|
Student orientation can take many forms and cover many aspects
of the college experience. The primary goal of most orientation
programs is to aid in the matriculation, orientation, transition,
and retention of first year and transfer students. This goal manifests
itself in a variety of programs ranging from face-to-face on-campus
sessions, mid-summer overnight programs, first year student credit
or non-credit courses and parent orientation programs.
The orientation program is designed to transmit a large amount
of information to the student so that they are aware and understand
the history and goals of the institution, learn of the services
and supports provided by the various offices and programs on campus,
understand the academic requirements institution-wide and academic
program specific and develop a level of comfort and community for
the student.
This "data dump" is achieved through a number of different
types of activities. This could include:
- Formal academic convocations
- Academic program specific meetings
- One-on-one advising sessions
- Student and academic affairs support sessions
- Ice-breaking and community building activities
- Parent specific orientations
- Community service projects
- Outdoor adventure activities or overnight trips
- Summer reading assignments followed by face-to-face discussions.
- Introductions to the campus technology, including training on
the e-mail system, course management system, portal, etc.
History
Orientation for distance students began on most campuses as an
orientation to the technology involved in the distance program.
At first learning how to use the online software and ensuring that
their home computer had the tools necessary for the program was
the only orientation offered. Quickly, it was discovered that just
having the correct hardware and software was not enough to ensure
success in the program. Readiness surveys and profiles of successful
distance students were developed to help students determine if they
should enroll in a distance program. These initial attempts grew
into learning style inventories and self-assessment pre-tests. Orientation
for distance learners was often limited to distance learning related
issues, not an orientation to the college or campus support services.
Despite promoting distance learning as "anytime-anywhere,"
many institutions have not moved away from the face-to-face orientation
program for their distance students. It was felt that students must
meet in person with their instructor or course director to initially
enroll in the program, meet with an advisor, take placement tests
and be instructed in how to use the course management software.
Recently, more programs are moving to a fully online orientation
program, and are even providing an online orientation to campus-based
students who may not be able to come to campus for orientation.
Traditional face-to-face orientation programs often take one of
two forms. Many campuses provide a two-day overnight program during
the summer in which students, and possibly parents, partake in a
variety of activities, both academic and social in nature. Students
often take academic placement evaluations and register for their
first semester classes. For those students who are admitted late
in the summer or cannot come to campus during the summer, a shortened
program is provided prior to the start of the semester. Other campuses
conduct orientation only at the start of the semester, some lasting
as long as one-week. Again, students engage in various social and
academic activities.
Opportunities
Students
The online program makes the orientation program available to those
students who cannot travel to campus for traditional program. This
is especially true for international students and those from great
distances who may not be able to attend a face-to-face program over
the summer and those that are enrolled in fully online programs.
The online program will give these students the same opportunity
for a summer program without traveling.
An online orientation program can be available at anytime and,
thus, students can begin the program at their convenience. Students
can be given access to the program as soon as they are admitted
and begin to learn about and make connections to their new school.
For those students that are anxious about this transition they can
begin early and students can spend as much time as they need becoming
acclimated.
An online program can provide the ability to convey information
in different formats than a face-to-face program. For example, information
can be selectively released to students based on their progress
through the program. Time sensitive reminders such as housing and
financial aid deadlines can be sent to students.
Finally, individual or personalized information such as housing
and roommate assignments, academic advisor information or academic
requirements can be sent to specific students. An online orientation
program also becomes a home point for students to access the information
they received during the formal program. Rather than needing to
rely on remembering what was said during verbal face-to-face sessions
and looking through printed handbooks and brochures, an online program
provides the opportunity to for students to access this information
in the same place they originally received it.
For distance students and those not residing on or around campus,
the online component makes information available without having
to return to campus.
Staff
The online program allows staff the opportunity to provide a continuous
orientation program rather that one that is available only at static
times during the academic year. They can refer students to the program
for review of what they were originally told, and provide the same
program to students who are admitted or arrive after the start of
the academic year.
From the workflow perspective, the orientation program is no longer
that dreaded event that requires the involvement of all staff on
campus at a specific time. The online program can be built, and
updated in modules during individual office's slower times. Students
will participate in the program at their most convenient time, and
thus spread the student interaction load over a longer time period.
Institution
Institutionally, the orientation program is the last step of the
admission process and the first component of the retention program.
Consequently, creating a program that brings students into the campus
community makes them feel part of the campus culture and creates
links between the student and those on campus that will ensure their
success is vital.
An online orientation helps build those bridges prior to arrival
on campus and maintains those links throughout the college experience.
The orientation site will also become a manual for on-campus staff
to use when working with students and an academic and student support
information center for the campus. Rather than relying on other
means to communicate changes in policy, course requirements or changes
in services, the orientation site can be the resource that faculty,
students staff use for campus information.
An online orientation program also becomes a public resource guide
for students considering enrolling at the college. In addition to
the resources available on the institution's website and in printed
material, the orientation program shows very clearly what services
are provided by the college and how they work with their students
to ensure their success.
As the students first and central point of contact for information
regarding campus and academic services, the online orientation program
may evolve into a one-stop shop for student support. This could
lead to a restructuring and re-engineering of how services are provided
on campus and how students access these services. Basic information
dissemination could become centralized both online and on-campus.
Finally, the online program can provide resources and services
for parents interested in their students' college experience. Much
time and effort is spent answering questions from parents. As the
orientation program transmits information to students, an online
program can provide the same for parents.
Challenges
Orientation is viewed as very personal event. While information
dissemination is important and not very personal, it is often felt
that the team building and community connection components must
be hands on and personal. Consequently, it is felt that an online
orientation is not feasible or effective.
