Sparking Student Success - Undergraduate Orientation

The Strategy, Goals, & Outcomes of UConn’s Storrs Orientation Program The Strategy, Goals, & Outcomes of UConn’s Storrs Orientation Program

Office of Orientation Services233 Glenbrook Road, Unit 4239

Storrs, CT [email protected]

SparkingSparking Student SuccessStudent Success

2 Sparking Student Success

• Shown above, new students meet their orientation leaders Timothy Tamallanca (Left) and Ethan Gas-teyer (Right) at the start of Day 1 of their 2-Day First-Year Student Orientation session.

The Strategy, Goals, & Outcomes of UConn’s Orientation Program 3

Sparking Student Success, 8th Edition The Stragey, Goals, & Outcomes of UConn’s Storrs Orientation Program.

Mission Statement p. 3 Foundations p. 4 Core Values p. 5 Goals p. 6 Undergraduate Student Profile p. 11 Learning Outcomes p. 12 Appendix A: Leadership Training Program p. 20 Appendix B: Ethical Standards For Student Staff p. 21 Appendix C: Where Goals are Addressed During Orientation p. 22 References p. 27

This publication was authored by UConn’s Director of Orientation Services, Maria Sedotti, Orientation Assistant Coordinator Elizabeth Hopkinson, and Orientation Graduate Assistant Michael Metzger. The preferred citation method is:

Hopkinson, E. D., Metzger, M. C., & Sedotti, M. A. (2016). Sparking Student Success 8th Edition. Storrs, CT: University of Connecticut, Office of Orientation Services.

Sparking Student Success 8th Edition was edited by: Andrew Nduati, Program Assistant Storrs Orientation Office. Updated on 2/26/2020

On previous page the 2016 Orientation Leaders performing the Husky Chant.

Maria Sedotti, Director of Orientation Services, with the Residence Hall Coordinator, Assistant Residence Hall Coordinator and Program Continuity Coordinator.


The Orientation Program at the University of Connecticut is an essential experience for students in transition.

It is at orientation when we welcome new students to our campus community and demonstrate through words and actions that UConn is the right choice for them. It is also a time when we provide support and guidance to students and parents as they make the transition to UConn. More importantly, it is when we as a community of staff, faculty, and student leaders, ignite the spark within each student that will hopefully lead to their success and eventual graduation from the University of Connecticut.

Contained within these pages are the mission, goals, and outcomes for our program, which annually accommodates over 6,000 students and parents each year. This is the pre-enrollment transition strategy, based on national standards, that our department has developed over the past 40 years. We thank you for taking the time to learn more about how the UConn Orientation Program is Sparking Student Success.

Maria A. SedottiDirector of Orientation ServicesDivision of Enrollment Planning and ManagementUniversity of Connecticut, Storrs Campus

INTRODUCTION


“Orientation is the college’s best opportunity to introduce a strong learning environment, build the foundations for academic success, welcome students and families to the campus community, promote student interactions with faculty and staff, and convey the values and traditions of the new institution.”

(Mullendore & Banahan, 2005, p.391)

Orientation Leaders enagaging in reflection at the annual Camp Woodstock Retreat

2019 Orientation leaders Tim (left) and Ethan (right) waiting at check in for their groups of new students.


MISSION STATEMENTThe orientation program is a collaborative effort to facilitate the simultaneous integration and transition of new students and their parents/guardians into the academic, cultural, and social climate of the University of Connecticut. This program’s intent is to introduce students and their parents/guardians to key services, resources and opportunities, as well as prepare students for their scholarly pursuits. Orientation aims to provide a structured program where sessions help students and their parents/guardians understand the collegiate experience, University expectations, and empower students to take personal responsibility for their social and academic choices.

Orientation must be (a) intentional, (b) guided by theories and knowledge of learning and development, (c) reflective of developmental and demographic profiles of the student population, (d) responsive to the needs of individuals, special populations and communities, and (e) designed to provide universal access (Council for the Advancement of Standards in Higher Education, 2014).

Through the quality and integrity of the leadership training program (See Appendix A and B), Orientation Leaders will have the skills necessary to effectively facilitate groups to ensure that every participant will have the information and support needed to succeed at the University of Connecticut, which includes but is not limited to the following:

• To help students become aware of the academic requirements, available courses, and nature of the advising process within their college or school and assist them in registering for classes.

• To provide students with the opportunity to meet informally with faculty and staff.

• To introduce students to the variety of support services available to them on campus.• To introduce new resident students to their rights and responsibilities as a member of the UConn

residential community. • To introduce commuter students to the services and programs available to them at the Storrs

Campus to help them become integrated into the UConn community. • To introduce new students to the variety of activities and programs the University has to engage

students in a vibrant co-curriculum.• To increase new students’ awareness of public safety on UConn’s campus. • To introduce University policies to new students such as the Code of Conduct, The UConn Creed

and the Alcohol Policy to increase new students’ awareness of their personal responsibility around their education.

• To introduce new students to Title IX information and support sevrices.• To introduce new students to Bystander Intervention. • To assist students in becoming familiar with the physical layout of campus. • To provide programs for parents/guardians that introduce them to the support services available

to their students. • To design programs that help parents/guardians explore the changes that may occur in their

relationships with their student as they transition to college. • To provide an enthusiastic and competent staff of student leaders. • To inform new students and parents about the diversity that exists on campus and the

University’s vision and expectations of an inclusive community that embraces diversity. • To introduce and communicate the importance of technology such as the Student Administration

System, NetID, HuskyCT, and the University’s student email system. • To finalize the recruitment of prospective students.

(Sedotti, 2016).

2019 Orientation Leader Emily Borst leads her group of new students on a campus tour stopped along North Eagleville Road outside between the Biology-Physics Building and the Torrey Life Sciences Building.


“Orientation must also

contribute to institution

enrollment management,

including retention.”

