Camp Experience Research Articles

Agency Building with Early Research Exposure: A Study of an Undergraduate Science Education Exposure Program

Undergraduate research exposure provides students with opportunities to positively perceive their association with their scientific discipline through agentic experiences, and thereby fostering their disciplinary identity building. In the present study, we explore students’ experiences of participating in an undergraduate level research exposure camp in Chemistry discipline. The camp is organized under a national level nurture initiative for undergraduate science and engineering students in India. It is a two-week long residential camp in which students are engaged in lectures on theoretical topics in chemistry, problem solving sessions, long laboratory exercises, abstract writing session, and students’ seminars. The camp also serves as a first step to select a small cohort of students based on their performance in the different activities during the camp for extended research projects opportunities. We apply the critical science agency framework to examine students’ experiences during the camp, and how understand how students connect their prior experiences and future career related choices with their camp experiences. The qualitative analysis describes students’ accounts of the emergence of agentic personalities at the entry, during, and beyond the camp. We noted instances in which students’ decisions and subsequent actions of applying to and attending the camp surfaced, and through students’ narration interpreted how some of these were markers of critical science agency. Based on authors’ understanding, this is the first, and one of the few studies conducted using critical science agency framework with science undergraduate students about their early research experiences. The study provides insights about potential programmatic features for similar undergraduate research camps in India as well as on a global platform.

An Effective Interprofessional Collaboration to Support African Refugee Students' Oral and Written Language and Social Integration

Purpose: Two faculty members collaborated to advance educational equity by providing a summer camp experience to prevent summer learning loss for African refugee students in preschool through high school. Both faculty members educate university students in graduate programs, one for students aiming to become educators of English to Speakers of Other Languages and the other for speech-language pathology students. Method: Speech-language pathology graduate students provided supports for oral and written language within Tier 1 of a multitiered systems of support framework during camp. Interventions were provided within the context of the camp activities, rooted in the constructs of contextualized intervention, implicit learning, and feedback-free learning. The speech-language pathology students collaborated with the faculty members, camp director, community members, and the campers. Results: The speech-language pathology students learned to provide language support in natural environments, analyze writing, recognize strengths and areas for growth in multilingual learners, establish rapport with individuals from cultural and linguistic backgrounds that differ from their own, collaborate with other professionals, and build campers' confidence and self-esteem. The campers expanded their vocabulary, syntactic, and narrative production and developed teamwork, collaboration, and leadership. Conclusions: This program can be a model for others aiming to collaborate to advance educational equity. Speech-language pathologists have an important role in collaborating with colleagues from other disciplines to provide programs for language and literacy support, even when the students do not have underlying language disorder.

Nutrition and Glycemic Control in Children and Adolescents with Type 1 Diabetes Mellitus Attending Diabetes Camps.

Background/Objectives: Diabetes camps for children and adolescents with Type 1 Diabetes mellitus (T1DM) offer the opportunity to have a camping experience in a safe and supportive environment where they can receive diabetes skills education, such as glucose self-monitoring, insulin injections, management of hypoglycemia/hyperglycemia, and nutritional recommendations, including meal planning and carbohydrate counting. The ultimate goal of diabetes camps is to educate children to manage their condition independently, without parental involvement. Additionally, attending a diabetes camp is an excellent opportunity to meet peers and share their experiences and concerns about their condition, enhancing their confidence and reducing diabetes-related emotional distress. The aim of this review was to assess whether the nutritional planning and education offered at diabetes camps has a favorable effect on the glycemic control of attending children and adolescents. Methods: A literature search in PubMed and Scopus databases was performed. Eligible for inclusion were studies evaluating the effect of nutritional education offered in diabetes camps on glycemic control of children and adolescents with T1DM. Results: The majority of identified eligible studies supported the beneficial impact of the nutritional education offered in diabetes camps on glycemic control during and after the camp sessions. The favorable effect, though, seemed to be temporarily sustained (<6 months). Conclusions: Continuous nutritional education is required to prolong the duration of these beneficial outcomes. Further interventional studies are required to evaluate the direct effect of nutritional education provided at diabetes camps on glycemic control of children and adolescents with T1DM and the actual duration of favorable outcomes.

