TFR Guide Assessment Orientation 2007-06-27TVT

Orientation Assessment Guide
The Follow-Up
Report
Institutional Assessment
Guidelines:
New Student
Orientation
(A Guides and Handbooks Report)
Todd V. Titterud
Revised 06/27/2007
The Follow-Up Report: Guides and Handbooks 1

Institutional Assessment Guidelines:

New Student Orientation
(Todd V. Titterud, Revised: 06-27-2007)
The materials in this guideline have been collated to assist your department in the
institutional assessment process. The examples from similar departments in other
institutions are included for comparison purposes to help you develop or revise your own
department’s efforts. They are not intended as recommendations but as efforts to be
reviewed and critiqued to improve your own learning and understanding. While some may be
models of best efforts, others may reveal the range of understanding and interpretation which
is still prevalent. Each department and institution is following their own learning curve toward
the common goal of establishing a culture of evidence-based continuous improvement
founded on student and institutional learning.
1 Sample Mission Statements
Georgia State University:

The Georgia State University Office of New Student Programs is committed to
recruiting, retaining and developing students. We will do so by introducing new
students to Georgia State University, offering orientation programs that facilitate their
integration and providing programs that enhance student development through
leadership opportunities.
Indiana University Purdue University Indianapolis (IUPUI):

Vision:
Welcoming, introducing, and supporting students and families, one Jaguar at a time.
Mission:
The New Student Orientation Program has been specifically designed and developed
to assist and support entering students during their transition to IUPUI. The Council for
the Advancement of Standards (2001) as printed in the Designing Successful
Transitions: A Guide for Orientating Students to College Monograph 13, recommends
that the orientation program should “facilitate the transition of new students into the
institution; prepare new students for the institution’s educational opportunities; and
initiate the integration of new students into the intellectual, cultural, and social climate
of the institution” (p. 198). These guidelines parallel IUPUI’s mission to offer student
programs and services through the leadership of current students, staff, and faculty to

ensure student persistence and success in reaching their education goals. The
Orientation Program also strives to follow the Principles of Undergraduate Learning,
which represent the conceptual framework for undergraduate education at IUPUI.
The mission of the New Student Orientation Program is as follows:

Expose students to the broad educational opportunities available at IUPUI.
Explicitly describe the services, opportunities, and expectations IUPUI has for
assisting students in meeting their education goals.
Assist students in making the transition form their previous environments to the
diverse academic, intellectual, and social culture of the university.
Serve as a dynamic first step in moving a newly admitted student to enrolled
student status with the service and support of faculty, academic advising, peer
students, technology, and registration.
Loyola University New Orleans:

The mission of the Office of New Student Orientation is to facilitate the transition of
freshmen and transfer students into Loyola University New Orleans by preparing them
for Loyola’s educational opportunities and by incorporating new students into the
intellectual, cultural and social climate of the Loyola community.
Metropolitan State College of Denver:

Department Mission Statement:
The mission of the New Student Orientation Office is to facilitate the successful
transition to Metro State for first-time and transfer students by educating them about
the College and connecting them with the Metro State community and resources.
Purpose:
Provide an outlet for incoming students to get their questions answered.
Aid in the retention and graduation of students by getting them started off on the right
foot.
Begin building a connection between in-coming students and the College
Deliver orientation services in a variety of methods and formats to meet the needs of
all incoming students (i.e. on-campus, online, new sessions, transfer sessions, etc.).
North Carolina State University:

Program Mission and Philosophy
New Student Orientation (NSO) coordinates NC State University’s collective efforts to
provide programs and services to newly admitted first year and transfer undergraduate
students that will facilitate their transition into NC State, prepare them for the
institution’s educational opportunities, and initiate their integration into the institution’s
intellectual, cultural, and social climate.
SUNY Cortland:
Mission
New Student Orientation is designed to introduce new SUNY Cortland students to the
academic and co-curricular services and programs vital to their successful transition to

the Cortland community. By exposing students to the key services and opportunities
available to them, we hope to enable students to make well-informed choices and
decisions. In collaboration with campus offices, the orientation program aims to
provide a structured and holistic introduction to the collegiate environment for both
families and students. Through programs offered, new students and their families will
be informed about educational opportunities and responsibilities in and outside of the
classroom.
New Student Orientation supports SUNY Cortland's mission of "helping students

become good citizens with a strong conscience and an appreciation of the
environment and diverse intellectual and cultural heritages. We strive to instill within
students a sense of responsibility, and eagerness to make a difference in their
community, and an awareness of the important positive role they must play in an
increasingly global society."
University of Akron:
New Student Orientation Mission Statement
To introduce new students and their families to the educational opportunities at The
University of Akron; to prepare students for their transition to the University; and to
integrate new students into the life of the University
2 Sample Goals
Arizona State University:

The goals of ASU Orientation are:
• Understanding that students who attend orientation have not confirmed their
attendance at ASU, Orientation will serve as a positive, yielding experience for
students as they prepare to solidify their university selection.
• All students will understand university academic expectations as well as first year
course requirements for their declared major.
• All students will understand the registration process and will register for classes.
• All students will be introduced strategies for academic success as well as various
campus resources.
• All parents and guests will be presented with academic expectations, campus
resources and services.
California State University, Northridge:

"The goal of New Student Orientation is to support the continuous process of integrating new
students into the academic, cultural, and social climate of California State University,
Northridge."

Cal State Northridge offers a comprehensive one-day New Student Orientation

Program for first-year students prior to the beginning of the fall semester. The New
Student Orientation Program offers students the opportunity to become familiar with
some of the faculty and staff from the CSUN campus and student orientation leaders,
who support and mentor new students as they begin their CSUN journey. At New
Student Orientation, students will become familiar with the campus and be introduced
to student services, university requirements and expectations, first-year planning,
diversity education and the opportunity for networking with other incoming students. In
support of this goal and with recommendations from the Orientation Advisory
Committee (OAC), the following components with specific learning outcomes have
been created [see Student Learning Outcomes section].
Clarion University:
Cement students’ and families’ commitment to Clarion University.
Forge positive and active relationships among students, and among students, faculty
and staff.
Guide family members as they support their students during the transition from home
to college and from college to work.
Ensure that students are informed self advocates who accept personal responsibility
for their education.
Engage students in productive co-curricular and extra-curricular activities.
Hillsborough Community College:

All new HCC students are required to attend an orientation and, if applicable, take a college
placement test. The Dale Mabry Student Services New Student Orientation Goals are as
follows:
• To introduce the student to the College and the campus.
• To inform the student of college policies and procedures.
• To prepare the student for his/her first registration.
• To help the student understand the difference between the Associate in Arts degree,
Associate in Science and Associate in Applied Science degrees.
• To interpret the Florida College Entry Level Placement Test or CPT.
• To understand the state’s and the College’s intent for course placement.
• To gain an understanding of course selection using the advising guide.
• To introduce a student on the proper way to read a course schedule and complete the
course selection form.
• To introduce the student to new State guidelines regarding course repeats, free
mandates, total credit hour requirements, and correct major abbreviations.
IUPUI:
2004 New Student Orientation Service Unit Self Study
Orientation Goals:
Academic integration and social integration are the first two goals for orientation and
they have been operationalized as follows:
Academic Integration:


Students will be exposed to information related to the purpose of higher
education, the expectations associated with higher education, and information
that can be used and applied after orientation.
Students will have the opportunity to begin building relationships with faculty,
staff, and peers on campus.
Students will receive information regarding their academic programs, services,
and opportunities available to minimize their anxiety and build a support system
for their learning.
Social Integration:
Students will have the opportunity to make connections with other students.
Students will feel supported and will have a general sense of familiarity with the
surroundings.
Students will understand the information about services, non-classroom-related
activities, residence opportunities, safety, and technology.
Students will feel welcomed and connected to IUPUI.
The theory of self-efficacy is the third goal of the orientation program. Self-efficacy
theory has been operationalized as follows:
Self-Efficacy:
Students will report they are comfortable in performing a variety of skills taught
during the orientation program.
Students will report that they feel prepared to meet the demands and
expectations of college.
Students will report they feel prepared to make a successful transition to IUPUI.
Summer Bridge Program
Summer Bridge Program Goals
• Making connections to the school and their major
• Getting a jumpstart on Math, English, and other first semester courses
• Creating networks necessary for college success meet faculty, advisors, and
other students
• Acquire early access to technology
• Locate campus resources before classes start
• Develop college level skills such as note-taking and exam preparation
Summer Bridge Program Reports
• Enrollment Report: Provides student participation profiles including gender,
ethnicity, entry status, and major (Fall Semester)
• GPA Report: Compares GPA attainment to comparable student population
using predictor rates (Spring Semester)
• One Year Retention Report: Provides retention numbers and compares results
to a comparable student population using predictor rates (Fall, Second year)
• Focus Groups: Qualitative study of participants’ experience using a focus group
format (Fall Semester)
• Student Journals: (Summer)
• Family Member Reception at Connections Dinner: Informal conversations with
family members concerning their experience with the program (Fall Semester)

