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Our study explored current environmental sustainability practices of U.S. camps as well as the motivations and barriers influencing integration of sustainable operational approaches. Using a web survey of camp organizations in Spring 2021, we identified participation in sustainable actions across five broad categories: waste management, sustainability education and communication, natural resource and wildlife conservation, energy and water consumption, and purchasing and procurement. Many camp organizations already engaged in sustainable practices--especially with respect to waste management and sustainability education--but almost all camps wanted to do more. Camp organizations placed higher priority on environmental and social motivations for sustainability than economic reasons. The largest perceived barrier to sustainability was inadequate financial and/or technological resources, though lack of awareness and capacity-building assistance were also constraints. Results highlight strong interest in sustainability across the camp industry and reveal multiple ways to realize that potential.

The New Ecological Paradigm (NEP) scale adapted for use with children (NEP-C) is one of the most frequently used measures of children's environmental beliefs. Though widely utilized, the limitations of the NEP-C instrument are often overlooked. Based on a systematic synthesis of existing literature examining the NEP-C, we argue that the scale assesses specific types of beliefs within the larger NEP, that some children have difficulty comprehending items of this scale, and that the one-factor and three-factor models proposed in the original NEP-C did not achieve an exact fit to empirical data. Additionally, the relevance of the NEP-C total score as a predictor of children's pro-environmental behaviors is questionable. Although the NEP-C is useful for measuring specific types of environmental beliefs, many researchers using this scale may be interested in broader constructs. We highlight potential benefits and drawbacks of using the NEP-C and discuss new directions for environmental education research.

This study focuses on the diversity, equity, access, and inclusion (DEAI) practices of informal science institutions (ISI) that are part of a statewide grants program. Data were collected to understand how ISIs interpret and implement DEAI in thought and action in their efforts to create more welcoming spaces for members of communities that are often underrepresented or marginalized in informal learning spaces. Modeled after the Cultural Competence Learning Institute's (CCLI) Framework, survey data were collected to understand DEAI practices being used to create welcoming environments. Interview data were collected 2 years later to understand how ISIs collaborate with others to center communities in their work. Results indicated that while DEAI was considered a high priority, strategies were limited. A positive relationship was found between the number of strategies used and perceived success. ISIs' stories of collaboration focused most often on transactional relationships with organizational partners. Those working with communities directly collaborated in needs‐based or reciprocal ways. Results are interpreted in relation to the CCLI Framework's potential to provide benchmarks for both individual institutions and groups like our statewide grants program to use as comparison points for their own DEAI practice. [ABSTRACT FROM AUTHOR]

Introduction: Conduct problems are commonly reported among individuals with autism spectrum disorders (ASD) and children with other special health care needs (CSHCN). Environmental research indicates that exposure to natural environments can lead to decreased conduct problems; opposite effects (i.e., increased problems) are associated with built "gray" environments (e.g., roadways). Methods: This exploratory study analyzed the association between Zip-code level tree canopy coverage and severity of conduct problems in typical children, children with ASD, and CSHCN. Tree canopy data came from National Land Cover Database and ASD data came from the cross-sectional National Survey of Children's Health (2011/2012). Results: Percent tree canopy coverage predicted a decreased risk of severe conduct problems in youth with ASD, but not CSHCN; "gray" space was unassociated with conduct problems in any children. Conclusions: Community tree canopy coverage is negatively associated with conduct problems in children with ASD. More research using individual assessments and street level metrics will help better determine the relationship between canopy coverage and conduct problems in ASD.

Tenure-track positions at institutions of higher education are often highly coveted because they offer job stability, academic freedom, and higher pay. Despite this allure, the academic career path is fraught with challenges, particularly during the first few years of a tenure-track position where one must balance new demands and escalating expectations. We synthesized existing literature with data collected through an online survey of leisure academics and discussions derived from the "Growing Up Academic" panel sessions that took place during the 2016 Academy of Leisure Sciences Teaching Institute to examine the challenges and opportunities that individuals must navigate during the early years on the tenure track. Challenges identified included concerns about transitioning identities, divergent responsibilities, insecurities, and uncertain expectations regarding tenure and promotion. Many of these issues were more pronounced for faculty of color. However, participants also highlighted some key strategies that could be employed to address challenges: (a) Know expectations and document progress, (b) Collaborate regularly, (c) Seek professional mentors, (d) Develop an academic identity, (e) Be proactive and strategic in all areas of scholarship, and (f) Be realistic. Emerging scholars who heed this advice will be better equipped to navigate the early stages of academic life and successfully achieve tenure.

