Orientation Program For Students Research Articles

Learning Orientation Program Social Mobility Communication for Blind Students at SLBN Tasikmalaya

This research aims to describe the design and implementation of a special communication social mobility orientation program for blind students in SLBN Tasikmalaya Regency. This research is descriptive research with a qualitative approach. The research subject was one blind student. Data collection techniques were carried out by interviews and observation. Data analysis was carried out using reduction, data display, and conclusion drawing/verification. The research results show that the preparation stage was carried out by carrying out identification, assessment, analyzing the curriculum and compiling teaching modules. The teaching module includes three activities, namely introductory activities, core activities and closing activities. Preliminary activities contain activities to motivate, focus attention and find out the abilities that students have mastered. In core activities, the teacher uses lecture and demonstration methods. The teacher uses clothing brought by the students. In the closing activity, an assessment is carried out. At the evaluation stage, the teacher carries out formative evaluations during the learning process and after learning. Evaluation is carried out by observation and practical tests. Recommendations for further research are to carry out intervention efforts to improve the quality of learning, such as making innovations in media, teaching materials and assessments.

Assessing the Efficacy of Marijuana Prevention Initiatives for Promoting Students' Well-Being at Lagos State University

This study assessed the efficacy of marijuana prevention initiatives for a drug-free university campus with a focus on Lagos State University. The study used the descriptive survey research design. With the aid of the convenience sampling technique, out of a population of 500 sampled students, responses were obtained from 432 respondents and were used for final analysis. Using the Health Belief Model (HBM) as a theoretical framework, descriptive statistics and content analysis were adopted to analyse the collected and collated data. Results showed that there exists a notable lack of awareness among the majority of the respondents (62.3%) regarding marijuana prevention programs or initiatives at Lagos State University. Also, the study highlights the potential health and social risks associated with marijuana use, emphasizing the importance of proactive prevention efforts. These risks include impaired cognitive function, mental health issues, strained interpersonal relationships, and legal consequences. As a result of these findings, the study concluded by noting the pressing need for enhanced and consistent educational efforts, particularly through awareness campaigns during student orientation programs and the utilization of diverse communication channels. It is recommended amongst others, that Lagos State University implement regular awareness campaigns using diverse communication channels such as social media, workshops, seminars, and posters as well as enhance and promote the services of the university’s counselling unit to ensure that students are aware of the available support for substance use issues.

Mental health problems, perceived stress, and internet addiction among undergraduate college students of Kathmandu, Nepal

Introduction: The global burden of disease due to mental health problems is on a rise. One of the vulnerable groups are college going youths. The objective of the current study was to examine the frequency and pattern of mental health problems, perceived stress, and internet addiction and explore their relationship with each other among students reporting voluntarily during stress management program. Material and method: A cross-sectional study among 139 undergraduate students was conducted as a part of a program titled "Stress, drugs and internet among college students" during orientation program for undergraduate students of a management college in Kathmandu Valley. Mental Health Screening Questionnaire (MHS), Young's Internet addiction test (YIAT), perceived stress scale (PSS) were used for mental health problems, internet addiction and stress respectively. Results: As per mental health screening questionnaire, 64.7% (90/139) and 7.2% (10/139) participants reported somewhat difficulty and very much or extreme difficulty. There was mild internet addiction among 45.3% and moderate internet addiction among 18.7%. There was significant positive correlation of the MHS score (indicative of number of mental health problems) with the total YIAT score (ρ= 0.404, p< 0.01) and PSS scores (ρ= 0.301, p< 0.01). Also, severity of internet addiction and perceived stress levels were positively associated with each other (ρ= 0.303, p< 0.01). Conclusion: There is significant burden of mental health problems, stress and problematic internet use among the undergraduate students in Nepal. There is also a significant positive correlation of the MHS score (indicative of number of mental health problems) with the Young’s internet addiction test score and perceived stress scale scores.

