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Orientation Programs (STAR, VSTAR, STAR Transfer Day, BGRi, and BGR)

MISSION STATEMENT Purdue Orientation programs facilitate the transition of new undergraduate students by preparing them to be academically successful, educating them on their responsibilities, and guiding their integration into campus culture. Orientation programs also educate and enable parents/families to be excellent resources for their students. VISION STATEMENT Purdue Orientation Programs will strive to be the best in higher education at creating an inclusive, fun, and informative environment for all new students to be engaged within their new collegiate experience. This seamless transition will also prepare students to be academically successful and give them a sense of belonging. PROGRAM DETAIL Orientation is a comprehensive approach, through a series of sequential programs that facilitates the transition of undergraduate students to Purdue. These programs are: STAR – Summer Transition, Advising and Registration is Purdue's summer program for new undergraduate students to receive academic advice and create their initial course schedule. Incoming domestic students (for the fall term) select one of the summer STAR sessions and come to Purdue's West Lafayette campus to begin their orientation process and conduct this and other important business. International students and non-attendees participate in an online alternative known as Virtual STAR or VSTAR. STAR Transfer Day – Summer, Transition, Advising and Registration Transfer Day is Purdue’s summer program for new transfer students. This program accommodates the needs of our transfer students (for the fall term) in a flexible format. Non-attendees participate in an online alternative known as Virtual STAR or VSTAR. Pre-Arrival Homework – This is an online course (Blackboard) where students are introduced to the orientation/BGR curriculum before arriving on campus. It is a collection of readings and videos. BGRi – Boiler Gold Rush International is a supplemental program that occurs a few days prior to BGR and provides a culturally sensitive learning environment that prepares international students for the transition to Purdue’s academic rigor, social and cultural setting, and holistic learning experience. BGRi supports the transition, adjustment and acculturation of international students. When BGRi concludes, participants in BGRi transition into BGR and join their domestic peers. BGR – Boiler Gold Rush is Purdue’s fall orientation program that takes place in and out of the classroom the week before the fall term and is open to all new first-year and transfer students. BGR is designed to enhance academic success and address first year transition topics. BGR emphasizes relationship building through small group interactions and peer mentor contact, which enables our new students to become better acquainted with Purdue and their peers. PROGRAM GOALS Orientation Programs will to the greatest extent possible:

• Connect students with their academic program to receive academic advice and needed information about their department. (STAR/VSTAR)

• Support students in preparing their first course schedule and learning the registration process at Purdue. (STAR/VSTAR)

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• Coordinate and synchronize all University communications with students about transition to the University to ensure a consistent message. (All)

• Provide all new undergraduate students with the information and experiences they need to be prepared to begin their journey at Purdue. (All)

• Provide effective peer to peer interaction with all participants. (STAR/VSTAR and BGRi/BGR) • Instill campus pride and a sense of inclusiveness to all participants. (STAR and BGRi/BGR) • Ensure that each new student will have a consistent and coordinated first year experience. (All) • Connect all students to the Purdue and greater Lafayette communities. (All) • Facilitate the transition of international students to living in the US and Indiana, the higher education experience

in the US, and specific Purdue cultures. (VSTAR and BGRi) • Work closely with the Parent and Family Connections office (All) • Work closely with International Programs to successfully implement BGRi

FOE Recommendation: In 2011, Purdue University engaged in the Foundation of Excellence (FOE), a year-long self-study of the undergraduate student experience. One of the key recommendations called for a consistent and coordinated first year experience. A committee of faculty, academic advisors, students and staff came up with a list of topics that all new students should be introduced to in order to get off to a good start. Below is a listing of these topics and how we address them in orientation programs.