A Study of the Effectiveness of Camp Baker, an Adapted Summer Treatment Program for Children with ADHD

ABSTRACT Background Although the Summer Treatment Program (STP) is a well-established treatment for ADHD, STPs are only offered at a few sites in the United States, suggesting opportunities for improved implementation. Objective This study aimed to evaluate the effectiveness and caregiver satisfaction of Camp Baker, an adapted STP for children with ADHD designed to address implementation barriers. Methods Adaptations included condensing the length of treatment and augmenting the STP to cover additional skills (e.g. educational opportunities, therapeutic skills training, enhanced parent training). Children (N = 159; 84.3% male; 65.4% White; 5–12 years old) with ADHD participated in Camp Baker throughout 2019, 2021, and 2022. Families who participated in Camp Baker in 2019 were asked to complete an anonymous survey that contained choice-select (e.g. “My child is better at handling daily life”) and open-ended questions (e.g. “From your perspective, how did Camp Baker most help your child?”) to assess their perceptions of and satisfaction with Camp Baker. Qualitative survey responses (n = 30) were double-coded using an inductive content analysis approach. Results Commonly endorsed themes included positive feelings about the program (e.g. “fun camp experience at Camp Baker”), positive feelings about parent training (e.g. “the training is amazing”), and positive child outcomes (e.g. “gave him newfound confidence”). Caregivers reported significant improvement in child behavioral, attentional, and emotional problems from pre- to post-camp. Conclusion With intentional adaptations made, Camp Baker was easily implementable while demonstrating promise for the retainment of effectiveness and satisfaction.

Rediscover nearby nature: Exploring the well-being effect and influence factors of camping at different stages of COVID-19

The COVID-19 pandemic has significantly impacted people's lifestyles. Camping, as an outdoor activity, has become increasingly popular in urban China, especially during the pandemic. However, existing literature lacks the recognition of changes in the psychological aspects of camping at various stages of health crises. This study developed a comprehensive model to explore the connections between constraints, motivations, satisfaction, and subjective well-being in camping experiences at different stages of COVID-19 pandemic. A two-wave tracking survey was collected in May 2022 during the COVID-19 period, and April 2023 in the post-COVID-19 period. The findings indicate that travelers faced fewer constraints after the health crisis, with their satisfaction levels less affected by these constraints. Travel motivations, however, did not show significant changes. It is worth noting that while camping satisfaction continued to positively impact subjective well-being, its influence notably decreased after the health crisis. This research illuminates the evolving relationship between antecedents and consequences of camping throughout different stages of health crises, providing insights for enhancing camping product and experience design, as well as campground planning and management. Management implicationsThis pioneering study examines camping in nearby natural settings across different phases of COVID-19, elucidating differences in well-being outcomes and factors influencing camping experiences. Findings offers invaluable insights into current practices and management strategies related to camping. Campsite managers need to pay attention to the psychological processes of campers at different stages of the COVID-19 pandemic. Furthermore, governments and service providers can tailor products and services based on tourists' evolving needs and psychological changes.

Rejuvenating Mind and Soul: Psychological Benefits of Camping Experiences and the Moderating Role of Psychological Distress

ABSTRACTThis study examines the extent to which camping experiences influence campers' restoration, psychological capital, and life satisfaction and the role psychological distress plays in this process. Survey data were collected from 420 Chinese campers and analyzed using multigroup structural equation modeling. Four categories of experiences (i.e., escapist, entertainment, esthetic, and educational experiences) positively impacted restoration, which then contributed positively to psychological capital and life satisfaction. Psychological capital influenced life satisfaction and mediated the relationship between restoration and life satisfaction. The association between restoration and psychological capital was weaker in the group with higher psychological distress. The study calls for a broader application of psychological capital in outdoor recreation and tourism research.

