This action research study followed a sample of first-generation, first-year college students through the summer 2021 orientation process at Towson University (TU), a large public institution in Maryland. Little recent research has been conducted to understand the student experience of the orientation process. First-generation college students are an at-risk population that face many barriers as they pursue a college degree. Approximately 22% of the incoming first-year class at TU are first-generation college students. The orientation process needed to change in 2020 in response to the COVID-19 pandemic. This study examines the impact of online orientation and in-person orientation on first-generation college students' sense of belonging and how the orientation staff uses data to inform change through summer 2021. The theoretical frameworks of Strayhorn's (2019) college students' sense of belonging and Fullan and Quinn's (2016) coherence framework are detailed to provide the lens for understanding the students' experiences with orientation and the staff's experience creating change with the themes from the student experience. Student participants expressed a sense of belonging to the institution through the orientation process. Of most significance in the findings, students experienced no difference in the sense of belonging expressed through virtual orientation or in-person orientation. Additionally, peer-to-peer connections, virtual or in-person, are pivotal in creating a sense of belonging for incoming students. The orientation team utilized the themes to inform change for future orientation programs and identified gaps in the student orientation experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]