FOE Transition Subject STAR/ VSTAR

STAR Transfer

Day

Pre-Arrival Homework

BGRi BGR

Academic Advising 2 2 1 Academic Integrity / Student Rights and Responsibilities 1 1 1 1 2 Academic Rigor Expectations (vs. High School) 2 1 1 1 1 Academic Success (Time Management, Study Skills, etc.) 1 1 1 1 2 Campus Resources (Non-Academic) 1 2 1 2 Campus Safety / Health and Wellness 1 1 1 1 2 Campus Technology (Blackboard, Signals, etc.) 1 1 1 2 Career Development 1 1 1 1 Communication Skills 1 1 1 1 Conflict Resolution 1 Coping and Resiliency Skills 1 Diversity and Intercultural Competence 1 1 2 2 Experiential Learning Opportunities Resources 1 Financial Literacy 1 1 2 Involvement Opportunities & Connection to West Lafayette / Lafayette 2 2 Leadership / Identity Development 1 1 2 Library / Research / Information Literacy Resources 1 2 Purdue History and Traditions 2 2 Responsibility / Independence 1 1 1 Self-Advocacy Skills 1 1 1 2

KEY: (1) Introduced; (2) Comprehensive approach

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LEARNING OUTCOMES

As a result of participating in an Orientation program, participants will: • Learn the above Foundation of Excellence goals through peer and faculty interactions. (STAR/VSTAR and

BGRi/BGR) • Recognize strategies to be successful at Purdue and in their program of study. (All) • Identify the campus resources available to them and how to access those resources. (All) • Describe how to get involved and the importance of becoming a part of the campus community. (STAR and

BGRi/BGR) • Develop awareness of the diversity of our campus and how to be successful in it. (Homework, BGRi/BGR)

As a result of participating in an Orientation program, student leaders will:

• Develop skills to facilitate and manage large groups. • Increase cultural competency by effectively integrating and communicating with diverse group • Become more aware of campus and the local community resources. • Develop a greater sense of purpose and involvement on campus. • Gain an awareness of intercultural competency by participating in the Intercultural Development Inventory (BGRi

leaders) • Develop valuable transferable skills for other outside organizations and future career.

ASSESSMENT PLAN To improve Orientation programs and to ensure that progress is being made toward the aforementioned goals and desired learning outcomes a comprehensive assessment plan is conducted for each program. The following assessment practices will be used as needed: All Programs

• Pre- and post-survey about goals listed on previous pages, including a pre-assessment in pre-arrival homework. • Compare all participants vs non-participants overall academic achievement (retention, GPA, and graduation

rates) through university reporting broken down by demographics and special populations. • Compare domestic vs international participant satisfaction of orientation experience. • Compare semester to semester GPAs of student leaders (pre and post participation). • Send non-registrants an email asking why they did not participate. • Send non-participating registrants an email asking why they did not participate. • Discrete program review with select staff members. • Debrief with campus partners. • The effect of orientation programs on final yield (e.g., are STAR participants more likely to be here post-census

than non-participants). BGR/BGRi

• Student Welcome Assessment and Attendance Guide (SWAAG) – a tool to take attendance at events and ask questions of our leaders to get a sense of participation and satisfaction during BGRi/BGR.

• Post-program review with the student staff to determine program efficiency, skills gained, and areas for program improvement.

• Post-program focus groups with identified student demographics (international students, minority students, Tippecanoe/local community students and majority students) to gain a perspective on how we can improve a connection between those students and the university.

• First semester touch points with the student leaders to see how the progress of the first semester is going for their new students.

• Pre- and post-test with BGR student leaders to see the personal and professional growth.

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• Questions about BGR/BGRi experience on the team leader application (What was the most/least impactful session you participated in and what is something you wish you would have learned at BGR/BGRi but did not?)

• Entrance, mid-point, and exit interviews with current Student Orientation Committee.

CONTRIBUTIONS TO STUDENT SUCCESS Orientation programs contribute to the institutional goal of enhancing retention rates, graduation rates, GPA success, and satisfaction levels of Purdue new participants by:

• Connecting students with their academic programs. • Facilitating academic advice. • Supporting fall yield by enhancing admitted students’ connection to the University. • Enabling students to connect to the university by:

a. introducing pride and resources b. fostering peer interaction

• Introducing incoming students to the differences between their high school/college experience and higher education in the US.

