The Journal of College Orientation and Transition
|Updated March 2018|
|TITLE OF ARTICLE||AUTHOR(S)||VOLUME||NUMBER||YEAR||PAGES||TYPE||KEY WORDS||ABSTRACT|
|Opinionnaire: An Orientation Tool||Cibik, Margaret A.||1||1||1982||5-10||Article|
Opinionnaire; survey; communication; students; parents; Northern Arizona University; alcohol; residence life; results
|A Peer Advising Training Program||Werner, Sr. Barbara||1||1||1982||11-16||Article|
Dominican College; exit interview; student development; withdraw; involvement; retention; Southern Texas State; outcomes; peer advising; evaluation
|Perry's Theory: A Model For Paraprofessional Selection And Training||Wanzek, Robert P.||1||1||1982||18-22||Article|
William Perry; stages of development; training; dualism; pre-legitimate multiplicity; subordinate multiplicity; correlate multiplicity; relativism in context; commitment forseen; commitment stage; temporizing; escape; retreat; challenge and support;
|Energizing Strategies For Sudent Personnel Professionals||Barnes, Richard B.||1||1||1982||23-25||In The Field|
Student development; educators; assessment; goals; strategies; planning; purpose; limitations
|Student Leaders--Keys To Success||Hiersche, Norman E.||1||1||1982||26-28||In The Field|
Student leaders; Westfield State College; communication; awareness; sensitivity; evaluation
|Humanistic Behaviorism Applied--University 100: A College Survival Skills Course||Benefield, R. L.||3||1||1984||3-7||Article|
Time management; test-taking; concentration; goal-setting; study skills; talker; listener
|Integrating Academic Advising With On-Going Orientation Programs||Smith, Glenn C.||3||1||1984||9-12||Article|
Academic advising; goals; develop competence; manage emotions; achieve autonomy; develop interpersonal relationships; clarify purpose; find identity; develop integrity; curriculum; evaluation
Council On The Advancement Of Standards: Orientation--Standards And Interpretive Guidelines
|NODA Report||3||1||1984||13-19||NODA Report|
Council on the Advancement of Standards (CAS); transition; services; goals; program; ethics; orientation
|Making College Pay Off||Finlayson, Elizabeth M.||3||1||1984||20||Book Review|
College; how to's; goals; extra curricular activities
|Faculty And Staff Mentoring: A Model For Improving Student Retention And Service||Miller, T. E. & Brickman, S. B.||3||1||1984||21||Abstract|
Canisius College; mentor; program; freshman; campus; attrition
|Concerns Of New Students: A Pretest-Posttest Evaluation Of Orientation|
Brinkerhoff, D. B. & Sullivan, P. E.
University of Nebraska; evaluation; questionnaire; academics; finances; housing; identity
A Comparison Of The Characteristics And Attitudes Of Freshman And Transfer Students Attending Different Orientation Programs At The University Of Maryland
Martinez, A. C. & Sedlacek, W. E.
University of Maryland, College Park; freshmen; transfer; men; Asian; graduation
|An Additional Look At Orientation Programs Nationally||Whyte, Cassandra B.||4||1||1986||3-7||Article|
University Park Campus of Pennsylvania State University; Freshman Testing and Advising Progress Survey (FTCAP); assessment; transition; questionnaire; data bank; evaluation
An Integrated Program To Attract Potential Students, Retain Present Stdents, And Satisfy Past Students
Declining enrollment; decreased financial support; increased demand for accountability; quality education; recruitment; marketing; career development; placement; alumni relations; retention; graduation
|Transmogrification: Altering Our View of Orientation||Harrington, Kate||4||1||1986||16-18||In The Field|
Bradford College; orientation; program; design; freshman; evaluation
|Making College Pay Off||Farragher, Joseph p.||4||1||1986||19-20||Book Review|
Orientation; global; society; programs; myth; reality
|The Case for Scholarship||Jacobs, Bonita C.||5||1||1997||5-6||Editorial|
Scholarship; professional association; The Journal of College Orientation and Transition; strategic planning; commitment; publication
|Student Satisfaction With Orientation: A Program Assessment and Cultural Stratification|
Nadler, Daniel P. & Miller, Michael T.