(Council For Advancement of Standards

in Higher Education, 2016)

FOUNDATIONS Studies show that higher education institutions which provide a strong support system to new students during their early contact with a post secondary institution greatly enhances their chances of success. Over the years, results have illustrated that effective orientation programs have had a significant influence on students’ ability to socially and academically integrate into the institution (Overland and Rentz, 2004). “The single most important move an institution can make to increase student persistence toward graduation is to ensure that students receive the guidance they need at the beginning of the journey” (Forrest, 1982, p. 385). In addition, the type of support offered to new college students must reflect the student’s background and needs. As a result, separate orientation programs have been designed for specific populations (e.g. first-year student, transfer, international, campus change students and parents/guardians).


CORE VALUESThe University of Connecticut is dedicated to excellence demonstrated through national and international recognition. Through freedom of academic inquiry and expression, we create and disseminate knowledge by means of scholarly and creative achievements, graduate and professional education, and outreach. With our focus on teaching and learning, we help every student grow intellectually and become a contributing member of the state, national, and world communities. Through research, teaching, service, and outreach, we embrace diversity and cultivate leadership, integrity, and engaged citizenship in our students, faculty, staff, and alumni. As our state’s flagship public University, and as a land and sea grant institution, we promote the health and well-being of citizens by enhancing the social, economic, cultural, and natural environments of the state and beyond. (Office of the Provost, UConn, 2015). At the heart of our program, we value: innovation, leadership, global engagement and diversity.

INNOVATIONThe University of Connecticut is dedicated to discovery and communication of breakthrough and foundational ideas; to translation and collaboration across disciplines and communities; and to positive transformation through research, scholarship, and creative works.

DIVERSITYIn our culturally and intellectually diverse community, we appreciate differences in one another as well as similarities, and aspire to be an increasingly inclusive educational institution that attracts, retains, and values talented people from all backgrounds. We believe in diversity in intellectual approach and outlook. We embrace diversity not as a keyword for token inclusion of the underrepresented, but as a commitment to fostering a welcoming environment in which all individuals can achieve their fullest potential and in which open and respectful communication is facilitated (Office of the Provost, UConn, 2015).

GLOBAL ENGAGEMENTThrough outreach, research, and partnerships, we promote sustainable development and a happy, healthy, and inclusive society. This engagement is local and global, based on intercultural understanding and recognition of the transnational nature of the challenges and opportunities we face.

LEADERSHIPUConn’s students will become well-educated leaders and global citizens who excel in addressing the challenges of the 21st century; in them, we will cultivate critical thinking, creativity, and joy in lifelong learning. We will serve the state, the nation, and the world through our research, teaching, and outreach. Additionally, our efforts aim to help students learn the overarching goals of self-direction and interdependence (Overland & Rentz, 2004).

SERVICEWe value serving the needs of new students in the highly consumer orientated environment of the college search process (Overland & Rentz, 2004).


A Variety of Orientation Programs

The University of Connecticut at Storrs offers the following types of Orientation Programs:

1. ATwo-Dayovernightprogramfortraditionalfirst-yearstudents

2. A One-Day program for transfer students

3. ATwo-DayprogramforParents*of traditionalfirst-yearstudents

4. A One-Day program for transfer parents*

5. A One-Day program for campus change students

6. A One-Day program for students living at Storrs but attend a regional campus

7. A One-Day program for Storrs Spring Admission students who attemd a regional campus in the fall and transfer to the Storrs Campus in the spring.

8. A Four-Day program for international students

* Parent/Guardian programs are completely separate from student orientation programs.

2019 New Student Orientation Leaders Conner Gilson and Lena Lac display their orientation check-in signs.


* To see where goals are integrated into the orientation programs see Appendix C.

GOALS*1. To provide participants with information and opportunities to

explore academic pursuits and strategies.

To achieve this goal, the following learning objectives will be addressed. Orientation programs will:

• Work with new students and their parents/guardians in understanding the purposes of higher education and the institution.

• Articulate the institution’s expectation of students: The Student Code (e.g., scholarship, integrity, conduct, ethical use of technology) and provide information that clearly identifies relevant administrative policies, procedures and programs that enable students to make well-reasoned and well-informed choices.

• Use qualified faculty members, staff or peer advisors to explain class scheduling, advising, registration process, and academic life.

• Assist students in assessing their interests and abilities, examining their educational goals, making decisions and developing short-term and long-term goals to meet their objectives.

• Discuss and clarify educational, career and life goals.

• Provide accurate and timely information and interpret general education and major requirements.

• Make students aware of and refer to education, institutional, and community resources and services (e.g. internship, study abroad, honors, service-learning, research opportunities).

2. To provide participants with structured time to gain perspective, a sense of purpose and recognize the balance between the demands and opportunities of college life (Strang, 1951).


• Work with new students and their parents/guardians to understand the transition from their previous environment to UConn.

• Provide information in formal/informal sessions to discuss issues and interact with peers.


“Orientation programs are effective retention strategies and therefore a pivotal institutional program in the enrollment management process.”

(Hadlock, 2000; Penn, 1999)

• Provide students and families with the opportunity to reflect on the transition experience.

• Inform new students, as well as their parents/guardians about the availability of services and programs.

3. To provide participants with a sense of connectedness within the UConn community. To achieve this goal, the following learning objectives will be addressed. Orientation programs will:

• Provide time for students and parents/guardians to become familiar with the campus and local environment.

• Make students aware of and refer to educational, institutional and community resources (e.g. internships, service-learning, research opportunities).

• Provide intentional opportunities for new students and their families to interact with fellow new students and their families along with continuing students, faculty and staff members.

4. To provide participants with information about diversity on campus including advantages, challenges and the University’s community expectations. To achieve this goal, the following learning objectives will be addressed. Orientation programs will:

• Provide new students with program information and facilitate discussions of topics, which include services, resources and opportunities for self-assessment.

• Introduce the concept of individual responsibility and community values.

• Communicate the University’s expectations of its students through The UConn Creed and The Student Code. Help new students understand their responsibility in the community, so they can make well-informed personal decisions.

• Provide intentional opportunities for new students to interact with new and continuing students, faculty and staff.

5. As the UConn campus continues to become increasingly diverse, our program will identify specificpopulationsanddesignprogrammingto meet their unique needs (Gutierrez, 2010).



