kn

Testing

Method

Verbally define abiotic in a way that an elementary student

would understand.TaskConditionCriterion

Identify weather and geological componentsby selecting comparable print and web resourcesduring training and personal time4.3.1 Co

TestingMethod

Using online and print resources, identify two to three non-living features found at the SCNC.


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Project Approval

Client Endorsement of the Design Summary


design and supporting materials and have decided that they sufficiently reflect both the

quality and accuracy of the desired course in accordance with the initial analysis.

Trailblazer Design Group is now authorized to continue to the development phase of

this process with the following comments for consideration. We understand that the

final deliverable generated by Trailblazer Design Group is a sample product and that

implementation of the contents therein will be left to our discretion.

Client Comments:

Client Signature:

____________________________________ ____/____/ 2009




____________________________________ ____/____/ 2009




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Development Summary

Instructional Strategies

Task 1.3: Describe Conservation Techniques

Event Instructional Strategy Action

GainAttention

Pass around images of the Everglades and regionsof the Amazon Rain Forest before man affectedthem. Ask the group to identify each image. If thegroup is unable to guess the answer, provide triviahints accordingly. Once the image has beenidentified, distribute the current image and explainhow a lack of conservation principles and lawsresulted in their current state(s).

Student willexamine eachpicture andrespond whenprompted.

Objective Following the image activity, the instructorsprompting statement and subsequent questioningleads into an explanation of the objective.

Student respondswhen prompted.

PriorKnowledge

Instructor leads group into nature trails and toidentify examples of the carbon and water cycles.


Content Referring to the VTGM, instructor explains how theSCNC came to hold its current status in Athens-Clarke County (ACC) and outlines the conservationtechniques that maintain and preserve the park.


GuidedPractice

Using the content as a platform, instructor refers toother park facilities and asks students to name

conservation techniques that might be in place inthe other locations.


Ind.Practice

Refer to VTGM, Nature Center facilities, personalexperience, and online resources. Based upon theecosystem selected, they are to list at least threeconservation techniques that could be in use at thespecified location.


Feedback During both guided and independent practice,instructor reminds students of techniques used atthe SCNC. Upon immediate response of

questioning, instructor should confirm the answeror provide prompting of further responses ifnecessary.


Assessment Instructor individually asks each student to name aconservation technique used at the SCNC.


Closure Instructor asks the group to describe a scenario thatcould happen to the SCNC if conservationtechniques are not followed.



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Task 2.1.1: Promote respectful explorationEvent Instructional Strategy Action

Gain

Attention

Distribute before and after pictures of forest scenes.

The before pictures show undisturbed naturalhabitats. The after pictures show damaged anddestruction to these same scenes. Ask students howthey would feel if a passerby destroyed their home.

Student

participates indiscussions whenprompted.

Objective Verbally remind volunteers that respectfulexploration is one of several important steps inpreserving the local ecosystem. Inform the groupthat working together collectively can improvemotivation when you know that your actions areaccountable to others.

Studentparticipates indiscussions whenprompted.

Prior

Knowledge

Refer to the first Module, in which ecosystem

sensitivity was discussed. Remind them of the RainForest and Everglades examples.

Student

participates indiscussions whenprompted.

Content Refer to the VTGM and on-site SCNC resources toindicate the various activities available to engageand motivate students while still respecting theSCNC ecosystem.


GuidedPractice

Instructor leads a guided trail walk, making use ofthe activities covered in content.

Studentparticipants indiscussions whenprompted.

IndependentPractice

Take turns conducting mock-guided trail walks andpresent an activity to the other students that isdesigned to encourage exploration.

Studentcompletesactivities.

Feedback Ask students between mock-guided trail walks toidentify one thing they thought went well and onething they thought could be improved upon.

Studentcompletesactivities andresponds whenprompted.

Assessment At the conclusion of independent practice, providean opportunity for those who want or need more

practice to do so.

Studentcompletes

activities andresponds whenprompted.

Closure Conduct a Q&A session about the mock-guided trailwalks and let the group identify best practicesobserved during the activities.



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Task 3.3: Categorize levels of behavioral issues as major or minor


Gain

Attention

Video montage of tour groups of various ages

displays different types of behavioral issues followedby a discussion of how volunteers would handle thesituation.

Student watches

video andparticipates indiscussion.

Objective Refer to the behavior classification list provided inthe VTGM.

