an online student orientation that closes the gaps first year experience strategies
TRANSCRIPT
AN ONLINE STUDENT ORIENTATION THAT CLOSES THE GAPSFirst Year Experience Strategies
Why are we here?
SENSE - Survey of Entering Student Engagement
Key Findings: Early ConnectionsThe majority of entering students say they felt welcome at college, but smaller percentages of students report that they received information and support that is critical for their success.
http://www.ccsse.org/sense/survey/survey.cfm
Achieving the Dream
Promising Practices : 2010 Leader Colleges
First-Year Experience efforts are comprehensive approaches designed to improve success rates and increase retention of first-year students.
First-Year Experience programs may include interventions focused on the streamlining admissions processes, increasing financial aid uptake, community outreach, student success courses, and targeted orientation and advisement.
ACC Student Success Initiative
5 Core GoalsThe college measures its success through the core SSI goals and employs multiple intervening strategies to achieve them.
1. Increase Persistence (Term-to-Term & Fall to Fall)
2. Complete Developmental and Adult Education course progression to credit courses
3. Increase Completion of All Attempted Courses with a 'C' or Better
4. Increase Degree/Certificate Graduates and Transfer Rates
5. Increase success equity across all racial/ethnic/gender/income groups
Entering Student Engagement
Summer 2009Entering Student Engagement Ad-Hoc Committee included student services staff and faculty Projects College Success Course Student Success Workshops (F2F and Online New Student Orientation (F2F and Online)
The Instructional Development Edge
Instructional Development Services (IDS) was invited to participate in the ESE Ad-Hoc Committee because IDS designed and developed a tutorial on admissions
and registration in 2005 – request to ‘enhance’ presentation
IDS was experienced the design and development of online courses and programs
IDS provided curriculum development, instructional design, multimedia development and video production.
Instructional Designers are usually not at the table during planning if they are there at all.
The Orientation Program (TOP)
Fall 2010 Revised F2F Orientation Delivered New Online Orientation Delivered (October) Mandatory for First-time-in-college (FTIC) Registration hold for the following semester
The Results
Impact of Orientation Fall09 to Spring 10
Group Total
Did not return Spring 2010
Returned Spring 2010
DifferenceReturned Fall 2010
Difference
N N Row % N Row % N Row%
Not FTIC
No Orientation in Fall 2009
34,414 12,176 35.4% 22,238 64.6%15.1
Orientation in Fall 2009 399 81 20.3% 318 79.7%
Total 34,813 12,257 35.2% 22,556 64.8%
FTIC
No Orientation in Fall 2009
4,581 1,393 30.4% 3,188 69.6%11.4
2,134 46.6%11.9
Orientation in Fall 2009 854 162 19.0% 692 81.0% 500 58.5%
Total 5,435 1,555 28.6% 3,880 71.4% 2634 48.5%
Impact of OrientationOnline and Face-to-Face
Fall 2010
Group Total
Did not return Spring 2011
Returned Spring 2011
DifferenceReturned Fall 2011
Difference
N N Row % N Row % N Row %
Not FTIC
No Orientation in Fall
37,429 12,738 34.0% 24,691 66.0%16.4
Orientation in Fall
768 135 17.6% 633 82.4%
•Face-to-Face 607 113 18.6% 494 81.4%4.9
•Online 161 22 13.7% 139 86.3%
Total 38,197 12,873 33.7% 25,324 66.3%
FTIC
No Orientation in Fall
3,446 1,169 33.9% 2,277 66.1%22.6
1,464 42.5%11.5
None vs. F2F9.6
None vs. Online
18.6
Orientation in Fall
2,457 475 19.3% 1,982 80.7% 1,326 54.0%
•Face-to-Face 1,961 416 21.2% 1,545 78.8%9.3
1,016 52.1%9
•Online 496 59 11.9% 437 88.1% 310 61.1%
Total 5,903 1,644 27.9% 4,259 72.1% 2,790 47.3%
Impact of OrientationBy Gender
Gender
Group Total
Did not return Spring 2011 Returned Spring 2011
No O to Online Returned Fall 2011
No O to Online
N N Row % N Row % N Row %
FTIC
No Orientation in Fall
Female 1,650 505 30.6% 1,145 69.4% 726 44.0%
Male 1,796 664 37.0% 1,132 63.0% 738 41.1%
Total 3,446 1,169 33.9% 2,277 66.1% 1,464 42.5%
Orientation in Fall
Female 1,264 240 19.0% 1,024 81.0% 701 55.5%
Male 1,193 235 19.7% 958 80.3% 625 52.4%
Total 2,457 475 19.3% 1,982 80.7% 1,326 54.0%
• Face to Face
Female 1,031 206 20.0% 825 80.0% 551 58.9%
Male 930 210 22.6% 720 77.4% 465 50.1%
Total 1,961 416 21.2% 1,545 78.8% 1,016 52.1%
• Online
Female 233 34 14.6% 199 85.4% 16 150 62.0% 18
Male 263 25 9.5% 238 90.5% 27.5 160 60.4% 19.3
Total 496 59 11.9% 437 88.1% 310 61.1%
Impact of OrientationBy Ethnicity
Did not Return Returned Table Total
Ethnicity Gender Type N Row% N Row# N Row %
Black F No Orientation in Fall63 32.6% 130 67.4% 193 100.0%
Black F Face to Face18 18.6% 79 81.4% 97 100.0%
Black F Online2 20.0% 8 80.0% 10 100.0%
Black M No Orientation in Fall83 49.4% 85 50.6% 168 100.0%
Black M Face to Face13 22.4% 45 77.6% 58 100.0%
Black M Online3 11.1% 24 88.9% 27 100.0%
Impact of OrientationBy Ethnicity
Did not Return Returned Table Total
Ethnicity Gender Type N Row% N Row# N Row %
Hispanic F No Orientation in Fall147 29.6% 350 70.4% 497 100.0%
Hispanic F Face to Face47 17.5% 221 82.5% 268 100.0%
Hispanic F Online7 12.7% 48 87.3% 55 100.0%
Hispanic M No Orientation in Fall168 36.9% 287 63.1% 455 100.0%
