New Student Orientation SUMMER 2015 & J Street Sacramento, CA Lassen Hall

Transcription

1 New Student Orientation SUMMER 2015 & J Street Sacramento, CA Lassen Hall

2 Table of Contents Executive Summary 2 Mission Statement 3 Department Goals 3 Staffing 3 Demographic Information of First Year Students 4 Department Outcomes 4 Appendix A 11 PAGE 1

3 Executive Summary Orientation is a program for all first year students, transfer and parents/guests. Orientation is designed to help new students get off to the right start by helping them learn about academic requirements, meeting with faculty major advisors and learning about campus programs and services. During Orientation, students will meet with major and General Education advisors and register for fall courses. During these sessions, advisors will discuss academic policies, transferable units and course selection. Students will also have the opportunity to attend workshops about campus departments such as; Housing, Parking, Campus Safety, Study Abroad and Campus Life. By the end of Orientation, students will know university policies and deadlines, academic requirements, campus programs and services, and be familiar with the campus. During summer 2015, the department began encouraging first year students to enroll in a minimum of 15 units for the fall semester. The average unit load (AUL) for first year students increased during fall 2015 to compared to for fall In addition, 51% of first year students were enrolled with 15 or more units during fall 2015 compared to 35% during fall During summer 2016, the average AUL for first year students was and 63% of them were enrolled with 15 or more units. Similarly, the average unit load (AUL) for first year students increased during the academic year to compared to for academic year In addition, 35% of first year students were enrolled with 30 or more units during year compared to 28% during year. In the summer 2015, the Family Handbook included two pages in Spanish and the summer 2016 Family Handbook included five pages in Spanish, including a welcome message from Dr. Nelsen. In 2015, the department distributed 150 Spanish text Parent Guides to Academic Advising. In 2016, Spanish text webpage was developed for first year parents and it generated around 600 views. A Google Analytics report was generated to monitor Hornet WOW website activity. During summer 2016, approximately 100 new friends joined the Sac State Orientation Facebook account and approximately 500 followers were added in the Instagram account. PAGE 2

4 Mission Statement New Student Orientation at Sacramento State assists new students with their transition to campus by providing programs and services that outline the University's academic requirements as well as social and developmental opportunities. In addition, we provide parents with an understanding of University expectations and policies required of their student. Orientation is the initial step in understanding each student's unique path to obtaining a bachelor's degree and becoming a Sac State alum. Department Goals Facilitate initial academic advising, course selection and registration while providing comprehensive information about academic requirements and expectations. Prepare parents and guests of students for the personal and academic development changes that will take place during their transition to college. Provide opportunities for students to connect within the campus community. Create an atmosphere that values the unique individuality of our students. Introduce students to the campus environment, facilities, and resources that will support their educational goals and enhance overall student experience. Provide structured opportunities for new students and their families to meet and develop relationships with faculty, staff, continuing students and other new students. Provide on-going program evaluation in order to adapt the program to meet the needs of entering new students Staffing Mary Shepherd - New Student Orientation Coordinator Shawn Ryan - Coordinator of First Year Orientation Cindy Brandon - Office Manager Morgan Dodds Student Orientation Coordinator (2015) Andrew Shaw Student Orientation Coordinator (2015) Chelsea Jefferson - Student Orientation Coordinator (2016) Amy Saldana - Student Orientation Coordinator (2016) Martie Acob - Reservations Coordinator (2015 & 2016) PAGE 3

5 Demographic Information of First Year Students During fall 2014, there were 3,695 first year students who enrolled in the university. Majority are female (57.3%) and came from the Sacramento region (51.1%). The most common ethnicities of students were Latino (35.2%), followed by Asian (23.5%), and White/Caucasian (20.7%). Seventy two percent of students were living outside of campus. The average high school GPA of first year students was 3.27 with mean SAT Math score of 480 and mean SAT Verbal score of 466. During fall 2015, there were 3,781 first year students who enrolled in the university. Majority are female (56.9%) and came from the Sacramento region (50.2%). The most common ethnicities of students were Latino (37.4%), followed by Asian (21.8%), and White/Caucasian (20.7%). Seventy three percent of students were living outside of campus. The average high school GPA of first year students was 3.30 with mean SAT Math score of 482 and mean SAT Verbal score of 470. During fall 2016, there were 3,760 first year students who enrolled in the university. Majority are female (57.1%) and came from the Sacramento region (48.0%). The most common ethnicities of students were Latino (37.8%), followed by Asian (21.5%), and White/Caucasian (18.3%). Seventy two percent of students were living outside of campus. The average high school GPA of first year students was 3.25 with mean SAT Math score of 475 and mean SAT Verbal score of 465. Department Outcomes The Vice President of the Division of Student Affairs decided to align department goals with the university s goals. The structure of this section will include the university s goals, the department goals, the strategies to achieve those goals, and the outcomes. University Goal #1 Enhance student learning and success Department Goal 1: In support of the University s goal to increase graduation rates, the department wanted to increase in the average unit load (AUL) of first year student who attended the orientation compared to the prior academic year. During the 2015 First Year Orientation, a four year plan outline was included in the Student Success Handbook and had orientation leaders discuss graduation strategies with students such as attending summer school or having a minimum of 15 units per semester. In 2016, the University launched the Finish in Four campaign and asked first year students to take The Pledge to enroll in 15 units each semester. Figure 1 shows the average unit load of freshmen students for the fall semesters. The AUL for fall 2014 was while the AUL for fall 2015 was The AUL for fall 2016 increased to PAGE 4

