Dave Cuddy's Excellent Adventure in Africa

Dave Cuddy has been an instructor with Strathcona Park Lodge and Outdoor Education Center for the past couple of seasons. In 2006/7, he joined Canada World Youth on a six month commitment

Q1: Dave, tell us a little about you?
DC:
I was born and raised in the Ottawa valley, and attended Algonquin College in Pembroke. There I completed a Diploma in Outdoor Adventure and Leadership in 2004. I was a guide at . In addition, I worked as tree planter in Alberta, a ski and snowboard instructor in Terrace at Shames Mountain Ski Resort and other resorts. Gradually I seemed to be moving west. I am always game for outdoor pursuits of one type or another, and this winter I will spend time in the southern US and Mexico to climb. Of course, while I was here at SPL the back country always called! And of course, here were plenty of fellow outdoor pursuers.

Q2: How did you come to be at SPL?
DC:
I first heard about it through an instructor at Algonquin College. I found myself working at Mt. Washington Alpine Resort in 2004/2005, and following the ski season, applied for a position of instructor at SPL in 2005.

Q3: What programs have you lead or instructed at SPL?
DC:
I worked with school groups in the Adventure One program[Ed: introductory outdoor skills program for students], as well as specialty programs, involving white water canoeing, rock climbing, and sea kayaking. In the summer the WYLD Earth Walker/ Primitive Skills program.
Having worked with other client groups, which contract us for specialist guide and instructor services, has been a great way to learn and expand my teaching skills.

Q4: What is the most challenging—and the best—part of working at SPL?
DC:
You really have to dedicate yourself to doing this, the time spent to deliver a good experience for kids is essential; it means preparing well and keeping the end result for your students in mind. It is demanding and satisfying. The best part is the people I get to meet: the kids, the teachers, parents, chaperons…and co-workers, and being able to share my passion about the outdoors; people moving beyond the superficial.

Q5: Dave, from your perspective what is the most valuable thing students can take from here?
DC:
The exposure to real life situation. Learning to make decisions, to be more of a leader wherever they go back to, to be more aware of what is and goes on around them.
School kids—for some this is the first time in the wilderness—get a chance experience a very different setting, and unlike the familiar classroom, you have their more of their attention and interest.

Q6: Tell us a little about CanadaWorldYouth? What prompted you to get involved?
DC:
CanadaWorldYouth (CWY) is hard to sum up. I guess the best description would be that it is a cultural exchange program with an experiential and international education component. If you look at the mission statement, Canada World Youth’s mission is to: increase the ability of people, and especially youth, to participate actively in the sustainable development of just, harmonious societies; it speaks for itself. I found these values attracted me to CWY and I wanted to see how this played out for me—I was curious. In addition, I saw this as a great way to travel and experience other, very different cultures. It is a highly regarded program with a lot of competition for places. I was accepted on my third application—so if you are really interested keep trying!

Q7: What was the most memorable part of your time CWY?
DC:
I think my first day and night in Nairobi and, in particular, when I arrived to meet my counterpart’s family. The place was bustling, there where lots of people on the streets, cars on the wrong side of the road, a bit of a carnival atmosphere; people really enjoying themselves; I finally got to use my Swahili language skills!!!
The second—and quite amazing experience—was the Orientation camp in Brockville, Ontario. Initially it was just the Canadian contingent. But when the East African group arrived we were literally outnumbered—the whole group dynamic changed—and this was a really positive and interesting week. The group from East Africa was drawn from two areas in Kenya and two in Tanzania. During that week teams were formed each with different a focus. Issues such as: gender, oppression, power of privilege—all core issues central to what CWY is about. Thereafter we spent more time on the Africa-Canada Eco-leadership Program.

