Discovering Careers in Natural Resources through Outdoor Adventures
by Emily J. Anderson
Oregon State University
Career education and opportunities to explore diverse options in higher education are often limited for many high school students. New college students cite personal interests and work-relevant experiences as the primary factors influencing their degree and career choice (Lent et al., 2002) and perceive a significant lack of career guidance in the secondary school system (Hurley & Thorp, 2002). Traditional and non-formal educators should find new and creative ways to introduce youth to a variety of career options so they can make better informed decisions about their future. Oregon 4-H Explorers provides an example of introducing teens to natural resource career fields through outdoor adventure programming.
In recent decades, American teenagers have shown decreased interest in natural resource professions despite their strong interest in environmental issues (Strandbu & Krange, 2003). Declining enrollments in these degree programs impacts the outlook of natural resource industries. This poses a significant problem with economic success in communities of the Pacific Northwest that are strongly linked to natural resources. Furthermore, a personal connection to nature is a strong indicator of positive environmental ethics and desire to participate in conservation activities as an adult (Guiney & Oberhauser, 2010). For these reasons, one of our educational priorities should be finding ways for youth to value and connect with the resources, potentially leading to the decision to pursue a career in the field.
A young person’s choice to pursue a career in natural resources often stems from exposure to nature at an early age and an attraction to working outdoors (Sharik & Frisk, 2010). Additionally, youth who have a make the acquaintance of a professional in the field are more likely to choose a similar career path (Searle & Bryant, 2009). One study found that the declining selection of natural resource careers is caused by a lack of understanding of what exactly these jobs involve and absence of exposure to the field (Hager, Straka, & Irwin, 2007).
Perhaps the best way to attract youth to natural resource careers is through time spent in the outdoors, developing that all-important connection to nature while interacting directly with those who work in the field. Oregon 4-H Explorers was designed to do just that: introduce teens to careers while participating in an outdoor adventure program with industry professionals.
The benefits of learning in outdoor environments are abundant. Through intentionally designed outdoor experiences, youth advance their knowledge and understanding, attitudes and feelings, values and beliefs, activities or behaviors, and personal and social development (Dillon, et.al. 2005). More specifically, positive youth development programs with wilderness adventure elements can play a key role in addressing the needs of underserved youth (Norton & Watt, 2013). With this understanding, outdoor adventure opportunities are an easy choice for educators introducing youth to careers in natural resources while remaining rooted in positive youth development theory.
Oregon 4-H Explorers is a place-based, experiential education program for 12-18 year old youth. The program spans five months with full day excursions scheduled every-other Saturday and resource material to review in between. Marketing efforts highlight the outdoor adventure and recreation opportunities. However, in addition to technical skill building and nature-discovery, youth are exposed to a new natural resource profession during each excursion. Local professionals participate in each excursion while informally presenting about opportunities to work in their field, which compliments the outdoor activity. For example, a fish biologist joined the Explorers’ rafting trip and talked to the participants about the time he gets to spend on the river for field work. Similarly, a forester led participants on a Pacific Crest Trail hike, a geologist joined the caving expedition, and a climatologist took them snowshoeing at Crater Lake National Park. Inviting these guest professionals on the excursions provides a comfortable, informal way for youth to learn about natural resource topics and a “day in the life” of a professional in the respective field.
Participant evaluation results determined that program goals were achieved. Participants reported a stronger desire to study natural resources in college and pursue a career in a natural resource field. Conjointly, participants have a stronger connection with the natural environment, feel safer and more comfortable outdoors, enjoy outdoor recreation more, care more about the health of the environment and have a better understanding of how ecosystems function.
While exploring the great outdoors and natural resource career fields, Oregon 4-H Explorers simultaneously developed valuable soft skills that will provide lifelong benefits in whatever career path they ultimately choose to pursue. Participants reported a stronger sense of independence, increased confidence, and a more positive self-image. Furthermore, upon completion of the program all participants said they were passionate about the topics presented and many believed they would not have had the opportunity to learn about these topics if not for the program.
All of the youth who completed the inaugural season of Oregon 4-H Explorers wanted to participate the following year. A leadership track was developed to offer the returning participants an elevated experience where they could explore careers more deeply and strengthen their leadership skills. These experienced youth earned the title “Guide” when they committed to the second season of the program. They were tasked with deciding which recreation activities and natural resource fields would be explored in the second season. They were then given the responsibility of leading “tailgate sessions,” or safety talks, and physically guiding the group through adventure activities. They each received 4-H Junior Leader Training, CPR and First Aid certification, Leave No Trace training, and were offered job shadowing opportunities with one of the guest professionals.
