scholarly journals Redesigning Traditional Programs to Meet the Needs of Generation Y

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
David B. Johnson ◽  
Michael T. Miller
Keyword(s):  
Generation Y ◽  
College Campuses ◽  
Orientation Programs ◽  
Student Needs ◽  
Orientation Program ◽  
Program Administrators ◽  
College And University ◽  
Collegiate Experience ◽  
Traditional Programs ◽  
New Students

The 14th American generation is defined as those born after 1981, numbering between 31 and 55 million people who are now arriving on college campuses. These students bring to campus distinctive characteristics, attitudes, and expectations for the collegiate experience. College and university orientation program administrators have an opportunity to adapt to this generation by examining their characteristics. The current discussion provides an outline of how orientation programs meet changing student needs. Specifically, they need to convey institutional concern for new students, demonstrated through creative, unique programming that expresses a caring attitude toward students.

scholarly journals Even a Weekend Works

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
William A. Gentry ◽  
Karl W. Kuhnert ◽  
Rachel M. Johnson ◽  
Brennan D. Cox
Keyword(s):  
First Year ◽  
Orientation Programs ◽  
University Administrators ◽  
Orientation Program ◽  
First Year Students ◽  
College And University

Helping first-year students become involved in college via semester- or year-long first-year orientation programs is a major undertaking for college and university administrators. The effect of a weekend-long orientation program on students' involvement in college had yet to be determined until the current study. The authors describe such a program and evaluate its utility. Results revealed that incoming first-year students who attended a weekend-long orientation program were involved in school during their first year, than those who did not attend the program.

scholarly journals Orientation Programs

2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Christopher Y. Futch ◽  
Kathy L. Guthrie
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Orientation Programs ◽  
Work Demands ◽  
Online Orientation ◽  
Traditional Programs ◽  
New Students ◽  
Online Format ◽  
Use Of Internet ◽  
New Framework

Online orientation programs are a growing trend for delivery of information to new students within higher education. Considering the widespread use of Internet and technology and the increased personal and work demands on many students, higher education institutions need to investigate how orientation programs can potentially be delivered in an online format. A new framework should be explored to make this information more accessible to those students who are unable to attend the more traditional programs on campus, and to continue communicating with students throughout their transitional year. This article explores the concept of online orientation programs for students who physically attend at least one course on a postsecondary campus. The article also reviews some current programs and literature and provides recommendations for campuses looking to enhance this delivery option.

scholarly journals Designing Effective Online Orientation Programs for First-Year University Students

2021 ◽  
Vol 28 (2) ◽  
Author(s):  
Nicole Crozier
Keyword(s):  
Literature Review ◽  
Student Affairs ◽  
Community Of Inquiry ◽  
First Year ◽  
Orientation Programs ◽  
Orientation Program ◽  
Online Orientation ◽  
First Year University ◽  
First Time ◽  
Student Affairs Professional

While asynchronous, self-paced online orientation programs are not brand new in the field of orientation, transition and retention, COVID-19 forced many institutions to rapidly create a program for the first time to help welcome fall 2020 students. Using the community of inquiry model as a framework, this literature review explores the research related to orientation and online learning in an effort to identify the principles, practices and processes that can help a student affairs professional to design an effective and engaging online orientation program, or enhance an existing program.

Case Study

2018 ◽  
pp. 45-68
Author(s):  
Sophia Palahicky ◽  
Adrianna Andrews-Brown
Keyword(s):  
Online Instruction ◽  
Online Courses ◽  
Orientation Programs ◽  
Design Development ◽  
Student Orientation ◽  
Online Programs ◽  
Online Orientation ◽  
Instructor Presence ◽  
New Students

Student orientation programs can enhance new student self-esteem, which is in turn a significant positive predictor of personal, social, and academic achievement (Hickman, Bartholomae, & McKenry, 2000). Furthermore, these programs can help students develop the basic technical skills they will need to be active learners. According to Dixson (2010), research into effective online instruction supports the argument that “online instruction can be as effective as traditional instruction, [and] to do so, online courses need cooperative/collaborative (active) learning, and strong instructor presence.” Likewise, online orientation programs for new students must provide opportunities for active engagement and strong facilitator presence to be effective. This chapter presents a case study that describes the design, development, implementation, and evaluation of the online orientation modules for new students at a Canadian postsecondary institution that offers primarily blended and online programs.

New Learning for New Students

2016 ◽  
pp. 819-837
Author(s):  
John K. Hope
Keyword(s):  
Higher Education ◽  
Generation Y ◽  
First Generation ◽  
Rapid Onset ◽  
Baby Boomer Generation ◽  
Generation Z ◽  
New Students ◽  
Widespread Availability ◽  
Demand Changes ◽  
New Generation

When the post-world war two ‘baby boomer' generation reached school age, education changed. Massive increases in student numbers required changes to teacher education, enormous investment in new schools and changes in pedagogy. Each succeeding generation has been different, and of necessity, education has changed to reflect the needs and aspirations of the new generation. Generation Y students are now in higher education, the first Generation Z students will soon be entering higher education. Both groups are showing signs of being different to their seniors. This difference implies changes to higher education learning. Compounding the need for Generation Y and Generation Z instigated changes to higher education has been the rapid onset of new forms of technologically infused learning, some generated by an industry desperate to maintain its influence on education as the market for paper-based books and journals declines, others generated by the ubiquitous nature of everyday life technological innovations such as social media, and more recently, the widespread availability of tuition fee-free MOOCS. This chapter will chart the generational and technological changes that are likely to increasingly demand changes to learning in schooling and higher education. Possible future change scenarios are also suggested.

