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Appendix E - Research of Institutions

By: Allie Kadell, Salem State Higher Education in Student Affairs practicum student1
The redesigning of orientation is to provide students with an engaging, informative, and
experiential orientation that prepares and acclimates students to the campus community
before attending in the fall. Orientation for any college campus throughout the country is
fundamental to increasing retention rates as well as aiding in the holistic development of
students. In accordance to the institutions mission2, North Shore Community College (NSCC) is
in a unique situation to enhance its current orientation structure into a vibrant and
transformational experience.
Throughout the summer I have had the distinguished opportunity to aid in the redevelopment
of the NSCC orientation. The research that was conducted primarily focused on the Community
College campuses in Massachusetts, but also extended beyond Massachusetts. Through
informational interviews via email, reviewing scholarly articles, personal observations, and
exploring campus websites an abundance of information was collected to assist in the
redesigning process.3
Within the research, three key areas were explored and will also be analyzed throughout this
appendix. These areas include:
I. The structure of orientation at other institutions
a. Online Options
b. Mandatory v. Optional
c. Number of Sessions
d. Academic Pathways
e. Branding
f. Budgets
g. Schedules/The Orientation Timeline
II. Orientation Leaders
III. Level of Engagement
a. Please note that the topic of engagement will be integrated throughout the
document.

1
Footnotes will provide direction to additional information pertaining to the topic.
2
Mission Statement is as followed: “North Shore Community College is a diverse, caring, inclusive community that
inspires our students to become engaged citizen and to achieve their personal, academic, and career goals through
accessible, affordable, rigorous educational opportunities that are aligned with our region’s workforce needs and
will prepare them for a life in a changing world.” (North Shore Community College, web, 2017).
3
Association for Orientation, Transition, Retention in Higher Education. (2017). Web. Retrieved from:
http://www.nodaweb.org/page/JCOT
 Page |2

The Primary schools that were researched are as followed:

1. Berkshire Community College 11. Mount Wachusett Community
2. Bristol Community College College
3. Bunker Hill Community College 12. Springfield Community College
4. Cape Cod Community College 13. Holyoke Community College
5. Massasoit Community College 14. Greenfield Community College
6. Roxbury Community College 15. UC Davis
7. Northern Essex Community College 16. The University of Texas at El Paso
8. Mass Bay Community College 17. Oklahoma City Community College
9. Quinsigamond Community College 18. Westchester Community College
10. Middlesex Community College 19. Gateway Community College
Please note that not all institutions are used within each section of the findings. A major
limitation to the research is that not all institutions provided in-depth responses and some
websites lacked information needed.

I. The Structure of Orientations at Other Institutions

In order to effectively redesign the NSCC orientation it is imperative that an evaluation of the
common practices at other institutions is conducted. Within this section the components of
orientation are examined.

ONLINE OPTIONS
As seen below a significant amount of institutions utilize online orientations as a tool to either
enhance or replace an orientation session. In many scenarios, the institution will have online
options as a replacement for students who miss their orientation session. As well institutions
will provide online orientations to supplement the requirements for students who are online
learners. Lastly, an online pre-orientation has been developed at institution as an additional
resource to prepare students before they attend their orientation sessions.

Online Option
2

9
8

Yes No N/A
 Page |3

Examples: Bunker Hill Community College, Massasoit Community College, and Holyoke
Community College are some examples of institutions who provide online orientation
specifically geared to online students. Some are mandatory others are not, but it helps with the
guidelines and expectations for online classes. In addition, Greenfield Community College has
an online version of orientation for students. Lastly, MassBay Community College also provides
an online orientation, mainly for students who are taking online classes. However, it is also
utilized by students who already attended an on-campus orientation and would like to review
information.4
The benefits of having online pre-orientation session(s) includes:
1. Reminding students of any college business that needs to be resolved before attending
the on-campus orientation.
2. Providing an opportunity for pre-enrollment.
3. Walking through the steps to activate campus portals (email, Blackboard, Canvas,
Banner etc.)
4. Exposing students to resources on campus.
5. Providing expectations of what classes (online and in person) are like.
6. Overall providing additional support services and information to students.
Moving forward NSCC should consider:
1. What options are available to students who do not have access to a computer?
2. What alternative formatting will be provided for students with visual impairments?

MANDATORY SESSIONS V. OPTIONAL

A majority of the institutions that
were researched require that
Mandatory v. Optional
students participate in an
orientation session. By requiring 3
students to attend an orientation 1
session creates consistency of
information being presented to
15
students.

Mandatory Optional N/A

4
Some additional examples of online orientations:
http://www.lawsonstate.edu/admissions_records/admissions_information/pre-enrollment_orientation.aspx
http://www.seattlecentral.edu/start/
http://orientation.gsu.edu/preparation-for-orientation/online-pre-orientation-for-transfers/
 Page |4

Example: Springfield Technical Community College is the only institution that actively states
that their orientation sessions are optional. The website recommends that all students
participate in the session to gain valuable information before starting their first class. However,
the structure of orientation is primarily all online, which may be the reason that the orientation
sessions are optional.
The benefits of requiring students to attend an orientation session includes:
1. Providing each student, the necessary information needed to succeed in the following
semester.
2. Allowing students to settle any outstanding obligations (Placement testing, paying
tuition etc. . . )
3. Students are able to take their ID photo, register for classes, meet with on campus
resources.
4. Students who attend orientation sessions are more likely to persist.
5. Students feel more supported by the institution.
6. Providing students, the opportunity to ask any questions regarding their
attendance/expectations of college life. 5
Moving forward NSCC should consider:
1. Will all sections (online portion, on campus, first day’s activities etc. . . ) of orientation
be required?
2. What will be emplaced for students who cannot complete the requirement?
3. What is the penalization, if any, for students who do not complete the orientation
session? Will they have a hold? Not be able to register for classes?
a. If students are penalized, is the staff willing to hold additional sessions so
students are able to resolve the penalization and gain needed information.

