Wilderness Orientation Program Research Articles

In Their Own Words

Wilderness orientation programs, as a special type of orientation, have become commonplace at many colleges and universities. The First Ascent (FA) program is an example of one such program and is a small piece of a comprehensive first-year experience offered at Appalachian State University (ASU). This program evaluation is intended to uncover the meaning of First Ascent through students' voices. Specifically, this qualitative study used naturally occurring data as an unobtrusive measure to gether feedback from participants over the eight-year period in which First Ascent has been in existence. Analysis of the data revealed that students spoke of the interpersonal and intrapersonal aspects of the experience as well as the importance of the natural world as a medium. Issues of personal welfare were notable but not prevalent.

Modeling the impact of wilderness orientation programs on first-year academic success and life purpose

Wilderness orientation programs (WOPs) are becoming a popular method of encouraging college student retention and success. Previous studies have identified outcomes and correlates of participation in these programs, but a cohesive model of impact is lacking. The purpose of this study was to assess the impact of WOPs on first-year student success and sense of purpose. A secondary aim was to elucidate predictors and correlates of WOPs identified in previous research. Participants included 295 students at a liberal arts college. Results indicate that WOP participants demonstrated higher levels of first-semester social engagement and reflection, thus leading to higher grade point average, better retention and a higher sense of life purpose. WOP participation, however, had a negative direct influence on sense of purpose. These findings are discussed in light of previous research, presenting a preliminary model of WOP influence on first-year academic success.

Helping Youth Transition into an Alternative Residential School Setting: Exploring the Effects of a Wilderness Orientation Program on Youth Purpose and Identity Complexity

This mixed-methods study examines the relationship between adolescent identity complexity (Clin Social Work J 21(1):11–24 1991) and youth purpose related to participation in a wilderness experience program at an alternative, residential boarding school in Colorado. Students in this study (N = 55) completed an adapted version of the Self-Worth Index (Ment Health Relig Cult 4(2):103–108 2001) before and after participation in a wilderness experience program. Youth in the study also completed a pre- and post-test eight-item index measuring identity complexity, with each item assessed on a five-point Likert scale. Likewise, qualitative, face-to-face interviews with each student were conducted to triangulate findings and further explore the impact of the wilderness program on identity complexity and youth purpose for youth labeled “high risk.” Data analysis revealed that the wilderness program contributed to students’ positive sense of identity and purpose in their lives, and helped them transition into the residential school culture successfully.

Outcomes of a College Wilderness Orientation Program

Wilderness orientation programs have been utilized by colleges and universities in the United States for nearly 75 years. This study, using means end theory, reveals the outcomes of a wilderness orientation program for incoming students. A retroactive study was conducted for all participants who had taken part in a wilderness orientation program from 2003 to 2006. Utilizing an online questionnaire, we found that a variety of positive outcomes were linked to program participation. These results reinforced that wilderness orientation programs effectively aid students' transition into the college environment. Based on the findings, we recommend that wilderness orientation programs be made available to incoming college and university students.

Outcomes of a College Wilderness Orientation Program

Outcomes of a College Wilderness Orientation Program

Outcomes of a Spiritually Focused Wilderness Orientation Program

Higher education often supports new student transition through various orientation programs. Recently a greater focus on student spiritual growth has emerged as an important aspect. The wilderness orientation program in this study is unique because of its length (12–14 days) and its focus on students' spiritual development. The purpose of this study was to understand the students' perceptions of a spiritually focused wilderness orientation program and the influence of their participation in the program during their transition to the college. Data were collected through a post-course essay, the Student Adaptations to College Questionnaire, and a focus group interview. The themes that emerged indicate categories that the students recognized as important: (a) community, (b) developing competence, (c) stewardship, and (d) spiritual growth. These results are helpful in answering some of the questions asked by those involved in traditional student transition programs and those providing wilderness orientation programs.