Enhancement of Madrasah Ibtidaiyah's Student Management

Student management is necessary for the educational process to be successful. Located on Jalan Ramin Palangka Raya, Madrasah Ibtidaiyah Negeri II Palangka Raya is a popular Islamic secondary school that many families send their kids to. The purpose of the study was to identify and characterize the following aspects: Planning for student management, 2) welcoming new students, 3) student orientation events, 4) student records and reports, 5) student growth and supervision, and a description of how student management is being implemented at Madrasah Ibtidaiyah Negeri II Palangka Raya are all included. This study employed a qualitative approach to explain the phenomenon of student management implementation at Madrasah Ibtidaiyah Negeri II Palangka Raya. Observation, interviews, documentation studies, and triangulation were the methods used to acquire data; analysis, validity testing, and conclusion drafting came next. Regarding the research's issues, secondary informants provided support for the Headmaster, who served as the primary informant. The study's findings indicate that: 1) Madrasah Ibtidaiyah Negeri II Palangka Raya's student planning began with an examination of the needs of the students, then moved on to student recruitment and selection. 2) A Committee of Penerimaan Peserta Didik Baru (PPDB) oversaw the recruitment and selection of students. A few teachers were chosen by the headmaster to lead the committee. The committee chose new pupils using two criteria: the candidate's record of accomplishment and regular method. 3) The Vice Headmaster of Student Affairs oversaw and controlled the OSIM's student orientation programs. 4) Student records and reports have been created, for example, by keeping track of students' daily attendance lists to learn about their academic progress and provide study support. 5) Student development and supervision were carried out through intra- and extracurricular activities like student athletics, student scouting, and OSIM. To foster the student's interest and talent, all of the activities were carried out under constant observation.

Piloting a Library-Led Online Academic Skills Orientation Program

In August 2021, we piloted an online academic skills orientation program for incoming undergraduate and graduate students. The program featured a range of synchronous online sessions that provided students an opportunity to learn from librarians, learning specialists, peer mentors, professors, academic advisors and other campus partners during presentations, panels and Q&As. The program was attended by 548 unique students with overall workshop attendance totaling 1310 over a four-day period. Due to the success of the 2021 pilot, we ran another iteration of the program in August 2022, which included both online and in-person elements. The three-day online program was attended by 309 unique students with overall workshop attendance totaling 1084 while the one day in-person program was attended by 37 students. Approximately 8% and 20% of program attendees completed program surveys in 2021 and 2022 respectively. While the low response rates make it difficult to generalize about the data, feedback overall was positive, with most respondents indicating that they found the experience to be valuable. We conclude by encouraging other libraries to consider the role that they play in familiarizing students with university supports and services and to take a leading role if such programming is not currently in place at their institution.

What about the books? Valuing students’ past library experiences

In 2019, the Utah State University Libraries’ first-year student orientation took an unexpected blow when it was made optional in the new student orientation program after being required for more than a decade. We want to make sure that students know about the resources available to them through their library at the beginning of their college careers, and this change felt devastating. In a strong push to prove our worth and gain some much-needed validation, we held focus groups with our first-year students to hear what they thought of their library and how the library orientation impacted them. Our secret motive was to reinstate the library workshop as a requirement for all first-year students. After doing our IRB diligence, we successfully recruited 48 students to participate and held four focus groups, two sessions with library orientation participants and two with nonparticipants.

Meeting Them Where They Are: Designing a New Self-Paced Library Orientation Program for Students in the Learning Management System

In this column, we share what we have done before to teach students how to access the databases. In addition, we briefly discuss our past marketing efforts and the tools we used for our information literacy assessment programs in the past. Finally, we discuss what we’re doing now including the platform we chose and why, the audience (who is this for), and the details of the project plan. Ultimately, by migrating from Teachable to the Learning Management System tools for the online library orientation program I have reduced redundant technologies, saved the library money, and reduced my workload.

Adaptation of the Turkish Language Version of the Inventory of New College Student Adjustment: The Roles of Resilience and Social Self-Efficacy in College Adjustment

Transition from high school to college can be a struggle for many students. To support the first-year college students during the transition, various factors can be taken into consideration. In this study, we focused on the role of resilience, social self-efficacy, college orientation, and student organization involvement in college adjustment among the first-year Turkish college students. Using snowball sampling, we distributed our online survey package across Turkey and recruited a total of 346 participants. To measure the concept of college adjustment, we developed and validated Turkish language version of the Inventory of New College Student Adjustment (INCA-T) due to the limitations of existing instruments. The confirmatory factor analysis results indicated that the 10-item INCA-T revealed a good fit with Turkish sample. Then, using INCA-T, we evaluated the relationship among college adjustment, resilience, social self-efficacy, attendance of a student orientation program, and involvement in student organizations. Multiple regression analysis results showed that resilience and social self-efficacy were significant predictors of college adjustment among the first-year students. Also, individuals participating in student orientation and student organizations reported significantly greater adjustment to college. Considering the findings of the present study, we discussed implications for faculty advisors and college counselors, then provided recommendations for future researchers.

