Requirement: Provide documentation that demonstrates, in the order (sequence) below, that you have a senior level competency in each of the following areas:
A. Practical application of abstract knowledge
In RE-251 with Peter Bosma we talked about and covered the No-Doze Leadership Styles. With this model you can easily put yourself in one of four quadrants, showing you what type of leader you are. I was once told by a good friend of mine, Andy Neiman, that a great leader should be able to find themselves in all four of the quadrants; and that they should be able to move freely between them.
I persoanlly see myself best fit in the "Spontaneous Motivator" quadrant. Working as a camp counselor it is my duty to stay on my toes, motivate my campers when in need, be energetic, and use my critical thinking skills when needed.
This past summer at camp during our ten day pre-camp. I lead an activity with my co-staf forcing themselves to find the best fit quadrant for them. I think this was a beneficial piece of group development that we went over and I hope it stuck with them as the summer progressed. It was really cool to lead this activity with them as it helped me feel more comfortable working and giving lesson plans to an older group of individuals. If you click on the blue link above you can get a better understand on what the No-Doze leadership styles are.
B. Interpersonal, written and oral communication skills
The most enjoyable course that I took at Northern Michigan University was Personal Interpretation (RE-381). This course gave me the ability to showcase all three of the skills listed above; interpersonal, written and oral communication. Below you can see how I hit on all three throughout that course, along with some ways I did so out of school.
Interpersonal: As an interpreter is was my job to connect my audience to what I was displaying or describing both intellectually and emotionally. The best way to do this is to get personal with them and connect with them by using relevant information, I found I could do that best by putting myself in my audiences shoes and seeing what they wanted from their perspective. If you click HERE, it will take you to a link of a video that I created showing me in action with my interpretation skills. It shows me getting my audience involved and me getting one on one with them doing my best to get personal with them.
Written: Going along with the interpretation theme, I was asked to fill out specific interpretive planning worksheets that would help guide me through the planning process of each of my three interpretive talks. While filling these out, I was able to showcase my writing skills on a professional level. Each worksheet asked me to write on a college level and have them be free of any grammatical and spelling errors. If not done, points would have been deducted as a penalty. Attached HERE are my planing worksheets that I created throughout the RE-381 course.
Oral Communication: I am going to ask you to click on the same link that I did for the "interpersonal" section here, for the oral communication section. I feel that in order to have good interpersonal skills you need to have solid oral communication skills. I think they go hand in hand and that is why I am sending you to the same video as I did above. As a student interpreter I had to effectively give my talks in a professional manner. I had to have good eye contact, a strong voice, and refrain from using filler words at all costs.
During my second year here at Northern I enrolled in a class called Education in Outdoor Settings (RE-250); this class prepared me for interpretation and thought be the basic necessary needs in order to be an effective oral communicator as an out door educator, in an outdoor setting. Thing learned were as simple as, face the sun as the instructor, make sure you're looking into the sun, not your audience. With RE-250 and previous years of speeches given in high school, I was able to effectively orally communicate with my fellow classmates during the interpretation course.
C. Technical skills
While in the ORLM program I partook in the RE-356 course, Wilderness Stewardship. This course gave me the ability to showcase my outdoor skills that were taught to me both at NMU in the RE-155 course, Outdoor Living Skills, as well as my life working at camp as a trip leader. At the bottom of this page you can find pictures of me putting forth the technical skills that I know and use, both on my expedition, and at camp as well.
D. The ability to display and express an understanding and appreciation of leisure and the role of the leisure service profession in a diverse society.
The ORLM program offers a course by the title Leisure Through The Ages (RE-410), this class walks you through the different time eras and the types of activities that they called "leisure". Not only do you get to see what the different time eras called leisure, you also got to perform those leisure activities yourself; being music, art, and reading, projects. Each of the assignments for each of those different leisure activities can be found below. Also below is a picture of a leisurely art project that me and my group created. This course gave me a better understanding and appreciation of leisure and what it's all about. This class along with Introduction to Leisure and Recreation (RE-110), leisure Isn't just being sprawled out in a lawn char with a drink in your hand; theres more to it than that!