Q8: A number of environmental initiatives are part of CWY. What are they? What can Canadian—and for that matter any Westerner—learn from this?
DC:
In Canada, placing participants in eco-leadership was a great challenge. I worked with the Ministry of Forests on a Re-forestation program. This was specifically with respect to timber cutting and the use of specific tree species for medicinal purposes.
In Tanzania, we were involved with an organization called UVIKIUTA which was concerned with sustainable logging. The critical issue here was that timber was cut to have the raw material for charcoal—important for cooking; electricity was unreliable and expensive. My partner and I gathered information, and presented on how the local economy affected the environment. A tree nursery grew indigenous trees which were used to replant clear cuts; as well NGO’s were looking at ways to stop the illegal clear cutting. Another project was the use of biogas to reduce the dependency on charcoal or electricity. This involved the use of animal dung to create methane which was then burnt for cooking purposes or to create electricity locally.
The other aspect was the creation of small businesses to give those new business owners an opportunity to make a living. Each business idea had to have an environmental component to address environmental degradation, pollution, in short anything which negatively affects the local living space. During the program any educational activity days ranging from Arts to Social Services—all had to have its environmental connections analyzed and discussed. What any westerner can see is that the environment is front and center—is intimately linked--with any human activity.

Q9: What would you say to someone contemplating CWY participation?
DC:
This experience was really rewarding it exceeds —many times [sic] by far—the fundraising effort required. The fundraising commitment, which is a prerequisite, may deters some people, but the experience you have in return is more than paid back by the whole time with CWY. CWY actually funds 85-90% of the cost your time with their organization—six month of your time and commitment.
The people you meet, how they deal with life’s challenges, their outlook on life, what you learn…you have to try it for yourself!
Q11: To what extent did your experience help you in you work here?
My awareness has definitely increased how I see the kids, how I see my own actions, the actions of the Lodge, how students act and the cumulative effect of all these actions.
I have learnt a lot with respect to facilitating new ideas, discussions on local and global interdependence. New ideas from this experience continue to emerge.

Q10: What is next for you?
DC:
I am not sure what will materialize next. The current plan is to go down the west coast of the US and then down to Mexico to explore and do some climbing. After that I want to do a semester of intensive French Language course at Laval University, followed by work with Village Camps--an Outdoor Education facility--in France.
In the long term, I want to go back to Tanzania to set up an environmental Outdoor education center in the Great Rift Valley with a fellow CWY graduate—he is Kenyan.

Dave, Thank you for your insights

The Importance of being an Environmentalist

The following interview is the second in a series about our staff. With respect to global issues such as poverty, sustainable development, environmental issues, this interview hopes to convey the personal commitment our instructors bring to SPL. SPL supports staff by sponsoring specific projects to further those aims.



Q:
Erika, tell us a little about you?
A:
I grew up in Victoria, BC. I completed a double major in geography and environmental studies at the University of Victoria; with courses like sustainable food systems, forestry issues…etc. My academic studies to some extent painted a fairly gloomy picture—there were days when looking at our (human) environmental impact was overwhelming.

Q:
What is the best part of living/working here?
A:
I love working with kids. I enjoy being outside, living in a community where life is a little more simple—like living in cabin without power— where I can pursue my passion with like-minded people.

Q:
What do you see as the main role of Outdoor Education Leaders? How do you achieve that? What are the challenges?
A:
One of the challenges we face as instructors is the brief time we have with students—so connecting with them is a challenge. It is also challenging if students have negative attitudes and are not that interested in being here.
I think our role is to facilitate a positive experience in the outdoors that allows participants to grow as individuals and as a group. A big part of it is just getting youth outside in a wilderness setting something a lot of youths—growing up in an urban environment—are not familiar with.

Q:
As an Outdoor leader, you are involved in Curriculum delivery. What approaches, ideas do you want to develop?
A:
I want to do more work about the impact of our consumption, our ecological footprint. For example at the Otesha project we introduced audiences to the “Banana Chain Game”. This game looked at the production of food and its effects on people in the chain of distribution; moneys received, use of pesticides, fair wages, cost-sharing…
I think it is important to raise global issues and encourage people to think about the impacts they have, and how they can bring about positive change.





Q:
Finally, we get to the Otesha Project. What is it? What are its goals?
A:
I first heard about Otesha from a friend, where I saw a book about Otesha.
I was attracted to the organization I wanted to do an action based activity. I wanted to go on a bike tour!
I was accepted to participate in the Rocky Mountain Tour in December, 2006 and participated in May, 2007. My group consisted of 18 mostly Canadian with one US and one Welsh participant.
We presented to school groups, church groups, and in public places like coffee houses. The Otesha play centered on two characters, showing an hour of their lives titled: “Morning Choices”. And this touched on the choices revolving around water use, clothing, media, food, coffee (fair trade), meat consumption, transportation, and energy use.
We wanted to raise awareness of these issues. By cycling we wanted to demonstrate self-propelled travel. At the end, all get a “Hope” post card, which asks the sender to commit to an action—the underlying message is: every choice can have an impact!

