Draft:Outdoor Orientation Programs

Outdoor Orientation Programs

Outdoor Orientation Programs (often abbreviated as OOPs) are immersive, typically multi-day experiences in outdoor settings designed to support the transition of individuals into a new environment, most commonly higher education institutions in the United States. These programs utilize experiential education principles and often involve activities such as backpacking, hiking, canoeing, rock climbing, and ropes courses. The goals of OOPs typically include fostering a sense of community, developing leadership skills, promoting self-confidence, and familiarizing participants with campus resources.

A definition for Outdoor Orientation Programs can be found in: A Census of Outdoor Orientation Programs at Four-Year Colleges in the United States. Journal of Experiential Education. 33(1), 1-18. Researchers define an outdoor orientation (sometimes called a wilderness orientation) as “College orientation programs that work with small groups of students (15 or fewer) and include at least one overnight camping away from campus in a wilderness setting and/or using adventure activities.”  The researchers Vlamis, Bell, and Gass consider outdoor orientation programs to fit under the umbrella term of adventure orientation programs .

Conceptual Definition: Adventure Orientation Programs (AOPs)

Adventure Orientation Programs (AOPs) are a specialized category of orientation programs designed to facilitate the transition of individuals, most commonly incoming college students, into a new environment. While sharing the fundamental goals of traditional orientation (e.g., fostering community, promoting institutional familiarity), AOPs distinguish themselves by employing experiential education processes within unfamiliar, vigorous, and engaging learning environments. These processes often involve activities such as group expeditions (e.g., hiking, camping), challenge course initiatives, or intensive service projects.

Key components commonly found across Adventure Orientation Programs, as referenced by Priest & Gass (2005) , Bell, (2005)  and Vlamis, et. al, (2002), include:

Small Group Structure: Participants are organized into small groups, typically ranging from 7 to 12 students, led by 2 or 3 trained facilitators. Challenging Activities: Programs feature activities designed to present physical, social, or intellectual challenges, fostering group cohesion and mutual support. Goal-Oriented Participation: Participants actively work towards specific, intended goals, both individually and as a group. Novel Environments: Programs intentionally place participants in environments that are new and unfamiliar to them, promoting adaptation and reliance on group dynamics. Transfer of Learning: A central focus is placed on facilitating the transfer of lessons and insights gained from the adventure experience back to the participants' daily lives, particularly concerning their adjustment to college and future success.

Types of Adventure Orientation Programs

AOPs encompass a broad spectrum of programs, often categorized by their primary setting and activity focus:

Wilderness/Outdoor Orientation Programs: These programs immerse participants in natural, outdoor environments, typically involving multi-day expeditions that include camping away from campus. The learning environment is characterized by its newness and the inherent vigor of outdoor living and travel. This is the largest known group of adventure orientation programs, likely because of the long history (see below) and focus of numerous research studies (listed below).

Residential Adventure Orientation Programs: These programs utilize adventure activities conducted at a dedicated outdoor center, campus facilities, or a similar residential setting. Participants typically stay in cabins, dormitories, or other fixed accommodations, rather than camping in the wilderness.

Service Learning Orientation Programs: The core of these programs revolves around collaborative service projects. The shared experience of contributing to a community or cause serves as the primary catalyst for group formation, personal growth, and orientation to the new environment.

Academic Adventure Orientation Programs: These programs immerse students in a focused academic inquiry or research process. Participants come together to collect data, conduct analysis, and present findings on a specific topic or question, using the collaborative intellectual pursuit as the foundation for their orientation experience.

History

Adventure based orientation programs can trace its roots back to early 20th-century initiatives focused on character development and outdoor skills. Outward Bound, founded in 1941, is often cited as a significant early influence, emphasizing learning through experience and challenge in the outdoors.

History of Outdoor Orientation Programs

In 1932, Dartmouth College in New Hampshire created a wilderness pre-orientation program, not as an orientation to college per se, but rather as an orientation to the Dartmouth Outing Club . The fact that the program’s wilderness trips helped students transition to the college was an unplanned benefit. The original focus of the Trips Program in the 1930's was to simply try to get more students exposed to the Dartmouth Outing Club and subsequently find more students to participate in trail work.

The pioneering efforts at both Prescott College and Dartmouth College were instrumental in showcasing outdoor pre-orientation programs, thereby paving the way for their adoption by other institutions. For instance, the Harvard First-Year Outdoor Program was established in 1978. The program developed because Henry Moses, then Dean of Freshmen at Harvard, participated in a two-week Outward Bound course. His personal experience deeply inspired him to implement Outward Bound's small-group challenge methodology to help incoming first-year students build crucial social support networks. The existence of an established outdoor pre-orientation program at another Ivy League institution, Dartmouth, further bolstered the practicality and feasibility of Dean Moses's vision in the eyes of Harvard administrators (https://fop.fas.harvard.edu/history).

