Program:   Outdoor Education Program ( Marion M. Graham Collegiate) -  Logic Model

Situation: 

 

 

 

 

Inputs		Outputs			Outcomes -- Impact
		Activities	Participation		Short	Medium	Long
Teacher(s) – 2 with B.Ed. Training – First Aid Certification: Regular and Wilderness Canoe Certification – Paddle Canada Equipment – ALL outdoor equipment provided except long underwear, hiking boots Specialized Gear – canoes, paddles, PDF’s, skis, snowshoes, large backpacks, sleeping bags, thermarest, tents, camp kitchens Tuition Research – Program effectiveness studies before implementation Technology – GPS for staff Volunteers – community involvement through guest speakers and time such as Security Agencies, University, Industry, City Hall Time – teacher planning time; safety measures School Board Support – advertisement and promotion of program Parent / Guardian Support		Group Work     Presentations       Five Trips   Leadership Classes     Projects:  Nature City Festival & Urban Transport and Design       Five Academic Credits             Backcountry camping; white-water canoeing; backpacking; cycling; wall climbing; skiing; snowboarding	Inclusive (mark same for all members)   Authentic; curricular focus   All class members   Integrated into all subjects   Participation in conferences with project proposals and presentation   Wildlife Management 20; Biology 20; Geography 20; Physical Education 20; English Language Arts 20   Class time; full participation required		Increased knowledge in environmental realm   Skills gained in outdoor pursuits   Problem solving skills   “…educate the eyes…”   Growth in understanding group dynamics   Improved relationships with peers   Awareness of social justice in environmental issues as well as the interconnection with economic and political factors   Going “solo” – how to be alone   Experiencing adventure   Decision making and the importance of trust	Interconnectedness of environment with human interactions   Improved abilities in further educational pursuits (i.e. growth in next semester subjects, growth in organization and priority setting)   Understanding community involvement with education   Civic responsibilities (i.e. what is a good citizen?)   Exposure to careers in Environmental Studies		Strong sense of social justice   Pursuit of career in environmental study   Community Involvement   Parent / Guardian Involvement   Lifelong Friendships

 

 

Assumptions		External Factors
That by providing the best possible learning environment (outdoors), students will learn about the interconnectedness of their surroundings and how social, economic, political, and civic justice support one another.		WEATHER – it can be a friend or foe How to grab the “teachable moment” School Division – level of commitment and support for this type of program