Outcomes of a Spiritually Focused Wilderness Orientation Program

Outcomes of a Spiritually Focused Wilderness Orientation Program

An Exploratory Study of the Impact of a Wilderness Orientation Program on College Student’s Life Effectiveness

Wilderness based outdoor orientation programs have been offered atcolleges and universities to incoming freshmen since the 1930s. Althoughthese programs appear to impact students in a positive way(e.g. self-efficacy), little research has documented whether these programsfacilitate change on college student perceptions of life effectiveness.This exploratory study examined a 4-day wilderness basedprogram at a university in the southeastern United States. Threegroups of students were studied over the course of a semester usingthe Life Effectiveness Questionnaire (LEQ) (Neill, Marsh & Richards,2003). When compared to a control group, the two groups of studentswho participated in the wilderness oriented program had higher scoreson six of the eight LEQ dimensions (e.g. time management, emotionalcontrol) and overall total than students who did not participate at boththe beginning and end of their first semester of college. Conclusionsand implications for practice are made to promote proactive planningmeasures for improving outdoor orientation programs.

Outcomes of a Spiritually Focused Wilderness Orientation Program

Outcomes of a Spiritually Focused Wilderness Orientation Program

Student Involvement: Critical Concerns of Outdoor Orientation Programs

Outdoor orientation programs have been operating in colleges and universities in the United States since 1935, when Dartmouth College ran its first precollege trips for first-year students (Hooke, 1987). Although this program provided an effective transitional experience to Dartmouth, 33 years passed before another college or university, Prescott College, implemented a wilderness orientation program in 1968. The Prescott program was more heavily influenced by Outward Bound (OB) than the Dartmouth trips (Prescott College, 2007). The ensuing 10 years (1968–1978) saw significant growth in outdoor orientation programs, mainly at private colleges and universities across the U.S. These programs developed largely independent of each other, under the leadership of a few key personalities within an institution, rather than out of a national conversation on orientation practices and principles.

Wilderness Orientation: Exploring the Relationship between College Preorientation Programs and Social Support

This study investigated whether students differ in reported levels of social support by different types of preorientation experiences (i.e., wilderness program, community service program, preseason athletics, or no preorientation participation) measured by the Campus-Focused Social Provisions Scale (CF-SPS). Two colleges provide a sample (N = 1,601) of first-year and sophomore students. Participants in the wilderness orientation programs reported higher levels of social provisions in all six subfactors of social support. Preseason athletes reported significant differences on the subfactor social integration (p < .05). Service programs reported no significant differences. Students' reported level of shyness and how easily they make friends were important variables for explaining the variance in social support scores. Women and sophomores were more likely to report higher levels of social support, excepting the variable social integration. The study was exploratory and lacked controls for selection bias.

The Long-Term Effects of a First-Year Student Wilderness Orientation Program

Positive changes were found 17 years after participants' experiences in a wilderness orientation program. Three themes representing the changes emerged from the data: (a) challenging assumptions of self and others, (b) strong effects of peer relationships, and (c) long-term positive effects of the orientation program during students' undergraduate education, as well as after graduation.

Assessment in Wilderness Orientation Programs: Efforts to Improve College Student Retention

This study examined the use of assessment in wilderness orientation programs in the United States. Fifty-seven programs responded to a survey that sought information on assessment and descriptive variables. Assessment variables included program goals and assessment method. Descriptive variables included program size, length, and time spent in wilderness or outdoor setting. Programs were also asked about administrative location, program leader academic degree level, time dedicated to program, and administrative contracts with outside organizations. These data provide insights into the assessment struggles and successes of wilderness orientation programs. Recommendations for enhancing assessment are provided.

Using the Wilderness to Facilitate Adjustment to College: An Updated Description of Wilderness Orientation Programs

This study represents an updated attempt to examine and describe wilderness orientation programs currently affiliated with colleges and universities in the United States. Using a variety of data collection methods, 38 programs are described. The information includes program size, length, cost, types of leaders, training, and sponsorship of the program. Respondents also discussed program philosophy, goals, their reasons for using the wilderness, and critical and emerging issues. This data was compared to previous research and similarities and differences were noted. Recommendations for wilderness orientation programs were offered.

Recreational Professionals and Freshman Wilderness Orientation Programs

Recreational Professionals and Freshman Wilderness Orientation Programs

The Effects of a Wilderness Orientation Program on College Students

The Effects of a Wilderness Orientation Program on College Students