Bachert, R. (1980). Outdoor education's impact on higher education. In W.M. Hammerman, Fifty Years of Resident Outdoor Education: 1930-1980; Its Impact on American Education. Martininsville, Indiana: American Camping Association.
Link: NA
Abstract:
This publication provides the substance for the generalizations that are drawn about the impact of outdoor education on higher education.
RUBRIC QUALITY SCORE
Evidenced-based research evaluation 0
Case studies or clinical samples included 1
Experimental Design 0
Benefit-Cost Analysis 0
Results reporting 0
Training models 0
Power of research design 0
Instrumentation 0
Cultural variability 0
Treatment/Intervention fidelity 0
Background literature support 1
Replication 0
Length of treatment effectiveness assessed 0
Total 2
Bacon, S. (19??). The relative impact of an outward bound course and the first freshman term at college. From the Mike Gass Files.
Link: NA
Abstract:
Various comparison of students with Outward Bound components and without in respect to self-esteem, first term of freshman year, duration and well-being, relative impact, age, gender, and socioeconomic status of student. Various findings were presented. Outdoor bound components seem to have a positive effect on college students and affects age, gender, and socioeconomic status differently.
RUBRIC QUALITY SCORE
Evidenced-based research evaluation 0
Case studies or clinical samples included 0
Experimental Design ?
Benefit-Cost Analysis 0
Results reporting ?
Training models 0
Power of research design N/A
Instrumentation ?
Cultural variability 3
Treatment/Intervention fidelity 0
Background literature support 0
Replication 0
Length of treatment effectiveness assessed 2
Total 5
Bauch, J.R. (1998). Measuring service quality in recreational programs with SERVQUAL. Proceedings of the 1998 International Conference on Outdoor Recreation and Education, Fort Walton, Fl., October 20-24, 45-58.
Link: http://www.aore.org/
Abstract:
Most programs directors are feeling pressure from their administration for increased accountability with today’s shrinking financial resources and increased demand in services. One method of providing that accountability and learning about the strengths and weaknesses of the services you offer is by discovering the level of satisfaction clientele have with your programs. The SERVQUAL service quality measurement tool statistically measures the service perceptions and expectations of your clientele. It divides customer satisfaction into five measurable components: tangibles, reliability, responsiveness, assurance, and empathy. The tool also allows the clients to rank the importance of each dimension. The statistics are basic and relatively easy to compile on a modern spreadsheet program. The information from the survey will provide direction in staff training, equipment purchasing, facility design, and many other aspects that affect customer satisfaction.
RUBRIC QUALITY SCORE
Evidenced-based research evaluation 0
Case studies or clinical samples included 0
Experimental Design 0
Benefit-Cost Analysis 0
Results reporting 0
Training models 0
Power of research design N/A
Instrumentation 0
Cultural variability 0
Treatment/Intervention fidelity 0
Background literature support 1
Replication 1
Length of treatment effectiveness assessed 0
Total 2
Bauch, T.M. (1997). Risk management practices of university based adventure programs. Proceedings of the International Conference on Outdoor Recreation and Education, Merida, Yucatan, Mexico, November 6-8, 106-118.
Link: http://www.aore.org/
Abstract:
The subject of risk management in adventure recreation activities is largely governed by opinions. Although research has been done to determine which options appear to hold up in court, no research had been done to find out what agencies are currently doing to manage risk. This paper provides insight into how agencies have incorporated risk management techniques into their programming. The paper also shows the effect agency demographics have on the techniques that are used. Finally, a number of questions are asked concerning inconsistencies that are exposed when data is compared.
RUBRIC QUALITY SCORE
Evidenced-based research evaluation 0
Case studies or clinical samples included 1
Experimental Design 0
Benefit-Cost Analysis 1
Results reporting 0
Training models 0
Power of research design N/A
Instrumentation 1
Cultural variability 0
Treatment/Intervention fidelity 0
Background literature support 1
Replication 0
Length of treatment effectiveness assessed 0
Total 4
Bell, B.J. (2003). The rites of passage and outdoor education: critical concerns for effective programming. Journal of Experiential Education, 26 (1), 41-50.
Link: NA
Abstract:
Rites of passage practices have caught the attention of educators seeking better methods of teaching adolescents. The fascination with the rites of passage model (ROP) is especially strong among outdoor educators. Once Van Gennep (1960) defined the rites of passage, a three-stage system of social transformation mediating role changes in a community, anthropologists were able to observe his social conception throughout all cultures. Outdoor educators have demonstrated interest in framing outdoor programs as rites of passage because of the structural similarities between outdoor programs and Van Gennep’s first and second stages of a rite of passage.
While the ROP model has similarities to outdoor programs, the model is generally ineffective in most contemporary contexts because of challenges associated with the third stage of the ROP model. It is important for outdoor programs to understand these challenges prior to investing effort into using ROP models to achieve expected lasting benefits.
