1. LEEWARD COMMUNITY COLLEGE NEW STUDENT ORIENTATION

2. The Components of
College 101 Student Life Faculty Meet and Greet Campus Tour/Laulima Training

3. College 101 Presentation College 101 is the first session for NSO
Includes all the students
The students are then split into 3 groups for the remainder of the day
Includes:
College Terms
Registration
Resources
Study Tips
Etc

4. Student Life Session
Presentation includes information about Student Life and the importance of getting involved on campus (student govt, clubs, attend activities, etc)
Includes:
Presentation by Student Govt
Ice Breakers
Student ID
Student Services and Student Organizations tabling

5. Meet and Greet Session Students rotate between tables every 5-7 mins
They meet faculty from every program
Highest rated session
Includes:
Faculty from all academic disciplines
Faculty from Halau, Sulong Aral, Library, Ki Office, and the LRC

6. Tour/Laulima Session
Campus Tour provided by Recruitment Office tour guides
Laulima training session provided by NSO leaders  Activity sheet with partners, not a lecture format
Includes:
½ an hour campus tour
½ an hour Laulima Training Session

7. Evaluations for
Data from student evaluations indicate that 70% of those who attended Summer 2010 NSO’s and 92% of those who attended Summer 2011 NSO’s rated the experience as excellent. Further aspects of the evaluation of the experience are delineated below:
College /5.0
Faculty Meet and Greet /5.0
Student Life /5.0
Campus Tour /5.0
Laulima Training /5.0
NSO Leaders /5.0
USB Drives /5.0
Online RSVP System /5.0

8. IMPACTS ON RECENT HIGH SCHOOL GRADUATES
Entering Fall 2010

9. Student Participation
754 Class of 2010 High School Graduates Participated in NSO
44.4% of newly Enrolled at Leeward CC in the Fall 2010 were Class of 2010 High School Graduates
84% of these Students Completed all Aspects of NSO
New Student Orientation (NSO)
Counseling & Advising

10. Impact on Student Success:
Achieving the Dream Indicators
Grade Achievement
“C” grades or higher
Overall GPA
Success in Gatekeeper Courses
Courses with high enrollment and high failure rates
Success in Developmental Education Courses
Student Persistence and Retention

11. Grade Attainment: NSO Students more likely to Earn a 2.0 GPA or Higher
Students attending NSO were a little more likely to earn a 2.0 GPA or higher in their 1st semester.
All groups earned an average GPA of between a , regardless of their participation in NSO.
The level of variation within each group is not known.

12. NSO Students Performed Better in Gatekeeper Courses
Characterized by a high enrollment but high failure rate.
Less than a 70% success-rate
(passing with a A, B or C)
NSO Participants:
Were more likely to register for these courses
Took a greater number of these courses.
Were more likely to pass with a “C” or better

13. More NSO Students Registered for a Greater Number of Gatekeeper Courses and did Better in Them
NSO Participants avg 2.6 GK courses (Native Hawaiian Participants averaged 2.7 courses)
Non-NSO Participants avg 1.8 GK courses (Native Hawaiian non-Participants averaged 1.9 courses)

14. NSO did not Impact Developmental Education
Students successful in completing Developmental Ed in Fall 2010 did not attend NSO
Problems with Data
Pool of students measured was small
Looked at students who needed only 1 semester of remediation
Atypical – most students require at least 2 semesters of remediation
Native Hawaiian Students
NSO participants did progress out of remediation faster
May be due to supports available in Hālau ‘Ike O Pu‘uloa
NSO did not appear to have an impact on student’s progression out of developmental courses
Data may not be representative
Group of students analyzed was small because we looked at the number of students who took remedial classes in the Fall and no longer needed any remediation in the Spring. This was the cleanest way to look at the data because there is so much variation in how students progress through remedial education, it was hard to account for all of the different scenarios.
Very few students fell into this category. Most students in remedial education need several semesters of developmental courses before they “progress out” of it.
When we looked at this group, the impact was small.
The exception was the Native Hawaiian students. Native Hawaiian students attending NSO seemed to progress out of developmental education faster than those who did not attend NSO.
This is probably due in large part to the services available in the Halau that could follow up and reinforce what was begun through NSO.
This has implications for the need of a continuum of supports available for all students; not just NSO.

15. NSO Participants Persisted into the Spring 2011 Semester at Higher Rates

16. Implications for Practice
NSO is a Protective Factor for First Year Students
NSO increased student persistence into the 2nd semester by 10%
NSO needs to be Supplemented by other First Year Experience Interventions
Biggest Impacts – persistence
Marginal Impacts – Success in Gatekeepers, Developmental Education and Grade Attainment
NSO sets the stage for more interventions by creating staying power in students and by serving as a protective factor. If other interventions do not occur and reinforce the groundwork laid by NSO, those effects will wear off over time.

17. Students entering Fall 2011
2,461 attended NSO
42.1% (1, 035) attended NSO Live
57.9% (1,426) completed NSO Online
90.9% (2,236) saw a counselor before registering
94.4% (2,322) registered for Fall 2011
98.6% (2,426) responded to demographic ?’s
22.6% (548) students declared themselves as Native Hawaiian or part Native Hawaiian

18. NEW to Fall 2012 NSO ONLINE RSVP SITE WWW.LEEWARD.HAWAII.EDU/NSO
Includes a student profiler page
Provides the student with the appropriate counselor according to their responses to transferring, majors, and ethnicity (Native Hawaiian)

19. NSO demo