Student refers toVTGM.

PriorKnowledge

Define problematic behavior. Studentparticipates indiscussion.

Content Video montage is be re-shown and paused betweentransitions for discussion and observations. After

defining major and minor behavior infractions, thegroup discusses differences in behavior infractions.Compare and contrast examples major and minorbehavior to determine clear lines of classification.Use sections in VTGM to classify each segment aseither minor or major. Use redirection techniquesand referral process to modify behavioral issues.

Studentparticipates in

discussionswhen promptedand complete allactivities asdirected.

GuidedPractice

Use scenario cards to re-enact student behaviorissues. Group demonstrates redirection techniquesfor minor behavior issues and positive/negativeresponses for choices. Group demonstrates the

referral process for major behavior issues withoutdisrupting the flow of the tour.

Studentparticipates indiscussions andactivities when

prompted.

Ind.Practice

Students continue practicing how to identifymajor/minor behavioral infractions and create a listof personalized responses for student redirection.They then present short synopsis of findings to class.

Studentcompletesactivities.

Feedback Instructor asks guided questions related tobehavioral issues and infractions, providingopportunity for each student to correct and/ormodify responses and usage of vocabulary.

Studentresponds whenrequested.

Assessment Judge objective achievement by students and their

ability to accurately portray behavioral issues andinterventions.

Student

participates inactivities.

Closure Students summarize types of behavioral infractionsand interventions using terms identified during thelesson. Next phase of the unit is introduced with anexplanation of how vocabulary is critical.

Studentparticipates indiscussion whenprompted.


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Task 4.2.1: Identify animals, plants, fungi, and protists


Gain

Attention

A natural object native to the SCNC (such as a tulip

poplar leaf, Sweetgum ball, or shed snake skin) anda field guide is placed before each student withinstructions to identify it using the field guide

Student

completesactivity.

Objective Instructor verbally informs the group of theobjective.

Student respondswhen requested.

PriorKnowledge

Refer to facility tour and previous section. Student respondswhen requested.

Content Instructor defines the term biotic as living andprovides overview of local living organisms andtheir characteristics. Organisms are divided into

their respective Kingdoms. Time is allotted toexplain dichotomous charts and illustrated keys toaccurately identify species. On-site and onlineresources available to volunteers are reviewed.Guides begin contributing to the SCNC OnlineLibrary of Local Components (OLLC). Class movesoutside to a trail, led by teacher/naturalist for anhour of indentifying common living elements inpairs or groups.

Studentparticipates indiscussions and

activities whenprompted.

SCNC Online(SCNC-O)providesinstructions forstudents enteringprogram mid-season.

GuidedPractice

Each pair photographs at least one living object withthey are not familiar. Students also use guidebooks

to practice identifying objects in the field andeventually identify the object they photographed.Images are added to the OLLC. Students completingonly the online portion of training will be provideddirections on taking photographs and uploadingimages to the appropriate page.

Studentparticipates in

discussions andactivities whenprompted.

Ind.Practice

Students use personal time to hike a trail at SCNCand continue the photograph activity from GuidedPractice.

Studentcompletesactivity.

Feedback SCNC staff monitor OLLC to ensure accurateidentification of biotic components and provide

feedback as necessary.

Student monitorsOLLC for

feedback.Assessment Assessment is gauged based upon successful

uploading and identification of three bioticcomponents.

Studentcompletesactivity.

Closure Instructor reminds students that the OLLC isavailable at all times for reference and newvolunteers will be adding to the collection.

Student visitsOLLCperiodically.


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Supporting Media Summary

Media that will be developed or selected to support the student:

Sensory Media

Visual

Naturalobjects Fieldguides,printresources PowerPointpresentation(computerandprojector) SCNC Trail system and guided trail walks OnlineSCNCVolunteerTrailGuideEducationpage VolunteerTrailGuideManual

Auditory Verbalinstructionfromtheinstructor Groupdiscussionduringindoorandoutdoorclassroomsegments

Kinesthetic SCNC Trail system and guided trail walks OnlineSCNCVolunteerTrailGuideEducationpage

Media that will be developed selected to support the type of learning:

PerformanceLevel

Media

Knowledge Natural objects Field guides, print resources PowerPoint presentation (computer and projector) Group discussion both in- and outdoors SCNC Trail system and guided trail walks SCNC Online and Volunteer Trail Guide Manual