Academic integration in higher education: A review of effective institutional strategies and personal factors

Globally, there has been a surge in international students, posing challenges to their host institutions. The review aimed to identify institutional strategies and personal factors that promote international students' academic integration. With an independent systematic review of titles, abstracts, and full texts, 64 studies were sampled and analyzed. The study presented findings through a narrative synthesis across all studies. The review results showed that there have been an increasing number of studies on academic integration over the last decade. Institutional strategies like staff and student interaction, student orientation programs, classroom organization, supervisory support, and learning communities are more effective in promoting healthy academic lives and the academic progress of students. Personal factors, which include financial status, language ability, and self-efficacy in students, were revealed to facilitate healthy academic lives and progress on campus. Prioritizing international students' welfare, providing language adaptation support, and increasing the accessibility of academic staff were suggested strategies for improving the academic lives of international students. The study also recommends that tertiary education systems and other stakeholders take these institutional strategies and personal factors into account when developing higher education policies. This will help international students have better academic lives and stay in school.

Student's perception of utility and application of skills taught during the foundation course at a medical college in central Uttar Pradesh, India.

ABSTRACTContext:“Foundation course” is an orientation program for MBBS students at time of entry into medical college.Aims:To study the MBBS student’s perception of relevance and level of confidence in application of skills acquired in foundation course and its predictors.Settings and Design:A cross sectional study was done among second year MBBS students at a medical college in central Uttar Pradesh, India.Methods and Material:Data was collected online using a Google form over 1 month. About 97 (out of 200) students participated in the study. Final analysis was done for 94 responses.Statistical Analysis Used:Chi Square test for proportions.Results:Overall 83% students found foundation course to be relevant. Sessions on professional development & ethics (94.6%), biomedical waste management (94.6%), social responsibility of doctors (91.5%), communication skill (93.6%), role and responsibilities of Indian Medical Graduate (93.6%), universal precautions (91.5%), immunisation (91.5%) and assessing E –resource (90.4%) were rated as most relevant. Computer skills and sports/extra-curricular activities were perceived as non-relevant by 29% and 16% students respectively. Overall 61% students were confident about application of knowledge/skills acquired in the foundation course. A significant difference was observed for gender and medium of education with regards to level of confidence in application of certain skills/knowledge.Conclusions:Foundation course was perceived as relevant by most students. However, level of confidence with regards to application of skills/knowledge was found to be variable with significant difference for some variables.

Determination of Factors that Contribute to Postgraduate Students’ Delay in their Thesis/Dissertation Completion

Most postgraduate students in federal and state universities rarely complete their thesis/dissertation at the appropriate time. It therefore becomes necessary to determine the factors that contribute to postgraduate students’ delay in their thesis/dissertation completion in federal and state universities in south east, Nigeria. The study was guided by two research questions and two hypotheses were tested at 0.05 level of significance. Descriptive survey research design was utilized to assess 1,254 students sampled from a population of all the postgraduate students in federal and state universities, south east, Nigeria using multistage sampling procedure. Questionnaire titled ‘‘Factors that Contribute to Delay in Postgraduate Students’ Thesis/Dissertation Completion (FCDPSTDC)’’ was used for data collection. The research questions were answered using mean and standard deviation and the hypotheses were tested using t-test. The findings of the study revealed among others that supervisors and students’ related factors contribute to the delay of postgraduate students’ completion of their thesis/dissertation in federal and state universities, south east, Nigeria. Based on the findings, it was recommended among others that university management should organize mandatory yearly orientation programme for postgraduate students to equip them with research skills and also guide them on how to properly write and complete thesis/dissertation at the stipulated time

Aiding Transition to University Through an Outdoor Orientation Program: Accelerated Friendships

Outdoor orientation programs are used to provide experiences which aid transition to university. We investigated how an outdoor orientation program for first-year university students in England, UK accelerates social group development, which in turn aids transition and adaptation to university. We employed mixed methods data collection, including the Student Adaptation to College Questionnaire (SACQ) (Baker & Siryk, 1989) and semi-structured interviews. The questionnaire indicated that the outdoor orientation program significantly aided adaptation to university. The benefits of accelerated social group formation for transitioning young adults are explored through thematic analysis and explained through psychological theory.

