Running an Orientation Program
Information for First Year Advisors
Background
The transition from school to university study, the return from work or from another country is a time of great
trepidation as students try to make sense of the university environment. Orientation and transition programs are
designed to smooth this transition and improve the academic and social experiences of all students.
Orientation sessions for students provide an essential step in this process. A key factor that influences persistence
in higher education is feeling socially and academically involved and part of a learning community (Tinto, 1997).
Orientation sessions provide Schools and Faculties with the opportunity to start developing an environment that
facilitates a feeling of involvement for students.
In the past, Griffith has run general orientations for all students during O Week. Increasingly, more Schools are now
taking on a role targeting academic orientation to the School and the discipline. This is particularly advantageous
for students as they can engage with Faculty, staff and peers relevant to their area of study. It helps students
understand the expectations and obligations associated with their studies (McInnis, 2001) and enrolling at Griffith.
Students are also more likely to attend School and Faculty-based orientations than general orientation sessions. In
addition, it is recognised that a longer period of orientation is more appropriate as it enables students to encounter
information and people at times when they are more likely to need them.
In light of these developments, the following information has been provided to assist Faculty and School staff with
the development or review of their orientation programs. It is expected that an appropriate Orientation and
Transition program would run for ½ to a full day, depending on student numbers and the semester of operation.
Key Features of an Orientation
Attendance
Details of orientation sessions should be sent to all students with the first round offers. This information will also be
included on the First Year at Griffith Virtual Orientation website. Although students are encouraged to attend
orientation sessions, many students choose not to attend and therefore miss valuable information. This places
more demands on staff in the first weeks of semester. As a result, some Faculties have made attendance at
orientations sessions compulsory. Your School/Faculty may wish to consider choosing this option.
Make It Interesting
Students are likely to benefit more from an orientation that holds their attention, is enjoyable and provides some
immediate benefit. For example, holding a quiz (with prizes) at the end of the orientation could increase the amount
of information students remember. Benefits may relate to meeting key staff to help with emerging problems.
Getting to Know Each Other
The key aim of an orientation should be to assist students to meet staff and their peers. It is the students’ first
opportunity to get to know staff and other students, and begin to make the connections that are crucial to their
success at university. Knowing the names of fellow students and being able to meet and talk with academic staff
are hallmarks of persistent students.
There are a range of activities that can help students to interact including pair or small group discussions,
icebreakers activities and involvement in informal social occasions. If your School has a mentor scheme, mentors
can be involved with facilitating small group discussions or running campus tours.
Adjusting to University Life
Today’s students come from a range of backgrounds and cultures, often commute to campus, frequently have parttime or full-time employment and can have substantial family responsibilities. Many students may be working 10 to
14 hours per week. These factors can have a detrimental effect on student’s transition to university and can make it
more difficult to identify as a university student. This feeling of identification is another key factor that influences
persistence at university (McInnes, James & Mc Naught, 1995).
The inclusion of an informal discussion or activity on the challenges and hurdles of adjusting to university can
normalise students’ fears and provide answers to questions they might not otherwise ask. Time management is one
key difficulty that students have in their first semester. There may be some specific issues related to adjustment
that can be raised. Student Services may be able to make contributions here or provide relevant information or
material.
Career and Future Orientation
Many younger students entering the university remain uncertain about their future and possible careers. Involving
later year students and recent graduates in some presentations may be useful in helping to motivate students to
focus more clearly on a direction.
Information About School/Faculty Culture and Expectations
Orientation sessions provide staff with an opportunity to introduce students to course expectations and suggest
relevant study strategies. Ideally having all first year Course Convenors present will encourage broader
understanding of expectations across first year courses. Using a second-year student or mentor to discuss their
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experiences can often give students relevant and helpful information. There should be opportunities for students to
discuss current issues with their enrolment and course selection, and possibilities to meet the teaching teams in
various courses.
The Nuts and Bolts of Studying in Specific Schools/Faculties
As there is so much new information to impart to students, it is important to decide how much information to include
during the orientation and whether other information can be provided gradually through the first weeks of semester.
Introduce students to key staff members, including the SAO and Faculty Librarian. Ideally, students progressively
learn about what is required and what assistance is available during lectures and tutorials throughout the semester.
A Campus Tour
This is another good way for students to get to know each other and become familiar with the university
environment. Mentors or second-year students can be utilised to provide campus tours if desired. Remember to
show the student the places where first year lectures are scheduled so that they know where they are going next
week!
Information About Other Resources
Students need to be informed about the wide range of support services available, However, ti is important that they
do not become overwhelmed with the number of available resources. It may be helpful to select one or two of the
most pertinent resources and to refer students to the first-year website and other publications for further
information. It may also be useful to suspend some of these matters until a week or two in semester. For example,
library tour and information literacy workshops might be scheduled in conjunction with announcement of the first
assignment. Key library staff may also be able to contribute to in-class tutorial sessions.
Parents
Parents are key moderators of students persistence in higher education. Providing a brief session (for example, 2
hours) for parents outlining expectations of university study, career possibilities, issues associated with success in
higher education and meeting staff would be a useful addition to any orientation program with large numbers of
school leavers.
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