The purpose of this study was to design, implement and assess a student orientation course as part of a Core Student Development Model for Massachusetts Bay Community College (MBCC). Functions were grouped into three categories: prevention, enrichment and development. A mandatory orientation course for all freshmen was designed, implemented and assessed. Thirty male and 30 female freshmen were chosen by a computerized, stratified random sampling. Half the subjects comprised the Experimental Group for participation in Orientation 101. The course consisted of 15 one-hour workshops conducted over a 15-week period. It covered four aspects of student development which were considered personal growth needs. Those four development aspects were: intellect, identity, values and interpersonal skills. A student survey developed by the Center for the Study of Community Colleges was used to assess performance. Responses were analyzed using the Statistical Package for Social Sciences (SPSS). Overall findings revealed significant differences between the experimental group and the control group on 18 of 60 survey items. Students were found to have adjusted their attitudes toward development of identity, intellect, values and interpersonal skills. Students responses indicated they felt too many requirements hampered their taking preferred courses and that MBCC should provide more cultural events on campus. Students also said the college should place greater emphasis on the education of adults with particular attention given to courses in liberal arts and the sciences. They participated in academic and career counseling, financial-aid workshops and college clubs and organizations. They felt that the college had given them confidence; increased their understanding of and respect for others; provided focus and direction; helped them develop employable skills and made them happier people. They said they could identify with some of the instructors, find a staff person interested in their activities and feel comfortable in their relationships with student services staff. Students also were willing to participate in self-help groups. The researcher concluded that personal growth needs were met through weekly positive reinforcement provided to students participating in Orientation 101.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8191 |
| Date | 01 January 1991 |
| Creators | Scott, Carol Ann |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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