The third important component to a student’s successful transition is the adjustment to the social environment and the campus community. Orientation programs must work to inform students about the values of the institution, the student’s standard behavior, expectations from the community, and an understanding of common issues students face. Many components of an orientation connect incoming students with current students, faculty, staff and other new students to create a sense of belonging to the campus. Alexander Astin (1993) observed that two of the most significant factors affecting student satisfaction and success are the extent to which the student interacts on a student to student level, and a student to faculty level (Robinson, Burns, Gaw, 1996). New students can learn valuable insight from students, learn the traditions, and become familiar with the expectations of the campus community. Attending orientation programs gives students the opportunity to create personal relationships, participate in community building activities, and network across many social circles (Robinson, Burns, Gaw, 1996). Students who feel as though they are a part of the community and have a strong sense of belonging to the campus are more likely to graduate from their home institution (Astin, 1993). “Student success is related to the degree to which students feel that they matter, that they belong to the community, and that they are appreciated for who they are and want to become”
Stacy Lynn is the Coordinator of Student Activities at Mid-State Community College (MSCC). Stacy has just completed three new student orientation (NSO) sessions. The initial feedback from 525 new students and their families has been overwhelmingly positive. Stacy considers the NSO sessions to be a success, however on a personal level Stacy is feeling anything but success. This is due to the set of circumstances that led to the recent completion of the NSO sessions. Stacy was reassigned the NSO project when her colleague Kim Hickman, Director of Enrollment Management, informed Stacy that she was resigning and, as a result, the NSO was now Stacy’s responsibility. This news caught Stacy off
Transitioning into higher education presents challenges for all students, whether it’s their age or previous educational history. Numerous individuals are extremely nervous as they are entering into an advanced environment such as higher education. This because college is a new learning environment at a completely different level. However, freshmen find college to be difficult at first because it’s harder for them to adjust. That’s why many universities should have student centers in place to help students. Student centers give students the pathway for flexible learning as it results in being successful in higher education (Baužienė & Vosyliūtė 2015).
According to Kaplan (2013), students’ motivation levels are easily influenced through extrinsic forces in schools. Such forces can be attributed to simple events such as prom and graduate night. It is imperative to think of various solutions to this motivational issue because students who are planning on attending a four-year postsecondary institution might be at risk on losing their admission. Furthermore, losing their admission at this stage can signify no other option than attending a community college. It is important to note that though there are plenty of benefits in attending a community college this paper will focus only on students who plan on attending a four-year postsecondary
Vincent Tinto's Student Integration Theory of Persistence (1975, 1993) poses that students who feel involved with their institution are more likely to stay with and graduate from their institution of higher education. Tinto developed
Much attention has been given to post-secondary education and its effectiveness in North America. The discourse on the successes and failures of transitions between secondary and post-secondary education has highlighted the issues of student retention and attrition in post-secondary environments (Rosenbaum, 1998). This research therefore explores the distinctions between the education systems of Jamaica and Ontario, looking specifically at standardized testing and structural requirements in preparing students for post-secondary studies.
The first two chapters of this book set the background for student development and how theory has evolved over the years. As time passed and college student demographics changed, new ideas and views were developed to understand the ever changing student body. Theorists realized that the college experience was different between demographic groups. Being able to develop student affairs practices and activities that can reach the different student groups is probably the biggest challenge a student affairs professional will tackle. It is said that student development is most achieved by involvement by the students. This means that these activities must be designed to accommodate students from all walks of life.