Office of New Student Orientation Goals

To provide direct programs and services for incoming students and their families that
address the process of transition, introduce them to the broad curricular and co-
curricular opportunities available, and provide opportunities for them to become active
members of the Loyola community.
To assist in identifying freshman and transfer students who may be at risk and in the
design of interventions that seek to assist them in completing their first year at the
university.
To provide information, direction and support to all campus offices and departments,
including the academic colleges, in orienting new students. To actively include current
students in the process of incorporating new students as members of the Loyola
community.
To design programs which familiarize incoming students with the character, values
and traditions of Loyola University New Orleans.
Marquette University:
Marquette University’s Center for New Student Programs in the Office of Student Development
intentionally creates programming (Marquette University PREVIEW and New Student and
Family Orientation) structured to foster a welcoming environment for students and family
members. New Student Orientation is held each year in August prior to the start of classes.
With the assistance of representatives from nearly every office on campus and approximately
100 student volunteers, the program offers academic, student life and social programming for
over 2,000 new freshmen and transfer students.
As a result of attending the programs and events held during New Student Orientation,
participants have opportunities to learn about the mission of Marquette University, reflect on
and find ways to manage their transition to college, meet other new and current students,
become aware of campus resources, discover ways to be involved in the Marquette
community, gain an understanding of Marquette’s community expectations and explore the
concept of vocation.
MANDATORY PROGRAMS
There are four programs during New Student Orientation that are designated as
mandatory (Campus Safety Presentations, New Student Convocation, First Year
Reading Program Discussion Meeting and the New Student Survey/Marquette On
Stage Program). All mandatory events were attended by 80% or more of survey
respondents.
SOCIAL EVENTS
Each night during New Student Orientation, large scale social events provide
opportunities for new students to meet other new and current students. The graph
below depicts survey respondent attendance at the social events during New Student
Orientation.
GROUP DISCUSSION MEETINGS
One of the unique features of Marquette’s New Student Orientation program is the
opportunity new students have to attend small (18 - 20 students) group discussion
meetings held throughout the program.
MISSION/COMMUNITY EXPECTATIONS

One of the primary goals of New Student Programs is to give students opportunities to learn
about Marquette’s mission and community expectations.
Survey participants provided the following feedback concerning New Student Orientation’s
effectiveness in aiding in their understanding of community expectations:
CAMPUS SAFETY PRESENTATIONS
MARQUETTE ON STAGE
During Marquette On Stage, students observe five monologues, performed by their
peers, written to introduce new students to the unique social issues (i.e. alcohol use,
sexual assault, urban issues) that face members of the Marquette community.
VOCATION
Providing new students with an opportunity to begin exploring vocation is another goal of
programming during New Student Orientation.
FIRST YEAR READING PROGRAM
The First Year Reading Program is the primary vehicle used to explicitly convey messages
about vocation to new students. Before arriving at Marquette, new students received a copy of
this year’s First Year Reading Program text, Hunger, by Lan Samantha Chang. During New
Student Orientation, students met in small groups led by Marquette faculty members and
administrators to discuss the vocational themes presented in the book.
TRANSITION/CAMPUS RESOURCES
Another important function of Marquette’s New Student Orientation program is providing new
students and their family members with opportunities to reflect on the transition to college and
learn about available campus resources.
Seattle University:
Division of Student Development Strategic Goals
1. Promote student involvement and leadership development.
2. Co-create a campus culture that fosters intellectual engagement and promotes
integrated student learning and development.
3. Develop a campus community that values diversity and puts the care of students first.
4. Help students to develop a coherent set of values and ethical standards consistent
with Seattle University’s Jesuit Catholic Mission.
5. Develop effective systems and practices that utilize assessment and technology to
enhance the student learning experience.
New Student Programs Goals
1. To develop programs and services designed to assist new undergraduates in their first
year of academic, social and emotional transition to the university [Aligned with
division strategic goals 1, 2, and 3].
2. To develop programs that facilitate family understanding of the university environment
and transition issues facing students [Aligned with division strategic goal 3].
3. To provide leadership opportunities for students [Aligned with division strategic goals
1, 3, and 4].
SUNY Cortland:
The primary goals of the orientation program are as follows:
Aid new students in making the transition from their previous environment to SUNY
Cortland

Acquaint new students and their families with the mission, programs, and services of
the College
Inform students of campus services and resources that will enhance their academic
success and overall college experience
Acquaint and educate students of their rights and responsibilities within the campus
community
Emphasize the importance of students being involved on campus and taking
responsibility and initiative for their own growth and development
Enhance students' understandings of strategies for success and begin to understand
their own potential and challenges
Provide students and their families the opportunity to interact with other students,
faculty, and staff of SUNY Cortland
Enable students to begin to feel connected to the SUNY Cortland community and feel
confident and excited about their college choice
University of Akron:
New Student Orientation Goals
• To assist students in understanding the purpose of higher education.
• To assist students in developing positive relationships with faculty, staff, peers, and
other individuals in the community.
• To help students understand University expectations and responsibilities.
• To create an atmosphere that minimizes anxiety, promotes positive attitudes and
stimulates an excitement for learning.
• To identify costs in attending the institution, both in terms of dollars and personal
commitment.
• To provide information concerning academic policies, procedures, requirements, and
programs.
• To facilitate initial academic advising, course selection, and registration.
• To familiarize students with emerging technology necessary for academic success at
the University.
• To provide opportunities for both new students and their families to recognize the
transitions associated with higher education.
• To develop familiarity with the physical campus surroundings.
• To provide information and exposure to available institutional services.
• To help students identify and evaluate housing options.
• To provide employment, leadership, and learning opportunities for continuing students
as orientation leaders, graduate assistants and interns through comprehensive
selection, training, supervision, and evaluation programs.
• To collect demographics on incoming students in order to supply assistance to other
academic units of the University.
University of Wisconsin:
The Offices of Student Services have decided to target new student orientation as the initial
focus of their assessment activities. However, “Rather than conceiving of orientation as a
single event or program, UW Colleges Student Services defines the orientation of new
students to the university to be a process that begins with the student’s initial contact with the

university and continues through the first semester of enrollment.” The core objectives for
orientation throughout the UW Colleges include the following:
1. To familiarize new students with the physical resources and facilities of the campus, as
well as the related policies and regulations governing their safe and secure use.
2. To enhance student understanding of the purposes and nature of the university in
general and the nature and mission of the UW Colleges in particular.
3. To provide students with serviceable information about academic policies, procedures,
requirements, and programs sufficient to enable students to make informed choices
about their academic careers.
4. To inform students of their formal responsibilities regarding the university and their
vital role as partners in their university experience.
5. To acquaint students with the array of valuable support services, co-curricular
opportunities, self assessment resources, and auxiliary programs readily available to
them.
6. To create opportunities for new students to meet and interact with the faculty, staff and
other students in both structured and unstructured contexts.
7. To provide relevant information and assurance to the primary support groups of new
students, both in the recruitment and transitional phase of our relationship with the
new student.
An orientation survey that measures whether students mastered certain information included
in orientation sessions has been developed and is being piloted at two campuses this
semester. This online survey will be administered at all campuses during the upcoming fall
semester. Focus groups will be conducted at selected campuses in the spring of next year to
obtain further information about students’ experiences during their first year of enrollment.
Analysis of both the survey data and the focus group responses will be completed in the
spring of 2006, at which time the full report of the Student Services Assessment
Subcommittee will be distributed. The results of the assessment will be used by campuses to
improve orientation programs for students.
3 Sample Objectives
Lamar University:
New Student Orientation is designed to assist students in making a positive adjustment to the
college environment and to university life. Orientation provides new students with a head
start on a successful collegiate career at Lamar University. Research suggests that attending
an Orientation program will increase a student’s graduation success and positively affect the
university retention rate. With this knowledge, it is essential that Lamar University provide a
successful and beneficial Orientation to all new students.
Orientation provides students with information in the following areas:

• Academic advising

• Schedule building and registration

• Opportunity to meet Academic Deans
• LU Policies and Procedures
• Financial Aid and Scholarships
• Campus activities and organizations
• Student services (health center, campus police, career center, etc.)
• Campus utilisation tour and Cardinal Village tour
• Discussion regarding campus social issues
• Question and answer session with Peer Advisors
• Outside vendors (banks, storage areas, stores, etc.)
• Campus pride and traditions
New Student Orientation also provides leadership opportunity for current students to serve as
Peer Advisors (PAs) and receive extensive training on campus policies and procedures. PAs
lead, teach, and share their experiences with new students about campus life. Being a Peer
Advisor provides an opportunity for students not only to utilize their classroom experiences
but to emerge as a leader in the Lamar campus community.
New Student Orientation Goals and Objectives for 2006-2007

To facilitate a smooth transition from high school or work environment to university life.
To enhance the new student’s potential growth and development in the classroom.
To involve university administration, faculty, staff, and current LU student leaders at all
levels of involvement including planning, leadership, and implementation of the
program.
To promote the Orientation program so that the Lamar University community,
prospective student, and their families acknowledge the advantages and goals of
attending Orientation.
To provide professional academic advisement and assistance for all new students.
To advise all incoming students of the policies, procedures, regulations, rights, and
responsibilities governing Lamar University.
To ensure that each new student attending New Student Orientation, leaves with a
schedule of classes and fee statement.
To help familiarize new students of the registration processes available on the Internet.
To create a positive attitude about Lamar University and to introduce new students to
other incoming freshmen and Lamar University organizations.
To reduce the likelihood of attrition and increase retention.
Peer Advisor Program Goals and Objectives for 2006-2007

• To provide instruction, information, and experiences that will:
o Increase knowledge, awareness, and pride in Lamar University.
o Develop a sense of commitment to Lamar University.
o Develop effective communication and facilitative skills.
• To build a cohesive group consisting of diverse, qualified students that works as an
effective, independent team.
• To provide opportunity for:
o Self assessment of personal and interpersonal skills.
o Enhanced leadership training.

o Goal setting for further leadership skills.