6 Figure 1. Freshman Student AUL during Fall Semester Average Unit Load Fall 2014 Fall 2015 Fall 2016 Sources: 1) Enrollment Systems. 2) Preliminary Fall 2016 Enrollment Census Update on 9/27/16. Figure 2 shows the distribution of unit load of students. During fall 2014, 1,286 students (35%) were enrolled with 15 or more units; while 1,944 students (51%) were enrolled with 15 or more units. During fall 2016, 63% of students (n=2,130) were enrolled with 15 or more units. Figure 2. Freshman Students with 15 or more Units during Fall Semester 100% Percentage of Students with >=15 Units 80% 60% 40% 20% 0% 59% 58% 45% 46% 33% 29% 5% 6% 1% 1% 3% 5% 1% 3% 5% 0-6 Units 7-11 Units Units Units 19 & up Units Fall 2014 Fall 2015 Fall 2016 (N=3760) Source: CRM extract 04/22/16 and CRM extract 11/17/16. Note: (1) Data does not include students who came to the orientation but did not enroll during the fall semester. (2) Units accumulated from the Summer Bridge program were included in the fall semester unit load. PAGE 5

7 Figure 3 shows the average unit load of students for the academic year (AY) and AY The AUL for AY is (ranging from 3-44 units) and the AUL for AY is (ranging from 4-46). The AUL for AY will be determined at the end of the academic year. Figure 3: Freshman Students Academic Year AUL Average Unit Load Academic Year (N=3686) Academic Year (N= 3773) Source: CRM extract 04/22/16. Note: (1) Data includes students who came to the orientation. (2) Some students attended the orientation but were not enrolled during the fall; however, they were enrolled during the winter or spring semester. (2) Units accumulated from the Summer Bridge program were included in the fall semester unit load. Figure 4 shows the distribution of unit load of students. During AY 14-15, 1,021 students (28%) were enrolled with 30 or more units; while 2,332 students (35%) were enrolled with 30 or more units. The percentage of students for AY who were enrolled with 30 or more units will be determined at the end of the academic year. PAGE 6

8 Figure 4: Freshman Students with 30 or more Units during Academic Year 100% Percentage of Students with >=30 Units 80% 60% 58% 56% 40% 26% 33% 20% 0% 10% 5% 6% 3% 2% 2% 0-3 Units Units Units Units 38 & up Units AY (N=3686) AY (N=3773) Source: CRM extract 04/22/16. Note: (1) Data includes students who came to the orientation. (2) Some students attended the orientation but were not enrolled during the fall; however, they were enrolled during the winter or spring semester. (2) Units accumulated from the Summer Bridge program were included in the fall semester unit load. Department Goal 3: Family support contributes to student s success. Programming and materials in Spanish are essential due to the increasing student population of Hispanic/Latino enrolling in the University. A full-day parent program in Spanish was developed. The 2016 Orientation website included a dedicated page in Spanish highlighting the Spanish language day. The number of views to this page were: March 13 views; April 252 views; May 230 view; and June 111 views. First year parents were encouraged to attend Orientation via a postcard mailed in early May. A portion of the postcard was in Spanish encouraging parents to visit the website. On June 28, 2016, a full-day orientation program in Spanish was offered to the parents of first year students. Seventeen parents attended the program. Throughout the remaining 13 first year sessions, Orientation offered a GE information workshop and campus tour in Spanish for parents. On average, parents attended that session. Orientation leaders talked with parents and asked why they didn t attend the full-day Spanish session. Most parents said they were not aware of the program or the website and wished they had been sent information about the Spanish day. This coming year, we will talk with CSU orientation colleagues to discuss how they marketed their program to families. PAGE 7

9 Department Goal 4: In line with department goal 3, the department wanted to include program materials in Spanish for parents/guests. During the summer of 2015, 150 Spanish text Guides to Academic Advising developed by NACADA were distributed. In addition, the Family Handbook included two pages of university information in Spanish. In 2016, 200 Guides to Academic Advising were distributed and the Family Handbook expanded to five pages in Spanish. University Goal #5 Engage students in a comprehensive university experience Department Goal 5: Weeks of Welcome (WOW) is a kick-off celebration for students in order for them to meet new friends, learn more about the University, and have fun. Students get to watch free movies, concerts, food, festivals, athletic events, and more. During Orientation 2015 and 2016, the department promoted the Hornet WOW website with the intent to increase the number of views. The Hornet WOW website was displayed on the schedule of the day that was given to all participants at Orientation in 2015 & In addition, all first year students attended a session that promoted Hornet WOW and the activities In 2015, the Hornet WOW website did not go active until August 18th. All orientation attendees received a postcard from New Student Orientation promoting Hornet WOW and the website. From August 18 to September 7, 2015, there were 959 website visits. In 2016, postcards were not mailed to new students. On the first day of classes, all enrolled new students were sent a SacSend message regarding tips for the first week of classes. The Hornet WOW website was included in the message. The Google Analytics report showed a significant spike in page views on that day (approximately 600 views). Department Goal 6: In order to increase the number of underrepresented male (URM) students on the New Student Orientation staff, the department actively recruited, marketed, and promoted the orientation leader position to campus programs such as Cooper-Woodson, McNair Scholars, M.E.Ch.A, CAMP, EOP, and MESA. During summer 2014, there were two out of the twelve male orientation leaders were underrepresented males. During summer 2015, six out of eleven male leaders were URM. In the summer of 2016, 5 out of 10 were URM student orientation leaders. PAGE 8

