new student orientation tucker-final - journal of student ... · journal of student success and...

Journal of Student Success and Retention Vol. 5, No. 1, October 2018

1

NEWSTUDENTORIENTATION:ALIGNINGMULTIGENERATIONALCOMMONALITIES

FORSTUDENTSUCCESS

MelanieV.TuckerMaryvilleCollege

[email protected]

BrianO.HemphillRadfordUniversity

[email protected]

Abstract

Aspost‐secondarycampuscommunitiesstrivetopositivelyimpactstudentsuccess,new

studentorientationprogramsprovideanopportunitytobuildcommunityandcampus

capacityforshiftingtheneedleonretentioneffortsthroughamultigenerationallens.Post‐

secondaryundergraduatestudentsintheUnitedStatesnotablyrepresentGenerationsX,Y,

andZ.Familiesofcontemporarycollegestudentsalsoreflectmyriadgenerations.

Successfulnewstudentorientationprogramssetthestageforacademicsuccess,foster

studentsfeelingvaluedandincluded,andconnectstudentswiththecampuscommunity.

Aligningmultigenerationalcommonalitiesofnewstudentsthroughorientationprograms

maystrengthenstudentsuccesseffortsthroughthefirstyearandbeyond.

Keywords:studentsuccess,newstudentorientation,multigenerational,retention,

GenerationZ,post‐traditional


2

Introduction Aspost‐secondarycampuscommunitiesstrivetopositivelyimpactstudentsuccess,

newstudentorientationprogramsprovideanopportunitytobuildcommunityandcampus

capacityforshiftingtheneedleonretentioneffortsthroughamultigenerationallens.Inthe

fallof2015,nearly20millionstudentsenrolledinpost‐secondaryinstitutionsintheUnited

States:11.8millionstudentsundertheageof25and8.1millionstudentsage25orolder

(NationalCenterforEducationStatistics).Ofthesestudents,17million(85%)enrolledin

undergraduateprograms.Thesestudentsrepresent,respectively,traditionalstudents–

thosemostoftenenteringcollegedirectlyaftergraduatinghighschool–andpost‐

traditionalstudents–thoseenteringcollegeinalaterphaseoflifewhentheyaremore

likelytobefinanciallyindependent,havedependents,seekingasecondcareer,orhave

militaryexperience.

ContemporarycollegestudentsrepresentGenerationsX,Y,andZ.Familiesof

contemporarycollegestudentsalsoreflectmultiplegenerations.Effectivelyincluding

studentsandtheirfamiliesinnewstudentorientationprogramsisintegraltostudent

success.So,howmaypost‐secondaryinstitutionsutilizenewstudentorientationtosetthe

stageforstudentsuccesswithamultigenerationalaudience?

Studentspersistatinstitutionsofhighereducationwheretheyfeelasenseof

belonging,wheretheyfeelvaluedandincluded(Museus,S.D.,Yi,V.,&Saelua,N.,2017;

Strayhorn,T.L.,2012;Tinto,V.,2017).Comprehensivenewstudentorientationprograms

strivetolaythefoundationforfulfillingsuchfeelingsthroughthevariouscomponentsof

programmingutilized.Effectiveorientationprogramsconnectnewstudentswiththe


3

campuscommunity(Tinto,1990),whilealsosettingstudentsonacourseforsuccess,both

academically(Mullendore&Banahan,2005;Talbert,2012)andholistically(Harper&

Quaye,2009).Throughspotlightingthecommonalitiesofnewstudentsacrossgenerations,

whilealsocreatingspacesforindividualizedcomponents,newstudentorientation

programsstrengthenthefoundationforstudentsuccessatpost‐secondaryinstitutionsand

furtherfosterasenseofcommunityacrossstudentcohorts.

MultipleGenerations Theaudiencefornewstudentorientationprogramsincludesstudentsand,often,

theirfamilies.Familiesinthiscontextmayincludegrandparents,aunts,uncles,siblings,

cousins,guardians,partners,spouses,andchildren–spanningfromBabyBoomersto

GenerationZ.Generations,asconstructs,areasetofloosecategorieslackingconcrete

boundariesforwhenonegenerationclearlybeginsandanotherdistinctlyends(Joshi,

Dencker,Franz,&Martocchio,2010).Generationalconstructsebbandflowasgenerations

breakfromyoungergenerations,reactandrespondtoperceivedextremesofother

generations,andfillthevoidsremainingfromoldergenerations(Howe&Strauss,2003).

