Outdoor Orientation Program Research Articles

Addressing the Gaps in Belongingness: A Qualitative Investigation of Student Exclusion on Outdoor Orientation Programs

Despite their aim to foster belongingness, a small percentage of incoming college students (1%-2%) report feeling excluded (not belonging) during their outdoor orientation program. Feelings of exclusion are often highly consequential to a person transitioning to college. This study explores the experiences of students reporting low levels of belongingness (n= 11) to better understand their experience and to help inform interventions. Thematic analysis using a General Qualitative Approach (GQA) revealed several factors contributing to students' lack of belonging. Findings led to the development of the Belongingness Assessment Model (BAM). This novel approach assesses a lack of belongingness along two scales, isolated vs. generalized lack of belonging and whether the lack of belongingness is bridgeable or unbridgeable. Leader approaches to belongingness are nuanced and may require different interventions based upon the type of exclusion a participant is experiencing.

“Confident, Supportive, and Capable”: A Retrospective Analysis of an Outdoor Orientation Program

“Confident, Supportive, and Capable”: A Retrospective Analysis of an Outdoor Orientation Program

Measuring belongingness in outdoor orientation programs

Outdoor orientation programs (OOPs) are reported to be successful at increasing students' feelings of belongingness. Currently only a handful of measures exist for assessing college students’ sense of belonging. This exploratory study examines three belongingness scales currently used in higher education assessing their effectiveness as measures of OOPs: the Student Belongingness Scale, the Workplace Belongingness Scale, and a one-question belongingness measure. The scales varied in their focus; for example, the Student Belongingness Scale measured perceptions of both peer belonging and institutional belonging. Researchers determined that scales focusing on belongingness to a small group provided the most useful data for OOPs. Management Implications: The findings of this study suggest managers of outdoor recreation programs consider ways to measure a sense of belongingness among participants as belongingness continues to grow as a measurement concept important to managers of outdoor recreation programs. Researchers recommend using an adaptation of the Workplace Belongingness Scale (renamed The Adventure Belongingness Scale) because the scale has both face validity and high correlations with the Behavioral Trust Inventory. The Student Belongingness Scale provides particularly useful data for assessing belongingness to institutions. Both scales should be considered to provide insight into the effectiveness of OOPs. The data for this study were collected via an online survey conducted in the fall of 2021.

“My Favourite Self:” A Retrospective Analysis of an Outdoor Orientation Program

Background: The short-term impacts of outdoor orientation programs (OOPs) have been documented in the literature for close to 40 years. While there is a fair amount of research examining the immediate effects of OOPs, there are relatively few studies exploring long-term impacts. Purpose: This study examined the important longitudinal “lessons learned” from participating in an OOP. Methodology/Approach: This study utilized a retrospective qualitative approach and employed the Most Significant Change technique to understand meaningful lessons learned. Alumni from an OOP participated in semi-structured interviews. Thematic analyses included open coding, focused coding, and axial coding. Findings/Conclusions: Primary themes that emerged from the coding process included community and social connections, mental health and well-being and environmental appreciation and value of nature. Participants reported learning valuable lessons related to community building, coping, stress relief, resiliency and thriving, and connection with nature. Implications: Results provide evidence supporting positive long-term effects of OOPs. A particular highlight is how participants noted the OOP helped shape their “favourite self” years after their university experience. Researchers and practitioners can use these results to inform OOP curricula and to include in program marketing and lobbying efforts.

Collegiate Outdoor Orientation Programming as a High-Impact Practice

Outdoor orientation programs (OOPs) use wilderness or adventure experiences as a transition of incoming first-year students to college and university settings. We explored resilience and flourishing outcomes from two OOP trips in Virginia and North Carolina using the Brief Resilience Scale, the Mental Health Continuum Short Form, and a thematic analysis of participant responses to open-ended survey items. Results illustrate a statistically significant, large effect size difference in flourishing between pre- and post-trip responses (d = .89), and the thematic analysis of open-ended post-trip questionnaire items illustrated the attainment of each of the program's OOP objectives. These results mirror previous findings evidencing the continued importance of this form of experiential learning to engender student success in higher education settings and further justify OOPs' inclusion within a high-impact practices framework.