The formal adoption of outdoor orientation programs by colleges and universities in North America gained momentum in the mid-20th century. Institutions recognized the potential of these experiences to help incoming students adjust to college life, build social connections before the start of classes, and develop a greater sense of belonging. Over time, OOPs have evolved to serve diverse student populations and address a wider range of institutional goals, including retention, student development, and environmental stewardship.

Key Elements and Goals

While the specific activities and focus may vary, most outdoor orientation programs share several common elements and goals:

Experiential Learning: Participants learn through direct experience and reflection. Community Building: Fostering connections and a sense of belonging among participants and with the institution.

Personal Growth: Encouraging self-discovery, resilience, and confidence.

Leadership Development: Providing opportunities for participants to take on leadership roles.

Environmental Awareness: Cultivating appreciation for and understanding of the natural world.

Transition Support: Easing the academic and social transition into a new environment.

Census of Outdoor Orientation Programs

As outdoor orientation programs grew in number and scope, researchers began efforts to systematically understand their prevalence and characteristics. Significant work in this area includes comprehensive censuses of programs at four-year colleges in the United States. These studies have provided valuable insights into the landscape of outdoor orientation, detailing program structures, participant demographics, and reported outcomes. Notable contributions to this understanding include research by Bell, Holmes, & Williams (2010), who conducted an early census, and subsequent work by Bell, Gass, Nafziger, & Starbuck (2014), which further explored the state of knowledge, current practices, research, and theory within the field. These census efforts have mapped the growth and evolution of OOPs across higher education.

Colleges in the United States with Outdoor Orientation Programs:

A diverse array of colleges and universities across the United States have implemented various forms of outdoor orientation programs to support their incoming students. Examples include:

