Philosophy of UNT's Orientation Program Fall 2011
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The document discusses the philosophy and goals of UNT's orientation programs. It outlines theories of student involvement and integration that guide the orientation design. Research on orientation programs is reviewed, noting impacts on expectations, adjustment, and retention. An overview of UNT's freshman, transfer, online, and parent orientations is provided, highlighting key components. Evaluation methods and overall positive survey findings on the orientation experience are also summarized.
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Philosophy of UNT's Orientation Program Fall 2011
- 1. The Philosophy of UNTโs Orientation Programs Melissa McGuire Orientation and Transition Programs October 14, 2011 Advisor Training Fall 2011
- 2. Do you remember your orientation experience? Advisor Training Fall 2011
- 3. Background โข 96% of institutions have an orientation program. โ Most are geared toward freshmen, but increasingly transfers are required to attend. โ Number of days: โข 23.13% - 1 day program โข 23.13% - 2 day program โข 22.5% - 3+ day program Advisor Training Fall 2011
- 4. Council for the Advancement of Standards (CAS) โข Orientation programs should: โข Facilitate transition โข Prepare students for educational opportunities and student responsibilities โข Initiate the integration of new students to the intellectual, cultural, and social climate โข Support parents and guardians Advisor Training Fall 2011
- 5. Theories that Guide Practice โข Theory of Student Departure (Tinto, 1975) โ Academic Integration โข Identification with academic norms and values โข Identification with one's role as a student โ Social Integration โข Personal contacts/interactions โข Involvement Theory (Astin, 1993) Advisor Training Fall 2011
- 6. Theories Cont. โข Ultimately, the more students are academically and socially involved (integration), the more likely they are to persist and graduate. Advisor Training Fall 2011
- 7. Existing Research โข Existing research on orientation: โ Embedded within research on first-year programs, seminars, or learning communities โ Findings not widely disseminated โ Impact on student outcomes rarely assessed empirically โ Few Empirical studies found: โข Orientation strongly influences expectations of college โข Orientation improves adjustment, rates of performance, retention, and graduation Advisor Training Fall 2011
- 8. Orientation Trends โข In the last 10 years, orientation programs: โ Include more time geared toward testing, advising, and learning about the academic culture. โ Utilize technology โ Better reflect changing demographics (drive ins, online, etc.) โ Involve parent/family members Advisor Training Fall 2011
- 9. UNT Freshman Orientation โข 3-day program (currently) โ Key components: โข Overnight stay on-campus โข Small groups led by current UNT students โข Organization Fair โข Get Connected โข Life on Campus Production โข Advising โ Guidebook/College Advising โ Departmental Advising โข Registration Advisor Training Fall 2011
- 10. UNT Transfer Orientation โข ยฝ day โ 1 day program โ Key components: โข Advising โข Registration Advisor Training Fall 2011
- 11. UNT Online Orientation โข BAAS programs in PACS and COI and transient students โ Key components: โข Traditions โข Virtual resource fair โข Financial Aid/Registration Information โข Advising modules with text and videos โ Once through videos, students get advised through WIMBA or over phone. โข 100% on quizzes move students to next module Advisor Training Fall 2011
- 12. UNT Parent Orientation โข Freshman Parent Orientation โ 3-day program; runs concurrently with freshman orientation. โ Student and parent only together periodically. โ Key components: โข Opportunity to connect with other parents and UNT staff and faculty โข Academic Dean Session โข College Success Session โข Life on Campus (attend with student) โข Student Services Session Advisor Training Fall 2011
- 13. How We Measure Success โข Yield โข Evaluative data* โข Word of mouth Advisor Training Fall 2011
- 14. Methodology โข 36 item instrument (5-point Likert scale) โข Distributed by Orientation Leader and completed prior to check out โข n=2427 โข 61.5% response rate โข Surveys scanned into SPSS for descriptive analysis and non-parametric tests of significance Advisor Training Fall 2011
- 15. Respondents by School or College School or College Frequency Valid % College of Arts & Sciences 796 33.4 College of Business 306 12.8 College of Public Affairs & Community Service 110 4.6 College of Education 176 7.4 College of Engineering 235 9.9 College of Information 8 0.3 Mayborn School of Journalism 88 3.7 School of Merchandising & Hospitality Management 75 3.1 College of Music 165 6.9 College of Visual Arts & Design 175 7.3 Undergraduate Studies 249 10.4 TOTAL 2383* 100 *44 did not respond to this question. Advisor Training Fall 2011
- 16. Overall Gender 0, 0% 0, 0% 1098, 45 % Male 1329, 55 Female % Advisor Training Fall 2011
- 17. Overall Ethnicity Ethnic Group Number of Valid % Respondents African American 377 15.5 American Indian 42 1.7 Asian/Pacific Islander 145 6.0 Hispanic 528 21.8 Non-Resident 16 0.7 Other 6 0.2 White 1313 54.1 Total 2427 100 Advisor Training Fall 2011
- 18. Overall Findings Statement Mean Orientation helped me understand the importance of college. 4.12 I received valuable academic advising from my college/school. 4.35 I understand the tuition payment process and will be able to 3.89 navigate this process in the future. I now understand my responsibilities as a UNT student in the 4.33 area of INTEGRITY. I now understand my responsibilities as a UNT student in the 4.36 area of CONDUCT. I now understand my responsibilities as a UNT student in the 4.29 FINANCIAL OBLIGATION area. Advisor Training Fall 2011
