Orientation

1. Orientation “Any effort on the part of the institution to help entering students make the transitions from their previous environment to the college environment and to enhance success in colleges” (Upcraft & Farnsworth, 1984, p. 27)

2. Presentation Outline • Key Historical Events • Evolution of Orientation • Criticism • Program Models • National Professional Organizations • Examples of Jobs • Roles & Competencies • Interview with a Professional in the field • What MAKES or BREAKS an Orientation • Principles of Good Practice • Innovative Ideas • Current Challenges

3. Key Historical Events • 1888 – Boston University, Orientation Day for new students • 1911 – Reed College, Freshman course for credit • University of Washington and University of Michigan followed suite months later • 25 sessions on how to succeed academically • Lecture style & included convocation • National acceptance quickly adopted • 1930s – 1/3 of institutions offered for-credit course • Late 1940s – 43% of institutions offered for-credit course

4. Key Historical Events • 1950-60s – Strang and Mueller said that orientation should be a “continuous and dynamic process beginning in high school and ending after college graduation.” • 1960s – Disorientation Week, wanted proof that Orientation had a meaningful purpose • 1966-1976 – creation of 2-3 day overnight programs for students and parents • Small institutions added mini course by faculty, human relations skills, & Friendship Day • Included Student Orientation Leaders and mentors

5. Key Historical Events • 1970-90s Developing Enrollment Management: systematic approach and institutional concept that is designed to exert more influence over student enrollment • Organized by strategic planning & supported by institutional research • To define and market the institution’s mission, values and characteristics • To utilize the entire campus community in developing plans, initiatives, and activities • To strategically plan and implement financial aid programs that enroll and retain students • To create structures and financial resources to support a comprehensive enrollment management plan • Focus on student learning and campus wide collaboration • Shift from teaching to the creation of the holistic learning environment • 1990s – Technological advancements in Orientation

6. Key Historical Events • Current Trend: Provide Orientation as well as freshman academic course • Now show that has a significant influence on students’ ability to socially and academically integrate into the institution • Continuous Issue: swag

7. Evolution of Orientation: 1920s • Breaking away from the family • Choosing a vocation • Establishing satisfactory relationships with the opposite sex • Integrating the personality

8. Evolution of Orientation: 1950s • Entering students reported these fears: • Inability to do college work • Selection of the right major • Making friends • Finding a desirable roommate • Goal: To gain perspective, a sense of purpose and balance between the demands and opportunities of college life (Strang, 1951).

9. Evolution of Orientation: 1960s • The value previous linked to in loco parentis disappeared • Permit students to pursue a wider range of interdisciplinary and individually designed topic-oriented seminars and degree programs • Interest in vocational preparation now ranked equally with concern for academic issues • Purdue’s students’ rankings of Orientation needs… • Inform them of academic responsibilities • Assist them with academic program planning • Familiarize them with the campus • Goal: To increase the student’s receptivity to the total higher education experience (McCann, 1967).

10. Evolution of Orientation: 1970s • Awareness of the link between the freshman year, student satisfaction, and student retention • Tinto challenged that orientation should not just be about retention • Students identified • Bad study habits • Large classes • Impersonal, uncomfortable campus environment • Academic and social regulations • Goal: To complete enrollment procedures in a humane manner (Butts, 1971).

11. Evolution of Orientation: 1970-80s • Students who transitioned well shared these characteristics • A competent self-image • Motivation to pursue activities to simulate growth and development • Willingness to take risks • Issues with high rates of student withdrawal • Academic boredom • Lack of academic preparedness • Uncertainty regarding academic major or career choice • Transition and adjustment difficulties • Dissonance or incompatibility • Irrelevancy of education

12. Evolution of Orientation: 1980-90s • Goals • To develop cognitive, behavioral, and communication skills to facilitate assimilation into the campus environment; • To foster development of a peer group, creating an atmosphere of comfortableness and reduced anxiety (Krall, 1981). • To gather information that provides the institution with a better understanding of its student population (Smith & Brackin, 1993). • To provide opportunities for informal interaction and discussions with faculty (Mullendore, 1998a) • To acclimate student to the facilities, services, and members of the institution’s community (Hadlock, 2000).