1. University of Alabama: Outdoor Action
2. Lyon College: LEAP Program
3. Ouachita Baptist University: FOOT Program
4. Prescott College: Wilderness Orientation Program
5. California State University, Chico: Wildcat Wilderness Orientation
6. Claremont McKenna College: Welcome Orientation Adventure
7. Pfeiffer College: Orientation Adventure
8. Pomona College: Orientation Adventure
9. Stanford University: SPOT Program
10. University of Redlands: First-Year Programs
11. University of California, Santa Barbara: #First-Year Outdoor Adventures Program
12. University of San Diego: Pre-Orientation Adventure Trip
13. Westmont College: Pre-Orientation Adventure Trip
14. Point Loma Colorado College: Priddy Experience
15. Colorado State University: RAM Connect
16. Fort Lewis College: Summit in the San Juan
17. Regis University: First Tracks
18. University of Colorado, Boulder: Outdoor #Program for Incoming Student TRIPS
19. Western Colorado University: Wilderness Based Orientation (WBO)
20. Trinity College: Quest Program
21. Yale University: FOOT Program (First-year Outdoor Orientation Trips)
22. George Washington University: Adventure Bound
23. Georgetown University: Georgetown Outdoor Pre-Orientation Program (GOPOP)
24. University of Delaware: Summit by the Sea Program
25. Florida Atlantic University: Camp Owls
26. Emory University: Student Outdoor Adventure Retreat (SOAR)
27. Georgia Institute of Technology: Tech Trek Tracks
28. University of Georgia: Dawg Camp Adventure
29. Luther University: Endeavor Together Program
30. Boise State: Summer Orientation Program
31. Sterling College: Outdoor Education Integrated Pathway (or August Wilderness)
32. Loyola University Chicago: LUCO Program
33. University of Chicago: Phoenix Outdoor Program (POP)
34. Wheaton College: Honey Rock Passages Orientation Program
35. Asbury University: Archways Program
36. Murray State University: Racer 101 Program
37. Gordon College: LaVida Program
38. Harvard University: FOP Program (First-year Outdoor Program)
39. MIT: FOP Program
40. Tufts University: TWO Program (Tufts Wilderness Orientation)
41. Williams College: WOOF Program
42. Salisbury University: Special Option Orientation
43. Towson University: Project Explore
44. Washington College: Orientation Explore
45. Bates College: Annual Entering Student Outdoor Program (AESOP)
46. Bowdoin College: Orientation TRIPS
47. Colby College: COOT Program (Colby Outdoor Orientation Trips)
48. Prescott College: Outdoor Orientation Program
49. University of Maine: Outdoor Programs to Introduce Opportunities for New Students (OPTIONS)
50. University of New England: Trailblazer Pre-Orientation
51. Calvin College: Wilderness Orientation
52. Kalamazoo College: Land Sea Program
53. College of St. Benedict: College Bound Program
54. University of Minnesota, Duluth: Recreational Outdoor Sports Program
55. Drury University: Ignite Adventure
56. University of Montana: Freshman Wilderness Experience Program (FWE)
57. Montana State University: Expeditions MSU
58. Davidson College: Outdoor Odyssey
59. Elon University: Adventures and Leadership
60. University of North Carolina, Chapel Hill: Carolina Compass
61. Wake Forest University: Wilderness to Wake
62. Western Carolina University: First Ascent Program
63. Dartmouth College: DOC First-Year TRIPS Program
64. Franklin Pierce University: POWA (Pre-Orientation Wilderness Adventure Program)
65. New England College: Adventure Bound
66. Princeton College: Outdoor Action (Frost Trip)
67. Rutgers University: ROAR
68. St. John College: Freshman Wilderness #Orientation Trip
69. Clarkson University: COC
70. Colgate University: Wilderness Adventure
71. Columbia University: Columbia Outdoor Orientation Program (COOP)
72. Cornell University: Outdoor Odyssey
73. Hamilton College: Outing Club Adventure
74. Hobart William Smith College: POAP
75. Ithaca College: Jumpstart
76. Rensselaer Polytechnic Institute: NRB Overnight Experience
77. Skidmore College: SCOOP
78. St. Lawrence University: North Country Pre-Orientation TRIPS
79. Syracuse University: LOOP (Leadership Outdoor Orientation Program)
80. Union College: Outdoor Pre-Orientation
81. University of Rochester: URFOOT
82. Denison University: Denison Outdoor (Orientation Director)
83. Kenyon College: Outdoor Club for Orientation
84. Marietta College: POSO (Pioneer Student Orientation, Advising, and Registration)
85. Miami University: Miami Bound: Get Outside
86. Ohio University: New Adventures
87. Ohio Wesleyan University: Wilderness Camp
88. The Ohio State University: Wilderness Welcome
89. University of Dayton: Camp Blue
90. Wright State University: Freshman Orientation TRIPS (FOOT)
91. Oklahoma State University: Camp Cowboy
92. University of Oklahoma: Camp Crimson
93. Eastern Oregon University: East Tracks Outdoor Adventure Program
94. Lewis & Clark College: College Outdoors
95. Linfield College: Ignite Program
96. Pacific University: Voyage Program
97. Southern Oregon University: Raiders Wilderness Experience
98. Willamette University: Stepping Out Program
99. Bucknell University: Buck Wild Program
100. Dickinson College: Wild Program
101. Gettysburg College: Ascent Program
102. Haverford College: PCOP Program
103. Juniata College: InBound Program
104. Lycoming College: First-Year Outdoor Experience
105. Penn State: ORION Program
106. Wilkes University: WAE Day
107. Brown University: BOLT Program
108. East Tennessee State University: Buccaneer Outdoor Adventure
109. Texas A&M University: Venture Camps
110. College of William & Mary: Pathways Program
111. Hampden-Sydney College: Freshman Forward Program
112. Hollins University: HOP (Hollins Outdoor Program)
113. James Madison University: MOAT Program (Madison's Orientation Adventure TRIPS)
114. Old Dominion University: First Ascent Program
115. Roanoke College: Journey Program
116. University of Lynchburg: Above and Beyond #Orientation, Values Experience (ABOVE)
117. University of Mary Washington: Summer Orientation Adventure Retreat (SOAR)
118. University of Richmond: Adventure Virginia Program
119. University of Virginia: Cavalier Outdoor Adventure Retreat (COAR)
120. Northern Vermont University: LOOP Program
121. University of Vermont: Wilderness TREK Program
122. Western Washington University: Western #Washington Outdoor Orientation Trips (WOOT)
123. Whitman College: Scrambles
124. Northland College: Outdoor Adventure Trips
125. West Virginia University: Adventure West #Virginia First-Year TRIPS
126. Wyoming Catholic College: Three Week Freshman Orientation
127. Gonzaga University: GOOB (Gonzaga Out of Bounds)
128. Houghton College: Outdoor Orientation
129. San Francisco State University: Gator Wild Program
130. Bloomsburg University: Quest Program
131. University of Pennsylvania: Penquest Program

The Outdoor Orientation Benchmarking Survey

The Outdoor Orientation Benchmarking Survey is an evaluative tool used by institutions to collect data on various aspects of their outdoor orientation programs. This survey, which has evolved over time, allows programs to compare their practices, staffing, budgets, and outcomes with those of peer institutions. The data gathered helps programs identify areas for improvement, advocate for resources, and demonstrate the impact of their initiatives. The history of the survey reflects the growing professionalization and research focus within the field of outdoor orientation.

