A brief presentation on the history between freshmen Orientation and student retention

1. A Research Study on the Correlation between
Participation in Orientation and Student
Retention at Four-Year Public Institutions
Funmi M. Oyekunle
Salem State University

2. KeyTerms
 Orientation: Martin and Dixon (1994) cited Upercraft and
Farnsworth’s (1984, p. 27) definition of Orientation as “any effort on
the part of the institution to help entering students make their
previous environment to the collegiate environment and to enhance
their success in college” (p. 201)
 Attrition: Pascarella andTerenzini (1978) citedTinto’s (1975) definition
of attrition, or the decision to drop out of college as “a longtitudinal
process involving a complex series of sociopsychological interactions
between the student and the institutional environment” (p. 348)
 OOP: Outdoor Orientation programs

3. Background
 According to Brown (2012) the Lumina Foundation for
Education (2009, p. 2) noted that there is “a national
movement to increase the proportions of Americans with
higher quality degrees in credentials to 60% by 2050” (p. 834)
 Jamelske (2009) noted that in 2007, the “average retention
rate among all institutions from first to second year was
68.7% (p. 373).
 Krumei-Mancuso et al (2013) cited a study by the National
Center fo Education Statistics (2010) which showed “only
slightly more than half (57%) of full-time students first going
to a four-year institution seeking a bachelor’s degree achieve
that goal in six years” (p. 247).

4. Purpose
 To study whether attendance at a freshman
Orientation predicts the chance of student
success and retention
 To understand the current divide over benefits
of Orientation, and what institutions are doing
to address attrition gaps.
 To learn the various research or assessment
done on public institutions in the last decade.

5. Research Questions
 How do different types of Orientation programs
contribute to student success?
 What theories guide current Orientation programs?
 What are some of the differences between
Orientation programs at private vs. public
institutions?
 What are institutions currently doing to bridge the
attrition gap?

6. Literature Review
 Outdoor and Spiritual- Centered Orientation
Programs
 Pre-college Fears andTransition
 Predictors of College Success
 Improving Student-Faculty relationships
 Retention Goals Post-Orientation
 Making Institutional Change

7. Gaps in Research
 Research is often specific to the institution
 Many researchers often highlight numerous
benefits of Orientation while others believe it is
one of many variables that indirectly affect a
student’s chance of retention.
 Faculty, staff, student affair professionals and
administrators are often divided of who must
address attrition.

8. Proposed Study
 An in-depth, interview with students from freshman to
senior year asking their perception of Orientation
 Surveys will be mailed out prior to Orientation asking some
of the biggest fears they have about coming to college.
 Sample size: 1/5 of incoming freshmen class (using diverse
group by college major, race, gender)
 Interviews will be visually recorded, and students must
consent in order for results to be shared with college
administrators.
 Post Orientation, interested students can participate in
forums conducted by student affairs professionals and
faculty members

9. Perceived Limitations
 Time- encouraging students to participate without offering
incentives.
 Research still does not focus on students who did not
participate in Orientation.
 Using 1/5th or 1/4th of the incoming freshmen class as a
sample will not be reflective of all student’s experiences.
 Study needs to provide collaboration with other departments
like Admissions or Advising that are impacted by retention
and attrition