Hispanic M Face to Face53 24.7% 162 75.3% 215 100.0%
Hispanic M Online7 13.2% 46 86.8% 53 100.0%
Impact of OrientationBy Ethnicity
Did not Return Returned Table Total
Ethnicity Gender Type N Row% N Row# N Row %
White F No Orientation in Fall201 32.8% 412 67.2% 613 100.0%
White F Face to Face97 22.6% 333 77.4% 430 100.0%
White F Online15 14.3% 90 85.7% 105 100.0%
White M No Orientation in Fall270 36.8% 464 63.2% 734 100.0%
White M Face to Face90 22.2% 315 77.8% 405 100.0%
White M Online6 5.2% 110 94.8% 116 100.0%
Impact of OrientationMales
Black Hispanic White0
20
40
60
80
100
50.6
63.1 63.2
77.6 75.3 77.8
88.9 86.894.8
No OF2F OOnline O
Impact of OrientationFemales
Black Hispanic White0
20
40
60
80
100
67.4 70.4 67.2
81.4 82.577.480
87.3 85.7
No OF2F OOnline O
Impact of OrientationFemales / Ethnicity
SSI Core Goals
1. Increase persistence term to term and year to year
5. Increase success equity across all racial, ethnic, gender, and income groups
No O F2F Online0
20
40
60
80
100
BlackHispanicWhite
Impact of OrientationMales / Ethnicity
SSI Core Goals
1. Increase persistence term to term and year to year
5. Increase success equity across all racial, ethnic, gender, and income groups
No O F2F Online0
20
40
60
80
100
BlackHispanicWhite
Impact of OrientationFTIC/ Gender
SSI Core Goals
1. Increase persistence term to term and year to year
5. Increase success equity across all racial, ethnic, gender, and income groups
No O F2F Online0
20
40
60
80
100
MaleFemale
Impact of OrientationNon Resident Alien
SSI Core Goals
4. Increase persistence term to term and year to year
7. Increase success equity across all racial, ethnic, gender, and income groups
No O F2F Online0
20
40
60
80
100
120
MaleFemale
The Orientation Program @ ACC
Traditional Orientations Many orientations are developed by
the department that offers or oversees the delivery of the program.
Staff or faculty are familiar with the content and what they perceive students need.
Online orientations try to replicate F2F information (i.e. look like websites, heavy use of talking head video, etc.
Orientation Examples http://www.inverhills.edu/onlineorientation/ https://orientation.ws.edu/ http://www.online-orientation.net/normandale/technology_r
esources.cfm http://www.yccd.edu/woodland/orientation/index.html http://www.kellogg.edu/admissions/onlineorientation/index.
html
http://www.youtube.com/watch?v=8EyM8dBpF58 http://www.youtube.com/watch?v=MyeYmUXgqG0 http://www.youtube.com/watch?v=KUNQ4hlYD3k&feature
=related http://www.youtube.com/watch?v=uE21ZGscyNE
Instructional Designers Specialize in conducting needs analyses to
clearly identify needs (data-driven) Develop targeted learning experiences (based
on audience needs) Ensure that the resources and materials help
learners reach the expected outcomes Start with the end in mind – what will be tested
Development Delivered Online Part of NEXUS portal (DEF) Tracked through IT interface Testing Component FTIC student requirement Registration Hold for 2nd
Semester
Design A Tutorial/Training Module Revise Orientation Objectives / Outcomes
Clear expectations What’s in it for me? After completing orientation, you will be able to…
Provide relevance through supporting information Quotes from others outside of the institution Why is this important or what is in it for me?
Design (continued) Chunk information into short segments
Help students digest small amounts of information at a time
Edited to read at a 7th grade level Graphics support references in the text but are not central Video is used when it helps show something we cannot do with text or audio. (College Connection example)
Design (continued) Information is clearly sequenced
Step-by-step Each section builds on the next
Like information is grouped Tracks the status of completion
How far have I gone How much more is left Elements of a gaming - progress towards goal
Design (continued) Assessment
Check for understanding combines cases with some multiple choice.
Cases tell stories of students and help the reader connect –
Emotional connection provides greater recall.
Case answers provide additional useful information to reinforce concepts that were in the tutorial.
Design (continued) Completing TOP
Once all sections are completed, student has 3 take-aways from TOP
1. Completion Certificate
2. Resources Page
3. Emergency Procedures Doc. Reward/Incentive – registration hold removed
Evaluation Point-of-Service (Handout)
Design Self-reported outcome Used to redesign and revise
End of Semester Survey Focus Groups Interviews
ACC NEXUS
Houses the student tutorials for Admission and Registration (ACC 101) Paying for College (ACC 102) The Orientation Program (ACC 103)
Open to anyone Tracks student use Provides resources at completion
http://www.austincc.edu/nexus/
The Future of New Student Orientationand NEXUS
Additional Modules Distance Learning (ACC 105) Student Support Services (ACC 106) Academic Resources (ACC 104) Student Technology Skills (ACC 107) International Student Orientation Track
Interface with New Student Portal
Test Prep and Remediation Modules
Q & A
Dr. Susan ThomasonDirector Instructional Development Services
Instructional Development Services @ ACC