Dog Sledding Expeditions:
We offer a unique opportunity for team members to travel, work together, and explore their conceptions of "teaching" and "learning" in meaningful ways. Three- to five-day dog sledding expeditions provide participants with: restorative time with winter landscapes, exploration of the dual teaching and learning roles that mushers and dogs share, and reliance on self and others for survival. Throughout the experience, your MuSE consultant will prompt you to reflect on the how your interactions with the environment and your dog team can inform your beliefs about the nature of teaching and learning. Explore the comments of past participants:
"So what I came to was that a teacher has a role that is triplicate. The teacher is an obstacle, a resource and a motive. For example, take a student learning calculus. The student’s obstacle is the particular problem that the teacher has posed, the motivation is the high grades he can get that open future doors, and the resource is the textbook, class notes, and the teacher during office hours or in class...Our dog sledding trip was an educational dream."
"You begin to find that all of the dogs have their own personalities and, with love and whatnot, everything can be accomplished with these dogs. It relates back to teaching, because if you don’t treat each animal as an individual and learn their ins and outs, there’s no way to instruct them."
"Throughout our trip, each of us was forced to assume the role of both teacher and student in an environment and activity unlike any classroom and lesson that we had ever experienced.
"After turning the traditional classroom setup on its head and spending five days documenting reactions to this change, I came to some startling realizations about how dog sledding is applicable to me personally as I go about my everyday routine. The time I spend volunteering is often through schools and so I have very practical applications to the leadership and classroom management skills I gained from the trip. However, it also taught me that teaching is not something constrained to the four walls of a classroom and happens everywhere and all the time, and thus, what I learned is universally applicable.
"An outdoor educative experience, by leaving behind the constraints of the classroom, opens up realms of self-discovery by removing clearly defined roles of teacher and student, allowing one to learn unique lessons with far higher retention and much lower stress than is common to the traditional classroom."
"Venturing into the wilderness to spend time alone with only one’s thoughts, the dogs, and a few select companions can be a very educative experience. It is through this unique outdoor classroom that I was able to develop more advanced ideas on leadership, classroom management, and relaxation causing me to reevaluate how I think about traditional education methods."
"And, so, I think in retrospect I truly won’t understand everything that I’ve experienced here until after I’m back. And, I think that, considering how this works, it’s not so much about the teacher or the learner when you’re learning in a non-classroom setting—a museum, outdoors with the dogs, wherever it might be—it’s more about the feeling. And what you learn is something that you discover later. It’s how you reflect back on it. It’s how you feel about it when you think about it later. It’s about the story you tell and what the story teaches you."