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Residential Curriculum

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Kristi Murchie

on 8 August 2017

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Transcript of Residential Curriculum

History of
Residential Curriculum
Life before residential curriculum
Residential curriculum archeological dig
Findings from dig
Residential curriculum grid
Residential Curriculum Evaluation
Review included the following sources:
Resident Directors
Assistant Deans
Spring Residence Life Survey 2015-2016
Fall Residence Life Survey 2016
Residence Life Review 2013
Student Reflections from focus groups
Student Leaders

Language of your Audience
With Faculty--e.g. "Learning outcomes and our strategies to meet those..."

Parents--e.g. "Creating intentional space for students to learn..."

Students-- "We spend time getting to know you..."
Residential Curriculum
Residence Life in Practice

Where we have been and where are we going
Residential curriculum was one catalyst that propelled the department out of an unhealthy season of campus life. The model itself provided a framework and common purpose for the department as a whole. The overarching theme from all the feedback is that residence life people are people who really desire to serve the institution by serving students, no matter what is the guiding principle.

Residence Life will benefit from clear direction/vision from the VP for Student Life and/or Dean of Students regarding whichever direction or desired outcomes maybe presented.

Allowing autonomy within a particular framework creates a pathway towards service to students based on need, but too much autonomy does not give students a fluid and unified experience.

Students need/desire for deep connection with mentors/leaders that model what it is to live well at Bethel and beyond Bethel. Whatever the framework moving forward, we need investment from all of campus in these efforts. Focusing on intentional conversations may be a helpful tool in our efforts.

Continuing to work with other campus partners (Campus Ministries, BSG, Faculty, CCC, Athletics etc.) will bolster our programs and continue to stretch our students to see value and take ownership over their learning.

Residence Life in Practice Grid
Educational Strategies

Residence Life at Bethel University uses an Educational Strategies model to direct and cultivate student learning in the residence halls. The Educational Strategies serve as a framework to focus the educational efforts of staff on specific learning objectives. It also provides measurable learning outcomes that are to be assessed on both a small and large scale. Working towards these specific learning objectives helps Residence Life to better foster student growth and learning in the residence halls. By assessing learning after educational strategies are used, we can improve the effectiveness of our educational strategies and we can also illustrate to external stakeholders what exactly students are learning while they live with us.

Healthy Interpersonal Relationships
To invest in meaningful relationships with others in community.
Competencies: Conflict Resolution, Meaningful Relationships with Others,Valuing Differences

Understanding of Self
To foster and nurture development of self.
Competencies: Personal Values, Personal Identity Development (Strengths, Personality, Spiritual Gifts, etc.), Social Identity Development (Race, Gender, Religion, etc.)

Practical Life Skills
To improve life skills and prepare for life beyond Bethel.
Competencies: Student Success,Personal Life

RD Expectations for Residential Educational Strategies

Resident Directors are responsible for developing educational strategies to achieve the 3 Residence
Life learning outcomes. RDs should develop at least 1 strategy for each of the 3 learning
outcomes each semester. RA staffs may be involved in helping to implement the strategy, but RDs
should be primarily responsible for developing and overseeing the strategy.

Before implementing an educational strategy, RDs are encouraged to write or revise an educational
plan for the strategy. RDs can find templates for the educational strategy plans on the Google drive.
Educational plans are designed to help RDs think through the details of each educational strategy and
ensure the strategy is in line with a learning objective. All educational plans should be uploaded and
archived to the Google drive.
Residence Life in Practice
“More and more, the desire grows in me simply to walk around, greet people, enter their homes, sit on their doorsteps, play ball, throw water, and be known as someone who wants to live with them. It is a privilege to have the time to practice this simple ministry of presence. Still, it is not as simple as it seems. My own desire to be useful, to do something significant, or to be part of some impressive project is so strong that soon my time is taken up by meetings, conferences, study groups, and workshops that prevent me from walking the streets. It is difficult not to have plans, not to organize people around an urgent cause, and not to feel that you are working directly for social progress. But I wonder more and more if the first thing shouldn’t be to know people by name, to eat and drink with them, to listen to their stories and tell your own, and to let them know with words, handshakes, and hugs that you do not simply like them, but truly love them.” -Henri Nouwen
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