NUMBER OF SESSIONS
40 35
30
20 15 16
10 3 4 5 6
1
0
Gateway
Westchester

Northern

Bunker
Holyoke,
Springfield,

Oklahoma
Quisigamond

Texas at El
Wachusett,
Greenfield,

Middlesex,

Cape Cod,
UC Davis

Essex
Berkshire,

Bristol,
Mount

Paso

City

5
Balski, D. (2011). Why is college orientation so important? Front Range Community College. Retrieved from
https://blog.frontrange.edu/2011/08/08/why-is-college-orientation-so-important/
 Page |5

The Number of Sessions is referring to the amount of orientations times and dates that the
institutions provide to students. The orientations that were researched ranged from a 4 to 8-
hour day, however the amount of sessions varied. As seen from the table above orientation
sessions vary from 1 to 35+ sessions. Student population does correlate to the amount of
sessions provided at some of the institutions.
Examples: Bristol Community College holds about 35+ orientation sessions and also has a
student population of 9,000 in 2011. While Cape Cod Community College has over 4,000
students and holds 5 orientation sessions. Greenfield Community College implements 3
sessions and has a student population of just over 2,000. Lastly, Oklahoma Community College
participates in 35+ sessions and has a student population of over 19,000
My Observations at NSCC: The current practice at NSCC is to have over 50+ orientation
sessions. This provides flexibility and multiple opportunities to attend a session. However, with
there being so many sessions the attendance of students is low. For example, at the Lynn
campus orientation the attendance can vary from 5 to 18 students. The Danvers campus
experiences a higher attendance by averaging 12 – 30 students. Students are also less engaged
in sessions that have limited attendance compared to the larger sessions.
As stated the benefits of having an abundance of sessions includes:
1. Allowing students to have multiple options to attend a session.
2. If students miss a session they have a greater opportunity to attend another session.
3. Makes the sessions small and personable.
The benefits of have a selected Number of Sessions includes:
1. A higher percentage of students present at sessions.
2. Less time commitment from on campus partnerships, which potentially could increase
the willingness to participate.
3. Increasing the level of engagement of the students.
4. Allowing for a greater opportunity to establish Academic Pathways.
Moving forward NSCC should consider:
1. What policies will be emplaced if students are unable to attend the orientation
sessions?
2. With the student population being over 5,000 how many sessions are appropriate?
3. How many sessions will be enough to continue allowing flexibility for students?
4. Will reducing the amount of sessions increase the likeliness of participation from
campus faculty and staff?
 Page |6

ACADEMIC PATHWAYS
Academic themed pathways is the designing of the orientations sessions to match students’
academic majors. Academic Pathways allow for the orientation sessions to be geared to the
demands of the students. Rather than addressing general information, orientations can be
specific. Additionally, by creating academic pathways, collaboration with the faculty can
flourish and therefore provide a meaningful experience to students. Numerous institutions
have established academic themed pathways for their orientation sessions. Below represents
the break-down of the institutions researched that implement Academic Pathways. 6

Linked to Academic Major

1
6

12

Yes No N/A

The 6 institutions include:

1. Bristol Community College
2. Northern Essex Community College
3. Middlesex Community College
4. Holyoke Community College
5. UC Davis
6. Texas at El Paso
Most of the institutions above had similar practices associated with the structure of the
pathways. 1 to 2 sessions of the particular major were available for students to choose from.
There was no correlation between academic major and amount of sessions provided. They
were all sectioned into disciplines. For example, Education would include early childhood,
elementary, secondary, & special education attend on one day. They were all mandatory
attendance and some had orientation leaders. All students attended the same orientation, but
were provided specificity when learning about their academic requirements.

6
Note that 4 out of the 6 institutions that do hold academic themed orientations also responded to my
informational interviews.
 Page |7

Examples: Please refer to the following pages of an example of the institutions Academic
Pathway structure.
1. Middlesex Community College: Page. 17
2. Holyoke Community College: Page. 18
3. UC Davis: Page. 19
4. Bristol Community College: Page. 20 - 21
The benefits of having online pre-orientation session includes:
1. Providing students with the opportunity to meet with faculty that they have in the
class.
2. Allowing for the orientation sessions to be specific towards the expectations and
requirements of students’ academic majors.
3. Integrating social and academic concepts of college.
4. Providing students, the opportunity to meet peers within their academic major.
Moving forward NSCC should consider:
1. What benefits will Academic Pathways have for NSCC students?
2. How will night students be accommodated with academic pathways? Will there be night
options?
3. How many sessions will be provided to each major? Will more options be available for
the larger majors? And will there be a cap on student registration for sessions? If so
refer back to the previous question.
4. How will certificate earning students be classified in the break-down of pathways.
5. If orientation is expanded to have larger groups, what space is available?
6. What policy will be emplaced for the student who has a major, is switching that major
and wants to attend the orientation that is associated with their future major.
7. Will the departments that currently hold their own be objective to collaborate?

