OPI Learning Outcomes and Curriculum

The curriculum for OPI was developed and is currently guided by the standards set forth by the Council for the Advancement of Standards in Higher Education (CAS). The curriculum serves as a roadmap for professionals new to the field of orientation, transition, and retention over a two and a half day institute. There are six steps that guide the curriculum of Orientation Professionals Institute. Each step contributes to the foundation for developing, implementing and assessing orientation programs. The six steps addressed are:

Step One: Development of Mission and Goals

• Participants will be able to identify how the mission and goals of their orientation program work to support the mission of their institution.

• Participants will be able to discuss one possible suggestion for change or modification to the existing mission of their orientation program.

• Participants will be able to identify at least one way to operationalize their office/program mission in their daily work.

Step Two: Assessing Campus Realities and Politics and Leading Change

• Participants will be able to identify the influence campus politics has on workplace effectiveness.

• Participants will be able to articulate four frames/approaches to making organizational change.

• Participants will reflect upon a change at their home institution and consider strategies for implementing/introducing change at their institution.

Step Three: Planning and Programming

• Participants will be able to identify unique programmatic needs for varied audiences.

• Participants will be able to discuss best practices and innovative ideas for orientation program planning.

Step Four: Organization of Staffing, Training and Supervision

• Participants will be able to describe the importance of investing time and resources into developing student leaders.

• Participants will be able to identify at least three new ideas to improve current hiring, training, and/or supervision practices on their campus.

Step Five: Identify Resources

• Participants will be able to identify at least one personal and one professional resource available to assist in their development as a student affairs professional.

• Participants will be able to identify at least two resources and/or strategies to enhance the orientation programs on their campus.

• Participants will be able to identify involvement opportunities within NODA.

Step Six: Evaluation, Assessment and Closing

• Participants will be able to articulate the importance of using evaluation and assessment measures to make data driven decisions in their programmatic initiatives.

• Participants will be able to identify differences between evaluation and assessment.

• Participants will be able to write at least one learning outcome for their orientation program.

Additionally, the role of orientation and its history in higher education and an introduction to professional development opportunities within NODA are introduced.