O R I E N T A T I O N 1 0 1
T H E B A S I C S O F O T R &
A N I N T R O D U C T I O N T O N O D A
D e n i s e L . R o d e
D i r e c t o r , F i r s t - & S e c o n d - Y e a r E x p e r i e n c e
N o r t h e r n I l l i n o i s U n i v e r s i t y d r o d e @ n i u . e d u , 8 1 5 / 7 5 3 - 6 7 8 1
A b b e y W o l f m a n
A s s i s t a n t D e a n o f S t u d e n t s & D i r e c t o r o f N e w
S t u d e n t P r o g r a m s
U n i v e r s i t y O f I l l i n o i s U r b a n a - C h a m p a i g n a w o l f m a n @ i l l i n o i s . e d u , 2 1 7 / 3 3 3 - 4 0 5 7
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The mission of the National Orientation Directors
Association is to provide education, leadership and professional development in the fields of college student orientation, transition and retention
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Community, Diversity, Integrity, Learning,
Scholarship, Service.
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NODA tidbits
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First meeting was December of 1948 (24 delegates from 6 states)
NODA was chartered in 1977
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Organization is governed by a Board of Directors made of volunteers from within membership
Membership is separated into 9 regions
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What is the purpose of “Orientation”?
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Provide students with attitudes, knowledge, skills and opportunities that will assist them in making a smooth transition to a university or college community thereby allowing them to become engaged and productive community members
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Conveying Information vs. ‘Doing’
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There is often this tension between what the priority/primary goal should be…social development, academic development, community development …
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The “purpose of orientation” and the “primary goal or priority” will be different for each different population.
Populations for Orientation
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First-time, first-year students
Parents/family members
Transfer students
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Graduate students
First-generation {students and parents}
International Students
Veterans
Others?
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Orientation program models
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One day (Summer)
Multiple day
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Summer (most common: two day with overnight)
Fall (3-5 days prior to the start of class)
Online
Off-campus/site
Course registration
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Registration for classes differs within these various models
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Items to Consider: Who Runs Orientation?
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Student Affairs, Academic Affairs, or Enrollment
Management
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Frequently based on skill sets, interests and relationships
Orientation/New Student Programs Office
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Frequently continues into transition and retention programming
Other Offices (Counseling, Student Activities, Deans
Office, Admissions)
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Will it be high-profile enough if just ‘another task’ of a busy department?
Student Life/Campus Life/University Life
Departments
All hands on deck…
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The keys to success are campus-wide partnerships
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Campus-Wide Partnerships - Items to Consider:
Building Collaboration/Support
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Build bridges
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Strive to make each relationship mutually beneficial
Development of a campus-wide Planning/Advisory
Committee
Be willing to meet individually with stakeholders
Find ways to get faculty buy-in/support
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Off-Campus Partnerships
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Items to Consider: Evaluation
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CAS Standards
Learning & development outcomes
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Program satisfaction
Follow-up evaluation
Focus groups
What’s driving the bus?
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Satisfaction vs. Learning/Development Outcomes
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What are the purposes of “transition” focus?
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First-Year Initiatives may include:
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Welcome Week
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Convocation
Mentoring
Common Reading Programs
First-Year Seminars
Other resources
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Websites
Handbooks
Program series
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I NTENTIONAL T RANSITION INITIATIVES
“ FRONT LOAD ” THE FIRST Y
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Regular communication with prospective students set realistic expectations;
Comprehensive assessment at entry;
Orientation for students and their parents;
Identification of at-risk students early;
Focus on “target” groups;
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Track students and follow up on referral;
Peer counselors, mentors and academic advisors are assigned;
Foster opportunities for student involvement;
Focus on first-year curriculum;
Assign best faculty in firstyear courses
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What are the reasons for focus on “retention”?
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Federal, state and local governments, as well as governing
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Boards are changing “accountability” practices;
Rising educational costs;
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Retention should not be an institutional goal but rather a by- product of improved educational programs and services for students.
Characteristics of successful retention initiatives include
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An emphasis on academic excellence, engaged advisement, campus involvement, ongoing assessment, prevention plans, student success, faculty-student engagement, frontloading the first year experience.
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A C
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P
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Assessment
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Social integration
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Orientation and
Transition programs
Academic integration
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Advising
First year success course
Collaborative learning environments
Academic support services
Frequent and rewarding student/faculty contact
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Peer networking
Involvement in campus organizations
Support groups
Community service
Referral to campus resources and follow-up on referrals
Enhancing a campuswide sense of community, connections and relationships
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NODA Resources
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Conferences
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Annual and Regional
Networks – Affinity & Special Interest groups
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13 Networks serve the needs of the NODA membership
Publications: Orientation Planning Manual, Parent and
Commuter Guides, Designing Successful Transitions
Monograph, Journal of College Orientation and Transition
Peer Resources
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Databank, Website
NODA Consultant Program
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Consulting services assessing organizational strengths while identifying opportunities for rejuvenation and change
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NODA Home Office
University of Minnesota
2829 University Avenue, Suite 415
Minneapolis, MN 55414
Toll free: 866-521-NODA or 612-301-
NODA(6632)
612-624-2628 (fax)
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