Category: Experiential Learning

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Naomi Peak

Climbing Mt Naomi, Courtesy & Copyright Eric Newell, Photographer
Climbing Mt Naomi
Courtesy & Copyright Eric Newell, Photographer
Nature Journaling, Mt Naomi Hike, Courtesy & Copyright Eric Newell, Photographer
Nature Journaling
Mt Naomi Hike
Courtesy & Copyright Eric Newell, Photographer

Nature Journal Entries After Climbing Mt Naomi, Courtesy & Copyright Eric Newell, Photographer Nature Journal Entries After Climbing Mt Naomi
Courtesy & Copyright Eric Newell, Photographer

One September day when I was a fifth grader, my dad pulled me out of school to climb the Pfeifferhorn, an 11,000 foot peak in the Wasatch Range. That was the most meaningful and defining day of my elementary school experience.

Years later, when I first arrived in Logan, my younger sister Heather and I climbed Naomi Peak the day before our USU classes started. We made it an annual habit. At just under 10,000 feet elevation, Naomi Peak is the highest point in the Bear River Mountains.

Fast forward forty years from that day on the Pfeifferhorn and I’ve made a career of taking students out of class and into the mountains. Outdoor school programs are synonymous with science, but you can justify any destination with the language arts curriculum by having students write for authentic purposes and read meaningful texts.

When I taught at Mount Logan Middle School, we offered a literacy-based summer school program for incoming sixth graders. Part of that two-week experience was an overnight backing trip up to High Creek Lake. The next day we would climb Naomi Peak, then pack down the trail to Tony Grove. It is a grueling journey. We did it with student groups two to four times each summer for more than 15 years. Our strategy was simple, walk until our students were tired, then sit down, eat snacks, create word lists, and read and discuss a chapter of the book we were reading together. When students began to fidget, we’d hit the trail again. We repeated the pattern for eight hours, or however long it took to reach our destination. We wove science, math, and social studies concepts into the learning, but our main curriculum focus was literacy.

Four years ago, we decided to carry on these traditions with our sixth graders at Edith Bowen Laboratory School where I work, facilitating outdoor experiential learning opportunities for students. The second week of school each year we take four separate groups of students from Mr. Baggaley’s and Mrs. Jenkins’ classes to Naomi Peak to start off the school year. The round trip is just over 6 miles and it takes us 6 hours with our learning stops.

When we reach the summit, we have students pull out their field journals and use their word lists from the trail to create vivid descriptions of their journey. This is the best classroom to teach writing—where students can write with purpose about real emotions and experience. Writing forces students to slow down, to be still, and to be fully present with the landscape and with their thoughts. It allows them to construct meaning.

One student wrote, “I kept doubting myself, asking if I should turn back—my thighs aching, my feet sore, my stomach hungry. Every doubt was a new reason to quit, making me question if it is worth it. But I made it.”

Students huff and puff and we talk about the importance of pacing and controlling our breathing. We focus on being efficient, not fast. Students make new friends. They build confidence and they have fun along the way—even if they don’t want to admit it. One student wrote, “It was meh.”

As an educator I’m accountable to the state to connect learning to curriculum standards—I take that seriously. Outdoor programs give purpose to learning—making the state curriculum a means rather than an end. But I’m also accountable to these little humans to bring joy to the learning process, to nurture their curiosity, and give them a sense of belonging.

I do wonder what these kids will remember about Naomi Peak. I wonder if they will ever come back in the years ahead. Will they remember the adversity tree we stopped to talk about? The steep inclines? How tired they were? Or will they just remember the euphoria of standing on the summit while a cool breeze blows all their cares far away into Wyoming?

A student shared her journal entry with me on the summit: “I have never been so proud of myself and my mental self. The view is unreal. I am so lucky and happy, but I wish my mom was here because she pushed me to go. I’m so lucky to have my friend. She helped me and I helped her. I can live life accomplished. I am calm and I am free.” Underlined twice, in giant letters, she finished her entry: “I am amazing!”

I am Eric Newell and I am Wild About Utah.

