Understanding OTR: Essentials of Orientation and Transition for Student Success

1. ORIEnTATION 101 • THE BASICS OF OTR & • AN INTRODUCTION TO NODA • Denise L. Rode • Director, First-& Second-Year Experience • Northern Illinois University • drode@niu.edu,815/753-6781 • Abbey Wolfman • Assistant Dean of Students & Director of New Student Programs • University Of Illinois Urbana-Champaign • awolfman@illinois.edu,217/333-4057

2. Mission: • ThemissionoftheNationalOrientationDirectors Associationistoprovideeducation,leadershipand professionaldevelopmentinthefieldsofcollegestudent orientation,transitionandretention • CoreValues: • Community,Diversity, Integrity,Learning,Scholarship, Service.

3. NODA tidbits • First meeting was December of 1948 (24 delegates from 6 states) • NODA was chartered in 1977 • Organization is governed by a Board of Directors made of volunteers from within membership • Membership is separated into 9 regions

4. What is the purpose of “Orientation”? • 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 • Conveying Information vs. ‘Doing’ • There is often this tension between what the priority/primary goal should be…social development, academic development, community development …

5. The “purpose of orientation” and the “primary goal or priority” will be different for each different population. • Populations for Orientation • First-time, first-year students • Parents/family members • Transfer students • Graduate students • First-generation {students and parents} • International Students • Veterans • Others?

6. Orientation program models • One day (Summer) • Multiple day • Summer (most common: two day with overnight) • Fall (3-5 days prior to the start of class) • Online • Off-campus/site • Course registration • Registration for classes differs within these various models

7. Items to Consider: Who Runs Orientation? • Student Affairs, Academic Affairs, or Enrollment Management • Frequently based on skill sets, interests and relationships • Orientation/New Student Programs Office • Frequently continues into transition and retention programming • Other Offices (Counseling, Student Activities, Deans Office, Admissions) • 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… • The keys to success are campus-wide partnerships

8. Campus-Wide Partnerships - Items to Consider: Building Collaboration/Support • Build bridges • 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 • Off-Campus Partnerships

9. Items to Consider: Evaluation • CAS Standards • Learning & development outcomes • Program satisfaction • Follow-up evaluation • Focus groups • What’s driving the bus? • Satisfaction vs. Learning/Development Outcomes

10. What are the purposes of “transition” focus? • First-Year Initiatives may include: • Welcome Week • Convocation • Mentoring • Common Reading Programs • First-Year Seminars • Other resources • Websites • Handbooks • Program series

11. Intentional Transition initiatives“front-load” the first year • Regular communication with prospective students set realistic expectations; • Comprehensive assessmentatentry; • Orientationforstudents andtheir parents; • Identificationofat-risk studentsearly; • Focuson“target”groups; • Trackstudentsand follow up on referral; • Peercounselors,mentors andacademicadvisors areassigned; • Foster opportunitiesfor studentinvolvement; • Focusonfirst-year curriculum; • Assignbestfacultyin first-yearcourses

12. What are the reasons for focus on “retention”? • Federal, state and local governments, as well as governing • Boards are changing “accountability” practices; • Rising educational costs; • 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 • An emphasis on academic excellence, engaged advisement, campus involvement, ongoing assessment, prevention plans, student success, faculty-student engagement, front-loading the first year experience.

13. A Comprehensive Retention Program includes: • Assessment • Orientation and Transition programs • Academic integration • Advising • First year success course • Collaborative learning environments • Academic support services • Frequent and rewarding student/faculty contact • Social integration • Peer networking • Involvement in campus organizations • Support groups • Community service • Referral to campus resources and follow-up on referrals • Enhancing a campus-wide sense of community, connections and relationships

14. NODA Resources • Conferences • Annual and Regional • Networks – Affinity & Special Interest groups • 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 • Databank, Website • NODA Consultant Program • Consulting services assessing organizational strengths while identifying opportunities for rejuvenation and change

15. 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) noda@umn.edu www.nodaweb.org