Jennifer,
I like how you organize the folders, seems very helpful and intuitive. I especially appreciate that you include the families. They are such an important part of supporting retention.
Susan Backofen
Get the students connected with each other the first day has been key. I also like to interact with the students and let them into who I am. I have found that this process is the key to make students feel at ease and move forward.
Students fear failure. Typically, I seek to keep all students in my care engaged and actively participating in group activities and allow those with a more extroverted personality provide demonstration, lead an activity or present a portion of content. Those wall flowers I tend to identify and work with individually as best I can. I think when a student is comfortable with your level of care, they will be willing to share their fears and allow you to help those overcome trepidations or feelings of inadequacy. The more a student trusts tier teacher and institution, the more forthwith they can be and this allows us to be proactive and address fears quickly before they become a barrier and potential attrition.
At our orientations, we have all departmental faculty there, and leadership from every department. Admissions runs check-in so that the first thing the students sees is a familiar face. They are given a packet with things to accomplish during orientation/week one on one side of the folder (how to get a parking pass, how to buy their books, etc) and information they will need/find useful on the right (the campus directory organized by this department helps student with..., the map of the campus, etc). We include their families, and have refreshments and music in the lobbies to promote a more relaxed environment. They meet their progam chair and faculty, as well as the Learning Center tutors and academic advisors, with an underlying message of we're here to help.
james,
This sounds like a great program...and having them meet with faculty in their first classroom is a wonderful way to acclimate them.
Susan Backofen
Each department of our school meets with the new students and informs them of the support resources that are available to them for the duration of their program. The program director introduces their faculty. The faculty each welcome them and provides a brief overview of their qualifications. The faculty welcome the new student enthusiastically and lets them know that the will make themselves available at any time. We give them a tour of the campus and take them directly to their first classroom and meet with their first instructor. We demonstrate that at every step of the learning process we will be standing right beside them. We ask but one thing, first and foremost when anything challenges them and they are having trouble seeing a solution for themselves, that they communicate directly and as soon as possible with us. Most cases of student concern already has a solution in place and available. With communication together we can collaborate to resolve it with them.
Hilary,
This is so important! Do you use a format that allows them to ask questions real-time when you do this?
Susan Backofen
Christopher,
It sounds so obvious...but having them stay around after orientation to mix, mingle and answer questions is excellent! I think we forget sometimes those little things that make a huge difference.
Susan Backofen
We have changed our orientation process to include several opportunities for the students to log in to the online environment with an instructor present. This helps with their concerns that getting into the system will be overwhelming, which often times when students are back in school for the first time in 20 years, it is. We also do an orientation the week before they start to introduce them to the staff and faculty hoping to ease some of the questions.
Members of all departments are present during our orientations to give a presentation of how each department can assist the new students. They also make themselves available after their orientation to answer any questions any of the new students may have.
An ice-breaker is always a good one or having the students play a game asking different questions about their family, favorite color, favorite food, etc. Get to know you game. The student then find a bond with other students or something in common with each other.
Setting the expectation for students in advance helps to dismiss fears of the students. Let the students know how much time is expected for a class, a little bit about their instructors, and introduce the administration. Give them a checklist of expectations and information so they can refer back to it; so much information is so overwhelming. Most of all, show them what a class looks like!
William E.,
Sounds like you have a great program there! I really like the the program directors meet weekly with the students to get a feel for where they are and what assistance them may need.
Susan Backofen
Jacqueline,
Sounds like a great atmostphere for learning and tons of support!
Susan Backofen
Jill,
Excellent points. Adult students have very different needs, fears and expectations.
Susan Backofen
We have Student Ambassadors participate to help our new students adjust to their "new life" oncampus . Orientation goes beyond the first day, too. Our program directors meet weekly with new students to see how they are doing and to field questions and concerns. Lastly, we do a SWOT analysis with new students to try to get a feel for what kinds of things might help or hinder new students, especially anything that might cause them to withdraw.
We involve representatives form all aspects of the college in orientations and generally have an open door policy (something I never experienced in college). We talk to them about getting involved in the college and talk about the academic and social events we have coming up. We have students meet with their department chairperson and/or faculty so they can meet each other and ask questions in a smaller, less threatening environment. We conduct ice breakers that allow students to see that many of them share the same fears.
All students entering college go through a period of adjustment. However, Adult Students may need special assistance if they are to succeed. I suggest that it is important for administrators, faculty, and student services staff to understand the fears, concerns, and challenges that are common to adult learners.
For example, balancing family, job, and education.
Most adult learners share the challenges that face all students plus concerns about their families and careers. As a result, our faculty and staff are accommodating. We offer morning, afternoon and evening classes to fit into the working Adult Student’s schedule. We also offer workshops to provide student tips in how to manage their time.
Marcie,
Excellent! Online orientations are so important because often times students feel disconnected and without support when they needed it. An effective online orientation is a great support and eliminates some of the basic 'how to' fears of attending classes.
Susan Backofen
At my institution we run mostly online programs and one of the biggest fears of our incoming students is can they handle the transition from in classroom to online. During our new student orientation we take the time to bring all appropriate staff and faculty online to greet the students and associate them with our school and the people involved in their programs. Also we take the time to thoroughly go through the online student portal, step by step how to log in to class and also how to access and post their assignments. This process tends to put the new student at ease and shows them that there is plenty of people there to help them and they are not going into the program alone or blindly.
