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Residential Curriculum for Leadership & Social Change

San Francisco State University
by

Paul R

on 16 January 2014

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Transcript of Residential Curriculum for Leadership & Social Change

UNIVERSITY
:
To
create and maintain an environment for learning
that promotes
respect for and appreciation
of scholarship, freedom,
human diversity
, and the cultural mosaic of the City of San Francisco and the Bay Area; to promote excellence in instruction and intellectual accomplishment...



DIVISION
:
To
establish and maintain a positive living, learning and work environment for students
, faculty, administrators, and staff... Student Affairs/Enrollment Management enhances the SF State student experience by complementing the University's academic mission and reinforcing the
collective commitment to social justice and equity
Curriculum Foundation
San Francisco State University
A Residential Curriculum for Leadership & Social Change

SFSU Residential Life Competencies
Educational Strategies
LESSON PLANS
Curriculum Overview - Fall Semester
Assessment
Pre-Assessment
-1:1 meetings with residents
-Social mapping project
- Resident Experience survey
On-going Assessment/Reporting
-RA weekly community reports
-RA conversations w/ supervisor
-Activity debriefs (lesson plan)
Post-Assessment
-Exit survey
Residential Curriculum VS. Programming Model
Mission
RESIDENTIAL LIFE
:
Residential Life is committed to providing an on-campus residential experience which...
promotes a sense of community
, and enhances
student learning beyond the classroom
. ...We provide opportunities for ongoing education that is academically, socially, and
intellectually focused
. In partnership with our residents, Residential Life establishes and maintains a living and learning environment where
members of the community are respected and valued, and are actively involved in shaping their residential community
.

Exposure

May or may not have an overarching mission, but lacks focus

A quota of programs that pertain to general categories of student life (i.e. academic, social, cultural)

Non-sequential and not specific to stages of student development

Success measured via participation

Experiential Learning

Connects to the institution, division, and department mission


Specific & measurable learning outcomes based on theory and research

Follows student development, month-to-month and year-to-year

Curriculum review and assessment plan to measure success
Act respectfully towards others

Connect with others who have similar interests

Connect with others who have different perspectives, beliefs and backgrounds





Understand the role that each person’s history, background, and culture play in influencing who they are

Understand the role that social & political systems play in determining one’s power and privilege in society




Be open to new ideas that challenge their own beliefs

Recognize that each person has the ability and responsibility to define their personal values and beliefs

Reflect on the consequences of their actions



Intercultural
Character Development
Community Responsibility
Learning Outcomes for the First Year
Residents will be able to...
1:1 meetings with every resident
Roommate agreements/contracts
Social mapping project
Social Media
Monthly floor/hall meetings
Diversity/social justice

Leadership
Campus social situations
Personal development
Monthly community themes
Bulletin boards/Door decorations
Workshop series (collab. w/ college partners)
Passive programs (self-regulated)
Traditional programming
Academic, social, cultural, personal growth,
community
Student Development Theories
Chickering's Theory of Identity Development:
-Competence (specifically interpersonal)
-Autonomy toward interdependence
-Interpersonal relationships
-Identity
-Purpose
Perry's Theory of Intellectual & Ethical Development
Baxter Magolda's Theory of Self-Authorship
Schlossberg's Transition Theory
Intercultural
Acaemic
Success
Character
Development
Community
Responsibility
Personal
Well-Being
Full transcript