Facilitating Commencing Student Success across the Lifecycle: Strategic Student Orientation

Facilitating Commencing Student Facilitating Commencing Student Success across the Lifecycle:Success across the Lifecycle:Strategic Student OrientationStrategic Student Orientation

Prof Keithia Wilson Prof Keithia Wilson

Academic Leader Student Academic Leader Student Success & RetentionSuccess & Retention

Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow


Acknowledgment to Acknowledgment to CountryCountry

In the Spirit of ReconciliationIn the Spirit of Reconciliation

Following on from Sorry DayFollowing on from Sorry Day

I would like to acknowledge & honour I would like to acknowledge & honour the Traditional Custodians of the land the Traditional Custodians of the land that we are meeting on today at Logan, that we are meeting on today at Logan, and pay respect to their Elders past & and pay respect to their Elders past & presentpresent

Overview Overview

Value & importance of OrientationValue & importance of Orientation

Understanding our students & their needsUnderstanding our students & their needs

A student lifecycle approach to OrientationA student lifecycle approach to Orientation

Understanding the student transition Understanding the student transition process to universityprocess to university

Goals of OrientationGoals of Orientation


Value & Importance of OrientationValue & Importance of Orientation

At Griffith –At Griffith –Perceived effectiveness of Orientation Perceived effectiveness of Orientation

predicts predicts early student satisfaction early student satisfactionAttendance at Orientation-Day predicts Attendance at Orientation-Day predicts

semester 1 GPA semester 1 GPA

SO........the quality of the Orientation SO........the quality of the Orientation experience really matters to students & to experience really matters to students & to their successtheir success


We need to understand our We need to understand our Institutional profilesInstitutional profiles

Compared to most other universities in Australia Griffith students:Compared to most other universities in Australia Griffith students:

Are more likely to be the Are more likely to be the ‘first in their family’‘first in their family’ ( (FIF) to attend FIF) to attend UniversityUniversity

* Brisbane = 70% approx* Brisbane = 70% approx * Logan = 80% approx* Logan = 80% approx * Gold Coast = 60% approx* Gold Coast = 60% approx FIF correlates with low SES & lower entry scores FIF correlates with low SES & lower entry scores

MoreMore of our students work in of our students work in paid employment & paid employment & they work they work longer longer hourshours in paid employment (reality of low SES/FIF students) in paid employment (reality of low SES/FIF students)66thth largest low SES student intake in Australia largest low SES student intake in Australia33rd rd largest Indigenous student intake in Australialargest Indigenous student intake in Australia


What is Student Diversity?What is Student Diversity?Traditional Students Traditional Students

(TS)(TS)medium-high SESmedium-high SESsecond generationsecond generationhigher entry levelshigher entry levelsfull timefull timeon-campuson-campus

Elite Model Elite Model

Non-Traditional Students Non-Traditional Students (NTS)(NTS)

low SESlow SES first-in-family first-in-family lower entry levelslower entry levels full-time & workingfull-time & working not on-campus muchnot on-campus much Indigenous Indigenous NESB, International, refugeesNESB, International, refugees disabilitydisability home care responsibilitieshome care responsibilities from rural & remote settingsfrom rural & remote settings

Mass ModelMass Model


The national research The national research evidence shows….evidence shows….

Despite low access rates, the success rate Despite low access rates, the success rate (or tendency to pass their year’s subjects) (or tendency to pass their year’s subjects) of low SES students is of low SES students is 97%97% of the pass of the pass rates of their medium & high SES peers & rates of their medium & high SES peers & has been stable over the last 5 years.has been stable over the last 5 years.

(Bradley et al, 2008:30)(Bradley et al, 2008:30)

This success rate is premised on the This success rate is premised on the provision of a provision of a range of support systems range of support systems


Low SES students need Low SES students need supportsupport

Once students from disadvantaged backgrounds Once students from disadvantaged backgrounds have entered university, the likelihood of them have entered university, the likelihood of them completing their course of study is broadly completing their course of study is broadly similar to that of the general higher education similar to that of the general higher education population. Often, however, population. Often, however, they require they require higher levels of support to succeedhigher levels of support to succeed, including , including financial assistance & greater academic support, financial assistance & greater academic support, mentoring & counselling services.mentoring & counselling services.

((Transforming Australia’s Higher Education Transforming Australia’s Higher Education System, System, Commonwealth of Australian, 2009:14) Commonwealth of Australian, 2009:14)


What are assumed knowledge & What are assumed knowledge & capabilities?capabilities?