Orientation programs contribute to the institutional goal of enhancing retention rates, graduation rates, GPA success, and satisfaction levels of Purdue student leaders and the campus community by:

• Connecting them to other programs in Student Success Programs, i.e. BGR student leaders becoming Supplemental Instruction leaders or Horizon’s tutors.

• Inviting other Student Success Programs staff to serve as instructors for the Leadership Development Seminar (GS210) and serve as evaluators for student leader position interviews.

• Providing leadership experiences for student leaders to gain knowledge to use in future careers, i.e. facilitation strategies, diversity insight, conflict management, and team building activities.

• Giving back to other campus partner programs (RA interviews, University Residences Faculty Fellow, Purdue Promise workshops and search committees.)

• Representing our department at events on campus such as Admissions and college specific programs. CONTRIBUTIONS TO THE UNIVERSITY’S DIVERSITY ACTION PLAN

• Orientation Programs, in partnership with the Division of Diversity and Inclusion, contributes to the Provost Advisory Committee on Diversity Items in the following ways:

o New Students Introducing them to Diversity and Inclusion efforts on campus including faculty and staff,

programming and offices. (All) Introducing them to FreeZone, a student led diversity orientation initiative promoting a safe

space and judgement free environment. (BGR/BGRi) Introducing them to Diversity and Inclusion through student involvement (FreeZone skit,

monologues of personal student experiences) (BGR/BGRi) Facilitating hard dialog of experiences they may encounter on our campus (stereotyping,

microagressions and discrimination.) (All) Educating them on campus policies (Freedom of Expression.) (BGR)

o Student Leaders Educating and engaging them of awareness and experiences of Diversity and Inclusion

(FreeZone activities at all BGR related events.) (BGR) Training on facilitating difficult dialog not only within our student staff but also with our new

students during the orientation program. (All) Establish a culture of FreeZone through vulnerability, acceptance, openness and challenge and

support in an effort to retain a diverse set of student leaders within Orientation Programs. (All) Exposure to cultural efforts on campus through trainings, activities, and assessments to increase

staff knowledge to better serve our new students. (All)

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NOTABLE CHANGES FROM 2015-2016

• STAR a. Updates to PREMIS (Purdue Registration Event Management Information System) to improve the

student and guest registration experience. i. More connected to the New Student portal.

ii. Improved clarity with messaging. iii. Added STAR exceptions in PREMIS. iv. Incorporate Intellectual Growth Assessment in partnership with Office of Institutional Research,

Assessment and Effectiveness (OIRAE) • Virtual STAR:

a. Went back to using Blackboard for the program. b. Improved the student experience by adding a Top 10 video campaign about Purdue.

• STAR Transfer Day:

a. Programmed ½ day structured event and then had rest of the day to take care of business.

• BGRi: a. Restructured programming during the Opening Ceremony (learned about Indiana and Purdue.) b. Restructured some of the programming (did not have store runs during move-in.) c. After check-in process- learned how not to do it. (We do not manage it; give it back to University

Residences.) • BGR:

a. Restructured hall teams due to the addition of Honors College. b. Implemented new session on Freedom of Expression. c. Combined Boiler Success Sessions to give students a better experience. d. Added a new program- Boilers Give Back (community service initiative.) e. Implement StrengthsFinder assessment

OUR DATA

STAR participants • 6,000 students attended STAR 2016 • Overall attendance was higher than last year with a little over 500 more students.

