Mission Statement
The mission of NODA is to enhance and elevate evidence-based orientation, transition, and retention practices in higher education that cultivate the development and education of student leaders, graduate students, practitioners, and scholars.
Core Values: Community, Diversity, Integrity, Learning, Scholarship, Service
Nondiscrimination/Affirmative Action Statement
NODA declares a policy of equal opportunity and nondiscrimination in the provision of services to the membership and the public. In recognition of responsibility to the membership, NODA reaffirms its policy of fair and equal treatment in all practices to all persons regardless of race, color, age, marital status, sex, gender identity and/or gender expression, religion, national origin, ancestry, sexual/affectional orientation, disability or veteran status. NODA complies with all applicable federal, provincial, and state regulations regarding affirmative action and
non-discriminatory practices.
Equity, Inclusion, and Social Justice Commitment
As the Association for Orientation, Transition and Retention in Higher Education, NODA embraces the values of equity, inclusion, and social justice within the orientation, transition, and retention fields and for its members. The need for engagement and understanding of these values is amplified with the intersections of identities that our members have, including but not limited to race, ethnicity, nationality, color, age, gender identity, gender expression, sexual orientation, ability, faith, religion, country of origin, immigration status, social class, veteran status, and all other identities.
As a global association, NODA’s commitment is to ensure our membership, leadership, educational opportunities, events, and programs embody and embrace the values of equity, inclusion, and social justice. We acknowledge that upholding this commitment is a process. We hold our members, leadership, and the Association to these values and principles on behalf of our profession, our field, and our students. The Association leads this change through our ongoing efforts to create an inclusive, equitable and socially minded organization. Moving forward with an inclusive and equitable philosophy will not only benefit students, but professionals and institutions as a whole.
Statement of Global Membership
The commitment to the successful orientation, transition, and retention of students in higher education transcends national, cultural, and organizational borders and boundaries. NODA members represent various institution types, sizes, cultures, languages, and geographic locations. We ask our membership to commit to learning and collaborative environments free of assumptive nation-specific jargon and points-of-view. NODA commits to the leveraging of a global perspective to better support our members and build a stronger orientation, transition, and retention profession.
Statement of sustainability
NODA affirms our commitment to protect and enhance the environment and our surrounding communities through learning, service, education and administrative operations. We seek to collaborate with and assist our members concerning the creation of more sustainable orientation, retention and transition programs internationally. NODA will be a community that acts with a conscious mind towards social, economic, and environmental awareness and positive, intentional action whenever possible.
Appropriate Language Statement for Conference Presenters
As educators of students and colleagues, conference presenters must be particularly sensitive to and aware of the issues of language, and the perpetuation of stereotypes and erroneous assumptions. Presenters are strongly advised to model behavior that will educate their audience. All conference participants, presenters, and entertainers are expected to use appropriate, sensitive, and inclusive terminology so NODA will provide an environment which is comfortable for everyone.
Joint Statement on Rights & Freedoms of Students
Academic institutions exist for the transmission of knowledge, the pursuit of truth, the development of students, and the general well-being of society. Free inquiry and free expression are indispensable to the attainment of these goals. As members of the academic community, students are encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for truth.
Freedom to teach and freedom to learn are inseparable facets of academic freedom. The freedom to learn depends upon appropriate opportunities in the classroom, on the campus and in the larger community. Students should exercise their freedom with responsibility.
The responsibility to secure and to respect general conditions conducive to the freedom to learn is shared by all members of the academic community. Each college and university has a duty to develop policies and procedures which provide and safeguard this freedom. Such policies and procedures should be developed at each institution with the framework of general standards and with the broadest possible participation of the members of the academic community. NASPA, Washington, D.C., November 1992
Statement of Ethical Standards
The actions of professionals and paraprofessionals in the field of orientation, transition, and retention have significant impact upon both the retention and potential success of the students whom they serve. This statement of professional ethics is intended to assist the membership of NODA in assuring that they conduct themselves in a manner which will best support positive educational outcomes for students.