“It was really easy for me to appreciate how good your orientation was after attending another institution’s program. The biggest difference was I really felt like I was a part of the community, instead of just being another number.”

(Out-of-State First-Year Student on his UConn Orientation experience, 2010)


• Assist international undergraduate students with understanding the critical dependent relationship between US immigration procedures and maintaining their full-time student status.

• Assist undergraduates participating in Student Support Services (SSS) – low income and/or first generation college student – with understanding the goals and commitments of their program, which will introduce them to the rigors of university life and develop the discipline and skills required to succeed academically (Center for Academic Programs, 2010).

• Assist honors students with understanding their challenging academic program, personalized collegiate environment, community and housing, as well as engagement and leadership beyond the classroom (Honors Program, 2010).

• Assist student-athletes with organizing their academic requirements and athletic commitments/guidelines during academic advising by coordinating with counselors from the Counseling Program for Intercollegiate Athletes (CPIA) to assist them with class registration. (Counseling Program for Intercollegiate Athletes, 2010).

• Assist students participating in Learning Communities with understanding their new environment and the responsibilities that will become a part of their college experience.

• Assist returning veterans with their transition to the university and the support services at UConn to help them.

6. To acclimate participants to facilities, services, resources and members of the UConn community.


• Provide time for students and their parents/guardians to become acquainted with the campus/local environment and meet/ask questions with members of the community.

• Inform new student and parents/guardians about services, resources, and programs.

On the Left New Student Orientation Leader Samantha Grub ‘19 meeting her first-year student group after dismissing from the Student Union Theatre.


“I think that the Orientation

Program for Freshmen Students

was very well thought out and

planned. I feel very prepared to start school at UConn and

this orientation has made me

very excited for UConn!”

(First-Year Student on her UConn Orientation experience, 2016)

7. To provide participants with the ability to function safely in the UConn environment.


• Inform new students and parents/guardians about wellness and public safety programs, resources and services.

• Provide time for students and parents/guardians to become familiar with the campus and local environment.

8. To provide participants with information regarding UConn history, traditions and culture.


• Highlight UConn history; presidents, mascot etc.

• Introduce UConn traditions: HuskyWOW, Homecoming, Family Weekend, Winter Weekend, Husky Fight Song, UConn Chant, Midnight Breakfast, Rubbing the Husky Dog’s Nose, etc.

• Discuss UConn culture, by covering “in house” terms (UConn-isms) that may not be understood by everyone.

9. To gather information that provides the University with a better understanding of its student population (Smith & Brackin, 1993).


• Provide evaluations and surveys for orientation programs to allow participants to provide feedback, which in turn will help the University to better understand the needs of the students and families it is serving.

10. To complete the recruitment process by acting as the bridge, the linchpin, between the last stages of recruitmentandthefirststagesof retention(Shupp, 2006). [Adapted from California Polytechnic State University, 2010]


Orientation Leaders Jenesis Miranda, Rosemary “Grace” Ozyck and Jacqueline Townsend pose in front of the spirit rock before the orientation program begins.


LEARNING OUTCOMESFirst-Year StudentsBy participating in our orientation program, first-year students will:

Gain insight, familiarity and appreciate• That they are important members of the University community• Campus resources and services available to them• Campus organizations and how to become involved• Skills and competencies necessary to be successful academically

including listening skills in a large lecture hall• The residence hall experience

Begin to understand• The purpose of higher education and being able to identify how it

relates to their education goals• The university mission and values and recognize how it correlates with

their education• The terminology and language used at UConn• Their academic requirements and expectations• How to use the Student Administration System, HuskyCT, and the

University’s student e-mail system• Community expectations, requirements and responsibilities.• Some of the issues they may face as developing adults in a

college environment• The rights and responsibilities associated with being a part of UConn’s

campus community• The various resources that can assist in overcoming a social issue that

may be prevalent in a college student’s life

Successfully complete• The class registration process and have a full course load (12-15 credits)• The necessary steps to obtain their Husky One Cards (UConn ID)• Any administrative paperwork pertaining to their matriculation at

UConn, as well as have the opportunity to ask any questions regarding their paperwork to the appropriate offices

Develop a connection to the UConn community through interactions with fellow incoming students, Orientation Leaders, faculty and staff

Identify Orientation Leaders as a support system within the University

Be exposed to some of the transition issues they may encounter (roommates, diversity, choices, time management, relationships, etc.) and develop some strategies to manage these transitions


“Learning is a complex, holistic, multi-centric activity that occurs throughout and across the college experience.”

(Keeling, 2004)

Begin to feel comfortable on campus and know where certain resources and services are located

Have fun, feel comfortable and be excited about their decision to attend UConn

TransfersBy participating in our orientation program, transfer students will:

Gain insight, familiarity and appreciate• That they are important members of the University community• Campus resources and services available to them• Campus organizations and how to become involved• The rights and responsibilities associated with being a part of UConn’s

campus community

Begin to understand• The university mission and values and recognize how it correlates with

their education• The terminology and language used at UConn• Their academic requirements and expectations• How to use the Student Administration System, HuskyCT, and the

University’s student email system• Community expectations, requirements and responsibilities of

UConn students• The need and importance for UConn to have all college transcripts from

past institutions• The nature and importance of their UConn credit evaluation

Successfully complete• The class registration process and have a full course load• The necessary steps to obtain their Husky One Card (UConn ID)• Any administrative paperwork pertaining to their matriculation at

UConn, as well as have the opportunity to ask any questions regarding their paperwork to the appropriate offices

Develop a connection to the UConn community through interactions with fellow incoming students, Orientation Leaders, faculty and staff

Begin to feel comfortable on campus and know where certain resources and services are located Have fun, feel comfortable and be excited about their decision to attend UConn

On the right Orientation Leaders taking a break for some fun in the sun.