BRANDING
From the name of the program to logo and even the colors, these aspects all have singificant
impact on students experiences. NSCC is redeveloping its orientation structure, making it a
perfect opportunity to also re-design the look of the program. By creating a theme or new
name for the orientation program expands its purpose while also promoting an engaging
experience. Several institutions have re-named their orientation sessions and created vibrant
 Page |8

logos to match. These initiatives have built a sense of connection, belonging and institutional
pride. While also helping to increase retention and satisfaction of students.7
Examples: Below are some examples of branding logos and oreintation names. Please note that
additional institutions outside of the primary research was used within this section.

Institution Orientation Name

Mass Bay Community College
Niagara County Community College
Rochester Institute of Technology
Seattle Central College
Alfred State
University of Denver
Corning Community College
Virginia Western
Erie Community College
Missouri State
The College of Saint Rose
Seattle Central College
SOAR Program: Student Orientation • Advising • Registration
READY: Registration & Academic Discovery
DiscoverRIT
START: New Student Orientation
“Getting prepared to start” with Orientation Leaders called S.T.A. R
Discoveries Orientation
Baron Bash Student Orientation
Discover Orientation
START Orientation
STAR Orientation
STAR: Student Transition, Advising, and Registration
START

7
Riza, C. (2013). The role of brand orientation in the higher education sector: A student-perceived paradigm. Asia
Pacific Journal of Marketing Logistics, 25 (5), 803 -820. Bingley, UK: Emerald Group Publishing. Retrieved from:
http://dro.deakin.edu.au/view/DU:30061063
Bunce, L., Baird, A., Jones, Sian E. (2016). The student-as-consumer approach in higher education and its effect on
academic performance. Studies in Higher Education. Routledge: Taylor & Francis Group. DOI:
10.1080/03075079.2015.1127908. Retrieved from:
http://www.tandfonline.com/doi/pdf/10.1080/03075079.2015.1127908
2016 trends in higher education marketing, enrollment, and technology. (2015). Hanover Research. Retrieved
from: http://www.ct.edu/files/pdfs/workgroup-report-marketing-trends.pdf
8
Logo from Suny Broome
 Page |9

My observations: Currently the structure of orientation at NSCC is formularized. There is no

creativity, themes, or marketing that sets itself apart from the typical orientation experience.
This is clearly showacsed through the lack of engagement of the students. Additionally, there is
a lack of pride by the students for attending NSCC. There is no central concept that allows
students to feel proud of being a part of the NSCC communtiy. Orientation is crucial to inspiring
that pride. Through branding the orientation program, the office can have a significant
influence on getting students excited and proud of attending NSCC. From my past experience,
students remember aspects of the orientation because it has been done every year. Although,
it is new for the students sitting in the presentation or small groups, they genuinely become
connected to individuals when a similar experience is shared. For example, when a first-year
student comes onto campus and is talking with a group at lunch, they may all recall something
they learned or a shared experienced at orientation. This could range from the ICE-breaker that
was done or a guest speaker. Not only are the first-year students able to connect with other
first year students, but also make connections with upper classmen. Therefore, I would urge the
office to consider establishing a concept an implementing it consistently throughout the years
rather then changing it every year. Although, themes can vary a solid foundation should be
consistent.
Benefits of branding the oreintation program includes:
1. Building a sense of connection and pride for students.
2. Allowing the opportunity to expand the program beyond the on-campus sessions.
a. In the DISCOVER program you will complete A. online modules B. Orientation
and C. Registration!
3. Alleviating any past connotations associated with oreintation.
4. Providing an opportunity for the office to produce creative and engaging oreintation
sessions.
5. Students are more likely to remember aspects of the oreintation.
6. Establishing a common purpose for the NSCC campus community.
7. Making oreintation fun and exciting!
Moving forward NSCC should consider:
1. What is going to resonate with students?
2. Does the branding have a purpose? Will it be an acronym or symbolic to the area?
a. Intentionally think about how the branding relates to the goals of orientation,
the mission, and student population.
3. Keep it consistent. Although certain themes may change, if the office is constantly
changing the name, logo, or colors the recognition and connection will be lost.
4. What will the branding look like for students with disabilities?
 P a g e | 10

BUDGETS
From the institutions that responded to the informational emails, insight on the funding that
the institution provides to their orientation program was seen. Funding is essential in the
success in re-developing an orientation program. This insight that was contributed allows an
understanding of how much funding is being allocated, where the budgets are coming from,
and how the funding is used. This information can then be used to help NSCC as they advocate
for funding. 9
Below is a breakdown of the specific details that are associated with funding at the varying
institutions:
Holyoke Community College:
• Does not charge students a fee to attend an orientation.
• Approximately $5,000 – $7,000 dollars per year of institutional allocated funds are given
to the program.
• Additionally, a 30-hour professional position is funded to assist in the organization and
operations of the program.
Bristol Community College
• Does not charge students a fee to attend an orientation.
• Are allocated institutional funding, amounts is TBD.
• Provides students Backpacks, a pen, and light snacks.
Cape Cod Community College
• Does not charge students a fee to attend an orientation.
• Approximately $4,000 – $10,000 dollars of institutional allocated funds are given to the
program.
• Lunch is provided during on campus sessions.
Middlesex Community College
• Does not charge students a fee to attend an orientation.
• Budget is supported through institutional allocated funds.
• Is used to cover student employment and orientation expenses.
UC Davis
• Does charge students a fee to attend an orientation.
o Fees vary, please see table below.
o Includes the cost of attendance for student or guest, programming materials,
staffing, meals, and overnight accommodations if applicable.