Comprehension Field guides, print resources Group discussion both in- and outdoors SCNC Online and Volunteer Trail Guide Manual

Application Field guides, print resources Group discussion both in- and outdoors SCNC Trail system and guided trail walks

Analysis Natural objects Field guides, print resources Group discussion both in- and outdoors SCNC Trail system and guided trail walks

Synthesis

Natural objects Field guides, print resources SCNC Trail system and guided trail walks

Evaluation Natural objects Field guides, print resources Group discussion both in- and outdoors

Adapted from: Bloom, B.S. (1956). Taxomony of educational objectives: The classification of educationalgoals: Handbook I, cognitive domain. New York; Toronto: Longmans, Green.


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Student Guide

SCNC Volunteer Trail Guide Manual

Table of Contents

Overview of Field Studies...................................................................2

Getting Started ...................................................................................3

Working with Children.......................................................................4

Working with Animals........................................................................6

SCNC Emergency/Hazardous Weather Procedures..........................8

Loop Trails from ENSAT....................................................................9

Loop Trails from Walker Hall ............................................................9

Sandy Creek Nature Center Map......................................................10

Topic: The Animal Kingdom .............................................................11

Topic: Lifecycles ............................................................................... 12

Topic: Reptiles.................................................................................. 13

Topic: Rocks and Fossils ..................................................................14

Topic: Weather ................................................................................. 15

Topic: Habitats ................................................................................. 16

Topic: Classification ......................................................................... 17

Topic: Microorganisms.....................................................................18

Characteristics of Different Age Groups .......................................... 19

Interpretation for Grade School Children....................................... 20

Suggested Reading List ....................................................................21

A Historical Account of the Brick Factory .......................................22

The Louie R. Bridges Log House at Sandy Creek Nature Center ....23

The Vertebrates ................................................................................24

The Animal Kingdom .......................................................................25

Animal Tracks...................................................................................26

Parts of a Flower...............................................................................27

The Water Cycle............................................................................... 28

The Carbon Cycle..............................................................................29


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Instructor Guide

Sample Introduction

Volunteer trail guides are an integral component to the success of the SCNC school field

studies program. The training outlined in this manual focuses on two major themes:

1. Enhancingknowledge,skills,andresourcesinthenaturalsciences.2. Enhancingknowledge,skills,andresourcesineffectivelyguidingandteaching.

AGeneralFormatofTraining:FacetoFaceandOnline

All volunteer guides will receive formal training, through face-to-face and/or online

training.

1. GeneralTraining.OfferedtwotimesthroughouttheFallandSpring,atthebeginningandmidpointofeachseasons.Involvesfacetofaceandonlinetraining.Guideswill

participateinacourseattheSCNC,ledbyanaturalist,andwillcontinuetheir

studieswithonlinestudy.

2. OnlineTraining.Madeavailableatalltimes,toallguides.GuidesthatbeginattimesbetweenGeneralTrainingsessionswillbedirectedbyemailtoonlinetraining.They

willbeexpectedtocompletethetrainingontheirowntime,andtoindependently

visittheCentertofamiliarizethemselveswithtrailsandonsiteresources.

Sample Section Outline

This instructor guide provides details and explanations of all face to face activities to be

completed as part of the training program.

Module 1 Environmental Science

Module 2 Working with Different Age Groups

Module 3 Managing Student Behavior

Module 4 Living & Non-Living Components


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Formative Evaluation Summary

Component Problem Data Source RevisionDecision

Purpose No problem External Reviewers

Project Manager

Goals Ambiguous wording External Reviewers

Project Manager

Re-worded Goal 3to clearly reflectexpected outcome

Objectives Approximately 30% ofthe original tasks weredivided too specifically

Peer Designers

External Reviewers

Re-evaluatednecessary inclusioncombined sometasks accordingly

Pre-Requisites

No problem External Reviewers

Peer Designers

InstructionalStrategies

Some descriptions wereredundant

Peer Designers Condensed andconsolidatednarrative

TestingMethods

No problem External Reviewers

Informationto Guide the

Learner

Not all tasks weresufficiently covered inthe new Volunteer TrailGuide Manual

Peer Designers Expanded VTGM toinclude behaviormanagement jobaids

Informationto Guide theInstructor

Designed forexperienced SCNC staff

External Reviewers

Project Manager

No revision

SupportingMedia Mostly adequate for faceto face instruction Peer Designers No revision


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Project Approval

Client Endorsement of the Development Summary


development and supporting materials and have decided that they sufficiently reflect

both the quality and accuracy of the desired course in accordance with the initial

analysis. Trailblazer Design Group is now authorized to continue to the development

phase of this process with the following comments for consideration. We understand

that the final deliverable generated by Trailblazer Design Group is a sample product and

that implementation of the contents therein will be left to our discretion.

