2010-2011 Student Involvement Assessment Report Division of Student Affairs

Department Sub-Unit Student Involvement – Orientation and Transition Person(s) Submitting Report Emily Bauer, Associate Director Date 9/16/2011 Director Signature Richard C. Kelley, Director of Student Involvement Please list department learning outcomes (add addl rows if needed) Learning Outcome #1 Communication Learning Outcome #2 Reasoning Learning Outcome #3 Leadership Learning Outcome #4 Individual Responsibility Learning Outcome #5 Social Responsibility Learning Outcome #6 University Responsibility For Fall 2010, please indicate which learning outcomes were the focus of data collection, type(s) of assessment was/were utilized, and results. L.O. # Was data

collected in Fall 09? (yes/no)

Type(s) of assessment utilized (rubric, survey, test, focus group, employee evaluations,, etc)

Findings (how many students participated in assessment, most significant findings, summary of themes and/or actual data if available)

1 Y Orientation surveys, Staff interviews

Orientation data remained consistent with past findings See further Orientation highlights below. Student staff selection= 130 (up from 86) applications received, 122 group interviews, 72 individual interviews, 35 Orientation Leaders hired. Overall staff selection shows higher scores and a bigger pool. Distinction of confidence in communication skills for hired student leaders.

2 Y Orientation surveys Parents and students responded that they felt comfortable navigating the University in various ways (3.98/5- students and 4.32/5-parents. See further Orientation highlights below.

3 Y Staff interviews,

Same as above (#1)

4 Y Orientation surveys, Staff applications, FWD evals

Parents reported an average score of responsibility awareness of 4.31/5. See further Orientation highlights below. Number of staff applications is best ever. OAT focus on success and readiness for position. Continuation of interest sessions to disseminate detailed information about program and commitments. Fall Welcome Days attendees reported being aware of appropriate resources. (see attached).

5 Y Orientation surveys Students and parents reported an understanding of all elements of an SJSU education of 4.00/5- students and 4.17/5- parents; this includes becoming a responsible citizen. See further Orientation highlights below.

6 Y Orientation surveys, Staff application essays, FWD evals

Students and parents reported an understanding of all elements of University requirements and corresponding responsibility of 3.93/5- students and 4.31/5- parents; this includes becoming a part of the SJSU community. See further Orientation highlights below. Student leader interviews had theme of wanting to give back to the University and build community on campus. Fall Welcome Days attendance rise- over 8,000 student interactions. Departments reported record attendance and engagement. Fall Welcome Days attendees reported feeling welcome on campus. (see attached).

For Fall 2010, please indicate if findings noted above were discussed in your department and/or what actions have been taken in response to the findings. L.O. #

How were findings analyzed? (statistical analysis, generation of common themes, benchmarked with previous data)

How were findings communicated to staff in your department? (staff meeting, retreat, email, etc)

Actions taken as a result of findings (revised training, revised curriculum for workshops, revised materials, development of a new instrument, revised instrument, etc)

1

Statistical analysis and comparative data from past. Interview scores

Staff meeting, O-Team meeting

Keep recruitment strategies for 2010- increased word of mouth and use of past leaders to pass on a legacy of leadership. Leaders that communicated well had higher interview scores and were more likely to get hired. We turned away over 80 leaders.

2 Statistical analysis and comparative data from past.

Staff meeting, O-Team meeting

Updating of printed materials and website to clarify strategies for success in Next Steps/matriculation process. New online and print resources identified including parent website or portal with this information for 2012.

3 Selection process scores, individual reflections

Staff meeting, O-Team meeting

Update of SPARTA Leader position, selection and training. Leadership module updated for UNVS 199.

4 Statistical analysis and comparative data from past. Applications, Interview process

Email, staff meeting

Updated website and Nextsteps text to further clarify importance of reading materials and following through with all responsibilities. Separately, the number of quality applicants increased again this year. It was truly record-breaking!

5 Statistical analysis and comparative data from past.

Staff meeting, O-Team meeting

Continuation of Eco-Service portion of SPARTA Camp.

6 Statistical analysis and comparative data from past. Applications, Interview scores,

Staff meeting, O-Team meeting

Continuation of SPARTA Camp program with AS Rec Connect. Initiative focuses on connecting new students to campus/becoming an active member of the University.