9
Tschechtelin, J. D. (2011). Increased enrollment + student success – funding = ?. Wiley Online Library, 156, 49 –
59. A Wiley Company. DOI: 10.1002/cc.466. Retrieved from:
http://onlinelibrary.wiley.com/doi/10.1002/cc.466/full
 P a g e | 11

• Over $2 million dollars in auxiliary and supported student fees.

Mass Bay Community College

• Does not charge students a fee to attend an orientation.
• $21,900 dollars of institutional allocated operational funding.
• $65,090 dollars of payroll which includes the following individuals:
o OL’s
o Student Coordinator
o Intern
o 10 Faculty to work with the staff over the summer ($35 dollars and hour).
How will funding impact the orientation sessions?
1. It will allow for the on-campus sessions to be longer, as food will be provided. The
longer the day, the more information can be presented to students.
2. The office can purchase T-shirts, planners, etc. . . for the orientation sessions as give-a-
ways. This can also help increase a sense of connection by getting “swag” they can use
throughout the academic year. As well as promotion of the institution outside the
campus community. For example, a t-shirt allows students to wear their institutions
name with pride while also spreading the NSCC name to the greater community.
 P a g e | 12

3. The institutions willingness to allocate funding allows for the program to develop a
meaningful experience for incoming students. This investment is fundamental to
showcasing the commitment the institution has towards ensuring student success as
well as helping increase retention rates.
Moving Forward NSCC should consider:
1. Is the office going to charge students to attend the sessions? If so how much? What will
be included?
a. How will the office assist low income students that may not be able to afford the
fee, but have to go as a requirement?
2. How much funding is needed to ensure a successful orientation?
3. Will the institution be willing to allocate funding to support the orientation program?

SCHEDULES AND THE ORIENTATION TIMELINE

This section is in reference to the schedule structure of the orientation sessions at the various
institutions. As well as the timeline of when institutions begin to prepare for their orientation
sessions.
Examples: Typically, the schedule for orientation ranges from 4 to 8 hours. The sessions also
include breakout sessions for social activities and/or to eat lunch/light refreshments.
Please refer to the following pages of an example of the institutions schedules:
1. Bristol Community College: Page. 20 - 21
2. Mass Bay Community College: Page. 22 - 23
3. Holyoke Community College: Page. 24
4. Cape Cod Community College: Page. 25
5. UC Davis: Page. 26 - 27
As seen orientation has many moving parts that all need to be considered before the actual
date of the sessions. Currently there is little preparation for the orientation program occurring
now. When re-designing the program, a larger emphasis on planning needs to be established to
effectively organize and implement a successful orientation. Provided below is the time line
that other institutions commonly go by to properly plan for their orientations. This may provide
insight to when NSCC should begin planning, setting dates, and ordering needed materials in a
timely and effective manner.
Holyoke Community College
1. All year planning process
o Holds two orientations (Fall and Spring)
o Starts as early as March to plan details.
 P a g e | 13

UC Davis
2. Begins planning immediately after the past program ends in August.

Cape Cod Community College

3. Six months prior to the start of orientation.

Middlesex Community College

4. Planning starts in early March
o Written in the college-wide initiative to begin planning during that time.
Mass Bay Community College
5. Starts planning and setting dates in January
o Holds orientation sessions in June, July, & August.

Bristol Community College

6. Begins to plan for summer sessions during February or March.

II. Orientation Leaders

Although, Orientation Leaders (OL’s) have not been common practices in the past many
community colleges have implemented OL’s as a fundamental role in their orientation
programs. Establishing a group of OL’s would dramatically increase the orientation experience.
Creating a team of students that are passionate about NSCC, dedicated to their academics, and
involved in extracurricular experiences encourages incoming students to actively engage in an
education experience like those who stand before them. 10
Personal Anecdote: Looking back to when I was a first-year student attending orientation, I
have significant memories of my experience. Mainly because of the interaction, I had with my
OL. I gained information that was going to help me as I transitioned into my academic journey,
but I can remember specific games I played, our conversations, as well as how informative,
inclusive and passionate he was towards MCLA. I remember watching my OL on stage act like a
total goofball and motivate us to become productive members of the community. These are the
experiences that are going to resonate with students. It inspired me to become an OL and I did
so for four years. There I experienced firsthand how my role impacted students. When
feedback was mentioned that I assisted in answering questions, guiding them to the correct
locations, or making them feel welcomed as so satisfying. However, what was most beneficial
was when a student would come up to me half way through the Fall semester and state that I

10
Nelson, V. What is a college orientation Leader? College Parent Central. Retrieved from:
https://www.collegeparentcentral.com/2011/03/what-is-a-college-orientation-leader/
Channel Islands. (2017). Orientation Leader Information. Web. Retrieved from:
https://www.csuci.edu/nsotp/ivo/ol-information.htm
 P a g e | 14