Additionally,multipleapproachestounderstandinggenerationsexist(Biggs,2007;Gilleard

&Higgs,2000;Seemiller&Grace,2016;Strauss&Howe,1991).CoomesandDeBard

(2004)stateeach“generationisshapedbyitsinteractionswithotherextantgenerations”

(p.8).Assuch,highereducationpractitionersbenefitfromintegratingperceived

intergenerationalconflictsintoaddressingtheneedsofindividualstudentsandbroader

studentcohorts.


4

Forthisarticle,agenerationisamultifacetedconstructreflectiveofindividuals’

understandingofbelongingtoanage‐definedcohort.Withineachcohortareassumed

traitsandcharacteristicswhichspeaktoactions,suchasplanningandprogrammingfor

newstudentorientation,butdonotrepresentorholdtrueforeverygenerationalmember.

Highereducationadministratorsmustbemindfultonotblatantlyattributeallgenerational

characteristicstoallindividualstudents.SeemillerandGrace(2016)state“generations,

muchlikecultures,havetheirownattitudes,beliefs,socialnorms,andbehaviorsthat

definethem”(p.1).

TermssuchasBabyBoomer,GenX,andMillennialappearfrequentlyinliterature

(Beutell&Witting‐Berman,2008;Coomes&DeBard,2004;Larkin,2017;Loveland,2017;

Seemiller&Grace,2016)withassumed,generalunderstandingofthechronologicalcohort

eachtermrepresents.However,theagerangeofeachgenerationvariesdependingonthe

author.Forexample,SeemillerandGrace(2016)describeBabyBoomersasindividuals

bornbetween1946and1964,whileCoomes&DeBard(2004)describeBabyBoomersas

individualsbornbetween1943and1960.Thisarticleusesthefollowingdefinitionof

generationalcohorts:

BabyBoomers,early1940stoearly1960s;

GenerationX,early1960stoearly1980s;

GenerationY/Millennials,early1980stolate1990s;

And,GenerationZ,late1990sto2010.GenerationZarethetraditionalstudents

presentlyenteringintopost‐secondaryinstitutions.


5

BabyBoomers MembersoftheBabyBoomergenerationgrewupattributingsuccesstohardwork.

Tenacity,ambition,anddrivedefinemanyBabyBoomers.DescriptorsofBabyBoomers

includeindividualistic,skeptical,pessimistic,andself‐absorbed,whilealsofocusedon

socialcauses(Beutell&Witting‐Berman,2008),whichreflectstheimpactofsocial

experiencesduringformativeyearsofBabyBoomers(e.g.,VietnamWar,CivilRights

Movement,Women’sMovement).

GenerationX GenerationXexperiencedanincreaseinhouseholdswherebothparentsworked

andbecameknownaslatchkeykidswithearlyindependence(Seemiller&Grace,2016).

GenerationXexperiencedthefirstpersonalcomputers,videogames,andcabletelevision.

GenXersaredescribedasappreciatingteamwork,seekingunderstandingofhowactions

affectothers,desiringwork‐lifebalance,andhavingaheightenedsenseofcustomer

service.GenXersarealsodefinedaslackingacoherentgenerationalidentity(Seemiller&

Grace,2016).Thelackofcohesiveidentityreflectstheimpactofworldwideeventslikethe

falloftheBerlinWall,AIDS,thecrashoftheUSstockmarket,theExxonValdezoilspill,and

theexplosionoftheChallengerspaceshuttle.

GenerationY GenerationYisoftenreferredtoastheMillennialsandastheMeGeneration.The

Megenerationisdescribedasentitled,confident,engaged,andinvolved.Also,Millennials

generallyhaveanappreciationforteamworkandastrongconnectionwiththeirfamilies–

emotionallyandfinancially.GenerationYreflectsthevaluesoftheirfamilies,whereonein

fivehaveimmigrantparents,andmoreracialandethnicdiversitythanprevious


6

generations(Oblinger,2003.)AccordingtoRaphelson(2014),Millennialsareontrackto

becomethemosteducatedgenerationthusfar.Thisisalsothefirstgenerationtogrowup

withinamultimediaandinteractiveenvironment.Millennialsareusedto24/7technology

connectivity.

GenerationZ GenerationZincludestraditional‐agedstudentspresentlyenteringintopost‐

secondaryinstitutions.GenerationZissometimesreferredtoastheWeGeneration.

