That is something to keep in mind throughout the college years. Colleges and universities really want your student to have a fulfilling higher education experience, and to graduate on time.

Orientations are when your family’s relationship with your chosen institution starts, and so it is important for both sides in the new relationship to take this event seriously and to try to learn as much from it as possible.

Some orientations are in the summer or, more accurately, several times in the summer, allowing for the greatest participation possible by incoming members of the freshman class and their families. These are often two- to three-day events that have the feel of a professional conference, with plenary session speakers such as the college president or provost, and breakout offerings dealing with various aspects of academic and campus life.

Often, these summer sessions, or their early fall equivalent, will have a breakout session for parents, or even an entire parallel track, running an equivalent length with student orientation and intersecting only in the case of certain speakers or for group entertainment.

A small, but growing, number of institutions have begun to offer an off-campus “pre-orientation” program for students, also during the summer, but usually held at a nearby nature preserve or other place where students can experience some life in the outdoors and get to know their fellow classmates a bit better.

Nearly all schools are in the business of presenting a special freshman orientation in the few days before school starts or, at minimum, during “move-in” time on campus.

What these sessions will usually prove is that just as you and your student have been diligently preparing for college, so too have university administrators. They will also prove that these very same administrators are people just like you, with their own hopes and fears about the school year, and sometimes with their very own children going through the college transition process.

The specific topics and tone of an orientation will often mirror the culture of the college or university. Beyond the usual welcome speeches, and chances to share your new college parenthood with your peers, there may, in fact, be a fair amount of “testing” that your student is asked to do by the institution.

These may include:

• equipment tests, i.e. making sure that electronic devices on campus are properly connected to university systems;
• placement tests, helping to ensure that your student is assigned to the right mix of classes; and
• attitudinal tests, information from which is almost always anonymous and which is used by schools to improve the way in which they do things the next time around, either at orientation itself or in an upcoming school term.

Placement tests for classes are worthy of special note, as sometimes students, with encouragement by their parents, intentionally do poorly on such tests in hopes that may result in an “easier” workload in the fall or spring semester. Tanking on purpose in such a test, or in any context for that matter, is never a smart idea.

In fact, this is as probably a good time as any to address honor, specifically the honor code that most colleges and universities live by. Sometimes such an honor code is engrained deeply in the culture of an institution and enforced by the students themselves; the University of Virginia honor code comes to mind. At most schools, the honor code is always there, but it lives in the background of the institution. At all schools, the honor code should be followed by new and returning students, so purposefully blowing a placement test would be a very big mistake.

At orientation sessions, other issues will be dealt with too, such as polices regarding cars on campus, how to deal with roommates, health and safety concerns and access to community service opportunities. But before you and your student know it, orientation will be a blip on the radar and it will be time – finally – to start classes.

The Knight Commission on Intercollegiate Athletics is a project of the John S. and James L. Knight Foundation.  Eighteen months ago, the commission began an investigation of college sports, which culminated last week in the release of “Restoring the Balance: Dollars, Values and the Future of College Sports.”

While conference realignments have been grabbing headlines in recent weeks, the Knight Commission tried to look at the bigger picture, and to address the fundamental issues faced by schools during an era of escalating athletics spending, shrinking state higher ed subsidies and vacillating performance by university endowment funds as the stock market ebbs and flows.

The Knight Commission examined the broad spectrum of college sports, but it placed a magnifying glass in particular over the schools which make up what is known as the “Football Bowl Subdivision,” (FBS).  The public institutions in the FBS were found to have grown median spending in athletics during the period of 2005 – 2008 at a rate of nearly 38 percent, while median academic spending during the same timeframe advanced only 20 percent.  Looked at another way, the growth in athletic dollars spent was almost twice the growth rate of academic expenditures.

While either side of the spending coin had to grow much at all during a time of negligible inflation is probably best left to a column for another day.  But spending on athletics must be examined closely each and every day, and there is no better time than now for the Knight Commission to release the numbers which, in some cases, are staggering.

For instance, according to the commission report, the ten FBS public institutions spending the most on college sports are on pace to spend more than $250 million annually, on average, in 2020.  At these same schools, median spending per athlete ranges from four to nearly eleven times more than the academic spending per student.

To address these troubling patterns, the Knight Commission offers three general principles for strengthened accountability in intercollegiate athletics.  These are:

1. Requiring public transparency of financial reporting, including better measures to compare athletic spending to academic spending;
2. Rewarding practices that make academic values a priority; and
3. Treating athletes first and foremost as students, and not as pseudo-professionals.

Around these principals, the Knight Commission makes several recommendations, including:

1. Making public the financial reports filed by each institution with the NCAA;
2. Withdrawing championship eligibility for teams, in any sport, not on track to graduate at least half of their athletes;
3. Tying revenue distribution more closely to academic values:
4. Examining scholarship practices and, in some cases, decreasing the number made available, such as in football at FBS schools;
5. Limiting the number of non-coaching personnel tied to specific sports; and
6. Reducing the length of some seasons, as well as the number of events in some sports.

Although the Knight Commission includes a number of distinguished higher education leaders, and it is co-chaired by the chancellor of the University of Maryland System and the president of Southern Methodist University, respectively, its recommendations will not gain traction without public support.  In this instance, the most important segment of the “public” consists of us, tuition-paying parents.

I encourage you to click here to read the entire report and to visit www.knightcommission.org to read statements of support by U.S. Secretary of Education Arne Duncan, American Council on Education president Molly Corbett Broad and others.  Please add your own comments below or at www.facebook.com/collegeparentsofamerica.  Thank you for your consideration.