High-Impact Practice: Mandatory New Student Orientation Sarah Hannes, Director of Admissions Alli McCown, One-Stop Coordinator

Outline History How? Why? Data & Statistics S

History Originated in Student Life area, very student- involvement focused Transitioned to Admissions in Summer 2013 At the time, Orientation was not mandatory Offered only in the summer Attendance was not tracked Mandatory Orientation began in Spring 2014, for students starting Summer 2014 and after Admissions staff initially split Orientation responsibilities Implemented position of One-Stop Coordinator in 2015, part of that role is coordinating Orientation S S

Why? Research shows that students who complete Orientation are: 1.51 times more likely to pass a developmental math class 1.61 times more likely to pass a developmental English class 1.3 times more likely to pass a gatekeeper English class 1.3 times more likely to persist fall-to-spring 1.24 times more likely to persist fall-to-fall Source: Center for Community College Student Engagement. (2014). A matter of degrees: Practices to pathways (High-impact practices for community college student success). Austin, TX: The University of Texas at Austin, Program in Higher Education Leadership. A

Strategic Plan Because Orientation has been shown to be so successful, LCCC incorporated it into our Strategic Plan: “Implement research-based, high-impact practices for early and ongoing student engagement in the educational process”, including mandatory New Student Orientation Staff were noticing that students were not prepared, and weren’t aware of resources to be successful Transitioned Orientation to be more resource- focused, to help students’ preparedness S

LCCC Mandatory Orientation Orientation Learning Outcomes: Connect with fellow students Explore resources available both on campus and online Be introduced to our holistic advising system and learn about tools for your success Discussion of campus resources Fun – food, mascot, prizes, chances to interact with other students A

How? Retooled the enrollment process S S

How? – Internal Process Changes Adding an NSO PERC hold at time of application to prevent registration prior to Orientation Custom sub-routine was created in Recruiter to add these holds at time of application submission Communicating with all stakeholders in Student Services Consistent messaging to students from all staff A

How? - Collaboration Campus-wide communication with faculty and staff about process changes Consistent contact with faculty and staff across campus to keep content within Orientation updated and relevant Idea-sharing with various campus departments to learn about their specific student needs (i.e., Athletics, Dental Hygiene program) S

How? Collaboration with Local High Schools Each spring, invite service-area high school seniors to a special event: Orientation/Registration Day Building relationships with high school counselors and staff Demonstrate the importance of the college process to students before they are on summer break Proactive in getting students ready, to avoid the last-minute August frenzy with these students A

Continuous Improvement Started out 20 people per session max, due to registering at Orientation – this resulted in many sessions/week Opened up Orientation to more students but removed registration component Helped with student attention – when registering after Orientation, students were too burned-out and overwhelmed Less sessions/week – less staff burn-out Live online sessions via Blackboard Collaborate began in October 2014 A

Online Orientation Asynchronous online orientation started in August 2015 Current model is a D2L course Students get D2L experience Ability to change/update content quickly and easily Budget Sign up process is the same Completion quiz at the end – 70% required Content presented in multiple formats (PowerPoint, video/voice-overs, etc.) A A

Connection to COLS 1000 Hand-off from Admissions to Advising Introduction – overview to COLS 1000 curriculum S

Increase in fall-fall persistence (2014-2015 compared to 2013-2014) Data & Statistics 49% 17% Increase in number of students utilizing Disability Support Services (2015-2016 school year), credited in part to students learning about the resource in Orientation Increase in fall-fall persistence (2014-2015 compared to 2013-2014) 1,844 Fall 2015-Spring 2016 Total number of students who completed Orientation: 1844 Yield rate (percentage who then enrolled in classes for their start term): 79.5% 79.5% Total number of students who completed Orientation for Fall 2015 and Spring 2016 Yield rate for Fall 2015-Spring 2016 (students who completed Orientation enrolled in classes) S ~80% yield rate for completion of Orientation to registration in classes Total, approximately 4,043 students have completed Orientation since mandatory Orientation was implemented in Spring 2014 13% of 15/FA students that have completed Orientation have completed the asynchronous online Orientation We expect that to increase For 16/SP Orientations, 2.5 times more students have signed up to do online Orientation over in-person We offer sessions on both campuses and use different coding for the two campuses and the online so that we can work on tracking data specific to each Orientation modality as needed Increase in resource usage by students… Fall-to-spring persistence rate 14/FA-15/SP: 71% (17.4% increase over 13/FA-14/SP persistence)

Overall Success 62% Total OVERALL persistence rate for Fall 2015 to Spring 2016 73% Total persistence rate for students For Fall 2015 to Spring 2016 who completed orientation S

Questions? Thank you for coming! S