LEARNING OUTCOMES (Continued)Parents/Guardians and GuestsBy participating in our orientation program, parents/guardians and guests will:

Gain insight, familiarity and appreciate• That they are important members of the University community• Campus resources and services available to them and their student• Various campus offices and departments

Begin to understand• The university mission and values and recognize how it correlates with their

student’s education• The terminology and language used at UConn to better communicate with

their child about the student’s experience• Some of the transitional issues their student may encounter (roommates,

diversity, choices, time management, relationships, etc.) and develop some strategies to help their student through these transitions

• Academic requirements and expectations• The changing dynamic of the parental role related to student privacy• Community expectations, requirements and responsibilities of UConn

students• Strategies to help their student succeed academically and socially by

exploring their shifting role as a parent/guardian• Alternate ways to cover the financial commitment of an education.

Develop a connection to the UConn community through• Interacting with fellow parents, Orientation Leaders, faculty and staff• Beginning to explore the transitions the parenting relationship will

experience by having a student in college

Begin to develop new ways of communicating with their student

Feelcomfortableaswellasconfidentintheirstudent’sdecisiontoattendUConn

“Parent and family orientation

programs are key, high-profile

activities that are critical in meeting

the needs of an important and

influential campus constituency.”

(Hower, 2014)


On pg. 16 is the Wilbur Cross Building just prior to the start of fall semester classes.

LEARNING OUTCOMES (Continued) UConn By developing and participating in our orientation program, the institution will: Understand the developmental and demographic needs and concerns of new students

Buildconnectionsandrelationshipswithvariousofficesanddepartmentsacross campus

Reflectonourabilitytocommunicateeffectivelywith students and parents

Evaluate the effectiveness of our program through a formal evaluation process

Continue to create an intentional connection between Orientation and the beginning of each semester

Develop and increase awareness of the importance of Orientation to the campus community

[Adapted from SUNY Cortland: Orientation, 2011]


The actions of student employees ... in the field of orientation, transition, and new student programs have a significant impact upon their own retention and potential success, as well as that of students whom they serve.”

(Association for Orientation, Transition, and Retention in Higher Education (NODA), 2010)

“ CAS STANDARDS FOR ORIENTATION PROGRAMSThe Orientation programs at the University of Connecticut were developed in accordance with CAS standards and guidelines.

The Council for the Advancement of Standards in Higher Education (CAS) has been the pre-eminent source for promoting standards in student affairs, student services, and student development programs since 1979. These standards respond to real-time student needs, the requirements of sound pedagogy and the effective management of 44 functional areas including Orientation programs consistent with institutional missions (OPM, 2015). Today most orientation programs provide clear introductions to the intellectual, cultural, and social facets of the institution. Orientation is viewed as an important process in student recruitment, acculturation, and retention (Jacobs, 2003).

UConn Office of Orientation Services is a member of the Association for Orientation, Transition and Retention in Higher Education (also known as NODA - National Orientation Directors Association). NODA is the only professional, international, association that focuses exclusively on Orientation, Transition and Retention (OTR) programming. The University’s orientation professionals attend the NODA annual conferences to ensure that the University’s Orientation programs keep up-to-date with developments in the OTR field. In addition, UConn’s Orientation professionals often present educational sessions at these conferences.



APPENDIX A: Leadership Training Program* EDLR 3262 – The First-Year StudentThis 3-credit upper division education course consists of student development theory, group leadership training, diversity training, university information and services training, Orientation Program procedures and details, and evening program planning. EDLR 3262 occurs during the spring semester of each year.

Two All-Day Workshops on CampusThese two sessions cover diversity training and vignette development for the orientation program.

Off-Campus RetreatA two-day leadership and group development experience where Orientation Leaders and staff interact, develop connections, challenge themselves, as well as learn more about the orientation process for new students and parents.

Final TrainingEight intensive days of final preparation, Orientation Leaders meet with staff, faculty, offices and departments, as well as prepare campus, the residence hall, and vignettes for orientation.

*Orientation Leaders are required to attend all class sessions in order to serve on staff.

Image Right: 2018 Orientation Leaders workshop vignettes in one of their on campus workshops.

On the left is the 2019 New Student Orientation Leader Staff.

Orientation Leaders Anika Vincent (left) and Samantha Huebner ‘19 at advising on Day 2 of the First-Year student program.


APPENDIX B:Ethical Standards For Student StaffStudent Orientation Staff are accountable to: students (those serving in staff positions and those in transition), the parents of students in transition, and University professionals (faculty/staff members).

Student Orientation Staff with Administrative Responsibility shall:• Use fair and appropriate processes in the recruitment and selection of student

staff• Strive to recruit a diverse student staff reflective of the institution• Acknowledge their unique dual relationship, as both students and as

paraprofessional staff members of the University, and seek support and guidance when those roles conflict

All Student Orientation Staff shall:• Model and actively encourage ethical behavior• Respect confidentiality in relationships with students• Recognize and maintain appropriate boundaries in relationships.• Ensure that students receive accurate and adequate information necessary for

decision-making• Ensure that parents receive accurate and adequate information necessary to

support students in decision-making,• Recognize the diversity of experiences of students in transition, and work to

meet the various needs of new students• Recognize their own limits/boundaries in helping relationships with students,

and make referrals when necessary• Represent the institution in an honest and positive manner• Foster respectful and supportive relationships with staff and faculty• Strive to understand training, information, and support sufficiently to assist

faculty/staff members in meeting expectations

[Adapted from National Orientation Directors Association Statements of Ethical Practice]

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1.7

Mak

e st

uden

ts aw

are

of a

nd re

fer t

o ed

ucat

iona

l, in

stitu

tiona

l, an

d co

mm

unity

reso

urce

s and

se

rvice

s (e.g

. int

erns

hip,

stud

y ab

road

, hon

ors,

serv

ice-le

arni

ng, r

esea

rch

oppo

rtuni

ties)

.Pr

otec

t Our

Pac

k*/♦

/■, p

re-a

dvisi

ng*,

advi

sing*

/♦/■

, Vig

nette

s*, G

roup

O-L

eade

r D

iscus

sions

*/♦

/■, W

alkin

g To

urs*

/♦/■

/●, H

onor

s Mee

ting*

, Stu

dent

Ath

letes

: Par

ent Q

&A

*,

Beco

min

g a

Hea

lthy

Hus

ky*

2. To

pro

vide

par

ticip

ants

with

str

uctu

red

time

to g

ain

pers

pect

ive,

a s

ense

of p

urpo

se a

nd re

cogn

ize

the

bala

nce

betw

een

the

dem

ands

and

opp

ortu

nitie

s of

col

lege

life

(Str

ang,

195

1).

