Employee Orientation Programs

The authors explore the usefulness of orientation programs for students aged 27 and older who delayed entry to graduate school and whether differences in personal importance of orientation programs, willingness to participate in them, and preferences in matters of scheduling and topics. The results indicated that several demographic variables affected the interest level in some topics, suggesting that a cafeteria-workshop style format, which would allow students to select just those sessions that were of interest to them, may be the best for this group.

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What Does Work Signify for Those in Search of Labor? Meaning of Work for the Unemployed Who Attend an Employee Orientation Program

Frontiers in Psychology ◽

10.3389/fpsyg.2018.01788 ◽

2018 ◽

Vol 9 ◽

Author(s):

Yolanda Navarro-Abal ◽

José Antonio Climent-Rodríguez ◽

María José López-López ◽

Juan Gómez-Salgado

Keyword(s):

Meaning Of Work ◽

Orientation Program ◽

Employee Orientation ◽

The Unemployed

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Section 3. I.O.N.S. New Employee Orientation

Chemistry ◽

10.1201/9781420032994-9 ◽

2000 ◽

pp. 45-88

Keyword(s):

Employee Orientation ◽

New Employee ◽

New Employee Orientation

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Supporting Chinese Undergraduate Students in Transition at U.S. Colleges and Universities

Journal of International Students ◽

10.32674/jis.v7i4.184 ◽

2017 ◽

Vol 7 (4) ◽

pp. 963-989

Author(s):

Kerrie A. Montgomery

Keyword(s):

United States ◽

International Education ◽

Undergraduate Students ◽

Phenomenological Study ◽

The United States ◽

First Year ◽

Orientation Programs ◽

Residential Life ◽

And Coping ◽

Students In Transition

The Chinese undergraduate student population currently represents 12.8% of all international students enrolled in the United States (Institute for International Education, 2015a). In an effort to understand the experiences of this population in their first year of college in the United States, a phenomenological study was conducted using a conceptual framework comprising Schlossberg’s Transition Model (Schlossberg, Waters, & Goodman, 1995) and the Culturally Engaging Campus Environments (CECE) Model (Museus, 2014). Three transition types were identified – academic, social/personal, and linguistic – and participants’ preparation, sources of institutional support, and coping strategies for moving through these transitions were examined. Recommendations for practice include: multi-faceted, mandatory orientation programs; ongoing workshops and resources beyond orientation; and improvements to housing and residential life opportunities and experiences.

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Designing Effective Online Orientation Programs for First-Year University Students

Journal of College Orientation, Transition, and Retention ◽

10.24926/jcotr.v28i2.3739 ◽

2021 ◽

Vol 28 (2) ◽

Author(s):

Nicole Crozier

Keyword(s):

Literature Review ◽

Student Affairs ◽

Community Of Inquiry ◽

First Year ◽

Orientation Programs ◽

Orientation Program ◽

Online Orientation ◽

First Year University ◽

First Time ◽

Student Affairs Professional

While asynchronous, self-paced online orientation programs are not brand new in the field of orientation, transition and retention, COVID-19 forced many institutions to rapidly create a program for the first time to help welcome fall 2020 students. Using the community of inquiry model as a framework, this literature review explores the research related to orientation and online learning in an effort to identify the principles, practices and processes that can help a student affairs professional to design an effective and engaging online orientation program, or enhance an existing program.

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