We bring in the staff and faculty to orientation so that the new students meet them. Each staff member introduces themselves and mention their posotions and departments.
After all of the staff welcome all the new students we proceed with each individual part to cover the pinpoints of orientation.
All departments head explain rules and regulations of the school, expectations.
Registrar's Dept, Financial Aid, Educational Director,Job Placement.
All areas are covered to make sure the students are fully aware of what's expected once they come on board as new students to beauty Schools of America.
Our school started a student newsletter last year. I find that very few of my students ever look at it or care what's in it. I teach a class that is well into their time here. Students have been here well over 6 months by the time they get to my class. Most of the interest in things like the newsletter and student council seem to be with students who haven't been here that long. Once they get involved, they will usually stay involved, but interest from those not directly involved seems to wane as time goes by. I can see where the newsletter might be valuable in keeping students during their early days here, but it seems to have little value as their time here lengthens.
One of the ways to retain the students is the day of orientation must perceive a friendly and professional environment where they can know all the employees in each department and let them know that interest us their concerns.
To develop the activity in an educative and friendly atmosphere, and include prizes and gifts.
We have staff members and Instructor at the orientation that will be able to guide and answer any questions the new students may have.
Alumni members are also there to assist them on orientation and for the students first two weeks.
Currently students are talked to in "real" terms about what to expect in the classroom. They are explained how homework impacts learning and accessability to faculty is important when they need help. They are also advised not to wait if they feel they are having difficulties but should not expect to have issues but they are not alone in the event assistance is needed. They are made aware that all learners in the room come with varying levels of prior knowledge and they may know some information that the student doesn't and vice cersa. All students are in the classroom to learn and he should keep an open mind about where he is in relation to others.
Jennifer--
This is excellent and gives the students the opportunity to begin bonding with each other and someone related to their major. Great!
Susan
The main activity we include is a break-out session with the primary faculty advisor for the student's major. Students without a declared major are grouped with Arts and Sciences students. Being in a smaller group where they can ask questions specific to their program helps many students. They see that there are others in the program who are similar to themselves, and get a chance to meet at least one instructor before classes begin.
Barry--
Excellent re: inviting their support member(s). That gets everyone involved and on the same page. They can absolutely make or break someone who is have second thoughts.
Susan
Yes.
They cover partnering with the school and making a connection with people who clearly want to see them succeed.
They really tout the one-on-one turorials that are available upon request for each class at no addditonal charge.
We also invite support groups to our orientations--parents, spouses, significant others, best friends. It has proven to be a very successful element of our orientations. They meet all of the faculty and administration and hear of the sacrifices the students will be making and the benefits that will result from a successful outcome. Our faculty really identlfy the support groups as a very important ingredient in the success of students and thank them for thier support.
BTW, we have a huge show rate from orientation participation to class starts. It is effective when faculty is perceived as not only qualified but caring and committed to student success.
Barry--
Does your Education department cover specific topics?
Susan
We are having our students tour our school and meet with more senior students on the first day. This helps them get by some of their fears. We also have most of the key staff of the school come in and talk to them. This also helps comfort them.
Kimberly--
This sounds great! Could you share one or two of your ice breaker activities?
Susan
Having program directors and faculty in attendance at orientation to affirm what admissions has told regarding faculty support. Generally, new students don't engage with faculty until the first day of classes. Participation on the part of the education department early on will aleviate fears of the unknown and re-enforce the institutional mission for student success.
We have each department represented during Orientation so that students can put a face to the name ex: registrar, Director of Education, Career Services, Business Manager, etc...
We have various ice breakers that are designed to address common obstacles for our students - lack of transportation, childcare, living situations.
We also address the various ages of students so that they can see that our population is very diverse. This helps to alleviate the feeling of inadequacy. We discuss tutoring at that time.
Jim--
I agree whole-heardedly. Adult students, for a variety of reasons, tend to do very well. That's isn't their initial perception of themselves, but with great faculty like you, they quickly get their feet under them academically and go on to do great things.
Susan
There are several national, standardized test out there (e.g. ASSET) who could help you determine if students need specific help in certain basic academic areas such as math, reading, writing, etc.
Additionally, there some some web-based assessments that help students determine their 'readiness' for school by measuring their computer literacy, time management, etc. READi is one of those. Here's their link http://www.readi.info/
Susan
Since these people are our customers and I treat like such, I always try to make them feel comfortable during the first few minutes of our first chat. I find out where they are located and tell them that everything will be ok as long as they keep up with the assignments. Most of my students are 30 and older and have a great fear that they are unable to succeed in college but the opposite is true. These people have more desire and drive than they think. It just takes a good teacher (I'm one of the best) to bring out their skills and abilities and alleviate their fears. I always tell them that the secret to college is persistance and the want to be better.
The school has support that address financial, work related ,domestic, and most other concerns our students may have. As an instructor in the classroom, in the lecture portion of the class I assure my students that I am always available to help them . In the hands on lab part of the class I work more as a guiding influence directing them to resource material, and at times interacting with them on proper procedures, and short cuts. I have found that by incouraging students to step up and not be afraid to start a project in most cases they see they can do it and their fears go away.
We don't have anything formal, but that's a terrific idea! Do you have any suggestions?