Client Comments:

Client Signature:

____________________________________ ____/____/ 2009




____________________________________ ____/____/ 2009




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Implementation Summary

Learner Plan

Component Activities and Direction CommentsLearner ID The learner audience for this training is:

New volunteers at the SCNC Sessions may have 4-24 people Recruited via Athens-Clarke County Leisure

Services public announcements This training and two observation sessions are

required before becoming Trail Guide

Schedule This training session is offered at least twice ayear with possible extra sessions as needed

This training and two observation sessions arerequired before becoming a Trail Guide

Scheduling is managed by the SCNC LeadNaturalist and Volunteer Coordinator

Notification All volunteer recruits are added to the SCNCVolunteers mailing list to be notified of

New training sessions and resources Available tours Scheduling details of all events Links to online resources

Notification ishandled via email.It is the volunteersresponsibility tonotify the SCNC ofaddress changes.

Tracking The SCNC Lead Naturalist and Volunteer

Coordinator are responsible for maintaining: List of volunteers who have completed

required training and activities List of volunteer recruits requiring training

Facilitator Plan

Component Activities and Direction Comments

FacilitatorID

The facilitators for this training are current SCNCnaturalists and volunteers.

Schedule Train-the-Trainer course will be an informaldissemination of new materials.

Preparation Copies of the new materials will be provided tocurrent SCNC naturalists as soon as they areavailable. Current volunteers will be given thematerials during their next scheduled tour at theSCNC.

All training at theSCNC is informally

structured. Thisnew trainingproposal hasaddressedidentified gaps, butscheduling is notaltered by request.


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Evaluation Summary

Evaluation

Traditionally, there are five levels of evaluation (Phillips):

Level Purpose DataCollectionMethods &

MeasurementTools

Timing Responsibility

1. Reaction Determine theSCNCssatisfactionwith the

training courseand deliverymethods

Evaluationquestionnairewith open-ended

questions

Uponcompletion oftraining

Studentscompletequestionnaireand return to

VolunteerCoordinator orLead Naturalist

2. Learning Demonstrateknowledge oftrainingmaterial

Finalassessmentafter studentcompletestraining

Last item intrainingsequence

Administered byinstructor

3. Application Taskapplicability

One monthafter training

VolunteerCoordinator andLead Naturalist

4. Impact Businessresults

Observation ofVolunteers andfeedback fromteachers andparents

One year aftertraining

5. ReturnonInvestment

Verify benefitsof the trainingprogram as anSCNCinvestment

Feedbackreceived frommeeting withclient

One year aftertraining

TrailblazerDesign Group


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Level 1 Evaluation Instrument

Your feedback is important to helping the SCNC and ACC Leisure Services improve thequality of our training program. Please complete the following questionnaire andreturn it to your Volunteer Coordinator. Directions: Please indicate which the phrase

that best expresses your feelings towards each statement below. The scale is ordered 1 5 with 1 being strongly disagree and 5 being strongly agree.

Strongly

Disagree

Disagree

Neutral

Agree

Strongly

Agree

Rate each statement on a scale of 1 to 5.

1 2 3 4 5The topics and activities provided in this course helpedme learn the objectives. The topics were presented in logical order. The length of training provided was adequate to theinformation covered. The multimedia used in this course was effective inhelping me learn the objectives. The instructor answered my questions to my satisfaction. The training was beneficial to me. I will refer to my Volunteer Trail Guide Manual. I will refer to the SCNC Online resources at a later date. I feel confident about being a Volunteer Trail Guide Course Strengths:

Course Weaknesses:

General Feedback:


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Level 2 Evaluation Instrument

SCNC Volunteer Trail Guide Evaluation

Volunteer Name: _______________________________________________

Date of Training Course: ___________________

Directions: Circle the letter of the answer of your choice or fill in the blank.

