ABSTRACT
New professionals entering the student affairs workforce start their positions with decidedly mixed emotions and myriad questions. Relief about finding a position, anxiety about whether one will fit into the institutional culture, questions about whether one is really competent enough to do the job well, and excitement about new possibilities are all part of the experience of new professionals in transition. This chapter examines the research and scholarship that explores the efficacy of different types of orientation approaches, provides strategies for an effective orientation curriculum, and discusses informal, experiential learning strategies that can further the benefits of structured orientation over an extended period of time. Student affairs units and higher education institutions have traditionally provided some type of structured experience to introduce newcomers to their jobs, their colleagues, and the larger organization. One of the outcomes most examined is organizational commitment.