STAR 2016 Demographics %

N International Non-Resident Resident Female Male URM

Week 1 1646 0% 26.7% 73.3% 46.60% 53.4% 8.1% Week 2 1658 0.1% 36.0% 63.9% 47.2% 52.8% 10.6% Week 3 1543 0% 38.8% 61.2% 46.0% 54.0% 8.2% Week 4 1153 0.4% 41.8% 57.8% 43.2% 56.8% 15.3% Overall 6000 0.1% 35.3% 64.6% 46.0% 54.0% 10.2%

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STAR 2016 Demographics counts

N International Non-Resident Resident Female Male URM

Week 1 1646 1.00 439.00 1206.00 767.00 879.00 134.00 Week 2 1658 2.00 597.00 1059.00 783.00 875.00 176.00 Week 3 1543 0.00 598.00 945.00 710.00 833.00 126.00 Week 4 1153 5.00 482.00 666.00 498.00 655.00 176.00 Overall 6000 8.00 2116.00 3876.00 2758.00 3242.00 612.00

STAR Participant Yield at Fall Census

2014 2015 2016 Melt Total Yield Melt Total Yield Melt Total Yield

STAR 54 5221 99.0% 59 5553 98.9% 53 6000 99.1% VSTAR 313 1934 83.8% 70 1855 96.2% 238 1993 88.1%

STAR No show 24 168 85.7% 58 270 78.5% 11 61 82.0%

BGR Participants and Student Leaders BGR participants and student leaders consistently have significantly higher GPA and retention rates than non-participants, and this is generally true for participating women and underrepresented minorities. More importantly, BGR participants graduate at a higher rate than their non-participating peers.

BGR 2016 Student Staff SOC (n=8) Supers (n=97) TLs (n=472) Number % Number % Number % Male 4 50.0% 45 46.4% 180 38.1% Female 4 50.0% 52 53.6% 292 61.9% URM 0 0.0% 4 4.1% 35 7.4% Non URM 8 100.0% 93 95.9% 437 92.6% Fall 2015 GPA 3.42 3.32 3.43 Spring 2016 GPA 3.39 3.38 3.32

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Retention of BGR participants vs non-participants

Academic Year Cohort One Year Retention

Rate

Two Year Retention

Rate

Three Year

Retention Rate

Four Year Graduation

Rate

Five year Graduation

Rate

Six Year Graduation

Rate

2009 BGR 4843 89.90% 83.58% 79.93% 47.86% 72.06% 76.81%

Non BGR 1323 85.56% 78.53% 73.77% 42.71% 65.23% 70.37%

2010 BGR 4930 91.22% 85.07% 81.05% 50.06% 73.94% 78.07%

Non BGR 1423 86.79% 78.92% 72.73% 46.31% 68.03% 73.16%

2011 BGR 4684 91.27% 86.02% 82.75% 52.39% 75.73% #DIV/0!

Non BGR 1976 88.92% 80.36% 76.67% 49.34% 70.55% #DIV/0!

2012 BGR 5010 91.58% 87.25% 84.09% 56.69% #DIV/0! #DIV/0!

Non BGR 1319 88.86% 81.73% 78.47% 52.69% #DIV/0! #DIV/0!

2013 BGR 5163 93.07% 88.57% 84.72% #DIV/0! #DIV/0! #DIV/0!

Non BGR 1156 90.66% 83.74% 78.03% #DIV/0! #DIV/0! #DIV/0!

2014 BGR 5199 93.50% 88.86% #DIV/0! #DIV/0! #DIV/0! #DIV/0!

Non BGR 1209 89.58% 84.45% #DIV/0! #DIV/0! #DIV/0! #DIV/0!

2015 BGR 5784 92.44% #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

Non BGR 1071 88.05% #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

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Percentage of New Students who Participated in BGR 2016