For Spring 2011, please indicate which learning outcomes were the focus of data collection, type(s) of assessment was/were utilized, and results. L.O. # Was data

collected in Spring 10? (yes/no)

Type(s) of assessment utilized (rubric, survey, test, focus group, employee evaluation, etc)

Findings (how many students participated in assessment, most significant findings, summary of themes and/or actual data if available)

1 Y Entire class grades 100% of class received a B or higher in UNVS 199 course.

2 Y Weekly Scenario Practice and Debrief

Students were able to critically apply what was learned in class reading and discussion in weekly scenario practice.

3 Y Specific Leadership follow up in 1:1 meetings

ID of personal goals used to help each leader identify areas of focus. Student growth was observed.

4 Y Leadership specific assignments and reflection

Personal reflection papers showed increased empathy for transition experiences as well as the OL role/responsibility in assisting with this.

5 Y In-Depth discussion on social justice issues

100% of students reviewed the Speak Up material provided by the Southern Poverty Law Center and signed an individual pledge to speak out against everyday bigotry.

6 Y In-Depth exploration of University resources and characteristics of positive University role modeling

Weekly reflections, quizzes and tests showed basic understanding of campus resources and awareness of the importance of being a role model for the University.

For Spring 2011, please indicate if findings noted above were discussed in your department and/or what actions have been taken in response to the findings. L.O. #

How were findings analyzed? (statistical analysis, generation of common themes, benchmarked with previous data)

How were findings communicated to staff in your department? (staff meeting, retreat, email, etc)

Actions taken as a result of findings (revised training, revised curriculum for workshops, revised materials, development of a new instrument, revised instrument, etc)

1 Grades- UNVS 199 and overall GPA

Staff meeting Identification of students that may be struggling coinciding with individual interventions.

2 Grades Staff meeting Identification of assignment quality issues. In-class follow-up when needed. Individual interventions as needed.

3 Grades Staff meeting Individual advising and tracking with Orientation Coordinator.

4 Grades Staff meeting One staff member released prior to the semester due to fall grades.

5 Grades Group discussion, staff meeting

Staff use of Speak Up material.

6 Grades, common themes

Group discussion, staff meeting

Campus Tour training, Admitted Spartan Day and Transfer Orientation were kept in the curriculum for students leaders. This is the second year for this.

For Fall 2011, please indicate which learning outcomes will be the focus of data collection and what type(s) of data collection will be utilized. L.O. # Will data be collected in

Fall 11? (yes/no) Type of assessment utilized (rubric, survey, test, focus group, evaluations, etc)

4- Individual Responsibility

Yes SPARTA Camp analysis on the impact of the program on student success at the University

6- University Responsibility

Yes Follow up the We are Sparta campaign with some measure of engagement on campus.

Based on your assessment experience in 2010-11, what changes (if any) do you plan to make for 2011-12? (instrument, analysis, communication to staff, etc) Keep analyzing set outcomes for Orientation programs based on CAS standards and tie these with departmental outcomes. Keep using evaluation/survey method and campus/O-Team sharing of data. In-depth analysis of SPARTA Camp outcomes. For 2010-11, please indicate any satisfaction assessments that were completed for your department. Date and type of assessment (survey, focus group, etc)

What areas were assessed related to satisfaction? (services, service hours, customer service, etc.

Findings (# of students who responded, response rate, summary of themes, etc)

Summer 2010 Orientation Evals Partial satisfaction information (below) Fall 2010 Fall Welcome Days

Evals Partial satisfaction information (below)

For 2010-11, please indicate any other assessment activities that took place in your department (usage, demographics, event participation, etc). Please see attached for program data summaries for this time period.