was their OL, with five questions following that. Or when students applied to be OL’s and
mentioned that I positively impacted them and inspired them to become OL’s so they can do
the same. Becoming an OL changed my career path to pursue a degree in higher education.
Just imagine what NSCC can do to monumentally influence a student’s life by creating an OL
position.
Through analyzing the various institutions that have OL’s the following was collected to provide
NSCC with information that will bring insight to the common practices being done as well as aid
as a guide to the specific details when establishing student OL’s
1. Ranging from 12 – 70 student orientation leaders
a) The larger student population, the larger orientation staff
2. Titles are associated with the marketing of the program.
b) For example, Alfred State has S.T.A.R OL’s.
3. OL’s are required to participate in all the orientation sessions.
4. Students received lunch, travel, and supplies to complete their responsibilities
effectively
Some of the OL Responsibilities are:
1. Assist the office of student life.
2. Engage with the new students in Ice-Breaker activities/questions.
3. Greet and usher students & guests during sessions.
4. Help develop, prepare, and implement the orientation sessions.
5. Tour of the campus & escort students and guests to the appropriate sessions.
6. Help in the acclimation and transition of incoming students.
7. Serve as Academic Advisors in the registration process.11
Training:
1. 4 session programs (2.5 hours each)
2. 2-day sessions
3. Campus resources provide training on their department in order for OL’s to present
knowledgeable and accurate information to students and guests.12
Compensation:
1. Funding is primarily allocated by the institution.
2. Students could earn credit based, certificate of completion, or recommendation letter.
3. $10.50 - $11.00 an hour range.

11
Please refence page. 28 to view an example of Middlesex Community College “Orientation Leaders (OLs) Job
Description”
12
Please refence page 29 - 35 to view an example of Middlesex Community College “Orientation Leader Training
Manual”
 P a g e | 15

4. Or a $224 - $250 stipend

What benefits are associated with Orientation Leaders?:
1. Allows for incoming first year students to connect with other peers.
2. Aids as a resource in the organization and implementation of the orientation sessions.
3. Provides incoming students with a perspective of college expectations and daily
routines.
4. Creates a more engaging environment.
o Leaders of Ice-Breaker Games
o If student see their orientation leader, participating and acting goofy, students
will be more inclined to participate.
5. Encourages students to explore their leadership skills by becoming an orientation
leader.
Moving Forward NSCC should consider:
1. When developing a team think about the personality types, interests, involvements, and
academic majors that will be represented. In order to paint a picture for incoming
students through the OL’s you want to be sure to include a wide range of perspectives
and lived experiences.
2. How many OL’s will be hired?
3. Will the name of the OL’s be reflective of the branding of Orientation?
4. How will OL’s be grouped by color, major, stickers, areas on campus?
a. For example: 8 students are with Joe in the green group, 9 students are will Sally
in the purple group.
5. What will training be structured like?
a. Will campuses resources be included in the training process?
6. What is the compensation for students’ time and effort?
7. Will there be Danvers OL’s and Lynn OL’s? Or will they be interchangeable? If so what
transportation is available to the students.

III. Summary of the Common Practices & Additional Information

Online Orientations:
• As an additional Resource
• Supplemental for in-person
• Required if students miss session(s)
Mandatory Orientation sessions
• Provide multiple times and locations
• Offer separate orientation programs that are specific to the traditional aged v adult
learners
 P a g e | 16

Academic Pathways and Number of Sessions:

• Academic advisors or support services are present at the majority of orientation
sessions
• There is no correlation between the amount of sessions and academic pathways
• Full day or half day sessions are typical lengths of the orientation sessions. However, the
amount of sessions provided varies from 1 – 35 +
• A significant number of institutions are implementing academic pathway themed
orientations
Orientation Leaders:
• Being utilized by CC’s
• Serve as a resource to students
• Are used as a tool to engage students at orientation sessions and beyond.
Technology is heavily incorporated:
• Integrating the campus technology systems
• Using virtual tours
• Activities that link to the website
• Making a portion of orientation online
• Provide computer stations for registration & assessment completion
Cover the necessary information that prepares students in the fall:
• Health insurance
• Academic expectations
• Cultural adjustment
• Student activities
• Financial aid
Additional Information:
• Placement testing is associated with a majority of orientation programs
• First Year Experiences are closely connected
• Institutions have placed a significant emphasis of funding orientation programs.

Thank you for taking the time to read this document. Please do not hesitate to contact me with
any follow up questions or concerns you may have. My contact information is: Email:
a_kadell@salemstate.edu Phone: (516)384-9244
 P a g e | 17

Middlesex Community College – Academic Pathway Example

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Holyoke Community College – Academic Pathway Example

UC
 P a g e | 19

UC Davis – Academic Pathway Example

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Bristol Community College – Academic Pathway & Schedule Example

Fall River Campus – Orientation Dates, Summer 2017

Business & Entrepreneurial Programs – Bootcamp Sessions facilitated by Division III

Dates:

July 28th August 18th

Educational Programs (Early Childhood, Elementary, Deaf Studies & Deaf Studies Ed, GS ES)
Dates:
Ravitha /Sandy Lygren Melissa Cardelli Carole Norberg/Catherine
Rooms: Elem. Ed - C104, ECE – C113 & Deaf St. – C201 rooms if needed
June 22nd July 17th August 1st
11:00am – 2:00/2:30pm 2:00pm – 5:00/5:30pm 2:00pm – 5:00/5:30pm

Humanities & Arts Programs (Art, Communication, LA HUM, GS H&AS)

Shelly/Ricardo or Joyce. Marissa or Eric– all dates
Mike Geary/Farah Habib – 22nd Catherine – 1st
Rooms: Art-H129, Comm-K201, LAH-K205
K233-extra
rd nd
May 23 June 22 July 11th August 1st
2:00pm – 5:00 – 8:00/8:30pm 1pm - 4:00/4:30pm 9:00am – 12:00/12:30pm
5:00/5:30p

Health & Life Sciences Programs (Life Sciences, Veterinary Health Care, GS H&LS)
Mike S./Katie R. 2pm Mike/Katie 9am Mike
Rooms: C-111 C-111 C-111
th th
June 5 July 17 July 20th
9:00am & 2:00pm 9:00am – 12:00/12:30pm 9am & 1pm