GenerationZlookstotheirpeersmoreoftenthantheirfamiliesforinput(Loveland,2017),

foravarietyoflifedecisions.MembersofGenerationZarealsoreferredtoasmobile

natives,reflectingtheroletheInternethasinshapingtheirlives.GenerationZisdescribed

asdedicated,compassionate,thoughtful,open‐minded,accountable,anddetermined.

Experiencinglifeafterthe9/11terroristattackledGenerationZtoembrace

entrepreneurship,andadesiretoadvocateonbehalfofandworktowardaddressingthings

theystronglybelievein.SeemillerandGrace(2016)indicatemembersofGenerationZ

identifyeducation,employment,andracialequalityastheirgreatestconcernsandexpress

adisinterestinpolitics(andpoliticians)asareflectionofdysfunctiontakingawayfrom

progressandpositivechange.

InclusiveNewStudentOrientation Amultigenerationalperspectiveprovideshighereducationadministratorswith

anothertoolforunderstandingstudentsandshapingprogramstowardstudentsuccess.

Historicaleventsandanchorsimpactandshapegenerations(Beutell&Wittig‐Berman,

2008).Anchorsarethesharedexperienceswithingenerations,whichshapeattitudesand


7

beliefs(Oblinger,2003).Highereducationadministratorscanuseamultigenerational

perspectivetoshapestudentsuccessinitiatives,whilealsorespectingandhonoringthe

individualityofstudentsacrosscampusandinvariouscohorts.Despitesomeindividuals

notfittingclearlywithingenerationalcharacterizations,anunderstandingofeach

generationmayhelphighereducationprofessionalsstrivingtoimpactstudentsuccess.

Newstudentorientationsdesignedtosupportstudentsuccesstypicallyincludethe

followingcomponents:introducingapervasivelearningenvironment;facilitating

placementandproficiencytesting;completingacademicadvisingandcourseregistration;

modelingcampusculture,values,andtraditions;welcomingparticipants,including

opportunitiestomeetotherstudents,faculty,andstaff;and,assuringstudentsoftheir

rightsandresponsibilities(NationalAssociationforOrientation,Transition,Retentionin

HigherEducation2014).Themixofgenerationsnowparticipatinginnewstudent

orientationrequiresthoughtfulplanningandsharingofinformation.Findingawayto

speaktotheneedsofstudentsacrossgenerations,quicklyandeffectively,isintegralto

successfulnewstudentprogramming.

FamilyandParentInvolvementwithOrientation Meetingtheneedsoffamiliesthroughorientationrequiresasensitivitytotime

whileaddressingquestionsandconcernsearlyandoften.First‐generationcollegestudents

makeachoicetobe“unliketheirparents”(Langenkamp&Shifrer,2018,p.79).Though

thechoiceisoftensupported,suchachoicefostersquestionsandconcernsaboutthe

students’future.Embarkingasthefirstinone’sfamilytopursuepost‐secondaryeducation

introducesanxiety,achangeinfamily“norms,”andtension,whichissometimes


8

challengingforfamiliestonavigate.Studentsenteringpost‐secondaryinstitutionsfrom

familywithpreviouspost‐secondaryeducationalexperiencetypicallyfacelessambiguity

regardingtheprocess.However,thesestudentsandtheirfamiliesbenefitfromasenseof

belongingwithinthecampuscommunity,justasfirst‐generationfamiliesdo;family

supportandappropriateinvolvementisassociatedwithstudentsuccess(Mailhot&

Feeney,2017).

Morefamiliesaretakingoutloansonbehalfoftheircollegestudents(Zumeta&

Hunt,2012).Assuch,familieswantasenseofsatisfactionwiththeirinvestment(Levine&

Dean,2012).SeemillerandGrace(2016)asserttheimportanceofunderstandingparents’

extremeinfluenceinthecollegeexperienceandbecome,inessence,institutional

stakeholderswithanimpactonstudentsuccess.

Tomeetfamilyneedsasacomponentofnewstudentorientation,Mullendore

(2014)proposesusingMaslow’s(1970)hierarchyofneeds,whichreflectsmeetingneeds

inthefollowingorder:physiological,safety,loveandbelonging,esteem,andself‐

actualization.Withinnewstudentorientation,meetingMaslow’s(1970)hierarchyofneeds

maylooklikethefollowing:housing,food,andfinancialaid;health,wellness,federal

compliance,andalcoholandotherdrugprevention;engagementandadvising;

individualizedsuccessandinstitutionalmission;and,graduation.Additionally,Maslow’s

(1970)hierarchyofneedsandhumanmotivationareoftentiedtogether(Petty,2014),as

conceptssuchasmotivationandgritareassociatedwithstudentsuccess.


