Curriculum and Content Development

Central to the OTR profession is the creation of programs and practices that support student transition and success. OTR practitioners must have a strong skill set in strategically designing and organizing content and transitional learning on an ongoing basis.

Levels

  • Utilize programmatic content and outcomes to define OTR program types and delivery methods
  • Specify institutional priorities related to orientation, transition, and retention
  • Determine program needs based on understanding and knowledge base of orientation, transition, and retention
  • Define campus history and traditions and its impacts and influences on orientation, transition, and retention
  • Articulate the role orientation, transition, and retention has on student persistence and success
  • Outline the institutional expectations of new and transitioning students
  • Establish plan of action and/or curriculum within the framework provided by
    established program goals and learning outcomes
  • Identify the university structure and administrative procedures and policies which
    will affect planning, including facility use, FERPA and communication practices
  • Formulate the various types of programs offered by distinguishing population needs
  • Demonstrate awareness of current trends or topics that influence programmatic
    content
  • Design programs that match institutional goals and needs while supporting student transition and success
  • Construct learning activities that promote metacognition
  • Utilize Universal Design when creating programmatic components
  • Intentionally map the institutional need of OTR programs with a students’
    developmental progression
  • Facilitate opportunities for students to identify their personal and academic goals
  • Create opportunities which facilitate the student use of campus resources and
    services
  • Establish the institution’s curriculum for successfully transitioning a student to the
    institution
  • Adapt changes to programs by projecting trends and future needs of students and
    the field of orientation, transition, and retention
  • Train and direct other professional, support, and part-time staff in their program
    planning and development responsibilities related to transitioning students
  • Provide direction for the assessment of programs and planning, with the intention
    to continuously improve and provide programs relevant to the changing needs of
    students, those who support them and the university
  • Utilize yield, melt, and retention data to further develop support programs for
    incoming and current students
  • Advocate for program development and address issues associated to transitions
    experienced throughout the duration of higher education (e.g. second-year
    students, re-enrollment, withdrawal process)

Courses

List developed course information here.

Resource Materials

List resources here (links to higher logic library)

Additional Information

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