1. AN ONLINE STUDENT ORIENTATION THAT CLOSES THE GAPS First Year Experience Strategies

2. Why are we here?

3. SENSE - Survey of Entering Student Engagement Key Findings: Early Connections The majority of entering students say they felt welcome at college, but smaller percentages of students report that they received information and support that is critical for their success. http://www.ccsse.org/sense/survey/survey.cfm

4. Achieving the Dream Promising Practices : 2010 Leader Colleges  First-Year Experience efforts are comprehensive approaches designed to improve success rates and increase retention of first-year students.  First-Year Experience programs may include interventions focused on the streamlining admissions processes, increasing financial aid uptake, community outreach, student success courses, and targeted orientation and advisement.

5. ACC Student Success Initiative 5 Core Goals The college measures its success through the core SSI goals and employs multiple intervening strategies to achieve them. 1. Increase Persistence (Term-to-Term & Fall to Fall) 2. Complete Developmental and Adult Education course progression to credit courses 3. Increase Completion of All Attempted Courses with a 'C' or Better 4. Increase Degree/Certificate Graduates and Transfer Rates 5. Increase success equity across all racial/ethnic/gender/income groups

6. Entering Student Engagement Summer 2009 Entering Student Engagement Ad-Hoc Committee included student services staff and faculty Projects College Success Course Student Success Workshops (F2F and Online New Student Orientation (F2F and Online)

7. The Instructional Development Edge Instructional Development Services (IDS) was invited to participate in the ESE Ad-Hoc Committee because  IDS designed and developed a tutorial on admissions and registration in 2005 – request to ‘enhance’ presentation  IDS was experienced the design and development of online courses and programs  IDS provided curriculum development, instructional design, multimedia development and video production. Instructional Designers are usually not at the table during planning if they are there at all.

8. The Orientation Program (TOP) Fall 2010  Revised F2F Orientation Delivered  New Online Orientation Delivered (October)  Mandatory for First-time-in-college (FTIC)  Registration hold for the following semester

9. The Results

10. Impact of Orientation Fall09 to Spring 10 Group Total Did not return Spring 2010 Returned Spring 2010 Difference Returned Fall 2010 Difference NNRow %N N Not FTIC No Orientation in Fall 2009 34,41412,17635.4%22,23864.6% 15.1 Orientation in Fall 2009 3998120.3%31879.7% Total34,81312,25735.2%22,55664.8% FTIC No Orientation in Fall 2009 4,5811,39330.4%3,18869.6% 11.4 2,13446.6% 11.9 Orientation in Fall 2009 85416219.0%69281.0%50058.5% Total5,4351,55528.6%3,88071.4%263448.5%

11. Impact of Orientation Online and Face-to-Face Fall 2010 Group Total Did not return Spring 2011 Returned Spring 2011 Difference Returned Fall 2011 Difference NNRow %N N Not FTIC No Orientation in Fall 37,42912,73834.0%24,691 66.0% 16.4 Orientation in Fall 76813517.6%63382.4% Face-to-Face60711318.6%49481.4% 4.9 Online1612213.7%13986.3% Total38,19712,87333.7%25,32466.3% FTIC No Orientation in Fall 3,4461,16933.9%2,277 66.1% 22.6 1,46442.5% 11.5 None vs. F2F 9.6 None vs. Online 18.6 Orientation in Fall 2,45747519.3%1,98280.7%1,32654.0% Face-to-Face1,96141621.2%1,54578.8% 9.3 1,01652.1% 9 Online4965911.9%43788.1%31061.1% Total5,9031,64427.9%4,25972.1%2,79047.3%

12. Impact of Orientation By Gender Gender Group Total Did not return Spring 2011Returned Spring 2011 No O to OnlineReturned Fall 2011 No O to Online NNRow %N N FTIC No Orientation in Fall Female 1,65050530.6%1,14569.4%72644.0% Male 1,79666437.0%1,13263.0%73841.1% Total 3,4461,16933.9%2,27766.1%1,46442.5% Orientation in Fall Female 1,26424019.0%1,02481.0%70155.5% Male 1,19323519.7%95880.3%62552.4% Total 2,45747519.3%1,98280.7%1,32654.0% Face to Face Female 1,03120620.0%82580.0%55158.9% Male 93021022.6%72077.4%46550.1% Total 1,96141621.2%1,54578.8%1,01652.1% Online Female 2333414.6%19985.4%1615062.0%18 Male 263259.5%23890.5%27.516060.4%19.3 Total 4965911.9%43788.1%31061.1%

13. Impact of Orientation By Ethnicity Did not ReturnReturnedTable Total EthnicityGenderTypeNRow%NRow#NRow % BlackFNo Orientation in Fall 6332.6%13067.4%193100.0% BlackFFace to Face 1818.6%7981.4%97100.0% BlackFOnline 220.0%880.0%10100.0% BlackM No Orientation in Fall 8349.4%8550.6%168100.0% BlackM Face to Face 1322.4%4577.6%58100.0% BlackMOnline 311.1%2488.9%27100.0%

14. Impact of Orientation By Ethnicity Did not ReturnReturnedTable Total EthnicityGenderTypeNRow%NRow#NRow % HispanicFNo Orientation in Fall 14729.6%35070.4%497100.0% HispanicFFace to Face 4717.5%22182.5%268100.0% HispanicFOnline 712.7%4887.3%55100.0% HispanicMNo Orientation in Fall 16836.9%28763.1%455100.0% HispanicMFace to Face 5324.7%16275.3%215100.0% HispanicMOnline 713.2%4686.8%53100.0%