‘We’re all on the same journey; some are just a bit further down the road than others’: a qualitative study exploring peer mentors’ experiences in Active Rehabilitation camps for individuals with acquired brain injury

Purpose This study aimed to explore how peer mentors experience their role and practice in Active Rehabilitation camps for individuals with acquired brain injury. Methods Sixteen peer mentors with acquired brain injury were interviewed, and the data were analysed using Systematic text condensation. Self-determination theory was used to interpret the results. Results Six themes were constructed: “Altruistic motives drive peer mentors” engagement”, “What does it mean to be a peer mentor?”, “Peer mentors question their qualifications”, “Camp is tough—Nothing can compare”, “Being a peer mentor—A part of one’s rehabilitation process”, and “Closeness and trust—A bubble of understanding”. The peer mentors reported personal benefits, such as increased knowledge about brain injury, self-esteem, motivation, physical activity, community participation, and social networks. They perceived that mutual understanding among peer mentors and mentees created a safe camp atmosphere, which led to positive experiences. Conclusion The peer mentors benefitted from their role and described it as part of their rehabilitation journey. We recommend that peer mentors receive training before entering this position, feedback on their performance, and camp schedules that accommodate time for rest and informal meetings between mentees and peer mentors.

Empathy in an ecosystem: A longitudinal study examining contributions of summer camp and school experiences to empathy during early adolescence

This study utilized data from a national longitudinal study of 277 early adolescent summer camp participants to examine the iterative links between youths’ experiences in two contexts – summer camp and school – and empathy over two years. Using a cross-lagged panel model, the authors examined how the quality of youths’ developmental experiences within each context, defined as a combination of supportive relationships and engaged learning opportunities, were related to youths’ empathy over time. Results showed that 1) higher quality developmental experiences in each context uniquely predicted improvements in empathy; 2) youths’ developmental experiences at camp and school were mutually reinforcing over time; and 3) school experiences partly mediated the effects of camp experiences and vice versa. Results illustrate the value of out-of-school-time contexts for supporting empathy, the importance of developmental experiences across settings, and the need for researchers and practitioners to attend to the ecosystem of social development.

732 An Evidenced Based Approach to Capturing Growth and Change Through the Burn Camp Experience

Abstract Introduction The American Camping Association (ACA) explored “in what ways do children change because of camp experiences” (Thurber et al, 2007). Our burn camp approached this same question about the medical specialty camp experience assessing readiness and change in three key areas of growth: Independence / Leadership, Adventure / Exploration, and Social Skills. Methods The ACA supported the development of the Camper Growth Index (Henderson et al, 2006). For our medical specialty camp, a subset of items was selected for each area based on the strength of factor scores in the original study, relevance to our camp setting, and the growth being documented in counselor reports. Campers ages 8 – 18 and caregivers rated items addressing these areas on a 4 point likert scale from disagree to agree. Sample questions are “I am good at doing things on my own”, “I like to talk to kids I don’t know yet”, and “My child likes to try new activities”. Campers and caregivers received the questionnaires across a 3 year period. Results Pre-Camp ratings from campers and caregivers are consistent across the 3 years (Table 1). When campers were queried on the last day of camp, their adventure / exploration scores trended upwards, however that trend did not continue at 3 months, but independence / leadership trended upwards instead. Caregivers rated all three categories higher at the 3 month post camp assessment. Variation in the responses between individual items suggests discriminant validity and that certain items might be more sensitive to capturing the benefits of the burn camp experience. Conclusions Burn camps are a vital part of the burn rehab and aftercare experience for young burn survivors and their families. Documenting change through burn camp remains an important task. Change in these growth areas supports our targeted and intentional programming. The Camper Growth Index utilized by ACA allows us to assess the camper and caregiver experience of change, while linking the burn camp experience to the larger youth camp community of research. Applicability of Research to Practice We are evaluating the sensitivity of this abbreviated measure within a burn camp setting. Along with other measures of growth and change, we are hoping to document the magic of burn camp.