Transition; campus environment; Council for the Advancement of Standards (CAS); Standards for New Student Orientation; academic students; collegiate students; vocational students; nonconformist students; populations; programming needs;
The Council for the Advancement of Standards (CAS) provides a valuable benchmark for orientation effectiveness, and this case study was subsequently conducted to develop an understanding of how a relatively traditional four-day orientation program addresses the 20 CAS purposes for an orientation program. Making us of the 1996 entering class at Tulane University, the case study provides an heurisic and useful method for evaluating an orientation program.
|Benchmarking Your Orientation Program||Ardaiolo, Frank P.||5||1||1997||15-20||Article|
Benchmarking; higher education; purpose; organizational improvement; Total Quality Management (TQM); Quality Improvement Processes (QIP); Business Process Redesign (BPR)
Benchmarking is an ongoing means for systematically measuring and comparing the work processes of one institution to another by bringing an external focus on internal activities, functions, or operations. Its purpose is to give managers an external standard for evaluating the quality and cost of their institution's internal activities and processes. The author presents a description and example of Performance Indicator Process Benchmarking to orientation programs.
|Student Affairs: A Mission Unto Itself?||Mullendore, Richard H.||5||1||1997||21-25||Article|
Faculty; student affairs; The Chronicle of Higher Education; UCLA; University of Oregon; Alexander Astin; Northern Illinois University
The text of this essay was derived from a speech to the 1997 Mississippi Chief Student Affairs Officers Conference; thus, it is written in an informal style. This article is meant to provide a wake-up call to our profession as we enter an era that will be unlike any other. We must link ourselves to the institutional academic mission, focus on student learning, and prepare for reengineering and other quality/efficiency efforts.
|Orientation and Transition: Some Thoughts On Progress And Development||Robb, Daniel J.||5||1||1997||26-28||Article|
Orientation; students; family; outcomes; progress; development; Council for the Advancement of Standards (CAS); Journal of College Orientation and Transition
This article gives an overview of some of the trends and observations in the orientation profession which have been mirrored within the National Orientation Directors Association. The changes since the initiation of the association in 1948 have been dramatic, and predictions of continuing changes in the profession are indicated.
|A Large Research University's Approach To A One-Day Summer Orientation Program|
Bumgarner, Lori; Mathies, Charles & Ranges, Scott
University of South Carolina; evaluation; program; Carolina Welcome Week; freshman seminar, campus resources; Astin
|Lest We Forget About New Student Transitions||Jacobs, Bonita C.||6||1||1998||5-6||Editorial|
Change; transition; development; growth
|Dating Violence: Prevalence And Perceptions Among College Freshmen||Craig, Susan||6||1||1998||7-14||Article|
Dating; domestic; violence; sex; alcohol; victim
The prevalence and perceptions of dating violence were investigated in this study. Participants were traditional-aged college students, and each completed a survey about verbal, physical, or sexual violence experienced while on a date or in a dating relationship. The survey explores whether the respondent continued the relationship after the first incidence of violence, whether he or she perceived the act as abusive, and if either the respondent or the aggressor was using alcohol directly before or during the violent act. Respondents were also asked if they divulged the incidents to anyone and, if so, to whom. The findings indicated that dating violence is a severe problem among young daters and significant differences may exist between genders regarding perceptions of acceptable behavior. The research offers credence for orientation programming and on-going education on this important developmental issue.
|Retention Principles For New Student Orientation Programs||Mann, Barbara A.||6||1||1998||15-20||Article|
Testing; registration; enrollment; goals; retention; student-institution fit; balance; student responsibility; value; orientation leaders; parents
New student orientation programs are effective retention strategies. It is important, however, that directors remember the basic tenets to ensure that success. This article reviews the need for a balanced program and suggests ways to develop student responsibility, to make the program attractive to students, to utilize faculty and staff members effectively, and to select and train student orientation leaders well. Observations on how to best utilize campus constituencies to provide a strong program for freshman, transfers, and for parents will be highlighted.
|The Assessment Of Student Transitions And Purposes For Seeking A College Education||Borland Jr., Kenneth W.||6||1||1998||21-26||Article|
Values; change; transition; higher education; enhancement; progressivism; perennialism; essentialism; reconstructionism; vocationalism; valuism; Astin; challenges; economic
Contributors to successful student transitions to college must consider: (a) student purposes for seeking a college education, (b) transition challenges to student purposes and the successful transition into academic communities, and (c) assessing transition challenges to changes of student purposes relationships. These issues are addressed in this article, and an assessment scenario to determine the success of transition interventions is provided.