1. Whichresourcesareavailabletoalltrailguidestoenhanceknowledge?A. VolunteerTrailGuideManualB. SCNCOnlineC. ENSATlibrary,posters,wildlifeexhibitD. SCNCtrailsystemE. Alloftheabove

2. Matchtwocharacteristicstotheappropriateagegroups:

___, ___Pre-Kindergarten

___, ___Grades 1-2

___, ___Grades 3-5

___, ___Grades 5-8

A. Responsivetoquestionsandproblems

B. Enjoynewideasanddifferentviewpoints

C. ShortattentionspansD. Tightlystructuredactivities

withlittleselfwork

E. Strongimagination,learnthroughsenses

F. TendenciestoquestionauthorityG. VeryegocentricH. Understandcauseandeffect

3. Whichofthefollowingisnotanappropriateactiontotakewithadisruptivestudent?

A. Divertingthestudentsattentionbymakingarequestofhim/herB. Usingaserious,sterntoneC. SendingthestudentbacktothebusaloneD. Ignoringthebehaviorandmovingthegroupalongtoanotherpointof

interest

4. Whichofthefollowingareintegralcomponentstoaguidednaturewalk?A. AnintroductionwithrulesB. WalkingasmuchtrailaspossiblewithinthegiventimeframeC. CollectingkeepsakesforstudentstotakehomeD. AclosingactivityE. AnswersAandDF. AnswersBandC


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5. Whichofthefollowingarestandardsafetyequipmentandprocedures?A. FirstAidkit,FirstAidmanual,radio,checkinginwithstaffevery10minutesB. Radio,FirstAidkit,headcounts,contactingstaffduringanemergencyC. FirstAidkit,headcounts,compass,trailmapD. LeathermanTool,EpiPen,havinganotherstudentrunforhelpduringan

emergency

6. Whichlayersbestcharacterizeforeststratification?A. Canopy,understory,shrub,herb,soilB. Canopy,brush,leavesC. Top,middle,groundD. Branches,bushes,plants,soil

7. Whichofthefollowingbestcharacterizeamphibians?A. Coldblooded,fins,larvalstageB. Coldblooded,larvalstage,layleatheryeggsC. Coldblooded,moistskin,larvalstage,neverhaveclaws,layeggsD. Warmblooded,fourlegs,larvalstage

8. Brieflydescribeanactivity(andrelatedequipment)thatwouldbeappropriateforteachingthefollowingtopicsonthetrail(Answersmayvary.):

Habitat: ___________________________________________________________________________________________________

Microorganisms: _____________________________________________________________________________________________

Animal Kingdom: _____________________________________________________________________________________________

9. Nametwoexotic(invasive)speciesofplantfoundatSCNC:A. _______________________________________________ B. _______________________________________________

10.AtwhattimedoguidesneedtoarriveattheNatureCenterforfieldstudies?A. 9:30amB. 8:00amC. 8:30amD. 9:00am


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Appendix A: Trailblazer Design Group Profile

Sarah Grigg, Project Manager

[[email protected]]

Ms. Sarah Griggs professional experience includes five years in media development,

public relations, and event planning with a focus on wildlife and conservation. She has

held positions in the non-profit, government, and private sectors, including work for the

Jackson Hole Wildlife Film Festival and Idaho Fish and Game. Most recently, Ms. Grigg

coordinated public education programs on the endangered Yellowstone Grizzly. Ms.

Grigg is certified with the Professional Ski Instructors of America (PSIA) as an alpine ski

instructor and with Idaho Fish & Game (IDFG) as a master naturalist. She is currently a

student at the University of Georgia, pursuing an M.N.R. in Natural Resources.

Tonia Dousay

[[email protected]]

Ms. Tonia Dousay has nearly 10 years of combined instructional design and eLearning

project management experience. She is partly responsible for drafting an agency-wide

eLearning initiative for a state agency and spent more than seven years working toadvance the agencys capacities to offer online training. In this same timeframe, Ms.

Dousay worked with the

E-Learning Council and Texas Distance Learning Association to present conference

sessions and webinars on instructional design and creating engaging eLearning courses.

Currently, Ms. Dousay is a full-time doctoral student at the University of Georgia

pursuing a Ph.D. in Learning, Design, and Technology.