Beyond the Camp High: The Contribution of Christian Summer Camps to the Development of Owned Personal Faith

This study sought to understand the contribution of repeat adolescent summer camp experiences within the larger landscape of adolescent faith formation. Using a qualitative approach with a sample of former, multi-year attendees of Christian camps in Wisconsin and Michigan, this study demonstrated that Christian summer camps may help facilitate the development of owned faith and foster affiliation with the body of Christ.

The Rumble of a Locomotive, Traumatizing Screams, and Mortal Dance: Firsthand Poetic Testimonies Haunted by the Sounds of the Holocaust

Abstract This article analyzes the relationship between Holocaust trauma and firsthand poetic testimonies through the lens of literary acoustics. Specifically, it explores the work of three Jewish poets, Stanisław Wygodzki, Ilona Karmel, and Stanisław Jerzy Lec, who wrote in Polish of their tragic experiences in the Nazi camps. The article compares these poetical works to involuntary flashbacks composed of haunting sounds that recall trauma and violence and applies the concept of thantosonics to these auditory memories. In particular, the author notes the importance of trains as not only an auditory motif, but also as the metrical underpinning of the verses, and as a point of juxtaposition against sounds of innocence in the Holocaust soundscape. Furthermore, the article also explores the imagery of folk dance as a kind of danse macabre, as well as instances of involuntary sonic identification with the perpetrators.

Authentic braille literacy development through interdisciplinary instruction and learning

Incorporating braille across disciplines and into authentic settings may increase motivation and acquisition. This paper explores the merging of science content instruction with authentic braille literacy development using drama strategies during a summer camp for elementary students with visual impairments and the co-occurring teacher preparation for authentic braille instruction. This study measured braille proficiency in reading and writing and science content knowledge of student participants before and after the weeklong interdisciplinary summer camp. Pre-service teachers of students with visual impairments (TSVIs) that were co-teaching with in-service TSVIs also completed the braille proficiency measures in reading and writing. The interdisciplinary camp experience and culminating museum event described in the present study provides a potential model for how to design interdisciplinary learning experiences for students with visual impairments to develop braille literacy and science content understanding.

Exploring Careers in Education and Leadership (ExCEL): Outcomes from year one of a high school education camp

PurposeThe paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.Design/methodology/approachThe current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.FindingsThe paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.Research limitations/implicationsBecause of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.Practical implicationsThe paper includes implications for the development of other education camps, especially in areas with highly diverse populations.Originality/valueThis paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

Empowering young people-the impact of camp experiences on personal resources, well-being, and community building.

Personal resources and resources of the sociocultural environment help children and adolescents to successfully cope with challenges in everyday life, which is associated with better individual well-being. SCOUT, the 'Study on Competence development in OUT-of-school settings', investigated whether participation in a summer camp enhanced adolescents' personal resources, well-being, and readiness to contribute to the community. The research took place during the Swiss National Jamboree of the Swiss Guide and Scout Movement, a two-week event in the summer of 2022, with a paper-pencil pretest (beginning of the camp - T1) and posttest (end of the camp - T2) survey (N = 607, aged 14-17). Confirmatory factor analyses were used to examine whether personal resources, well-being, and readiness to contribute to the community changed over time, and structural equation models were applied to test the direct and indirect effects of caring support from group leaders on the development of these variables. In less than two weeks, camp participants demonstrated increased empathy, emotional self-control, optimism, and assertiveness. Furthermore, the adolescents reported more positive emotions, higher self-esteem, and stronger readiness to contribute to the community. Group leaders played a crucial role by influencing the positive development of well-being and readiness to contribute to the community both directly and indirectly through the promotion of personal resources. The findings indicate that young people benefit not only from participating in collaborative activities in a stimulating environment, but also from caring support provided by their group leaders.