Academic/Cultural Capital – the “Hidden Curriculum”Academic/Cultural Capital – the “Hidden Curriculum”

1.1. Student role Student role Understanding student role expectations & Understanding student role expectations & successful student behaviour (realistic job appraisal, successful student behaviour (realistic job appraisal, conditions for success, study desk, computer access)conditions for success, study desk, computer access)

2.2. Performance Expectations Performance Expectations Reading the academic Reading the academic context to accurately determine performance context to accurately determine performance requirements regarding studying & assessmentrequirements regarding studying & assessment

3.3. Help-seeking Help-seeking Capacity for help-seeking without fear of Capacity for help-seeking without fear of negative labelling (dumb/stupid)negative labelling (dumb/stupid)

4.4. Identity as a student Identity as a student Sense of belonging & personal fit Sense of belonging & personal fit with university (overcome the “outsider within” with university (overcome the “outsider within” phenomenon – “A stranger in a foreign land”)phenomenon – “A stranger in a foreign land”)


A LIFECYCLE APPROACH to A LIFECYCLE APPROACH to ORIENTATIONORIENTATION

Orientation is best conceptualised as an ongoing Orientation is best conceptualised as an ongoing process (progressive view) rather than simply an process (progressive view) rather than simply an initial one-off event (front-loaded view)initial one-off event (front-loaded view) Front-loaded options include –Front-loaded options include –

• Student outreach & engagement before Orientation DayStudent outreach & engagement before Orientation Day• Substantive Orientation Day Program in first semester (& Substantive Orientation Day Program in first semester (&

second if mid-year intake)second if mid-year intake)Progressive options include –Progressive options include –

• Progressive Orientation Program for the fist half of Progressive Orientation Program for the fist half of semester 1semester 1

• & the early weeks of semester 2& the early weeks of semester 2


One EXAMPLE of a LIFECYCLE One EXAMPLE of a LIFECYCLE APPROACH to ORIENTATIONAPPROACH to ORIENTATION

M-Day (Mail-out Day) M-Day (Mail-out Day) – targeted, brief School mail-out in January – targeted, brief School mail-out in January with invitation to E-Day & O-Daywith invitation to E-Day & O-Day

aimed at increasing attendance at O-Dayaimed at increasing attendance at O-DayE-Day (Enrolment Day) E-Day (Enrolment Day) – Enrolment drop-in centre for enrolling & – Enrolment drop-in centre for enrolling & timetabling a week before O-Daytimetabling a week before O-Day

aimed at increasing attendance at & engagement in O-Dayaimed at increasing attendance at & engagement in O-DayO-Day (Orientation Day) O-Day (Orientation Day) – 1 day Orientation Program in O-Week – 1 day Orientation Program in O-Week with Peer Mentors + Timetabling & Enrolment Clinic at the endwith Peer Mentors + Timetabling & Enrolment Clinic at the end

aimed at student engagement & commitmentaimed at student engagement & commitmentASP (ASP (Academic Success Program)/Academic Success Program)/Common Time Common Time – –

an ongoing process for the first 7 weeks of semester 1 x 1 hour an ongoing process for the first 7 weeks of semester 1 x 1 hour each week + at least weeks 1-3 of semester 2each week + at least weeks 1-3 of semester 2

bolted onto a core lecture with a series of just-in-time interventions bolted onto a core lecture with a series of just-in-time interventions linked to a structured Peer Mentoring Program linked to a structured Peer Mentoring Program aimed at building academic confidence & capabilityaimed at building academic confidence & capability


Understanding Student Transition – Understanding Student Transition – the “5-Senses of Student Success” the “5-Senses of Student Success”

Lizzio (2006)Lizzio (2006)

Sense ofStudentIdentity

Sense of Connectedness

Sense of Capability

Sense of Purpose

Sense of Resourcefulness


ORIENTATION PROGRAM…. ORIENTATION PROGRAM…. 3 META GOALS3 META GOALS

Content goalContent goal – giving information – giving informationProcess goalProcess goal – organising series of – organising series of activities to enable connections, capability, activities to enable connections, capability, purpose, resourcefulness etc.purpose, resourcefulness etc.Meta-Process goalMeta-Process goal – activating student’s – activating student’s capacity to begin self-managing their capacity to begin self-managing their university experience viz. self-regulationuniversity experience viz. self-regulation

Optimal Orientation involves a mix of Optimal Orientation involves a mix of the 3 goalsthe 3 goals


Sense of ConnectionSense of Connection

Building Connections Building Connections – – staff-student introductions of key staff – staff-student introductions of key staff –

FYL, SSAs, SAOs/PSOs, PCs/PDs, FY FYL, SSAs, SAOs/PSOs, PCs/PDs, FY Course Convenors, TutorsCourse Convenors, Tutors

student-student connections through time student-student connections through time for small group discussions + peer for small group discussions + peer mentorsmentors


Senses of Identity, Capability, Senses of Identity, Capability, Resourcefulness & PurposeResourcefulness & Purpose

Providing key information on the conditions for Providing key information on the conditions for academic successacademic success

Understanding the student roleUnderstanding the student role

Normalising and validating help-seekingNormalising and validating help-seeking

Asking students to commit to strategies for Asking students to commit to strategies for academic success, including support academic success, including support

Assisting students to get on-lineAssisting students to get on-line

Indicating expectations for academic success Indicating expectations for academic success hope!hope!