2.1

Wor

k w

ith n

ew st

uden

ts a

nd th

eir p

aren

ts/g

uard

ians t

o un

ders

tand

the

trans

ition

from

their

pr

evio

us e

nviro

nmen

t to

UCo

nn.

The

Firs

t Yea

r at U

Conn

: Beg

inni

ng th

e Jo

urne

y*, A

cade

mic

Conn

ectio

n*, V

igne

ttes*

, Gro

up

O-L

eade

r Disc

ussio

ns*/

♦/■

/●, W

elcom

e*/♦

/■/●

, Par

ents,

Stu

dent

s & U

Conn

Wor

king

To

geth

er*/

♦, T

hriv

ing

in Y

our T

rans

ition

to U

Conn

♦, P

rote

ct O

ur P

ack*

/♦/■

, Mon

ey

Mat

ters

*/♦

/■, L

ife in

the

Am

erica

n Cl

assr

oom

■, B

ecom

ing

a H

ealth

y H

usky

*2.

2 Pr

ovid

e in

form

atio

n in

form

al/in

form

al se

ssio

ns to

disc

uss i

ssue

s and

inte

ract

with

pee

rs.

The

Firs

t Yea

r at U

Conn

: Beg

inni

ng th

e Jo

urne

y*, A

cade

mic

Conn

ectio

n*, V

igne

ttes*

, Vig

nette

D

iscus

sions

*, G

roup

O-L

eade

r Disc

ussio

ns*/

♦/■

, Str

uctu

red

Free

Tim

e*/■

, Pro

tect

Our

Pa

ck*/

♦/■

, Bec

omin

g a

Hea

lthy

Hus

ky*,

Pare

nts,

Stud

ents

& U

Conn

Wor

king

Tog

ethe

r*/♦

, Q

&A

Ses

sion

with

the

Stud

ent P

aren

t Sta

ff*/♦

, Life

in th

e A

mer

ican

Clas

sroo

m ■

, F1

Visa

Ba

sics■

, Firs

t Yea

r Pro

gram

s■2.

3 Pr

ovid

e st

uden

ts a

nd p

aren

ts/g

uard

ians w

ith th

e op

portu

nity

to re

flect

on

the

trans

ition

ex

perie

nce.

Vig

nette

Disc

ussio

ns*,

Gro

up O

-Lea

der D

iscus

sions

*/♦

/■, “

The

Scoo

p” Q

&A

Ses

sion

with

the

Stud

ent P

aren

t Sta

ff*/♦

, Life

in th

e A

mer

ican

Clas

sroo

m ■

, F1

Visa

Bas

ics■

2.4

Info

rm n

ew st

uden

ts, a

s well

as t

heir

pare

nts/

guar

dian

s abo

ut th

e av

ailab

ility

of

serv

ices a

nd

prog

ram

s.Fi

rst Y

ear a

t UCo

nn*,

Aca

dem

ic Co

nnec

tion*

, Vig

nette

s*, G

roup

O-L

eade

r Disc

ussio

ns*/

♦/■

, In

foE

xpo*

, Walk

ing

Tour

s*/♦

/■/●

, Stu

dent

Hea

lth S

ervi

ces &

You

■, C

ompu

ter T

echn

olog

y Se

ssio

n■, I

t’s M

ore

Than

You

r ID

& H

usky

One

Car

d-Th

e K

ey to

Cam

pus*

/♦/■

, “Th

e Sc

oop”

Q

&A

Ses

sion

with

the

Stud

ent P

aren

t Sta

ff*/♦

, Par

ents,

Stu

dent

s & U

Conn

Wor

king

Tog

ethe

r*/♦

, Pr

otec

t Our

Pac

k*/♦

/■, B

ecom

ing

a H

ealth

y H

usky

*, St

uden

t Hea

lth S

ervi

ces-

At t

he H

eart

of

Stu

dent

’s H

ealth

*/♦

, Reg

istra

r Bas

ics: I

ntro

duct

ion

to F

ERP

A &

Aca

dem

ic Li

fe*/

♦, M

oney

M

atte

rs*/

♦, T

he F

irst Y

ear a

t UCo

nn: B

egin

ning

the

Jour

ney*

, Thr

ivin

g in

You

r Tra

nsiti

on to

U

Conn

♦, C

ampu

s Saf

ety*

/♦/■

, Din

ing

on C

ampu

s*/♦

/●, O

ff C

ampu

s Liv

ing

at U

Conn

*/♦

/●,

Stud

ent T

echn

olog

y*/♦

, Cam

pus W

alkin

g To

ur♦

/●, T

rans

fer R

esou

rce

Fair♦

, Firs

t Yea

r Pr

ogra

ms■

, F1

Visa

Bas

ics■

3. To

pro

vide

par

ticip

ants

with

a s

ense

of c

onne

cted

ness

with

in th

e U

Conn

com

mun

ity.

3.1 P

rovid

e tim

e for

stud

ents

and

pare

nts/

guar

dian

s to

beco

me f

amilia

r with

the c

ampu

s and

loca

l en

viron

men

t.M

ini W

alkin

g To

urs o

f Ca

mpu

s: H

ot S

pots

Tou

r & W

alk-a

-Hol

ics T

our*

, Walk

ing

Tour

of

Cam

pus♦

, Stu

dent

Orie

ntat

ion

Cam

pus T

ours

*/♦

/■/●

3.2

Mak

e st

uden

ts aw

are

of a

nd re

fer t

o ed

ucat

iona

l, in

stitu

tiona

l and

com

mun

ity re

sour

ces (

e.g.

inte

rnsh

ips,

serv

ice-le

arni

ng, r

esea

rch

oppo

rtuni

ties)

.G

roup

O-L

eade

r Disc

ussio

ns*/

♦/■

, Vig

nette

s*, V

igne

tte D

iscus

sions

*,

Pre-

advi

sing*

, Adv

ising

*/♦

/■, W

alkin

g To

urs*

/♦/■

, Tra

nsfe

r Res

ourc

e Fa

ir♦3.