Veterinary (L-204) - May 23rd @ 9am, June 5th @9, July 17th @ 2pm and August 21 @ 9am -
Christine R. & Deanne A.
Legal & Social Sciences Programs (Criminal Justice, Human Services, Paralegal, Liberal Arts B&SS, GS
L&S)
Dates: Elizabeth N., Colleen A., Kevin G. & Dana M. all dates.
CJ – K201, Legal –K-219, Behavioral & Social Sci. – K-203, HS - K-220
June 8th July 25th August 10th August 22nd
10:00am & 3:00pm 10:00am & 3:00pm 10:00am & 3:00pm 9:00am & 2:00pm
STEM – K-202
STEM Programs (CIS/Comp Sci, Engr Tech/Transfer, Fire Science, Liberal Arts M&S, GS AT & ST)
Meghan – all dates Eileen Young 26th CIS - ?? Fire - ?? Math & Sci - ??
 P a g e | 21

K-202
June 8th June 26th July 27th August 17th
3pm 10:00am & 3:00pm 9:00am & 1:00pm 11:00am & 5:00pm

General Sessions – Open to ALL programs (not program specific)

Carol Martin is available EXPRESS - Aug. 21, 24, 28, 29 and 31st.
June July Aug. 22nd August 21st August 24th August 28th August August Sept. 1st
th th Legal Social Sci.
17 15 29th 31st
9:00am 9:00am 9am & 9am-11am 11:00am – 2:00pm – 1:00pm - 9:00am – 9:00am –
2pm 1:00pm 4:00pm 3:00pm 11:00am 11:00am

Student-Athlete Sessions
Rob, Derek & Ginny
July 27th August 29th
9:00am – 12:00/12:30pm 1:00pm – 4:00/4:30pm

New Bedford, Attleboro and Taunton Campuses – Orientation Dates,

Summer 2017
General Sessions – Open to ALL programs (not program specific) 3-3.5 hours each
Colleen A. available all NB dates
New Bedford Dates:
NH216/219/315/402
June 19th July 13th August 12th August 15th
9:00am & 2:00pm 11:00am & 5:00pm 9:00am 9:00am & 2:00pm

Attleboro Dates:
Elizabeth N. Katie avail for 7/10 @2pm
AT228/117/118
June 13th July 10th June 29th August 7th August 12th August 16th
9:00am & 9:00am & 9:00am & 9:00am & 9:00am 9:00am &
2:00pm 2:00pm 2:00pm 2:00pm 2:00pm
Taunton Dates:

July 6th August 4th

9:00am & 2:00pm 11:00am
 P a g e | 22

Mass Bay Community College – Schedule Example

New Student Orientation Schedule

DATE
10am-2:30pm - Campus

9:00am Set-up
Julie & OLs

9:15am Check-In Tables:

SD Representative:
Admissions Representative:
Advising Representative:
Placement Test Representative:
Orientation Leaders:
One Card:

10:00am Welcome 10 minutes

SD Administrator:

10:10am Public Safety 10 minutes

SD Administrator:
Public Safety Representative:

10:20am Campus Life – Menu of Services 15 minutes

SD Representative:

10:35am Financing Your Education 25 minutes

Financial Aid/Student Accounts Representative:

11:00am Meet Your Peers/OLs 25 minutes

Orientation Leaders
 P a g e | 23

11:30am Break/Social 30 minutes

Orientation Leaders & SFAs

12:00pm Academic Life and Goals 30 minutes

SFAs

12:30pm Technology Presentation 30 minutes

IT Representative:
Orientation Leaders:

1:00pm Academic Advising & 1 hour – 1.5 hours

Registration Session
*SFA & OLs will stay in the same room as the Technology Session
Advising Staff:
Registration Representative:
IT Representative:
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Holyoke Community College – Schedule Example

 P a g e | 25

Cape Cod Community College – Schedule Example

Announcing the Summer 2017

New Student Orientation

Dates, Times and Locations
Tuesday July 25, 2017 10:00 a.m. Tilden Arts Center
Mainstage Auditorium

Wednesday July 26, 2017 6:00 p.m. Tilden Arts Center

Mainstage Auditorium

Wednesday August 23, 2017 6:00 p.m. Tilden Arts Center

Mainstage Auditorium

Monday August 28, 2017 10:00 a.m. Tilden Arts Center

Studio Theater

Tuesday August 29, 2017 10:00 a.m. Tilden Arts Center

Studio Theater

At orientation, you will receive valuable information,

attend informative sessions, take campus tours meet your
fellow students and more!
For more information please do not hesitate to contact David B. Biggs or the office
assistant, Ms. Tina Frias in the Student Life office at (508) 362-2131 ext. 4320
Attendance at one session is
required.
 P a g e | 26

UC Davis – One Day Session Schedule Example

P a g e | 27
 P a g e | 28

Middlesex Community College – OL Job Description Example

 P a g e | 29

Middlesex Community College – OL Training Manual Example

Orientation Leader Training Manual

Summer 2016

Welcome!

Each year as our team works to improve the New Student Orientation Program, we are aware of
the great leap of faith we ask each of you to take. The most significant part of that program is
the August training before the Opening Day where you are expected to learn everything that you
need to know in order to be successful in your role. As an Orientation Leader, you represent the
student body and actively ensure that all participants have the most positive experience. Your
role will consist of welcoming and and assisting incoming Middlesex Community College students
during the Opening Day Orientation and First Year Experience program.

