A Census of Outdoor Orientation Programs at Four-Year Colleges in the United States

2010 ◽  
Vol 33 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Brent J. Bell ◽  
Marion Reid Holmes ◽  
Brady G. Williams
Keyword(s):  
United States ◽  
The United States ◽  
Orientation Programs ◽  
Outdoor Orientation Programs ◽  
Four Year Colleges ◽  
Outdoor Orientation

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

2012 ◽  
Vol 5 ◽  
pp. 92 ◽  
Author(s):  
Anna H. Lathrop ◽  
Timothy S. O'Connell ◽  
Ryan A. Howard
Keyword(s):  
Academic Success ◽  
Student Perceptions ◽  
The United States ◽  
First Year ◽  
Orientation Programs ◽  
Campus Life ◽  
Life Effectiveness ◽  
Outdoor Orientation Programs ◽  
The Impact ◽  
Outdoor Orientation

Although outdoor orientation programs, as a special type of orientation designed to enhance student retention, are relatively commonplace in the United States – we are not aware of any such campus-wide initiatives in Canada. Research indicates that outdoor orientation programs impact students in a positive way, enhancing academic success, personal development, and integration into campus life. This exploratory, mixed methods pilot study reports on the results of an investigation that administered three pre and post surveys that measured indicators of “Life Effectiveness,” “Sense of Community,” and “Sense of Place” on a group of seven, first-year students who participated on a five-day canoeing trip in the wilderness of Algonquin Park, Ontario, Canada. The program, entitled “Brock BaseCamp,” exposed students to a curriculum that included networking with student facilitators about campus life, in addition to acquiring technical skills of canoeing and outdoor living. Results indicated that students were positively influenced in all three measures and that the Brock BaseCamp experience enhanced their social integration into campus life.

scholarly journals Supporting Chinese Undergraduate Students in Transition at U.S. Colleges and Universities

2017 ◽  
Vol 7 (4) ◽  
pp. 963-989
Author(s):  
Kerrie A. Montgomery
Keyword(s):  
United States ◽  
International Education ◽  
Undergraduate Students ◽  
Phenomenological Study ◽  
The United States ◽  
First Year ◽  
Orientation Programs ◽  
Residential Life ◽  
And Coping ◽  
Students In Transition

The Chinese undergraduate student population currently represents 12.8% of all international students enrolled in the United States (Institute for International Education, 2015a).  In an effort to understand the experiences of this population in their first year of college in the United States, a phenomenological study was conducted using a conceptual framework comprising Schlossberg’s Transition Model (Schlossberg, Waters, & Goodman, 1995) and the Culturally Engaging Campus Environments (CECE) Model (Museus, 2014). Three transition types were identified – academic, social/personal, and linguistic – and participants’ preparation, sources of institutional support, and coping strategies for moving through these transitions were examined. Recommendations for practice include: multi-faceted, mandatory orientation programs; ongoing workshops and resources beyond orientation; and improvements to housing and residential life opportunities and experiences.

Student Involvement: Critical Concerns of Outdoor Orientation Programs

2008 ◽  
Vol 30 (3) ◽  
pp. 253-257 ◽  
Author(s):  
Brent J. Bell ◽  
Marion R. Holmes ◽  
Branden Vigneault ◽  
Brady Williams
Keyword(s):  
Student Involvement ◽  
Orientation Programs ◽  
Outdoor Orientation Programs ◽  
Outdoor Orientation
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