A Basic Formula for Effective International Student Services

The effective delivery of support services for international students has been the subject of professional discourse for nearly a century (Wheeler, King & Davidson, 1925). While scholars have long examined the problem of student attrition, early retention models (Spady, 1970; Tinto, 1988) applied anthropological, psychological and sociological theories in ways that mostly ignored the intuitional responsibility and capacity to serve culturally diverse individuals. Furthermore, an analysis of fifty years of student affairs research found that international students were mostly excluded (Pope, Mueller and Reynolds, 2009). It was not until the establishment of the Journal of International Students that international students began to receive regular attention within the academic literature.
 International student advisors have an important role to play in helping international students adjust to their host communities and institutions. However, changes to student immigration regulations has resulted in an increased emphasis on immigration compliance (Boyd, 2008; Rosser, Hermsen, Mamiseishvili, & Wood, 2007) and lowered the capacity of some international student offices to provide non-immigration services. 
 The quality of international student services, whether immigration or not, is generally dependent on formal and informal processes of which multiple stakeholders are a part. Thus, a small change to one element has the potential to affect the whole. In order to maximize efficiency and effectiveness of services offered, international student advisors may benefit from applying a systems perspective as summarized by the following formula:
 ISS = [PM + (LM + I + V)] + CI
 International Student Services = [Process Mapping + (Lean Mindset + Intentionality + Value)] + Continuous Improvement
 Process Mapping
 Process mapping is a useful tool for understanding the interrelationships of all the specific elements that allow for a specific service. For instance, a process map may be used to visualize the series of steps, decisions and delays that begin when someone applies for admission as an international student and ends when that person receives the necessary documents to apply for a student visa. The elements are each mapped individually and their relationships to each other visually mapped to create a workflow diagram. This dynamic flowcharting activity makes it possible to understand how each part contributes to the whole and the downstream consequences of interventions.
 Lean Mindset
 International student advisors should strive to develop a lean mindset. This includes commitment to identifying and eliminating wastes from programs and services offered to international students. Such wastes may include requiring international students to complete actions that are unnecessaryor overly burdensome. For instance, requiring a student to obtain signatures on a paper form in order to request authorization for curricular practical training when free cloud-based solutions exist that would expedite and simply the process for all involved. As the workload of international student advisors increase due to additional immigration compliance requirements, it is critical to be able to maximize capacity by eliminating waste.
 Intentionality
 International student services should be considered an important part of the co-curriculum. While an orientation program for new international students may include a shopping trip to the local, an intentional approach to this service would be to leverage the activity as a means for teaching students how to use the local bus system. This would not only accomplish the basic goal of helping students obtain access to needed goods, but it would also help them acquire the knowledge and skills necessary to travel confidently around their host community.
 Value
 When analyzing components of international student services, it is important to assess parts of the process using the following criteria:
 1. Adds value from the student’s perspective
 2. Does not add value from the student’s perspective, but is required
 3. Does not add value from the student’s perspective nor is it required
 The goal of assessing value is to ensure most, if not all, of the components that make up the process are viewed as valuable from the perspective of the student. This helps to ensure a higher level of satisfaction with the services offered and it keeps advisors from engaging in activities that detract from the overall mission of supporting international students.
 Continuous Improvement
 The work of enhancing international student services is never complete. Rather, the international student office staff should commit to regularly reviewing and refining the services they offer using the method summarized by the formula.
 Conclusion
 A systems perspective is helpful for understanding and ensuring the effectiveness of international student services. While international student advisors may be exceptional as individual contributors to a given process, failure to see the interdependencies between their work and the work of others who touch the process can result in misalignment in expectations and experiences on the part of the student.

Factors That Limit Hispanic Representation in Medical Education: A Review of Hispanic Underrepresentation in Medical Education

The underrepresentation of Hispanics in medical education poses a looming problem for the United States. The inability to produce a physician population that mirrors their patients leads to inadequate healthcare for individuals of all ethno‐racial backgrounds. By 2045, Hispanics are projected to make up the majority of the population. The U.S. is 30% Hispanic but only 4% of all current medical students are Hispanic. The objectives of this research were to: [1] analyze key academic, socioeconomic, and psychosocial factors that hinder Hispanics in entering medical schools, and [2] highlight the benefits of increasing Hispanic representation within medical education. A library research using electronic databases such as JSTOR, Proquest, and Medline was conducted. Fifty peer‐reviewed articles were selected, analyzed, and evaluated for their relevance. Relevancy was judged based on how well the articles addressed our objectives. The identification of key factors was done by surveying how often frequently these occurred in the literature.Our review identified multiple key factors. In terms of academics, Hispanics were limited by low GPA, MCAT scores, and gateway courses. In terms of socioeconomic factors, Hispanics were limited by household income and the high cost of obtaining a medical education. Lastly, key psychosocial‐related factors identified were a lack of Hispanic mentors, negative stereotype, stigmatization, micro aggression, and limited exposure to real life role models and to health careers. Our review shows that at any point in time, one or more of these factors play a limiting role in Hispanic students gaining admission into a medical school. To counter these hindrances, the following recommendations are in order: [1] create mentoring programs supported by medical schools for students in primary, secondary, and undergraduate levels; [2] devote resources to socially and economically disadvantaged areas by running summer internship programs, [3] create pipeline programs that are focused on URMs, and [4] encourage institutional change within medical education itself by seamlessly integrating cultural competency aspects into programs, curricula, courses, student orientation programs, and faculty training.Support or Funding InformationThis research was funded by the Texas A&M International University College of Arts and Sciences and ACT On IDEAS.

