A Multi-Level Assessment of the Impact of Orientation Programs on Student Learning

Mayhew, Matthew J.; VanDerLinden, Kim E.; Kim, Min Jung

doi:10.1007/s11162-009-9159-2

Cited by 39 publications

(53 citation statements)

References 18 publications

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“…The purpose of orientation is to ease the transition to college, and to convey key institutional expectations (Boening & Miller, 2005;Hollins, 2009;Hunter, 2006;Mayhew et al, 2010). Orientation provides co-curricular support for student success (Mayhew et al, 2010).…”

Section: Orientationmentioning

confidence: 99%

“…It is the opportunity to set the tone for new students. College transition programming is one of the few opportunities to bring an entire class together (Boening & Miller, 2005;Mayhew et al, 2010). Ef-fective orientation programs are intentional and comprehensive (Fontaine, 2014;Hunter, 2006;Turner & Thompson, 2014).…”

Section: Orientationmentioning

confidence: 99%

“…Orientation programs can impact these factors that contribute to retention by addressing their preparedness, identification with the college, connecting the academic and social culture of the institution, and helping to set academic goals and expectations (Lotkowski et al, 2004;Martin et al, 2014;Mayhew et al, 2010;Singer, 2016). Orientation programming establishes an important connection to the college that contributes to retention, demonstrates institutional commitment, and provides students with social support networks (Lotkowski et al, 2004;Martin et al, 2014;Mayhew et al, 2010;Singer, 2016).…”

Section: Orientationmentioning

confidence: 99%

“…Research has documented orientation outcomes including increased self-esteem, establishment of social support networks, and increased retention (Boening & Miller, 2005;Gray, Vitak, Easton, & Ellison, 2013;Hunter, 2006;Jamelske, 2009;Mayhew et al, 2010).…”

Section: Orientationmentioning

confidence: 99%

“…Not only is orientation the first opportunity to convey institutional expectations, sometimes it is the only opportunity to do so (Mayhew, Vanderlinden, & Kim, 2010). To remain globally competitive, we must ensure that a higher number of adults earn college credentials (Lotkowski et al, 2004;Soares, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Sandoval-Lucero¹,

Antony²,

Hepworth³

2017

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With increased public pressure to impact student success, assess student learning and increase completion outcomes at community colleges, mandatory orientation can be an important first step on the path to success. Colleges also need to identify opportunities for assessing co-curricular learning in student affairs programs and functions. This study describes the process of implementing a mandatory new student orientation at a community college in Colorado. The program assessment included data collection at the individual student level to document student learning, and more broadly to demonstrate that the program contributed to increases in student retention outcomes and documented student learning from the beginning of the college transition process. The authors found statistically significant differences in student learning about key on boarding topics following orientation and the new student orientation also contributed to a seventeen percent increase in fall to spring retention of new students.

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Section: Orientationmentioning

confidence: 99%

Section: Orientationmentioning

confidence: 99%

Section: Orientationmentioning

confidence: 99%

Section: Orientationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Sandoval-Lucero¹,

Antony²,

Hepworth³

2017

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Modeling Success: Using Preenrollment Data to Identify Academically At‐Risk Students

Gansemer-Topf

Compton

Wohlgemuth

et al. 2015

Strategic Enroll Management

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Improving student success and degree completion is one of the core principles of strategic enrollment management. To address this principle, institutional data were used to develop a statistical model to identify academically at-risk students. The model employs multiple linear regression techniques to predict students at risk of earning below a 2.0 grade point average (GPA) in their first semester of college. Data analysis from student cohorts starting in the Fall 2007 through Fall 2009 identified two groups of students-one predicted to earn less than a 2.0 and the other predicted to earn a 2.0 or higher. The first semester college GPA and retention rates of both groups of students were tracked to examine the accuracy of the model in predicting student success and subsequent retention rates. Multi-year analyses illustrates that the model can be used to identify students who are at risk of earning less than a 2.0 GPA. Additional analysis demonstrates there is a relationship between predicted and actual first semester GPA and retention rates. Since the data used to develop the model are commonly available at most institutions, this study provides a practical approach for the SEM research professional to identify potentially academically at-risk students, which subsequently can be used to assist students and improve student success and degree completion. Improving student success and degree completion is one of the core principles of strategic enrollment management. To address this principle, institutional data were used to develop a statistical model to identify academically at-risk students. The model employs multiple linear regression techniques to predict students at risk of earning below a 2.0 grade point average (GPA) in their first semester of college. Data analysis from student cohorts starting in the Fall 2007 through Fall 2009 identified two groups of students-one predicted to earn less than a 2.0 and the other predicted to earn a 2.0 or higher. The first semester college GPA and retention rates of both groups of students were tracked to examine the accuracy of the model in predicting student success and subsequent retention rates. Multi-year analyses illustrates that the model can be used to identify students who are at risk of earning less than a 2.0 GPA. DisciplinesAdditional analysis demonstrates there is a relationship between predicted and actual first semester GPA and retention rates. Since the data used to develop the model are commonly available at most institutions, this study provides a practical approach for the SEM research professional to identify potentially academically at-risk students, which subsequently can be used to assist students and improve student success and degree completion. Provide feedback or get helpIncreasing retention and graduation rates continues to be a critical challenge facing institutions of higher education. From a global perspective, the 2011 report from the Organization for Economic Co-operation and Development (OECD) highlighted the UnitedStates' decline...

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College Adjustment and Maladjustment

Becker

Israelashvili

2023

Advances in Prevention Science

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A Multi-Level Assessment of the Impact of Orientation Programs on Student Learning

Cited by 39 publications

References 18 publications

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Modeling Success: Using Preenrollment Data to Identify Academically At‐Risk Students

College Adjustment and Maladjustment

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