To: Adam Sherman and Carrie Evans

From: Mitchell Catalano

Date: 12/8/2016
RE: Orientation Survey Preliminary Findings

Context
Overall, the data resulting from the survey indicate the effort invested yielded an overall
valuable experience that can serve as the basis for further improvements and additions in
orientation for future years. The following draft analysis summarizes key preliminary
findings that can be used to improve future orientation experiences.
Key Preliminary Findings
Core Likert-Scale Questions Regarding Measured Outcomes of Orientation
The surveys core Likert-scale questions asked students to assess their satisfaction with
some of the targeted outcomes of the overall orientation experience. Major foci included:
building community, understanding available resources, quality of pre-orientation
communications, academic expectations, and specific orientation programming. A few
initial findings are worth highlighting. Overall, the survey respondents expressed a great
deal of confidence in experiencing the intended outcomes of the orientation. Respondents,
on average, did indicate higher degrees of confidence in community building, resource
availability, and academic expectations as a result of orientation activities. Assessment
questions related to community building, resource availability, and academic expectations
all received a mean score of four on a five-point scale. As for questions related to pre-
orientation communications, the mean score among the category of questions was in the
high threes, with specific question regarding E-News, Facebook pages, and student
ambassador trainings scoring averages of four, four, and three respectively on the same
scale. Students who attended the full day Orientation and the Deans luncheon rated those
experiences as a four and those attending the Student Interest Groups (SIGs) Fair rated it
as a three all on a five-point scale. Those areas scoring lowest mean scores across all data
points also had the highest standard deviations indicating there was greater variability in
respondents confidence rather than overall lower confidence.
Likert-Scale Questions Regarding Embedded Data
This assessment also included specific questions tailored to international students, student
veterans, and those who attended Math camp based on embedded data. Results of these
data points indicate that programs tailored to these student demographics were
meaningful with each of the three scoring the mid to high fours on a five-point scale.
Additionally, students evaluated their confidence in International Student orientation
ability help guide them through cultural adaptation as a four on that same scale.
Open-Ended Questions Regarding Orientation Outcomes
Student responses to open-ended detail providing questions in this portion of the survey
were limited and only responded to how orientation activities could build better
community. Of the five responses given out of 87 respondents, the overall theme indicated
that students felt uncomfortable in some way in how orientation built community. Some
mentioned that it was too outgoing of an experience for more introverted personalities
while others indicated that personal connections made during orientation have not been
maintained. Generally, the lack of additional responses in this category likely suggests
that orientation met its main goals if compared to positive quantitative data outlined in
the previous section.
Embedded Data
The survey included embedded data collected to understand the experience of particular
student demographics or the overall student population. Namely, the survey asked
students to identify whether they were international students, student veterans, or Math
Camp attendees. These demographics were included to gain more insight into particular
orientation activities aimed at targeting the specific needs of these students. Reported
numbers of each demographic included; 17 international students, 30 Math camp
attendees, and 4 veteran students. Specific activities for these populations including
International Orientation, Math Camp, and the Veteran Student Welcome were attended by
90% or more of the total student population of those particular demographics.
General Qualitative Findings
Finally, students additional comments identified three major conclusions about this years
orientation. First, those who attended the newly added International Student Orientation
majorly agreed that the experience helped guide them through academic and cultural
transitions involved with their entrance into the program. Respondents appreciated this
additional introduction being separate from the larger group Orientation later on in the
week. Additionally, many respondents indicated need for improving how both SIGs and
Student Ambassadors are utilized both previous to and during the orientation process. A
majority of students responses indicated that Student Ambassadors should be utilized
more in pre-orientation communications, and in different ways during the orientation itself.
Mainly, more direct engagement throughout the orientation day from these ambassadors
was a clear indication from the collected qualitative data. Many student respondents also
indicated lost value by being held on a different day than the larger orientation itself.
Respondents making those comments also largely suggested a contiguous two-day
orientation experience combining all elements of the program.