3 Pr

ovid

e in

tent

iona

l opp

ortu

nitie

s for

new

stud

ents

and

their

fam

ilies

to in

tera

ct w

ith fe

llow

new

st

uden

ts a

nd th

eir fa

mili

es a

long

with

con

tinui

ng st

uden

ts, fa

culty

and

staf

f m

embe

rs.

Gro

up O

-Lea

der D

iscus

sions

*/♦

/■, A

cade

mic

Conn

ectio

n*, S

truc

ture

d Fr

ee T

ime*

/■,

Vig

nette

s*, V

igne

tte D

iscus

sions

*, F-

1 V

isa B

asics

■, It

’s M

ore

Than

You

r ID

& H

usky

One

Ca

rd-T

he K

ey to

Cam

pus*

/♦/■

, Q&

A S

essio

n w

ith th

e St

uden

t Par

ent S

taff*

/♦, P

aren

ts,

Stud

ents

& U

Conn

Wor

king

Tog

ethe

r*/♦

, Pro

tect

Our

Pac

k*/♦

/■, B

ecom

ing

a H

ealth

y H

usky

*, St

uden

t Hea

lth S

ervi

ces-

At t

he H

eart

of S

tude

nt’s

Hea

lth*/

♦, R

egist

rar B

asics

: In

trodu

ctio

n to

FE

RPA

*/♦

, Mon

ey M

atte

rs*/

♦, T

he F

irst Y

ear a

t UCo

nn: B

egin

ning

th

e Jo

urne

y*, T

hriv

ing

in Y

our T

rans

ition

to U

Conn

♦, C

ampu

s Saf

ety*

/♦/■

, Din

ing

on

Cam

pus*

/♦/●

, Off

Cam

pus L

ivin

g at

UCo

nn*/

♦/●

, Stu

dent

Tec

hnol

ogy*

/♦, T

rans

fer

Reso

urce

Fair

♦, F

irst Y

ear P

rogr

ams■

, Stu

dent

Hea

lth S

ervi

ces &

You

■, In

foE

xpo*

, Edu

catio

n A

broa

d O

ppor

tuni

ties*

/●, L

ivin

g on

Cam

pus*

4. To

pro

vide

par

ticip

ants

with

info

rmat

ion

abou

t div

ersi

ty o

n ca

mpu

s in

clud

ing

adva

ntag

es, c

halle

nges

and

the

Uni

vers

ity’s

com

mun

ity e

xpec

tatio

ns.

4.1

Prov

ide

new

stud

ents

with

pro

gram

info

rmat

ion

and

facil

itate

disc

ussio

ns o

f to

pics

, whi

ch

inclu

de se

rvice

s, re

sour

ces a

nd o

ppor

tuni

ties f

or se

lf-as

sess

men

t.V

igne

ttes*

, Vig

nette

Disc

ussio

ns*,

Gro

up O

-Lea

der D

iscus

sions

*/♦

/■, P

rote

ct O

ur

Pack

*/♦

/■, B

ecom

ing

a H

ealth

y H

usky

*4.

2 In

trodu

ce th

e co

ncep

t of

indi

vidu

al re

spon

sibili

ty a

nd c

omm

unity

valu

es.

Vig

nette

s*, V

igne

tte D

iscus

sions

*, G

roup

O-L

eade

r Disc

ussio

ns*/

♦/■

, Pro

tect

Our

Pa

ck*/

♦/■

, Bec

omin

g a

Hea

lthy

Hus

ky*

4.3

Com

mun

icate

the

Uni

vers

ity’s

expe

ctat

ions

of

its st

uden

ts th

roug

h Th

e U

Conn

Cre

ed a

nd T

he

Stud

ent C

ode.

Help

new

stud

ents

und

erst

and

their

resp

onsib

ility

in th

e co

mm

unity

, so

they

can

m

ake

well

-info

rmed

per

sona

l dec

ision

s.

Vig

nette

s*, V

igne

tte D

iscus

sions

*, G

roup

O-L

eade

r Disc

ussio

ns*/

♦/■

, Pro

tect

Our

Pa

ck*/

♦/■

, Bec

omin

g a

Hea

lthy

Hus

ky*,

4.4

Prov

ide

inte

ntio

nal o

ppor

tuni

ties f

or n

ew st

uden

ts to

inte

ract

with

new

and

con

tinui

ng st

uden

ts,

facu

lty a

nd st

aff.

Vig

nette

s*, V

igne

tte D

iscus

sions

*, G

roup

O-L

eade

r Disc

ussio

ns*/

♦/■

, Str

uctu

red

Free

Ti

me*

/■, P

rote

ct O

ur P

ack*

/♦/■

, Bec

omin

g a

Hea

lthy

Hus

ky*,

Stud

ent H

ealth

Ser

vice

s■,

Hon

ors S

essio

n M

eetin

g*, L

earn

ing

Com

mun

ities

Mee

ting*

, Tra

nsfe

r Res

ourc

e Fa

ir♦, T

rans

fer

Adm

issio

ns D

rop-

In O

ppor

tuni

ty♦

, It’s

Mor

e Th

an Y

our I

D S

essio

n*, M

oney

Mat

ters

*/♦

,

5. A

s th

e U

Conn

cam

pus

cont

inue

s to

bec

ome

incr

easi

ngly

div

erse

, our

pro

gram

will

iden

tify

spec

ific

popu

latio

ns a

nd d

esig

n pr

ogra

mm

ing

to m

eet t

heir

uniq

ue n

eeds

(Gut

ierr

ez, 2

010)

.5.