Otesha has a further program—the Triple H program—where high school students are taught the play so that they can perform it in their cities. Otesha’s main goal is to empower youth to take action on environmental and social justice issues.

Q:
What would you say to someone who may consider participating in the Otesha project?
A:
They should participate!!! It was incredible to spend this much time focusing on the issues I am interested in, and with other people who are just as passionate about these issues. This experience helped me feel a lot more positive and hopeful just by meeting so many dedicated people.

Q:
Can we talk about SPL’s core values? What would you like to see SPL focus on? What is it we do well, and what needs greater emphasis?
A:
The core values are really good. I believe we need to keep working on a strong environmental focus, and wherever is possible, we should keep working on reducing the Lodge’s footprint, by being an example of sustainability.

Q:
Do you see the environmental movement as being effective?
A:
Of course, environmental issues are more prominent now in the public domain, but actual positive action has been limited. There are lots of things we can do—at a personal level—and there has to be a shift with respect to what kind of lifestyle we expect, and in how much we consume. I think there also needs to be a lot more political pressure by making environmental concerns a priority in elections.
We also need to stop seeing the environmental movement a separate special interest group. Environmental issues are economic, social and health issues…

Q:
What are your future plans?
A: The plan is to go back to complete a teaching degree, to then teach or work with environmental organizations in an educators role.

Erika, I thank you for your time and thoughts.

Staff Interview: Laura Kittle

This interview was conducted with Laura Kittle, one of our outdoor leaders, and a COLT graduate, on April 27.
She took some time out from work for this interview, and shared her thoughts.

Q: Laura, would you tell our audience a little about you?
A: “I grew up and lived in Ontario. I attended South Carlton High School in Richmond (ON), where I was introduced to outdoor education experiences by a great teacher, Bill Sheffield. A teacher, who was passionate about teaching indoors and outdoors; it was a whole approach. I would love to be someone’s Bill Sheffield. At Brock University I completed the Bachelor of Outdoor Recreation and Leisure Studies—a program with a largely theoretical focus. Students participated in some outdoor events but most trips were student initiated. Consequently I chose COLT (the fall of 2005) as way of broadening my hard skills repertoire—something the program has great reputation for. Here I was able to hone my strengths and really strengthen what I thought were my weakest skills. My personal preference was for the water based components of the course. In the spring of 2006 the practicum was the next step for me as I wanted to work as an outdoor leader / instructor, which I was able to do last year here at SPL.”

Q: What do you see as the best part of living/working here, the biggest challenge, the food?
A: “Hmm… the best part is living and working in a community of healthy, like-minded people, and the biggest challenge is trying to explain how this community works to other people especially in the city. The food … the food—there is no way I could eat this well living elsewhere or by myself.

Q: What do you see as the main role of outdoor leaders? How do you achieve that? Name some challenges?
A: I see our role as that of ambassador for the out-of doors; and I try to create a comfortable, happy environment, hoping to spark stewardship with the students in my group(s). This may not happen tomorrow, or the next day, but in the future; so those, who have been here, will be more responsive about the natural world. Activities the students participate in allow me to let my passion shine through. Definitely, I am glad to be getting paid for something I love doing. I believe by blurring the line between work (learning?) and play, we get happier people. There is not enough play in this world, you know … people having fun, playing…

Q: I see you put up some question about the concept “more with less”. What prompted you to ask the questions?
A: I see this as way to help other leaders clarify the concept. Here at SPL, Leaders bring a diverse range of skills, qualifications, experiences, perspectives and stories. This seemed to me one way to create an opportunity to share and engage—if the wanted to.

Q: Where do think this will go?
A: I hope people keep writing up ideas, thoughts that are provocative, innovative…
Out of the ideas, I hope, people may take action—that is happening already. For example, Emily (Parker) suggested we (?) label bathroom garbage as burnable, so there is one way to reduce landfill. There may be other ideas—all are welcome. Alli Powers (Chief Instructor (Education)) and Bob Mielke (Maintenance) are moving this small project further along.

