New Student Programs

What is the program’s mission statement or statement of purpose? Why does the program exist?

Mission

New Student Programs (NSP) is committed to providing services for new students and their families to aid them in connecting and engaging in the EIU community. Eastern views orientation as an ongoing and multi-facetted transition process, which involves academic, intellectual, civic and personal development. NSP strives to provide supportive programs and leadership opportunities for all students.

Vision

The vision of New Student Programs (NSP) is to provide best in class services that promote the retention and graduation of students by providing services and programs that encourage students to connect, engage, and learn.

 Core Values: Collaboration, Innovation, Growth & Development, Positivity, Serve

How does the program mission align with the university mission?

New Student Programs connects to the heart of the University Mission through three key phrases: committed to diversity and inclusion, foster opportunities for students to apply learning experience, and support students in becoming responsible citizens and leaders.  As a service unit that provides initial entry to life as a student at EIU we are committed to providing services that address the mission and expectations of the institution to entering students.

Whom does the program serve?

The main individuals that receive services from NSP are first-time undergraduate students (freshmen and transfers) and their families.  The office also provides continuing students leadership development and employment opportunities.

What are the services provided? How do these services align with the university mission and program mission?

As a service department we exist to support the core mission of the University. The department provides avenues for transition, acclimation, expectation setting, and success in an environment that fosters personal growth and academic success.

Orientation, Registration, and Advisement

The program allows students to meet with their advisor to develop a course schedule, learn about academic life at EIU, and discover opportunities and services Eastern provides students. Family is welcome and encouraged at all programs.

Transition to Campus (Prowl)

The program provides ongoing orientation and transition programming for new students. The objective is to provide educational and social opportunities for students to understand community standards/expectations and to make connections to EIU, providing them with a solid foundation.

Emerging Leaders

The Emerging Leaders Program is designed to guide and support students during their first year at EIU. Emerging Leaders explore various leadership topics, learn about themselves and develop their own leadership style.

Transfer Leadership Institute

This four week program is designed to help transfer students grow, both personally and professionally, through several activities. The program explores individual and group development as well as creating a personal leadership style.

Retention Programing

• Transfer Connections: Activities surround the support and engagement of transfer students; events include receptions, socials, phone calls, residential hall door-to-door visits, and targeted communications on support services and registration.
• Commuter Connections: Students attend bi-weekly sessions that support, encourage, and educate the student during their first semester.

Describe the program’s origins (e.g. year established, purpose, expectations).

Eastern has provided orientation programs for students for at least 30 years in a formal manner.  The function has been hosted by a variety of departments over the years.  In its inception orientation was a collaboration of stakeholder departments with operation task associated with new students.  These departments included registration, advising, housing, and admissions.  The first time orientation was present in a formal department title is in the 1990’s.  The records indicate that Orientation & Alcohol, Drugs and Aids Information and was sponsored by the Housing department.  The orientation, advisement, and registration program was named EIU Debut and served both freshmen and transfer students.  Also established in the 90’s was the Panther Preview program which functioned as a Week of Welcome for students enrolling in the fall semester.  In the late 90’s the orientation function responsibility shifted and became Orientation & Registration.

In 2001 the institution established the Office of Orientation, independent of any other institutional department.  The purpose of the office was to provide orientation and transition services to students and their families and aid in institutional yield events.  The department staffing of the office included a Director, one graduate assistant, one year round student staff, and 11 seasonal student staff.  The office was responsible for several admissions activities including the campus tours, host program, yield event, and the Eye on Eastern publication.  In 2005 the focus and mission of the office had expanded to include functions related to first- year programs and retention initiatives.  To reflect this mission and stay current with practices and trends in the field the department adopted a name change to New Student Programs.  Firmly focusing on orientation, transition and retention activities the office transitioned the recruitment and yield activity responsibility to the Office of Admissions.

How has the unit changed or adapted over time?

In 2002 the office saw an expansion of services and staff.  The department added the Emerging Leaders program targeted at first-time freshmen.  Establishment of the Telecounseling program began and focused on providing pre-enrollment information and guiding admitted students through the matriculation process, the initiative was funded by Admissions and implemented by the Orientation department.  The family orientation programs were also expanded in 2002.  To provide quality services the office saw growth in staffing.  The development of high impact student leadership and employment opportunity increased.  The year round undergraduate student employment increased to 3 and seasonal staff to 20.