While the personalization of the orientation experience is vital,
this can be easily adapted to the online environment through individualized
components and online collaboration tools. Individualized components
could include login and registration leading to personalized portals
and resources, individualized checklists and evaluations, and links
to specific relevant academic resources. Online collaboration could
include chat rooms, e-mail communication and bulletin boards, discussion
groups with students of like majors and interests, or online meeting
spaces for students living on the same residence hall floor, or
with the same advisor.
The digital divide is a major issue in providing an online service
to all students prior to the start of the academic year. Some students
may not have access to a computer or the Internet, and may not have
the basic training necessary to access the program. For those campuses
without a full-time orientation coordinator, or at least a person
who can devote year round attention to the program, an online program
may be difficult to implement. While an asset of the program is
the 12-month access to the service, this results in the need to
provide 12-month maintenance of the program.
Issues
Based on the campus and service provided, a number of issues need
to be addressed prior to the launch:
- Marketing
The "if you build it, they will come" mentality will
not work with an online orientation program. While some diligent
students will access the site over the summer, the importance
and necessity for using the site prior to arrival on campus must
be communicated to new students.
- Information Gathering
A comprehensive site must have updated information from a number
of disparate offices from across the campus. The gathering and
publishing in a coordinated manner is a difficult task. On many
campuses this may be in contrast to the campus culture, which
does not encourage cross-office collaboration.
- Updates
Once the initial site is built, the information must be reviewed
and updated on a regular basis. Again, this involves a number
of different offices and a centrally based coordination task.
- Public Information
If the orientation program does not require a student login, the
information contained in the program may be public. The institution
will need to decide if it is appropriate to make this information
available to non-students.
- Training
Depending on the platform that the orientation program is built,
students may need to be trained on the navigation and interaction
tools within the program. This training needs to be communicated
to the students prior to entering the program.
About the Author
Dr. Dan Volchok is currently the Manager of User Community Events
at WebCT where he is responsible for the program development and
management of regional user conferences and programs. Prior to this,
he was Manager of Student Relations where he was responsible for
the development and upkeep of the Student Resource Center on WebCT.com.
Dr. Volchok has over 20 years of student affairs experience, mostly
in residential life and student activities. He was most recently
the Dean of Students at Endicott College in Beverly, Massachusetts.
Interwoven through his student affairs experiences, he incorporated
the latest technological innovations into his delivery of services.
Consulting engagements have included the use of student portals
on campuses, the use of technology in student affairs and residential
life program evaluation.
Associations and Organizations
-
National Association of Student Personnel Administrators
(NASPA)
http://www.naspa.org/
NASPA is the leading professional association for student
affairs staff and provides resources for all student affairs
areas.
-
National Orientation Directors Association (NODA)
http://www.nodaweb.org/default.htm
NODA is the professional association dedicated to college orientation
and provides resources regarding orientation programs.
-
National Resource Center for The First-Year Experience and
Students in Transition
http://www.sc.edu/fye/
The National Resource Center is a leader in research and programs
related to first year students.
-
WCET Guide to Developing Online Student Services
http://www.wiche.edu/telecom/resources/publications/guide/guide.htm
The guide provides and overview and good practice guidelines
for providing orientation students to distance students.
Campus Sites
-
Eastern Oregon
http://www2.eou.edu/dde/orient/orient.html
The Eastern Oregon University orientation is a "virtual
trek" that reviews Eastern academic policies and distance
education offerings.
-
Portland Community College
http://www.distance.pcc.edu/orientation/index.cfm
Portland Community College provides an orientation to online
learning in which students can move through a series of topics
including online learning, computer hardware and software, basic
skills and course platform information. The orientation includes
a number of assessments and tutorials.
-
University of Central Florida New Student Virtual Orientation
http://reach.ucf.edu/~vorient/
The University of Central Florida Virtual Orientation is designed
for new transfer and distance students. Students move through
a series of content pages and an associated quiz, which evaluates
their understanding of the content. The student must obtain
a perfect score on each quiz to proceed to the next area of
content and course registration is not permitted until completing
the full program.
-
University of Colorado Personal Look Up Services
http://plus.colorado.edu/plus/
and Schedule Planner http://plus.colorado.edu/plus/planner/
These sites provide answers to any question CU students
may have and allow them to figure there scheduled online.
-
University of Connecticut First Year Experience Program
http://www.fye.uconn.edu
The UConn FYE program has two online components. First,
the FYE program is supplemented with online support, interaction,
discussion and delivery of content and information. Secondly,
the FYE portal provides first-year students with a range
of student specific information including calendar of events,
news, "ask the experts," "talk to your Orientation
Leader" and discussion lists.
-
University of Dayton Virtual Orientation
http://vo.udayton.edu/
and http://admission.udayton.edu/displayStory.asp?iNewsID=432&str
The University of Dayton Virtual Orientation program is a full
service online program that provides students with an introduction
to the campus. The program allows students to take math and
foreign language placement tests, review required and elective
course offerings and learn about the their academic department
and students services. The site also hosts live chats with campus
officials and a discussion board for students to interact with
each other prior to their arrival on campus.
-
University of Utah New Student Orientation
https://www.saff.utah.edu/orient/programs/forms/form_other2.html
The University of Utah Online Orientation is designed for students
who cannot come to campus for the face-to-face session. Broken
into nine "puzzle pieces," the program introduces
the student to campus resources, academic requirements, choosing
classes and registering. As the student moves through the modules,
they create a personal checklist that can be printed out as
a list of reminders
Corporate Sites |
 |
-
Teaching Gear
http://www.teachinggear.com/products/orientation.html
Teaching Gear's @school Orientations provide an interactive
orientation program to educate new students about their school's
resources, policies and procedures. @school Orientations provide
a central resource for new students to be delivered over the
Web for a campus, department or program orientation.
|