|Student Satisfaction With Orientation: Toward A Framework For Program Effeciveness|
Nadler, Daniel P.; Miller, Michael T. & Casebere, Jennifer
Expectations; transition; assimilate; emersion; academic; social; expectations; student success; Tulane University; CAS Standards
Orientation programs are vital to a new student's acculturation to the campus community, and have been linked t ostudents' 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.
|Using Compact Discs As A Supplement To An Orientation Program|
Greenlaw, Harrison & Kaplan, Scott
Recruitment; orientation; retention strategies; technology; compact discs (CDs)
|The Alabama Men's Honors Program: Mallet Assembly In Action||Ware Jr., Thomas E.||6||1||1998||38-39|
University of Alabama; Mallet Assembly in Action; honors residence program; men; Astin; retention
The Importance Of Highlighting Developmental Services During Orientation And Transition
Malmberg, Eric D. & Eddy, John P.
First-year; courses; develop; intellectually; personally; morally; services; Astin; writing; speech; hearing; counseling; career; centers; study skills; mentoring
|A Lesson In Black And White||Wilson, Victor||6||1||1998||43-44||Perspectives|
Ethnic; African-American; male; University of Georgia; predominantly white; tips
|Lessons Learned||Jacobs, Bonita C.||6||2||1999||5-6||Editorial|
Reflecting; evaluating; planning; creating; life; transitions; views
|Parallels: First Semester of College US and First Semester of Study Abroad Transitions||Borland Jr., Kenneth W.||6||2||1999||7-14||Article|
American; study abroad; transitions; preparation; return; removed; experience; instrument; questionnaire; issues
American students are participating in study abroad programs in increasing numbers. While there is significant research on the first year of transition to college, little is known about the study abroad student's first semester in the program. This study is designed to determine the parallels, if any, between student transition experiences during the first semester of college in the USA and the first semester of study abroad for American students. The research indicates that students planning to study abroad are in need of increased information on transition issues and that study abroad students often face issues more challenging than those of their first semester of study USA.
|A Survey on the Skills Necessary for Effective Orientation Professionals|
Cawthon, Tony W. & Ward-Roof, Jeanine A.
Retention; communication; programming; leadership; administration; The Coucil for the Advancement of Standards in Higher Education (CAS); theory; practice; organizational skills; flexibility; vision; creativity
A survey was distributed using the National Orientation Directors Association's (NODAnet) Listserve asking participants to Identify skills that are necessary for a professional to be effective in the field of orientation. The most commonly reported were organizational skills, human relations skills, flexibility, creativity, vision, and administration knowledge. Each of these skills and their implications for the orientation professional are discusses.
|Designing Transitional Programs to Meet the Needs of Multi-Ethnic First-Year Students|
Nadler, Daniel P. & Miller, Michael T.
Transitional programs; multi-ethnic; first-year; students; CAS Standards for New Student Orientation; African-American; Asian; Asian-American; Hispanic; assessment
Colleges and universities often rely on transitional programs to convey a sense of institutional expectations to new students. These programs, however, are often defined and created from a perspective of history and tradition, and do not necessarily reflect the increasingly diverse college student population. Using the "CAS Standards for New Student Orientation," a student orientation program was reviewed with special attention to multi-ethnic student perceptions of the goals outlined in the standards. Using two years of data collection, the findings suggest that multi-ethnic students are more satisfied with the orientation program than are Caucasian students as measured by the CAS Standards.
The Gateway Program: Fostering Academic Success of the University of Texas at Arlington
|Benatovich, Todd P.||6||2||1999||28-30|
Gateway Program; University of Texas at Arlington; Hopwood v. State of Texas; minorities; non-minorities; law school; discriminatory policy
Campus Transitions and the New College Student Experience: Book One of the New College Student Experience Series
|Takimoto, Marty||6||2||1999||31-32||Book Review|
Transition; experience; freshmen; change; demographics; populations; issues; race; ethnicity; gender; cultural background; student development theory; programming
Parents, Family, and the New College Student Experience: Book Two of the New College Student Experience Series
|Payne, Cindy||6||2||1999||33-34||Book Review|
Parents; family; transition; experience; separation
|When Hope And Fear Collide: A Portrait of Today's College Student||Cook, Les P.||6||2||1999||35-37||Book Review|
Generation X; Baby Boomers; political correctness; multiculturalism; diversity
|Big Shots and Little Steps: Toward A Collaborative Environment||Jacobs, Bonita C.||7||1||1999||5-6||Editorial|
Student services; academic; student; affairs; allies
|Current Practices in Undergraduate Student Mentoring||Jeske, Derek & Rode, Denise||7||1||1999||7-10||Article|
Mentoring programs; faculty; staff; Erikson; teacher; sponsor; host; guide; student involvement; retention; Astin; Howard University; first year experience
Mentoring, though defined differently in various fields of study, has become an important tool for college and universities to ease the transitioning of first year students. This article explores the concept of mentoring and highlights some of the programs that can be found on some of our colleges and universities. Though most mentoring programs have been in existence for fewer than ten years, many of these programs are reporting anecdotal evidence of its successful enhancement of students' academic abilities, interpersonal skills, and individual development.
