Regular Versus Shorter University Orientations: A Comparison of Attendee

Make-up Carla Abreu-Ellis & Jason Brent Ellis

Purpose of the Study

The purpose of this study was to compare the characteristics of students who attended both the regular and shorter orientation sessions at a four-year state university in Northwest, Ohio.

This study was developed to investigate the premise that students who attended the shorter orientation session and registration were harder to retain than the students who attended the regular orientation.

Research Questions

What is the difference between students who attended regular orientation and students who attended the shorter orientation?

Is there a significant difference between first-to-second semester retention for those who attended the shorter orientation compared to those who attended regular orientation and registration sessions?

Methodology

A total of 14,526 students participated in this study. Students were divided into two groups, those who attended regular orientation and registration (n = 14,088) and those who attended the shorter orientation session (n = 438) during a total of four years.

A descriptive research design was used to provide a profile of the students who attended both types of orientation. This project used existing data collected through secondary sources such as administrative records.

Gender

57.852.3

42.247.7

0

10

20

30

40

50

60

70

80

90

100

Fre

qu

ency

in

Per

cen

tag

e

Female Male

Gender Demographics of Orientation Attendance

Reg

Short

Ethnicity

0.2 0.72.5

6

17.6

2.7

15.5

0.4

6.62.6 2.3

87.1

57.3

0

10

20

30

40

50

60

70

80

90

100

Fre

qu

ency

in

Per

cen

tag

e

Amer. Ind. Asian AfricanAmerican

Hispanic International Unknown White

Ethnicity Demographics of Orientation Attendance

Reg

Short

Age

Age Demographics of Orientation Attendance

07.3

97.2 92.7

0102030405060708090

100

17-19 20 & older

Fre

qu

ency

in

Per

cen

tag

e

Reg

Short

Living Arrangements

Living Arrangement Demographics of Orientation Attendance

7.8

80.4

19.6

92.2

0

20

40

60

80

100

On Campus Off Campus

Fre

qu

ency

in

Per

cen

tag

e

Reg

Short

Residency Status

Residency Status Demographics of Orientation Attendance

0.37.76.6

24.9

68.5

91.9

0

20

40

60

80

100

International non-OhioResidents

Ohio Residents

Fre

qu

ency

in

Per

cen

tag

e

Reg

Short

Majors

Selected Majors Demographics of Orientation Attendance

0

1

2

3

4

5

6

7

Selected Majors

Fre

qu

en

cy

in P

erc

en

tag

e

Reg

Short

Majors

Selected Majors Demographics of Orientation Attendance

0

5

10

15

20

25

Undecided Biology Psychology Pre-Criminal Justice Pre-Early Childhood

Majors

Fre

qu

en

cy i

n P

erc

en

tag

e

Reg

Short

Developmental English Placement

Frequency of Developmental ENG Placement

0102030405060708090

100

Yes No

Fre

qu

ency

in

Per

cen

tag

e

Reg

Short

Developmental Math Placement

Frequency of Developmental Math Placement

0102030405060708090

100

Yes No

Fre

qu

ency

in

Per

cen

tag

e

Reg

Short

Living Learning Communities

Frequency of Orientation Atendees in Learning Communities

0

1

2

3

4

5

6

7

8

Living Learning Community Honors Learning Community

Learning Community

Fre

qu

en

cy

in P

erc

en

tag

e

Reg

Short

Campus Wide Programs

Frequency of Enrollment in Campus-Wide Programs

0

5

10

15

20

25

30

Community literacyprograms

Multiculturalprograms

Moral values andcritical thinking

program

UNIV 101

Program Type

Fre

qu

en

cy

in P

erc

en

tag

e

Reg

Short

Academic Status – Fall Semester

Academic Standing by Orientation Type

1.5

16.2

63.4

10.98.1

2.7

54.1

106.8

26.3

0

10

20

30

40

50

60

70

Withdrawl Deans List Good Standing Probation Warning

Fre

qu

ency

in

Per

cen

tag

e

Reg

Short

Credit Hours

Credit Hours Attempted and Completed

15.09 14.7914.75

12.64

0

2

4

6

8

10

12

14

16

Fall credit hours attempted Fall credit hours completed

Ave

rag

e C

red

it L

oad

Reg

Short

Fall GPA

Mean Fall GPA by Orientation Type

2.69

2.16

0

0.5

1

1.5

2

2.5

3

3.5

4

Fall GPA

GP

A o

n a

4.0

Sc

ale

Reg

Short

Spring GPA

Spring GPA by Orientation Type

2.4952.769

0

0.5

1

1.5

2

2.5

3

Spring GPA

GP

A o

n a

4.0

Scale

Reg

Short

Fall Retention

Fall Retention by Orientation Type

75.8

24.2

60.9

39.1

0

10

20

30

40

50

60

70

80

Retained Not retained

Fre

qu

en

cy

in

Pe

rce

nta

ge

Reg

Short

Findings

In relation to first-to-second semester retention between those who attended the shorter orientation session compared to those who attended regular orientation and registration sessions, it was found that students who attended the shorter orientation session were harder to retain than those who attended the regular orientation.