• To provide interpersonal training experience that will foster a higher level of self-
confidence.
• To provide experiences, training, and instruction that will develop effective
communication skills.
• To provide basic experiences, information, and instruction that will increase awareness
and confident u se of proper etiquette and social skills
• To access the knowledge, experience, and understanding derived from training.
• To create a positive attitude about Lamar University.
• To provide current student leaders with the knowledge and skills necessary to aid in
the recruitment and transition process of new students.
Lourdes College:
After being accepted to Lourdes College, new students must attend New Student Orientation.
Attending this event will help get you off to a good start at Lourdes College. This website
provides all the information you need to know about Orientation -- save the date and plan on
attending so you can:
Meet some of your future classmates
Get your questions answered
Talk with Lourdes College faculty
Learn your way around campus and find out where your classes meet
Find out about campus activities and student organizations
Learn about various resources Lourdes College has to offer

Office of New Student Orientation Learning Objectives
The Office of New Student Orientation has identified the following learning outcomes as
an integral part of its programs and services. The office will design, cosponsor and
support departmental and campus programs seek to address the following objectives.
1. To assist students to become actively engaged in their education
2. To assist students to become effective decision-makers
3. To assist students to understand their role as a community member

Program Objectives
1. Arrange venues that contribute to optimal learning and teaching environments for
conducting program elements.
2. Facilitate the formation of linkages between new students and the institution’s
curricular and cocurricular systems: administrative, academic, personal, and social
support.
3. Train advanced undergraduate and graduate students so as to enhance their
knowledge and skills as orientation staff, leaders, and contributors to transition
program development.
4. Maintain and develop associations across the university community in order to better
understand and represent the systems and services likely to impact new students.

5. Serve as an informational and referral resource to all new students as they learn to
navigate the institution and its systems.
6. Assist academic and co-curricular services with their effect on the transition of new
students into the University.
7. Conduct systematic qualitative and quantitative program evaluations that reinforce the
unit’s mission and foster continuous program improvement by informing, planning, and
decision-making.
Sample Student Learning

4 Outcomes
California State University, Northridge:

2007 New Student Orientation Components and
Learning Outcomes
Component: University Welcome
An on going goal of the New Student Orientation Program is to convey the purpose of higher
education and the mission of Cal State Northridge. Opening remarks will be scripted in to
insure continuity of message.
Learning Outcomes:
• New students will express familiarity with the purpose of higher education and
begin to identify how it relates to their educational goals.
Component: Matador Today Show
This component is a video/talk show format that will be interactive and engaging style that will
introduce new students to key service areas of the campus, focused on main points that the
service offers first year students. Each service area will be introduced and spoken about by
various orientation staff, leaders and coordinators, where they will prompt questions, show
pre-taped video clips of services that will ultimately lead to answers. Pre-taped video clips will
provide depth informational content. This component will promote the learning of the
resources designed to introduce them to support services at CSUN as well as help new
students succeed.
Learning Outcomes:
• New students will express familiarity with key campus services and resources that
are available to them.
• New Students will be able to identify areas and be able to state services available
within these areas.
Component: Steps to Academic Success
This component will be presented by staff members from a college advising center. A
template will be created to provide basic information and follow-up reinforcement of the
student's academic advisement. The template will then be personalized to incorporate
specific college information, including students' major of interest information. Key

components will include a refresher introduction to the college structure including principle
leaders, general awareness of important forms and deadlines taking control over one's own
education, an overview of Solar/Portal, an introduction of the 4-5 year completion strategy for
graduation and resource information.
Learning Outcomes:
• New students will be able to identify the college in which their major exists and
identify resources available to them from the college.
• New students will be able to identify how to add/drop classes online
• New students will develop a familiarity with the Schedule of Classes and the
University Catalog and know the location of their major of information within the
catalog.
• New students will be able to estimate their time to graduation and understand their
major requirements for graduation.
• New students will understand the importance of the Portal.
Component: Classrooms & Community
A continuing component, Classrooms & Community will feature a panel of 3-5 students,
which will highlight their individual success stories of how they are achieving their academic
goals. A trained faculty or staff member facilitator will provide an interactive discussion
regarding the university classroom, including differences between high school and college,
appropriate classroom conduct, meeting faculty expectations, ethical issues - cheating,
plagiarism (including using the Web and internet resources for cheating), and campus
community standards. A focus of the student facilitation will be a discussion of adult
responsibilities, credit card information, sexual assault, student records, and FIRPA rights.
Learning Outcomes:
• New students will be able to identify the differences between the high school
classroom, university classroom and appropriate classroom conduct.
• New Students will develop an understanding of student success strategies from
peer discussions.
• New Students will be familiarized with the universities academic expectations.
• New Student will be introduces on how to protect them selves from identity theft
and money management and become familiar with credit card information.
• New Students will be introduced to CSUN's sexual assault policy and how to
protect and educate themselves in accordance to AB 1088.
Component: Clubs & Organizations Fair
A continuing component, the fair consists of representatives from the campus clubs,
organizations and campus service areas. It is an opportunity for new students to explore co-
curricular involvement opportunities and a chance to further investigate the available campus
services.
Learning Outcomes:
• New students will be able to identify co-curricular opportunities that they may be
able to take advantage of during their college experience.
• New students will be able to interact with peers from a diverse representation of
campus clubs & organizations, and to begin to identify those, which they may wish
to join.
Component: TAKE Program Small Group Discussions
In its eighteenth year, TAKE is an evolving program of skits that are written, produced and
performed by student peer educators on challenging social issues that college students may

face today. Specifically issues that surround Body Abuse, Relationships, Prejudice and
Transition will be addressed. There will be an interactive question and answer segment
separating each skit. A facilitated discussion will occur immediately afterwards incorporating
smaller groups. The TAKE small group discussions are facilitated by specially trained student
Orientation Leaders in tandem with a member of the TAKE cast. Students have the
opportunity to further explore the issues presented in TAKE in a smaller environment. With
the help of the facilitator, more in depth discussion and further questions and probing will
occur.
Learning Outcomes:
• New students will develop a basic understanding of some of the issues they may
face as developing adults in a college environment.
• New students will be able to understand and identify various areas resources that
can assist in overcoming a social issue that is prevalent in a college student's life.
Component: Group Meetings and Transitions
These meetings will include icebreakers and activities that will allow students to feel more
comfortable in their new surroundings and with their Orientation groups. Meetings will be
designed with strategic probing questions in order to encourage interaction between students
and orientation leaders. In these group meetings students will be provided with campus facts
and information, lead to key locations students should be familiar with on campus, and
informed of services/classes offered in the buildings pointed out. There will also be
opportunities for students and group members to share informal information about college life
and discuss any concerns that students may have. Orientation leader will be prepared to
answer any questions that students may have or provide guidance as to where a student can
be better assisted. This group will allow students to develop an initial network of support at
CSUN through interaction on the day of Orientation, during Welcome All Matadors Week
and the Presidents Celebration, and will follow-up with contacts on emails and informal
gatherings from orientation leaders/mentors.
Learning Outcomes:
• New students will be able to establish at least one interpersonal connection with a
peer of sufficient depth.
• New students will be able to identify at least one peer who could serve as a
resource and support that would continue after New Student Orientation.
• New students will be able to express familiarity with the physical layout of the
campus.
• New students will be able to identify the location of campus buildings, parking
structures and lots, and more specifically where their classes will be held.
• New students will be able to identify location of business resources on campus and
other major resource areas such as the Klotz Student Health Center (SHC), the
Oviatt Library, the University Student Union (USU), and the Student Services
Building.
• New students will be able to identify their new orientation leaders as support
systems within the university.
Lansing Community College:

After attending orientation, students will be able to:
• meet with an advisor

• create a class schedule and use it to register for classes

• understand how LCC's technology works, including registering and checking grades,
and where to get help
• recall where buildings and services are located
• recognize skills needed to be a successful student at LCC
• describe what is needed to apply for financial aid and the kinds of aid available to LCC
students

Students who participate in orientation will learn how to progress through the College’s
Pre-Enrollment process.
Students who participate in orientation will learn about the general studies program,
academic requirements, and registration guidelines.
Students who participate in orientation will learn about the expectations and policies of
the College.
Students who participate in orientation will learn about the resources available to them
as students.
Students who participate in orientation will learn how to start and complete the
financial aid process.