Frosh Orientation 2010 Student Survey Highlights Overall Satisfaction:

• 94% responded that overall the student orientation staff was “excellent” or “good” • 83% responded that overall the orientation program was “excellent” or “good” • 68% of the students were pleased with the advising sessions

Satisfaction – Day 1 activities – Group meetings (excellent + good ratings):

• 73% were satisfied with the “Get Connected” group meeting • 72% were satisfied with the “Academic Advising & SJSU Requirements” group meeting • 81% were satisfied with the “University Life 101” group meeting • 78% were satisfied with the “Spartan to Spartan“ group meeting

Special Interest Sessions: All special interest sessions had a greater than 50% satisfaction rate. The top 5 were the following:

• 79% satisfied – “Go Greek! Fraternity and Sorority Life at SJSU” • 76% satisfied – “Expand your Horizons! SJSU Study Abroad Programs” • 73% satisfied – “Spartan Shops: Food, Books, Computers and You!” • 71% satisfied – “The Bursar’s Office Is Here To Help You” • 70% satisfied – “University Library Tour”

The following statements had a 70% or higher “agreement” response rate:

• I have a better sense of the purposes of higher education and the mission of SJSU • I was provided with adequate information about SJSU academic policies, procedures,

requirements, and programs • I better understand my responsibilities as an undergraduate student at SJSU • After attending Day One morning activities, I have a greater sense of connection to the

SJSU campus. • After attending Day One morning activities, I have a greater understanding of the value of

diversity on SJSU’s campus • I received sufficient information about the availability of services and programs • I feel more familiar with the SJSU campus and surrounding community. • During the program, I felt that I had opportunities to interact with faculty, staff, and

continuing students • During the program, I felt that I had opportunities to have meaningful discussions with my

group leader and other frosh • The program met its stated goals of helping new students to navigate SJSU, register for

classes, and make the connections they need to be successful

Other important results: • 74% of the students attended orientation without their parents/guardians • 90% responded that the orientation date that they attended was convenient for them • 81% feel that they have a better understanding of the components of sexual consent after

participating in University Life 101

Historical Data: Overall, the student orientation staff was “excellent” or “good”

Semester Summer 10 Summer 09 Summer 08 Avg. Respondents 1403 2151 2793 2116

Percent 94% 94% 92% 93%

Overall, the orientation program was “excellent” or “good” Semester Summer 10 Summer 09 Summer 08 Avg.

Respondents 1403 2151 2793 2116 Percent 83% 77% 74% 77%

Parent Survey Highlights Overall Satisfaction:

• 92% responded that overall the student orientation staff was “excellent” or “good” • 92% responded that overall the orientation program was “excellent” or “good”

Satisfaction – Day 1 activities (excellent + good ratings):

• 79% were satisfied with the check-in process • 80% were satisfied with the “Orientation Kick-Off” program • 82% were satisfied with the “Destination SJSU” program • 71% were satisfied with the Resource Faire • 56% were satisfied with lunch • 89% were satisfied with the “Understanding SJSU” program • 96% were satisfied with the Academic Advising overview • 86% were satisfied with the “Successful Transitions” program • 81% were satisfied with dinner • 86% were satisfied with the Student Q & A panel

Special Interest Sessions: All special interest sessions had a greater than 50% satisfaction rate. The top 6 were the following:

• 100% satisfied – “Students Love Eating Healthy” • 90% satisfied – “A Sneak Peek: The Seminar Experience in Humanities Honors

Program” • 89% satisfied – “The Bursar’s Office is Here to Help You!” • 89% satisfied – “Spartan Shops” • 89% satisfied – “SJSU Financial Aid 101” • 89% satisfied – “Career Center Services”

The following statements had an 80% or higher “agreement” response rate:

• I have a better sense of the purposes of higher education and the mission of SJSU • I was provided with adequate information about SJSU academic policies, procedures,

requirements, and programs • I better understand my student’s responsibilities as an undergraduate student at SJSU • I received sufficient information about the availability of services and programs • I feel more familiar with the SJSU campus and the surrounding community • During the program, I felt that I had opportunities to interact with faculty, staff, and

continuing students. • Parents/guardians were provided with relevant information and activities • The program met its stated goals of helping new students and parents to navigate SJSU,

register for classes, and make the connections they need to be successful

Other important results: • 94% responded that the orientation date that they attended was convenient for them

Combined Survey Highlights Program Events Student Mean

Score Parent Mean Score

Check-In 3.81 4.11 Destination SJSU 3.88 4.13 Resource Faire 3.82 3.96 Orientation Kick-Off 3.87 4.12 Getting Connected with SJSU/Understanding SJSU