To assist you in successfully fulfilling your role as an Orientation Leader, we have created this
resource for you. Our hope is that by completing these activities, you will be in the best position
to be successful when working with new students. Thank you in advance for putting in your time
and energy into this training – we honestly believe that you will find great value in it. We look
forward to seeing what you produce.

Student Success from Day One!

 P a g e | 30

Orientation Leader Training Schedule 2016

Lowell Campus – Café
August 29, 2016 9:00am-4:00pm

9:00am-9:30am
I. Introductions
A. Icebreaker – Who is in the Room?
a) One thing that your group has in common outside of MCC, your campus,
everyone
9:30am-10:30am
A. Employee paperwork (W4, I9, Direct Deposit and JAF)
10:40-11:40am
II. Opening Day
A. Expectations – clothing, cell phones, non-verbal, professionalism, attire.
B. Remember back to your own orientation and first semester
A. How did you feel, what did you do, and what do you wish you knew?
B. Think, pair, share
11:40am-12:00pm
A. Pick up t-shirts, backpacks and water bottles
B. Sign photo waivers
C. Take group photo

12:00pm-12:30pm LUNCH

12:30pm-2:00pm
A. Intro to College session content review
B. Packet Review ( Facilitators, student handout, OL handout )
C. Overview of Opening Day schedule
2:15pm-3:15pm
III. About MCC
A. Opening Day Icebreakers run-through
B. Frequently Asked Questions
a. Distribute cards with different questions printed on it
C. Brainstorm answers to questions and conversation starters and open-ended questions
a. Have you heard about the new MCC Shuttle service? You should use it!
b. Which Clubs & Organizations are you interested in?
c. Which academic major session are you attending?
d. What are you most looking forward to in college?

3:15pm-4:00pm
VII. Wrap Up
A. Review expectations and timeline: when and where to arrive on Opening Day
a. Lowell OLs: 6:30am (Meet at LC 407)
b. Bedford OLs: 6:30am (Shuttle will depart from Lowell at 6:30am)
B. Questions & Answers
C. Sign up for Welcome Month hours (17 hours each)
 P a g e | 31

Team Roster
Get to know your fellow Orientation Leaders. Write your name and a slogan that defines you.
First Name Last Role Slogan
Name
Saida Abdalla OC "Motivation on the rocks, with a splash of optimism and a twist of fun."
 P a g e | 32

Elevator Speech (es) – Activity

Imagine that you have the complete and undivided attention of someone important, but for only 30
seconds. What would you say? The concept of an “elevator speech” (also called an “elevator pitch”) is
essentially a concise speech that summarizes what something is all about.

Using the space below, create two different “elevator speeches” that you would give to a new
student. The first speech should be to introduce who you are. The second speech should be about
Middlesex Community College (not necessarily Welcome to MCC, specifically).

For more information and tips on how to put together an “Elevator Speech”, simply Google those terms
and you should get several hits.

Speech 1:

Speech 2:

Profiles of New Students – Activity

One of the most important aspects of being an OL is the ability to connect with other people, specifically
new students. Oftentimes it is easiest to connect to students with whom you have a shared interest.
However, the more skilled (and successful) OLs are able to connect to those students that are “not like
you”.

Use the worksheet below to start preparing to work with various “profiles” of new students.

Step 1: Think back to the person
you were when you graduated
high school. Write a statement
that describes an aspect of your
personality. This can be an
activity you did, something that
you liked, etc.
Example “I graduated in the Top 10 of my
class. Getting good grades really
mattered to me.”
Step 2: Now, write a statement
that describes the opposite to
what you listed in Step 1.
“As long as I passed my classes, I
wasn’t overly concerned with
my actual grades.”
Step 3: Think of a way to
connect with a person that
might identify with what you
listed in Step 2 (the person who
is “not like you”).
Ask what activities they were
involved in outside of school.
 P a g e | 33

Example “My favorite movie was Titanic. I
saw it in the theater five times.”
1.
“I don’t like movies and I think Ask who they think are good
Leo isn’t a good actor.” actors, or ask what they prefer
doing instead of watching
movies.

2.

3.

4.

5.

6.

Favorite Memory at MCC So Far – Activity

Using the space provided below, describe your favorite memory of Middlesex Community College that
you have experienced so far. You can write a story, draw an illustration, or create anything else that
you want. Just be sure to provide as much detail as possible. A stranger should be able to understand
your story without needing additional clarification.

Opening Day: Breaking the Ice

Introduce yourself and remember to smile!
You name, major and year, what you like about MCC and etc.
Explain how you are involved at MCC, what MCC means to you, etc.
You have 45 minutes to do these icebreakers, please use your best judgment and have fun!
 P a g e | 34

Start your session with these ice breakers:

1. The Wind Blows

o Materials Needed: Something to indicate the spots people are in (paper on the
ground, people’s shoes, etc.).
o Participants are standing in a circle with one student in the middle. The participant
in the middle says their name, then “The wind blows for…..” finishing with a
descriptive statement. For example, “My name’s Heather and the wind blows for
everyone who’s from New York” and at that point all the people who are from New
York have to go through the circle and find an open spot. The open spot cannot be
one next to where they currently stand. The one participant who hasn’t found a
spot is left in the middle and starts the process again by saying, “My name’s Ben and
the wind blows for…” Continue this activity until most of the participants have
gotten a chance to be in the middle or until time has run out.