Ethnicity Admission Type # Participants Total Population % of Total Pop

2 or More Races

FTFT 183 211 86.73% Transfer 3 11 27.27%

Other 1 1 100.00% Overall 187 223 83.86%

Black/African-American

FTFT 159 195 81.54% Transfer 8 38 21.05%

Other 1 1 100.00% Overall 168 234 71.79%

Hispanic

FTFT 293 356 82.30% Transfer 7 83 8.43%

Other 0 0 -- Overall 300 439 68.34%

Asian

FTFT 462 569 81.20% Transfer 4 52 7.69%

Other 0 0 -- Overall 466 621 75.04%

American Indian or Alaska Native

FTFT 6 7 85.71% Transfer 0 4 0.00%

Other 0 0 -- Overall 6 11 54.55%

Ethnicity Admission Type # Participants Total Population % of Total Pop

International

FTFT 761 998 76.25% Transfer 57 219 26.03%

Other 49 161 30.43% Overall 867 1378 62.92%

Native Hawaiian/Pacific Islander

FTFT 7 8 87.50% Transfer 0 0 --

Other 0 0 -- Overall 7 8 87.50%

Unknown

FTFT 198 233 84.98% Transfer 10 16 62.50%

Other 5 6 83.33% Overall 213 255 83.53%

Caucasian

FTFT 3954 4815 82.12% Transfer 57 665 8.57%

Other 19 45 42.22% Overall 4030 5525 72.94%

KEY: Full Time First Time (FTFT)

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2016 Significant Post Survey Results BGR We had 1143 out of about 6300 participants respond to the 2016 post-survey.

Top four Boiler Success sessions students found most important:

How satisfied were you with your orientation experience?

2014-15 82.52% 35% answered survey 2015-16 91.6% 19% answered survey

BGRi Out of the 87 survey respondents (out of 717 BGRi participants, or about 15 percent), 97% would recommend this program to new international students.

38.39%

22.95%

15.53%

10.68%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00%

Campus Safety/Wellness/Self-Advocacy

Academics 101: Expectations,Success, Integrity

Freedom of Expression

Diversity and InterculturalAwareness

82.52%

91.6%

50.00%

55.00%

60.00%

65.00%

70.00%

75.00%

80.00%

85.00%

90.00%

95.00%

100.00%

2014-15 2015-16

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STAR Out of the 6,000 participants, 22% completed the survey. As a result of their academic advising session, the following were the top three outcomes (unchanged from 2015):

I feel connected to Purdue University as a result of my STAR experience:

• 88% said yes • 11% said no

OUR STORY STAR For many years the University coordinated a program referred to as Day on Campus (DOC). This program served to bring the incoming domestic class to campus in a manner that supported the academic units’ need to provide academic advice. The program was voluntary, students connected solely with their college (there was no University-level programming), and there was no use of registration priorities to encourage attendance. Additionally, up until this time, students did not self-register for courses. Academic advisors registered students for their courses. The result was that less than 80% of eligible students attended DOC and actually met with their advisor, University-level information was provided inconsistently, and international students were not able to create course schedules prior to arrival on campus. As a result of a two-year long Task Force process, the program was modified for 2009 in many key ways and the STAR program was created. Domestic students were now required to attend, students would self-register for courses (with the advent of Banner), registration time tickets would be coupled with STAR attendance, international students would access the course registration system from afar at the same time as their peers and there would be University-level programming. In 2013, Virtual STAR (VSTAR) was launched as an online experience to help international students (who cannot attend STAR in person) become prepared for advising and registration. Domestic students who cannot attend STAR also participate in VSTAR. In 2014 the program was redesigned to accommodate a formal parent/guest program which meant parents could no longer participate in the advising meetings. The program also introduced peer leaders, incorporated peer-to-peer education and coordinated attendance numbers each day so as to ensure a consistent experience. The Parent and Family Connections Office facilitate and implement these events during orientation programs.

94.10%

91.10%

77.83%

0.00% 20.00% 40.00% 60.00% 80.00% 100.00%

course knowledge

course registration

academic interests exploration

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STAR Transfer Day This program started in 2015 as a day for transfer students to visit campus, meet with their academic advisor and register for fall classes. Purdue did not have a current program for this population.

