1. Dr. Mark Smith

2.  Location - Temple, TX  Main Campus est. 1926  5 Centers: Downtown, Cameron, Taylor, Hutto, and Texas Bioscience Institute  Serve 17 ISDs  Achieving the Dream College – 3 Years

3.  Enrollment – Fall 2011  5,692 ▪ 755 FTIC (13%) ▪ 1,193 First Time at TC (21%)  Enrollment – Spring 2012  5,454 ▪ 311 FTIC (6%) ▪ 584 First Time at TC (11%)

4.  Gender - Male = 33%, Female = 67%  Average Age = 27 years (Not including DC learners)  Race/Ethnicity  White = 52.5%  Hispanic = 20.9%  Black = 20.9%  Asian = 1.9%  Other = 3.8%

5.  Mandatory College Orientation  Starting Fall 2012  All FT@TC Learners  Learners on academic probation  Board mandated  Continuous Orientations  Delivered throughout the semester to reinforce topics covered in College Orientation

6.  Continuously remind learners of available support services  Weekly present one-to-two minute “infomercials” to:  Provide learners with just-in-time information about available support services  Orient learners to college life  Help learners develop skills that encourage student success

7. 1 st Version of the Time Management Orientation

8. Temple College Continuous Orientation

9. Build a Calendar List assignments and deadlines for ALL classes on to a calendar or into an electronic calendar SUNDAYMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYSATURDAY 123 45678910 11121314151617 18192021222324 25262728

10. Prioritize your tasks List all activities due for the week and rank them in order of most important to least important Complete assignments based on the priority placed on each task What are your priorities for this week, this month, this semester

11. To-do list List the tasks you you want to complete today Take this list with you Cross items off of your list as they are completed

12. February 2007 SUNDAYMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYSATURDAY 1 ENG HW 2 PSY HW 3 Library time 4 5 6 Review English notes 7 8Labor Day Spend time with family 9 Meet with study group 10 Study 11 ENG Test 1213 14151617181920 21222324252627 28 29 Research Paper Due 30 31

13.  First-time learners  Spring 2011 CCSSE: 26.5% of sample entered college for the first time at Temple College  Academically underprepared learners  Spring 2011 CCSSE: 42.1% had developmental need in at least one area  First Generation learners  Spring 2011 CCSSE: 29.4% said that neither parent had attended college

14. 1. Student Handbook Awareness & Time Management Skills 2. Computer Lab locations, Loaner/Donor Program & Testing Center 3. Leopard Alert 4. Student Accommodations 5. Financial Aid and Scholarships 6. Tutoring Services 7. Online Registration 8. Survey 1

15. 9. Library 10. Withdrawing from Class/6-Drop Rule 11. TRiO 12. Writing Center 13. TurnItIn 14. Student Clubs & Athletics 15. Survey 2

16.  Increased awareness and use of available support services (Focus group and CCSSE)  Increased learner retention  Increased course completion  Low budget strategy  Very replicable strategy

17.  Initial team met to discuss orientation topics and goals of the strategy  Added new members based on chosen topics ▪ New volunteer members joined the strategy team  Just-in-time sequencing of segments  Scripts and PowerPoint development/revision  Survey instruments developed  Re-sequenced segments based on faculty, learner, & SME feedback

18.  Revised sequence of segments based on previous semester feedback  Reduced number of segments from 15 to 13  Merged some segments together  Eliminated conflicts with final exams  Provided sufficient time to complete Survey 2  Added voice narration to PowerPoint  Added 1-hour follow-on expanded workshops  Added information to Scuttlebutt newsletter

19.  Reviewed sequence and list of topics  Added professional level audio to PowerPoint  Identified need for two versions of orientations  F2F classroom version without audio and automatic slide sequencing of PowerPoint slides  Online version with voice narration and auto slide sequencing  Developed website for faculty and learner access to orientation segments

20.  Scalability across the College  All developmental education classes, all Composition I classes, and Career/Technical classes  Maintenance of orientations  Keep presentations as general as possible  Build a short version of orientations and an expanded version that provides more detailed information  Multiple formats to accommodate F2F and online classes  Variety of audio voices  Online New Comer orientation - Mandatory

