Master’s Portfolio


YDL Reflection

Personal Theory of Youth Development

Field Experience

For my field experience, I took a position as the Nature Director of Day Croix in Hudson, Wisconsin. This position required that I work with four different groups of students (ages 4-16) each day for one hour, teaching various nature lessons. In addition, I had various small roles to play around the camp.

The position came with curriculum created by the previous director, but as part of my field experience I chose to completely redo the format and curriculum. A good number of my field experience hours were completed before the summer started with researching for and creating the curriculum, and then adapting and simplifying the curriculum throughout the summer.


  • Outdoor Education: A two credit seminar I created to introduce basics of outdoor education to master’s students. This course included several site visits and a weekend experience. What I most appreciated about this course was the chance to get to know my classmates in a unique way, and to bring such varying backgrounds and ideas of education to the camp setting.
  • Diversity and Equity Certificate: The real educational value of this certificate for me was in the interaction among attendees. The courses brought in a wide variety of people connected to the college, primarily staff and faculty. It was a worthwhile experience to sit at a table across from so many educated individuals and struggle through difficult questions and situations. I came away from the certificate experience with greater knowledge of a number of diversity and equity issues, more humility regarding my own knowledge, and more confidence when talking about these issues.
  • International Youth: A one-credit discussion based seminar with varying emphases. My plan when I joined this course was to be in Macedonia, but by the time the class began my plans had changed so my focus shifted to indigenous youth. My research showed a great many opportunities for indigenous youth who performed well academically and wanted to work within professions that would specifically benefit the tribe, but very few resources dedicated to professions that would not specifically benefit the tribe. Many of the wide-reaching programs were prevention based as well.