1. v v SOAR-ing Into Orientation My Internship at Western Oregon University By Rebecca Jo Schaffeld College Student Services and Administration CSSA Competencies Addressed Knowledge and Understanding of Higher Education and Student Affairs Advocating for students Providing opportunities for student growth Event Planning Budgeting Coordinating with multiple departments and teams Acting as a campus resource Issues facing these functional areas: Including underrepresented first-year populations (less targeting of traditional students) Managing large student populations while ensuring their smooth transition and retention Knowledge and Understanding of Student Populations and Student Development American Sign Language (ASL) program and has a reputation for being an accessible school for students with disabilities. Captioned movies screenings, always knowing elevator locations, campus traditions, etc. Research on the transition of transfer and non traditional students. Commuter student organizations (“Ramapo College of New Jersey website”, n.d.) Family friendly campus events for students who have dependents (“University of Colorado, Colorado Springs; Cuccichara,n.d.) Learning communities for off-campus students- Commuter Pods (“University of Pittsburg website”, n.d.) Professional Skills and Organizational Management Provided a goal setting program utilizing google drives Guided student peer leaders in the planning of New Student Week events Personal strengths evaluation and utilization- futuristic, restorative, input Delivery of Student Services Benchmarked and researched best-practices Provided recommendations for future programming and planning Advised new students on course requirements Implemented and marketed programming targeted at non traditional and commuter transfer students Professional Development Evaluation of values and career goals Seeing the impact of one’s work on students, which can be more easily achieved at a smaller university The academic atmosphere of innovation at research universities Inspirational leadership as a motivational aspect of my work The family atmosphere of a small institution allows for close relationships Western Oregon University Western Oregon University or WOU is located in the rural town of Monmouth, OR. WOU is a small, public, liberal arts university with approximately 6000 students. WOU is known for its historical roots as a “normal school” or Education College. Orientation and New Student programing is housed within Student Leadership and Activities Role and Responsibilities Participated in Summer Orientation Advising and Registration or (SOAR) by answering questions about WOU and providing academic advising. Provided guidance for the PLUS (Peer Leaders Understanding Students)Team student’s planning of WOU traditional New Student Week events by implementing a goal check-in system. Assisted in the execution of events during New Student Week. Provided research on comparative institutions and best practices for the inclusion of transfer and non traditional students in First Year Student Programming. As well as provided recommendations for future programming at WOU based on that research. PLUS Team Working the First-Year Dance during New Student Week! My Awesome Team! New Student Week Theme Theory to Practice Throughout my experience working with both student leaders and first-year students, there were two theories that were very present in my practice- Marginality and Mattering and Involvement Theory. Due to the rural location of WOU, the importance of a sense of mattering and involvement on campus becomes especially important for first-year students. There would be very little opportunity for students to become involved in the local community outside of the university. Marginality and Mattering Schlossberg (1989) stated that people need to feel needed, cared about, appreciated, and noticed to feel connected to their environment. Otherwise, they may feel marginalized, or like they do not matter to anyone (Schlossberg, 1989). People often go through feelings of marginality when they are taking on a new role (Schlossberg, 1989), such as becoming a college student. In order to create feelings of mattering for new students, the PLUS Team provides students with opportunities to get to know others in small communities (halls) through providing them with bonding activities and encouraging them to engage in events during New Student Week. In addition, the PLUS Team itself acts as an opportunity for students to find a community and connection with WOU. The PLUS Team returners also actively ensure that each new member feels a sense of community and belonging through bonding activities. Involvement Theory Astin (1984) also believed that having a connection to one’s environment was very important. Astin (1984) stated that the connection to an environment comes from a person’s involvement with that community. According to Astin (1984) the more a student is involved on campus, the more likely that student is to be retained in college. This fit’s perfectly with Schlossberg’s (1989) theory. For students to feel a sense of mattering, they need to become involved with their campus. Being a part of a club, sport, hall government, etc. all create a situation in which students are at least needed and noticed. For first-year students, it is important that they are provided with positive opportunities to become involved on campus. The New Student Week events not only provide opportunities to connect with campus and other students, but also showcases much of the campus student leadership and involvement. In addition, the PLUS Team leaders demonstrate the importance of Astin’s (1984) theory. Many of the new members of the team stated that their involvement in PLUS Team provided them with a sense of belonging at WOU. References: Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308. Cuccichara, S. (n.d.) Bringing adult students into the mix. Retrieved from http://www.evolllution.com/opinions/bringing-adult-students-mix/ http://www.evolllution.com/opinions/bringing-adult-students-mix/ Ramapo College on New Jersey website. (n.d.) Clubs and Organizations: Commuter Caucaus. Retrieved from http://www.ramapo.edu/clubs/organization/commuter-caucus/ http://www.ramapo.edu/clubs/organization/commuter-caucus/ Schlossberg, N. K. (1989). Marginality and mattering: Key issues in building community. In D. C. Roberts (Ed.), Designing camus activities to foster a sense of community (pp. 5-15). New Directions for Student Services, No. 48. San Francisco: Jossey-Bass. University of Colorado Colorado Springs website. (n.d.) Commuter/ Off-campus Students. Retrieved from http://www.uccs.edu/students.htmlhttp://www.uccs.edu/students.html University of Pittsburgh Commuter Student Programs website. (n.d.) Commuter Student Programs. Retrieved from http://www.commuter.pitt.edu/first-year- commuters/http://www.commuter.pitt.edu/first-year- commuters/