Expeditionary Learning - NOLS Interviews

A longtime collaborator with Chris and expert at expeditionary learning, our conversations and research have led us to NOLS time and time again. I recently interviewed and chatted with three NOLS staff members, all of whom left me feeling supported in our endeavor at Salt and Clay and curious about the amazing work that they are doing. The incredible information that they shared to support the development of our project shows the true nature of guidecraft - and how organizations can work together to promote transformational experiences.

Robin Larson, Interim Education Director at NOLS Wilderness Medicine:

Robin immediately made me feel comfortable with her kind demeanor, genuine ability to connect and extensive experiences, inside NOLS and outside as well, that feed into her well articulated answers and expertise in expeditionary learning. We chatted through the program offerings in Wilderness Medicine, her joy for folks developing new skill sets and how much she values direct feedback from instructors. Our conversation flowed to discussing the built out retention system for guides that NOLS employs to ensure they are building a strong guiding community to support their programs.

“We have a systematized way of working with guides to train and support them, so that they have a positive experience on program and work their way up professionally. We want to keep our guide pool strong and connected to the organization,” shared Robin. A few ways that they engage guides on their program are through their preceptor program, online training before on the ground training, increased pay and their ABT program. The preceptor program is a mentorship program that pairs novice guides with veteran guides. They meet at regular intervals for check ins, and the mentors are compensated extra for their time and efforts.

All guides also complete an online training module before in person training, which allows staff to share information and course materials ahead of time, but also see who needs extra support based on their performance. NOLS continuously pays guides more than their competitors and tops it off with an amazing step up program in professional development, which they call ABT. Instructors for these courses are able to work 50% in the field and 50% administration, allowing them to achieve greater work life balance and also grow their professional skills. “This is a great stepping stone in this industry. Our instructors on these courses send out and receive expeditions, but they are based in one location and can focus on growing as administrators as well while still getting the program experience,” shared Robin. The lack of sustainability in the field of guiding has come up again and again in our interviews, so I was happy to learn about this creative solution that supports guides in seeking balance, staying in the field and continuing to learn and grow.

Travis Welch, Alumni Trips Director

Travis’s enthusiasm for his work was beyond apparent throughout our conversation. His ideas on the nuances of adult programming and how to incentivize guides who have worked in the field for a long time were extremely applicable to our project and inspired more contemplation on my part. The part of the conversation that really stuck with me was Travis’s description of how guides can support families on expeditions. “Family travel is a new trend in the industry and folks want to take more “risks” for lack of a better word with their family. They aren’t scared to take them backpacking around the world,” shared Travis. If the trips are guided, they will feel more comfortable in these unknown spaces. In order to best serve those programs, Travis prefers to hire guides who also have families. Their first hand experience of how to support dynamics and learning is invaluable. “Honoring both an adult learner and young learner at the same time can be tricky. You still want to educate an adult, but also not make them feel inferior or not on par with their child,” added Travis. He went on the describe that in his experience, parents are comfortable with a lack of knowledge about technical skills (for example, fly fishing) but require more of a softer touch when being guides on academic or life based skills, like tree identification. Supporting diverse learners is a common ask of guides, and adding the intergenerational element and familial dynamics contributes to this nuanced song and dance.

We look forward to continuing these amazing conversations!