25+ Orientation Program
Running head: 25+ ORIENTATION AT OSU
25 +: An Action Plan for the Implementation of an Orientation Program for
Undergraduate Students who are 25 and older at Oregon State University
Edie Blakely, Cori Hall, Yiyun Jie, Justine Ledges, Kathryn Magura, & Dave Markel
Oregon State University
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25+ Orientation Program
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25 +: An Action Plan for the Implementation of an Orientation Program for
Undergraduate Students who are 25 and older at Oregon State University
Introduction
New student orientation programs at colleges and universities are instrumental in
grounding new students in the cultures and traditions of the institution. Most colleges and
universities have an in-depth orientation program for traditionally-aged college students; students
who typically enroll in college directly upon graduating from high school (Dill & Henley, 1998).
The population of students who would be considered non-traditional at the undergraduate
level, students who have been out of college for at least a year and are balancing multiple life
roles (such as a marriage, family, or full-time job) (Dill & Henley, 1998), is on the rise at many
institutions of higher education. However, while this population of students is on the rise, there
are not very many programs or services that cater to the needs of this specific population of
students at Oregon State University. This student population is a high-risk group in terms of
their collegiate persistence (Kasworm, 2003). The students are often enrolled part-time and are
balancing multiple roles outside of the classroom. Few have the opportunity to reside on the
college campus or few have the opportunity to be as involved as the traditional college student.
This is important because research has shown that student involvement is essential to student
success (Astin, 1984).
In encouraging non-traditional students to persist, it is important to assist them in making
connections on campus with other students, faculty, and staff. Students who attend class and
return home without speaking to anyone on campus are the most likely to drop out of college
(NACADA, 2003). Programs that encourage the students to become involved with others seem
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to have the best success rate on retention because they feed this basic need of connecting with
others (NACADA).
25 + Students at Oregon State University
Enrollment at Oregon State University (OSU) has increased significantly within the last
10 years (Oregon State Univerity, 2005). Within this growth, there has been an increase in the
number of non-traditional students attending college. While the Student Orientation and
Retention (SOAR) office at OSU has taken great strides in developing a summer orientation
program for traditionally-aged college students, there is no sufficient orientation program
specific to the non-traditional student population. We are advocating for the implementation of
an orientation program that caters to the needs of non-traditional students at OSU.
When looking at the demographic information of non-traditional students at OSU, we
decided to concentrate our efforts on non-traditional students who are at least 25 years old, and
are undergraduate students. We are fully aware that there are other students who fit into the nontraditional category (i.e. students who are under 25 and married and/or have children), but we
decided that trying to create programs that encapsulate such a diverse category of students is
nearly impossible. Focusing in on those undergraduate students who are at least 25 years old
(25+) allows us to advocate for a large percentage of students within the non-traditional student
population that may otherwise be ignored or underrepresented. In the fall of 2004, there were
642 newly admitted 25+ undergraduate students at OSU (Watts, 2005). In the winter of 2005,
230 additional 25+ students were admitted. The special needs of these students during
orientation, at this time, are largely ignored.
Through conversations with colleagues in the Oregon State University Student
Orientation and Retention Office (SOAR) we determined the non-traditional aged student
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population was not being targeted for Summer Advising and Registration Program (START) or
New Student Orientation (Connect). Research confirms 25 + students have needs specific to
their population and they were not being addressed in orientation programs as they currently
exist. (Cite)
Review of services at other institutions
In researching orientation programs at other colleges and universities, we discovered that
not very many programs exist that cater specifically to the needs of non-traditional or 25+
students. Much of our research focused on community colleges, since many times, the student
population is made up largely of non-traditional aged students. We contacted Tara CarpenterSprehe at Clackamas Community College (CCC). While CCC is slowly seeing an increase in
traditional aged students, the average age is still 32 years old and most of these students are
attending part-time. They do not target non-traditional aged students in orientation because they
have no application procedure and therefore no information in advance to target 25 + students for
special orientation.
