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Transfrorming Pre-Orientation Adventure

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by Kaleena Tuffo on 6 April 2014

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Transcript of Transfrorming Pre-Orientation Adventure

Pre-O Adventure Trips (96%)
Maher Scholarship Recipients
Cal Grant Recipients
Pell Grant Recipients
Link Mentor Participants
University Ministry Pre-O Retreat
Summer Send-Off Particpants
All New Full-Time Freshmen (90%)

Background
Theory
Evidence
Transformation
Artistic Performance
Observations
Self Report Surveys
ID Swap Video
Transitions
Marginality and Mattering
Attention
Importance
Ego-Extension
Dependence
Appreciation
Types of Evidence
Direct Evidence - is tangible, visible, self-explanatory, and compelling evidence of exactly what students have and have not learned.

Indirect Evidence - consists of proxy signs that students are probably learning. Indirect evidence is less clear and less convincing than direct evidence.
- Linda Suskie 2009
Transforming Pre-Orientation Adventure:
Our Transition is In-Tents!

"Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change.” -Principles of Good Practice for Assessing Student Learning (American Association for Higher Education, 1991)
Three questions we should answer through assessment:
1. What have our students learned?
2. Are we satisfied with what they’ve learned?
3. If not, what are we doing about it?

Mark Ceder and Kaleena Tuffo
University of San Diego
FYE Conference
February 17, 2014

Interviews
Focus Groups
Retention Data
Pre-Orientation Learning Outcomes
As a result of participating in Pre-O Adventure, students will be able to:

Demonstrate an understanding of the importance of involvement in the USD community.

Use a variety of strategies to manage the academic responsibilities of University student life.

Gain self-awareness, a sense of belonging, increased self-confidence and excitement about their decision to attend USD.

Demonstrate environmental stewardship through a conscious awareness of the environmental impact themselves and others have.

Develop positive management strategies for transitional issues commonly encountered during the Freshman year relating to community, relationships and wellness.

Family Letters

"USD should be proud to have people like you. You’re sweet, silly, and I can tell already, a really genuine friend."

"Thank you for your kindness, humor and patience. Especially when you taught me the cup song."

"Thanks for opening up so much, truly caring about everyone’s well being and sharing your insightful life stories."





Pre-O Transformations
What?

So What?

Now What?
Unexpected learning about our student guides
Aligning activities and training with theory
Growing our program through shifting to smaller group trips while maximizing the use of our resources
Making our program more accessible through lottery and scholarships
Nancy Schlossberg
William Bridges
Questions

-Are there any high impact programs you work with/at your school that are strongly rooted in (student development) theory?

- If so, in what ways are these theories applied?

Questions

- What evidence are you collecting in your program(s)?

- Is the evidence direct or indirect?

- What are you learning / how are you using it?

Questions
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