9

AligningCommonalitiesforStudentSuccess InusingamultigenerationalapproachreflectingMaslow’s(1970)hierarchyof

needs,newstudentorientationprogramsmayseektoaddresscontentinthefollowing

order.First,speaktophysiologicalneedssuchashousing,dining,andfinancialaid.Second,

addresssafetyneedssuchashealth,wellness,campussecurity,parking,andfederal

compliancematters.Third,exemplifyhowthecampuscommunitycreatesasenseof

belonging,beingloved,andvaluedthroughsuchaspectsasacademicadvisingandadvisors,

clubs,organizations,socialsocieties,andathletics.Fourth,identifyhowself‐esteem

componentsasassociatedwiththemission,vision,corevalues,culture,history,and

traditionsoftheinstitutionareembracedandmodeled.Fifth,evidencehowself‐

actualizationisdemonstratedthroughgraduation.

Theprevalent,assumedcommonalityacrossallnewpost‐secondarystudents,

regardlessofgeneration,isadesiretoearnadegree.Beyondacademicsuccess,

achievementoutsideoftheclassroomandasenseofbelongingtranslatetostudent

persistence,positivelyshapingstudentsuccess(Herman,J.,&Hilton,M.,2017).New

Self-Actulization

Esteem

Love/Belonging/Social

Safety

Physiological

Graduation

Student Success & Institutional

Mission

Engagement & Advising

Health & Wellness, Federal Compliance

Housing, Dining, Financial Aid

Maslow’s Hierarchy of Needs Multigenerational New Student Orientation


10

studentorientationprogramsareatoolusedbyinstitutionsofhighereducationtohelp

strengthenthefoundationforstudentsuccess.

Newstudentorientationprogramssetthestageforstudentinvolvementthroughout

thecollegeexperienceandareanintegralcomponentofstudentsuccess.Muchofthe

literatureaddressingnewstudentorientationtiestotraditionallyagedstudentsentering

post‐secondaryinstitutionsforthefirsttime.However,withtheincreaseinpost‐

traditionalstudentsseekingcollegedegrees,andtheassociatedmultigenerational

representationofenteringcohorts,seekingtoalignnewstudentorientationprogramsto

speaktovariousgenerationalcohortsmayfurtherfosterbroadsupportforstudent

success.

Variouscomponents,externalandinternal,makeupsuccessfulnewstudent

orientationprograms.Often,newstudentorientationprogramsincludeanoverviewofthe

post‐secondaryinstitution,associatedcultureandvalues,andtheacademicexperience.In

additiontotheearlierreferencedcomponents,suchascourseplacement,academic

advising,andlearningopportunitiesoutsideoftheclassroom,salientissuessuchas

campuslife,housinganddining,commuteroptions,athletics,andsupportservices,usually

haveaplacewithinnewstudentorientationaswell(NationalOrientationDirectors

Association,2014).

Suchanapproachprovidesopportunitiestospeaktostudentsandfamilies,from

variousgenerations,insalientways.Forexample,Larkin(2017)referencesmessages

targetingpost‐traditionalstudents,alsothegenerationofmanyfamiliesoftraditionally

aged/GenerationZstudents,speakstoGenZstudentsaswell.MembersofGenerationZ


11

andGenerationXattendcollegewithafocusondegreecompletiontiedtocareer

opportunities(Larkin,2017).Assuch,GenerationZandtheirfamiliesmaypositively

respondtoafocusoncollegeascareertrainingopportunitiesbeyondtheclassroom.

GenerationZisalsofinanciallyconservative(Larkin,2017).Havingwatchedthe

stockmarketcrash,GenerationZstudentsareanxiousaboutstudentdebt.Being

transparentaboutcostofattendancewilllikelyreceiveafavorableresponsefrom

GenerationZandtheirfamilies,aswillexplicitlysharingsuccessstoriesofalumni

reflectingcareerachievementupongraduation.Multiplegenerationsdesireadirect

correlationbetweenclassroomexperiencesandworkplacesuccess(Larkin,2017;

Loveland,2017).Highlightingopportunitiessuchasbuildingaportfolio,year‐to‐year

careerladderingprograms,andmentorshipswithalumni,allspeaktomultiplegenerations.