4.02 4.27

Advising Overview 3.95 4.61 Special Interest Sessions Student Mean

Score Parent Mean Score

A Sneak Peek 3.90 4.43 Benefits of Educational Opportunity Program

3.70 4.09

Career Center Services 3.88 4.22 Club Sports at SJSU 3.77 4.14 Expand your Horizons! SJSU Study Abroad Programs

4.05 4.23

Students Love Eating Healthy 3.89 4.38 SJSU Financial Aid 101 3.64 4.29 Spartan Shops 4.08 4.33 The Hitchhiker’s Guide to Eating Healthy at SJSU

3.69 4.29

Go Greek! Fraternity and Sorority Life at SJSU

4.16 3.93

Got Worry? 3.82 3.88 Involvement and Leadership Opportunities. Get Involved!

3.82 4.00

Ingredients for Success as a Science Major

3.51 3.73

Change It All: From Service to Scholarship

3.58 3.91

University Housing Services 3.86 4.07 University Library 3.85 4.35 LGBT Center 3.71 4.25 Stepping Into Academics 3.86 4.15 Bursar’s Office is Here to Help You!

3.84 4.27

Engineering Success 101 3.85 4.32

Group Meetings Student Mean Scores Parent Mean Scores Group Meeting # 1 - Get Connected 4.02 n/a Understanding SJSU n/a 4.27 Group Meeting # 2 - Academic Advising & SJSU Requirements

3.95 n/a

Academic Advising Overview n/a 4.61 Successful Transitions n/a 4.21 Group Meeting # 3 - University Life Skits

4.14 n/a

Student Q&A Panel n/a 4.27 Group Meeting # 4 - Spartan to Spartan

4.07 n/a

Evening Entertainment 3.89 n/a Academic Advising and Registration

3.83 n/a

Meals Student Mean Score Parent Mean Score Breakfast 3.81 N/A Lunch 3.53 3.59 Dinner 3.84 4.11

Advising Outcome Student Mean Score

I understand the information I received on General Education requirements, academic policies/procedures and registering for courses.

3.76

The advising session helped me learn how to register for courses 3.68

I understand the schedule that was given to me by my Academic Advisor 3.69

I knew what courses I needed to take after attending the advising session 3.46

Overall, I think the advising session was informative 3.82

Program Outcome Student Mean Score

Parent/Family Mean Score

I have a better sense of the purpose of higher education and the mission of SJSU 4.00 4.17

I was provided with adequate information about SJSU academic policies, procedures, requirements and programs 4.04 4.35

I better understand my student’s responsibilities as an undergraduate at SJSU n/a 4.31

I received sufficient information about the availability of services and programs 3.92 4.30

I feel more familiar with the SJSU campus and the surrounding community 3.91 4.17

During the program I felt that I had opportunities to interact with faculty, staff and continuing students 3.93 4.27

During the program I felt that I had opportunities to have meaningful discussions with my group leader and other Frosh 3.93 n/a

After attending Day One morning activities, I feel more connected to other new students at SJSU. 3.90 n/a

After attending Day One morning activities, I have a greater sense of connection to the SJSU campus. 3.94 n/a

After attending Day One morning activities, I have a greater understanding of the value of diversity on SJSU’s campus. 4.08 3.97

My parents/parents or guardians were provided with relevant information and activities 3.73 4.25

After participating in University Life 101, I feel I have a better understanding of the components of sexual consent. 4.10 n/a

The sessions and activities were timed adequately. 3.72 3.98

The program met its stated goals of helping new students and parents to navigate SJSU, register for classes, and make the connections they need to be successful

3.98 4.32

Outcome Measurement Conclusions Each of the questions was based on a Likert scale, 0 being poor and 5 being excellent. It is evident from the results that students and parents/families leave the Frosh Orientation program with knowledge of the general programs and services provided at San Jose State University. Students also leave with basic knowledge of academic advising and course registration. Overall, students and guests have found the Frosh Orientation program to be timed adequately and of value. After integrating small group introductions at the beginning of the program, students felt more connected and positive about their overall experience. This rating jumped from the year to year average in the upper 70s to 83% in 2010. This year students also demonstrated an ability to engage in and discuss key student life and success issues. University Life 101 and Spartan to Spartan were rated at their highest level, despite their heavy topics. Overall Trends by Session: Students

• Evaluation scores and comments for Session 5 participants (parents and students) were generally low; we can attribute this to a lack of class section availability during this time.

