strategic model to encourage the recruitment, retention, and reactivation (R3) of anglers.
There are a few syllabi in the resources below. While these samples are good starting points you should develop your own, based on your program’s goals and objectives. Bear in mind that the syllabus you develop should also be flexible so that you can accommodate unanticipated participant needs or additional material reviews, as needed. Building in time for reviews of past material, soliciting questions from the participants’, and having participants’ reflect on what they have learned are important elements of adult learning theory. Because your students are food-motivated, you will want to plan on having time to share new venison dishes at as many sessions as possible.
Most programs consist of several sessions and extend over several weeks. The length of each of the sessions within these courses is highly variable. However, it is a good idea to seek input from your target audience before setting specific timeframes and course durations. Seeking their input on program content is also highly advisable.
These programs generally culminate in a one- or two-day hunt. A deer processing/cooking session also makes a great addition to the core program and plays to the food motivation of the participants. Planning backwards from the “hunt days” is a good way to work out the ultimate dates for your sessions.
Once you decide on the topics your program, you will need to assign instructors to them. It is advisable to train these instructors on issues they are going to face working with food-motivated, new adult anglers.