The keys to success for Oregon 4-H Explorers that should be considered when designing similar adventure- or nature- based programs are, (1) informal learning and self-discovery, (2) diligent risk management protocols, and (3) strong relationships between youth and adults. Oregon 4-H Explorers follows a true “learn-by-doing,” experiential approach. Activities were intentionally designed to be hands-on and learning was often self-paced. Rather than scheduled lessons or prescribed curriculum, youth learned about natural resource careers through informal question and answer and one-on-one conversation. Risk management and safety are also significant factors in creating an environment where youth are comfortable. In addition to important safety protocols and requirements mandated by the organization, Oregon 4-H Explorers utilized “tailgate sessions” at the beginning of each excursion to discuss safety concerns and precautions for the particular day’s activities. Finally, youth developed strong relationships with the adult chaperones who supervised each excursion. This allowed a deeper sense of safety and comfort while experiencing new, and often risky, activities. The amount of time spent with the guest professionals, typically 6-8 hours, also offered the unique opportunity to develop a comfort level that is difficult to create in an alternative classroom presentation. Youth were able to ask questions about their career throughout the day as the level of comfort increased.
Careers in natural resource fields are alluring options for youth who have a personal connection to nature or would enjoy working outdoors. Unfortunately, many youth do not consider these fields because they are not exposed to them or offered opportunities to spend unstructured time in nature. Non-formal educators are in a prime position to design programs that compensate for these missed opportunities and help youth discover the benefits and rewards of natural resource careers. A tremendous opportunity exists in collaboration between schools and non-formal environmental education organizations.
Non-formal education providers can be excellent resources for school administrators and teachers. Organizations like 4-H Youth Development have the expertise and flexibility to offer out-of-school educational opportunities. Experiential and place-based education outside the classroom is an outstanding way to supplement the traditional classroom experience. Programs like Oregon 4-H Explorers can be developed in collaboration with a class or school to compliment the classroom experience or can be stand-alone educational experiences in out-of-school settings.
Offering opportunities for youth to develop personal connections with nature may be the first step in their eventual selection of a career in natural resources. Oregon 4-H Explorers demonstrates that during or after that connection has been made, creating environments for youth to spend unstructured time with professionals in these fields can have a significant impact on their ability to visualize themselves in those professional roles. Facilitating these opportunities in a way that is fun and engaging for participants has a strong and long lasting impact.
Emily Anderson works for Oregon State University as a 4-H Youth Development Program Coordinator in Lane County, Oregon.
References
Dillon, J., Morris, M., O’Donnell, L., Reid, A., Rickinson, M., & Scott, W. (2005). Engaging and learning with the outdoors – the final report of the outdoor classroom in a rural context action research project. Berkshire: National Foundation for Education Research.
Guiney, M.S. & Oberhauser, K.S. (2010). Conservation volunteers’ connection to nature. Ecopsychology, 1(4), 187-197.
Hager, S., Straka, T., & Irwin, H. (2007). What do teenagers think of environmental issues and natural resources management careers?. Journal of Forestry, 105(2), 95-98.
Hurley, D. & Thorp, J. (2002). Decisions without direction: career guidance and decision-making among American youth. Research report prepared for the Career Institute for Education and Workforce Development. Washington, DC: National Association of Manufacturers.
Lent, R.W., Brown, S.D., Talleyrand, R., McPartland, E.B., Davis, T., Chopra, S.B., Alexander, M.S., Suthakaran, V., & Chai, C. (2001). Career choice barriers, supports, and coping strategies: college students’ experiences. Journal of Vocational Behavior, (60(1), 61-72.
Norton, L.N., & Watt, T.T. (2014). Exploring the impact of a wilderness-based positive youth development program for urban youth. Journal of Experiential Education, 34(4), 335-350.
Searle, S. & Bryant, C. (2009). Why students choose to study for a forestry degree and implications for the forestry profession. Australian Forestry, 72(2), 71-79.
Sharik, T.L. & Frisk, S.L. (2010). Student perspectives on enrolling in undergraduate forestry degree programs in the United States. Natural Sciences Education, 40(1), 160-166.
Strandbu, A. & Krange, O. (2003). Youth and the environmental movement – symbolic inclusions and exclusions. The Sociological Review, 51(2), 177-198.