The Third Census of Outdoor Orientation Programs in the United States, 2019

This study investigated the number of outdoor orientation programs—high-impact transition programs for college students—in the United States. Researchers used a census methodology to identify the number of outdoor orientation programs existing at accredited, residential, bachelor’s degree-granting colleges and universities within the United States (N = 1,217). Researchers found 212 outdoor orientation programs (OOPs), representing 17% of the identified colleges, the largest number of OOPs in the history of these programs. A follow-up survey found OOPs were notably aligned in risk management procedures (medical training of leaders, tracking incidents, etc.) and programmatic similarities (use of name games, problem-solving and initiative activities). Programs diverged in the use of curricular activities (i.e., solo experiences) and the specifics of risk management (i.e., physician oversight). The COVID-19 pandemic led to 83% of programs being cancelled in 2021. A question remains as to how well these high-impact programs will recover after the pandemic.

The Impact of a Novel Outdoor Orientation Program on Incoming Medical Students

Background: Undergraduate outdoor orientation programs facilitate students’ transition into college. Research has yet to be conducted on the few programs at medical schools, which may have unique benefits given the specific challenges of transitioning to medical school and high rates of burnout among medical students. Purpose: This mixed methods study examines the impact of one medical school's outdoor orientation program on its participants. Methodology/Approach: A survey was administered immediately following the 2018 trip ( N = 56 responses). Follow-up focus groups were conducted with a sample of the same participants ( N = 18) in 2019. Responses were analyzed using descriptive statistics and thematic analysis. Findings/Conclusions: Participants felt that the program helped ease their transition into medical school, establish a support system, and hone personal development and wellness skills. Many of these effects persisted up to one year later. Implications: These findings are of particular interest to the medical and experiential education communities because many outcomes persisted for at least one year after the original trip and aligned with factors believed to protect against medical student burnout. There is opportunity for additional research as well as expansion of similar programs to other medical schools.

An Examination of Social Capital in Outdoor Orientation Programs

Social capital offers campus recreation professionals a framework to conceptualize the impacts of outdoor orientation programming (OOPs). Using data from The Outdoor Orientation Benchmarking Survey (TOOBS), researchers explored results of participants’ ( n = 1,154) responses to two constructs conceptually related to social capital: group trust and network closure. Researchers used factor analysis to examine the psychometric properties of TOOBS, finding group trust and network closure represented different aspects of social capital. Results of the study confirms trust and network closure are related, yet unique aspects of the social capital construct. The results provide an empirically-supported measure for evaluating social capital in outdoor orientation programs.

Exploring the Impact of an Outdoor Orientation Program on the Psychosocial Factors of Honors Students

Exploring the Impact of an Outdoor Orientation Program on the Psychosocial Factors of Honors Students Shiloh Erdley, Darrin Kass, Brianne Oehmke, Julie Vandivere Abstract Background. Despite the quality of students typically accepted into honors programs, completion rates are relatively low, ranging from less than 20% to a high of 48% (Campbell & Fuqua, 2008; Cognard-Black, Smith, & Dove, 2017). Purpose. This research aims to integrate a high-impact Outdoor Orientation Program (OOP) into the honors curriculum to determine its impact on individual outcomes linked to student success and retention, such as self-efficacy and self-esteem, emotional intelligence, grit, and life satisfaction. Methodology/Approach. 28 first-year honors students participated in a 4-day mountain climb OOP. Participants completed psychosocial measures before the OOP and at the end of the semester. The remaining first-year honors students served as the control. Findings/Conclusions. Overall, results revealed that students who participated in the OOP showed more significant improvements on nearly all outcomes of interest over the semester than those who did not. Implications. This study supports the use of OOPs in a university setting, and these benefits may extend beyond the honors program. Full Text: PDF DOI: 10.15640/jehd.v10n1a14

Aiding Transition to University Through an Outdoor Orientation Program: Accelerated Friendships

Outdoor orientation programs are used to provide experiences which aid transition to university. We investigated how an outdoor orientation program for first-year university students in England, UK accelerates social group development, which in turn aids transition and adaptation to university. We employed mixed methods data collection, including the Student Adaptation to College Questionnaire (SACQ) (Baker & Siryk, 1989) and semi-structured interviews. The questionnaire indicated that the outdoor orientation program significantly aided adaptation to university. The benefits of accelerated social group formation for transitioning young adults are explored through thematic analysis and explained through psychological theory.

