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Guide to Learning and Curriculum

Introduction

The Guide to Learning and Curriculum serves as a foundational resource for NODA volunteer leaders who design and facilitate educational opportunities for association members. Designed to provide guiding principles for creating meaningful and impactful learning opportunities, this guide supports leaders in shaping educational experiences that foster learning and personal growth. By integrating best practices and innovative approaches, the guide empowers volunteers to design curricula that address the evolving needs of diverse professionals ensuring that learning remains central to the association.

This Guide has been developed and maintained by the NODA Educational Initiatives Committee and will undergo annual reviews and updates to ensure it remains current and effective in meeting our educational goals.

Roles & Definitions

NODA uses common language and definitions across educational programs to promote a shared understanding of experiences and expectations. This section defines programs, leadership roles, and concepts relevant to educational programming in NODA.

Orientation, Transition, & Retention

Orientation is the deliberate communication, programmatic, and service efforts designed to facilitate the transition of new students to the institution; prepare students for the institution’s educational opportunities and student responsibilities; begin the integration of new students into the intellectual, cultural, and social climate of the institution; and support the families, and other support networks of the new student (CASHE, 2009).

Transition is the process students go through when entering and continuing through a particular institution of higher education and/or entering the same institution for a new purpose. This may include, but is not limited to, entering as a first-year student, transferring from a different institution, and/or entering an institution for a subsequent degree (e.g., entering graduate school). Successful transition includes facilitating or creating an environment through intentional experiences in which students develop a sense of belonging which results in students achieving their goals and engaging families which results in student integration into the institution and, ultimately, in retention and/or achievement of personal educational objectives.

Retention is student progression through higher education, focusing primarily on student persistence (i.e., term to term) through the beginning of the second year at the same institution, with the goal being graduation from that institution and/or achievement of personal educational objectives. Retention is one outcome/measure/byproduct of successful student orientation and transition, which should involve academic and social integration processes.


Roles

Faculty and Lead Faculty

Core Competency Course Content Creators, Instructors, and Modality Developers

Facilitators

Presenters

Learning Opportunities

Institutes

Symposia

Core Competency Courses

  • View the Events Calendar for upcoming Core Competency Courses
    • One and a half day pre-conference courses
    • 6-week virtual courses

Webinars

Conferences

Developing Learning Goals

Creating learning goals for educational programs is a critical step in aligning NODA educational initiatives and providing a comprehensive, cohesive learning experience for event attendees. This section draws from NODA’s Core Competency Document for professional staff members and the Educational Initiatives Learning Outcomes Guide for undergraduate and graduate students to provide a framework for intentional goal-setting. Learning goals serve as a first step for designing educational programs. By establishing clear, measurable goals, NODA leaders can create programs that promote meaningful engagement, address diverse needs, and achieve desired outcomes.

Core Competencies & CAS Standards

NODA Core Competencies and CAS standards (New Student Orientation and Parent and Family Programs) provide guidance for learning and development of orientation, retention, and transition professionals. The Core Competencies and CAS Standards should be used when developing learning opportunities for professional members of NODA. 

Core Competencies can be used as learning outcomes for educational programs for professional staff such as webinars or an educational session during a conference. Longer, more complex offerings like conferences and institutes will have many elements, which can each be attached to separate learning outcomes. For example, a conference educational session focused on relationships with campus partners may use the Campus Collaboration area, and select the foundational competency of participants being able to “recognize strengths of existing partnerships.” Including an activity where participants reflect on positive campus partner relationships on their campus would allow participants to demonstrate their achievement of this competency. 

Most educational programs should select 2-3 competencies– additional competencies may take away from the opportunity for in-depth learning. These competencies can (and often should) span the various foundational areas (e.g. Curriculum and Content Development and Program Delivery and Management). 

Substantiating Content

Content Review Considerations — Under Development

Considerations for effective learning experiences

Before the event or conference

  • Identify relevant and appropriate outcomes:
    Not every session needs to address every learning outcome. However, each session should focus on at least one outcome that is meaningful to the participants.
  • Align outcomes with event elements:
    Treat every session of your event or program as an opportunity to meet different learning outcomes. Each session can have its own specific outcomes that contribute to the overall goal of the event.
  • Ensure outcomes are SMART:
    You will be asked to assess whether learning outcomes were achieved, so make sure your outcomes are Specific, Measurable, Achievable, Relevant, and Time-bound (SMART).
  • Prioritize quality over quantity:
    Avoid selecting too many outcomes. Instead, focus on fostering deep, meaningful learning within a few key areas. An educational offering that is an hour long should have two or three targeted learning outcomes, for example.