Whatelsecanhighereducationadministratorsdotoinfuseamultigenerationalapproach

intonewstudentorientationprograms?

Communication Communicatingtheimportanceofnewstudentorientationisessentialtothe

successofsuchprograms.Assuch,highereducationadministratorsshouldreview

communicationrelatedtonewstudentorientationprogramsfromamultigenerationallens.

Itissalienttoconsiderhowinformationiscommunicatedalongwithwhatis

communicated.

MillennialsandGenerationZholdanexpectationoffindinginstantanswersonline

(Loveland,2017).FacebookbecamethepreferredplatformforMillennials(Loveland,

2017).Presently,GenerationZismoreattunedtoplatformssuchasInstagram(Loveland,


12

2017)andSnapchat.Akeytake‐awayisthatsocialmediaisconsistentlychanging.

Institutionsseekingtospeaktomultiplegenerationswillbenefitfromusingmultiplesocial

mediaplatforms.

Therapidpaceatwhichsocialmediapreferenceschangealsoappliestoformats

suchasemailandtext.SeemillerandGrace(2016)assertemailisoneoftheleastpreferred

formsofcommunicationforGenerationZ,whereasitremainsapreferredformof

communicationforhighereducationpractitioners.Thereisnoonerightwayto

communicateacrossgenerations;rather,itbehoovespost‐secondaryinstitutionsto

implementamulti‐modalcommunicationapproach.Insteadoflookingatwhatisperhaps

easiestorquickest,considertherecipientsoftargetedmessagesandselectoneormore

communicationvehicleseffectivefortheintendedaudience.

Consider,forexample,howincomingstudentsreceiveinformationaboutnew

studentorientation.Ifthecommunicationmeanttocallstudentstoactionisdeliveredvia

email,arestudentsreadingitintimelymanner?Arestudentssharingtheinvitationwith

theirfamilies?Ifcommunicationcallingstudentstoactionisdeliveredviahardcopy,isitin

anenvelopeaddressedtothestudentoronapostcard,whichanyfamilymembercould

read?

Communicationintendedtoreachmultiplegenerationsshouldnotbeaneither/or

experience;meaning,communicationshouldspeaktoorcalltoactionstudentsofvarious

generations.Forexample,printmaterialsshouldvisuallyreflectvariousstudent

populations.Languageshouldresonatewithtraditionalandpost‐traditionalstudents.This


13

mayresultinusingvariouscommunicationtools,aswellasdraftingdifferentmessages

dependingonintendedaudience(andgeneration).

Communicationrelatedtonewstudentorientationisatwo‐waystreet.Post‐

secondaryinstitutionsmaybenefitfrommulti‐modalapproachestoreachingstudents,and

newstudentsmaybenefitfromexperiencingandengagingwithappropriateand

professionalcommunication.Studentsmayenterintopost‐secondarysettingswithlimited

experienceofcommunicatingwithschoolpersonnel.Studentsmaynotunderstandwhich

communicationisofficial,suchasemailattachedtoan“edu”address.Conversely,students

maynotunderstandthatsharinginformationinonelocation,saywithinresidencelife,

doesnotautomaticallymeaneverydepartmentacrosscampusisawareofsuch

information.

BoththeCouncilfortheAdvancementofStandardsinHigherEducation(CAS)and

theAssociationforOrientation,Transition,andRetentioninHigherEducation(NODA)

endorseorientationasacollective,comprehensiveprocessversusaone‐timeevent.Sucha

processmightincludeaone‐daysummerregistrationevent,aweekofwelcome,anda

semesterlongfirst‐yearseminar.Inthisscenario,therearemultipleopportunitiesfornew

studentstolearnaboutcommunicatingwithinandnavigatingacrossthepost‐secondary

setting.AdmissionsandOrientationstaffmaydemonstrateappropriatein‐personand

onlineformsofcommunicationthroughregistrationprocessesandprograming.Student

Affairsstaffandpeermentorsmayspeaktothenuanceson‐campusandhowbestto

communicatein‐personandinwritingwhennavigatingcampusexpectationsandpolicies.

Facultymayexemplifyclearcommunicationintheclassroom.


