The summer sun over Central Campus signals a break in the academic calendar. But some staff and faculty are busy as ever, with record numbers of students and parents pouring into the Diag for freshmen orientation sessions.
The Office of New Student Programs reports Parent & Family orientation attendance has risen from 3,935 parents visiting in 2013, to 4,560 parents projected through the end of August this year.
Faculty and staff have been busy planning and conducting campus tours, doing academic placement testing, and coordinating student-parent introductions to academic units and colleges. Staff members also coordinate dining and other support activity.
This fall, the university was planning for about 6,000 freshmen, selected from nearly 50,000 applications. While the size of the freshman class is still fluid, university officials estimate that it will be several hundred students beyond that target.
“New-student orientation for freshmen is one for the few centralized programs to help these new students get adjusted to the University of Michigan. The program is designed to make a successful transition for students to the university both academically and personally. The ultimate goal is that, by the end of orientation, they feel that they have made the right choice to enter Michigan,” says Ann Hower, director of new student programs in the Office of New Student Programs.
The office oversees the new-student orientation process, with key participation from units, schools and colleges. The collaboration seems to be working: 97 percent of U-M freshmen return as sophomores.
“That is a really high percentage and that is because we admit excellent students and we do a really good job in terms of helping them transition,” Hower says.
To aid that transition, freshmen attending sessions in various schools are assigned to academic advisers.
“It’s full steam ahead in the summer, there’s a lot going on,” says Kurt Hill, senior academic adviser in the College of Engineering Advising Center.
In the morning session, parents learn about the engineering curriculum and key resources on campus, from an engineering faculty member in the Chesebrough Auditorium. In the afternoon, students go through a similar information session with a faculty member, then one with academic advisers. Student peer advisers assist in both the afternoon and evening hours helping prepare students for registration the next day.
Among other activities, Stephen M. Ross School of Business incoming freshmen meet with advisers, and join parents over a pizza lunch where both students and parents pose questions to faculty and staff.
On the first day of orientation, all incoming students get information on topics ranging from time management to campus safety resources to managing money. The transition from high school to college level work is addressed on day two, along with key information on academic resources, study-abroad opportunities and more.
Freshmen are told about the help available on campus to encourage academic success. They meet with academic advisers. Students are urged to establish a relationship with advisers as classes begin, to serve them through their undergraduate experience. On day three, students register for classes.
Emily Spence, an incoming freshman from Mendon, Michigan, has yet to decide on a major. She says orientation made her feel prepared for school in areas she was previously unsure about, such as finances, navigating around campus and participating in student activities.
“I think one of the more important things I took away from orientation was that it is perfectly O.K. to ask for help,” she says. “I am so excited to keep meeting my new classmates and hopefully form relationships that will last throughout my time here.”
Legend and lore
On walking tours, students get practical advice and learn about campus legend and lore.
Student tour guide Breanna Gomillion, with the Office of New Student Programs, addresses a group of 20 while standing on a low concrete planter wall in Ingalls Mall. Before her, a group of incoming freshmen listen. She identifies the Rackham Building behind her, and the writing help available through peer advising and the Sweetland Writing Center.
“They will take a look at your paper before you turn it in, and make suggestions. It’s good right away to start building these relationships,” she says.
The splash of water from the nearby Ingalls Mall fountain competes slightly with her words. Gomillion tells the group that a walk from the fountain to Hatcher Graduate Library signifies the start of a U-M undergraduate career, and the return walk signals its completion.
Soon, the group is removing shoes and sandals, and stepping into the fountain — alongside the bronze statues of Father Triton and his sons, for a short walk to get a feel for tradition. “Is it warm?” asks Bryce Birchmeier, an LSA freshman from Flint.
Several students give high grades to the live play presented the first evening, by the Educational Theatre Company in the Arthur Miller Theater.
“I really liked the first day, and the musical theater production they did. It went through everything you’d need to know socially and for college,” said Daniel Haw, an incoming freshman LSA student. One scene involves two roommates unpacking. It uses the action as a metaphor for unpacking one’s identity.
“They talk about anxiety and fear of failure, and their religious identity. They’re unpacking these things and talking about them,” says Hower. The presentation also includes sketches on homesickness, living with a roommate, alcohol consumption, sexual assault and other student life issues. The hour-and-25-minute theatrical and musical performance is followed by a small group discussion.
Parents’ turn
Parent Elaine May of Decatur, Michigan, identified a presentation to parents on security as most valuable. “It is a layered system. There are some redundant safety features. My husband and I both were really happy, we learned a lot,” she says.
Carmela Brown, LSA associate director for New Student Services and Orientation, makes a presentation before 40 parents gathered in Angell Hall. It is the second day of registration, the last day directly involving parents. She passes on general background information about LSA and, like others, stresses that students meet early with academic advising. Brown says that if they have not made contact by January, their advisers will contact them. By the end of the first year almost 95 percent of the students have contact with their advisers.
Brown takes questions from parents. They ask about class loads, where students can find information on study-abroad options, and the relative prevalence of Friday classes. Parents also ask if it’s common for students to be shut out of a class by failing to secure a spot early enough.
She says there are many class offerings, throughout the day including Fridays. “I’m fairly confident your students will leave tomorrow with schedules they will like,” she says.
Parents attend a series of sessions on campus resources. They start with a welcome and information session, a presentation on housing, the Career Center, financial aid, the University Health Service, Counseling and Psychological Services and more.
“We have some real conversations about the challenging aspects of their students making good decisions,” Hower says.
Following the LSA session, Brenda Budaitis of Darien, Illinois, with her husband, Rick, says of orientation sessions, “I think they were valuable. The presentation by a student panel was really good. The clarification on room and board and housing and the meal plans was really helpful, and the health services that were available.”
Following the session, parent Kelly Polisson of Kentfield, California, said that all the information presented was excellent. “It was very worthwhile,” she said.
Parent Dorene Stegink of Ann Arbor said of the presentation: “They give the parents information about the resources of the university available to students. It gives you the opportunity to be more of a proactive parent.”
