Journal of College Orientation, Transition, and Retention

International Student Success: A Guide to Thrive In and Out of the Classroom

Kelly Atkins, Jill Hayter, Karen Tarnoff — Mon, 20 Nov 2023 00:00:00 -0600

While universities are implementing programs to support international students’ transitions to college in the U.S., few American universities provide extended orientation programs to offer explicit guidance on expected academic, professional, and cultural practices. Drawing from a review of literature demonstrating the challenges for international students studying in the U.S., the authors describe the creation, from start to finish, of a comprehensive onboarding program for international students. Details of the design process, including obtaining resources and curriculum approvals, creating goals and objectives for each of the seminar courses, as well as identifying challenges and lessons learned, are presented.

Leveraging Schlossberg’s 4S Framework to Reconceptualize Online Orientation

Candy Ho — Mon, 20 Nov 2023 00:00:00 -0600

This article describes the process a regional teaching university took to reconceptualize its online orientation course during the course of COVID-19 pandemic through components such as the appointment of a faculty lead; extensive consultations with community partners; and bolstering the course foundation with Schlossberg’s 4S framework of self, situation, support, and strategies. It offers an overall framework for an engaging program, including aspects such as integrating organic assessment and planning for ongoing course and program revisions as the COVID-19 pandemic influences a new normal.

Under My Wing: A “How-to” Process for Designing a Freshman Experience Course

Doug Monk Monk — Mon, 20 Nov 2023 00:00:00 -0600

Designing a first-year experience course was a new endeavor. In my case, it could be considered a “first year leading the first-years” experience. The title embodies my belief that this is the most important mentoring service we can provide to freshmen as they enter into a world of dissonance and self-discovery. A well-planned and engaging first-year experience course will indicate to our students that we value them and their journey. They and their families have entrusted us with a very important task and we owe it to them to deliver the best product possible. This “how-to” article will explore the process of effective course design, supporting tools, and effective assignments and activities.

Self-efficacy, Alcohol Expectancy, or Environment:

Theresa Horner — Mon, 20 Nov 2023 00:00:00 -0600

Historically, offices of enrollment have relied on cognitive measures as predictors of student academic achievement. Educational data regarding degree attainment directs the consideration of other variables of influence. Understanding the variables that encompass psychological constructs, behaviors, and the environment provide additional insight as universities seek to support and retain students on their academic journey. Specifically, professionals in the field of higher education must understand the impact of self-efficacy, alcohol expectancy, and the collegiate environment on student academic success and thereby embrace a mission to inspire the development of the whole person.

“Parties Happen a Lot Less Than What the Movies Say They Do:” Expectancy Violations of First-Generation College Students

Stephanie Dailey, Kristen Farris, Jorlanditha Austin — Mon, 20 Nov 2023 00:00:00 -0600

Scholars have explored first-generation college students’ (FGCS) experiences, but less is known about how FGCS academic and social expectations might be violated during the transition to college. The current study drew upon organizational socialization literature and expectancy violation theory to explore FGCS experiences from a mixed-methods perspective. Survey responses from FGCS during their first semester showed that undergraduates experience social expectations of attending parties, making friends, and difficulty building relationships. Most social expectations were negatively violated. FGCS also shared academic expectations – being challenged and experiencing stress – which were positively violated and met during students’ first semesters. FGCS who experienced negative violations of their expectations reported decreased academic adjustment to college and engagement in comparison to students with positive violations and met expectations, respectively. In addition to identifying unmet expectations and their outcomes, this study contributes to scholars’ conceptualization of organizational socialization by adopting expectancy violation theory as a theoretical frame.

Undocumented College Students: Sense of Belonging from Orientation, Transition, and Retention Experiences

Leslie Shelton, Aubree Hughart-Thomas — Mon, 20 Nov 2023 00:00:00 -0600

The research questions that guided this study were: What are undocumented college students’ experiences with orientation, transition, and retention (OTR) efforts on campus? How do undocumented students perceive their OTR experiences relate to their sense of belonging on campus? Using a sense of belonging framework, I analyzed data from semi-structured interviews with five undocumented college students nation-wide. Findings reflected the importance of OTR in facilitating sense of belonging through pre-orientation, orientation, and ongoing transition and retention efforts. Participant-based implications include incorporating family in OTR efforts, connecting students to identity-based resources, and facilitating social support with peers and educators.

A Guided Orientation Process for Online Adult Learners

Shana L. Palla, EdD, Holly A. Foster, PhD — Mon, 20 Nov 2023 00:00:00 -0600

Between Spring and Fall 2020, we assessed the effectiveness of a new onboarding process at decreasing student frustration, improving student experiences, decreasing needed assistance, and improving first impressions of the institution, department, and program. Surveys were administered to 66 new students, and old process survey results were compared to the new process surveys to assess the change in students' opinions, experiences, resource usages, and first impressions. Analyses showed no improvements in student opinions or experiences. However, there was a significant improvement in students first impressions of the institution, and increased independence establishing email and connecting to the department LinkedIn page.