Narratives About Memorable Camp Experiences: Fostering Growth in Youth from Low-Income Backgrounds

Background Summer camp is an experiential learning setting that supports youth development. Due to high fees, youth from low-income backgrounds often have fewer opportunities to attend. Subsequently, there is little literature about these youth’s camp experiences. Purpose This research examined growth and the characteristics supporting growth in memorable camp experiences shared by youth more than one year after attending camps for youth from low-income backgrounds. Methodology We collected written narratives via an online survey distributed May 2022. A total of 352 youth ( Mage=16.06; SDage=0.88) provided narratives. About 56% of youth identified as female and about 23% of youth identified as a youth of color (36% identified as white; race/ethnicity data was not available for about 40% of youth). Considering the entire narrative as the unit of analysis, we inductively coded narratives for growth and characteristics supporting growth. Findings We identified growth in 33% of youth’s narratives (e.g., adopting new perspectives, discovering passions, value clarification, developing resilience). Growth occurred when youth had opportunities to try new activities, overcome challenges, or felt accepted and connected with peers or staff. Implications These findings provide useful information for practitioners and serve as a foundation for research about youth from low-income backgrounds’ camp experiences.

Exploring South African Students’ STEM Self-Efficacy and Attitudes in Non-Formal Learning Experiences

This study explored the science, technology, engineering, and mathematics (STEM) attitudes and self-efficacy of secondary students identifying as Black South African, multi-racial or Afrikaans South African, or Botswana, Namibia and Zimbabwe nationals who participated in a non-formal STEM education camp programme. Using Bandura’s social cognitive theory for self-efficacy and attitude, this study sought to document participants’ STEM self-efficacy and attitudinal factors related to the camp experience. Survey data were collected before and after participants’ participation in the camp and a delayed post-measurement after 18 months of exposure. Results indicated a significant increase in the self-efficacy concept of conceptual understanding over time between the pre-test and delayed post-test; however, there were no indicated differences over time for the other self-efficacy constructs of Higher Order Cognitive Skills, Practical Work, Everyday Application and Science Communication. Analyses of the STEM attitude constructs showed differences between the Twenty-first Century Skills (increase over time from pre-test to delayed post-test) and Your Future (decrease over time from pre-test to delayed post-test) constructs with no differences for Mathematics, Science and Engineering and Technology. Furthermore, there were no detected differences of self-efficacy and attitudes from pre-test to post-test. These findings suggest that participating in a singular, non-formal STEM learning event may not be sufficient to document changes in self-efficacy and attitudes from the pre- to post-learning experience; however, the experience could have been one of many learning events that may have provided an opportunity for supporting South African students’ self-efficacy and attitude growth, especially in Conceptual Understanding and Twenty-first Century Skills.

Evaluating the Camping Tourism Potential: A Foundation for a Development Plan at BSP Nueva Ecija Council Training Camp in Palayan City

This study embarked on a thorough assessment of the camping tourism potential at the BSP Nueva Ecija Council Training Camp nestled in Palayan City, employing a comprehensive analysis rooted in the 5 A's of tourism framework. Various dimensions of the campsite, comprising accommodation, attraction, accessibility, activities, and amenities, were scrutinized with a paramount focus on meeting the diverse preferences and needs of campers. Through a descriptive qualitative methodology, the research delved into the campsite's appeal to campers, evaluating the range, quality, and availability of lodging options tailored to their requirements. Additionally, it examined the natural and cultural attractions surrounding the campsite, assessing their allure to camping enthusiasts and nature aficionados. The study thoroughly assessed the campsite's accessibility, considering factors such as transportation infrastructure and ease of access from different locations, ensuring convenience for campers. Furthermore, it explored the breadth and diversity of activities offered at the campsite, evaluating their capacity to engage campers and enrich their camping experiences. In addition to evaluating the campsite's physical attributes, the research scrutinized the existing facilities and infrastructure at the BSP Nueva Ecija Council Training Camp. This entailed evaluating their current state, functionality, and adequacy in meeting the needs of campers, ensuring a comfortable and enjoyable stay amidst nature. Moreover, the study analyzed the camp's promotional strategies, with a particular emphasis on environmental sustainability, responsiveness to market trends, safety measures, stakeholder engagement, and economic viability. These factors played a pivotal role in shaping the campsite's image, attracting campers, and fostering a positive camping experience. A SWOT analysis matrix was developed to identify the campsite's internal strengths and weaknesses, as well as external opportunities and threats specific to the camping context. This provided invaluable insights for strategic planning, enabling stakeholders to capitalize on strengths, address weaknesses, seize opportunities, and mitigate threats effectively, tailored to the camper experience. Through this comprehensive evaluation, the study aimed to establish a robust foundation for the development plan of the BSP Nueva Ecija Council Training Camp, ensuring its sustainable growth as a premier camping destination. By enhancing the overall camping experience, the campsite can significantly contribute to the tourism landscape of Palayan City, fostering positive socio-economic impacts for campers and the local community alike.