In 2005 to reflect this mission and stay current with practices and trends in the field the department adopted a name change to New Student Programs.  In conjunction with this change in focus there was a realignment of duties and several items shifted back to Admissions.  After a review of programs offered the department restructured the Welcome Week program to a transition program called Prowl.  The Prowl program focused on providing additional activities, educational moments, and connections with faculty outside the classroom during the first six weeks of the semester.  The program now includes signature events such as Convocation, EIU Reads!, college meetings, transfer connections, Jumpstart2G.I.V.E., new student photo and the Prowl picnic.  The department acquired a second full-time staff member as a departmental assistant and additional student staff to 2 graduate assistants, 7 year round undergraduate staff, and 65 seasonal staff.

In 2009 the department increased its focus on retention, social media, and marketing activities.  The development of additional outreach to transfer students was a primary focus as well as commuting freshmen students.  Adding a third full-time professional staff member aided in implementing these new programs.  The focus on transfer students resulted in the establishment of a Transfer Advisory Board to focus the departmental efforts.  The creation of the Transfer Transition Leader was launched in 2011 and services both the Debut and Prowl programs.  This coincided with a move to have the student leader positions work year round to support new students, increasing the year round undergraduate staff to 30 and the seasonal staff to 60.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data, if available, on the numbers of students, faculty, staff, or others served by the program during the past four years. If no data are available, please estimate the numbers served annually.

The department collects data on a number of programs.  To review the number of individuals served by the department please click here.'

• Freshman Orientation, Registration and Orientation Reservations and Participation

• Transfer Orientation, Registration and Orientation Reservation and Participation

• Transfer Orientation, Registration and Orientation Registration

• Freshman and Prowl Participation

• Family Orientation, Registration and Orientation Participation

• Freshman and Transfer Leadership

Does the program offer any co-curricular opportunities for students (e.g., internships, RSO support, service-learning activities)? Please describe.

Leadership Programs - The Emerging Leaders Program is designed to guide and support students during their first year at EIU. Emerging Leaders explore various leadership topics, learn about themselves, and develop their own leadership style. The Transfer Leadership Institute is a four week program designed to help transfer students grow, both personally and professionally, through several activities. The program explores individual and group development as well as creating a personal leadership style.

High Impact Employment and Leadership Positions –The students go through an extensive developmental and educational training for a semester and provide support services during programs.  Opprotunities include:

• Marketing and Team Development Specialists
• Logistics and Program Development Specialists
• Debut Leaders
• Transfer Transition Leaders
• Senior Prowl Leaders
• Prowl Leaders
• Panther Pals

Does the program contribute to the delivery of academic programs (e.g., providing professional expertise, serving as adjunct faculty)? Please describe.

The staff supports the academic in many other ways

• University Foundations Instructor
• Master Thesis Committees subject matter experts
• Graduate Assistantships (College Student Affairs, Training and Development, Psychology, MBA)
• Professional staff provides consultation and presentation for departments when requested.

Participation in Campus Wide Committees:

• North Central Accreditation
• Strategic Enrollment Management Committee
• University Foundations Advisory Committee
• Retention Committee
• EIU Reads Committee
• Serve on various academic staff search committees

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

Program demands fluctuates with institutional enrollment.

NSP collaborates with a variety of departments to ensure students receive all the information needed to be successful.  Partners include the Center for Academic Support and Assessment (CASA),  Disability Services, Academic Advising,  College of Science, College of Art & Humanities, College of Education & Professional Studies, Lumpkin College of Business & Applied Sciences,  MLK Union, Student Community Service, Health Education Resources Center, Counseling Center, Telecommunication and Panther Card, Financial Aid, Gregg Technology Lab, University Housing and Dining, EIU Reads Committee, Minority Affairs, Student Success Center, Career Services, Honors Program, Admission, Civil Rights and Diversity, Health Service, Student Standards, University Police Department, and Athletics.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

While there is not an accreditation process available for our organization, we adhere to the NODA (Association for Orientation, Transition, and Retention in Higher Education) Standards and Ethical Principles for Orientation, Transition and Retention Professionals.  Click HERE to see the Standards Document.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

No

What are the most important outreach or public service activities supported by the program?