• Evaluation scores and comments went up after more class sections were open and made available for Session 6 and 7 participants.

Key Recommendations for the Future

• Increase participation rate in survey for more valid results • Resource Faire Planning Team- to re-develop the entire piece of the program and

take into account the needs of all department tablers.

Session Breakdown Session Student Student Student Parent Parent Parent Parent Total

Pre- Reg.

No Show Actual

Pre-Reg.

No Show

Walk-In Actual Attendance

#1 June 14-15 450 26 424 101 15 9 95 519

#2 June 22-23 461 24 437 124 12 15 127 564

#3 June 28-29 452 21 431 110 8 18 120 551

#4 July 6-7 451 21 430 136 12 15 139 569

#5 July 12-13 449 30 419 153 3 36 186 605

#6 July 19-20 451 54 397 132 29 17 120 517

#7 July 27-28 453 53 400 130 34 22 118 518

TOTAL 3,167 229 2,938 886 113 132 905 3,843

Fall Welcome Days 2010 Student Survey Highlights

Demographics-Classification 56% freshmen 44% transfer students

Demographics-Major 17% Applied Science and Arts 15% Engineering 14% Humanities and the Arts 14% Social Science 14% Undergraduate Studies 12% Business 10% Science 3% Education Event Attendance-General 23% did not attend any Fall Welcome Days events Event Attendance (Top 9) 35% Target Night 27% On-Campus Job Faire 26% Welcome Convocation 21% Student Organization Faire 19% Student Success Faire 18% Spartan Squad Fall Sports Kick-Off 17% Find Your Classes Tours 16% SJSU vs. Utah Football Game 15% Alumni Association Ice Cream Social

Favorite FWD Event (Top 10) Target Night- 36 Student Organization Faire- 27 Spartan Squad Kick-Off- 17 Football Game- 10 Engineering Welcome- 10 Welcome Convocation- 9 Ice Cream Social- 8 Transfer Reception- 7 SJSU’s Got Talent- 6 MOSAIC Open House- 6

Most Welcoming FWD Event (Top 5) Spartan Squad Kick-Off- 20 Student Organization Faire- 19 Target Night- 18 Welcome Convocation- 14 Transfer Reception- 6

Other (Non FWD) Events Attended (Top 5) Housing Events- 34 Clubs/Organizations- 13 Greek Events- 7 Academic Events- 3 Orientation- 5

Event Awareness 56% Orientation 50% Flyers 41% Guide to Fall Welcome Days 40% Signs 18% My RA 15% Spartan Daily

Other Event Awareness (Top 5) Email/MYSJSU- 46 Other students on campus- 5 Professors- 2 Postcard- 1

Getting Involved 44% would like more information about getting involved at SJSU

Outcomes 70% (260 out of 371) strongly agree or agree that Fall Welcome Days helped them feel good about my choice to attend SJSU. (Q22g) 68% (251 out of 368) strongly agree or agree that Fall Welcome Days helped them know their way around campus. (Q22e) 66% (246 out of 373) strongly agree or agree that Fall Welcome Days helped them feel like they belong at SJSU. (Q23a) 64% (239 out of 371) strongly agree or agree that Fall Welcome Days helped them feel that they will be successful at SJSU. (Q23f)

Outcomes-Mean Scores 5=Strongly Agree, 4=Agree, 3=Neutral, 2=Disagree, 1=Strongly Disagree