13. Evolution of Orientation: Current Issues • New groups of students on campus • Complicated family units • Disparate socioeconomic income • Different educational levels • At Risk Populations • Consumer approach • Racial & Ethnic Diversity • Selectivity of higher education institution choice • Interest in healthy life-style • Sophisticated knowledge of technology • Academic preparation (better or worse than others)

14. Criticism • Fulfills the needs of the institution not the student • Known as DisOrientation

15. Program Models • Preenrollment or Orientation Model • The Freshman Day or Week Model • Credit Course Model • Other Models • Emerging Leaders Model • Institutional Integration Model • Holistic Model

16. Preenrollment or Orientation Model • Aid to personalizing large universities • Coordinated by Enrollment to market & attract students to campus • Introduce students and family members to services on campus • Assist students with their academic and social adjustment and integration • Provide opportunities for formal and informal conversations and discussions with faculty staff & current students • Changes with institution and mission (ex. Change of Campus Orientation at PSU)

17. The Freshman Day or Week Model • By 1938, 83% has adopted this model • Lost momentum in the 40s with the course-credit model • Regained stature in the 60s • Builds community • Creates a sense of belonging • Acquaintsstudents with the collegiate environment

18. Credit Course Model • To help students understand their initial transitional period • To establish an environment that is socially supportive • To help students make necessary academic and social adjustments • To assist them in developing their critical thinking skills • Provides a broad view of the institution • Focuses on personal and academic skill development • Most popular

19. National Professional Organizations • National Orientation Directors Association (NODA) • To provide services for orientation professionals and institutions • To encourage dialogue and discussion on orientation relate topics • Council for the Advancement of Standards in Higher Education suggested in 2001 that Orientation must be • Intentional • Coherent • Based on theories and knowledge of learning & human development • Reflective of developmental and demographic profiles • Responsive to special needs of individuals

20. Examples of Jobs • Director of Student Activities & Orientation, Lasell College • Coordinator of First Year Experience and College Honors, Baltimore City Community College

21. Competencies & Roles for Professionals • Masters Degree • 3-5 years of work experience • Student Affairs experience • Supervisory Skills • Interpersonal Skills • Ability to multi-task & work in a fast-paced environment • Experience working with a diverse group of students • Computer knowledge • Knowledge of Student Development Theory, Retention and Advising Techniques and Strategies

22. SHAUNA MORIN • BA from Notre Dame in Business • MA from PSU in CSA • Internship at Juniata College in Orientation • Director of Community Service/Service Learning at Juniata College • Associate Director of Student Life, Hope College, MI • Orientation • Advise Program Board • Advise Dance Marathon • Work with Registered Student Organizations

23. What makes or Breaks an Orientation?BREAKS…. • Too short • Cram in too much information • Overload • Not enough time to socialize • Does not properly include parents • Does not change with the times • Not critically evaluated and adapted • Student Orientation Leaders are not properly trained

24. What makes or Breaks an Orientation?Makes….(according to Hope College) • One week long before everyone moves back • Parents stay over night for a total of 3 days • Are well informed & included • Have session choices • Socialize/Network with other Parents via Parents Council Events • Can say goodbyes • Feel good leaving them there • Staff • Hire 2 paid Student Orientation Directors to work full time all summer who plan and direct everything from start to finish • Appoint 25 Student Volunteer Assistant Directors • Find 180 upperclassman as Volunteer Orientation Assistant

25. What makes or Breaks an Orientation?Makes….(according to Hope College) • Students • Get time to socialize as a large group (PlayFair, Entertainment) • Break into small groups with an Orientation Assistant 2OA:15students • Get a good mix between of all areas of campus-life • Introduction to relevant issues (diversity, alcohol, etc) • Continued after Orientation Week • First Year Seminar • Include Siblings – Siblings Day!

26. What makes or Breaks an Orientation?Makes…. (Final Words from Shauna) • Give students the tools they need in all areas academically and socially, as well as opportunities to find their niche. All areas need to be explained to them and make them feel welcomed. • Give the parents an experience where they feel like their kids are in good hands, they will naturally step back • If you’re doing well at those things, your program is a success

27. Principles of Good Practice • Program evaluation is key • Include parents and families more • Incorporate more technology

28. Other innovative Orientation ideas • Programs like Inboundat JC or LEAP at PSU. • Kick It! at University of Minnesota • Boiler Gold Rush Facebook Group at Purdue.

29. Current Challenges • See past slide, Evolution of Orientation: Current Trends • Shauna says… • students from further away or specialized students • How to address specific needs without isolating and making sure to integrate with other different students • Thank you to/from whom? • People with Disabilities • Veterans?

30. Your School…Your Experience?