Faculty orientation usually provides only information on the college's programs; even this modest goal is rarely met. The author looks at orientation as a process of socialization--acquiring attitudes, values, skills, and appropriate social behavior. Besides department and course objectives, college and instructional goals, student characteristics, administrative procedures, etc., the new faculty member wants to know the norms assigned to his role and expected by his group in this subsystem of higher education. A faculty recruited from so many backgrounds tests the college's ability to correct deficiencies or to delete or change values contrary to its image. To do this, the college must make its norms known, provide both rationale and motive for any change, and confine its concern to students, college, and community. Values are ranked as: primary--those the college must impress on new members; secondary, not shared by all the staff, perhaps even contentious; tertiary, possibly antithetical, certainly without general support. Factors shaping these values are: group interaction, a ranking member of the system, continual reinforcement and support of the value, encouragement rather than mandate, exposure of both sides of the issue, arousal and satisfaction of a need, points of agreement rather than difference, and credibility of information source (whether peer group or superior). Essential to success of the process, of course, is cooperation of incumbent faculty. (HH)