STUDENT PROCESS : What do we know from STUDENT PROCESS : What do we know from research about success in first year?research about success in first year?

Students are more likely to succeed if they:Students are more likely to succeed if they:Invest time on taskInvest time on task time spent studying each week is the strongest predictor time spent studying each week is the strongest predictor

Regularly attend lectures & tutorialsRegularly attend lectures & tutorials increased learning opportunities also a increased learning opportunities also a strong predictorstrong predictor

Develop a social network at uniDevelop a social network at uni knowing one person’s name is a protective knowing one person’s name is a protective factor against dropping out factor against dropping out

Have a clear goal or purpose for attending uni (sense of vocational direction & Have a clear goal or purpose for attending uni (sense of vocational direction & purpose especially)purpose especially) a strong predictor of success & retention a strong predictor of success & retention

Engage with the online environmentEngage with the online environment moderates success at university moderates success at university

Balance commitments Balance commitments (working on average not more than 15 hours a week in paid (working on average not more than 15 hours a week in paid employment) employment) making appropriate time for study predicts success making appropriate time for study predicts success

Have some sense of academic self-confidenceHave some sense of academic self-confidence predicts success (self-efficacy & predicts success (self-efficacy & an expectation of success is foundational to success in life)an expectation of success is foundational to success in life)


STUDENT PROCESS : What do we know from STUDENT PROCESS : What do we know from research about risk factors in first year?research about risk factors in first year?

Students are more likely to drop-out or fail if they:Students are more likely to drop-out or fail if they:

Don’t develop a Don’t develop a social networksocial network at university at university

Don’t have a Don’t have a sense of purposesense of purpose (esp (esp vocational purpose)vocational purpose) in their in their degreedegree

Don’t Don’t regularly attendregularly attend lectures & tutorials lectures & tutorials (with the exception of a small group of young, very intellectually (with the exception of a small group of young, very intellectually

bright males)bright males)

Don’t have access to or Don’t have access to or engage with the online environmentengage with the online environment

Do work Do work more than 25 hours per weekmore than 25 hours per week while studying full time while studying full time


STUDENT PROCESS : What do we know from STUDENT PROCESS : What do we know from research about risk factors in first year?research about risk factors in first year?

Students are more likely to not engage and drop-out if they:Students are more likely to not engage and drop-out if they:Are the Are the ‘first in their family‘first in their family’ to attend university (low academic/ ’ to attend university (low academic/ social capital)social capital)Are a member of a Are a member of a minority or disadvantaged groupminority or disadvantaged group (e.g., (e.g., Indigenous, rural, disability, refugee, international, ESL, primary Indigenous, rural, disability, refugee, international, ESL, primary caregiver in family, single parent)caregiver in family, single parent)

Given that these factors are out of the control of our commencing Given that these factors are out of the control of our commencing students, it is important students, it is important not to express these as risk factorsnot to express these as risk factors, but , but rather to discuss the need to “build academic capital” by accessing rather to discuss the need to “build academic capital” by accessing available systems resources early & to provide that info on O-Day.available systems resources early & to provide that info on O-Day.

With FIF, I ask them to self-identify (70%), followed by a frank With FIF, I ask them to self-identify (70%), followed by a frank discussion re “building academic capital” & accessing School & discussion re “building academic capital” & accessing School & university level support, but I do not ask the other groups to self-university level support, but I do not ask the other groups to self-identify in Orientation. identify in Orientation.


PRACTICE REFLECTIONPRACTICE REFLECTION

Take time to consider: Take time to consider:

What is the balance in your current What is the balance in your current Orientation process between :Orientation process between :

Giving informationGiving information Running activitiesRunning activities Enabling student’s sense of belonging & self-Enabling student’s sense of belonging & self-

managementmanagement Adopting a student lifecycle approachAdopting a student lifecycle approach How might these frameworks inform your How might these frameworks inform your

future approach to Orientation?future approach to Orientation?


Facilitating Commencing Student Success across the Lifecycle: Strategic Student Orientation

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