N Mean Std. Deviation

Feeling like I belong at SJSU 373 3.78 .978

Knowing the resources available to me on

campus

363 3.66 1.010

Making friends 370 3.52 1.031

Connecting to faculty and staff 367 3.21 1.006

Knowing my way around campus 368 3.82 .943

Feeling that I will be successful at SJSU 371 3.74 .965

Feeling good about my choice to attend SJSU 371 3.92 1.045

Knowing how to get involved on campus 370 3.60 .984 Lack of Participation (Top 5) Time conflict/Too busy- 56 Didn’t know about it- 18 Lack of Interest- 17 Transportation Issue- 6 Too Shy/No one to go with- 3 Suggestions (Top 6) More/better advertising/earlier- 34 More events/activities- 33 No change needed/good as is- 32 More interactive events/to meet other people- 17 Weekend/Later/Before school starts events- 15 More food/free stuff- 14 Quotes about negative experiences “My schedule did not allow it…to tell you the truth, I still feel a little lost.” “I walked past things happening on campus, but I was never sure what was going on so I never checked it out.” “I was busy the first week and felt like I would be alone there.” Quotes about positive experiences “…everything was great. I think all involved put in great effort.” “Keep it up! I felt very included as a new student here in San Jose.” “I love how there is a little something for everyone.”

General Event attendance similar to 2009, with a sizably smaller Frosh class Target Night, a new event, was highly rated (ranked number 1 under favorite event) Transfer Receptions, also a new event, were listed under most welcoming events Numbers of students reporting not hearing about events continue to lower Gains in outcomes were higher for “feeling like I belong at SJSU” and “feeling good about my choice to attend SJSU”. This is important to us in a year of impaction and local county admissions preference. For the first time, all program outcomes went up; all but one reached their highest score Outcome 2007 2008 2009 2010 Change Feeling like I belong at SJSU 3.72 3.64 3.63 3.78 +0.15 Knowing the resources available to me on campus 3.65 3.62 3.63 3.66 +0.03 Making friends 3.41 3.50 3.45 3.52 +0.07 Connecting to faculty and staff 3.17 3.20 3.20 3.21 +0.01 Knowing my way around campus 3.86 3.85 3.81 3.82 +0.01 Feeling that I will be successful at SJSU 3.72 3.67 3.72 3.74 +0.02 Feeling good about my choice to attend SJSU 3.85 3.82 3.78 3.92 +0.14 Knowing how to get involved on campus 3.45 3.53 3.50 3.60 +0.10 Campus Feedback Highlights Only one department provided feedback. This information is noted but not reflected upon in this report. Fall Welcome Days Board Recommendations Marketing

• Marketing in downtown businesses never happened • Should have used RA’s more for marketing • Handing out guide at Success Fair was good marketing for the rest of the events • Placemats at Convocation (as done in 2009) • Facebook coverage was good – managed by Theresa Rios in Communication

Dept. • Chair should have graphic design experience • Not a lot to do in the beginning, then picks up during the summer • Use the beginning of your position to meet with committee, decide on a theme

with the board, design marketing plan, help Programming Chair market the RFP process to other departments on campus

Campus and Community Relations • Scavenger hunt – should have communication with the stores the day of the event

because managers didn’t pass message on to employees • More responsibility for the position

Programming • Make RFP’s available a week prior so the decision making process doesn’t

overlap with finals • Include more details about what will and won’t be funded to avoid outrageous

requests • Market to student groups and other departments that may be interested in hosting

an event

Convocation • Not much work for the volunteers to do – will be all right with just the Orientation

staff, SI office staff, and FWD board • Work with housing to get students and RA’s out to the event • Be aware of timing of other events around Convocation (Eg: Target Night, first

day of school, etc.) • Keep connections with the Provost and the Dean’s offices • Liked having a common theme/color between program, postcard, and t-shirt • Visit campus partners, don’t just call and email them – make connections

SPARTA Camp • Later in the semester – due to overwhelming first week of school and all financial

responsibilities already in place • Open to older students as well • Use the SPARTA Leaders to hype up the activities • Special Interest Session at orientation for SPARTA Camp

Overall Board • Training in the beginning on each other’s roles and responsibilities • Timelines of all positions are good • Continue to build connection with Orientation staff

o Core Staff/board brainstorm o Class visit from FWD board o Final training visit from board to unveil FWD program of events

Student Involvement- Orientation and Transition

UNVS 199: Orientation Leadership Studies Course Syllabus, Spring 2011 Class Information: Course Title: UNVS 199: Orientation Leadership Studies

Date/Time: Tuesdays 4:30-7:15pm Location: Clark 218

Instructor: Emily Bauer Associate Director, Student Involvement Office Hours: By appointment - please call or email: Office phone: 408.924.5964