10 Figure 5. Underrepresented male student orientation leader 100% Percent of URM Student Orientation Leader 80% 60% 55% 50% 40% 20% 16% 0% Summer 2014 (N=12) Summer 2015 (N=11) Summer 2016 (N=10) Department Goal 7: During fall 2015, campus administrators had voiced a concern about the lack of student study abroad participation. As a result, the department looked for ways to increase awareness during 2016 winter and summer orientation programs. During winter orientation 2016, major advising sessions for French and Spanish took place in the International Programs & Global Engagement conference room. For the first time, study abroad opportunities were promoted in the Family Guide and the Student Planner. During First Year Orientation, all students attended a workshop conducted by International Programs regarding the benefits of study abroad and the application process. PAGE 9

11 University Goal #6 Promote a strong University identity Department Goal 8: Each year, the department looks for ways to increase awareness of campus history, tradition and identity. Orientation publications as well as resources (pens, backpacks etc.) are developed using school colors and Herky s photo/image. In recent years, additional efforts have happened. Beginning in 2015, all first year students participate in a session where they learn a couple of campus cheers and stingers up. During each first year session, students pose for a group stingers up photo. That image is posted on social media. At the end of each transfer and first year session, students receive a Sac State Hornets license plate frame. In 2016, welcome class of 2020 banner was displayed during first year orientation sessions. At the end of each session, students were invited to sign their name on the banner. Researching the use of #newhornet on Instagram and Facebook, numerous campus programs use this tag when posting to social media. As a result, it is difficult to tell if there was an increase in posts as a result of Orientation. However, social media preferences were evident. During 2016, the Sac State Orientation Facebook account added approximately 100 friends with an average of 27 likes per post. In addition, the Orientation Instagram account added approximately 500 followers with an average of 100 likes per post. As a result, the department will look for ways to increase Instagram activity and followers. In addition, we will look at creating a hashtag unique to Orientation and see if it becomes popular. (Unique Programs created #newhornet). PAGE 10

12 Appendix A University Goals Goal 1: Enhance Student Learning & Success Program Goals 1. Students who attended the first year orientation will have an increase in student average unit load (AUL) compared to the prior year. 2. First year students will accumulate more units to achieve sophomore standing. 3. Students and parents will have access to the Spanish orientation website. 4. Students and parents will receive handouts/presentati ons in Spanish. What will be the standard of performance? Summer 15-16: increase in AUL compared to prior year and/or increase in number of students enrolled in 15 or more units during the fall. Summer 15-16: increase in AUL compared to prior year and/or increase in number of students achieving sophomore standing Summer 15-16: collect baseline data for number of views of the Spanish parent orientation website page. Summer 15-16: collect baseline data for number of activities in Spanish Program Outcomes Fall 2014: AUL is Fall 2015: AUL is Fall 2016: AUL is Fall 2014: 35% of students with >= 15 units Fall 2015: 51% of students with >= 15 units Fall 2015: 63% of students with >= 15 units AY 14-15: AUL is AY 15-16: AUL is AY 14-15: 28% of students with >= 30 units AY 15-16: 35% of students with >= 30 units 606 views on Spanish website from March June Spanish Guides to Academic Advising were distributed in 2015 and 200 Spanish Guides were distributed in 2016 Goal 5: Engage Students in a Comprehen sive University Experience 5. Students will be aware of the campus traditions and campus life opportunities. (Baccalaureate Learning Goal: Personal and Social Responsibility) 6. Under Represented Male (URM) students will 30% increase in number of views of the Hornet WOW website compared to prior year 15% increase in URM orientation leader compared to prior year Family Handbook had 2 Spanish pages in 2015 and increased to 5 pages in : 959 visits 2016: 2423 visits Summer 2014: 16% URM staff PAGE 11

13 Goal 6: Promote a strong University identity be part of the New Orientation staff. 7. Students will be aware of the Study Abroad Program. (Baccalaureate Learning Goal: Personal and Social Responsibility) 8. Students will post pictures during Orientation with Stingers Up sign on #newhornet. Winter-Summer 2016: promote program during orientation and advising 20% increase in number of post compared to prior year Summer 2015: 55% URM staff Summer 2016: 50% URM staff Promoted program in the Family Guide and Student Planner, and was part of the new orientation workshop 100 increase in friends on Facebook 500 new followers on Instagram PAGE 12