For Professionals
As a member association in the Council for the Advancement of Standards in Higher Education (CAS), NODA is committed to ensuring that professional guidelines and standards are available to its membership and other professionals involved in the arenas of orientation, transition, new student programs, and retention (hereafter referred to as OTR). Toward that end, the following standards are offered as a benchmark for ethical practices in such programs. All standards are to be considered in the context of the mission and purpose of the institution at which the professional is employed.
In all actions, NODA members shall be mindful of the NODA Statement of Non-Discrimination.
In daily practice as educators, OTR professionals are accountable to:
- Students (those serving in staff positions and those in transition),
- The parents, guardians, and families of students in transition,
- Colleagues (faculty/staff members on their campuses),
- The institution (its mission, purpose, and goals),
- Higher education and student development as a profession,
- Any contractual relationships which have been established with corporate sponsors or partners.
In interactions with student staff members, OTR professionals shall:
- Use fair and appropriate processes in the recruitment and selection of staff,
- Strive to recruit a diverse student staff reflective of the composition of the institution,
- Model and actively encourage ethical behavior,
- Respect confidentiality in relationships with students, while maintaining policy compliance,
- Provide accurate job descriptions and clear expectations of those serving as student staff,
- Provide sufficient training to allow student staff to meet performance expectations,
- Recognize appropriate boundaries and maintain professional relationships,
- Provide feedback on performance through outcome based activities in a timely and fitting manner,
- Acknowledge that student staff members serve in a unique dual relationship, as both students and as paraprofessional staff members of the institution.
In interactions with students in transition, OTR professionals shall:
- Ensure that students receive accurate and adequate information necessary for decision making,
- Ensure that students have access to relevant materials, and that materials are available in multiple formats, including text, web resources, and other adaptive technologies when possible,
- Recognize the diversity of experiences of students in transition, and work to meet the various needs of new students, transfer students, adult learners, and other special populations.
In interactions with parents, guardians, and families of students OTR professionals shall:
- Ensure that parents, guardians, and families receive accurate and adequate information necessary to support students in decision-making, while adhering to any federal/regional regulations (e.g., FERPA),
- Ensure that parents and families have access to relevant materials, and that materials are available in multiple formats, including text, web resources, and other adaptive technologies when possible,
- Recognize and respect the variety of primary support relationships of students in transition, and work to address this diversity in program offerings.
In relationships with faculty and staff colleagues, OTR professionals shall:
- Initiate and foster collaborative relationships of mutual respect and support,
- Share research and other findings about emerging trends and issues that will impact the profession, and data linking OTR programs to the retention of students,
- Offer accurate information including program details, opportunities for involvement, and clear expectations regarding contributions of faculty/staff involved with the program,
- Provide training, information, and support sufficient to allow faculty/staff members to meet expectations.
In their relationships with their institutions, OTR professionals shall:
- Adhere to the educational mission and purpose of the institution,
- Be fiscally responsible/financially accountable in budget management,
- Strive for ongoing program improvement through formal and informal evaluation and monitoring of current and emerging issues on the campus,
- Accurately report and share assessment data with stakeholders reflecting the impact of their programs upon the retention of students,
- Work to maintain and to role model an appropriate balance between professional, academic, and personal endeavors.
As responsible higher education practitioners, OTR professionals shall:
- Accurately cite sources used, and abide by copyright laws in the use of published materials,
- Strive for professional development through continuing education and participation in conferences and workshops when possible,
- Offer accurate and honest references for job and graduate school applicants,
- Avoid circumstances wherein conflicts of interest may arise,
- Model appropriate and responsible decision-making with regards to alcohol and other personal choices,
- Recognize their own limits/boundaries in helping relationships with students, and make referrals when necessary,
- Be aware of issues of power imbalance in personal relationships, and refrain from interactions that could be deemed as inappropriate.
