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Students tend to rate their orientation experiences highly, according to a new Student Voice survey. Yet data suggest modality matters in student satisfaction, and there’s a gap between what students want from orientation and what they’re getting out of it. Edgar Quiroz Sanchez, a senior studying psychology and law, society and justice at the University of Washington at Seattle, has experienced new-student orientation from multiple perspectives. Today, he works as an orientation coordinator in the campus’s first-year programs office. Previously, he led orientation sessions. And in 2020, in the early months of COVID-19, he was a first-year student participating in a rapidly reimagined, all-online orientation. ....
The Trust Gap Among College Students, by Kevin Fosnacht and Shannon Calderone Students of color have “substantially less trust” in their colleges compared to their white peers, according to a new report by the Indiana University Center for Postsecondary Research. Kevin Fosnacht, associate research scientist at the center and co-author of the report, said the college trust gap between Black and white students, at 0.47 standard deviations, was particularly large. The disparity in perspectives was described in the report as being “of sizes rarely seen in education research.” There was an even larger gap (0.58 standard deviations) between Black and white students’ “out-group trust,” which in this case refers to their trust in individuals who are of different races than themselves, the report said. ....
A survey published by UC Berkeley’s Student Experience in the Research University, or SERU, Consortium took a closer look at how the COVID-19 pandemic may hinder graduate and professional students from completing their degrees on time. The study, conducted from May to July 2020, surveyed 15,346 graduate and professional students at 10 public universities, and it found that 24% expected the pandemic to delay their graduation. Some difficulties included limited access to research and labs, distractions at home and inability to attend professional conferences, according to Krista Soria, SERU assistant director of research. “It is important to understand that there are disparities in students’ obstacles to degree completion so that institutional leaders, faculty, and staff can respond by providing targeted resources to students who need them the most,” Soria said in an email. “The time it takes graduate and professional students to complete their degrees is important ....