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Appendix B: Performance Assessment

Actual

Performance

Desired

Performance

Primary Cause Type% of

Cause

% of

Total

Guides did not

have access to the

Volunteer Trail

Guide Manual

R 10%

Guides failed to

travel all of thetrails on their own.

M 80%

50% of guides

are familiar with

all public trails

located within

the SCNC

100% of guides

to be familiar

with all public

trails located

within the SCNC

Guides failed to

complete the

required number of

shadow visits.

M 20%

23%

Key: R=Resource, M=Motivation, K&S=Knowledge & Skills


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Actual

Performance

Desired

PerformancePrimary Cause Type

% of

Cause

% of

Total

Guides did not

receive adequate

training

R 25%

Guides have no

background in

earth/natural/

environmentalsciences

K&S 12.5%

Guides do not feel

competent in

answering tour

participant

questions regarding

trail animals, plants

and organisms

K&S 60%

87.5% of guides

feel confident in

conducting

unaided tours

100% of guides

to feel confident

in conducting

unaided tours

Guides are not

comfortable

working with

children

M 2.5%

31%



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Actual

Performance

Desired


% of

Cause

% of

Total

Guides have little

or no experience

working with

children

K&S 37.5%

Guides are not

confident adapting

the tour toparticular age

groups and

planning group

activities

M 15%

Guides are unable

to handle large

groups alone

R 10%

Guides are

unable to

manage

participants

(children)

behavior while

on trail

Guides are able

to manage

participants

(children)

behavior and

focus

participants

attention while

on trail

Guides have no

experience

managing student

behavior and

discipline issues

K&S 37.5%

31%



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Actual

Performance

Desired


% of

Cause

% of

Total

Guides are student

volunteers and

have schedule

conflicts with

classes/work.

M 70%

Guides are

failing to show

for scheduled

tours

Guides to attend

work according

to their

weekly/monthly

schedule

Guides are

participating as avolunteer due to a

class project, and

fail to take the role

seriously

M 30%

15%



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Appendix C: Data Collection

SCNC Volunteer Trail Guide Survey Results

1. Howmanyyearshaveyouhadexperienceworkingwithchildren?

Figure 8. VTG Survey Q1 Responses

2. Selectthespecificagegroup(s)ofchildrenyouhaveworkedwith.


4-7; 5volunteers

8-11; 6volunteers

12-15; 4volunteers

0-1;3 volunteers

1-3;1 volunteer

3-5;1 volunteer

5+;3 volunteers


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3. Doyoufeelthatyouarepreparedtobeanactivevolunteerguideafterthetrainingyouvereceived?1


4. Doyouhaveabackgroundinthenatural/earth/environmentalsciencesand/ornaturalhistory?23


1 Volunteer comment: think that my skills could be improved with some classroom and fieldexcerises [sic] with the naturalist.2 Volunteer comment: Communication3 Volunteer comment: My education and occupation are in business. I have played many sports,hiked and spent most of my leisure time outdoors. I value our environment and sharing outdoorexperiences with children.

Yes;7 volunteers

No;

1 volunteer

Yes;6 volunteers

No;2 volunteers


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5. Doyoufeelconfidentadaptinggroupactivitiesduringthetourtothequestionsyoureceivefromthetourgroupparticipants?4


6. Doyouprovideaclosureactivity/debriefingactivityforyourgroups?5Figure 13. VTG Survey Q6 Responses

7. Howwouldyourespondinthefollowingscenario?Youjuststartedamorningtourofamixedageshomeschoolgroupofchildren.Thetourstartsoffwell,butatthe

4 Volunteer comment: It depends alot [sic] on the question. I am not qualified to answer many ofthe questions. type of mushroom, fungi, etc.5 Volunteer Comment: I just ask each of them what they enjoyed most.

Yes;5 volunteers

No;2 volunteers

Other;1 volunteer

Yes, always;3 volunteers

Yes, if timeallows;

3 volunteers

No;1 volunteer

Other;1 volunteer


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midwaypointastudentstartspullingbranchesandleavesoffatree,andyellsto

everybodythatheisHarryPotterandhehasmagicskillstohealthetree!Younotice

thatanotherstudentisabouttofollowhislead,you

# Response

1 Ask the student to please stop pulling leaves. Explain that we need to preserve

plants and animals in nature so that they can thrive. Try and divert attention

to something new and exciting.

2 bring the disruptive child to the front to "help" me, and remind the kids that

they might touch poison ivy or a spider if they are reaching off the path.

