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Engaging the Next Generation. TU’s Headwaters Program Stream of Engagement. Stream Explorers Trout in Classroom Watershed Education. TU Teens Youth Camps Annual TU Teen Summit Watershed Education Trout in Classroom. TU Member Lifelong Conservationist Stream/Trout and salmon Advocate.

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tu s headwaters program stream of engagement
TU’s Headwaters Program Stream of Engagement
  • Stream Explorers
  • Trout in Classroom
  • Watershed Education
  • TU Teens
  • Youth Camps
  • Annual TU Teen Summit
  • Watershed Education
  • Trout in Classroom
  • TU Member
  • Lifelong Conservationist
  • Stream/Trout and salmon Advocate
  • 5 Rivers Clubs
  • TU 5 Rivers Rally 2014
  • Interns and Counselors
  • Service Learning

Adults

Teens

college outreach
College Outreach

Why is it important?

tu s 5 rivers college club initiative
TU’s 5 Rivers College Club Initiative

Goal

To organize campus groups around TU's mission and provide students an opportunity to not only learn fly casting and fly tying but to also participate in off-campus volunteer activities on the members' home waters.

  • TU 5 Rivers groups are chartered under the university club system and involve a faculty sponsor and support from either local TU chapter or the state TU council.
existing 5 rivers clubs
Existing 5 Rivers Clubs

In Colorado

Colorado College, Colorado Mountain College (Steamboat), Colorado University (Boulder), Fort Lewis College, Adams State University

And Elsewhere

University of Alabama, California Polytechnic State University, Sacramento State University, Ferris State University, St. Mary’s University, Winona State University, University of Nevada, Reno, Appalachian State University, Western Carolina University, Miami University, Clemson University, Furman University, Wofford University, James Madison University, University of Virginia, Virginia Military Institute, Washington & Lee University, University of Wisconsin, Madison, University of Wyoming

potential 5 rivers club locations
Potential 5 Rivers Club Locations
  • Air Force Academy
  • University of Colorado-Colorado Springs
  • Colorado Mesa University
  • Colorado State University
  • University of Northern Colorado
  • Western State College
  • Regis University
  • University of Denver
  • CU-Denver
  • Metro State
  • Colorado School of Mines
  • CSU-Pueblo
  • CMC Campuses (Roaring Fork, Summit, Timberline, Vail-Eagle)
  • Numerous Community Colleges
what does tu have to offer
What Does TU Have to Offer?
  • Funds and assistance in the creation of club outreach materials such as stickers, banners, hats and t-shirts through partnership with Costa del Mar.
  • Deals on a TFO rod/reel/line
  • Opportunities to network with other 5 Rivers Clubs
  • Volunteer Opportunities
  • Expertise (fly casting clinics, fly tying clinics, etc.)
  • Fly Fishing Equipment
  • Professional Development (seat on chapter board, internships with chapters or staff)
  • Free membership for club officers. Half price membership for all other first time members.
starting a new club
Starting a New Club

Step 1: Connect with interest students and/or staff.

  • Contact Outdoor Education or Campus Organizations Department.
  • Advertise TU’s support for Fishing/Conservation clubs.

Step 2: Identify a student leader.

Step 3: Work with student leader to become registered as a student organization and develop an executive board.

Step 4: Assist in student outreach activities to generate interest.

Step 5: Work with club to develop activities to engage students in conservation and fly fishing.

Resources

-TU YOUTH EDUCATION STAFF

-TU FIVE RIVERS GUIDE (Available upon request)

engaging your partner clubs
Engaging Your Partner Clubs
  • Casting Clinics
  • Fly Tying Clinics
  • Volunteer Opportunities
  • Fly Fishing Film Tour
  • Fishing Trips
further opportunities
Further Opportunities
  • Service Learning
  • Alternative Spring Breaks
  • Trips Through Outdoor Education Departments
case study
Case Study

Colorado College

  • 5 Rivers Club
  • Block Break Trips
  • Freshman Orientation Experience
what s next
What’s Next?
  • CTU Five Rivers Retreat
  • CTU Five Rivers Fly Fishing Competition
  • National TU Five Rivers Rally

Interested in connecting with college students in your area? CONTACT ME!!!!!!

tu s headwaters program stream of engagement1
TU’s Headwaters Program Stream of Engagement
  • Stream Explorers
  • Trout in Classroom
  • Watershed Education
  • TU Teens
  • Youth Camps
  • Annual TU Teen Summit
  • Watershed Education
  • Trout in Classroom
  • TU Member
  • Lifelong Conservationist
  • Stream/Trout and salmon Advocate
  • 5 Rivers Clubs
  • TU 5 Rivers Rally 2014
  • Interns and Counselors
  • Service Learning

Adults

Teens

stream explorers creating tomorrow s conservationists1
Stream ExplorersCreating Tomorrow’s Conservationists

Methods

  • Inquiry-based learning

“Tell me and I’ll forget, show me and I may remember, involve me and I’ll understand.” –Chinese Proverb

-Driven by students questions

-Instructors are coaches, guides, and facilitators

-Students are active, inquiring participants rather than passive observers.