New Student Orientation Intended Student Learning Outcomes
1. Orientees will agree that they are aware of university policies and procedures
regarding unlawful harassment (as indicated on the exit evaluations).
2. Orientees will agree that they know where to seek assistance if they feel they have
experienced harassment or discrimination (as indicated on the exit evaluations).
3. Orientees will agree that they are aware of university policies regarding plagiarism and
academic integrity (as indicated on the exit evaluations).
4. Orientees will agree that they are aware of university policies regarding responsible
computer use (as indicated on the exit evaluations).
5. Orientees will agree that they know how to use the computer system (Pack Tracks) to
register for classes (as indicated on the exit evaluations and as demonstrated by
successful completion of computerized scheduling of first semester courses).
6. Orientees will agree that they know the various ways to get help if they have a problem
using computers at NC State (as indicated on the exit evaluations).
7. Orientees will agree that they are aware of NC State University’s e-billing procedure
(as indicated on the exit evaluations).
8. Orientees will agree that they understand what is expected of them as a member of
the NC State Community as a result of the Community Issues program (as indicated
on the exit evaluations).
San Jose State University:

Student Learning Outcomes
As a result of participating in the FROSH start program, students will demonstrate an
understanding of:
SJSU campus resources and the San Jose community;

time management strategies and how to achieve a balance between school, work and
leisure;
Career Center services and how to locate part time jobs;
multicultural competencies and cultural sensitivity; and
how to locate their classes and buy books.
SUNY Cortland:
First-Year Orientation and Transfer Transition Seminar
Learning Outcomes for First Year Students
It is our hope that after participating in our Orientation program, first year students will:
• Gain insight and appreciation of:
o Campus resources and services available to them
o Campus organizations and how to become involved
o The skills and competencies necessary to be successful academically including
listening and note taking skills in a large lecture hall
o The rights and responsibilities associated with being a part of Cortland’s
campus community
o Cortland’s residential living experience
• Begin to understand:
o The terminology and language used at SUNY Cortland
o Their academic requirements and expectations
o The use of Banner Web for students
o Community expectations, requirements, and responsibilities of SUNY Cortland
students
• Successfully complete:
o The registration process and have a full course load
o The necessary steps in obtaining a SUNY Cortland ID card
• Develop a connection to the Cortland community through interactions with fellow
incoming students, Orientation Assistants, faculty, and staff
• Meet a faculty member within a chosen field of interest
• Be exposed to some of the transitional issues they may encounter (roommates,
diversity, choices, time management, relationships, etc.) and develop some strategies
to manage these transitions
• Begin to feel comfortable on campus and know where certain resources and services
are located
• Have fun, feel comfortable, and be excited about their decision to attend SUNY
Cortland
Learning Outcomes for Transfer Students
It is our hope that after participating in our Transition Seminar, transfer students will:
• Gain insight and appreciation of:
o Campus resources and services available to them
o Campus organizations and how to become involved
• Begin to understand:
o The terminology and language used at SUNY Cortland
o What classes from their prior institution have transferred to SUNY Cortland

o The need and importance for SUNY Cortland to have all college transcripts
from past institutions
o Their academic requirements and expectations
o The use of Banner Web for students
• Successfully complete:
o The registration process and have a full course load
o The necessary steps in obtaining a SUNY Cortland ID card
• Develop a connection to the Cortland community through interactions with fellow
incoming students, Orientation Assistants, faculty, and staff
• Meet a faculty member within a chosen field of interest
• Begin to feel comfortable on campus and know where certain resources and services
are located
• Have fun, feel comfortable, and be excited about their decision to attend SUNY
Cortland
5 Sample Other Outcomes
Clarion University:
Students will activate and use their Clarion e-mail account during New Student
Orientation.
Students will leave new student orientation with their Clarion Photo ID card.
Students will leave new student orientation with a full fall and partial spring schedule of
classes.
Students and families will leave new student orientation with a written listing of critical
phone numbers, offices, e-mail addresses, and web sites that they may need for
answers to questions that arise before the start of school and after school begins.
Students and families will become familiar with the mission and core values of Clarion
University and how Clarion’s unique characteristics, especially the university’s student-
friendliness, benefit them.
Each student will leave summer orientation with “business cards” of other students
with whom they will be encouraged to correspond (at least once) over the summer.
Students will participate in social activities designed to acquaint students with their
peers.
Students will be able to name their dean and one faculty member that they met during
summer orientation.
Every student will leave New Student Orientation with the Resource Guide, in which
the location and phone number of their dean’s office is listed. Students and parents will
talk with staff in critical campus offices at the Resource Fair.
Students will be able to identify which office or individual should be contacted for
specific questions. Based on research, the critical offices and individuals to be

identified include Financial Aid, iClarion, Academic Advisors, Public Safety/Parking,

and the Center for Academic Enrichment.
Distinct programming for parents and families will help parents and family members
distinguish between their student’s responsibilities while in college and the family’s role
in helping students to meet these responsibilities.
Families will leave orientation with a Resource Guide to critical offices and services at
the University, and with a Guide to Parent and Family Services.
Students and parents will complete critical financial aid and immunization paperwork,
and will receive written information from critical campus offices.
Students who wish to receive immunizations during New Student Orientation will
receive these.
Parents/Families will be introduced to the Parents/Families Services Office and the
Parent’s Council, and will receive information about Family Day.
Students and families will recognize the value of Clarion’s general education program
for them personally and professionally.
Students will leave orientation with a clear written summary of general education
requirements.
Students will recognize the requirements in their major and will leave with a clear
written description of these requirements.
Students will recognize where to go for critical university services that will help them to
stay in college.
Students will differentiate their responsibilities while in college from their family’s most
appropriate role in helping them to meet these responsibilities.
Students will leave orientation with a Resource Guide to critical offices and services at
the University.
Students will leave campus with a Resource Guide that provides critical information
about Student Affairs opportunities and services.
Students will leave campus with a Resource Guide listing majors and minors offered at
Clarion University.
Students and families will leave orientation with a list of clubs and cocurricular
activities in which the students might become involved.
Students and parents will leave orientation with a schedule for the Discovery and
Exploration programs.
Students and families will understand the requirements for successful completion of
the Discovery and Exploration programs.
Georgia State University:

Intended Outcome # 1: The Office of New Student Programs will provide programs that
introduce new students to Georgia State University
Intended Outcome # 2: Prospective students attending Incept: New Student Orientation will
be able to identify at least two faculty expectations of students in the classroom
Intended Outcome # 3: Entering students attending Incept: New Student Orientation
will be able to explore at least two student organizations that they found interesting

Intended Program Outcomes
1. NSO will maintain current high attendance levels of new students participating in
orientation programs (as represented on orientation attendance reports).
2. NSO will provide adequate housing, dining, and ID card processing venues during
orientation programs (as indicated by comments from university personnel and student
exit evaluations).
3. NSO will provide evaluative feedback on which academic and co-curricular services
can improve their effect on the transition of new students into the University (as
represented on student services and administrator surveys and Orientation Counselor
comments and observations).
Intended Student Development Outcomes
1. Orientees will agree that they are familiar with NC State’s history, traditions, and
buildings as a result of attending orientation tours (as indicated on exit evaluations).
Intended Student Staff Development Outcomes
1. New Student Orientation Counselors (OCs) who complete the OC training course,
ECD223, will agree or strongly agree with at least 10 of the post test questions (as
reported by Orientation Counselor Knowledge Indicator).
Intended Staff Development Outcomes
1. EPA staff will be able to articulate indications of how their professional activities have
benefited their students and the NSO program.
SUNY Cortland:
First-Year Orientation and Transfer Transition Seminar
Learning Outcomes for Parents
It is our hope that after participating in our Parent Program during Orientation, parents and
guests of new students will:
Gain insight and appreciation of:
o Campus resources and services available to them and their student The
terminology and language used at SUNY Cortland to better communicate with
their student about their experience
o Some of the transitional issues their student may encounter (roommates,
diversity, choices, time management, relationships, etc.) and develop some
strategies to help their student through these transitions
o Various campus offices and departments
Begin to understand:
o The academic requirements at SUNY Cortland
o Strategies to help their student succeed academically and socially by exploring
their shifting role as a parent
o The changing dynamic of the parental role related to student privacy
Develop a connection to the Cortland community through:
o Interacting with fellow parents, Orientation Assistants, faculty, and staff
o Meeting with a faculty member within their student’s chosen field of interest
o Beginning to explore the transitions the family structure will experience by
having a student in college
Begin to develop new ways of communicating with their student, now that they no
longer live at home
Feel comfortable and confident in their student’s decision to attend SUNY Cortland
Learning Outcomes for SUNY Cortland
It is our hope that through the development and participation of our Orientation program and
Transition seminar that the institution will:
Understand the developmental and demographic needs and concerns of new students
Build connections and relationships with various offices and departments across
campus
Reflect on our ability to communicate effectively with parents and students
Evaluate the effectiveness of our program through a formal evaluation process
Continue to create an intentional connection between summer Orientation and the
beginning of the fall semester
Develop and increase an awareness of the importance of Orientation to the entire
campus community
Evaluate how the campus community is perceiving Orientation
6 Sample Assessments
Clarion University:
Students and Parents/Family members will complete surveys that assess satisfaction
and learning outcomes. For example, surveys will ask students if they have acquired
critical items (e.g., do students have their id card, their spring schedules, contact
information for other students). Surveys will also ascertain if students learned critical
information (e.g., where to go for help with writing, where to go for tutoring).
Responses will show an acceptable level of satisfaction and learning to be defined by
the Transitions Implementation Team. Modifications of the orientation program will be
made based on the results of New Student Orientation survey data.
Student surveys will ask questions specific to the outcomes. For example: “The name
of my dean is _________ (please fill in the name of your dean). Responses will show
an acceptable level of learning to be defined by the Transitions Implementation Team.
Modifications of the orientation program will be made based on the results of New
Student Orientation survey data.
Student surveys will ask questions specific to the outcomes. For example, “If I need
tutoring I should visit __________ (fill in the correct response). Responses will show
an acceptable level of satisfaction to be defined by the Transitions Implementation
Team.
Students/Families will use a check-off sheet during the Resource Fair identifying
resource tables that they might visit as well as information that they should receive
from those resource tables.
Parent/Families surveys will determine if Parents/Families know when Family Day is, if
Parents/Families wish to join the Parent’s Council, and if Parents/Families are familiar
with the Parents/Family Services Office. Responses will show an acceptable level of
satisfaction to be defined by the Transitions Implementation Team.