Most outdoor adventure programs use a contemporary adventure model to medicate change, a fundamentally different rite of passage from the classic anthropological model. Outdoor educators need to decide among three choices with a ROP: abandon the ROP framework based upon a lack of goal congruence, follow a classic model and answer the many challenges the model brings with it, or follow a contemporary adventure model while cognizant of the model’s weaknesses.
RUBRIC QUALITY SCORE
Evidenced-based research evaluation 0
Case studies or clinical samples included 1
Experimental Design 0
Benefit-Cost Analysis 0
Results reporting 0
Training models 0
Power of research design N/A
Instrumentation 0
Cultural variability 0
Treatment/Intervention fidelity 0
Background literature support 2
Replication 0
Length of treatment effectiveness assessed 0
Total 3
Bell, B.J. (2005). College students’ developmental of social support and its relationship to pre-orientation experiences. (Doctorial Dissertation, University of New Hampshire, 2005).
Link: NA
Abstract:
The work of any life transition involves specific tasks, often including the re-establishment of social support in a variety of forms (Weiss, 1974). College students are particularly affected by transition, often disrupting established support systems while transitioning into adulthood. To assist with this transition, campuses offer a number of services (e.g., admissions/alumni programs, campus visits, pre-orientation programs, first-year orientation, first-year seminars). Such services are defined in this study as Comprehensive Transitional Programs (CTP). Little is known about how CTP impact social support. This study focused on adapting the Campus Focused Social Provisions Scale (CF-SPS), as an instrument to measure social support, and investigate whether students in different pre-orientation experiences reported different levels of social provisions on the CF-SPS.
The study was conducted at Harvard and Princeton universities because of their similar pre-orientation programs (i.e., wilderness, service, and pre-season athletics) and similar population demographics. A sample (n = 1601) of first-year and sophomore students was categorized by pre-orientation experiences and analyzed by numerous demographic variables (e.g., ease of making friends, number of roommates). A factor analysis resulted in a three-factor model for the CF-SPS, resulting in a high overall scale reliability (a = .94). A t-test showed no significant differences between schools, but a MANOVA indicated participants on wilderness orientation programs reported significantly higher levels of overall social provision scores and also in all six CF-SPS sub factors. Pre-season athletes reported significant differences on the sub-factor social integration (i.e., belonging to a group sharing your interest and values) (p < .05). Service programs reported no significant differences.
A MLR indicated the variable “ease of making friends” as explaining the largest variance of any models (R2= 20%-14%). Both women and sophomores were more likely to report higher levels of social provisions on campus, except with the variable of social integration. The study proposes new models for social provision development on campus (e.g., the primacy of social integration) and indicates areas for future research. The study was exploratory and limited by lack of specific controls for selection bias and inability to access a control/matched comparison group.
RUBRIC QUALITY SCORE
Evidenced-based research evaluation 2
Case studies or clinical samples included 2
Experimental Design 3
Benefit-Cost Analysis 1
Results reporting 3
Training models 2
Power of research design 3
Instrumentation 2
Cultural variability 4
Treatment/Intervention fidelity 2
Background literature support 4
Replication 3
Length of treatment effectiveness assessed 3
Total 34
Bell, B.J. & Williams, B.G. (2006). Learning from first year fears: an analysis of the Harvard first-year outdoor program’s “Fear in the Hat” exercise. The Journal of College Orientation and Transition, 14 (1), 47-61.
Link: NA
Abstract:
During Harvard University’s wilderness pre-orientation programs, students participate in an activity called “Fear in a Hat” in which students anonymously write down their greatest fears about attending college. Researchers collected and analyzed 1,016 responses from his activity and used Chickering and Reisser’s (1993) psychosocial model of developing competence to categorize the responses. Because 40% of the data did not fit into this model, researchers used a different lens, categorizing fears by either task fears or relationship fears. The results indicated that students’ fears are predominantly involved with issues of interpersonal competence (Chickering & Reisser model) or relationship fears (task/relationship model). These results contradicted assumptions at Harvard that students are mainly worried about not being able to handle the academic (task) challenges. The findings prompted the researchers to investigate the related literature, which demonstrated the importance of relationship issues in mediating and enhancing task behaviors.
RUBRIC QUALITY SCORE
Evidenced-based research evaluation 0
Case studies or clinical samples included 1
Experimental Design 2
Benefit-Cost Analysis 0
Results reporting 0
Training models 0
Power of research design N/A
Instrumentation 1
Cultural variability 0
Treatment/Intervention fidelity 0
Background literature support 1
Replication 2
Length of treatment effectiveness assessed 4
Total 11
Bentley, A.G. (2003). Motives for participation in college based outdoor adventure programs. (Unpublished Thesis, Indiana University, 2003).