At Portland Community College and Mt. Hood Community College orientation
information is generally given during an initial advising appointment. Katy Ho-Middleton, an
academic advisor at Portland Community College (Personal Interview, 2005), indicated that they
do not have any special services for 25+ students since the majority of the students enrolled at
that institution are over 25 years of age anyway. She also stated that since PCC was a two-year
institution that draws most of its attendance from this demographic and whose students transfer
to four-year universities to complete their degrees, it would not be a beneficial expenditure of
resources to create special services. Katy mentioned that most two-year and community colleges
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would not have specialized orientation programs in place. This fact highlights the necessity for
four-year colleges and universities to take a closer look at this growing group of students.
The majority of four-year universities that we reviewed had little to no information
specific to students in our focus group. Most simply provided links to other services available on
campus. There are a few four-year institutions that have found ways to address the needs of this
population of students outside of the traditional services offered to undergraduate students. At
the University of Wisconsin-Eau Claire, services are administered by the Non-traditional Student
Services Office (University of Wisconsin-Eau Claire, 2004). This office offers a “Back to
School Program” orientation for adult students who are new to the university, or returning after a
break in attendance. Both morning and evening sessions are offered to better serve the needs of
parents or working students. UW-Eau Claire also offers academic advising for undecided nontraditional students, career exploration workshops throughout the semester, and the Adult
Student Peer Mentor Program that allows incoming non-traditional students to be matched with a
continuing peer mentor to assist them with their transition to life at the university.
Services for non-traditional students at Kent State University include an orientation for
25+ students, ongoing workshops throughout the semester, and a course for credit, all aimed at
meeting the needs of this special population (Kent State University, 2005). In addition to its
orientation aimed at non-traditional students, Kent State University also offers ongoing
workshops throughout the semester as well as a 10-week Adult Student Orientation Course for
credit. The course covers study skills, time management, campus resources, and other issues as
they relate to non-traditional students. Just as important, the course brings students together for
the connection (and peer support) that is vital in the retention and satisfaction for these students.
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OSU Services and Student Voices:
Currently the student services offered for Oregon State University 25+ undergraduates
are very limited. In the Memorial Union, there is a 25+ Lounge with computers and study tables
that 25+ students can use. There are also services for non-traditional students through the
extended campus as well as specific scholarships for non-traditional students. “The Educational
Opportunities Program (EOP) was created at Oregon State University in 1969 to provide support
for non-traditional students. These include students of color, older than average students,
students with disabilities, single parents, low-income students, and students who have been
rurally isolated.” (Oregon State Univerity, EOP). The EOP services include academic services
for those students, but there is no orientation component to the services that EOP offers. Their
services are available for other students of underrepresented groups as well, so they are not
targeted specifically for 25+ students. There is a workshop through University Counseling and
Psychological Services tailored to the needs of non-traditional students. Yet, there is no
coordinated way to deliver this type of information to these students..
Although not providing specific tailored program or services for 25+ students, the
welcoming, safe space and environment that the Women’s Center has for non-traditional
students meets some of 25+ students’ needs. Molly Gray, from the Women’s Center, reported
that they many resources on childcare including free childcare nights, free space and child care
for 20 children enabling parents to attend group meetings or other social events (Personal
Interview, 2005).
The Associated Students of Oregon State University (ASOSU) represents all OSU students.
Matthew Petrosian, an ASOSU representative, stated that no specific services or support plans
targeted directly to 25+ students could be identified (Personal Interview, 2005). The most related
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resource that the individual mentioned was the Child Care Subsidy, which provides funds to help
fund childcare expenses for students who have children.
OSU does have a student driven organization that focuses on the needs and issues of nontraditional students. There is a 25+ student organization and a 25+ student representative in
Associated Students at OSU. There are two OSU student leaders involved in these groups that
were identified as stakeholders with interest and concern for the 25+ student population on
campus. These individuals are Brad Green, the 25+ student senator for ASOSU, and Jessica
Prince, the president of the 25+ student club. Another stakeholder, as far as institutional support
of student needs is the faculty adviser of the student organization, Machelle Kennedy, who is a
full time Program Coordinator for the Memorial Union Programming Council (MUPC).