Student and parents/family surveys will ask questions specific to the outcomes. For
example, “Where would you go to get help writing a paper?” Responses will show an
acceptable level of satisfaction to be defined by the Transitions Implementation Team.
The baseline survey of student perspectives and understanding of general education
that was distributed in spring 2000 will be distributed at appropriate intervals, and
results from previous surveys will be compared with newer survey results to provide
longitudinal data on progress as well as feedback to inform adjustments in the
orientation or other programming related to general education.
Student and Parent/Family surveys will ask students and parents if they have
Discovery and Exploration schedules. Parent surveys will confirm that parents know
the dates of Discovery weekend.
IUPUI:
2005 New Student Orientation Evaluation Recommendations
One of the goals of this evaluation was to reassess the goals of New Student Orientation.
Results of this research suggest that orientation leaders should refine goals and develop
more specific goals to ensure that incoming students’ fundamental needs are met.
Additionally, based directly on the data gathered from focus group participants and a sample
of student participants, developing orientation content to accomplish the goals listed below
may serve to facilitate a more efficient orientation process.
Ensure that incoming students:

1. Have the basic tools needed for the first day of classes (one-card, course schedule,
parking information, financial aid, and bookstore information).
2. Know physical surroundings well.
3. Know how to use IUPUI technology (e-mail, OnCourse, and INSITE).
4. Have contact information and feel that they have made some important connections
with staff, advisors, faculty, and other students (begin to feel a sense of community).
5. Understand what to expect as they transition to a new university environment and
what commitments are recommended to achieve academic success (regular class
attendance, course demands, time devoted to studying, balancing outside
commitments).
6. Have a basic understanding of course requirements.
7. Feel a sense of excitement and pride in IUPUI.
8. Enjoy the orientation process.
9. Can identify key campus resources/services and know where to go to get help with
coursework and personal issues.
We recommend that New Student Orientation planners use this report to develop data-driven
action plans to improve the orientation process. The following questions could serve as a
starting point to guide action planning:
1. Are the above goals the most appropriate ones for New Student Orientation at IUPUI?
2. Would it be beneficial for orientation planners to take a strategic planning approach
and engage in a self-reflective process in which they identify an agreed upon vision,
mission, and the specific goals of orientation?

3. What implementation procedures could be introduced to create a more efficient

orientation (e.g., less wait-time, reduced feelings of information overload, and a more
organized experience)?
4. What strategies could be employed to make orientation a more interactive, engaging
process so that students make more meaningful connections with other students,
faculty, advisors, SLD staff, and O-Team members?
5. Should advising sessions be longer?
6. What strategies could be implemented to foster a greater sense of pride in IUPUI?
7. What new processes and formats could be introduced to help sustain students’
interest and ensure that they are focused on the material being presented?
8. Should more information regarding financial aid, costs of attending, and scholarships
be presented during orientation?
9. Should more programs tailored to the needs of older students, transfer students, and
international students be implemented?
10. What structures and policies could be implemented to ensure more intentional
integrations between the New Student Orientation and First-Year Seminars so that
orientation is viewed as a more seamless process?
Marquette University:
The 2006 New Student Orientation Program Evaluation Survey focused on gaining
information about student participation, satisfaction and knowledge attained as a result of
attending the program.
Mission/Community Expectations
Overall, survey respondents felt as though they had opportunities during New Student
Orientation to learn about Marquette’s mission and community expectations.
Conversations about and messages containing references to the mission and
community expectations are infused into all parts of the program and particularly
highlighted during New Student Convocation, the Campus Safety Presentations, in
small group discussion meetings and during the Marquette On Stage program. In the
future, consideration should be given to revising and adding survey questions to better
measure the programs effectiveness in conveying an understanding of the university’s
mission.
Vocation
The primary vehicle for conveying messages about vocation to new students is the
First Year Reading Program. Over half of survey respondents agreed the First Year
Reading Program gave them a better understanding of what is meant by the phrase
“exploring vocation” and was a vehicle for exploring vocation. While respondent
satisfaction with and outcome attainment were not ranked as highly as other programs
during orientation, a majority of the students agreed the vocation message was
conveyed effectively. Opportunities for enhancing this concept should be explored
further.
Transition/Campus Resources
Providing opportunities for new students to reflect on the transition to college and learn
about campus resources designed to aid in student success is a critical function of
New Student Orientation. Over 90% of respondents agreed the program was a vehicle
that aided in their transition, facilitated opportunities for them to meet their peers,

allowed opportunities for questions to be answered and introduced them to campus

resources and services. This is one of the greatest strengths of the program and
speaks to the contributions and collaborative efforts of many campus constituents.
The next step in using this survey data is to consider what the results suggest about the
design of the New Student Orientation Program, desired learning outcomes and future
programming initiatives. The following next steps are suggested:
Develop a plan to evaluate participant satisfaction with the Family Orientation
program.
Develop a plan to evaluate more definitively students’ grasp of the mission and
community expectations.
Continue to work with Manresa Project staff and the First Year Reading Program
implementation committee to devise creative ways to convey the vocation message.
Continue to develop campus and off-campus partnerships to enhance current
programming efforts and develop new programs and events.
Explore opportunities for enhancing the orientation experience of transfer and
commuter students.
Mendocino College:
2005-2006 Program Review Addition: Student Learning Outcomes: New Student
Orientation Program
Instructions: The SLO's listed below are what we expect our students to be able to do when
they graduate from Mendocino College with an AA or AS degree. Many of these skills are
taught both in the classroom and by students' interaction with college offices and activities.
Please fill in the chart below indicating how your department helps students to learn these
skills. Be specific and give examples. You may enter "Not Applicable" as appropriate.
1. Assume responsibility for your actions, and work effectively as an individual and as a
member of a group.
Orientations include the learning of student responsibility associated with college
success and how working with others, in a classroom setting, will strengthen that
success.
2. Express ideas with clarity, logic, and originality in both spoken and written English.
Orientations reiterate the requirement that to become a successful student, they must
be able to express their verbal and written thoughts with clarity.
3. Apply mathematical principles to address and solve problems.
Students learn to calculate the various mathematical options related to completion of
units for a particular educational goal at Mendocino College.
4. Gather and interpret data, using a variety of scientific methods, to address and solve both
practical and theoretical problems.
Not Applicable
5. Analyze, understand, and evaluate diverse ideas, beliefs, and behaviors.
The Cross-Cultural Studies institutional requirement is explained and defined.
6. Access, interpret, evaluate, and synthesize information using multiple resources, including
current information technology.

The catalog and other materials handed out at Orientations require that students learn
the skill of interpreting and synthesizing the barrage of information - much of it found
on the Internet.
7. Enhance physical and psychological well-being by examining and applying health and
wellness concepts.
Not Applicable
8. Explore and express personal creativity throughout your life.
Careers as well as personal exploration are the two key elements to attending college
classes. The diverse coursework will teach students the aspect of learning, expressing
their creativity and the benefits of exploration.
9. Understand yourself and others as members of our diverse global community.
Not Applicable
10. Understand and evaluate issues concerning use of the world's natural resources.
Orientations allow a student to consider a course of study/career in learning more
about the use of the world's natural resources.