Credits:
Images: Courtesy & Copyright Eric Newell
Featured Audio: Courtesy & Copyright Eric Newell
Text: Eric Newell, Edith Bowen Laboratory School, Utah State University
Additional Reading: Eric Newell & Lyle Bingham, Bridgerland Audubon

Additional Reading

Wild About Utah Pieces by Eric Newell

Morgan, Susan K, Geologic Tours of Northern Utah, 1992, Found on website hosted by Utah Geological Survey, Department of Natural Resources, State of Utah, https://ugspub.nr.utah.gov/publications/misc_pubs/mp-92-1.pdf

Mt Naomi Wilderness Map, Wilderness Connect, University of Montana, https://umontana.maps.arcgis.com/apps/webappviewer/index.html?id=a415bca07f0a4bee9f0e894b0db5c3b6&find=Mount%20Naomi%20Wilderness

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A Place for Growth

A Place for Growth: Blackberries, Courtesy & Copyright Joseph Kozlowski
Blackberries
Courtesy & Copyright Joseph Kozlowski
A Place for Growth
A Place for Growth: Grapes, Courtesy & Copyright Joseph Kozlowski Grapes
Courtesy & Copyright Joseph Kozlowski

A Place for Growth: Nectarines, Courtesy & Copyright Joseph Kozlowski Nectarines
Courtesy & Copyright Joseph Kozlowski

A Place for Growth: Peaches, Courtesy & Copyright Joseph Kozlowski Peaches
Courtesy & Copyright Joseph Kozlowski

I was raised in Laramie, WY, which boasts many qualities making it a pleasant place to live. It’s got a safe hometown feel, cool summers, a relatively close proximity to Colorado’s front range, and access to outdoor recreation opportunities such as the geologically magnificent Vedauwoo. However, Gem City is extremely dry and windy, making gardening of any sort challenging. I say this not to bash on my Alma Mater, but to explain why, when I moved to Logan for graduate school I was captivated by the astonishing climate, notably its ability to support gardening!

It was August, 2018 when I first arrived to Logan in my ’98 Tacoma packed to the brim with what I’d need for this next stage of life, and of course my Black Lab, Josi. I vividly remember emerging from Logan Canyon to a view of Cache Valley and being stunned by the lush surroundings. Later that day I discovered an apricot tree in a grass strip next to my new residence; orange/yellow apricots littered the branches and smushed ones lined the sidewalk below. As I casually picked and gobbled a few of the delectable treats, I realized there was a possibly for growing fruit here that I had had little experience with thus far in my life.

Naturally, filled with excitement and intrigue about being able to grow produce, I went to the local Anderson’s Seed and Garden with my visiting sister and bought raspberry, blackberry, and grape starts; as well as a small peach, pear, nectarine, and cherry tree. By the end of that day and with dirt on about every square inch of our bodies, we stood back and admired the newly planted additions, not sure whether they were planted correctly or if they’d survive the first winter. Well, 6 years later and miraculously, all the plants are bearing fruit, despite the constant battle with aphids, over and under watering, and the local Mule Deer thinking the leafy foliage is as tasty as the fruit the trees will produce.

This all brings us to the best part, enjoying nature’s candy! There is a wonderful sense of delight when I pick a peach from my self-planted, backyard tree and bite into the juicy, sweet meat. So, if you are like I was and have no experience growing, well, anything, don’t let that stop you from going to your local nursery and giving it a try. It’s a great way to take advantage of the beautiful climate the great state of Utah offers!

If by chance you find yourself with more fruit than you can manage, make sure to contact USU’s Harvest Rescue program who may be able to salvage leftover fruit and make it accessible to others.

This is Dr. Joseph Kozlowski, and I am wild about Utah!

Credits:

Images: Courtesy & Copyright Joseph Kozlowski, Photographer, Used by Permission
Featured Audio: Courtesy & Copyright © Kevin Colver, https://wildstore.wildsanctuary.com/collections/special-collections/kevin-colver Friend Weller, UPR.org, and Anderson, Howe, Wakeman.
Text:     Joseph Kozlowski, Edith Bowen Laboratory School, Utah State University https://edithbowen.usu.edu/
Additional Reading Links: Joseph Kozlowski

Additional Reading:

Joseph (Joey) Kozlowski’s pieces on Wild About Utah: https://wildaboututah.org/author/joseph-kowlowski/

USU Harvest Rescue, Center for Community Engagement, Christensen Office of Social Action and Sustainability, Utah State University, https://www.usu.edu/social-action-sustainability/get-involved/cache-gleaning

Anderson Seed & Garden, https://andersonseedandgarden.com

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Outdoor Experiences in High-Def

First Look Used with permission Courtesy & Copyright Joseph Kozlowski
First Look
Used with permission
Courtesy & Copyright Joseph Kozlowski