3 First, I would tell them not to injury the tree, to pay attention to what we are

discussing and to explain that the tree heals itself. Second, I would try to gettheir attention on another subject. Third, I would ask the teacher, parapro or

parent volunteer to talk to the offending individual.

4 scream at the top of my lungs to, "put down the stick, stop pulling things of

the trees and don't watch or read any more Harry Potter!" I could also say,

"I'm Dumbledore and I speak for the trees when I hear them saying please

stop tearing and abusing me."

....Or I could calmly remind them of what I say each time before starting down

the trail. That is, "we are guests in nature's home and what we find here stays

exactly where we find it. When you visit someone's home you don't start

taking things off shelves and breaking them do you?"

So, I have three different ideas of what I would say in your Harry P. scenario.

Honestly, between the last two options I think it would depend on my mood at

the time as to what I'd say. I probably would end up saying a combination of

the Dumbledore quote then the reminder to reinforce what we agreed on

before starting the hike.


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SCNC Teacher/Parent Survey Results

1. Duringtheguidednaturewalk(s),didyouobserveanyperformancegapsbetweenhowthetrailguideledthewalkandyourexpectations?

Figure 15. T/P Survey Q1 Responses

2. Iamsatisfiedwiththeguidednaturewalk(s).67 Agree Somewhat

Agree

Neutral Somewhat

Disagree

Disagree

100% (7) 0% (0) 0% (0) 0% (0) 0% (0)


6 T/P Comment: Our guide was very imformative [sic] and pointed out many things on the trail.She was probably the best one I have experienced. The children were very movtivated [sic]. Wedidn't feel rushed.7 T/P Comment: The trail guides did a great job allowing for students to observe and guideddiscussion.

Yes; 0%

No; 100%


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3. Ifyoucouldsuggestachangeofthecurrentguidednaturewalksinordertoenhancethemforyourstudents,whatwoulditbe?

# Response

1 Students might have a clipboar [sic] with a scavenger hunt type activity so

they could look for specfic [sic] things.

2 Measuring, more plant and tree identification

3 I cannot think of anything I'd change. Our guide was well prepared and had

great skills for keeping my students focused and interested.


4. Myclassroomcontentmatchesthecontentpresentedonthetrail.8 Agree Somewhat

AgreeNeutral Somewhat

DisagreeDisagree

57% (4) 43% (3) 0% (0) 0% (0) 0% (0)


5. Ourtrailguidewaswellpreparedforrelayinginformation,anddidsoinamannerwherethestudentscouldunderstand.9

Agree SomewhatAgree

Neutral SomewhatDisagree

Disagree

100% (7) 0% (0) 0% (0) 0% (0) 0% (0)


8 T/P Comment: We learn about cells, microorganisms, and classification of living organisms,plant and animal.9 T/P Comment: Jill was very knowledgeable and enthusiastic.


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6. IreceivedinformationregardingthematerialscoveredontheguidednaturewalksfromtheSCNCpriortoourvisit.1011

Agree SomewhatAgree

Neutral SomewhatDisagree

Disagree

43% (3) 29% (2) 0% (0) 14% (1) 14% (1)


7. Ihadspecificknowledgegoals/objectivesthatneededtobemetduringourvisit. Agree Somewhat


DisagreeDisagree

71% (5) 14% (1) 0% (0) 0% (0) 14% (1)

Figure 21. T/P Survey Q7a Responses

8. Thesegoals/objectivesweremet.12 Agree Somewhat


DisagreeDisagree

100% (4) 0% (0) 0% (0) 0% (0) 0% (0)

Figure 22. T/P Survey Q7b Responses

9. Mystudentsretainedinformationfromtheguidednaturewalk(s).1314 Agree Somewhat


DisagreeDisagree

29% (2) 57% (4) 14% (1) 0% (0) 0% (0)


10 T/P Comment: I had a general idea based on the preview materials.11 T/P Comment: We received information on the STARLAB, but very little on the nature walk.12 T/P Comment: Classroom ativities [sic] for plant and animal cells was GREAT13 T/P Comment: I think the activity above might help.14 T/P Comment: My class was divided among three guides. I have not taken time, regretfully, tocheck in to see what my students recall from their visit.


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5. WhenandhowisADAtrailused?Dovolunteertrailguidesuseitandaretheytrainedtouseit?