14

Motivation Communicationmayfindincreasedsuccessifitspeakstothevariouscomponentsof

generationalmotivationforseekingapost‐secondarydegree.Forexample,Loveland

(2017)assertsthattherisingcostofcollegecontributestoGenerationZmakingmore

prudentfinancialchoices,andthatitinformsdecisionsregardinginstitutionsoffirstchoice

forsomeGenerationZstudents.Asaresult,GenerationZstudentsandtheirfamilies

increasinglyseekinformationaboutstudentloandebt,averagedefaultrates,andtypical

staringsalaryrangeofgraduatessooner,andtheydosomoreoftenthanprevious

generations.

Transparencyregardingcostofattendance,alongwithassociatedfinancialaid,

matterstostudentsandtheirfamiliesacrossgenerations,asdoesabilitytopersisttoward

adegree.Multiplegenerationsofstudentsandfamiliesrespondtofactorsregarding

earningadegree,suchasopportunitiesforcreditfrompriorlearning,AdvancedPlacement

courses,andhighschooldualcredit.Additionally,informationsuchasinstitutionalloan

defaultrates,averageindebtedness,andaveragestartingsalary(Loveland,2017)speaksto

multiplegenerations.Assuch,highereducationadministratorsmaywishtoinclude

financialsavvycomponentsintonewstudentorientation.Spotlightingfinancialliteracy

programmingandsalarynegotiationworkshops,forexample,indicatestomultiple

generationsaninstitution’scommitmenttoeducatingstudentsearlyonaboutprudent

financialmanagement.

However,otherthancostofeducation,generationsaremotivatedbydifferent

concerns.BabyBoomerparentstrustedpost‐secondaryinstitutionstotakecareoftheir


15

students,andtheyassumedadegreewouldguaranteeasuccessfulcareerandstable

financialincome.Morerecently,GenerationXparentsarelesstrustingofpost‐secondary

institutions’capacitytotakecareofstudents(Loveland,2017).Contemporaryfamiliesare

nowincreasinglyinterestedinhowinstitutionssupportstudentsuccessoutsideofthe

classroom.Addressingsupportforstudentsuccessinnewstudentorientationis

meaningfulacrossgenerations.Whatthissupportlookslike,however,mayvaryacross

generations.ThisfurtherexemplifieshowusingMaslow’shierarchytoframenewstudent

orientationmaybehelpful.

CareerTraining Aconsistentmotivationforearningapost‐secondarydegreeistheabilityof

graduatestobuildacareerpost‐graduation.Larkin(2017)assertsthatGenerationZ’s

numberonefactorinselectingapost‐secondaryinstitutionissupportforcareer

preparation.Oblinger(2003)notesthatcontemporarycollegestudentsbelieve“resultsand

actionsareconsideredmoreimportantthantheaccumulationoffacts”(p.40).Whilethis

maybeanunsettlingconceptforhighereducationadministrators,newstudentorientation

isanidealtimetoaddressthevalueoflearninganddoing.

Post‐secondaryinstitutionsmayhighlightopportunitiestolearnoutsideofthe

classroom,suchasthroughlaboratoryexperiences,collaborationswithcommunity

agencies,internships,mentoringprograms,andjobshadowing.Additionally,institutions

mayspotlightsuccessfulalumniandhowspecificdegreestranslatetocareers.Accordingto

SeemillerandGrace(2016),ahallmarkofGenerationZisentrepreneurialism.Newstudent

orientationisanidealtimetoincludeentrepreneurialstudentsuccesses,associatedclubs


16

andorganizations,andwaysinwhichtheinstitutionsupportstudents’individual

aspirations.

PresentationofInformationwithinNewStudentOrientation Presentationandstylearejustasimportantasthemessagesandcontentprovided.

Combininggenerationalunderstandingwithcontemporarylearningtheoriesmayresultin

presentationsthatactivelyengagenewstudentorientationparticipantsthroughouttheir

in‐personexperience.Structure,suchasthepreviouslyreferencedcross‐generational

hierarchyofneeds,allowshighereducationadministratorsaformatontowhichvarious

learningstylesandvaluesmaybeincorporatedtofurtherinvolvenewstudentsandtheir

families.

HolyokeandLarson(2009)providesuggestionsonhowtoactivelyengagelearners

acrossgenerations.HighereducationadministratorsmayconsiderapplyingHolyokeand

Larson’s(2009)suggestionsinthefollowingwaysforimpactacrossmultiplegenerations:

1.Provideopportunitiesforparticipantstoconnectwithotherparticipants.

GenerationXandGenerationZwilllikelypreferpersonalconnections,Millennialslikely

willpreferhands‐onexperiences,andBabyBoomerswilllikelyappreciatecognitive

connectionstopersonalexperiences.