Sexual violence on US college campuses: history and challenges

2018 ◽  
pp. 63-82
Author(s):  
Renate Klein
Keyword(s):  
Sexual Violence ◽  
Sexual Misconduct ◽  
Education Institution ◽  
College Campuses ◽  
Campus Culture ◽  
Institutional Governance ◽  
Policy Framing ◽  
College And University ◽  
History Of

This chapter discusses the history of sexual violence in US universities to see where things have changed and where they have not. It first explains the relevant terms, such as ‘higher education institution’, ‘college’ and ‘university’ as well as ‘on campus’, ‘sexualised violations’, and ‘sexual misconduct’. It then reviews the early research which overlooked the gendered nature of campus sexual violence, the initial efforts that sought to ‘teach women how to stay safe’ which were critiqued for implicit victim-blaming, and more recent prevention approaches which focus on bystander intervention and the role of friends, peers and social networks in preventing violence. It also examines victimisation and perpetration, along with the interrelationships between perpetration dynamics, campus culture and institutional governance. The chapter concludes with an analysis of issues relating to policy framing and victims' formal reporting.

College and University Student Suicide

1990 ◽  
Vol 18 (3) ◽  
pp. 464-476 ◽  
Author(s):  
John S. Westefeld ◽  
Kimberly A. Whitchard ◽  
Lillian M. Range
Keyword(s):  
College Students ◽  
College Student ◽  
Adolescent Suicide ◽  
Severe Trauma ◽  
College Campuses ◽  
University Student ◽  
General Phenomenon ◽  
Future Directions ◽  
College And University ◽  
Suicidal Attempts

Suicide among college and university students is unquestionably an important issue on the nation's college campuses. This is true not only because of the frequency of suicidal attempts/completions, but also because of the severe trauma often precipitated by suicide. Although there are numerous writings discussing the general phenomenon of suicide -and in particular child and adolescent suicide -less has been written concerning suicidal trends specifically among college students. Thus the purpose of this article will be to summarize the prominent literature in the area of college student suicide, provide a critical review, identify relevant themes, and discuss future directions.

scholarly journals The Integration of Technology in New Student Orientation Programs

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Michael Miller ◽  
Patty Viajar
Keyword(s):  
Orientation Programs ◽  
Student Orientation ◽  
Effective Strategies ◽  
Academic Transitions ◽  
Integration Of Technology ◽  
The Social ◽  
New Student Orientation ◽  
New Students ◽  
Technology Orientation ◽  
New Student

New student orientation programs are typically designed around a loosely defined set of expectations that assist in the social and academic transitions to college. An area that has only begun to receive considerable attention in these programs has to do with technology orientation. The current study reports what orientation coordinators perceive to be the most effective strategies for incorporating technology into new student orientatin programs. Coordinators agreed most strongly with the notion of emphasizing the importance of technology to new students coupled with providing new students email accounts immediately upon arrival to campus.

scholarly journals Impact of an Intensive Cardiology Orientation Program on Confidence of New Fellows

2016 ◽  
Vol 29 (1) ◽  
pp. 15
Author(s):  
Priti Kaur
Keyword(s):  
Internal Medicine ◽  
Confidence Score ◽  
Likert Scale ◽  
Internal Medicine Residency ◽  
Orientation Programs ◽  
Orientation Program ◽  
Prospective Data ◽  
Time Points ◽  
Clinical Orientation ◽  
Further Development

Objective: We implemented a four-day intensive clinical orientation program in 2004 for cardiology fellows to compare the change in self-assessed confidence of fellows before versus after the orientation. Background: The transition from an internal medicine residency to a cardiology fellowship can be challenging. There has been limited research on the use of orientation programs to ease this transition. Methods: New fellows in 2006 and 2007 (N = 13) were prospectively queried immediately before, immediately after, and six months after orientation about their confidence and their support for the orientation program. We retrospectively queried fellows who began their fellowships in 2004 and 2005 (N = 12) by asking them to complete the same questionnaire based on what they recalled feeling immediately before, immediately after, and six months after orientation. Responses to each question were based on a Likert scale from 1 to 7, and a total confidence score was calculated. Retrospective and prospective data were pooled, and nonparametric paired analyses were performed.Results: Twenty-five fellows were enrolled. Fellows’ confidence scores increased after the orientation from 20 to 36 (p<0.01). A significant increase was sustained after six months. In addition, at all time points, the fellows supported the orientation program. Conclusion: An intensive clinical orientation program improved new cardiology fellows’ confidence. Support for this program was high, and the findings support con- tinuation and further development of the program. 

scholarly journals Student Satisfaction With Orientation

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Daniel P. Nadler ◽  
Michael T. Miller ◽  
Jennifer Casebere
Keyword(s):  
Student Satisfaction ◽  
Professional Staff ◽  
Orientation Programs ◽  
Orientation Program ◽  
Student Orientation ◽  
New Student Orientation ◽  
Cas Standards ◽  
Personal Success ◽  
New Student

Orientation programs are vital to a new student's acculturation to the campus community, and have been linked to students' long-term academic and personal success on campus. The Council for the Advancement of Standards (CAS) Standards for New Student Orientation provide a meaningful guide for program development and assessment. These CAS Standards were utilized over a two-year period to assess Tulane University's new student orientation program. The results of the assessments have prompted the professional staff at Tulane to examine the rationale behind each of the orientation program's activities and intentions.

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