Discussion

In relation to high school GPA and ACT scores, no significant difference was found between the two groups. This finding was confirmed by other researchers (Mannan & Preusz, 1976). This could be due to the high academic criteria set for admission to the institution.

Discussion

All students who attended the regular orientation were traditional students. Other researchers have found similar results (Belcher & Patterson, 1990).

Discussion

In a study of community colleges Belcher & Patterson (1990) found that students who register late were more likely to be African American, non-Hispanic, and least likely to be from a Hispanic background.

This study found that students who attended the shorter orientation session were more likely to be African American, and contrary to what the literature stated – of Hispanic decent.

Discussion

Belcher and Patterson (1990) noted that students registered late because of their late arrival into town. This could be an explanation for the late orientation attendance of international and out of state students.

This research found that 19.6% of the students who attended shorter orientation session lived off campus. This could be related to the fact that a great number of these students were non-traditional students.

Discussion

Twenty one (4.8%) students (of the shorter orientation) were undecided about their majors but knew that they wanted to be in the College of Arts and Sciences, and 6.8% of these students were enrolled in the university program for academic success. This program assists students who enter the University with lower ACT scores and high school GPAs at the time of application. This finding showed that this group of students was unsure of their career goals and expectations (Weiss, 1999).

Discussion

The review of the literature indicated that attendance in living-learning communities and participation in campus wide programs can enhance academic performance.

This study found that students who attended the shorter orientation session were less likely to live in learning communities. However, students who attended the shorter orientation session were more likely to join multicultural programs. Since a great number of the students who attend this orientation were from a Hispanic and African American heritage, perhaps they were motivated to participate in these types of program.

Discussion

Smith, Street, and Olivarez (2002) studied time of registration and academic success of community college students and found that students who register late were less likely to continue their studies to the spring semester than were students who register early (returning students) or on time (regular registrants). Further, a significant difference was found between withdraw rates between students who register on time versus those who registered late.

Discussion

This study found that students who attend regular orientation have a higher retention rate … 75.8% (Regular Orientation) 60.9% (Late Orientation).

Further Analysis

Results of logistic regression indicated that these students were not harder to retain because of their input characteristics such as age, high school GPA, ethnicity, and gender or shorter orientation attendance.

The failure to retain these students could be related to their experiences, or lack of participation in the campus community, uncertainty of career goals, and difficulty in deciding a major.

Research Recommendations

It may be useful to conduct focus groups with students who attended shorter orientation session to find out more about their college experiences (participation in activities and learning communities) during their first semester in higher education.

Inquiry should be made into the decision process of how shorter orientation session attendance influence students’ choice of major and college.

Recommendations for Professional Practice

Advisors should encourage students attending the shorter orientation session to register for career exploration courses or take advantage of career assessment at the career center.

Use a proactive approach with the incoming freshman. During the shorter orientation session distribute a survey in which will serve as a diagnostic identifying individuals lacking in strong commitment to vocational choice and lacking in interest and motivation in becoming involved in campus life.

Recommendations for Professional Practice

An intervention can be planed for the spring semester in order to increase retention of these students. Interventions could include registration in campus wide programs allowing these students to integrate into the campus community.