2. GOTCHA
o Ask the group to stand in a tight circle. Ask the participants to put their right hand,
palm facing up, in front of the stomach of the person to their right. Next, ask them
to take their left index finger and point it into the middle of the hand that is now in
front of their own stomach. Explain that on the count of 3 they have to multi-
task: to catch the finger in their right palm, and to have their own index finger
escape from the palm it is pointing into. Count to three (skip two if you want to
grab their attention). Then tell the group that if they caught someone, they turn to
that person and say “Gotcha!”

3. Hey
o Have everyone get in a circle and put their heads down. The leader (you) will count
to 3, and on 3 everyone must raise their head and look at someone in the circle.
Players cannot change who they look at once their head is up. At that moment, if
two players chose each other and make eye contact they must say “DUDE!” and
leave the circle. Continue on until there is a winner and have the losing pairs find
out two interesting facts about each other.

4. One Word Story

o Players stand in a circle & take turns telling a story about a topic chosen by you
(First day of school, vacation on the beach, wedding, etc.). However, each player will
only speak one word a turn. For example, player one says, “Once.” Player two says,
“upon.” Player three says “a.” Player four says “time.” And so on. Inappropriate or
curse words are not allowed. Once everyone has said one or two words each, let
them know they have 7 more words to end the story with. Remind the players to
always listen so they will be ready. Encourage them to be quick. This will help them
to work together more efficiently as a team. Don’t be afraid to put in a strange
word, if it fits! Try not to have too much of a story planned in your mind, because
you will only have one word to get it going.

5. Connection
o The goal of the game is to connect everyone together in an interesting way. Each
person must share something about themselves. For example, “I’m Heather and I
 P a g e | 35

have two cats” If someone connects with my statement, they will yell “Connection”
and we will link arms together. That person will then state how they connect and
their own fact, for example “I have a cat too! I’m Jenna and I love the outdoors.”
This will continue until everyone is a linked line. Then the ends of the link (Heather
and whoever connected last) will need to find out a connection so that everyone is
linked together in one big circle.

6. Two Sides
o Explain to the group that in this activity they will be read statements and asked to
choose the side that relates most to how they feel about the statement. The sides
are Agree and Disagree (there may be some people that are in the middle, which is
fine). As you read each one, they will silently go to the area of their choice. After
each person has chosen a side, ask for volunteers to explain why they’re in that
particular corner. Let the group know that everyone has a right to express an
opinion, and no one will be put down for having a different opinion than others
have. Be sure to mention that participants have the right to pass if they would
rather not take a stand on a particular value statement. Also, point out that passing
is not the same as being undecided. Finally, let everyone know that they can change
their stand on any particular value at any time. For example, some participants
might feel that they disagree with a particular value but change their minds if
someone else makes a good case for agreeing with that value.
o Statements that can be used:
a. Starbucks or Dunkin Donuts (easy questions to begin,
students can choose a side)
b. Summer or Winter
c. Waffle Fries or Curly Fries
d. Cell phones should be allowed in class.
e. Coke or Pepsi
f. iPhone or Android
g. Lake or Ocean

7. Entourage
o To play, first review the standard rules of rock, paper, scissors, described at the end
of this activity. Ask players to spread out and find a partner. Each pair plays a best
of three rounds of Rock, Paper, Scissors. The losing player then stands behind the
winning player and enthusiastically cheers for that player. This new team then finds
another team to play a new round of Rock, Paper, Scissors. Each time a team wins, it
collects the other team's players, and they line up behind the unbeaten leader. At
the end, there will be two large teams, led by the unbeaten leader in front. After the
final match, the celebration begins!
 CONTACT INFORMATION P a g e | 36

Below is the contact information I collected and connected with throughout the summer of 2017.

Institution Department/Name Phone Email

Berkshire CC Call Student Life 413-236-1660 mzanconato@berkshirecc.edu

Bristol CC Academic Advising & Counseling 508.678.2811,

Fall River Campus ext. 2777 advisingcenter@bristolcc.edu
Bunker CC

Cape Cod CC David Biggs or Tina Frias in the

Student Life Office 774.330.4320 dbiggs@capecod.edu
508-588-
9100 at
Massasoit CC
extensions
Student Assessment Office at 1991 or 1992.
617-541-
Roxbury CC 5320 or 617-
The Enrollment Center 541-5310. enrollment.management@rcc.mass.edu
Northern
Essex CC
Mass Bay CC 781-239-2721 soar@massbay.edu
Quinsigamond Liza D. Smith, Director of Career
CC and Academic Planning 508.854.4309 lsmith@qcc.mass.edu
Middlesex CC studentengagement@middlesex.mass.edu
Mount
Wachusett CC Student Services 978-630-9855
Springfield
Technical CC STCC Online Learning Office 413-755-4345 online@stcc.edu
Holyoke CC Student Affairs Office 413.552.2390 answers@hcc.edu
Tamatha Gaumnitz
Greenfield CC
Orientation Coordinator 413 775-1846 gaumnitzt@gcc.mass.edu
530 752 -
UC Davis Office of Student Development 1736 orientation@ucdavis.edu
Office of New Student
UT at El Paso Orientation 915 747-6752 orientation@utep.edu
Oklahoma City
CC Student Life Office 405 682-7523 studentlife@occc.edu
Westchester
CC Office of Student Involvement 914-606-6731 getinvolved@sunywcc.edu
Student Activities and
Gateway CC Leadership Programs 203-285-2208 mlippard@gatewayct.edu
 P a g e | 37

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 P a g e | 38

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