The Institutional Assessment Committee and the Student Services Assessment Committee
have reviewed your 2005-2006 departmental assessment. You have done an admirable job
in initiating the process of assessment in your department and are to be commended. The
following comments should be taken as direction for the continuation of the assessment
process into the departmental change phase and constructive criticism of your assessment
process to aid you in your second year of activities in this area.
Observations:
To strengthen future assessment reports, include the number along with the
percentage value when reporting responses to student surveys. For example: 87%
(354) students reported satisfaction with spring orientation. Adding the number will
further validate the report.
To provide data about the success of individual orientation sessions, use a pre and
post assessment to measure student learning. The pre and post assessment can be
as simple as 5 questions asking the student about the key points covered during the
orientation. The data will also validate the assessment report, because student
learning is now quantified.
Under Assessment Methods and Procedures, the statement “graduation rates” is use
as an indicator of success. Using graduation rates as a measure is very ambiguous
and will be hard to prove. Remove the graduation rates statement from the methods/
procedures section.
To strengthen outcome #3, (Students who participate in orientation will learn about the
expectations and policies of the College.) implement surveys, and or focus groups two
months after the orientation. This approach will yield accurate data and feedback
about the success of the sessions.
Remember that assessment/evaluation methods done after orientations usually tend
to yield skewed results (usually overly positive). For example, many participants tend
to give higher ratings after activities or programs. Begin to think about varying
assessment methods to gain quality data.
Summary:

Overall the assessment activities were performed in an effective manor. In future reports, add
information about the following: number of students surveyed, and number of participants
used to create an average or (%). In addition, assessment/evaluation methods done soon
after activities usually tend to yield skewed results (high positive results). Begin to implement
varied methods of data gathering done two months after orientation sessions end. This
approach will further validate the true impact of assessment activities. Finally, the report was
well written and should be commended for implementing complex assessment activities
during the first year.
Plymouth State University:

New Student Orientation takes place during the month of June prior to the first semester of
enrollment. An abbreviated orientation program occurs in January for any new or transfer
students enrolling for the first time in the spring semester term. The Orientation Committee
has assessed effectiveness of the orientation program for 15+ years, with the June
orientation program having the strongest record of assessment. Following each orientation
session, the Orientation Committee reviews the results of the completed evaluations and
responsive changes to the program are made. For example:
Participants from June Orientation 2001 felt that the Day 1 program ran too long with an
extended period of being seated, which lent itself toward boredom/distraction. As a result, we
changed the format of the Day 1 program to “break out” sessions, conference style, giving
participants the option of selecting the sessions most relevant to their individual needs. We
also located the break out sessions in three different buildings, which gave participants a
better look at various facilities on campus. The response to the new format was
overwhelmingly positive for June Orientation 2002.
In the June 2002 cycle, we received many complaints from participants that the timing of our
sessions is not conducive to end-of-the-year activities planned at high schools (such as
sporting tournaments, proms, and graduations). While fairly limited in our ability to alter the
dates, for a variety of reasons, we reviewed the participation numbers at each session and
moved the dates of the most poorly attended session to later in June. We are eager to
assess the response we will get from the new schedule.
June 2002 participants also gave feedback that the timing of the “meet the faculty” session
should occur in sequence with the session that covers PSC’s general education
requirements. We have noted that request in our planning notes, and intend to schedule
those sessions back-to-back for June 2003.
In addition to participant assessment, orientation sessions are evaluated by the student

orientation leaders, who have the most direct contact with the participants. As students, they
are great resources of providing us with a student perspective on the effectiveness of
different programs and our registration process, in particular. They are the best source of
person-to-person evaluation. The orientation steering committee also evaluates the
orientation sessions in a group meeting held within one week of the final session. The
administrators on this committee have had intimate involvement in the planning and

implementation of the program, and they also provide critical feedback on issues such as
appropriateness of timing, facility usage, and program content.
University of Nevada:
2003 CAS Self-Assessment Guide: Student Orientation Programs
MISSION
Student Orientation Programs (SOP) must incorporate student learning and student
development in its mission. SOP must enhance overall educational experiences. SOP must
develop, record, disseminate, implement and regularly review its mission and goals. Mission
statements must be consistent with the mission and goals of the institution and with the
standards in this document. SOP must operate as an integral part of the institution’s overall
mission. The mission of the SOP must include:
facilitating the transition of new students into the institution
preparing new students for the institution’s educational opportunities
initiating the integration of new students into the intellectual, cultural, and social
climate of the institution
Mission Overview Questions
What is the program mission?
NSO falls under the Office for Prospective Students, but a separate mission needs to
be designed to fit the needs of this specific program.
How does the mission embrace student learning and development?
The Prospective Students mission encompasses the need to attract the best prepared
students while still focusing on increasing the academic preparation of all prospective
students to ensure future growth. The mission statement to be designed specifically for
NSO should focus on the continuing preparation of students once they have
matriculated and include the underlying factors of student learning and development.
In what ways does the program mission complement the mission of the institution?
The Prospective Students mission focuses on ensuring the students who enter the
University are the best prepared and are representative of the demographics of the
State of Nevada. The mission statement to be designed for New Student Orientation
should be a continuation of this, focusing on allowing these students to connect with
each other and the University to achieve their personal and academic
accomplishment.
PROGRAM
The formal education of students consists of the curriculum and the co-curriculum, and must
promote student learning and development that is purposeful and holistic. Student Orientation
Programs (SOP) must identify relevant and desirable student learning and development
outcomes and provide programs and services that encourage the achievement of those
outcomes. Relevant and desirable outcomes include: intellectual growth, effective
communication, realistic self-appraisal, enhanced self-esteem, clarified values, career
choices, leadership development, healthy behaviors, meaningful interpersonal relationships,
independence, collaboration, social responsibility, satisfying and productive lifestyles,
appreciation of diversity, spiritual awareness, and achievement of personal and educational
goals. SOP must provide evidence of its impact on the achievement of student learning and

development outcomes. SOP must be (a) intentional, (b) coherent, (c) based on theories and
knowledge of learning and human development, (d) reflective of developmental and
demographic profiles of the student population, and (e) responsive to needs of individuals,
special populations, and communities.
Orientation is an ongoing process that begins when a student decides to attend a
particular institution. The process should aid students in understanding the nature and
purpose of the institution, their membership in the academic community, and their
relationship to the intellectual, cultural, and social climate of the institution. The
orientation process should include pre-enrollment, entry, and post matriculation
activities. Components may include credit and non-credit courses, comprehensive
mailings, electronic communications, and campus visitations and may be administered
through multiple institutional offices.
The student orientation program must:
be based on stated goals and objectives
A comprehensive orientation program should be based on clearly defined and
delineated goals and objectives that include service to both the student and the
institution.
be coordinated with the relevant programs and activities of other institutional units
be available to all students new to the institution
First-year, transfer, and entering graduate students should be served as distinct
population groups with specific attention given to the special needs of sub-groups
(e.g., students with disabilities, athletes, adult learners, traditionally under-represented
students, honor students, and international students).
assist new students in understanding the purposes of higher education and the mission of
the institution
New students should have a clear understanding of the overall purpose of higher
education and how this general purpose translates to the institution they are attending.
The roles, responsibilities, and expectations of faculty, staff, and students should be
included.
assist new students in understanding their responsibilities within the educational setting
The student orientation program should set forth the institution’s expectations of
students (e.g., scholarship, integrity, conduct, financial obligations, ethical use of
technology) and should provide information that clearly identifies relevant
administrative policies and procedures.
provide new students with information about academic policies, procedures,
requirements, and programs sufficient to make well-reasoned and well- informed choices
Class scheduling and registration processes should be explained and assistance
should be provided by qualified faculty, staff, or peer academic advisors for developing
educational plans.
inform new students about the availability of services and programs
The student orientation program should identify appropriate referral resources (e.g.,
counselors and advisors) and provide information about relevant services and
programs.
assist new students in becoming familiar with the campus and local environment
The student orientation program should provide information about the physical layout
of the campus, including the location and purposes of academic facilities, support

services, co-curricular venues, and administrative offices. Information about personal

health, safety and security should also be included.
provide intentional opportunities for new students to interact with faculty, staff, and
continuing students
The student orientation program should design and facilitate opportunities for new
students to discuss their expectations and perceptions of the campus and to clarify
their educational goals.
provide new students with information and opportunities for self-assessment
Assist students in the selection of appropriate courses and course levels making use
of placement examinations, career interest inventories, and study skills evaluations.
provide relevant orientation information and activities to the new students’ primary support
groups (e.g., parents, guardians, spouses, children)
LEADERSHIP
Effective and ethical leadership is essential to the success of all organizations.
Institutions must appoint, position, and empower Student Orientation Programs (SOP)
leaders within the administrative structure to accomplish stated missions. SOP leaders at
various levels must be selected on the basis of formal education and training, relevant work
experience, personal skills and competencies, relevant professional credentials, as well as
potential for promoting learning and development in students, applying effective practices to
educational processes, and enhancing institutional effectiveness. Institutions must determine
expectations of accountability for leaders and fairly assess their performance. Leaders of
SOP must exercise authority over resources for which they are responsible to achieve their
respective missions
SOP leaders must:
articulate a vision for their organization
set goals and objectives based on the needs and capabilities of the population served
promote student learning and development
prescribe and practice ethical behavior
recruit, select, supervise, and develop others in the organization
manage financial resources
coordinate human resources
plan, budget for, and evaluate personnel and programs
apply effective practices to educational and administrative processes
communicate effectively
initiate collaborative interaction between individuals and agencies that possess legitimate
concerns and interests in the functional area
identify and find means to address individual, organizational, or environmental conditions
that inhibit goal achievement.
promote campus environments that result in multiple opportunities for student learning
and development.
continuously improve programs and services in response to changing needs of students
and other constituents, and evolving institutional priorities.
ORGANIZATION and MANAGEMENT