Link: NA
Abstract:
This study identifies important motives for participation in college based outdoor adventure programs. Additionally, significant differences were determined across gender, experience, participation levels, and credit allocation. By understanding motives important for outdoor adventure programs, this research provides empirical evidence for the management decision-making process regarding course offerings and marketing strategies.
Motives were measured by a survey containing the Recreation Experience Preference (REP) scales developed by Driver (1983). Although the REP has proven to be a valid and reliable instrument for qualifying motives for outdoor recreation in many areas, it has seen little use in the setting of college based outdoor adventure programs. Therefore, a pilot study (n=36) was administered to ascertain Cronbach’s Alpha for reliability of REP scales specific to this population. A revised survey was then distributed to a college based outdoor adventure program at a large mid-western university during September and October of 2003, Surveys were distributed (n=130) to courses/trips that included, rock climbing, seas kayaking, rafting, backpacking, map & compass, surfing, canoeing, whitewater canoeing, and mountain biking.
Descriptive statistics and MANOVA were used to analyze the data and determine any significant differences in participant motives. The data indicated the most important motives were Escaping Social Pressures, Enjoying Nature, and Meeting New People. Least important were For the Credit, Escaping Family, and Teaching/Leading Others. Additionally, the MANOVA suggested statistically significant (p = .05) differences across experience, participation level, and credit allocation. There were no statistically significant differences across gender.
RUBRIC QUALITY SCORE
Evidenced-based research evaluation 0
Case studies or clinical samples included 1
Experimental Design 0
Benefit-Cost Analysis 0
Results reporting 1
Training models 0
Power of research design 1
Instrumentation 0
Cultural variability 1
Treatment/Intervention fidelity 0
Background literature support 1
Replication 0
Length of treatment effectiveness assessed 0
Total 5
Berman, D., & Berman, J. (1996). Using the wilderness to facilitate adjustment to
college: An updated description of wilderness orientation programs. Journal of Experiential Education, 19(1), 22-28.
Link: NA
Abstract:
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.
RUBRIC QUALITY SCORE
Evidenced-based research evaluation 0
Case studies or clinical samples included 1
Experimental Design 0
Benefit-Cost Analysis 0
Results reporting 0
Training models 1
Power of research design N/A
Instrumentation 0
Cultural variability 0
Treatment/Intervention fidelity 1
Background literature support 1
Replication 0
Length of treatment effectiveness assessed 2
Total 6
Bisson, C. (2000). The hidden costs of outdoor education/recreation academic training. Proceedings of the 14th Annual International Conference on Outdoor Recreation and Education (ICORE). Oxford, OH, November 8-12, 23-32.
Link: NA
Abstract:
Over the past few decades, the field of outdoor education and recreation has seen a considerable increase in academic training programs. While these programs are serving thousands of aspiring young professionals, the true cost associated with these programs are often hidden. With training costs and required technical personal equipment, studying to become an outdoor educator does not come at a low price. When the average entry level salaries in our field are considerably below the average expected salaries for a baccalaureate degree, we have to question the way we administer out outdoor education/recreation training programs. This paper will reveal the hidden costs of our academic training programs by presenting data collected through a survey of outdoor education/recreation training institutions. The author also offers potential solutions to these financial challenges.
RUBRIC QUALITY SCORE
Evidenced-based research evaluation 0
Case studies or clinical samples included 0
Experimental Design 0
Benefit-Cost Analysis 1
Results reporting 0
Training models 0
Power of research design N/A
Instrumentation 0
Cultural variability 0
Treatment/Intervention fidelity 1
Background literature support 1
Replication 0
Length of treatment effectiveness assessed 0
Total 3
Boren, S.M. (2004). Market analysis of outdoor recreation participation. (Master’s Thesis, University of New Hampshire, 2004).
Link: NA
Abstract:
This publication details a market analysis conducted for the UNH Outdoor
Recreation Program. The program’s background as well as related research and
characteristics of model programs are summarized as evidence supporting the
need for the present research. A survey, based on motivation and constraint
theory, was designed and administered to 250 self-selecting student users of the
Campus Recreation Center.
Those surveyed participated in outdoor recreation primarily for the
motivations of adventure and leisure. Intrapersonal factors were significantly
more motivating than interpersonal factors. Participants were constrained
primarily by lack of time and money. On average participants considered outdoor
recreation to be at least moderately important to them as a leisure activity, have
participated in 7 different types of outdoor recreation activities, and have
participated in some sort of outdoor recreation activity once every two weeks.
Results of this study, along with information from other sources, are
discussed in the form of a marketing plan detailing recommendations specifically
for the UNH Outdoor Recreation Program. Several distinct subpopulations of
students with different outdoor recreation needs were found: those with