The Whole Class with Binoculars Used with permission Courtesy & Copyright Joseph Kozlowski The Whole Class with Binoculars
Used with permission
Courtesy & Copyright Joseph Kozlowski

Finding a Dead Nuthatch Used with permission Courtesy & Copyright Joseph Kozlowski Finding a Dead Nuthatch
Used with permission
Courtesy & Copyright Joseph Kozlowski

A Pine Siskin Courtesy & Copyright Joseph Kozlowski A Pine Siskin
Courtesy & Copyright Joseph Kozlowski

A Crow Courtesy & Copyright Joseph Kozlowski A Crow
Courtesy & Copyright Joseph Kozlowski

Two Nests Courtesy & Copyright Joseph Kozlowski Two Nests
Courtesy & Copyright Joseph Kozlowski

A hot, sunny, May day was Christmas for my avid 2nd-grade birders, when 35 pairs of high-quality Vortex binoculars and chest harnesses were delivered to our Edith Bowen Laboratory School classroom. We had secured a grant from the Utah Division of Outdoor Recreation to purchase supplies to enrich our school’s outdoor education program, specifically my classroom’s integrated focus on birding. Kids cheered when the binos arrived, knowing that we’d be able to put these powerful tools to work in the field. They scrambled to set up the harnesses and prepare the equipment for use.

Although the adjacent Logan City Cemetery is one of our frequent birding locations, it was going to be our first outing where all students had their own set of binoculars to view the world in high definition. We left the school equipped with our new binoculars, and students were thrilled about the awaiting possibilities. Long before we arrived at the cemetery the binoculars were put to good use, “Everyone look!” a little girl yelled, “an American Crow!” The sighting stirred commotion as 25, 7-year-olds scrambled to get into position where they could see the large black bird with their binoculars, as it bounced around the USU sidewalks looking for morsels of college students’ neglected snacks. Then ensued a student debate over whether or not the bird of interest was an American Crow or a Common Raven; the victorious crow-supporters claimed victory only when the bird flew away, revealing a fan-shaped tail.

Once we arrived at the cemetery, it was clear students were experiencing this environment in an enriched way thanks to the binoculars. Students spent much more time in each location throughout the cemetery, and there was more advanced and technical dialogue between students about what they were seeing. Students would call each other over to their specific viewing area to show them a bird they had viewed, and they would describe to the person how to find it in their binoculars. This description facilitated incredible spatial language regarding the location and reference of the bird, such as “It is halfway up the largest pine tree on the right” or “Look on the ground next to smaller bush!” One exciting shared discovery was sparked by a high-pitched, upsweeping zreeeeeeeeeeet sound that the students kept hearing. Throughout the walk, students kept using their binoculars to look for the culprit of the sound, to no avail. Then near the end of the outing a student erupted in excitement, calling everyone over to see the bird making the noise. Eventually directing everyone’s focus on the bird, the students discovered a small, white and brown bird atop a sycamore tree, which they identified as a Pine Siskin due to the distinguishing yellow color on the wings.

Other special encounters on this outing included the finding of a dead, Red-Breasted Nuthatch aside the pathway, and the scientific reasoning about who could have been the engineers of two different bird nests found in the grass under trees –a large one with a mud base and a small one full of human hair!

Reluctantly, hot, sweaty, and ecstatic kids returned to school after their first ever birding outing with binoculars and experiences they’ll draw upon forever. No doubt, the binoculars that brought these students these magical discoveries will do so for many kids to come in the future.

This is Dr. Joseph Kozlowski, and I am Wild about Outdoor Education in Utah!

Credits:

Images: Courtesy & Copyright Joseph Kozlowski, Photographer, Used by Permission
Featured Audio: Courtesy & Copyright © Kevin Colver, https://wildstore.wildsanctuary.com/collections/special-collections/kevin-colver
Text:     Joseph Kozlowski, Edith Bowen Laboratory School, Utah State University https://edithbowen.usu.edu/
Additional Reading Links: Joseph Kozlowski

Additional Reading:

Joseph (Joey) Kozlowski’s pieces on Wild About Utah: https://wildaboututah.org/author/joseph-kowlowski/

Grants & Planning, Utah Outdoor Recreation, Utah Department of Natural Resources, https://recreation.utah.gov/utah-outdoor-recreation-grant/

Binoculars, Vortex Optics, https://vortexoptics.com/optics/binoculars.html

Grant assistance provided by Bridgerland Audubon Society: https://bridgerlandaudubon.org/about-us/grant-funded-projects/