2.Provideopportunitiesforparticipantstoapplycontenttotheirforthcoming

campusexperience.Eventhoughnewstudentorientationistypicallyagroupexperience,

multigenerationalparticipantsappreciateindividualizedandpersonalizedinteractions.


17

3.Provideopportunitiesforsmallandlargegroupdialogue.Acrossgenerations,

trustandcomfortaremorereadilydevelopedinsmallergroups,whichthenallowadeeper

connectiontoandengagementwithlargergroupconversations.Sessionswithinnew

studentorientationforvariousstudentpopulations(e.g.military‐connected,commutersvs.

residential)willlikelyfurthersuchefforts.

Additionally,incorporatetechnologyeffectivelyandefficiently.Forexample,

advisingandcourseregistrationisoftenanintegralcomponentofnewstudentorientation.

Arenewstudentsabletogetonline,withtheirfamiliesiftheychoose,toexplorecourses

andacademicoptionspriortoattendingorientation?Areleadersofnewstudent

orientationspeakingtotheaudience,oraretheyprovidinginteractiveopportunitiesfor

participants?Aretherevariousopportunitiestoaskquestions,receiveinformation,and

engagestudentsandfamiliestogetherandapart?Whilethereisnoone“right”waytoshare

essentialinformation,usingamultimodalandinteractiveapproachallowsparticipantsof

variousgenerationstofindtheirfitandcomfort.

Conclusion Newstudentorientationprogramsprovideafoundationuponwhichpost‐

secondaryinstitutionsmaypositivelyimpactstudentsuccess.Withamultigenerational

studentbodyseekingpost‐secondarydegreesacrossthecountry,supportedby

multigenerationalfamilies,institutionsofhighereducationmaybenefitfromaligning

commonalitiesacrossnewstudentsduringnewstudentorientationprogramming,asthis

maystrengthennewstudents’senseofbelongingandfeelingsofvaluesandinclusion.


18

Aligningcommonalitiesrequireshighereducationadministratorstoidentifysalient

componentsofnewstudentorientationinwhichamultigenerationalapproachapplies.

Theorderinwhichinformationispresentedwithinnewstudentorientationmay

enhancemultigenerationalengagement.Mullendore(2014)proposesapplyingMaslow’s

(1970)hierarchyofneedstotheorientationprocesstoidentifyasalientorderinwhichto

sharecontentwithnewstudentorientationparticipants.Howinformationisprovidedmay

alsopositivelyshapetheengagementofparticipantsacrossgenerations.Fostering

connectionsbetweenparticipants,applyingcontenttocampusexperiences,andproviding

smallandlargegroupexperiencesspeaktovariousgenerationsoflearningaccordingto

HolyokeandLarson(2009).Further,usingamultimodalapproachallowsparticipantsof

multiplegenerationstofindapreferredandcomfortablewaytoengage.

Withinthenewstudentorientationexperience,commonalitiesimpactingstudent

successexistacrossmultiplegenerations.Factorssuchasstudentmotivation,

opportunitiesforcareertraining,andfinancialconservatismspeaktomultigenerational

studentsandtheirfamilies.Highereducationadministratorsmayfindvalueaddedin

strengtheningcohortsofnewstudentsthroughaligningsuchcommonalities.


19

References

AssociationforOrientation,Transition,andRetentioninHigherEducation(NODA)(2014).

Orientationplanningmanual.Minneapolis,MN:NODA.

Beutell,N.J.,&Wittig‐Berman,U.(2008).Work‐familyconflictandwork‐familysynergyfor

generationX,babyboomers,andmatures.JournalofManagerialPsychology,23(5),

507‐523.

Biggs,S.(2007).Thinkingaboutgenerations:Conceptualpositionsandpolicyimplications.

JournalofSocialIssues,63,695‐711.

Coomes,M.D.,&DeBard,R.(2004).Agenerationalapproachtounderstandingstudents.

NewDirectionsforStudentServices,106,5‐16.

Gilleard,C.,&Higgs,P.(2000).Culturesofageing:Self,citizen,andthebody.Harlow,UK:

Prentice‐Hall.

Harper,S.R.,&Quaye,S.J.(Eds.).(2009).Studentengagementinhighereducation:

Theoreticalperspectivesandpracticalapproachesfordiversepopulations.NewYork,

NY:Routledge.

Herman.J.,&Hilton,M.(Eds.).(2017).Supportingstudents’collegesuccess:Theroleof

assessmentofintrapersonalandinterpersonalcompetencies.Washington,DC:The

NationalAcademiesPress.