Guided by an overarching intent to ensure student learning and development, Student
Orientation Programs (SOP) must be structured purposefully and managed effectively to

achieve stated goals. Evidence of appropriate structure must include current and accessible
policies and procedures, written performance expectations for all employees, functional
workflow graphics or organizational charts, and clearly stated service delivery expectations.
Evidence of effective management must include use of comprehensive and accurate
information for decisions, clear sources and channels of authority, effective communication
practices, decision-making and conflict resolution procedures, responsiveness to changing
conditions, accountability and evaluation systems, and recognition and reward processes.
SOP must provide channels within the organization for regular review of administrative
policies and procedures.
HUMAN RESOURCES
Student Orientation Programs (SOP) must be staffed adequately by individuals qualified to
accomplish its mission and goals. Within established guidelines of the institution, SOP must
establish procedures for staff selection, training, and evaluation; set expectations for
supervision, and provide appropriate professional development opportunities. SOP must
strive to improve the professional competence and skills of all personnel it employs.
Faculty involvement in the development and delivery of SOP is essential to its
success. Faculty members should be included as part of the overall staffing pattern.
SOP professional staff members must hold an earned graduate degree in a field relevant to
the position they hold or must possess an appropriate combination of educational credentials
and related work experience. Degree or credential-seeking interns must be qualified by
enrollment in an appropriate field of study and by relevant experience. These individuals must
be trained and supervised adequately by professional staff members holding educational
credentials and related work experience appropriate for supervision. Student employees and
volunteers must be carefully selected, trained, supervised, and evaluated. They must be
trained on how and when to refer those in need of assistance to qualified staff members and
have access to a supervisor for assistance in making these judgments. Student employees
and volunteers must be provided clear and precise job descriptions, pre-service training
based on assessed needs, and continuing staff development. SOP must have technical and
support staff members adequate to accomplish its mission. Staff members must be
technologically proficient and qualified to perform their job functions, be knowledgeable of
ethical and legal uses of technology, and have access to training. The level of staffing and
workloads must be adequate and appropriate for program and service demands. Salary
levels and fringe benefits for all SOP staff members must be commensurate with those for
comparable positions within the institution, in similar institutions, and in the relevant
geographic area.
SOP must institute hiring and promotion practices that are fair, inclusive, and
nondiscriminatory. Programs and services must employ a diverse staff to provide readily
identifiable role models for students and to enrich the campus community. SAOP must
create and maintain position descriptions for all staff members and provide regular
performance planning and appraisals. SOP must have a system for regular staff evaluation
and must provide access to continuing education and professional development
opportunities, including in-service training programs and participation in professional
conferences and workshops.
FINANCIAL RESOURCES

Student Orientation Programs (SOP) must have adequate funding to accomplish its mission
and goals. Funding priorities must be determined within the context of the stated mission,
goals, objectives and comprehensive analysis of the needs and capabilities of students and
the availability of internal or external resources. SOP must demonstrate fiscal responsibility
and cost effectiveness consistent with institutional protocols.
Money to underwrite expenses for SOP should be allocated on a permanent basis. In
additional to institutional funding through general funds, other funding sources may be
considered, including state appropriations, student fees, user fees, donations,
contributions, fines, concession and store sales, rentals, and dues. Overnight
programs may require students and their families to stay on campus. Although
recovering room and board costs directly from participants is an acceptable practice,
SOP should be designed so as to impose as little financial burden on students and
their families as possible.
FACILITIES, TECHNOLOGY, and EQUIPMENT

Student Orientation Programs (SOP) must have adequate, suitably located facilities,
adequate technology, and equipment to support its mission and goals efficiently and
effectively. Facilities, technology, and equipment must be evaluated regularly and be in
compliance with relevant federal, state, provincial, and local requirements to provide for
access, health, safety, and security.
Cooperation from within the campus community is necessary to provide appropriate
facilities. Whenever possible, a single office location to house personnel and provide
adequate work space should be conveniently located and suitable for its high
interaction with the public.
LEGAL RESPONSIBILITIES
Student Orientation Programs (SOP) staff members must be knowledgeable about and
responsive to laws and regulations that relate to their respective responsibilities. Staff
members must inform users of programs and services and officials, as appropriate, of legal
obligations and limitations including constitutional, statutory, regulatory, and case law;
mandatory laws and orders emanating from federal, state/provincial and local governments;
and the institution’s policies. SOP staff members must use reasonable and informed
practices to limit the liability exposure of the institution, its officers, employees, and agents.
Staff members must be informed about institutional policies regarding personal liability and
related insurance coverage options. The institution must provide access to legal advice for
SOP staff members as needed to carry out assigned responsibilities. The institution must
inform SOP staff and students in a timely and systematic fashion about extraordinary or
changing legal obligations and potential liabilities.
EQUITY and ACCESS

Student Orientation Programs (SOP) staff members must ensure that services and programs
are provided on a fair and equitable basis. Facilities, programs and services must be
accessible. Hours of operation and delivery of and access to programs and services must be
responsive to the needs of all students and other constituents. SOP must adhere to the spirit
and intent of equal opportunity laws. Policies and practices of SOP must not discriminate on
the basis of age, color, disability, sex, national origin, race, religious creed, sexual identity,
and/or veteran status. Exceptions are appropriate only where provided by relevant law and

institutional policy. Consistent with their mission and goals, SOP must take affirmative action
to remedy significant imbalances in student participation and staffing patterns. As the
demographic profiles of campuses change and new instructional delivery methods are
introduced, institutions must recognize the needs of students who participate in distance
learning for access to programs and services offered on campus. Institutions must provide
appropriate services in ways that are accessible to distance learners and assist them in
identifying and gaining access to other appropriate services in their geographic region.
CAMPUS and EXTERNAL RELATIONS

Student Orientation Programs (SOP) must establish, maintain, and promote effective
relations with relevant individuals, campus offices, and external agencies.
SOP should be an institution-wide process that systematically involves student affairs,
academic affairs, and other administrative units, such as campus police, physical
plant, and the business office. SOP should disseminate information relating to other
programs and services on campus. These services should, in turn, provide the media
and human resources necessary to accomplish the transmission of information.
DIVERSITY
Within the context of each institution's unique mission, diversity enriches the community and
enhances the collegiate experience for all; therefore, Student Orientation Programs (SOP)
must nurture environments where commonalties and differences among people are
recognized and honored. SOP must promote educational experiences that are characterized
by open and continuous communication that deepens understanding of one's own identity,
culture, and heritage, and that of others. SOP must educate and promote respect about
commonalties and differences in their historical and cultural contexts. SOP must address the
characteristics and needs of a diverse population when establishing and implementing
policies and procedures.
ETHICS
All persons involved in the delivery of Student Orientation Programs (SOP) must adhere to
the highest principles of ethical behavior. SOP must develop or adopt and implement
appropriate statements of ethical practice. SOP must publish these statements and ensure
their periodic review by relevant constituencies.
Ethical standards of relevant professional associations should be considered.
SOP staff members must ensure that privacy and confidentiality are maintained with respect
to all communications and records to the extent that such records are protected under the law
and appropriate statements of ethical practice. Information contained in students’ education
records must not be disclosed without written consent except as allowed by relevant laws and
institutional policies. Staff members must disclose to appropriate authorities information
judged to be of an emergency nature, especially when the safety of the individual or others is
involved, or when otherwise required by institutional policy or relevant law. All SOP staff
members must be aware of and comply with the provisions contained in the institution's
human subjects research policy and in other relevant institutional policies addressing ethical
practices and confidentiality of research data concerning individuals. SOP staff members
must recognize and avoid personal conflict of interest or appearance thereof in their
transactions with students and others. SOP staff members must strive to insure the fair,
objective, and impartial treatment of all persons with whom they deal. Staff members must

not participate in nor condone any form of harassment that demeans persons or creates an
intimidating, hostile, or offensive campus environment. When handling institutional funds, all
SOP staff members must ensure that such funds are managed in accordance with
established and responsible accounting procedures and the fiscal policies or processes of the
institution. SOP staff members must perform their duties within the limits of their training,
expertise, and competence. When these limits are exceeded, individuals in need of further
assistance must be referred to persons possessing appropriate qualifications. SOP staff
members must use suitable means to confront and otherwise hold accountable other staff
members who exhibit unethical behavior. SOP staff members must be knowledgeable about
and practice ethical behavior in the use of technology.
ASSESSMENT and EVALUATION

Student Orientation Programs (SOP) must conduct regular assessment and evaluations.
SOP must employ effective qualitative and quantitative methodologies as appropriate, to
determine whether and to what degree the stated mission, goals, and student learning and
development outcomes are being met. The process must employ sufficient and sound
assessment measures to ensure comprehensiveness. Data collected must include responses
from students and other affected constituencies. SOP must evaluate periodically how well
they complement and enhance the institution’s stated mission and educational effectiveness.
Results of these evaluations must be used in revising and improving programs and services
and in recognizing staff performance.
Evaluation of student and institutional needs, goals, objectives, and the effectiveness
of the student orientation program should occur on a periodic basis. A representative
cross-section of appropriate people from the campus community should be involved in
reviews of the student orientation program.
7 Other Materials
IUPUI:
Orientation—New Student Connections
University College, in conjunction with all the undergraduate schools, requires all new
students to attend an orientation, advising, and registration program called Connections.
During Connections, students receive an overview of campus resources, review their
placement score results, receive information about the school/program in which they are
interested, receive survival hints for the first six weeks, and meet with an advisor. Usually,
students register immediately following their advising session, provided that their placement
scores are available.
E-mail accounts are set up during Orientation sessions. Students can also go to computer
centers and obtain e-mail accounts online.

