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Assuring Connection and Connectivity to Entry Level Students through an Extended, Instructor-Led Orientation Class

by Sloan-C
Author Information
Author(s):
Barry Hubbard, Saint Leo University
Institution(s) or Organization(s) Where EP Occured:
Saint Leo University
Effective Practice Abstract/Summary
Abstract/Summary of Effective Practice:

Saint Leo University requires students to take a mandatory eight-week, instructor-led orientation class which assists students with transitional issues, and provides an overview of different support services.

Supporting Information for this Effective Practice
Evidence of Effectiveness:

Since the implementation of the course, COL has compared the delivery of the class without an instructor versus with an instructor, as well as students who participate in the class versus those who did not participate.

COL has seen an increase in the retention rates of students who participated in COL 101 with an instructor. Their retention rates were higher than those who did not have an instructor by as much as 13% (numbers have increased each term). Additionally, evaluations for the courses after the addition of an instructor were also higher than classes without (80% to 30% rating).

Future plans to obtain evidence:
Compare students not participating in COL 101 with students who participated in the COL 101 orientation course on the basis of GPA, satisfaction, and retention rates (defined as enrollment in at least one class the following term).

How this practice improves pillar(s):

learning effectiveness:
Saint Leo University's Center for Online Learning (COL) instituted a mandatory, tuition-free eight week orientation course entitled COL 101 for the purpose of introducing all first term enrolled students to e-learning, university policies and procedures, and support services. COL 101 provides an active forum through which interactions can occur among students, faculty, and staff. Additionally, an orientation mentor program made up of students who have successfully completed COL 101 compliments the course by providing peer support through message board postings and optional chat discussions. The course is mediated by an instructor who provides support and clarification, facilitates message board discussions, answers questions, and guides students through their first term. Such strategic efforts reduce the amount of frustration students can experience in their first term, develop critical thinking/learning skills, and improve their unfolding educational experience, resulting in clearer expectations and effective learning.

Estimate the probable costs associated with this practice:

Costs include: Course content development, instructor salaries, and technology development. Institution will recoup associated costs through increased retention.

No cost to students.

Relation to other Pillars:

Students access higher education to obtain skills and knowledge. The effectiveness of delivering education to students, through the classroom and support services, influences every other pillar outlined by Sloan-C. Facilitating a guided, methodically-delivered understanding of institutional procedures, norms, and available services through a comprehensive orientation reduces obstacles and frustration for students and faculty, and positively influences faculty and student satisfaction. Learners who desire pursuing online learning are given a powerful vehicle through which learner-centered assistance can transpire and ensure the successful navigation of the educational environment, resulting in increased access.

References, supporting documents:

Many traditional college and university students participate in orientation programs and semester long courses designed to acclimate students to the institutional policies, procedures, support services, and social mores. Such efforts have been proven to increase retention, academic performance, and overall educational experience. Research supporting these on-ground efforts are outlined in the following literature:

Astin, A. W. (1985). Achieving Educational Excellence: A Critical assessment of priorities and practices in higher education. San Francisco: Jossey-Bass.

Barker, S., Felstehausen, G., Couch, S., & Henry, J., (1997). Orientation programs for older and delayed-entry graduate students. NASPA Journal, 35(1), 57-68.

Boudreau, C., A., & Kromrey, J., D., (1994). A longitudinal study of the retention and academic performance of participants in freshman orientation course. Journal of Student Development, 34, 444-445.

Chickering, A. W. & Reisser, L. (1993). Education and Identity (2nd ed.). San Francisco: Jossey-Bass.

Hirt, J., Cain, D., Bryant, B., & Williams, E. (2003). Cyberservices: What's Important and How are we doing? NASPA Journal, 40(2), 98-118.

Pascarella, E.T., & Terenzini, P.T. (1991). How College Affects Students. San Francisco: Jossey- Bass.

Pascarella, E.T., Terenzini, P.T., & Wolfle, L. (1986). Orientation to college and freshman year persistence/withdraw decisions. Journal of Higher Education, 57, 155-175.

Sanford, N. (1962). Developmental status of the entering freshman. In N. Sanford (Ed.), The American College, 253-282. New York: Wiley.

Schroeder, C & Hurst, J. (1996). Designing learning environments that integrate curricular and co-curricular experiences. Journal of College Student Development, 37(2), 174-181.

Terenzini, P., Pascarella, E, & Blimling, G. (1999). Students' out-of-class experiences and their influence on learning and cognitive development: A literature review. Journal of College Student Development, 40(5), 610-621.

Tinto, V. (1987). Leaving College: Rethinking the Causes and Cures of Student Attrition. Chicago: The University of Chicago Press.

Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition. Chicago: The University of Chicago Press.

Useful Links:
St. Leo University
Other Comments:

To view a demo of the course, go to http://www.saintleo.edu, then "User Login" and type in Demo for both the username and password. Sample of the class (COL 101) is listed.

Contact for this Effective Practice
Effective Practice Contact:
Barry Hubbard
Email this contact:
Email Contact Form

Comments

January 6, 2009 - 11:36am — vandy

he effectiveness of

he effectiveness of delivering education to students, through the classroom and support services, influences every other pillar outlined by Sloan-C. Facilitating a guided, methodically-delivered understanding of institutional procedures, norms, and available services through a comprehensive orientation reduces obstacles and frustration for students and faculty, and positively influences faculty and student satisfaction Mercedes
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