| The diversity of students on college campuses includes a growing number of students requiring remediation, and other support services. Making a smooth transition from high school to a postsecondary institution can be difficult for many students, especially minority and first-generation college students. A qualitative study was conducted in the attempt to explore the following interests: What are the beliefs, assumptions and feelings experienced by students in an extended college orientation program? Does participation in an orientation program make a contribution to the students' academic and social transition?;The data was gathered from an ongoing study of a summer orientation program that extended through the fall and spring semesters. The researcher assumed the role of participant-observer and conducted in-depth, open-ended interviews with orientation participants, faculty, staff, and administrators. Data from this study indicate that an orientation program can augment students in their socialization and problem-solving skills, and can assist in identifying students who might experience difficulty in the assimilation of the college culture, and in identification and remediation of academic weaknesses. The program's advising and mentoring components, and the learning community concept, provide an early and continual support system for students. The findings of this study validate past research recommending implementation of orientation programs to improve students' academic and social adjustment to college. |