Smartphone Impacts on Outdoor Orientation Trip Goal Attainment

Background: Smartphones provide limitless opportunity for communication and access to the world through social media, texting, and numerous applications. As their popularity continues to grow among college students, it is important to understand the various advantages and disadvantages of their use on and off campus. Purpose: We explored the effect of smartphones on goal and objective attainment in the outdoor orientation program (OOP) at Old Dominion University. Methodology/Approach: Using post-experience focus groups, student participants and leaders, faculty and staff mentors, and program administrators were asked their perceptions of the impacts of smartphones on outdoor orientation. Findings/Conclusions: Analyses revealed that smartphones can be both a tool to help accomplish goals (i.e., develop connections) and a distraction to inhibit them. In addition, students shared feelings of security related to having smartphones with them at all times. Implications: These findings inform future research and policies focused on the role of smartphones in collegiate outdoor orientation programming, as well as provide implications for healthy smartphone habits in higher education.

Social Status Equalization and Outdoor Orientation Programs: An Exploratory Study

Background: Research results indicate outdoor orientation programs (OOPs) successfully help students transition to college and increase student retention, but an understanding of all the key variables involved in creating those positive transitions is unknown. Purpose: The aim of this study is to explore the role of subjective social status as a variable that may be important to the curricular design of OOPs. Methodology/Approach: Surveys asking questions about status were sent to students from 31 college OOPs between 2013 and 2017. Responses ( N = 4,484) were reviewed to understand students’ perceptions of within-group social status. Findings/Conclusions: OOP participants most often reported perceiving their social status as equal among group members. Equality perception was associated with traits such as vocality (defined as being able to verbalize ideas and be listened to in the group) and certain aspects of the trip structure (e.g., shared living conditions). Respondents who reported social status equality also reported positive experiences. Implications: Subjective perceptions of within-group status may have important implications for OOPs and may be an important consideration for program planning and curriculum.

College Student Commitment and Outdoor Orientation Programming

Background:Increasingly colleges and universities are utilizing Outdoor Orientation Programs (OOPs) to help incoming students assimilate into college life. These programs have shown promise in recent analyses for enhancing desired outcomes with particular consideration shown to pro-social behavior and retention outcomes.Purpose:To examine how effective OOPs are in preparing students for a successful college student experience, particularly with variables known to influence student success and commitment to college.Methodology/Approach:Data were collected from four universities across the United States. Participants in this study were 205 undergraduate students from 17 to 25 years old who self-enrolled in their respective institutions OOP. This study used the College Student Readiness Inventory to generate a hypothesis concerning the possible effects of an OOP experience concerning predictive and outcomes variables relative to college student commitment.Findings/Conclusions:Using SmartPLS, the main effects of the OOP indicated predictive relationships between Commitment to College and Goal Striving, Communication Skills, Social Activity, Emotional Reactivity, Study Skills, and Social Connection. Academic Self-Discipline, Academic Self-Confidence, and Self-Determination on Commitment to College.Implications:Study findings suggest specific connections between predicting college student commitment before and after an OOP.

Promoting Resiliency and Flourishing Through Collegiate Outdoor Orientation Programming

Promoting Resiliency and Flourishing Through Collegiate Outdoor Orientation Programming

An investigation of moderators of change and the influence of the instructor on outdoor orientation program participants’ biophilic expressions

The twofold purpose of this exploratory study was to investigate various moderators that might influence the effect of participation in an outdoor orientation program on first-year college students’ relationships with the natural world and to examine the potential influence of instructors on participants’ biophilic expression. The theory of biophilia was used to understand these human-nature relationships. Eighty-five first-year college students participating in a 21-day outdoor orientation program were assessed at the program’s start and end using the Kellert-Shorb Biophilic Values Indicator (KSBVI). The KSBVI provides a biophilic profile, a measure of how one relates to the natural world on each of nine separate subscales that collectively articulate one’s expression of biophilic values: aesthetic, dominionistic, humanistic, moralistic, naturalistic, negativistic, scientific, symbolic and utilitarian. Moderators of change in biophilic expression were explored using ANCOVA models, including pre-scores as a covariate in each model. The moderators were 1) prior summer camp experience, 2) prior wilderness experience program (WEP) participation, and 3) preference for type of time in the outdoors (alone or with others). Prior WEP experience moderated outcomes on the aesthetic, humanistic, moralistic and negativistic subscales, and prior summer camp experience moderated outcomes on the aesthetic and moralistic subscales. Participants’ preference for time alone or with others in the natural world did not moderate any biophilic outcome. Instructor influence, assessed using a repeated measures MANOVA, was found to have an effect on the extent to which change occurred on the humanistic, scientific, and utilitarian subscales. Replication studies are recommended.