Office email: emily.bauer@sjsu.edu COURSE DESCRIPTION This class is designed for students who have been selected to serve as orientation staff for San José State University. Through lectures, exercises, group projects and readings, students will learn the theoretical and practical aspects of leadership. Students will receive training in university policies and procedures and other skill building areas pertinent to their role as student orientation staff. They will also have an opportunity to develop a thorough working knowledge of the resources and services available to new students. Material utilized in the classroom will be applicable to the students’ leadership experiences. COURSE OBJECTIVES 1. To examine theoretical perspectives and applications of leadership; 2. To strengthen existing skills and develop new skills in leadership; 3. To examine the various transition issues that new students and parents experience; 4. To prepare class members for their role in working with new students during the Frosh Orientation program; 5. To acquire thorough knowledge of the resources and services available to new

students including university programs, academic requirements, policies, and procedures, and the physical layout of the campus;

6. To develop an awareness of and sensitivity to the diverse makeup of the university; 7. To utilize theories and concepts learned in class and apply them to practical aspects of the orientation staff position. Expectations

∗Arrive promptly ∗ Be respectful of presenters ∗Be prepared ∗Stay positive ∗Use active listening skills ∗Be present

REQUIRED TEXTS & MATERIALS: 1) Participation in the PB Wiki, which carries all course content and discussion boards 2) Personal Calendar/Date Book (Can be purchased at the Spartan Bookstore) 3) An Email account that you check regularly for the official staff email distribution

COURSE REQUIREMENTS Responsibility - Students are responsible for all materials presented including lectures, films, slides, guest speakers, panel presentations, projects and all assigned readings. In addition, students are responsible for bringing proper materials to each class. Attendance/Participation - This course is heavily experiential and interactive. Therefore, attendance and participation in each class is imperative. The success of the course and the benefits students receive depend on the experiences and opportunities provided during class. Students are expected to have completed the assigned reading and assignments before class and participate in class discussion. Please arrive on time as we will begin at 4:30pm. If a student misses any part of class/training, he/she is expected to notify the instructor of the absence ahead of time, at least 24 hours in advance. It is the student’s responsibility to pick up homework assignments and the information covered in class before the next class session. Also, at any time the instructor has the prerogative to evaluate a staff member’s performance and ask that person to step down from his/her position, and withdraw him/her from the class, if it is deemed necessary. 1. Weekly Quizzes- Information presented each week is important for you to retain for

your position. To test your knowledge, there will be a short quiz at each class, covering material from the week before.

2. Homework- Students will be asked to complete various types of homework aimed at

learning/applying course material.

Camus Tour Students must sign up for attend one campus tour hosted by Student Outreach and Recruitment. Students should observe all that happens on this tour as well as the questions of the participants. Knowledge gained from this experience will be used in the Prospective Student Reflection. Admitted Spartan Day (Saturday, April 16) Students must volunteer at Admitted Spartan Day, on Saturday, April 16th. On this day, you will be interacting with students that will be attending orientation this year. Knowledge gained from this experience will help you put the finishing touches on the Prospective Student Reflection. Transfer Orientation Students must serve as a volunteer for one of the spring Transfer Orientations. Sara Calhoun will be signing up volunteers and you are responsible for attending on that date.

3. Reading Reflections/Discussion Questions– Reading assignments will be assigned on a weekly basis. Prior to class, students must read the assignment and complete a series of discussion questions posted to the wiki tool. Assignments help evaluate the student’s

comprehension of the material. This practice is also a good method for students to pick out the most relevant parts of the reading to keep for quick reference.

4. In Depth Assignments and Reflection – Throughout the semester you will be asked

to complete three assignments aimed at creating in-depth understanding of the course material. Each of these papers must be typed, three to five pages, double spaced.

Leadership Reflection In the Leadership Reflection you will be asked to reflect on your strengths and future growth areas as a leader on campus. Prospective Student Reflection In the Prospective Student Reflection you will be asked to reflect on the prospective student process based on your participation in the SOAR campus tour and Admitted Spartan Day.

Advising Assignment In the Advising assignment you will be asked to apply knowledge of SJSU specific academic advising scenarios as well as compile a four-year plan to graduation.