A core value of the department is service.  It is important to aid in communicating the institutional value of service to entering students.  The largest initiative that supports this is our Get Involved in Volunteer Efforts programing.  This signature event sends over 1,500 students, faculty and staff into a 5 county radius to provide service to various towns, non-profit agencies, and human service organizations.  Other activities sponsored by the department include:

• G.I.V.E. Fair – Provides an opportunity for students to learn more and connect to Service RSO’s and local community organizations that need volunteers.  2013 was the sixth year for this event and is a collaboration with Student Community Services.
• 9/11 Memorial Blood Drive – This is a partnership between the American Red Cross and New Student Programs.
• Annual EIU Run Red: Run for a Reason – This 2.5k or 5k walk/run event benefits the local Red Cross Disaster Relief Fund.
• Red Week – This is a variety of events and activities geared to raise awareness and funds for HIV/AIDS.

How do the local community and the region benefit from the program?

The department introduces the local community to our entering students through a variety of activities.

• During orientation, the students are introduced to the local area and what it offers in regards to entertainment, commerce, and local attractions.
• During Prowl, Student Community Service collaborates with Charleston to provide a “Welcome to the Community” event.
• Local businesses are provided an opportunity to introduce their business to students through a variety of sponsorship programs.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

What are the two or three more important measureable outcomes tracked to assess program quality? Does the program conduct an outcomes assessment, and if so, what has been the impact?

• The department tracks several outcomes for program participants.  For the Orientation, Advisement, and Registration programs data is gathered on the various components of the programs.  Items of highlight include:
• Ninety-nine percent freshmen feel better about attending Eastern because they attended orientation and 97.88% of transfers.
• When asked if the information provided by the Debut staff was useful 72% of freshmen strongly agreed and 28% agreed, 40% of transfers agreed and 58.09% strongly agreed.
• Ninety-six percent of freshmen reported the program was extremely valuable or valuable and 95.22% of transfers.

The department also tracks the retention rate of participants in the transition program click here to see results.

What are the two or three most effective best practices that the program has implemented? What benefits have been gained from implementing these best practices?

Research shows that orientation and transition programs are a best practice for ensuring student success. Our focus is in providing programs that will provide the appropriate information and support and at a critical moment.    A recent review of retention practice on campus by Noel Levitz reported that “Orientation and registration programming events, specifically orientation, advisement, and registration (Debut) and transition to campus (Prowl), represent “best practice” programming and appear to be making a positive contribution to excellent yield rates (accept to enroll) and melt rates (deposit to enroll).”

What external recognitions (e.g., awards, accommodations, professional certifications, references in trade publications) have the program and its staff received in the past three years?

Student Awards

Graduate Students

• Megan Stepp: NODAC 2006 Graduate Case Study Winner – Best Overall
• Megan Stepp: NODAC 2007 Graduate Case Study Winner – Best Communication; NODA Recipient of the Norma K Russell Scholarship
• Lori Morrissette: NODAC 2007 Graduate Case Study Winner – Best Problem Solving & Best Overall
• Megan Hullinger: NODAC 2007 Graduate Case Study Participant; 2008 Region V Round Table Participant; 2008 NODA Graduate Network Regional Co-Representative
• Samantha Noblit: NODAC 2009 Graduate Case Study Winner – Best Communication
• Matthew Nance: NODAC 2011 Graduate Case Study Winner - Best Overall; NODAC 2010 Graduate Case Study Winner, Best Problem Solving
• Tyler Micek: NODAC 2011 Graduate Case Study Winner - Best Overall;
• Jenna Day: NODAC 2011 Graduate Case Study Winner - Best Problem Solving
• Bryce Gergely: NODAC 2012 Graduate Case Study Winner - Best Overall

Undergraduate Students

• Danielle Stiebel: NODA 2007 Region V Undergraduate Case Study Winner - Best Overall
• Laura Colgan: NODA 2008 Region V Undergraduate Case Study Winner; EIU’s Outstanding Senior Award 2008
• Aaron Wiessing: NODAC 2009 Case Study Winner – Best Communication
• Kaci Abolt: Undergraduate Student of the Year - Region V, NODA; NODA Region V 2010 Undergraduate Case Study Winner - Best Communication
• Courtney Bruner: NODA Region V 2010 Undergraduate Case Study Winner - Best Critical Thinking
• Jo Olsen: NODA Region V 2013 Undergraduate Case Study Winner - Best Overall

Is the program active with any regional, national, or international professional organizations?

