Perceived Impact of an Outdoor Orientation Program for First-Year University Students

Abstract

Colleges and universities across the United States are struggling with student retention and attrition (Derby & Smith, 2004; Jacobs & Archie, 2008; Tinto, 1993). As a result, theoretically supported interventions designed to encourage retention and persistence are needed. The purpose of this study was twofold: (a) to intentionally create an outdoor orientation program based on supported retention factors and (b) to explore participant perceptions of the designed program. Data were collected via participant observation, participant field notebooks, and follow-up meetings. Findings suggested that at the completion of the program, participants perceived higher commitment to the university (I Love My University!); an enhanced transition to university life (Consequences Rather Than Lectures); emotional, social, and personal growth (Becoming Real); and positive relationships with sophomores, juniors, and seniors (My New Family and Friends). Connections to the literature, limitations, and implications for future research and practice are discussed.

16. The Impact of an Outdoor Orientation Program on First-Year Student Perceptions of Life Effectiveness and Campus Integration

“…I think being in an "outdoor classroom" really helped us have more fun and become friends a lot faster than being part of a normal orientation. (Jonathan, BaseCamp participant) Although many of these findings are congruent with the previous relevant literature (e.g., Austin, Martin, Mittelstaedt, Schanning, & Ogle, 2009;Bell, 2006;Jones & Hinton, 2007, Wolfe & Kay, 2011, it is important to note that this pilot study is among the first, to our knowledge, that demonstrates the effectiveness of outdoor orientation programs within a Canadian context. Future research is needed to continue to track this initial cohort (and successive first-year cohorts) as they proceed throughout their university career.…”

“…Over the past several decades in the United States, a number of universities have adopted an alternative approach to orientation program deliveryone that includes a wilderness component designed to enhance personal growth (Davis-Berman & Berman, 1996), positive peer relationships (Gass, Garvey, Sugarman, 2003), academic performance (Oldmixon, 2007), and retention (Wolfe & Kay, 2011). Barefoot and Koch (2011) report that over 20% of the 1,300 public and private colleges and universities they surveyed offered pre-term orientation programs with a wilderness or outdoor education component.…”

Student Readiness: Examining the Impact of a University Outdoor Orientation Program

“…These adjustments often cause tremendous stress and may lead to more serious psychological distress (Lu, 1994). Several researchers have indicated that students' social and academic integration into the university fabric is essential to student retention and success (Austin, Martin, Mittelstaedt, Schanning, & Ogle, 2009;Bell, 2006;Bell, Gass, Nafziger, & Starbuck, 2014;Kuh, Kinzie, Schuh, & Whitt, 2010;Robinson, Burns, & Gaw, 1996;Tinto, 2006;Wolfe & Kay, 2011). However, merely achieving social and academic integration into the university setting does not translate into positive adjustment and long-term success at the university (Tinto, 2006).…”

“…These trends are a result of changing demographics and a greater understanding of variables that aid in successful transition (Strumpf & Sharer, 1993). Much of the research focuses on retention and long-term success as an outcome of the environment and process of how students integrate socially and academically (Barefoot, 2000;Kuh et al, 2010;Porter & Swing, 2006;Tinto, 2006;Wolfe & Kay, 2011). According to Barefoot (2000), orientation programs have numerous positive outcomes on students and institutions.…”

“…According to Bell et al (2014), outdoor orientation programs significantly impact student development, as well as social and academic success. Several studies have suggested that outdoor orientation programs create meaningful social relationships and encourage student development (Austin et al, 2009;Bell, 2006;Bell et al, 2014;Galloway, 2000;Wolfe & Kay, 2011). In a longitudinal study, Gass et al (2003) found that the impacts of outdoor orientation programs lasted through college and postcollege years.…”