In addition to tuition, students pay a $35 orientation fee. All orientation sessions—offered
days, evenings, or Saturdays—require a reservation.
New and transfer students receive their initial academic advising during Orientation. Other
students meet with University College advisors, who help them chart their first few semesters
and prepare them to transfer to their degree-granting schools. The advisors for students with
dual admission will probably be advisors or faculty from their intended schools or programs.
Once students transfer to degree-granting schools, they should meet with their school’s
advisors to chart the completion of required courses, to discuss post-graduation careers or
further educational options, or to get help with academic difficulties. Students may be
assigned an advisor, but if not, they should ask for one.
Preparing for Advising Sessions

Although advisors are here to help, students are ultimately responsible for their own success.
They need to prepare themselves by learning what is required to earn their degrees and to
use the tools provided by University College and the campus that aid students in making wise
choices in the types and numbers of classes to take.
Scheduling Tools and Information

A significant tool in advising is IUCARE/Student Advising System available within INSITE via
the IUPUI Web site. This online system was designed to help students and their advisors
review degree requirements and student progress towards any intended IUPUI degree or a
degree at any IU campus. The online system is not intended to replace regular meetings with
an academic advisor. Students, however, may wish to review and print an “audit” in
preparation for an advising session. The IUCARE system allows students to investigate what
would happen if they changed majors or schools. This student advising system provides
students with online access to transcripts and degree requirements (IUCARE), and various
special purpose Web sites.
Developmental or Refresher Course Work

If placement test results indicate that a student needs more work or a refresher in reading,
writing, or mathematics, the student will be required to take these classes first. The basic
skills of reading, writing, and calculating are building blocks to most other college classes.
Advisors will assist students in selecting a balanced schedule with refresher courses as well
as regular college classes when appropriate. In general, students will not be certified to move
into their schools until they have successfully addressed any skill deficiencies they may have.
First-Year Seminars or Learning Communities

National studies have shown that successful first-year students need five elements: an
introduction to campus resources and support services, the creation of a support network
which is especially important on a commuter campus, on-going personal interaction with
faculty and staff, the development of skills and habits basic to academic achievement, and a
realization of the high expectation that the campus has for each of its learners. IUPUI has
developed learning communities which include First-Year Success courses, dedicated to
achieving the objectives spelled out above. Often these First-Year Success Seminars are

linked with another course so that the students in the seminar can work together across
classes to learn the material and otherwise support one another. The team approach in these
seminars of faculty members, librarians, advisors, and student mentors provide students with
in-depth knowledge and contacts for key elements of the campus. Some students such as
the honors students take special First-Year Seminars and may be required to take more than
one semester of these courses.
General-Education Requirements/ Introduction to Majors

Beginning students will also be advised to start on the general-education requirements for the
program(s) for which they are interested. These classes may include communication skills,
science, social and behavioral sciences, arts and humanities, depending on the school or
program. Either in the first or second semester, especially if students are attending full time,
they will be encouraged to enroll in the introductory course in their major or program. These
are usually 100- level courses.
Moraine Valley Community College:

Orienting and Engaging Students in Learning-Centered Education
1. What student behaviors are most critically related to learning success? How does
your college promote and support these behaviors?
One of the most critical student behaviors for learning success is making connections with
instructors and other students, both inside and outside the classroom. Students who make
these connections become comfortable within the college environment because they believe
they share common interests and academic abilities with other students and faculty. These
students are more likely to find the academic environment challenging instead of
overwhelming. They are more likely to be aware of and seek needed support and resources
and are more likely to continue their college enrollment.
The college has many programs, services and classroom activities to promote and support
student connections in the learning process. Mandatory assessment and placement in basic
skills courses is an important first step. Ensuring that students begin academic courses at the
appropriate level is critical in helping students become involved in the learning process. Such
placement allows students to connect with other students with common academic challenges
and abilities as well as build the necessary academic skills to move forward.
New student orientation and the required first-semester student success course (COL-101)
promote and support student behaviors critical for learning success. Both provide students
opportunities to learn skills critical for student success, to connect with faculty and other
students and to learn about campus resources.
Classroom practices that allow students to work together and to receive frequent feedback
from instructors promotes and supports learning success. Full time faculty are required to
schedule and post office hours to provide meeting/conference times for students. They are
also required to provide email addresses, office location, and phone numbers on the syllabus
for each class.

The Academic Skills center provides individual tutoring assistance to students. Faculty and
professional tutors provide assistance with a variety of topics. The center is open 56 hours
per week.
2. What key institutional practices at your college have been found to be linked to
student retention and positive learning outcomes?
Mandatory assessment, placement, orientation and COL-101.
We know that the students most in need of assistance are the least likely to seek help. If
orientation and COL-101 were offered only on a voluntary basis, few students would choose
them. If testing and course placement were advisory, few students would follow the
recommendations. By being proactive in providing support to students, by requiring course
placement, orientation and COL-101, we make certain that all new students start at a level
where they can be successful and that they learn about resources available to help them.
Preliminary results show that COL-101 has a positive impact on student retention. End of
semester and end of year data for new fall 2000 students showed that students who
successfully completed COL-101 had a higher GPA, completed a higher percentage of the
credit hours in which they enrolled, and were more likely to enroll in the second semester and
second year than students who were unsuccessful in COL-101 or who did not take COL-101.
3. What are your college's best practices in student orientation and first-year
experience?
Moraine Valley requires that all new full-time students complete placement testing and
orientation prior to first-semester registration. Orientation introduces college resources,
reviews placement testing results and assists students with educational planning and first-
semester registration. Led by a team of counselors and academic advisors, and continuously
revised for improvement, the orientation program currently involves a variety of instructional
media including use of an Internet orientation website, lecture, group discussion and
individual assistance.
Effective Spring 2000, Moraine Valley requires that in addition to the pre-semester
orientation, all new full-time students complete a one credit hour student success course,
COL-101, during their first semester. COL-101 helps students make a successful transition to
the college environment by providing the opportunity for them to learn about campus
resources, to develop essential academic skills and to learn about themselves in relation to
the demands of higher education. Through COL-101, students have the opportunity to
connect with other students and with the faculty member teaching the course. COL-101
includes a module during which all students participate in an educational planning session
with an academic advisor. A completed educational plan is one requirement for successfully
completing the course.
4. How can your college effectively assess, benchmark, monitor, and improve student
engagement in learning?

Continue to track the success of COL-101 participants beyond the first semester. This will
allow us to compare the characteristics of students who continue to experience academic
success to those who do not in order to improve the academic success of all students.
Continue to conduct student focus groups to document students' experiences in learning.
Complete pre- and post- tests in remedial classes to assess what the student has learned in
each course. Create opportunities for students and faculty to provide feedback regarding
what is and is not working for student learning.

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Orientation Assessment Guide

The Follow-Up Report: Guides and Handbooks 1

Institutional Assessment Guidelines:

1 Sample Mission Statements

Georgia State University:

Indiana University Purdue University Indianapolis (IUPUI):

The Follow-Up Report: Guides and Handbooks 2

The mission of the New Student Orientation Program is as follows:

Loyola University New Orleans:

Metropolitan State College of Denver:

North Carolina State University:

The Follow-Up Report: Guides and Handbooks 3

New Student Orientation supports SUNY Cortland's mission of "helping students

Arizona State University:

California State University, Northridge:

The Follow-Up Report: Guides and Handbooks 4

 Cal State Northridge offers a comprehensive one-day New Student Orientation

Hillsborough Community College:

The Follow-Up Report: Guides and Handbooks 5

Loyola University New Orleans:

Office of New Student Orientation Goals

The Follow-Up Report: Guides and Handbooks 7

The Follow-Up Report: Guides and Handbooks 8

The Follow-Up Report: Guides and Handbooks 9

Orientation provides students with information in the following areas:

The Follow-Up Report: Guides and Handbooks 10

• Schedule building and registration

New Student Orientation Goals and Objectives for 2006-2007

Peer Advisor Program Goals and Objectives for 2006-2007

The Follow-Up Report: Guides and Handbooks 11

o Goal setting for further leadership skills.

Loyola University New Orleans:

North Carolina State University:

The Follow-Up Report: Guides and Handbooks 12

Sample Student Learning

California State University, Northridge:

The Follow-Up Report: Guides and Handbooks 13

The Follow-Up Report: Guides and Handbooks 14

Lansing Community College:

The Follow-Up Report: Guides and Handbooks 15

• create a class schedule and use it to register for classes

Metropolitan State College of Denver:

North Carolina State University:

San Jose State University:

The Follow-Up Report: Guides and Handbooks 16

The Follow-Up Report: Guides and Handbooks 17

5 Sample Other Outcomes

The Follow-Up Report: Guides and Handbooks 18

identified include Financial Aid, iClarion, Academic Advisors, Public Safety/Parking,

Georgia State University:

North Carolina State University:

The Follow-Up Report: Guides and Handbooks 21

Ensure that incoming students:

The Follow-Up Report: Guides and Handbooks 22

3. What implementation procedures could be introduced to create a more efficient

The Follow-Up Report: Guides and Handbooks 23

allowed opportunities for questions to be answered and introduced them to campus

The Follow-Up Report: Guides and Handbooks 24

Metropolitan State College of Denver:

The Follow-Up Report: Guides and Handbooks 25

Plymouth State University:

In addition to participant assessment, orientation sessions are evaluated by the student

The Follow-Up Report: Guides and Handbooks 26

Cal State Northridge offers a comprehensive one-day New Student Orientation