15. Impact of Orientation By Ethnicity Did not ReturnReturnedTable Total EthnicityGenderTypeNRow%NRow#NRow % WhiteFNo Orientation in Fall 20132.8%41267.2%613100.0% WhiteFFace to Face 9722.6%33377.4%430100.0% WhiteFOnline 1514.3%9085.7%105100.0% WhiteMNo Orientation in Fall 27036.8%46463.2%734100.0% WhiteMFace to Face 9022.2%31577.8%405100.0% WhiteMOnline 65.2%11094.8%116100.0%

16. Impact of Orientation Males

17. Impact of Orientation Females

18. Impact of Orientation Females / Ethnicity SSI Core Goals 1. Increase persistence term to term and year to year 5. Increase success equity across all racial, ethnic, gender, and income groups

19. Impact of Orientation Males / Ethnicity SSI Core Goals 1. Increase persistence term to term and year to year 5. Increase success equity across all racial, ethnic, gender, and income groups

20. Impact of Orientation FTIC/ Gender SSI Core Goals 1. Increase persistence term to term and year to year 5. Increase success equity across all racial, ethnic, gender, and income groups

21. Impact of Orientation Non Resident Alien SSI Core Goals 4. Increase persistence term to term and year to year 7. Increase success equity across all racial, ethnic, gender, and income groups

22. The Orientation Program @ ACC

23. Traditional Orientations  Many orientations are developed by the department that offers or oversees the delivery of the program.  Staff or faculty are familiar with the content and what they perceive students need.  Online orientations try to replicate F2F information (i.e. look like websites, heavy use of talking head video, etc.

24. Orientation Examples  http://www.inverhills.edu/onlineorientation/ http://www.inverhills.edu/onlineorientation/  https://orientation.ws.edu/ https://orientation.ws.edu/  http://www.online- orientation.net/normandale/technology_resources.cfm http://www.online- orientation.net/normandale/technology_resources.cfm  http://www.yccd.edu/woodland/orientation/index.html http://www.yccd.edu/woodland/orientation/index.html  http://www.kellogg.edu/admissions/onlineorientation/index.html http://www.kellogg.edu/admissions/onlineorientation/index.html  http://www.youtube.com/watch?v=8EyM8dBpF58 http://www.youtube.com/watch?v=8EyM8dBpF58  http://www.youtube.com/watch?v=MyeYmUXgqG0 http://www.youtube.com/watch?v=MyeYmUXgqG0  http://www.youtube.com/watch?v=KUNQ4hlYD3k&feature=related http://www.youtube.com/watch?v=KUNQ4hlYD3k&feature=related http://www.youtube.com/watch?v=uE21ZGscyNE

25. Instructional Designers  Specialize in conducting needs analyses to clearly identify needs (data-driven)  Develop targeted learning experiences (based on audience needs)  Ensure that the resources and materials help learners reach the expected outcomes  Start with the end in mind – what will be tested

26. Development  Delivered Online  Part of NEXUS portal ( DEF )NEXUS DEF  Tracked through IT interface  Testing Component  FTIC student requirement  Registration Hold for 2 nd Semester

27. Design  A Tutorial/Training Module  Revise Orientation Objectives / Outcomes  Clear expectations  What’s in it for me?  After completing orientation, you will be able to…  Provide relevance through supporting information  Quotes from others outside of the institution  Why is this important or what is in it for me?

28. Design (continued)  Chunk information into short segments  Help students digest small amounts of information at a time  Edited to read at a 7 th grade level  Graphics support references in the text but are not central  Video is used when it helps show something we cannot do with text or audio. (College Connection example)College Connection example

29. Design (continued)  Information is clearly sequenced  Step-by-step  Each section builds on the next  Like information is grouped  Tracks the status of completion  How far have I gone  How much more is left  Elements of a gaming - progress towards goal

30. Design (continued)  Assessment  Check for understanding combines cases with some multiple choice.  Cases tell stories of students and help the reader connect –  Emotional connection provides greater recall.  Case answers provide additional useful information to reinforce concepts that were in the tutorial.

31. Design (continued)  Completing TOP  Once all sections are completed, student has 3 take- aways from TOP 1. Completion Certificate 2. Resources Page 3. Emergency Procedures Doc.  Reward/Incentive – registration hold removed

32. Evaluation  Point-of-Service (Handout)  Design  Self-reported outcome  Used to redesign and revise  End of Semester Survey  Focus Groups  Interviews

33. ACC NEXUS  Houses the student tutorials for  Admission and Registration (ACC 101)  Paying for College (ACC 102)  The Orientation Program (ACC 103)  Open to anyone  Tracks student use  Provides resources at completion http://www.austincc.edu/nexus/

34. The Future of New Student Orientation and NEXUS Additional Modules  Distance Learning (ACC 105)  Student Support Services (ACC 106)  Academic Resources (ACC 104)  Student Technology Skills (ACC 107)  International Student Orientation Track Interface with New Student Portal Test Prep and Remediation Modules

35. Q & A Dr. Susan Thomason Director Instructional Development Services 512-223-7796 sthomaso@austincc.edu

36. Instructional Development Services @ ACC