BGRi Fall 2011 saw an international student yield that exceeded expectations. This gave light to developing concerns about the transition success of international students. In response, the three organizations most directly impacted by and responsible for this challenge began to actively discuss how they could separately act. Thanks to the initiative of their leadership, the Office of International Students and Scholars (ISS), University Residences (UR) and Student Success at Purdue began to realize that they could accomplish more and be more effective if they worked collaboratively. A joint committee realized that the key was not to alter Boiler Gold Rush (BGR) but to supplement it. With the Dean of International Program’s financial backing and University Residences contribution of hall space, detailed planning began immediately. The general concept was to bring international students to campus 3-4 days ahead of their domestic peers, house them together, address their immediate needs and assist them in transitioning to higher education in the US and Purdue specifically. The goal was to provide this service at no added cost to up to 700 international students (the size of one residence hall). BGRi was launched as a pilot program in 2012 and served nearly 350 students. In 2013, over 570 students participated. In both program years, the existing UR Global student leader organization provided the structure and peer leadership. Additionally, the Dean of International Programs funded on a nonrecurring basis. BGRi is now funded on a recurring basis and is a formal extension of BGR. In 2014 BGRi reached its capacity of 700 students. After reaching capacity, it was time to increase the number of participants. In 2015, BGRi had a new record of 850 students.

BGR “Corn (Collegians Orientating Residential Newcomers) Camp” was the original name of Boiler Gold Rush! In 1993 Roger Sharritt, a hall manager in Cary Quad (oldest residence hall on campus) founded the orientation program. In 1994, Corn Camp became Boiler Gold Rush. The first program involved about 100 students and 15 student leaders. Over time, the program expanded to over 6,000 new students, over 600 student leaders and involves all of the residence halls. In 2014 the program was completely redesigned to a full seven days of programming overseen by student leaders throughout. Additionally, the program incorporated orientation curriculum developed through the Foundations of Excellence self-study process and involved faculty in multiple ways. In 2015 the program was again redesigned to a full four days of programming overseen by student leaders throughout. Additionally, we continue to bridge BGR International and BGR.

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YEARLY CYCLE & TIMELINE

Month BGR BGRi STAR STAR Transfer Day

September -Recognition banquet -Chair/SOC selection -Debrief/assessment -Big 10 meeting -Update website

-Debrief/assessment -College distribution plan for following year -Debrief/assessment -Update website

none

October -Supervisor callout/interviews -Preparing for spring semester trainings/retreats -Spring Welcome notification out to spring admits -GS course preparation

-Campus committee meeting

-NODA intern submission -PREMIS registration system updates

none

November -NODA Conference -Supervisor selection/retreat -Prepare for spring semester trainings/retreats -Spring Welcome email out to spring admits (VSTAR)

-host a TLi callout -Campus committee meeting

-college quotas/major codes -college space requests -update PREMIS text -update emails

-Meet with committee to determine dates -make space reservations with space/labs

December -GS course preparation with instructors -Spring Welcome event -Confirmation emails to registered

-registration goes LIVE! -Give dates to advisors

January -Spring Welcome event -Preparations for trainings -Meeting with campus partners to determine programming -Team Leader callouts

-Campus committee meeting

-Reserve space -Reminder to register emails -Bookstore solicitation -NODA intern interviews

none

February

-NODA Regional -Team Leader interviews - Meeting with campus partners to determine programming

-Campus committee meeting -Preparation of sessions-Culture/Academic/Safety

-Ambassador callouts -NODA intern offer

none

March -Team Leader selection/retreat - Meeting with campus partners to determine programming -Sponsorship discussions

-Campus committee meeting -Preparation of sessions-Culture/Academic/Safety

-Reserve laptops for check-in -Mid-point messages for registration -Ambassador interviews/selection

none

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Month BGR BGRi STAR STAR Transfer Day

April -Student staff trainings - Meeting with campus partners to determine programming

-Campus committee meeting -Preparation of sessions-Culture/Academic/Safety

-Ambassador trainings -send invite to fall admits

May -Wrap up trainings -Plan for summer communications

-Campus committee meeting -Preparation of sessions-Culture/Academic/Safety

-Campus Class meeting for STAR updates -Final details message -VSTAR message to international and domestic exception students

-train students for event -possible event date

June

-Finalize programming with campus partners

-Campus committee meeting - Final preparation of sessions-Culture/Academic/Safety

-Final details sent to students again -Final details sent to advisors -Preparation for 1st week -NODA intern begins

-event dates; implement program

July -Finalize programming with campus partners -Final details to registrants

-Campus committee meeting - Final preparation of sessions-Culture/Academic/Safety -Final details to registrants

-Assessment -Message non attends for direction

none

August -Final trainings -Implement program!