NODA Association for Orientation, Transition and Retention in Higher Education

NASPA Student Affairs Professionals in Higher Education

National Resource Center for the First Year Experience and Students in Transition

National Institute for the Study of Transfer Students

AACRAO Association of College Registrars and Admission Officers

I-AACRAO Illinois Association of College Registrars and Admission Officers

Note any presentations, publications, or offices held in the last three years.

Professional Staff

Kimberlie Moock, Director

• NODA –  Member – Board of Directors, 2012-2014
• NODA Executive Board Member (1year term January 2013-December 2013)
• NODA –  Databank Editor 2009 - 2013 (National Board Position)
• NODAC 2010, Extended Session Presenter “Retention 101”
• NODAC 2010, Conference Committee: Pre-Conference and Extended Session Chair
• NODAC 2011, Extended Session Presenter “Retention 201”
• NODAC 2011, HBCU Symposium Presenter “Dynamics of Culture Change”
• NODAC 2012, Retention Symposium (Organizer and Facilitator)
• NODAC 2012, “The 50 Minute Challenge You Can Not Afford to Miss”, co-presenter with Jeff Stafford of Orange Slice Training
• NODAC 2012, “Creating Meaningful Experiences for Graduate Students Using the ACPA & NASPA Professional Competencies”, co-presenter with Brett Bruner, Fort Hays State University
• NODA Region V 2013, “Beyond Orientation: First Year Initiatives”, Denise Rhode, Northern Illinois University; Jennifer, University of Minnesota – Twin Cities

Cordy Love, Assistant Director

• NODA Multi-Ethnic Network Chair 2009-2012  (National Board Position)
• NODA Illinois State Coordinator 2008 - current
• NODAC 2010, Conference Committee: First-Timers Chair
• The Placement Exchange Resume Reviewer
• NODAC 2011, Co-Presenter “Renewing our commitment to diversity”
• NODAC 2012, Student Leadership Institute, Faculty Member
• NODAC 2013, Student Leadership Institute, Faculty Member
• NODA Region V 2013 “Interactively Engaging Student Leaders Today for Tomorrow”, co-presenters Tyler Micek and Bryce Gergely

Student Presentations and Professional Involvements

      Graduate Assistants

• Brandon Thompson: NODAC 2009 – Presenter “Making Dreams a Reality: Mentoring and Retaining African American Males”; NODA Region V 2010 Conference Committee  Member
• Samantha Noblit: NODAC 2010 -  Presenter “Transfer Student Needs”; NODA Region V 2011 Conference Committee Member; NODA Region V 2011 - Presenter “Transfer Student Needs”; NODA Region V 2011 – Presenter “I am an orientation leader now.  What does that mean later?”
• Matthew Nance: NODAC 2011 co-Presenter “Increasing Male Participation, One Motivation at a Time”; NODA Region V 2012 Conference Committee Member
• Tyler Micek: NODA Region V 2013 “Interactively Engaging Student Leaders Today for Tomorrow”
• Bryce Gergely: NODA Region V 2013 “Interactively Engaging Student Leaders Today for Tomorrow”

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

We received no grants.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

We have no donors.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

Starting in 2011 the department has instituted sponsorship programs to increase revenue and promote local Coles County and national partnership businesses.  These sponsorship's have allowed NSP to promote services that our incoming and current students will utilize while attending the institution.  These partnerships have also provided vital revenue to support the departmental mission.  During the last three years the department has generated over $25,000.

Sponsors have included: Papa John’s, Dell, Days Inn, Lincoln Garden, McGrady Inn, Quality Inn & Suites, Wal-Mart, First Mid, Dial-A-Ride, What’s Cookin, Mediacom, Johnson Automotive, Wireless Mike’s, Unique Suites, and a variety of student organizations.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

Revenues generated come from a one-time fee that is charged to all entering undergraduate students.  The department also generates funds from a sponsorship and ad booklet program.

Provide an executive summary of and link to any metrics or benchmarks that the program tracks to measure productivity.

The department has no metrics for program productivity.