|Steps to Creative Campus Collaboration||Fried, Jane||7||1||1999||11-19||Article|
Change; institutional culture; common language; knowing the community; collaboration; service learning; learning communities; extended orientation courses; coordinated programs; multicultural learning; leadership education; distance learning
Orientation and transition professionals understand that change is multifaceted and complex. This paper outlines the steps to changing campus climate to include effective collaboration between academic and student affairs. Obstacles to dialogues, creating a common language, and "knowing in community" are discussed, and examples of programs easily lending themselves to collaborative efforts are given.
|Instituting a Summer Supplemental Instruction Program|
Marling, David & Bradford, Barbara
Retention; graduate; campus climate; supplemental instruction (SI); academic difficulty; University of North Texas
Supplemental instruction, a peer facilitated retention progam, was introduced at the University of North Texas in the summer of 1999. Several class sections, in which at least one third of the class traditionally receive "Ds," "Fs," or "Ws" (withdrawal from the class), were targeted for this pilot program. These courses included college algebra, general chemistry, animal biology and American government. The results indicated that 83% of the students attending supplemental instruction received a grade of "C" or better. Conversely, only 64% of those who did not attend received better than a "C". In addition, of the 44 students who withdrew from these classes, only 11% (five students) were supplemental instruction participants. These findings indicate that supplemental instruction is a valid retention program at the University of North Texas.
|Incorporating the City Into an Urban Campus's Orientation Program||Benz, David W.||7||1||1999||27-29|
The Maryland Institute, College of Art (MICA); personal safety; tours of city; printed materials; collegiate environment
|Capitalizing on Student Interests: Community Service and Orientation||Geelhoed, Judy||7||1||1999||30-32|
Alexander Astin; Cooperative Institutional Research Program (CIRP); volunteer experience; St. Mary's University; projects
|Reviving an SGA: A Case Study|
Miller, Michael T.; Randall, Kathleen P. & Nadler, Daniel P.
Student Government Association (SGA); personal development; involvement; leadership training; decision-making; problem solving; goal-setting; implementing policy; University of Alabama
|Achieving Personal and Academic Success||Miller, Michael & Pope, Myron||7||1||1999||36-37||Book Review|
Collegiate transitional programs; development; skills; student success; goal setting
|Letting Go||Jacobs, Bonita C.||7||2||2000||5-6||Editorial|
Letting go; parent; orientation; emotions; freshman
A Safer Social Passage: Helping Adult Children of Alcoholics Make the Transition to College
Oliver, Peter, V; Case, Karen I.; Powell, Jack L. & Collins, Lynn H.
Adult Children of Alcoholics (ACOAs); prevention; self-esteem; assertiveness; issues; freshmen; transition; Erikson; establishing autonomy; developing purpose; developing mature interpersonal relationships
College student Adult Children of Alcoholics (ACOAs) reported less positive feelings about being in college and shorter intimate relationships than non-ACOAs. A description of normal development tasks which may be especially troublesome for ACOAs, and suggestions for counselors to facilitate students' transition to college, are discussed as a means to improve student satisfaction and retention.
|Redesigning Traditional Programs to Meet the Needs of Generation Y|
Johnson, David B. & Miller, Michael T.