Graduate school is critical period of professional development in the lives of aspiring scholars, presenting a number of challenges and opportunities. Synthesizing insights from an online survey of individuals on The Academy of Leisure Sciences (TALS) listserv, a group of academics and professionals at various levels within the parks, recreation, tourism, and leisure field around the world, this article aimed to highlight these challenges and identity strategies for surviving and thriving during graduate school. The thematic analysis revealed five major themes. Challenges identified included juggling responsibilities, funding support, equity and institutional barriers, imposter syndrome, and finding the right job. Participants also highlighted some key strategies that could be employed to navigate challenges, including focus on and finish the dissertation, finding reliable mentors, cultivating professional networks, consider a transition job first, and be true to yourself. Doctoral students who heed this advice will not only be more likely to successfully complete graduate school, but they will also be better positioned for future success in an academic career.

The complex and uncertain academic job search is often a terrifying prospect for aspiring recreation and leisure scholars. New doctoral candidates are eager for meaningful lived experiences and useful advice regarding the steps for a successful job search, including finding the right opportunities, submitting applications, interviewing well, and negotiating effectively. In this article, we address the significant challenges and considerations doctoral students face throughout the academic job search process. By outlining some of the best practices and strategies for success through the lens of recreation and leisure studies, we hope to help readers know what to expect and how to prepare--ultimately converting the seemingly daunting task of finding the right academic job into an exciting and rewarding opportunity.

This study used a combination of surveys and drawing-based metrics to evaluate whether integration of art-based activities into EE camp programing could enhance environmental orientations of diverse youth ages 6-12 (n = 285) in Athens, GA, USA. Compared to a control group, art-based EE had a positive effect on children's eco-awareness and environmental knowledge. However, effects of the art-based EE were comparable to those observed for a conventional EE summer camp. Interactions between the treatment and demographic variables (e.g., gender, age, race/ethnicity) were minimal, suggesting that both types of EE programing worked well for different groups of youth. Results highlight the potential value of art in EE research and practice.

Despite the growing prominence of Facebook in the lives of college students, few studies have investigated the potential of these innovative web-based communication tools for engaging students in academic discussions. This study used a pre-test, post-test design in two introductory-level courses at a large public university to compare students' (n = 107) perceptions of, attitudes toward, and perceived learning associated with two different online discussion tools: the Facebook group forum and a university-sponsored online tool. Although pre-course surveys indicated that few students enjoyed online discussions, post-course analysis revealed significant changes in students' opinions regarding the value and functionality of web-based discussion forums, with Facebook as their clear preference. Students who participated in Facebook discussions enjoyed the site's familiarity, navigability, and aesthetically appealing interface. Facebook users also reported that they were able to become better acquainted with classmates, felt like valued participants in the course, and learned more course material. This study suggests that, if used appropriately, Facebook may help to increase college student engagement in certain learning contexts by cultivating classroom community and stimulating intellectual discourse.

Introduction: Efforts to understand visitors’ participation in pro-environmental behaviors (PEB) are important for protected area management. Previous research in nature-based recreation settings suggests environmental attitudes may affect PEB, and that these relationships might be mediated by different dimensions of place attachment (place identity and place dependence). Methods: We used structural equation modeling to test the mediating effect of hikers’ place attachment in the relationship between environmental attitudes and PEBs that occur within (on-site) and outside a protected area (off-site): Mt. Bukhan National Park in South Korea. Results: Results showed that cognitive (environmental knowledge) and affective (environmental sensitivity) components of environmental attitudes were significant predictors for place attachment. Place identity was linked to off-site PEB, while place dependence was a key antecedent for both off-site and on-site PEBs. Discussion: Our findings could help researchers and practitioners better understand how place attachment forms and how it can impact outdoor recreationists’ behavior, ultimately helping to promote PEBs and facilitate sustainable management goals. [ABSTRACT FROM AUTHOR]

Online discussions are widely viewed as a valuable tool for encouraging student engagement and promoting interaction with course material outside of the traditional classroom. Strategies for conducting online discussions vary and are not confined to traditional, university-sponsored learning management systems (LMS). Social media platforms such as Facebook, which provide a variety of social benefits to students, might also represent a viable mechanism for educational information exchange and learning. Our study tested this proposition by comparing the effects of a Facebook-based and LMS-based online discussion forum on students' participation, achievement of learning goals, and overall course performance. Our findings suggest that different forums can affect classroom dynamics and student learning in different ways. While Facebook may be better at fostering student participation and encouraging peer-to-peer dialogue, the university-sponsored LMS may be a more effective tool for encouraging students to develop coherent arguments and apply course content in other contexts. Since this study shows that platform of an online discussion assignment matters, college instructors should consider the benefits and drawbacks of each platform before developing an online discussion assignment. Instructor choice of platform should depend on course content, instructor's teaching preferences, and online discussion assignment goals.