- Students collect, synthesize, and analyze information, then conduct targeted research and work with others to employ that newfound knowledge.

stream explorers creating tomorrow s conservationists2
Stream ExplorersCreating Tomorrow’s Conservationists

Program Introduction

This program is a set of 5 preliminary, sequential, grounding activities to be used as an introduction to a wider more comprehensive and inclusive CTU Stream Explorers program.

stream explorers creating tomorrow s conservationists3
Stream ExplorersCreating Tomorrow’s Conservationists

A few basic premises provide the underpinning for this program and following them is crucial to its ultimate success;

  • With the exception of learning specific skills, in most situations, students need to learn how information is acquired and processed as opposed to being told by adults. This way they know how to learn on their own.
  • To understand how science works in conservation students need practice in pursuing scientific strategies themselves.
  • To make good decisions themselves student should learn how to ask their own questions about natural systems.
  • Through direct interaction and observation of living critters in aquatic ecosystems students will best understand how to maintain such systems.
  • The most efficient learning is collaborative. Kids working with other kids is preferable to kids working alone.
stream explorers creating tomorrow s conservationists4
Stream ExplorersCreating Tomorrow’s Conservationists

Program Outline

Activity 1: River Critters

Activity 2: Investigating Macroinvertebrate Behavior

Activity 3: Fish Response to Temperature

Activity 4: Fly Tying

Activity 5: Fishing

inquiry based learning
Inquiry-Based Learning

Research suggests that preparing today’s students for the workplace requires a learning environment that allows them to explore real-life situations and problems (Levy and Munane, 2004; Partnership for 21st Century Skills, 2004).

inquiry based learning1
Inquiry-Based Learning

Benefits of Inquiry-Based Education

  • Research shows increased retention and application of concepts.
  • Students develop critical thinking skills.
  • Collaborative learning environment.
  • Shown to reach students who do less well in instructional setting.
inquiry based learning2
Inquiry-Based Learning

Example Supporting Research

Boaler Study (1997,1998)

  • Compared classes using project-based and traditional instruction curriculum
  • Used national exam for pre and post test
  • Project-based scored significantly higher on post-exam
inquiry based learning3
Inquiry-Based Learning

Example Supporting Research

Garcia, 1993; Knapp, 1995; Braddock and McPartland, 1993

  • Showed inquiry-based teaching is more effective for varied background achievement levels, socioeconomic status, cultural and linguistic backgrounds.
inquiry based learning4
Inquiry-Based Learning

Challenge

  • Implementation much more difficult than direct transmission of knowledge.

Solution

  • Involve teachers/facilitators in design of program. Provide strong support and professional development.
inquiry based learning5
Inquiry-Based Learning

Challenge

  • Varied background knowledge and experience among students.

Solution

  • Clearly define learning goals and/or driving question.
  • Provide resources (tools, models, information sources)
  • Incorporate reflection
  • Encourage Collaboration
stream explorers creating tomorrow s conservationists5
Stream ExplorersCreating Tomorrow’s Conservationists

Case Study

  • Took place in Salida under direction of Collegiate Peaks Chapter of Trout Unlimited.
  • 5-day program
stream explorers creating tomorrow s conservationists6
Stream ExplorersCreating Tomorrow’s Conservationists

Sample Activity

Investigating Macroinvertebrate Behavior

stream explorers creating tomorrow s conservationists7
Stream ExplorersCreating Tomorrow’s Conservationists

Bringing Stream Explorers to Your Community

CTU Provides:

  • Teacher/Facilitator training
  • Science Kits
  • Assistance with program planning, partnership building, and fundraising.
resources
Resources

Boaler, J. (1997), Experiencing Schoool Mathematics: Teaching Styles, Sex, and Settings, Open University Press, Buckingham UK.

Boaler, J. (1998), “Open and Closed mathematics: Student Experiences and Understandings”, Journal for Research in Mathematics Education, Vol. 29, No. 1, pp. 41-62.

Braddock, J.H. and J.M. McPartland (1993), “The Education of Early Adolescents”, in L. Darling-Hammond (ed.), Review of Research in Education 19, American Educational Research Association, Washington, DC.

Dumont, Hanna, David Istance, and Francisco Benavides. Nature of Learning: Using Research to Inspire Practice. Paris: Organisation for Economic Co-operation and Development, 2010. Www.keeppeek.com. Web. 17 Apr. 2012.

Garcia, E. (1993), “Language, Culture, and Education”, in L. Darling-Hammond (ed.), Review of Research in Education 19, American Educational Research Association, Washington, DC.

Knapp, M.S. (ed.)(1995), Teaching for Meaning in High-Poverty Classrooms, Teachers College Press, New York.

Levy, F. and R. Murnane (2004), The New Division of Labor:How Computers Are Creating the Next Job Market, Princeton University Press, Princeton NJ.

Partnership for 21st Century Skills (2004), Learning for the 21st Century, Washington, DC, available at www.21stcenturyskills.org.

further updates
Further Updates
  • TU Youth Summit: Saturday, July 27th to Wednesday, July 31st; Grand Teton National Park
  • Family Fishing Camp: Friday, August 9 to Sunday August 11; near Nederland, CO
  • Youth Camp: Sunday, June 9 to Friday, June 14; near DeBeque, CO
  • Outdoor Mentors