Generation Y; transitional programs; Generation X; traditional-age; students; Millennials; planning; budgeting; personnel; intention; purpose
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.
|First Generation College Students: A Courageous Group in Transition||Lehning, Emily M.||7||2||2000||21-26||Article|
First generation; college; students; demographics; United States Department of Education; National Center for Education Statistics; race; Hispanic; White; gender; female; male; transition; Parkland College
First-generation college students have distinctive needs for support. Institutions of higher learning can provide the proper support for students through needed services and interventions. This article will review the unique demographics and needs of first-generation college students. A model for practice is described and recommendations will be offered to encourage the persistence of first-generation students and the role of student service functions toward meeting that goal.
|Orientation Programs: A Synopsis of Their Significance||Hadlock, Heather L.||7||2||2000||27-32||Article|
Higher education; Harvard University; orientation; racist; sexist; enrollment management; weed out; purpose; goals; planning; evaluation; assessment
In order to make adjustments that will help better meet the needs of new students, orientation directors must constantly evaluate their programs. The decisions that are made should be individualized to each individual college or university and the type of students it enrolls. Student populations are changing, and orientation staffs need to be aware of these changes and adjust their programs accordingly. This article explores the history, trends, purpose, participants, and goals of orientation programs.
|The Influence of Student Development Services in Articulation Agreements||Lehning, Emily M.||7||2||2000||33-40||Article|
Articulation; transfer; two-year; four-year; institutions; higher education; agreements; collaboration; challenges; Tinto; Astin; campus society; admission; financial assistance; counseling; advising; residential life
Articulation agreements are effective tools in providing a seamless transition for students pursuing a degree at institutions of higher learning. It is essential for those involved in developing these functions to identify the developmental needs of the ever-changing population of transfer students. This article reviews the need for responsive partnerships between institutions to assist students in meeting their developmental andeducational goals. The article addresses the importance of humanizing the transfer process with the inclusion of student service functions in articulation agreements. A model for practice is described and suggestions for effective student-centered articulation aggreements will be offered.
|The Growing Trends of Orientation Web Pages||Rielley, David F.||7||2||2000||41-43|
CD-ROMs; web pages; multi-media; basic; enhanced; orientation online; Boston University; Northeastern University; Northern Illinois University; University of California-Los Angeles; University of Nebraska-Omaha; University of Pennsylvania; University of Saskatchewan; University of South Carolina; Valdosta State University
|Student For A Day|
Johnson, Kellie E.; King, Tara M.; Wessel, Roger D. & Horst, Lisa R.
Academic; career; success; Ball State University; programs; campus leaders
|Empty Nest…Full Heart: The Journey From Home to College||McKenzie, Branda L.||7||2||2000||47-50||Book Review|
Parents; families; emotions; college; development; orientation; transition; home; remedies
|New Opportunities, Old Friends, and Leadership||Miller, Michael T.||8||1||2000||5-6||Editorial|
Journal; academic community; orientation leaders; student affairs
Writing Apprehension and Academic Achievement Among Undergraduate Honors Students
Boening, Carl H. & Miller, Lara Anderson
Student success; technology; higher education; communication; writing; honors; fear; anxiety
College students face many challenges upon their arrival to campus. One growing concern is the writing level of students, praticularly when issues of technologically-mediated writing are considered. This study examines writing apprehension among honors students at one university. Results indicated that moderate levels of writing apprehension do exist among these honors students, and that some relationship between fear of writing and poor academic performance does exist.
|Female First-Year Students Preceptions of Orientation Programs|
Dyer, Beverly G.; Nadler, Daniel P. & Miller, Michael T.
Trend; culture; gender; transition; challenge; orientation; women; Council for the Advancement of Standards; Senior Student Affairs Administrators (SSAA); Generation Y; international; female; race; multi-ethnic
Female college students experience unique dimensions to their transition to college. Traditional orientation programming has begun to address the needs of female students, but these efforts have typically not provided the holistic attention deserving of this population. The current report was a case study of 605 female first-year college students, their perceptions of an orientation program based on the CAS Standards, and the differences between Multi-Ethnic and Caucasian females.
Transition from Tribal College to Four Year University: Emergence of Transition Phases During the First Semester After Transfer
Dell, Cindy Ann; Howard, Richard D. & Borland Jr., Kenneth W.