In relationships with corporate partners or sponsors, OTR professionals shall:
- Honor any/all contractual agreements entered into with such partnerships,
- Prioritize the educational outcomes of students, and refrain from engaging in partnerships which are solely or primarily for the purpose of sales/marketing of a product or service,
- Clearly communicate the intent, anticipated outcomes, and parameters of the relationship.
For Student OTR Staff
The actions of student employees, student volunteers and student mentors in the field of orientation, transition, and new student programs have a significant impact upon their own retention and potential success, as well as that of students whom they serve. This statement of professional ethics for students is intended to assist the student OTR Staff of NODA in assuring that they conduct themselves in a manner which will best support positive educational outcomes.
As a member association in the Council for the Advancement of Standards in Higher Education (CAS), NODA is committed to ensuring that professional guidelines and standards are available to those involved in the arenas of orientation, transition, new student programs, and retention (hereafter referred to as OTR). Therefore, the following standards are offered as a benchmark for ethical practice in such programs. All standards are to be considered in the context of the mission and purpose of the student’s home institution.
In all actions, Student OTR Staff of NODA shall be mindful of the NODA Statement of Non-Discrimination.
In daily practice, Student OTR Staff are accountable to:
- Students (those serving in staff positions and those in transition),
- The parents, guardians, and families of students in transition,
- Professional colleagues (faculty/staff members on their campuses),
- Other student peer leaders in complimentary roles,
- The institution (its mission, purpose, and goals),
- Any established contractual relationships between the OTR program and corporate sponsors or partners.
In interactions with other student staff members, Student OTR Staff with administrative responsibility shall:
- Use fair and appropriate processes in the recruitment and selection of staff,
- Strive to recruit a diverse student staff reflective of the composition of the institution,
- Provide accurate job descriptions and clear expectations of those serving as student staff,
- Provide sufficient training to allow student staff to meet performance expectations,
- Provide feedback on performance and other issues in a timely and fitting manner,
- Acknowledge their unique dual relationship, as both students and as paraprofessional staff members of the institution, and seek support and guidance when those roles conflict.
In relationships with corporate partners or sponsors, Student OTR Staff with administrative responsibility shall:
- Honor any/all contractual agreements entered into with such partnerships,
- Prioritize the educational outcomes of students, and refrain from engaging in partnerships which are solely or primarily for the purpose of sales/marketing of a product or service,
- Clearly communicate the intent, anticipated outcomes, and parameters of the relationship.
In interactions with staff peers, all Student OTR Staff shall:
- Model and actively encourage ethical behavior,
- Respect confidentiality in relationships with students, while maintaining policy compliance,
- Recognize and maintain appropriate boundaries in relationships.
In interactions with students in transition, all Student OTR Staff shall:
- Ensure that students receive accurate and adequate information necessary for decision- making,
- Ensure that students have access to relevant materials, and that materials are available in multiple formats, including text, web resources, and other adaptive technologies when possible,
- Recognize the diversity of experiences of students in transition, and work to meet the various needs of new students, transfer students, adult learners, and other special populations,
- Avoid circumstances wherein conflicts of interest may arise,
- Model appropriate and responsible decision-making with regards to alcohol and other personal choices,
- Recognize their own limits/boundaries in helping relationships with students, and make referrals when necessary,
- Model and encourage ethical behavior.
In interactions with parents, guardians, and families of students, all Student OTR Staff shall:
- Ensure that parents, guardians, and families receive accurate and adequate information necessary to support students in decision-making, while adhering to any federal/regional regulations (e.g., FERPA),
- Ensure that parents and families have access to relevant materials, and that materials are available in multiple formats, including text, web resources, and other adaptive technologies when possible,
- Recognize and respect the variety of primary support relationships of students in transition, and work to address this diversity in program offerings,
- Represent the institution in an honest and positive manner.
In relationships with faculty and staff colleagues, all Student OTR Staff shall:
- Initiate and foster relationships of mutual respect and support,
- Offer accurate and appropriate feedback about OTR programs to their supervisors ,
- Strive to understand training, information, and support sufficiently to assist faculty/staff members in meeting expectations.