1 A

ssist

inte

rnat

iona

l und

ergr

adua

te st

uden

ts w

ith u

nder

stan

ding

the

criti

cal d

epen

dent

re

latio

nshi

p be

twee

n U

S im

mig

ratio

n pr

oced

ures

and

main

tain

ing

their

full-

time

stud

ent s

tatu

s, as

w

ell a

s fac

ilita

te th

e ac

cultu

ratio

n pr

oces

s and

tran

sitio

n to

the

Uni

vers

ity.

F-1

Visa

Bas

ics■,

Stu

dent

Hea

lth S

ervi

ces■

, Adv

ising

/Reg

istra

tion■

, Gro

up O

-Lea

der

Disc

ussio

ns■,

Pro

tect

Our

Pac

k*/♦

/■, B

ecom

ing

a H

ealth

y H

usky

*, Cu

lture

& C

opin

g Se

ssio

n■, L

ife in

the

Am

erica

n Cl

assr

oom

■

5.2

Ass

ist u

nder

grad

uate

s par

ticip

atin

g in

Stu

dent

Sup

port

Serv

ices (

SSS)

– lo

w in

com

e an

d/or

fir

st g

ener

atio

n co

llege

stud

ent –

with

und

erst

andi

ng th

e go

als a

nd c

omm

itmen

ts o

f th

eir p

rogr

am,

whi

ch w

ill in

trodu

ce th

em to

the

rigor

s of

univ

ersit

y lif

e an

d de

velo

p th

e di

scip

line

and

skill

s re

quire

d to

succ

eed

acad

emica

lly (C

ente

r for

Aca

dem

ic Pr

ogra

ms,

2010

).

SSS

Pre-

advi

sing

for A

CES*

, BU

SN*

& C

LAS

Stud

ents

*, SS

S A

dvisi

ng/R

egist

ratio

n fo

r ACE

S,

BU,

CLA

S &

NU

*

5.3

Ass

ist h

onor

s stu

dent

s with

und

erst

andi

ng th

eir c

halle

ngin

g ac

adem

ic pr

ogra

m, p

erso

naliz

ed

colle

giat

e en

viro

nmen

t, co

mm

unity

and

hou

sing,

as w

ell a

s eng

agem

ent a

nd le

ader

ship

bey

ond

the

class

room

(Hon

ors P

rogr

am, 2

010)

.

Hon

ors M

eetin

g an

d Cl

ass R

egist

ratio

n*

The

Str

ateg

y, G

oals,

& O

utco

mes

of

UC

onn’

s Orie

ntat

ion

Prog

ram

25

APP

EN

DIX

C: W

here

Goa

ls ar

e Add

ress

ed D

urin

g O

rient

atio

n (C

ontin

ued)

5.4

Ass

ist st

uden

t-ath

letes

with

org

aniz

ing

their

aca

dem

ic re

quire

men

ts a

nd a

thlet

ic co

mm

itmen

ts

durin

g ac

adem

ic ad

visin

g by

coo

rdin

atin

g w

ith c

ouns

elors

from

the

Coun

selin

g Pr

ogra

m fo

r In

terc

olleg

iate

Ath

letes

(CPI

A) t

o as

sist t

hem

with

clas

s reg

istra

tion.

(Cou

nseli

ng P

rogr

am fo

r In

terc

olleg

iate

Ath

letes

, 201

0).

Adv

ising

/Reg

istra

tion

with

SA

SP A

dviso

rs*/

♦/■

5.5

Ass

ist st

uden

ts p

artic

ipat

ing

in L

earn

ing

Com

mun

ities

with

und

erst

andi

ng th

eir n

ew

envi

ronm

ent a

nd th

e re

spon

sibili

ties t

hat w

ill b

ecom

e a

part

of th

eir c

olleg

e ex

perie

nce.

Lear

ning

Com

mun

ities

Mee

ting*

5.6

Ass

ist re

turn

ing

vete

rans

with

their

tran

sitio

ns to

the

Uni

vers

ity a

nd th

e su

ppor

t ser

vice

s at

UCo

nn to

help

them

. In

foE

xpo*

/♦

6. To

acc

limat

e pa

rtic

ipan

ts to

faci

litie

s, se

rvic

es, r

esou

rces

and

mem

bers

of t

he U

Conn

com

mun

ity

6.1

Prov

ide

time

for s

tude

nts a

nd th

eir p

aren

t/gu

ardi

ans t

o be

com

e ac

quain

ted

with

the

cam

pus

and

loca

l env

ironm

ent a

nd m

eet/

ask

ques

tions

with

mem

bers

of

the

UCo

nn c

omm

unity

.Fi

rst Y

ear a

t UCo

nn: B

egin

ning

the

Jour

ney*

, Aca

dem

ic Co

nnec

tion*

, Vig

nette

s*, G

roup

O

-Lea

der D

iscus

sions

*/♦

/■, I

nfoE

xpo*

/♦, F

-1 V

isa B

asics

■, S

tude

nt H

ealth

Ser

vice

s■, S

tude

nt

Hea

lth S

ervi

ces &

You

■, S

tude

nt H

ealth

Ser

vice

s- A

t the

Hea

rt of

Stu

dent

Hea

lth*/

♦, I

t’s M

ore

Than

You

r ID

& H

usky

One

Car

d- T

he K

ey to

Cam

pus*

/♦/■

, “Th

e Sc

oop”

Q&

A S

essio

n w

ith S

tude

nt P

aren

t Sta

ff*/♦

, Pa

rent

s, St

uden

ts &

UCo

nn W

orki

ng T

oget

her*

/♦, P

rote

ct O

ur

Pack

*/♦

/■, B

ecom

ing

a H

ealth

y H

usky

*, Re

gist

rar B

asics

: Int

rodu

ctio

n to

FE

RPA

*/♦

, Mon

ey

Mat

ters

*/♦

, Inf

oExp

o*, T

hriv

ing

in Y

our T

rans

ition

to U

Conn

♦, C

ampu

s Saf

ety*

/♦/■

, Din

ing

on

Cam

pus*

/♦/●

, Off

Cam

pus L

ivin

g at

UCo

nn*/

♦/●

, Stu

dent

Tec

hnol

ogy

at U

Conn

*/♦

, Cam

pus

Walk

ing

Tour

♦/●

, Tra

nsfe

r Res

ourc

e Fa

ir♦, F

irst Y

ear P

rogr

ams■

, Hon

ors M

eetin

g*, S

tude

nt

Cam

pus T

ours

*/♦

/■/●

, Stu

dent

Ath

letes

: Par

ent Q

&A

Ses

sion*

6.