A retrospective study of the importance of a mandatory outdoor experience program at university

Outdoor adventure education programs often feature common elements, such as backcountry settings, small group sizes, and different levels of challenges. A mandatory outdoor experience program (MOEP), offered at a Canadian university for nearly 50 years, involved a three- to four-day wilderness canoe excursion. Research related to outdoor orientation programs offered at universities has identified a number of positive outcomes related to personal growth, sense of belonging, and improved academic performance. However, little is known about longer-term impacts, and how alumni perceive the experience years later. The purpose of this study was to address this gap by providing insight into alumnis’ perspectives of the importance of their participation in a MOEP. This mixed methods study comprised data collection using an online self-report questionnaire with a combination of closed- and open-ended questions to explore the importance of the MOEP as a student, and in life after graduation. Data analysis involved: (1) two thematic analyses of the reasons for importance of the MOEP; and (2) two regression analyses using visual analogue scales of MOEP importance. There were 167 respondents, and the majority provided positive reflections of the importance of their experiences that occurred from 1969 to 2016. Group bonding, learning, lifestyle, nature, challenge, memories, enjoyment, leadership, growth, confidence, and career were identified as themes in participant responses. Logistic regression analysis revealed group bonding (p = 0.003) to be significantly important during life as a student, while being francophone (p = 0.033) and lifestyle (p = 0.000) were significantly important in life after graduation.

初年次教育としてのキャンプ体験が大学適応感に及ぼす影響についての探索的研究：Social Provisionに着目して

初年次教育としてのキャンプ体験が大学適応感に及ぼす影響についての探索的研究：Social Provisionに着目して

An Outdoor Orientation Program in its Infancy, Student Perception Influencing Best Practice

Outdoor orientation programs (OOP) use adventure experience to aid transition to university. Transition processes are achieved by helping students develop constructive social support systems as well as providing them with feelings of belonging, trust, and connection to a group of peers. These peer relationships provide both critical emotional support and strengthen educational gains (Bell, Gass, Nafziger, & Starbuck, 2014). Important markers of success at university are academic attainment, retention, and student development (Bell et al., 2014). All of these are important for both the finances and reputation of universities. Programs vary in length, content, and objectives. Further outcome- and evidence-based studies are needed to examine outdoor orientation program elements to better understand how and what elements support student retention (Cortez, 2014). The aim of the research is to investigate student perceptions of the university’s first OOP for its sports-based first-year undergraduates. The university created an evaluation questionnaire to receive feedback on the OOP from students in order to have more informed input in future OOPs. The evaluation questionnaire was analyzed using content analysis. The questionnaire also included eight scale-scored questions. The study had 84 first-year undergraduate participants. The evaluation from students will form specific recommendations that will improve provision for its own students and possibly provide recommendations applicable to other academic institutions with limited experience in facilitating an OOP.

Sense of Place and First-Year Student Transition: Fostering Capacity Through Outdoor Orientation Experiences

To address feelings of “placelessness” and “not belonging,” many colleges and universities have implemented outdoor orientation programs developed to assist students with the transition from home. Outdoor orientation programs, in which students participate in some form of adventure activity away from campus (usually in a wilderness or naturalized setting), have been utilized by a growing number of colleges and universities (Bell, Gass, Nafziger, & Starbuck, 2014). This study investigated how an outdoor orientation experience impacted students’ connection to the natural world, and if these experiences built transitional skills and relational capacity that assisted their shift to university life. The study entailed a quantitative analysis of sense of place and a qualitative analysis of students’ self-reported trip experiences with regard to the influence of place, transition to university, and developing connections with others. Results suggest that participants developed a sense of place that positively influenced their connections to others and assisted in building transitional capacity.Subscribe to JOREL

Canoe Trips: An Especially Good Place for Conversation About Student Transition

Background: Many postsecondary institutions offer outdoor programs to incoming students as a form of orientation or transition event. Positive outcomes for students are shown to result from these interventions but less is known about the mechanisms leading to these outcomes. Purpose: This article argues that conversation is one of these mechanisms and suggests canoe trips are an especially good intervention in which to generate conversation about student transition. Methodology/Approach: Insights emerging from our own outdoor orientation program called Portage lead to a hypothesis that canoe trips create three conditions ideal for the generation of productive conversation about student transition: the emergence of communitas, more egalitarian and communal relationships, and a rich source of metaphor. Findings/Conclusions: The Portage experience shows promise as a way to help students explore their educational and transition experiences through conversation. Implications: The intentional generation of conversation through metaphor on canoe trips may offer a useful space of pedagogical possibility to help students contemplate and pass through their transition more productively.