Emails

  • Determine the sender:
    Clarify who will be sending each email to ensure consistent communication.
  • Before Registration:
    • Marketing and advertising: Send emails directing potential attendees to website content about the event.
  • After Registration:
    • Confirmation email: Include essential details like:
      • Date, time, and location (address or Zoom link)
      • Expectations for attendees
      • Key information to prepare for the event (“What do you need to know to arrive?”)
  • Preparation and Engagement:
    • Encourage attendee involvement by sharing opportunities to:
      • Submit an educational session proposal
      • Volunteer for event tasks
      • Serve as a peer reviewer
    • Provide reminders for reservations and travel information.
    • Announce keynote speakers or highlight faculty, selected education sessions, or special program sessions
  • Schedule Updates:
    • Announce the release of the event schedule and share updates as necessary.
    • How to access the schedule
  • Final Reminders:
    • Send a “final need-to-know” email, including:
      • A packing list (if applicable)
      • Information on where to find event details during the event (e.g., app, website, Discord).
      • Program-specific final details (e.g. parking, conference service project, theme dress days, pre-reading or work, volunteer sign-ups, etc.)
  • Other potential email communications to consider:
    • Speaker announcements
    • Speaker notifications (e.g. education sessions, skills briefs, etc.)

Social Media

  • Promote the event:
    Use social media to generate interest and direct followers to the NODA Calendar or event website for more details.
  • Complement email and website content:
    Break down email and website content into smaller, easily digestible posts.
  • Build affinity:
    Share photos and highlights from past events to create a sense of familiarity and excitement.
  • Consider your audience:
    Tailor content for different audience segments, including:
    • Returning participants
    • New participants who may lack context about the event
  • Foster excitement and community:
    Post engaging content that promotes enthusiasm and encourages interaction among participants.

Website

  • Provide program details:
    Include a clear and engaging program description to inform visitors about the event.
  • Highlight learning objectives:
    Share the learning goals participants can expect to achieve.
  • Outline participant expectations:
    Specify time commitments and any pre-event preparation required.
  • Include registration information:
    • Registration deadlines and pricing
    • Cancellation policy
  • Introduce leadership:
    • Highlight the instructors or event leadership to build credibility and excitement.
  • Additional information (if applicable):
    • Reservation and travel details
    • Program schedule
    • Opportunities to volunteer or get involved
    • Link to NODA Excellence Fund
      • Provide a direct link to encourage contributions and support for the organization.
  • Provide a direct link to eligibility information and applications.
  • Review previous assessments:
    Evaluate last year’s assessment to ensure that the items measure the intended outcomes for the current year.
  • Use needs assessment data:
    Guide your assessment creation using data from needs assessments to address current participant needs.
  • Prioritize direct measures:
    Whenever possible, strive for direct measures of learning to ensure accuracy and relevance.
  • Ensure clarity:
    Measure one outcome at a time and ensure all questions are clear and easy to understand.
  • Cover all learning outcomes:
    Include at least one measure for each intended learning goal, but aim to use multiple measures across various assessment formats.
  • Use the official platform:
    Collaborate with the association staff to create any survey-based assessments on the official platform of choice.
  • Plan for qualitative data:
    For qualitative questions, have a plan to code and synthesize the data to gain meaningful insights.
  • Include non-survey data:
    Incorporate non-survey data, such as attendance records or observational data, as part of your assessment plan. Ensure a clear plan is in place for data collection (see “During the Event or Conference”).

during the event or conference

  • Assign a data collection lead:
    If the event or conference is managed by a group (e.g., a conference committee), designate someone responsible for overseeing data collection.
  • Consider longitudinal data:
    If assessments were conducted in previous years, look for opportunities to gather longitudinal data to track changes over time.
  • Pair pre- and post-assessment:
    Ensure that any pre-assessment data collected is matched with a corresponding post-assessment to measure outcomes effectively.
  • Use the official assessment platform:
    Coordinate with the Association staff to ensure all assessments are conducted on the designated platform.
  • Plan for non-survey data:
    Have a clear plan for collecting and storing non-survey data (e.g., observational data, focus groups, interviews). Prepare forms or guidelines in advance to streamline the process.
  • Be intentional with demographic data:
    If collecting anonymous data, critically consider which demographic information is essential for your analysis. Avoid gathering data that you do not plan to use.

After the event or conference

  • Identify key recipients:
    Determine who needs to receive the assessment data, such as the Association staff, other association volunteers, and leadership for future events or conferences.
  • Compare data:
    Analyze and compare the data with pre-event assessments or past year’s data to track progress and trends.
  • Organize the data:
    The Association Office should compile and organize all assessment data for easy access and review.
  • Assign a data reviewer:
    Designate a committee member or individual to review the data and create a summary report.
  • Prepare the summary report:
    The report should include:
    • Major changes compared to previous years
    • Significant achievements of intended outcomes
    • Key themes from qualitative responses
    • Recommendations for future improvements

Plan for distribution:
Determine who needs the assessment findings, in what format, and whether a synchronous meeting is required to discuss the results.

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