Perception and Incidence of Students Academic Incivility at Faculty of Nursing

Background: Students academic incivility is a serious and growing concern in higher education and specifically in nursing education. Incivility is increasing among nursing students and it is one of the problems affecting nursing education in different countries. Aim: To assess perception and incidence of students academic incivility at Faculty of Nursing. Research design: The study was conducted using descriptive research design. Setting: The study was carried out at Faculty of Nursing, Minia University. Subjects: The study subjects consisted of30% from total number of nursing students enrolled at 2nd, 3rd, and 4th academic years during the academic year 2018-2019 (N=400), and 50 % from total number of faculty staff members and their assistants (N=61). Tool: Incivility in nursing education survey (INE) was used for data collection. Results: Revealed that, staff members had the highest level of perception regarding student academic incivility behaviors with (88.5%) followed by students with (73.8%). Also, the highest percent regarding incidence of students disruptive behaviors was for moderate level of occurrence from staff members view with (75.4%) followed by students view with (49.8%). Moreover, the highest percent regarding incidence of student threatening behaviors was for low level of occurrence from students view with (71.8%) followed by staff members view with (59%). Conclusion: There is statistically significant difference between students and staff members view regarding perception of students' academic incivility behaviors and its incidence. Recommendation: Creating and implementing new student orientation program, which considered a prim opportunity to prepare students for their undergraduate experiences by providing valuable resources and information. And staff members should be role model in civil discussion, communicates effectively with the students in the class, and focus on creating respectful relationship with them and appreciating their effort and perspectives.

Designing Transitional Programs to Meet the Needs of Multi-Ethnic First-Year Students

Colleges and universities often rely on transitional programs to convey a sense of institutional expectations to new students. These programs, however, are often defined and created from a perspective of history and tradition, and do not necessarily reflect the increasingly diverse college student population. Using the "CAS Standards for New Student Orientation," a student orientation program was reviewed with special attention to multi-ethnic student perceptions of the goals outlined in the standards. Using two years of data collection, the findings suggest that multi-ethnic students are more satisfied with the orientation program than are Caucasian students as measured by the CAS Standards.

The Integration of Technology in New Student Orientation Programs

New student orientation programs are typically designed around a loosely defined set of expectations that assist in the social and academic transitions to college. An area that has only begun to receive considerable attention in these programs has to do with technology orientation. The current study reports what orientation coordinators perceive to be the most effective strategies for incorporating technology into new student orientatin programs. Coordinators agreed most strongly with the notion of emphasizing the importance of technology to new students coupled with providing new students email accounts immediately upon arrival to campus.

“I Don’t Just Give Tours”

Undergraduate student orientation leaders play a vital role in many new student orientation programs. Although the leaders assume many responsibilities, little is known about how these students benefit from this experience. This qualitative study examined what students learned from being student orientation leaders. Students’ learning occurred in four areas: intrapersonal growth, skill development, understanding of others, and understanding of the institution. Results of this study highlight the benefit of incorporating upper division leaders into orientation programs. In addition, it illustrates how new student programs provide a valuable experience for upper-division continuing students as well as new students in transition.

Student Satisfaction With Orientation

Orientation programs are vital to a new student's acculturation to the campus community, and have been linked to students' long-term academic and personal success on campus. The Council for the Advancement of Standards (CAS) Standards for New Student Orientation provide a meaningful guide for program development and assessment. These CAS Standards were utilized over a two-year period to assess Tulane University's new student orientation program. The results of the assessments have prompted the professional staff at Tulane to examine the rationale behind each of the orientation program's activities and intentions.

Engaging Families in Supporting their Students

Parents and families are a key factor in college student success. As such, it is critical that institutions develop positive relationships with the families of students, particularly during new student orientation programs. Appreciative Advising has been used as a solid model for advisors and mentors to work with students on nurturing meaningful partnerships, generating co-constructed paths to success, and providing individualized sets of tools and timelines for personal development. Appreciative Advising is an effective, proven framework for enhancing student success which can be applied to working with parents durign new student orientation. The six-phase model can be taught to parents as a way to empower them to assist their student in achieving their educational and personal goals.