Green identified some of the challenges that students face at Oregon State University
including coordinating and getting 25+ students involved (Personal Interview, 2005). Many of
the students are unable to commit to time outside of classes because of commitments off campus
such as job and family. Some of the resources that Green identified as helpful for an orientation
session include off-campus housing information, health services access, online technology
workshops, and community involvement opportunities.
Prince’s commitment as the 25+ Club President stems from her experience at Southern
Oregon University where she started her undergraduate career. At SOU, she was required to
take one of her first term Baccalaureate Core writing classes with a group of other new 25+
students. This community of students with similar needs that was formed because of the class
helped her persist through her education. She understands the importance of networking and
establishing a support group in achieving academic success. Prince has not had success in
developing this kind of support group at OSU. She became the president of the 25+ club in the
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fall, and states that there has been very low turnout at each of the club’s events. Because of a
lack of interest and coordination, the 25+ club has lost its funding from the Educational
Activities Committee this year. Last week, Jessica advertised for another club meeting to attract
more interest. The only attendees other than her were Brad Green, and a member of this
Counseling Advocacy Group project. This reinforces the need for greater institutional support
for 25+ students in the form of facilitating services.
Machelle Kennedy had quite a bit of information on the OSU institutional history of the
services that 25+ students have had in the past. She feels that the most challenging piece for her
role as an advisor for this group is how to get more students involved in the group. This is quite a
challenge for the 25+ students, due to other life commitments they may have. In the past, the
OSU Admission office had a position that worked with non-traditional students. A large part of
this role was to serve older learners.
Kennedy suggested that a point person who could take an official administrative role to
support 25+ students could really help improving the services for them. There is a lack of
connection within this group. Even with a centrally located lounge space, there aren’t many
students who come to take the advantages of the resources. This person’s position may not fit in
well with the Admission Office compared with some other office like SOAR or Student
Involvement. However, adding certain orientation programs for this group at the very beginning
through the SOAR Office surely would carry out the tasks better. The students would be able to
seek help with transition difficulties, and build initial contact among people that share a similar
situation with them.
Assessment
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In an effort to assess the needs of the 25+ student population, we put a survey question up in
the 25+ Lounge in the Memorial Union with the following question: If orientation to OSU were
perfectly designed for students 25 years or older, what would it include? Fifteen student
responses were posted. They expressed a need to be connected with community resources, such
as maps, local phone books, lists of businesses, and childcare information. Students repeatedly
mentioned the need for providing information on how to gain access to age-specific financial aid
and scholarships. They suggested providing information on specific academic needs, such as
advising and classes to assist their acclimation to OSU.
We have requested to meet with key decision makers in the OSU Student Orientation and
Retention (SOAR) Office this spring to advocate for a 25+ student orientation to be implemented
during the START orientation programs this summer. We propose the establishment of a nontraditional aged student track to be incorporated in the currently existing Summer Advising and
Registration Program (START) and New Student Orientation (Connect). We suggest the 25+
students be organized into a cohort who will participate in some of the existing orientation
activities together as well as some activities designed around information relevant to the unique
needs of this population.
Initially forming 25+ students into a cohort will serve to two purposes. First, as an
organizational tool it will help facilitate the seamless integration of standard orientation activities
and group specific activities. Second, students would be introduced to a community of other
students who are experiencing similar barriers at a traditional student focused institution. The
development of a support group is essential to the success of students in college. The students
would also be connected to specific resources in the community and at OSU that cater to their
needs, but not necessarily those of the traditional age student.
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The orientation will begin with 25+ students joining all new students for the opening
session where they will be welcomed to the OSU community. The 25+ cohort will then meet
together as a group where they will receive information on services specific to the needs of older
than average students. Examples of such services include but are not limited to: The 25+ Club,
the 25+ Student Lounge in the Memorial Union, child care resources, commuter student
information, web and computer resources, scholarship and financial aid information specific to
25+ students, as well as services and programs such as the Educational Opportunities Program’s
refresher math courses.