Promotion of Social Connections Campus and community provide a welcoming and inclusive environment that respects individuals while promoting community values. Pariticipation in the Colleges Transition Collaborative (CTC) Pre-Matriculation Social-Belonging Intervention exposes incoming students to stories that normalize and typify the challenges associated with transitioning to college. This fosters a different mindset in which belonging is viewed as a process that develops over time. With this mindset, students come to acknowledge that it is normal for everyone to face challenges and that they have the ability to learn and improve. Diversity programs encompass multiple efforts such as the availability of campus program houses and a Pre-Freshman Summer Program, as well as events designed to foster inclusiveness, for example the Orientation program, The Identity and Belonging Project which portrays diverse student narratives about how undergraduates discover a sense of
What a student learns or does not learn at the beginning will set the tone for his or her experience throughout their college life. This includes, but is not limited to, how college staff and students interact with one another. Without the existence of well-equipped staff and a structured system in place, students will not remain enrolled. And if there are no students, no college can exist. In fact, both staff and students are needed for a college to function.
HBU sets out to actively improve students’ lives, through new and innovating orientation programs that are quick to show the beauty of the campus,
When I was fresh incoming international orientation attendee, I got some trouble during my first week because for me, culture, country, people and many things new. Even I never visited another country before coming to the USA. I always spend my most of time with my family and the first time in my life I move to another country where everything is new for me. I felt nervous and frustrated. I had faced lots of trouble to understand everything. That is why my main approach for a new incoming student is, they will not have to face that thing which I had faced. That is the second main reason for me to help incoming freshman. I think that I can take responsibility to be an orientation leader because in 6 months of a period in Lamar university I became familiar with the campus facilities like Classroom, Library, Health centre, Rec centre, Baptist church, Research centre, Business building, cultural activities and recreational activities also. I also have a membership of IISE so participated organisational activities, discussion, sports, visits and much more with IE graduate and undergraduate students as well as faculties which will help to be an orientation
Institutions of higher education pride themselves in their ability to educate, serve, and meet the needs of the students in which it serves. This analysis shows collaboration on college/university campuses to foster success among first year students. With higher education today being in a state of dynamic change, it becomes crucial that faculty members recognize that their long time traditional roles have become somewhat non-existent. That is to say that there must be a relinquishing of past ideas and procedures.
Successful college experiences revolve around three major areas: the transition, being successful in classes/schoolwork, and involvement. These three areas have been determined from my work in the Housing and Residential Programs Department for the past three years, as this is my first lass focusing on student development theories. The three areas are must all be present in some way, shape, or form in order for success. The first step is the transition from high school to college. This is inclusive of moving away from home, and entering into an entirely different miniature society. Incoming students need to learn to adapt to their new surroundings, develop relationships, and a find their support system. Adaptation is important, for many
Student personnel point of view encompasses the student as a whole. The concept of education is broadened o the student’’s well rounded development- physically, socially, emotionally and spiritually as well as intellectually. (sppv) Student affairs not only emphasize on academic excellence but to shape each individual as a unique human by providing a holistic learning and living environment. Student Affairs professionals play a pivotal role in the development of the students. By applying different theories in student development, they can foster student learning to help them shape their identity. Student affairs staff members must view themselves as educators to refute the belief that learning is held only in the classroom. (contested issue, 29). Learning does not only occur in the classroom but through out of class activities as well. Student affairs staff should talk about student learning and development to enhance the multiplicity of growth areas for students in higher education. These learning and development experiences do not simply happen to students. They happen with their active involvement. There are numerous branches of fields in student affairs that attend to the unique needs of each individual. Residence Director trains Residence assistance to cater to the needs of first year students who are new to the college environment. RA plays a major role of introducing the life of college through building relationships and community to help them develop their sense of
Many educational researchers agree that the need for belonging is one of the most important needs of all for students to function well in all types of learning environments (Connell & Well Born, 1991; Deci & Ryan, 1991; Finn, 1989; Osterman, 2000). The feeling of belonging may have a direct and powerful influence on students’ motivation (Goodenow, 1993). For example, perceived support and the sense of belonging are expected to increase students beliefs in their success and accordingly to increase their academic motivation. In fact, studies consistently reveal that when students experience a sense of belonging in educational environments, they are more motivated, more engaged in
As we approach the midpoint of the semester, I find myself thinking about my expectations coming in as a fellow to this program and whether or not I have made any progress in fulfilling them. However, one of the biggest components I find myself lagging in is the student interaction component.