Development and assessment of an applied STEM camp in fashion and entrepreneurship to advance social mobility of high school students

ABSTRACT This study proposes and advocates for applied STEM (science, technology, engineering, and mathematics) education to solve a low interest and retention in STEM college majors among high school students, especially those from underserved backgrounds. Applied STEM emphasises the practical application of STEM concepts and principles to familiar subjects such as fashion and entrepreneurship to increase students’ interest and their intention to pursue college careers in STEM fields. The results demonstrate the effectiveness of an experiential Applied STEM Camp developed in this study and attended by 120 high school students. A series of paired sample t-tests show that participants’ knowledge, interest, and intentions to enrol in a STEM-related college major have increased after the camp. Analysis of participants’ reflections on the camp experiences further supports the statistical results. The research findings are important for recruiting high school students to pursue applied STEM college careers.

Broadening their horizons: A rural and urban nursing student exchange program in primary care

Educational strategies that allow students to experience patient care in both rural and urban settings are imperative to the recruitment and retention of nurses for medically underserved populations or health professional shortage areas. Two state schools of nursing (one urban-oriented and one rural-oriented) in the Mid-Atlantic region were awarded Health Resources and Service Administration (HRSA) project funding to educate nursing students and registered nurses in community-based primary care settings. This article will discuss an innovative rural-urban baccalaureate nursing student exchange model intended to increase understanding of enhanced RN roles in community-based primary care settings.Two project teams collaborated to create a new learning model, a rural-urban exchange, by implementing a Primary Care Camp. The camp included shared didactic content, reflection exercises, historical and cultural considerations, and clinical immersion to allow students in both programs to have on-site rural and urban learning experiences. Faculty collected informal voluntary student feedback through a debrief after their Primary Care Camp experience to assess their understanding of the enhanced RN Role in primary care and how it may affect their future nursing practice.Student feedback suggests that the students met project goals and appreciated the rural and urban exchange experience. This project is an innovative approach that offers guidance for implementing primary care education in a way that supports the current primary care RN role, builds the future workforce, and provides suggestions for replicability.

Ugly Feelings in Philip Kan Gotanda’s The Wash

As a contemporary Japanese American playwright, Philip Kan Gotanda is noted for his realistic family dramas. The Wash, as his pivotal work, explores the perpetual impacts of racial discrimination and internment camp experience on Japanese immigrants. Although The Wash (1987) has been the object of intense critical study, there are more focus on identity formation, characterization and thematic concerns. This paper uses Sianne Ngai’s theory in her perspicacious book Ugly Feelings in which Ngai systematically proposes seven ugly feelings, namely, animatedness, envy, irritation, anxiety, stuplime, paranoia, and disgust to interpret predicaments implied in the affect signs. By analyzing the reasons and aftermath of Nobu’s three ugly feelings, paranoia, stuplime, and disgust, the author of this paper argues that Nobu is both the victim and victimizer of racial discrimination. As a victim, the protagonist’s negativity is originated from Camp trauma, racism, and traditional Japanese ideology. As a victimizer, his negative feelings inflict in her kinsfolk and intergroup. By writing the collapse of a small family, Gotanda creates a miniature while hints continuous and detrimental influences of systemic racism and interminority racism.