Following the small group meeting, the cohort will rejoin the traditional aged students for
the Academic Presentations and dinner, which is organized by academic interest area. The
remainder of the orientation activities such as Foreign Language Assessment, Recreation Night
and Residence Hall tours may, or may not, be of interest to 25+ students and can be presented as
options.
We also propose that a group of graduate students in the College Student Services
Administration (CSSA) program at OSU work with staff in the SOAR office to develop and pilot
this orientation program. It will be essential to get university support and buy-in from a number
of departments on campus (such as SOAR, and many others who contribute each year to the
success of the START program) in order to receive the necessary financial support needed to
implement a new orientation program specific to the 25+ population. Due to the time and money
constraints evident in creating a program to be piloted later this year, we propose to piggyback
our orientation program onto the START sessions that already cater to transfer students for this
first year.
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The Transfer STARTs are a natural avenue for us to tailor our advocacy to for 25+
students, because many students who are a part of the 25+ group also fit into the transfer student
category. Since there will be three START sessions throughout the summer that target Transfer
students, we should be able to connect with a significant number of incoming 25+ students to
OSU. Also, these START sessions are one day only, instead of the traditional START sessions
that include an overnight stay. Many transfer and 25+ students cannot take the time away from
the myriad of other commitments they have to come to an orientation that lasts longer than one
day. Depending upon the success of this orientation program after this first year, we may
propose to have specific orientation programs established for future years that cater specifically
to 25+ students.
We recognize the need for childcare may be a major barrier for non-traditional aged
students considering participation in orientation activities. Therefore, we are also advocating for
the university to provide childcare during orientation programs at no cost to student parents. We
understand this will require additional budget consideration and we suggest that SOAR
collaborate with other units on campus such as Kid Spirit, The Women’s Center as well as
Kinder Care in order to provide a quality yet cost effective childcare program for START and
Connect. We see this as an integral part of the diversity initiative at OSU, as well as a condition
of a successful orientation for student parents.
The SOAR office is also responsible for Odyssey: ALS 111 – ALS 112 which are 1
credit courses designed to provide ongoing interaction with an instructor and peer leader to
discuss issues such as collegiate success, positive relationships, as well as career and academic
direction. We suggest the development of an Odyssey specific to 25+ students to provide
continued opportunity for networking and information sharing specific to their needs.
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Some additional suggestions we have for OSU administrators can be done in the near
future at very little cost to the university include setting up some online resources specific to the
25+ student population. The establishment of message boards and chat rooms via the internet
specific to this largely underrepresented student population could be a determining factor in
facilitating their successful matriculation within the university. These online services could
range from a social activities calendar to postings of apartment rentals or recommendations of
quality daycare services. Simply providing a university-sponsored venue for students in this
population to make connections with other students who are similar to them could help establish
more of an actual community for this traditionally at-risk population, as well as send a clear
message that the university recognizes and cares about the differing needs they have.
There may be some way to provide this web-based networking through the OSU Online
Services, or through the Blackboard Learning System™, utilizing information the university
currently has at its disposal. Online resources could be very beneficial to 25+ students because
they can access them for wherever they are located, and would not have to come to campus
specifically for these services. Over time, we may be able to implement a system for online
advising and career planning for 25+ students if the online resources really take off and become
successful.
25+ Orientation Program
APPENDIX
We made post-its available and students gave the following responses:
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Information about the 25+ Lounge being available and where it was located
Give students a map of Corvallis
Make a list of local business available
Give students a copy of the local phone book
Information about age specific scholarships
Information about age specific deductions
Information about age specific financial aid adjustments
o Money!!!
Information about child care
Information about classes to assist acclimation for non-trad. Students
o EOP classes
o Math
That forms are available from Financial Aid for commuter adjustment
Strongly recommend they take placement tests in math etc. before enrolling
Forms available from Financial Aid for child care adjustment.
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