What initiatives has the program implemented to enhance staff productivity (e.g., access to training, workflow improvements)? Briefly describe the costs and benefits of these initiatives.

The department has worked in the last several years to increase productivity through the utilization of technology.  Advancements in the utilization of Banner for the processing of Debut registrations have reduced staff time and increased the data available for institutional reports. The recent addition of the myEIU tool has allowed the department to communicate more frequently and efficiently.  The system has also allowed us to provide earlier access to the Debut reservation process, family access to information, and a more efficient way for students to register for Prowl.  The recent implementation of the Guidebook application has allowed us to increase access to the program schedule while decreasing expenses.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

How does the program seek to distinguish itself from similar programs at other institutions?

In comparing our departmental offering to other institutions we find we have several distinctive activities:

• We provide a more intimate approach to freshman orientation programs by restricting the number of students that can attend a program to 8 students per advisor.  This mirrors the institutions dedication to personal interactions and small class sizes.
• Following every transfer orientation program we call every attendee to ensure that they have registered for the desired courses, answer additional questions, and provide confirmation of the next steps for enrollment.
• We have a specialized team of Transfer Transition Leaders who focus on providing support and guidance.
• The Prowl program is unique in that it provides ongoing support for the first six weeks of the semester.
• The JumpStart2G.I.V.E. Program is a benchmark for other institutions: the magnitude of participants, the number of sites, and the engagement of faculty and staff.
• While the institution has a variety of leadership programs, the Transfer Leadership Institute is unique due to the targeted audience.

Note any unique and/or essential contributions that the program makes to the university.

New Student Programs provides a vital service to the entering class and their family members.  Having a single point of contact that is knowledgeable in the operation, offerings, and services of the University allows individuals to receive best in class services.  As an information hub, the department provides critical marketing and awareness of program and services offered by EIU.  We know students who have a successful and supported transition to the institution are much more likely to come back for their sophomore year and complete their degree.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

The department develops annual goals and objectives that are clearly linked to the institutional strategic plan and the presidential priorities.  The current goals are:

Academic Excellence: NSP will continue to assess the needs of transfer students in order to establish the appropriate support services needed during their first two semesters on campus.

Marketing and Communications:Develop an admitted student communication flow that highlights why the orientation and transition programs help students be successful on campus.  Develop a freshman and transfer student resource booklet for their first year on campus.  Explore the possibility of producing a small number of family materials in Spanish.  Expand the presence of NSP on the EIU website and in social media.  Continue to expand the utilization of myEIU to market NSP programs and support services.

Global Competition:  Utilize the Orientation Advisory Committee to develop a half-day to a day-long in-service on first year students (freshmen and transfers).  Collaborate with Minority Affairs and Student Community Services to offer an Extended Orientation program for a select group of at-risk students.

Campus and Community Life:Collaborate with Minority Affairs to determine what additional services we could provide to support the enhancement of campus culture in regards to diversity.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

The department will play a role in increasing enrollment yield as well as the retention and graduation rates of students.  As the institution explores ways to improve campus culture (specifically diversity) the department will also play a role in helping to provide a clear understanding for new students.

In the next two or three years, what best practices, improvements in operations, or other opportunities to advance the university’s mission are likely to be implemented?

We have been developing new avenues for extend orientation programs for targeted populations of students.  Specifically, we anticipate implementing an extended orientation program for Latino students.  This will aid in increase this populations enrollment and retention rates.

Over the last two years the department has work diligently to increase first-year experiences for transfer students.  We anticipate the possibility of developing transfer interest groups, these groups will allow for students to interact with other students and faculty around a common theme providing additional connections and supports.

Currently international students are provided an orientation through International Students and Scholars and then participate in Prowl.  We would like to develop a series of activities inside Prowl that will focus on the needs of international students and their ability to become a part of the campus community.

We anticipate relooking at our student development outcomes for the 100 students that find employment with our department.  We are looking to ensure that the goals align with the institutional student development goals and can be measurable in a variety of ways.

 Improvements in our operation are anticipated for technology, increasing the utilization of myEIU, guidebook, and on-line learning environments.  If we are able to leverage technology we will be able to provide pre-enrollment learning opportunities that will then open up additional time in the orientation schedule for other topics.

If needed, provide supplemental comments to help the reader understand future opportunities for the program.