Native Americans; transitions; persistence; theory; expectations; apprehension; acclimation; reality; adjustment; discouragement; academic; social; personal; advising; counseling; mentoring; finance
Native American college stuents face unusual and difficult transitions. This grounded theory study provides an exploration of the issues Native American students face in transferring from tribally controlled colleges to a traditionally white university. Using interview data, findings identified specific transitional phases, including Expectations and Apprehension, Acclimation, Reality, and Adjustment and Discouragement. Specific recommendations for further research are also offered.
|Encouraging Student Success through the Creation of a Math Lab||Ware Jr., Thomas E.||8||1||2000||33-35|
Bevill State Community College; trends; student success
|Becoming an Orientational Professional: A New Kind of Transition A Personal Journey||Rosenstein, Carrie||8||1||2000||36-38|
Orientation leaders; graduate assistants; paraprofessional; transition; resources; professionalism; transition
|Students: Changing Roles, Changing Lives||Gallagher, T. Michael||8||1||2000||39-40||Book Review|
Change; education; opportunity
|Diversity Consciousness: Opening Our Minds To People, Cultures, And Opportunities||Pope, Myron L.||8||1||2000||41-43||Book Review|
Diversity; public policy; professional; community; success; development; teamwork
|Managing Students||Adams, Todd||8||1||2000||44-45||Book Review|
Administration; management; recruitment; retention; construction; examination; discipline; award ceremonies; student affairs; professional
|Values in the Key of Life: Making Harmony in the Human Community||Jacobs, Bonita C.||8||1||2000||46-47||Book Review|
Value; altruism; benevolence; collaboration; diversity; empathy; forgiveness; grace; community
|Emergent Questions for Orientation and Tranistional Professionals||Miller, Michael T.||8||2||2001||5-6||Editorial|
Faculty; student; transition; professionals
|Faculty Involvement in Student Affairs: Legitimate Claim or Latest Fade?||Pope, Myron L.||8||2||2001||7-15||Article|
Development; nurture; leaders; strategy; involvement; decision-making; faculty; senior student affairs administrator (SSAA)
Higher education is experiencing tremendous pressure from constituents to justify activities and the quality of its product (student outcomes). This increased level of accountability makes it a necessity that collaborative relationships exist between academic and student affairs to improve the quality of undergraduate education. One way in which this collaboration may occur is through faculty involvement in student affairs governance activities. This study focused on the perceptions of Senior Student Affairs Officers (SSAO) regarding faculty involvement in institutional and student affairs governance.
Academic Achievement and Retention at a Non-Traditional University: A Study of Factors that Affect College Retention
Retention; institutional effectiveness; non-traditional; academic; commitment; issues; persistence
This study was conducted to examine if academic commitment and achievement were significant in the retention of first-time freshmen at non-traditional institutions. Findings indicated that while taking about the same course load, students who continued to their sophomore year had significantly better academic performance than those who dropped out within the first year of enrollment, thus confirming that as in traditional institutions, academic commitment and achievement are key factors contributing to student retention.
Graduate Student Orientation through a Professional Seminar: A Case Study of Doctoral Students, 1997-2000
Miller, Michael T.; Miles, Albert S. & Dyer, Beverly G.
Incoming; transfer; undergraduate; Council for the Advancement of Standards; doctoral; education; attrition; leadership; mission; seminar
Traditional new student orientation programming is focused on the duality of academic preparation and social integration. For graduate students, especially doctoral students, much of the academic preparation has already been accounted for and social integration is often seen as secondary. The current study follows a cohort of new doctoral students through an orientation course, collecting relevant demographic data, and tracking them through completion of their dissertations.
|New Faculty Orientation: Creating Transitions That Work|
Gallagher, T. Michael; Lu, Mei-Yan & Hidalgo, J. Francisco
Faculty; institution; self-worth; San Jose State University; minority; majority; orientation program; topics
|The Disorientation Program: Fostering Student Transition|
Ward-Roof, Jeanine & Cawthon, Tony W.
Academic; social; interpersonal; development; assessments; transition; Bronfenbrenner; theory of ecological transition; Clemson University; disorientation; logistics; funding
|Campus Life Exposed: Advice from the Inside||Frisby, Marla||8||2||2001||38-40||Book Review|
Issues; Indiana University; freshman; success; campus; resources; alcohol; drugs; sex; communication; education
Don't Tell Me What To Do, Just Send Money: The Essential Parenting Guide To The College Years
|Carlisle, Brian A.||8||2||2001||41-42||Book Review|
Parents; children; transition; issues; tuition; health; safety; relationship; development
|Students Helping Students: A Guide for Peer Educators on College Campuses||Cain, Jennifer G.||8||2||2001||43-44||Book Review|
Mentors; peer educators; self-evaluation; reflection; success
|Wilderness Pursuit Programs: An Orientation Paradigm|
Fears, Gwen & Denke, Mark S.