2 In

form

new

stud

ents

and

par

ent/

guar

dian

s abo

ut th

e av

ailab

ility

of

serv

ices,

reso

urce

s and

pr

ogra

ms.

Firs

t Yea

r at U

Conn

*, A

cade

mic

Conn

ectio

n*, V

igne

ttes*

,Gro

up O

-Lea

der D

iscus

sions

*/♦

/■,

Info

Exp

o*/♦

, Tou

rs*/

♦/■

/●, F

-1 V

isa B

asics

■, S

tude

nt H

ealth

Ser

vice

s■, P

aren

ts, S

tude

nts &

U

Conn

Wor

king

Tog

ethe

r*/♦

, Pro

tect

Our

Pac

k*/♦

/■, B

ecom

ing

a H

ealth

y H

usky

*, Ca

mpu

s Sa

fety

*/♦

/■, S

tude

nt T

echn

olog

y at

UCo

nn*/

♦, T

rans

fer R

esou

rce

Fair♦

, Mon

ey M

atte

rs*/

♦,

7. To

pro

vide

par

ticip

ants

with

the

abili

ty to

func

tion

safe

ly in

the

UCo

nn e

nviro

nmen

t.7.

1 In

form

new

stud

ents

and

par

ent/

guar

dian

s abo

ut w

ellne

ss a

nd p

ublic

safe

ty p

rogr

ams,

reso

urce

s and

serv

ices.

Info

Exp

o*/♦

, Gro

up O

-Lea

der D

iscus

sions

*/♦

/■, S

tude

nt H

ealth

Ser

vice

s■, C

ampu

s Sa

fety

*/♦

/■, P

rote

ct O

ur P

ack*

/♦/■

, Bec

omin

g a

Hea

lthy

Hus

ky*,

Pare

nts,

Stud

ents

& U

Conn

W

orki

ng T

oget

her*

/♦, T

rans

fer R

esou

rce

Fair♦

, “Th

e Sc

oop”

Q&

A S

essio

n w

ith S

tude

nt P

aren

t St

aff*

/♦, V

igne

ttes*

, Vig

nette

Disc

ussio

ns*

7.2

Prov

ide

time

for s

tude

nts a

nd p

aren

t/gu

ardi

ans t

o be

com

e fa

mili

ar w

ith th

e ca

mpu

s and

loca

l en

viro

nmen

t.W

alkin

g To

urs*

/♦/■

/ ●, M

ini T

ours

: Aca

dem

ic To

ur, H

ot S

pots

Tou

r, W

alk-a

-Hol

ics T

our*

8. To

pro

vide

par

ticip

ants

with

info

rmat

ion

rega

rdin

g U

Conn

his

tory

, tra

ditio

ns a

nd c

ultu

re.

8.1

Hig

hlig

ht U

Conn

hist

ory;

pres

iden

ts, m

asco

t etc

.G

roup

O-L

eade

r Disc

ussio

ns*/

♦/■

, Tou

rs*/

♦/■

, Vig

nette

s*, V

igne

tte D

iscus

sions

*8.

2 In

trodu

ce U

Conn

trad

ition

s: H

usky

WO

W, H

omec

omin

g, F

amily

Wee

kend

, Win

ter W

eeke

nd,

Hus

ky F

ight

Son

g, M

idni

ght B

reak

fast

, Rub

bing

the

Hus

ky D

og’s

Nos

e, et

c.G

roup

O-L

eade

r Disc

ussio

ns*/

♦/■

, Tou

rs*/

♦/■

, Vig

nette

s*, V

igne

tte D

iscus

sions

*

8.3

Disc

uss U

Conn

cul

ture

, by

cove

ring

“in

hous

e” te

rms (

UCo

nn-is

ms)

that

may

not

be

unde

rsto

od b

y ev

eryo

ne.

Gro

up O

-Lea

der D

iscus

sions

*/♦

/■, T

ours

*/♦

/■, V

igne

ttes*

, Vig

nette

Disc

ussio

ns*,

Onl

ine

Tech

nolo

gy T

utor

ial*/

♦/■

, Par

ent H

andb

ook*

/♦

Belo

w is

the

Wilb

ur C

ross

Bui

ldin

g

9. To

gat

her i

nfor

mat

ion

that

pro

vide

s the

Uni

vers

ity w

ith a

bet

ter u

nder

stan

ding

of i

ts st

uden

t pop

ulat

ion

(Sm

ith &

Bra

ckin

, 199

3).

9.1

Prov

ide

evalu

atio

ns a

nd su

rvey

s for

orie

ntat

ion

prog

ram

s to

allow

par

ticip

ants

to p

rovi

de

feed

back

, whi

ch in

turn

will

help

the

Uni

vers

ity to

bet

ter u

nder

stan

d th

e ne

eds o

f th

e st

uden

ts a

nd

pare

nts/

guar

dian

s it i

s ser

ving

.

Eva

luat

ions

are

pro

vide

d at

eac

h or

ienta

tion

prog

ram

for a

ll pa

rticip

ants

(Firs

t-Yea

r, Tr

ansf

er,

Pare

nt a

nd S

torr

s Cam

pus P

revi

ew st

uden

ts) *

/♦/■

/●

10. T

o co

mpl

ete

the

recr

uitm

ent p

roce

ss b

y ac

ting

as th

e br

idge

, the

lin

chpi

n, b

etw

een

the

last

sta

ges

of re

crui

tmen

t and

the

first

sta

ges

of

rete

ntio

n (S

hupp

, 200

6).

All

sess

ions

*/♦

/■/●

APP

EN

DIX

C: W

here

Goa

ls ar

e Add

ress

ed D

urin

g O

rient

atio

n (C

ontin

ued)

The 2018 New Student Orientation Leader Staff



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