The Outdoor Orientation Program Symposium

The Outdoor Orientation Program Symposium (OOPS) is a professional development and networking event for individuals involved in the administration and facilitation of outdoor orientation programs. The symposium provides a forum for sharing best practices, discussing current trends, presenting research, and building a community of practitioners. Its growth reflects the increasing recognition of the value and complexity of outdoor orientation in educational settings. The OOPS gathering has been connected with the Association for Experiential Education (AEE)(www.aee.org) and for a short time with the Association for [1] Outdoor Recreation and Education(AORE)]

Research on Outdoor Orientation

The effectiveness and impact of outdoor orientation programs have been the subject of increasing scholarly attention. Research has explored the links between participation in OOPs and outcomes such as student retention, academic success, social integration, and personal development.

References

1. Bell, B. J., Holmes, M. R. & Williams, B. G. (2010). A Census of Outdoor Orientation Programs at Four-Year Colleges in the United States. Journal of Experiential Education. 33(1), 1-18
2. Vlamis, E, Bell, B.J.,& Gass, M.A. (2011). Effects of a college adventure program on student development behaviors. Journal of Experiential Education. Vol. 34(2).
3. Vlamis, E, Bell, B.J.,& Gass, M.A. (2011). Effects of a college adventure program on student development behaviors. Journal of Experiential Education. Vol. 34(2).
4. Priest, S., & Gass, M. A. (2005). Effective leadership in adventure programming (2nd ed.). Human Kinetics.
5. Bell (2005)
6. Vlamis, E, Bell, B.J.,& Gass, M.A. (2011). Effects of a college adventure program on student development behaviors. Journal of Experiential Education. Vol. 34(2).
7. Vlamis, et al, (2011)
8. Vlamis, et al, (2011)
9. Vlamis, et al, (2011)
10. Priest, S., & Gass, M. A. (2005). Effective leadership in adventure programming (2nd ed.). Human Kinetics
11. Hooke, D. O. (1987). Reaching that peak: 75 years of the Dartmouth Outing Club. Canaan, NH: Phoenix.
12. Vlamis, E, Bell, B.J.,& Gass, M.A. (2011). Effects of a college adventure program on student development behaviors. Journal of Experiential Education. Vol. 34(2
13. Bell, B. J., Holmes, M. R. & Williams, B. G. (2010). A Census of Outdoor Orientation Programs at Four-Year Colleges in the United States. Journal of Experiential Education. 33(1), 1-18
14. Bell, B. J., Holmes, M. R. & Williams, B. G. (2010). A Census of Outdoor Orientation Programs at Four-Year Colleges in the United States. Journal of Experiential Education. 33(1), 1-18
15. Bell, B. J., Holmes, M. R. & Williams, B. G. (2010). A Census of Outdoor Orientation Programs at Four-Year Colleges in the United States. Journal of Experiential Education. 33(1), 1-18

Bell, B. J. (2005). Social support development and wilderness pre-orientation experiences. Journal of Experiential Education, 28(3), 248-249.

Bell, B. J., Holmes, M. R. & Williams, B. G. (2010). A Census of Outdoor Orientation Programs at Four-Year Colleges in the United States. Journal of Experiential Education. 33(1), 1-18

Bell, B.J., Gass, M.A., Nafziger, C., & Starbuck, J.D. (2014). The state of knowledge of outdoor orientation programs: Current practices, research, and theory. Journal of Experiential Education. Vol. 37(1).

Hooke, D. O. (1987). Reaching that peak: 75 years of the Dartmouth Outing Club. Canaan, NH: Phoenix.

Priest, S., & Gass, M. A. (2005). Effective leadership in adventure programming (2nd ed.). Human Kinetics.

Miner, J. L., & Boldt, J. R. (1981). Outward Bound U.S.A.: Learning through experience in adventure-based education (1st ed.). New York: Morrow.

Vlamis, E. (2002). The effects of an adventure orientation program on incoming first-year students. Unpublished Masters Thesis, University of New Hampshire, Durham.

Vlamis, E, Bell, B.J.,& Gass, M.A. (2011). Effects of a college adventure program on student development behaviors. Journal of Experiential Education. Vol. 34(2).