Challenges; issues; first-year; students; higher education; institutions; orientation; trends; retention; programs; activities; liability; structure; evaluation
Orientation programs need effective activities for integrating new students into the campus in which they have chosen to further their education. As students continue to change and institutions strive to meet the needs of students, alternative methods of presenting students with information to assist them in their transition is necessary. One area of programming that has become increasingly popular over the last several years is the integration of wilderness pursuits and outdoor opportunities with the somewhat traditional orientation activities.
Perceptions of Organizational Change by Different Levels of Student Affairs Administrators
|Dickerson, John C.||9||1||2001||13-23||Article|
Change; administrators; higher education; in-loco parentis; student affairs; technology; climate of campus; liability; non-traditional
Higher education is a profession constantly experiencing change. Students change, policies change, trends change, leaders change, organizational structures change; the only constant seems to be change itself. Due to the fact that limited research exists on the concept of organizational change as perceived by different levels of student affairs administrators and to develop principles and guidelines for organizational change that parallel the mission of student affairs organizations.
The College Choice Process of African American and Hispanic Women: Implications for College Transitions
Butner, Bonita; Caldera, Yvonne; Herrera, Patricia; Kennedy, Francesca; Frame, Mary & Childers, Chandra
African American; Hispanic; minority; higher education; double jeopardy; gender; women
Studies examining access and college participation have generally focused on racial and ethnic minorities as a group. This study qualitatively examined the college choice process for African American and Hispanic females. Through the voices of these women, three major themes that support their decision to attend college were identified. All study participants were from a single, case study large Southwestern university.
|The Integration of Technology in New Student Orientation Programs||Miller, Michael & Viajar, Patty||9||1||2001||33-40||Article|
Technology; learning environment; National Association of Student Personnel Administrators (NASPA); American College Personnel Association (ACPA); transition
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.
|Why Knowledge of Student Financial Aid is Important to Orientation Professionals||Pope, Myron L.||9||1||2001||41-43|
Mission; front loading; programming; transitions; service; financial aid; GI Bill; National Defense Education Act; Higher Education Act; Education Amendments; Middle Income Student Assistance Act; cost; student development theory
The Causes and Consequences of the Federal Student Financial Aid Policy Shift from Grants to Loans
Melvin, Matt & Stick, Sheldon L.
Financial aid; college; student; family; peers; policy; shift; socioeconomic class; Higher Education Act (HEA); access; underrepresented students; choice; lifestyle; concerns
The Impact of State Financial Aid on College Participation: Meeting the Needs of the Under-Served
Davis, Houston D.; Noland, Brian E. & McDonald, Nicole
rising costs; decrease; financial aid; minority students; UCLA; federal; state; Institute for Higher Education Policy (IHEP); enrollment; Tennessee
In 1999-2000, over 13,000 low-income high school graduates who were eligible for state based financial aid did not receive grant awards because the state of Tennessee had not appropriated sufficient funds for this need based financial aid. The primary purpose for this research was to identify and analyze the college participation decisions of those 13,000 non-recipients of state financial aid in the fall of 1999.
|Writing For Professional Publication: Keys to Academic and Business Success||Henson, Kenneth||9||1||2001||73-75||Book Review|
Professional; publication; goal setting; planning; writing; topics; organizing; communicating
|Unpaid Professionals: Commercialism and Conflict in Big-Time College Sports||Newman, Richard E.||9||1||2001||75-77||Book Review|
Sports; intercollegiate; athletics; higher education; mission; academic integrity; National Collegiate Athletic Association (NCAA); Division I
|The Seven Faces of Philanthropy: A New Approach to Cultivating Major Donors||Bila, Thomas A.||9||1||2001||77-78||Book Review|
Scholarships; philanthropy; donors; socialite; devout; repayer; communitarian; investor; altruist; dynast
|Halfway Heaven: Diary of A Harvard Murder||Bai, Kang||9||1||2001||79-80||Book Review|
Harvard University; Ethiopia; Vietnam; murder; suicide; cultural; educational; backgrounds; Mental Health Services
|The Five Temptations of a CEO||Love, Robin L.||9||1||2001||81-83||Book Review|
Bay Area Rapid Transit (BART); success; leadership; focus; direct reports; goals; productive ideological conflict; trust; self-assessment
Admitted Student Publications: A Model Using Focus Group Research to Improve Communication
Shupp, Heather S.; Wessel, Roger D. & Lauck-Barr, Mary
Enrollment; management; Yield Initiatives Team; matriculation; parent; family; involvement; Cardinal Tracks
In 1999, a mid-sized, public doctoral-intensive university in the Midwest initiated a publication series to help admitted students and their family members better understand the enrollment process and increase the yield of admitted students for the institution. Through focus group research, admitted students and family members provided feedback on the effectiveness of the publications specifically designed for admitted students. This case study presents a model for developing a publications series for admitted students and then using focus group research to refine those publications for greatest effectiveness.