5. Department Project/Presentation – This project will require your group to investigate one of the resource departments at our university. Your group will be responsible for highlighting the services this department offers as it pertains to incoming students. Along with your presentation, you must provide one handout (30 copies) that outlines your presentation and summarizes key information about this department. On the assigned date, your group will give a presentation about what you learned (15 minutes). Your presentation will begin with the icebreaker listed below.

6. Group Ice Breaker Facilitation- In your Department Project/Presentation Group, you

will also be asked to present a 10-15 minute icebreaker. This project will help you showcase your facilitation skills and help the group build a repertoire of activities to use during summer.

7. One-on-One meetings – This assignment requires each student to schedule and complete one-on-one meetings. These meetings are required but it is recommended that all staff check-in with each other as much as needed.

• All Orientation Staff with Coordinator o 15mins before Spring Break o 15mins after Spring Break

• All Orientation Leaders with respective Team Leader o 10mins before Spring Break o 10mins after Spring Break

8. Final Exam- There will be one exam during the semester covering reading assignments

and/or materials covered in class/small group discussion sessions.

Late Assignments – Late assignments will be accepted. However, the possible score for the assignment will be lowered by 10% each day that the assignment is late. In order to receive credit and maintain status as an Orientation Staff member, students must complete the course requirements stated above and receive the grade of B or better. If the course requirements are not met according to the point criteria and your agreement, your employment will be terminated. Point System - Grades will be determined on a 1000-point system. You may review the points you have earned at any point during the semester by meeting with the instructor outside of class. Orientation Leader Point Breakdown: Weekly Quizzes (10@ 10 points each) 100 Homework SOAR Campus Tour Participation 40 Transfer Orientation Participation 40 Admitted Spartan Day Participation 40 Reading Reflections/Discussion Questions (10 @ 20 points each) 200 In Depth Assignments Leadership Reflection Paper 100 Prospective Student Reflection 100 Advising Essay 100 Department Project/Presentation 100 Group Ice Breaker Facilitation 40 One-on-One Meetings 40 Final Exam 100 ____________________________________________________________ Total Points: 1000 GRADING SCALE Final grades will be determined as follows: Points Grade Points Grade 1000 – 970 A+ 969 – 930 A 769 – 730 C 929 – 900 A- 729 – 700 C- 899 – 870 B+ 699– 670 D+ 869 – 830 B 669 – 630 D 829 – 800 B- 629 – 600 D- 799 – 770 C+ 599 – Below F ACADEMIC INTEGRITY Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the University’s Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Student Conduct and Ethical Development. The policy can be found at (http://sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf).

ACCOMMODATIONS If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with DRC to establish a record of their disability. COURSE TIMELINE Class Date

Topic Reading Discussed

Presentation Assignment Due

February 1st

Introductions Syllabus Group Mentors

Mission & Vision of SJSU

SJSU VIPs None

February 8th

First-year Students/Transition

Section 1 Emily, Campus Guests

Reading Reflection #1

February 15th

Millennial Students and Parents/Families

Section 2 Group 1, Kelly, Laurel, Core Staff

Reading Reflection #2

February 22nd

Wellness Section 3 Group 2, Campus Guests

Reading Reflection #3

March 1st Facilitation/Communication Skills

Section 4 Group 3, Core Staff

Reading Reflection #4

March 8th Leadership Development Section 4 Group 4, Campus Guests

Leadership Reflection

March 15th

Social Justice & Diversity Speak Up!, Section 5

Group 5 Reading Reflection #5

March 22nd

Social Justice & Diversity 10 Ways to Fight Hate Crimes on Campus, Section 5

Group 6, Campus Guests

Reading Reflection #6

March 29th

Spring Break ~No Class

April 5th Student Success

Section 6 & 7 Group 7, Campus Guests

Reading Reflection #7

April 12th SJSU Resources Section 7 Group 8, Campus Guests

Reading Reflection #8

April 19th All About SJSU Section 7 Group 9, Campus Guests

Prospective Student Reflection

April 26th All About Advising Section 8 Advising Reading Reflection #9

May 3rd StrengthsQuest StrengthsQuest Assessment

Campus Guests

Reading Reflection #10

May 10th Advising Overview/Gameplan Walkthrough

Sample Gameplan

Advising, Core Staff

Advising Assignment

May 17th Class Celebration None Core Staff Final Exam