@article{williams_2024, title={"Nature Environments Without Actually Being There": Virtual Recreation Experiences and Real-World Intentions}, volume={1}, ISSN={["2169-009X"]}, url={https://doi.org/10.1177/10538259231225621}, DOI={10.1177/10538259231225621}, abstractNote={Background: Despite access to nature-based recreation, many college students do not take advantage of these experiences to improve their mental and physical health. Virtual reality experiences provide a potential pathway to motivate this population to recreate outdoors, but research is needed to determine whether virtual recreation can lead to real-world intent to recreate. Purpose: This study investigated whether virtual reality experiences influence student motivation for nature-based recreation, as measured with the intention and self-efficacy to spend time in nature scales. Methodology/Approach: As part of an introductory parks, recreation, and tourism class, students explored nature through virtual reality. The study incorporated a mixed methods design using pre- and post-experience surveys, interviews with participants, and document analysis of student assignment submissions over Instagram. Findings/Conclusions: Preliminary findings suggest that virtual reality can approximate real-world nature environments and provide a potential pathway for this population to access real-world outdoor recreation opportunities. Implications: In situations where real-world field experiences are not possible, educators and practitioners can use the findings of this study to assess whether a virtual recreation experience is appropriate for their audience. While these experiences do not substitute real-world nature, they may be part of a participant’s pathway to recreate outdoors.}, journal={JOURNAL OF EXPERIENTIAL EDUCATION}, author={Williams, Nathan}, year={2024}, month={Jan} }
 @article{williams_2022, title={Exploring Outdoor Recreation Activities as a Facilitator for College Student Diversity Experiences}, volume={46}, ISSN={["1558-867X"]}, url={https://doi.org/10.1177/15588661211047595}, DOI={10.1177/15588661211047595}, abstractNote={Racial intolerance and violence in the United States, and on college campuses specifically, has created a dire need for universities to bridge gaps between students of diverse backgrounds and beliefs. Campus recreation programs offer promising environments for students from diverse identities to engage with each other and learn about peers, while increasing their openness to diversity. Despite this potential, little is known about how students engage with diversity in recreation contexts. This phenomenological study uncovered the experiences of students attending diversity-focused outdoor adventure trips and examined the facets of this recreation environment that contributed to engagement with diverse peers. Campus recreation administrators can use these findings to consider parallel experiences throughout recreation programs that can bring students from diverse backgrounds together.}, number={1}, journal={RECREATIONAL SPORTS JOURNAL}, publisher={SAGE Publications}, author={Williams, Nathan}, year={2022}, month={Apr}, pages={42–51} }
 @article{williams_2022, title={The Power of Campfire Spaces for Diversity Education: A Case Study Analysis of a Diversity-Focused Outdoor Adventure Program}, volume={14}, ISSN={["1948-5123"]}, url={http://dx.doi.org/10.18666/jorel-2022-v14-i2-10963}, DOI={10.18666/jorel-2022-v14-i2-10963}, abstractNote={Diversity interventions on college campuses provide engagement opportunities for students to interact across lines of difference. Despite these efforts, hate crimes, racial and cultural insensitivity, and a lack of engagement with diverse peers are prevalent. This qualitative case study used an embedded single-case design to explore a new type of intervention: diversity-focused outdoor adventure trips. These trips draw participants from diverse campus communities and create bridges across student populations who might not interact otherwise. Findings from this study suggest that students experience meaningful experiential learning about diversity on outdoor adventure trips. Students are then able to create connections with diverse peers that impact their views of the campus and diverse peers in their community. These findings have implications for extending campus diversity education beyond the traditional classroom or workshop environment and demonstrates the potential for outdoor recreation and education contexts to be opportunities for powerful personal connections among diverse participants. These connections among individuals illustrate the potential for outdoor recreation experiences to forge new bonds between across disparate communities.}, number={2}, journal={JOURNAL OF OUTDOOR RECREATION EDUCATION AND LEADERSHIP}, publisher={Sagamore Publishing, LLC}, author={Williams, Nathan}, year={2022}, pages={34–53} }
 @article{williams_2020, title={College Student Experiences on Diversity-Focused Outdoor Adventure Trips}, volume={12}, ISSN={["1948-5123"]}, DOI={10.18666/jorel-2020-v12-i2-9886}, abstractNote={Despite these interventions, racial and cultural unrest on campuses has been highlighted by recent large-scale student protests (New}, number={2}, journal={JOURNAL OF OUTDOOR RECREATION EDUCATION AND LEADERSHIP}, publisher={Sagamore Publishing, LLC}, author={Williams, Nathan}, year={2020}, month={May}, pages={241–244} }
 @misc{andre_williams_schwartz_bullard_2017, title={Benefits of Campus Outdoor Recreation Programs: A Review of the Literature}, volume={9}, ISSN={["1948-5123"]}, DOI={10.18666/jorel-2017-v9-i1-7491}, abstractNote={Campus outdoor recreation programs and facilities have faced a number of public attacks questioning their value for students. Climbing walls in particular have become, to some, emblematic of waste and financial excess in higher education. Despite these claims, this literature review uncovers numerous benefits for participants and schools provided by campus outdoor recreation specifically and campus recreation more generally. For colleges and universities, these benefits include positive effects on student recruitment, retention, and satisfaction and the opportunity for recreation programs to support academic programs directly. For students, benefits include increased academic success, smoother transitions to college, better mental and physical health, lower levels of stress and anxiety, better and more numerous social connections, better intra- and interpersonal skills, increased environmental sensitivity, and better connectedness to nature and to place. Subscribe to JOREL.}, number={1}, journal={JOURNAL OF OUTDOOR RECREATION EDUCATION AND LEADERSHIP}, publisher={Sagamore Publishing, LLC}, author={Andre, Elizabeth K. and Williams, Nathan and Schwartz, Forrest and Bullard, Chris}, year={2017}, pages={15–25} }