- 19. Overall Findings Statement Mean Orientation provided me with information about academic 4.40 policies, procedures, and requirements. Orientation provided me with sufficient information to 4.34 make well-reasoned and well-informed choices. The orientation program provided me with the 4.39 information about student services and programs that are relevant to me. I am now familiar with the campus layout and feel that I 3.37 can comfortably navigate my way around campus. The orientation program provided opportunities for me to 4.24 interact with faculty, staff, and continuing students. The orientation program provided opportunities for me to 4.59 meet and interact with other new students. Advisor Training Fall 2011
- 20. Overall Findings Statement Mean I know what resources are available to me regarding 4.16 CAREER DEVELOPMENT. I know what resources are available to me regarding 4.29 ACADEMIC SUPPORT. I know what resources are available to me regarding 4.04 PERSONAL HEALTH. I know what resources are available to me regarding 4.04 SAFETY AND SECURITY CONCERNS. Orientation offered programs that explored the transition 4.00 issues affecting me. Attending orientation has helped alleviate anxiety I had 4.04 about attending UNT. Advisor Training Fall 2011
- 21. Overall Findings Statement Mean I believe UNT will be supportive of me through my 4.22 transition to college. I believe the university cares about my education. 4.40 I feel I am joining a community by coming to UNT. 4.42 I am well-informed of involvement opportunities on the 4.36 UNT campus. I know how to get involved in social and academic 4.36 opportunities on the UNT campus. I believe UNT will provide me with a quality education. 4.34 Advisor Training Fall 2011
- 22. Overall Findings Statement Mean I believe UNT will provide an environment that is 4.51 supportive to me. I feel that I can complete my undergraduate degree at UNT 4.39 in four years. I now have a better understanding of what will be 4.27 expected of me academically at UNT. My advisor takes an interest in my academic well-being. 4.33 I know how to reach my advisor throughout the semester. 4.24 My advisor provided complete and accurate information 4.00 regarding courses, procedures, and requirements. Advisor Training Fall 2011
- 23. Overall Findings Statement Mean My advisor assisted me with understanding course options 4.22 available to me to fulfill degree requirements. The Advising Guidebook is a valuable tool that I will use in 4.23 the future. Having the Advising Guidebook online is helpful. 4.25 The information provided in the Academic Success Session 4.24 (Advising Guidebook) on the afternoon on day one was helpful. How confident are you on your choice of major? 3.07 Advisor Training Fall 2011
- 24. Was a 3-day worth it? โข Orientation Yield โ 2010: 96% โ 2011: 97% โข Evaluation Increases from 2010: โ Orientation program provided opportunities for me to meet and interact with other new students. (4.57 โ 4.59) โ I feel I am joining a community by coming to UNT. (4.39 โ 4.42) โ I believe UNT will provide an environment that is supportive to me. (4.41 โ 4.51) Advisor Training Fall 2011
Editor's Notes
- Basic Premise: As students are integrated into and become more interdependent with both the academic and social elements of a college or university, the probability they will leave the institution declines. (Attrition is a function on congruency)Pascarella and Tererenzi (1980) stated this congruency is positively related to the time spent at the institution and is especially critical during the freshman year.Congruency also involves a student feeling like their own motivations, drive, and academic abilities match the academic and social characteristics of the institution.It states that students come to college with a set of predisposing factors (e.g., skills, attributes). These factors interact with the extent to which students integrates themselves socially and academically. Greater integration in these two areas increases the likelihood that a student will remain in college. Academic integration, or engagement, plays a particularly significant role in studentsโ decisions to remain in college. Tinto (1975, 1987, 1993) includes academic performance and interactions with faculty and staff as elements of connection to the academic system leading to academic integration.Academic integration Grade / mark performance Personal development -- or does this just mean a student's private judgment on the value of what they are learning (as opposed to official marks / teachers' judgments). "Do you think you are doing well academically?" (Academic self-esteem) Enjoying your subject(s). Enjoying studying your subject(s): i.e. the study patterns required/requested are or are not enjoyable. Social integration How many friends you have. It probably doesn't matter whether you fit with the dominant social crowd, only whether or not you have a group of friends you fit with. Personal contact with academics. In fact, it may be that it is important to measure really small amounts of contact: how many staff know your name, smile at you, ... ("How many staff have you had a personal interaction with, however small?" "How many personal interactions with staff have you had this year?"). "Are you enjoying being at university?" โFinally, involvement, or what has been frequently been described as academic and socialintegration, is a condition for student success (e.g., Astin, 1993; Tinto, 1975, 1987, 1993). The morestudents are academically and socially involved, the more likely they are to persist and graduate. This isespecially true during the first year of study, when student membership is so tenuous yet so critical tosubsequent learning and persistence (Tinto, 2001). Involvement during that year serves as the foundationupon which subsequent affiliations and engagements are built.โhttp://nces.ed.gov/npec/pdf/Tinto_Pusser_Report.pdf Astin (1993)Tinto (1975 and 2005?):Key piece is the social integration:Social integration How many friends you have. It probably doesn't matter whether you fit with the dominant social crowd, only whether or not you have a group of friends you fit with. Personal contact with academics. In fact, it may be that it is important to measure really small amounts of contact: how many staff know your name, smile at you, ... ("How many staff have you had a personal interaction with, however small?" "How many personal interactions with staff have you had this year?"). "Are you enjoying being at university?"