|The Value of the Liberal Arts and What It Means for Orientation Professionals||Jones, Penny Fripp||9||2||2002||13-18||Article|
Liberal arts; enrollment; orientation; employment; degree; University of Georgia; Georgia Institute of Technology; College of Charleston; University of the South; career services
The university was founded on a tradition of liberal arts education, but in recent years, attention to these fields has diminished. The current study examined the hiring of liberal arts graduates by businesses, in the hopes that orientation professionals can use the findings to help new students overcome fears and misconceptions about the value of a liberal arts degree.
|Meeting the Needs of Female First Year Students: How Well Does Orientation Work?||Pope, Myron L.||9||2||2002||19-26||Article|
Women; higher education; men; transition; first year; matriculation; retention; persistence; assessment; CAS standards; adult; time management; student development
Women have traditionally represented over half of the undergraduate population of college enrollment, and this trend is expected to continue with projections that women will represent 58% of college enrollment in 2010. With this change, researchers and practicioners have had to become more aware of and provide programming for women. The current exploration provides an analysis of how women perceive a summer orientation program compared to their male counterparts.
Departmental and University Orientation: A Case Study on Competing Programs and Supportive Systems
|Love, Robin & Miller, Michael||9||2||2002||27-36||Article|
Strategic development; student affairs; academic affairs; transition; retention; mission; programming; integration; Council for the Advancement of Standards (CAS); cooperation
University orientation programs typically rely on divisions of student affairs to build a system of student transition. With some help from academic departments, university wide orientations are loaded with the burdens of meeting a wide variety of institutional expectations while simultaneously responding to the personal needs of new students. Departmental orientation programs have evolved out of a combination of a need to transfer specific information about a major and to convey a sense of departmental expectation for student work and performance. The current study made use of a case study to identify the perceptions of current students about how university and departmental orientation programs do and should work together.
|Orientation's Role in Addressing the Developmental Stages of Parents|
Jacobs, Bonita & With, Elizabeth A.
Parents; partners; support; satisfaction; resources; first year; success; housing; dining; academic advising; safety; security; development; issues
Parents of traditional-age students confront many developmental challenges of their own when their children begin college. Yet, few parent orientation programs address these challenges during the orientation process. The current study was designed to determine how well two sessions that addressed the parents' developmental changes were evaluated compared to more traditional orientation activities. The two sessions were highly evaluated as parents cited these programs as two of the three most beneficial and named the speakers as the most helpful in orientation.
|The Critical First Year: Making the Transition to College Teaching||Lu, Mei-Yan||9||2||2002||43-49|
Transition; graduate school; academic; teaching; graduate assistant; Stanford University; Arizona State University; Penn State; University of Texas at Austin; San Jose State University; San Francisco State University; Student Opinion on Teaching Effectiveness (SOTE); community service
|Enhancing an Extended Orientation Course Through the Use of Peer Instructors|
Rode, Denise L. & Kubic, Christopher A.
Extended orientation; Northern Illinois University; Astin; freshman connections; peer instructors; freshman; communication; resources; diverse community
Extended Orientation Under Limited Resources: An Example of Collaboration and BALANCE
Hodge, Valerie M. & Kashner, Patricia A.
BALANCE (Being an Active Leader Among New College Experiences); workshops; East Stroudsburg University; first-year; academic; student; affairs; faculty; Student development theory; diversity; GPA; institutional resources; assessment; recognition
|Fish! A Remarkable Way to Boost Morale and Improve Results||Wolcott, Gregory V.||9||2||2002||57-59||Book Review|
Programming; planning; recruitment; selection; reflection; fish philosophy; choose your attitude; play; make their day; be present
|One L||Rainey, Janet B.||9||2||2002||60-61||Book Review|
Harvard Law School; law; relationship; benchmarking; method; lecture; humiliation; change