YOU can inspire the next generation of birders, email seeking support for American Birding Association’s Young Birder mentoring program, June 12, 2024, https://api.neonemails.com/emails/content/N_INi5O3fy9qblwkA6KQ0BSTBplt7i-KGshPfQ0eZWg=

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A Sense of Where You Are

A Sense of Where You Are Courtesy Eric Newell with photo Copyright Michael L (Mick) Nicholls

A Sense of Where You Are Courtesy Eric Newell with photo Copyright Michael L (Mick) Nicholls

Eric Newell, author, Wild About Utah, Director of Experiential Learning and Technology, Edith Bowen Laboratory School, USU

Eric Newell, PhD
author, Wild About Utah
Director of Experiential Learning and Technology, Edith Bowen Laboratory School, USU

I arrived in Logan, Utah for winter quarter in 1994—after history professor Ross Peterson recruited my three sisters and I to Utah State University, despite the fact that our dad was a University of Utah professor and Dean. I was the final piece of Ross’ coup and he flashed a satiating grin when I first visited him on campus.

Before entering Ross’s office, I stopped to stare at a promotional poster for the Mountain West Center for Regional Studies, featuring—I later learned—Mike DeBloois, wearing a brim hat, silhouetted against the Grand Teton in Wyoming. The photograph was taken by USU history professor, Mick Nicholls. The caption read, “A sense of where you are.”

This is how I first became acquainted with the concept of “sense of place” and the idea that the wild places I valued, the wild places that were part of who I was, and who I am today, had value on a larger scale.

As a College of Natural Resources (CNR) student, I enrolled in Watershed Science with Jack Schmidt and Wilderness in American with Mark Brunson. Later I took Snow Dynamics with Mike Jenkins and Environmental Education with Barbara Middleton. I was delighted that I could take college courses on rivers, on Wilderness, on the science of avalanches, and on outdoor education. Though I later changed majors, those CNR courses provided connections to places and to knowledge I’ve drawn upon throughout my teaching career.

The next year, I enrolled in English professor Tom Lyon’s course, American Nature Writers.

Tom was a lean man with a long easy stride you could pick out from across the quad on campus. I still have the books we read for his class: American Women Afield, A Sand County Almanac, Refuge, My First Summer in the Sierra, and others. Tom took us to Logan Canyon to witness the endemic McGuire primrose in bloom. We talked in class about the books we read, then we ventured out to the west desert to backpack and write.

“Walden was written with a pen,” Tom emphasized before reading a passage aloud to us:

“O the evening robin, at the end of a New England summer day! If I could ever find the twig he sits upon! I mean he; I mean the twig.”

Tom’s emphasis on “the twig” inspired fellow classmate, Tim Wagner, to make T-shirts inscribed with the phrase.

Tom was a key figure in establishing the Department of English’s literary journal The Petroglyph which showcased nature writing from 1989 until 2001. In the 1990’s Tom’s efforts were crucial in preventing much of Highway 89 in Logan Canyon from becoming four-lanes. Tom’s sense of place was contagious. Several colleagues in that course pursued writing careers.

I transferred to elementary education my second year at USU because I believed the most important life work I could undertake was to connect the next generation of humans to wild places. I didn’t want to grow old in a world with people who had no understanding of, or connection to, the land that sustains us. I didn’t want to grow old in a world without advocates for conservation.

Here is what I know—getting outside to interact with the natural world matters. Spending time outdoors boosts our physical, mental, and spiritual health. We form connections with those we share our wild journeys with and we develop “a sense of where we are.”

I am Eric Newell and I am Wild About Utah.

Credits:
Images: A Sense of Where You Are Courtesy Eric Newell with photo Copyright Michael L (Mick) Nicholls
Featured Audio: Courtesy & Copyright © Kevin Colver, https://wildstore.wildsanctuary.com/collections/special-collections/kevin-colver Also includes audio Courtesy & © Anderson, Howe, & Wakeman
Text: Eric Newell, Edith Bowen Laboratory School, Utah State University
Additional Reading: Lyle Bingham, Bridgerland Audubon

Additional Reading

WildAboutUtah pieces by Eric Newell, https://wildaboututah.org/author/eric-newell/

Mountain West Center for Regional Studies, College of Humanities and Social Sciences, Utah State University, https://www.usu.edu/mountainwest/

Edith Bowen Laboratory School, Utah State University, https://cehs.usu.edu/edithbowen/