University Business - February 2008 - (Page 39)

Hartwick’s program, “Awakening,” is an optional six-day experience that takes place on the 920-acre Pine Lake Environmental Campus. “People focus a lot better when they are taken away from the usual trappings,” Root explains. Students participate in group problem-solving activities, silent nature walks, a campout, and free time that can include hikes and swimming. While the program doesn’t actually introduce students to campus, it aims to help students build community, face challenges, develop interpersonal skills, and demonstrate conﬁdence and leadership—so participants do come out with more self-awareness. Root says they also have a strong support community for at least the ﬁrst semester. In the 23 years the program has been running, Root says it usually has a positive eﬀect on retention. For other schools looking to adopt similar programs, she advises having administrative support, since the programs are not ﬁnancial powerhouses (although participants pay $500, Hartwick’s program breaks even). Faculty involvement is also helpful for integrating the program into the institution. Having a staﬀ member certiﬁed in adventure education helps too. According to Brent Bell, an assistant professor of outdoor education at the University of New Hampshire, there are at least 166 wilderness orientation programs currently operating across the country at accredited, residential baccalaureate IHEs. Florida International University’s Andrews explains that oﬃcials at the school started Panther Camp two years ago. During the optional two-day retreat, students participate in challenge courses and team building exercises. Students pay a $50 fee, which covers meals, housing, and an alumni association membership. The retreat might be a key to helping the university overcome its perception of being a second-choice school. At the end of the program 100 percent of students said they were likely to graduate from FIU, compared to 40 percent on the ﬁrst day. “If that happens remains to be seen,” says Andrews. “But their outlook has changed.” The program has proved so popular oﬃcials are considering adding a second session. Sudden Impact Aside from the bells and cricket chirps, orientation attendees are after certain information. “We’ve found in discussions with parents and students that they are focused on three things—academic advising, ﬁnancial, and residential life,” says Kevin Kucera, associate VP for Enrollment Services at the University of Toledo (Ohio). Last year university leaders redesigned the summer orientation programs, cutting three hours from each traditionally one-day event. “Our goal is to keep it to one day and now add more personalization, especially to the ﬁnancial piece,” he explains. Eventually participants will be able to leave with a copy of their bill and a payment plan, as well as class and housing assignments. There is also an eﬀort to move important but nonessential information to a website. “How many people really read all the stuﬀ in the folder?” Kucera points out. The website will also serve as a bridge between the summer sessions and move-in day. May 2007 was the ﬁrst time the stripped-down program was used. Although the results from surveys and focus groups are still under review, Kucera says the feedback was mostly positive. Family Friendly Incoming students are the real audience for orientation, but parents and sometimes younger siblings are a normal ﬁxture as well. Oregon State University has stepped up its commitment to diversity by developing a Spanish-language track for parents attending orientation. “The goals were to increase parent involvement, increase Latino enrollment, and increase Latino attendance at orientation,” explains Kris Winter, director of New Student Programs and Family Outreach. The ﬁrst START Bilingüe was held in 2005 to Orientation for Grads Do grad students need orientation too? “A lot of MBA programs started taking this seriously in the 1990s,” says Dan Poston, assistant dean for the masters program at the Foster School of Business at the University of Washington. Orientation is two weeks long and includes the ﬁrst week of classes. For other institutions with that idea in mind, Poston says it’s important to set expectations early because many of the candidates have never studied business or gone to graduate school before. The pro- BY PAUL GIBSON gram covers a wide variety of topics, including how to network, what to expect and how to behave at a business dinner, and social and team building. “In MBA programs you have to work as a team, and sometimes that is a jolt,” Poston says. Students are also grouped into cohorts, which are assigned listservs and have alumni speakers give talks on their chosen ﬁeld. “The goal is to introduce them to campus, get them working together, get them ready for the educational process, and get them on track for their goals and objectives.” One innovation is an intensive focus on student communication skills. After an assessment of student presentation and writing skills, the staff maps out an improvement plan. “It’s not just taking classes—we suggest clubs they can join, even off campus,” he says. Part of the ﬁrst-year grade is based on how well students follow the plan. The program has been in place for three years. “It’s the stuff on the margins that make the difference,” he says. “Everybody wants happy students, but it’s not just about doing the right things. It’s making sure you meet their expectations.” universitybusiness.com February 2008 | 39 http://universitybusiness.com

Table of Contents for the Digital Edition of University Business - February 2008

University Business - February 2008
Contents
College Index
Company Index
Advisory Board
Editor's Note
Stats Watch
Sense of Place
Viewpoint
Future Shock
Independent Outlook
On the Hill
Facilities Focus
Cover Story: Orientation Rites: Seal the Deal
A Sense of Security
Growing the Giving Tree
Are We Covered?
Baby Boomers, Back to Campus
Internet Technology
What's New
Calendar of Events
End Note

University Business - February 2008