-Final trainings -Implement program!

-Message non attends for direction

none

BENCHMARK PROGRAMS Orientation programs benchmarks against the following programs:

• University of Minnesota a. Large student leader structure b. Large week long program c. Comprehensive assessment approach

• Texas A&M Fish Camp a. Creating a strong sense of belonging, school spirit and tradition b. Large student leader structure

• Cal-Poly a. Similar student leader size

Orientation programs aspire to benchmark against the following programs:

• The following Universities either offer online foreign language placement testing before arrival on campus or plan to in the near future:

a. University of Nebraska b. Indiana University c. Ohio State University

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d. University of Illinois • The following University has an aspirational transfer program:

a. Ohio University • The following University does great work with StrengthsFinder during orientation:

a. Florida Gulf Coast University Orientation Programs is often benchmarked by other schools and called often for information regarding the following:

• Student staff structure • Student staff leadership development material (class for supers and info from trainings) • FreeZone (diversity initiative) • Virtual STAR experience • Boiler Gold Rush International • Orientation curriculum • Freedom of Expression session

University/Colleges that benchmark Purdue Orientation Programs:

• Algonquin College in Canada • University of California Berkeley • Michigan State University and the rest of the Big 10 institutions • University of Alabama at Birmingham • Longwood University • Boise State University

Orientation programs also utilize the following resources to stay up-to-date on research and best practices:

• National Orientation Directors Association Conference (NODAC) • Kasi is the Co-Indiana State Coordinator

• NODA Region 7 • Virginia and Craig are on the planning committee.

• Big 10 Orientation Directors meeting and the email group • First-Year Experience Conference • Association of International Educators • Best practices - Council of the Advancement of Standards (CAS) • Virginia is trained to be a qualified administrator of the Intercultural Development Inventory (IDI) • Virginia and Kasi are trained QPR suicide prevention facilitators • Indiana Student Affairs Association

• Kasi is on the planning committee • National Association of Student Personnel Administrators (NASPA)

• Craig serves as a program session reviewer for national conference.

OPPORTUNITIES FOR FUNDRAISING & DEVELOPMENT • Opportunities for investment

o STAR To improve efficiency during the STAR day, it would be nice if students could take placement

exams online before they arrived on campus. Two-day program at no cost to the students Ponchos for leaders to wear in case it rains while they are guiding our new students around

campus. o STAR Transfer Day

Ponchos for leaders to wear in case it rains while they are guiding our new students around campus.

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Shirts or other tchotchkes to give to our new students o BGRi

When our new international students arrive, many of them come with nothing or very little. A few items that would be nice to give them on arrival would be:

• Bag of toiletry items (toothbrush, soap, deodorant, etc) • Purdue blankets

o BGR Program fee incorporated into tuition and fees Supplies provided to all new students

• Student Planners • 4-3-2-1 item • Shirts with Purdue on it to show pride • Water bottles for sustainability • Backpacks • iClicker or other device to prepare them for the classroom • iPad

LEGEND BGR – Boiler Gold Rush BGRi – Boiler Gold Rush International STAR – Summer, Transition, Advising and Registration PREMIS – Purdue Registration Event Management Information System VSTAR – Virtual STAR SOC – Student Orientation Committee Super – Supervisors (middle level of volunteer student staff within BGR) TL’s – Team Leader (entry level of volunteer student staff within BGR) TLi’s – Team Leader International TSi’s – Team Supervisor International

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Infographic