Art Project - Music Project (attached as a 4 slide document at the bottom of the page) - Literature Project (Poem)
A. Practical application of abstract knowledge
In RE-251 with Peter Bosma we talked about and covered the No-Doze Leadership Styles. With this model you can easily put yourself in one of four quadrants, showing you what type of leader you are. I was once told by a good friend of mine, Andy Neiman, that a great leader should be able to find themselves in all four of the quadrants; and that they should be able to move freely between them.
I persoanlly see myself best fit in the "Spontaneous Motivator" quadrant. Working as a camp counselor it is my duty to stay on my toes, motivate my campers when in need, be energetic, and use my critical thinking skills when needed.
This past summer at camp during our ten day pre-camp. I lead an activity with my co-staf forcing themselves to find the best fit quadrant for them. I think this was a beneficial piece of group development that we went over and I hope it stuck with them as the summer progressed. It was really cool to lead this activity with them as it helped me feel more comfortable working and giving lesson plans to an older group of individuals. If you click on the blue link above you can get a better understand on what the No-Doze leadership styles are.
B. Interpersonal, written and oral communication skills
The most enjoyable course that I took at Northern Michigan University was Personal Interpretation (RE-381). This course gave me the ability to showcase all three of the skills listed above; interpersonal, written and oral communication. Below you can see how I hit on all three throughout that course, along with some ways I did so out of school.
Interpersonal: As an interpreter is was my job to connect my audience to what I was displaying or describing both intellectually and emotionally. The best way to do this is to get personal with them and connect with them by using relevant information, I found I could do that best by putting myself in my audiences shoes and seeing what they wanted from their perspective. If you click HERE, it will take you to a link of a video that I created showing me in action with my interpretation skills. It shows me getting my audience involved and me getting one on one with them doing my best to get personal with them.
Written: Going along with the interpretation theme, I was asked to fill out specific interpretive planning worksheets that would help guide me through the planning process of each of my three interpretive talks. While filling these out, I was able to showcase my writing skills on a professional level. Each worksheet asked me to write on a college level and have them be free of any grammatical and spelling errors. If not done, points would have been deducted as a penalty. Attached HERE are my planing worksheets that I created throughout the RE-381 course.
Oral Communication: I am going to ask you to click on the same link that I did for the "interpersonal" section here, for the oral communication section. I feel that in order to have good interpersonal skills you need to have solid oral communication skills. I think they go hand in hand and that is why I am sending you to the same video as I did above. As a student interpreter I had to effectively give my talks in a professional manner. I had to have good eye contact, a strong voice, and refrain from using filler words at all costs.
During my second year here at Northern I enrolled in a class called Education in Outdoor Settings (RE-250); this class prepared me for interpretation and thought be the basic necessary needs in order to be an effective oral communicator as an out door educator, in an outdoor setting. Thing learned were as simple as, face the sun as the instructor, make sure you're looking into the sun, not your audience. With RE-250 and previous years of speeches given in high school, I was able to effectively orally communicate with my fellow classmates during the interpretation course.
C. Technical skills
While in the ORLM program I partook in the RE-356 course, Wilderness Stewardship. This course gave me the ability to showcase my outdoor skills that were taught to me both at NMU in the RE-155 course, Outdoor Living Skills, as well as my life working at camp as a trip leader. At the bottom of this page you can find pictures of me putting forth the technical skills that I know and use, both on my expedition, and at camp as well.
D. The ability to display and express an understanding and appreciation of leisure and the role of the leisure service profession in a diverse society.
The ORLM program offers a course by the title Leisure Through The Ages (RE-410), this class walks you through the different time eras and the types of activities that they called "leisure". Not only do you get to see what the different time eras called leisure, you also got to perform those leisure activities yourself; being music, art, and reading, projects. Each of the assignments for each of those different leisure activities can be found below. Also below is a picture of a leisurely art project that me and my group created. This course gave me a better understanding and appreciation of leisure and what it's all about. This class along with Introduction to Leisure and Recreation (RE-110), leisure Isn't just being sprawled out in a lawn char with a drink in your hand; theres more to it than that!
Art Project - Music Project (attached as a 4 slide document at the bottom of the page) - Literature Project (Poem)