Q: What do you hope to have as an outcome by asking for all these contributions?
A: Outcome? I would like...to get people thinking, or to share their ideas, or raise issues important to them, or to simply raise awareness. Now one person can express an idea, but someone else can act on the idea—of course, working together on any project is good too.

Q: I noticed that your project, as it were, prompted a lot of environmentally focused responses. From your viewpoint, where do you see the Lodge’s environmental priorities, needs?
A: The lodge already does wonderful things, raises awareness, and of course there is always more to do.
So here it is: LESS PLASTIC BAGS!

Q: What would replace it?
A: Reusable containers! As I see it the biggest roadblock to reduce environmental impact and use less resources we (as individuals) need to expend more energy. It is less convenient. And it is not our habit—as a culture—to exclusively use containers.

Q: What would be the challenge?
A: Someone (Ed: the Lodge?) would have to pay for containers of different sizes, they could be part of an instructor’s kit. There would be cleaning, maintenance, and housekeeping issues—really do we manage this? I would be a significant transition from plastic bags. Of course, getting others onboard for this is vital, since it is less convenient and requires more effort (Ed: more effort=less pollution?). I have had a chance to raise this with the Out-trip coordinator already.

Q: Last year, SPL supported a staff member (Dave Cuddy, and more on this later) in their quest to participate in a CanadaWorldYouth project. What are your thoughts on this? DO you have other ideas along those lines?
A: I thought it was fantastic that Dave Cuddy got the support from SPL. It was great to get support in this community, and more important, the fact that staff had input on which charity to support was great idea; it created ownership and visible support. Right now Erica Spearman (SPL Leader 2006) is getting some donations, financial support from some staff members already for the Otesha project. This is a very worthwhile venture to look at.

Q: As an Outdoor Leader you are involved in curriculum delivery. What new ideas/ approaches would you like to be involved in developing?
A: What is good here is the freedom, the autonomy in the way we can deliver learning objectives. This can be a challenge sometimes, as I believe some objectives need to be delivered in a more consistent format.

Q: For example?
A: We need to make better, clearer connections or links between nature and living in the city and the home. More kids are disconnected now.

Q: We should integrate nature and the class curriculum?
A: Yes. I feel we can get carried away with just delivering an activity, but to me it is important to tie together the intellectual and theoretical parts of education with outdoor education ideas. Outdoor Ed. is a great leveler; the concepts are basic and often simple.
The challenge is to create a connection.
Matt Morgan-Henderson, our Chief Instructor, and I, had a chat about this. A forum would be a great venue for furthering this. This would allow piggybacking of ideas. I believe we need to emphasize the intellectual side of Outdoor Ed. The doing is of course important, but so is the thinking, reflecting. We need to come across as well-spoken, intelligent, and educated people with students and teachers, reflected in what and how we say it.

Q: Is that an outcome of your education?
A: Quite likely, and I crave the thinking part of Outdoor Education. I think that we will be better advocates for outdoor education, if we are clear, and concise in what we say and do—which requires still more thought.

Q: The challenge for outdoor education is to retain its relevance and effect with students after they leave here. What are your thoughts on this?
A: The biggest challenge is to leave impression or footprint that stays with them. It can be slow burn. I have had a few students, who get it while they are here, that are changed by the experience. Others take much longer. We have got to make sure we give as much of ourselves as is possible to create lasting memories. Our role-modeling is really important here, so students see and feel our passion and love of nature. It is my hope we are cool enough to be remembered as role models.

Q: SPL has been around for almost 50 years and it is celebrating 30 years of COLT this year. From your perspective, what kind of projects/ ventures would you like to see people, the Lodge engage in.
A: Hmm…that is a hard question. I have to think about this one as SPL does a lot of excellent work already, and has a great reputation.

Q: Future plans? Tell us a little about what you see for yourself—apart from instructing/ leading here at SPL?
A: I think I have answered this in part, already. I love the intellectual, the thinking, and then acting. Teachers College was a thought. I am a little nervous about Teachers College.

Q: Because you might teach in the classroom?
A: The best teachers took us outside. They understood connection. Bill Sheffield did.

Q: What would stop you?
A: I guess I just need to go and look where I can teach this way.

Laura, thank you!