The ADA trail is used quite often. We talk about our different types of trail

during training. It is a route to several of our other trails. We also use itwhen we have a group with one or more students with mobility issues. It is

a good short trail for younger students too. We encourage guides to

become familiar with at least two trails either by observing, attending a

naturalist walk or on their own.

6. Ourteamobserversnotednumberedinformationstationsontheboardwalkareas.Whenaretheseusedandareguidestrainedonthem?

The numbered information stations are part of our non-personalinterpretation on site. There is a self-guided invasive species brochure that

has text that corresponds to each number. Trail Guides are not trained to

use the signs.

7. Doyouprovidealistofmnemonicdevicesforguidestouseandteachtostudents?

We do not provide a list of mnemonic devices for guides to use. We do

provide a list of key word and basic concepts that are being learned in the

classroom with the Naturalist.

8. Whatkindsofmanipulativetools,ifany,doestheCenterprovidetostudentsonguidednaturewalks(Ex.Checklists,fillintheblankanswersheets,etc.)?

We have scavenger hunts, magic circles, matching games, magnifying lens,

bug boxes, field guides.

9. Doyouhaveaprescribedtimechangeforactivities?Field Studies at ENSAT rotate at 10:30am. Field Studies at Walker Hall

rotate at 10:20 and 10:50am. This all depends on what time the school

arrives.


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10.Haveyoueverconsideredshorteningguidednaturewalks?We have 50 minute and 30 minute walks. We do not want the walks to be

shorter.

11.Haveyoueverconsideredbreakingupindoorandoutdoorcomponentsintoshortersegments?

No, we always seem to run out of time with the time we have allotted

currently.

12.Doeseveryguideprovideaclosureactivityattheendoftheguidedwalk?We suggest conclusion activities at the end of each walk, but time

sometimes gets the best of us.

13.Whatisyourgeneralimpressionofteacherfeedbackandsatisfactionlevels?Teachers always love the hikes. We have a high satisfaction rating from

evaluation forms.

14.Haveyouhadanyproblemswith,orcomplaintsabout,volunteertrailguidesinthepast?

Yes, in the past we have had a few complaints about trail guides and

student behavior management. We have had a few complaints about trail

guides knowledge or lack of. Typically these instances have been when we

have had student trail guides (Assigned as a school project) who have not

put enough effort into their role as trail guide.

As a staff we have had problems with no show, no call trail guides.


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Third Party Observer Interview Responses

1. Whatwerethetopthreepositivethingsthatyouobserved?The trail guide was excellent with the kids and handled the group very

well. She let them take turns being line leader and have an equal share in

participation.

The trail was physically a good length and wasnt too long or too short for

the activity.

The trail guide did an excellent job of trying to teach a respect for nature.

2. Whatwerethetopthreenegativethings(orthingsthatcouldbeimproved)thatyouobserved?

The trail guide couldve had a more comprehensive knowledge of local

nature; the children had some questions that went unanswered.

The other trail guide (not the one I shadowed) appeared visibly frustrated

with the group of boys he was bringing back to the center.

There couldve been some sort of take-home activity that would give the

kids a souvenir to remember the trip and the experience.


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Appendix D: Required Resources Detail

In the required content resources listed on page 10, there are five categories presented.

Specific resources for each of these categories are listed below.

Analysis

Summary

Design Brief Development

Summary

Implementation

Strategy

Evaluation

Plan

Current

Volunteer Trail

Guide Manual

Course Goals

Checklist

Teacher Survey

Instrument

Volunteer Survey

Instrument

Volunteer

Director Survey

Instrument

Third Party

Survey

Instrument

Task Inventory

Performance

Objectives

Appropriate

AssessmentMethods

Instructional

Strategies

Supporting

Media

StudentInformation

Guide

Facilitator

Information

Guide

Formative

Evaluation

Summary

New Volunteer

Trail Guide

Manual

(Student Guide)

Facilitator Guide

Train-the Trainer

Agenda

Outline

Evaluation

Instruments


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Appendix E: SCNC Online Screen Capture

Figure 27. SCNC Online Training site


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Appendix F: Video Consent Release Forms

The following pages contain the consent release forms used for the subjects in the From

Lost in the Woods and To a Woodland Adventure videos.


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sandy creek nature center volunteer trail guide training proposal

Documents