Holyoke,L.,&Larson,E.(2009).Engagingtheadultlearninggenerationalmix.Journalof

AdultEducation38(1),12‐21.


20

Howe,N.,&Strauss,W.(2003).Millennialsgotocollege.GreatFalls,VA:American

AssociationofRegistrarsandAdmissionsOfficersandLifeCourseAssociates.

Joshi,A.,Dencker,J.C.,Franz,G.,&Martocchio,J.J.(2010).Unpackinggenerationalidentities

inorganizations.TheAcademyofManagementReview,35(3),392‐414.

Langenkamp,A.G.,&Shifrer,D.(2018).Familylegacyorfamilypioneer?Socialclass

differencesinthewayadolescentsconstructcollegegoing.JournalofAdolescent

Research,33(1),58‐89.

Larkin,N.(2017,August22).WanttoreachGenZ?Looktoadultlearners.InsideHigherEd.

Retrievedfromhttps://www.insidehighered.com/blogs/call‐action‐marketing‐and‐

communications‐higher‐education/want‐reach‐gen‐z‐look‐adult‐learners

Levine,A.,&Dean,D.(2012).Generationonatightrope:Aportraitoftoday’scollegestudent.

(3rded.).SanFrancisco,CA:Jossey‐Boss.

Loveland,E.(2017,Winter).Instantgeneration.TheJournalofCollegeAdmission,34‐38.

Mailhot,B.A.E.,&Feeney,S.L.(2017).Perceivedparentalinvolvementandacademic

achievementofcollegestudents:Themediatingroleofacademicself‐concept.North

AmericanJournalofPsychology,19(3),685‐708.

Maslow,A.H.(1970).Motivationandpersonality.NewYork,NY:HarperCollins.

Mullendore,R.H.,&Banahan,L.A.(2005).Designingorientationprograms.InM.L.Upcraft,

J.N.Gardner,&B.O.Barefoot(Eds.).Challengingandsupportingthefirst‐year


21

students:Ahandbookforimprovingthefirstyearofcollege.SanFrancisco:Jossey

Bass.

Museus,S.D.,Yi,V.,&Saelua,N.(2017).Theimpactofculturallyengagingcampus

environmentsonsenseofbelonging.TheReviewofHigherEducation,40(2),187‐

215.https://doi.org/10.1353/rhe.2017.0001

NationalCenterforEducationStatistics.(n.d.).Fastfacts:Backtoschoolstatistics.

Retrievedfrom:https://nces.ed.gov/fastfacts/display.asp?id=372

Oblinger,D.(2003,July/August).Boomers,Gen‐Xers,&Millennials:Understandingthenew

students.Educause.37‐47.

Petty,T.(2014).Motivatingfirst‐generationstudentstoacademicsuccessandcollege

completion.CollegeStudentJournal,48(1),133‐140.

Raphelson,S.(2014).Amidthestereotypes,somefactsaboutMillennials.Retrievedfrom

https://www.npr.org/2014/11/18/354196302/amid‐the‐stereotypes‐some‐facts‐

about‐millennials.

Seemiller,C.,&Grace,M.(2016).GenerationZgoestocollege.SanFrancisco,CA:Jossey‐

Bass.

Strauss,W.,&Howe,N.(1991).Generations:ThehistoryofAmerica’sfuture.1584to2069.

NewYork,NY:Morrow.


22

Strayhorn,T.L.(2012).ExploringtheimpactofFacebookandMyspaceuseonfirst‐year

students’senseofbelongingandpersistencedecisions.JournalofCollegeStudent

Development,53(6),783‐793.https://doi.org/10.1353/csd2012.0078

Talbert,P.Y.(2012).Strategiestoincreaseenrollment,retentionandgraduationrates.

JournalofDevelopmentalEducation,36(1),22‐24,26‐29.

Tinto,V.(1990).Principlesofeffectiveretention.JournaloftheFreshmanYearExperience,

2(1),35‐48.

Tinto,V.(2017).Reflectionsonstudentpersistence.StudentSuccess8(2),1‐8.

doi:10.5204/ssj.v.8i2.376

Zumeta,W.M.,&Hunt,J.B.(2012).FinancingAmericanhighereducationintheeraof

globalization.Cambridge,MA:HarvardEducationPress.

new student orientation tucker-final - journal of student ... · journal of student success and...

Documents