Rejuvenate Orientation through a “Flipped” Program Experience Introduction of selves and then move into Session Outline LeAnne Jones Wiles – Director Ali Albrecht – Program Manager First Year Programs – University of Washington

Session Outline UW At-A-Glance Why Flip Orientation? Project Framework Assessment & Cost Tag Team

Learning Outcomes Receive tangible options/ideas on how to implement an engaging orientation model on your campus. Discuss training and development plans for Orientation Leaders (OL) and receive a toolkit of interactive ideas for a flipped classroom model. Identify key campus partners that can support you with their efforts to implement a new orientation model and share common pitfalls departments face when implementing change. Tag Team

UW At-A-Glance UW Demographics Division Research 1 institution – 67,000 Decentralized Incoming Class Size: 6,775 freshman, 1,300 transfers AA Lead Academic support programs (141 of the feed) Division Undergraduate Academic Affairs Fee-Based ($300)

First Year Programs 6 full-time staff, 1 administrative staff LJW Lead 6 full-time staff, 1 administrative staff 6 Student Coordinators, 25 OLs, 160 First-year Interest Group Peer Instructors, 7 Commuter Commons Staff

Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional educational arrangement by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. Why are you interested in flipping your orientation program? LJW Lead Negative Evaluation comments I’m bored I don’t remember anything from Orientation Rational/Reasoning MOOC “flipped” classroom Budget Research – Bloom’s Taxonomy Why flip Orientation?

Professional Educator Flipped Learning Flexible Environment Create interactive spaces to interact and reflect on learning Observe and make adjustments as needed Provide different ways to learn demonstrate mastery Learning Culture Engage in meaningful activities without teacher being central Scaffold activities and make them accessible Intentional Content Prioritize concepts Create relevant content Professional Educator Make yourself available Conduct assessment Collaborate and reflect with other educators LJW Returning OLs had to present how they would “flip” a current A&O presentation for their individual interview as part of the hiring process. People & Tools/Resources needs to implement the flipped process Flipped Learning Network

Project Framework On Campus Orientation Student Staff Campus Partners Faculty Streamlined Resources Online Pre-Orientation (U101) 7 modules built in Canvas Husky Guide 300 + page planner to a 50 page resource guide AA Lead Returning OLs had to present how they would “flip” a current A&O presentation for their individual interview as part of the hiring process. People & Tools/Resources needs to implement the flipped process

Communications Campus-wide Email OL Training Emails Customized messaging for students, faculty, and staff See Google Drive for all examples Joint - AA Lead Less face time during OL training Emails sent in February Strategically framed emails from a values based perspective from our staff retreat in October- MAR COM Matt McGarity and Comm

On Campus Orientation Training OLs Content during A&O Interactive, Presentations & Meet-n-Greets Content during A&O Showed data from U101 More pair-n-share & small group work Added an academic & research session Less videos More OL engagement during “down time” LJW: Campus Partners Started in January (6mo out) Meetings monthly with various/each department – Fiscal Services quizzes what is engaging – Academic Adviser AA: Training OLs More interactive class sessions Required them to prepare materials ahead of class time They meet with campus partners and then presented their content in class in front of partners Training week – meet-n-greets with various divisions/departments rather than “Presentations” by the campus partners A&O Normed their fears/hopes about the program and entering the UW Focused on them developing some of the session content rather than it just being presented AT them Add a session on academics and growth mindset conversations OLs were called upon in numerous presentations to share their personal stories & experiences

Resources Online Pre-Orientation (U101) 24 videos 2.5 hours to complete Module Themes: The UW, Your Role as a Student, Your Undergraduate Degree, Financing Your Education, Living On & Off Campus, Campus Life & Involvement Husky Guide Tag Team New Student Communications 2-week, 1-week, 2-day reminders HG Publication – turning into workbook Has schedules for all programs Academic calendar with important dates

U101 Page Examples

Budget Video Budget Video

8,050 students who completed U101 2:37 U101 ASSESSMENT NUMBERS 8,050 students who completed U101 2:37 Average time to complete U101 50.2% Said U101 was worth the time it took to complete. U101 made me feel… Percentage who agree or strongly agree. LJW Lead Negatives Length of time spent within each module and watching each video Hard to pull data for just one population (i.e. FR only, INTL, TR) Students were less receptive to videos during A&O – as they felt they could have watched them in U101 Assessment Felt prepared high before A&O and then after less prepared then they thought Lots of over-lapping content HG content

Cost $66K $25K $22K $7K Planner Husky Guide Video Faculty Load ALI Lead 2015 Student Graphic Designer $60K for planner vs. $25K for HG Faculty buy out for course load (2 quarters) $7K $22,500 for video cost (24 videos) $7K Faculty Load

Successes U101 completion rates 90 % Consistent Messaging 90% U101 videos and content were consistent with the messages I received during A&O. 97% Husky Guide (quality of publication, program schedules, content) 94% The Husky Guide supplemented the topics covered during A&O. Tag Team U101 completion rates University partnerships – grant money, but then please all OL training class – differences from past years Campus Partner integration into OL class Positives 90+% completion rate prior to day 2 of A&O Transfers students Positive TRs didn’t necessarily LIKE U101 – but 80% of them said they learned something from the modules – in our welcome session for their A&O program. Completion rates – higher than we expected U101 completion rates University partnerships Orientation Leaders Exp. 90 % Consistent Messaging 92% + Husky Guide 10% Change Course Reg.

Area’s for Improvement Manual Process Timeline Who HAS to be at A&O? Videos during A&O Husky Guide Tag Team Tracking within U101 – not the best. Did they watch the videos? Admin behind U101 – lots of manual emails. Videos during A&O were not seen as engaging an different – but seen as why was this not in U101 – need to find other creative ways to engage students in person Lesson Learned – timeline, hard to have campus partners develop video and content at the same time and get edits made. HG next steps – more of a workbook Length of time spent within each module and watching each video Hard to pull data for just one population (i.e. FR only, INTL, TR) Students were less receptive to videos during A&O – as they felt they could have watched them in U101 Moving from content deliver to skills accusation

NEXT STEPS New software system with better tracking More engaging ways to present content in person Tag Team Provide campus partners with more examples of problem-based learning Downside – hard on campus partners for content Robust -sample schedules -dawg daze and husky guide integration -maps -schedule of a and o NEXT STEPS

Questions? Questions? First Year Programs Contact Information: LeAnne: ljwiles@uw.edu Ali: ali17@uw.edu First Year Programs fyp@uw.edu • 206-543-4905 fyp.washington.edu/NODAC