Overview of the Current Landscape of Outdoor Programs in Higher Education (original) (raw)
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Journal of Outdoor Recreation, Education, and Leadership, 2017
In this article, we report on research undertaken in 2016 to assess a number of trends influencing the current status of degree-granting outdoor programs in the United States, including factors that bear on the value of degrees. We analyze data provided by the U.S. Department of Education's College Scorecard and results of a survey comparing 59 programs in the United States by size, geographic region, and public/private status, focusing on cost, postgraduate employment, and select program features tied to alumni employability. Results are discussed in the context of wider trends in higher education, projections for job growth in outdoor areas, and preferred qualifications as reported by employers. Findings are useful for identifying challenges and opportunities for active outdoor fields as a whole and may help individual programs situate themselves among comparators in a way that informs future planning.
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Getting the engine started: motivations for participation in a university outdoor recreation program
This study was conducted to identify the motivations of trip participants in the Georgia Outdoor Recreation Program at the University of Georgia during the fall semester of 2007, and to collect baseline data about their participation. Participants were asked to fill out a survey and return it to the trip leader at the conclusion of each trip. Participants' activity selection was found to be significantly related to motivation for: gaining new experiences, seeking solitude, experiencing a thrill, visiting a new place, and meeting new people. Activity selection was not motivated by: wanting to join a friend who was participating in that activity, taking a trip as part of a personal hobby, or getting physical education credit. Discussion focuses on providing a better understanding of student motivations for participation in university recreation programs and how this understanding can provide for better programming.
Journal of Outdoor Recreation, Education, and Leadership, 2017
In this article, we report on research undertaken in 2016 to assess a number of trends influencing the current status of degree-granting outdoor programs in the United States, including factors that bear on the value of degrees. We analyze data provided by the U.S. Department of Education's College Scorecard and results of a survey comparing 59 programs in the United States by size, geographic region, and public/private status, focusing on cost, postgraduate employment, and select program features tied to alumni employability. Results are discussed in the context of wider trends in higher education, projections for job growth in outdoor areas, and preferred qualifications as reported by employers. Findings are useful for identifying challenges and opportunities for active outdoor fields as a whole and may help individual programs situate themselves among comparators in a way that informs future planning.
Outdoor education in the Mid-Atlantic states: an assessment of market segmentation
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Programs that emphasize experiential learning in outdoor settings have a long history in the United States and have been offered by a wide range of organizations. This study focused on programming that included environmental education, experiential education, and outdoor education. The purpose of this study was to examine the range of services and programs that offer outdoor education and environmental education services in the Mid-Atlantic region and to identify underserved aspects of the market. Environmental education programs geared for elementary and middle school students are very common across the region, but programming for high school and college students and adults are offered much less frequently. The primary fi nding was the high degree of variability in environmental education facilities, programs offered, and associated costs.