Central to the OTR profession is the creation of engagement and educational opportunities that support student transition and success. OTR practitioners must have a strong skill set in strategically designing curriculum and producing content to educate students and support their navigation to and through the college experience.
Levels
- Explore the fundamental principles and theories of curriculum development to understand how these foundations shape effective content delivery in OTR.
- Define curriculum philosophies that influence the work of OTR professionals.
- Identify varied types of content delivery
- Categorize and outline intended outcomes and experiences achieved by programs or processes.
- Utilize existing frameworks, outcomes, and goals in building programs and practices.
- Articulate institutional priorities related to student persistence and success.
- Recognize varied content and curriculum needs based on audience.
- Identify specific outcomes to assess the content and curriculum during (formative) and after (summative) an engagement or educational opportunity
- Understand the importance of using varied content and learning strategies, such as active learning, metacognition, facilitating use of space, goal setting and collaboration.
- Apply relevant curriculum models based on the particular OTR program or practice.
- Analyze how a personal curriculum philosophy influences the work in planning, organizing, and executing curriculum and content development.
- Compare and contrast content types and analyze appropriate use within varied delivery methods and across multiple student types and communities.
- Explain curricular goals within singular programs or processes by mapping individual content or components to expected outcomes.
- Choose measurable learning outcomes and program goals while planning for appropriate assessment.
- Specify institutional priorities related to orientation, transition, and retention while identifying the university structure, administrative procedures, and policies that affect planning
- Prepare content and curriculum with proactive plans for inclusion and accessibility for all participants.
- Implement formative (during) and summative (after) assessment of content and curriculum during a session, program or practice.
- Apply appropriate and relevant learning strategies based on student development and current trends that influence programmatic content.
- Design curriculum by choosing participant outcomes, organizing components, and identifying potential assessment strategies to determine success.
- Adapt personal curriculum philosophies based on the needs of various stakeholders within engagement and educational opportunities
- Create impactful and relevant materials that resonate with your audience to meet desired outcomes through multiple modes of learning.
- Develop curriculum for holistic student experiences and lead efforts to map individual programs or processes to those goals to assess outcomes across multiple functions.
- Enhance learning outcomes and program goals by implementing modifications and considering nuances for multiple populations across varied content delivery methods.
- Establish the institution’s curriculum for successfully transitioning a student and outline the institutional expectations of new and transitioning students.
- Adapt Universal Design principles intentionally to create equitable experiences across content and curriculum, regardless of delivery or format.
- Execute intentional assessment plans to include multiple methods depending on audience and delivery with a focus on continuous improvement based on results
- Predict future curriculum and content needs based on OTR and higher education trends to further improve engagement and educational opportunities
Courses
View upcoming courses on the NODA Events Calendar.
Resource Materials
Coming soon!