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A comparison of population and employment projections shows the gap between teacher supply and demand growing through 2025. Alternative certification programs (ACPs) were created to increase teache...

The purpose of this mixed-methods study was to examine the lasting impacts of students who attended outdoor orientation programs. This research sought to explore a critical gap in outdoor recreation research: longitudinal research about lasting impacts of outdoor orientation programming. We asked the following research questions to guide the study: (a) Do students who attended New Student Wilderness Expedition (NSWE) at Texas State University have higher grade point averages and higher retention rates than students who attended traditional new student orientation (NSO) programs? (b) Do students who participated in NSWE programming perceive a lasting positive impact on social factors that contribute to college retention? (c) Do students who participated in NSWE programming perceive a lasting impact on their existential development? Findings indicate that students who participated in NSWE were significantly more likely to graduate than students who attended NSO and that students perceived lasting positive social impacts and a lasting impact on existential development. Subscribe to JOREL

The current study explores the potential of one-on-one mentoring facilitated within a structured group format for developing connection and sustaining mentor-mentee relationships with early adolescent girls. Results from a mixed-methods study using survey and observational data reveal that college student mentors and their seventh grade mentees report moderate-to-high satisfaction with the group experience, with no mean differences between groups. Yet there were significant differences between groups in the group members’ (mentees) satisfaction with their one-on-one mentoring relationships. Although all groups demonstrated high levels of some positive social processes related to connectedness (e.g., fun), groups in which mentees’ reported higher levels of satisfaction with their one-on-one relationships engaged in more higher level positive social processes (e.g., caretaking). Groups in which mentee’s reported lower satisfaction with their one-on-one relationships demonstrated more negative social processes (e.g., disengagement). Implications for after-school settings are discussed.