21.  No orientations or surveys during last week of semester  Voice narration by developer - Variety of audio voices  Find a way to generalize the presentations to hopefully extend the useful life  Be selective in the courses where the CO strategy is offered to prevent oversaturation of the information

22.  Just-in-Time expanded orientations from the experts, such as FA  Compliance with ADA  Pre-plan well in advance!  Sell the strategy to get faculty buy-in!  Use of anecdotal learner and faculty feedback valuable  Faculty champions  Need to begin tracking usage of services after orientation presented

24.  Learners completing online orientation increase by 5% each fall  Learners satisfied with the implementation of minute orientations - 3.5 or greater using a 5- point Likert-like scale  Learners will be satisfied with the implementation of online orientation - 3.5 or greater using a 5-point Likert-like scale

25.  Term-to-term retention rates increase for developmental English learners  79% to 81% in year two  84% in year three  89% by year four  Year-to-year retention rates increase for developmental English learners  49% to 51% in year two  54% in year three  59% by year four

26.  End-of-course retention rate will increase for courses employing minute orientations  88% to 90% in year two  92% in year three  94% by year four  Successful course completion rates in developmental English will increase  78% to 80% in year two  83% in year three  86% by year four

27. Sample SizeAnsweredSatisfaction FA2010 243 Survey 1 1551213.96% Survey 2 62554.02% SP2011 821 Survey 1 1991733.90% Survey 2 1641444.14% FA2011 1,329 Survey 1 2482183.90% Survey 2 104884.18% SP2012 1,659 Survey 1 1621334.20% Survey 2 104933.99%

28. Percentage of Fall 2011 Students Rating Each Session as “Excellent” or “Very Good”

29. Term to TermDev. English FA2009-SP201076.40% FA2010-SP201178.10%  Year to Year FA2010-FA201171.60% End of Course FA200987.80% FA201089.80%  FA201186.60% 

30. Retention may not be enough, what about course completion? Successful Course Completion (A-C)Dev. English FA200974.40% FA201071.50%  FA201167.20% 

32. "I just viewed the FA orientation...I thought it was simply great! I would have liked to see something like that when I first started college. It's very informative and touches on all the key points...yet doesn't take all day to read."

33. "i am a first year student and all the information was helpful but at times i do think it is boring and i hear it in my other class to, but i know it has to be done so i listen just in case there is information that is good for me to know or hear."

34. "For those who are wanting to take summer classes, the orientation on registration was very helpful. This is the first time that I have heard about it."

35. "This is the best power point so far, Easy to follow. Information right to the point with lots of pictures if you don't care to read. Well done. Did I learn anything new? What's new to learn, it's a library? "

36. "I looked over the TurnItIn orientation. I learned a bit from it, because I never really thought about how to prevent plagiarism. I think it's a good thing, and I think it's good to make students aware of it. I did find some things to nit-pick about though: slide 2 - image is blurry, slide 4 & 5 - logo changes from white to black (maybe they are testing to see which looks better...I vote for white)"

37. "Continuous orientation is good for new students who have never stepped foot on this campus, even for students who have been here a couple of semesters, because there are a lot things students don't know."

39. “I presented the orientation and it went over really well. In all classes, the orientation acted as an icebreaker as the students opened up discussions into other services that 1. they heard about and weren't sure of. 2.they felt they might need. (i.e. tutoring, math lab, help writing papers) ”

40. “I was able to answer a lot of questions that might not have been asked had we not presented the continuous orientations.”

41. “…I think it is very valuable to complete these throughout the semester. Most of this is included in my discussion with students during the first two days of class. However, because so much information is thrown at them at the beginning, it is helpful to use these as reminders once they are more settled.”

42. “Students liked this orientation. I took all 17 students to the lab and half were already signed up for leopard alert. The other half, I assigned extra credit if they signed up. They did appreciate the alert, especially with the terrible cold weather we were having last week.”

43. “This week's CO was well received; most did not know that if they had a temporary disability they could get accommodations.”

44. "After giving the Financial Aid presentation, the classes really picked up when they saw the $20 million number, and when they heard there would be a workshop."

45. Mark Smith mark.smith@templejc.edu 254-298-8341 Learner Access Website http://www.templejc.edu/dept/cis/ccollins/common/co/cont-ori.html