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Residential Curriculum

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by

Kate Grady

on 30 August 2012

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Transcript of Residential Curriculum

` Student Life
Curriculum How did we get here? Jenn, Brandon & Steve  RCI
Jenn  John & Sharon: “Res Cur @ LU?”
John & Sharon  Jenn: “Res Cur @ LU!”
Jenn, Brandon, & Kate: “Let’s do this!”
Form committee: Allison, Tom, Katherine, Tim, Jenn, Allison, Jess, Danny, Brandon, Kate
Committee gets to work:
Researching other institutions
Discussing theory
Working on how this initiative would fit in at Lehigh
Idea evolves:


Residential Curriculum


Student Life Curriculum What is residential curriculum? An alternative to programming model
Way to connect residential experience to educational mission
Based on the development of assessable Learning outcomes
Common experience of residential living = untapped learning opportunity
Views co-curricular learning as learning over time and learning via sequence
Clearly defined delivery strategies which include programming as only one component
Emphasis on the individual students’ learning

Basically, we need to answer the questions: What do we want our students to learn through the residential experience? And how can we all contribute to that? Who else is doing it? Western Washington University *
The College at Brockport *
St. Louis University
Macalester College
Gettysburg College*
Northern Illinois University
Southern Illinois University, Edwardsville
Miami University of Ohio
Messiah College
Wake Forest*
Virginia Tech
And MORE!

*We have engaged in conversations with these institutions about their programs
Directly connect to institutional mission, vision, and values.
Learning outcomes are derived from a defined educational priority.  These are broad educational terms.
Connect to current research and select developmental theory.
Learning outcomes drive development of educational strategies .
Determine and categorize specific strategies to accomplish learning outcomes.
Plan is presented to appropriate leadership for feedback and critique.
Determine process of transition from current delivery methods to curriculum model.
Stakeholders are identified and involved.
Annual review of plan through a curriculum review committee (TBD) that includes feedback, critique, and transparency. Nine Essential Steps 1 2 3 4 5 6 7 8 9 Step 1:
Directly connect to
institutional mission, vision, and values
Excerpts from the Strategic Plan Goal # 3: Providing a Best-in-Class Experience: Promoting Student Success through Core Competencies and Student Engagement


“Lehigh staff members are committed to making the living environment a learning environment for undergraduate and graduate students. They enrich the learning experience and make our research and teaching productive. They are educators in the broad sense and they add a dimension to Lehigh that creates the feeling of family, not an institution.” Step 2:
Learning outcomes are derived from a defined educational priority.  These should be broad educational terms. Curriculum will flow out of Core Competencies
Working on “student language" interpretation of competencies that can be shared in a format that is engaging
Will be model for curriculum Step 3:
Connect to current research and select developmental theory. Learning Reconsidered
Student Affairs practitioners = educators
Learning Outcomes
Baxter-Magolda: Learning Partnerships Model
Means of blending guidance and enabling responsibility
Epistemological, interpersonal, intrapersonal
Social Change Model
7 core concepts
Measurable skills
Role in groups / community Excerpts from the Strategic Plan, continued… “Lehigh University is among those few institutions that have an opportunity to provide a unique higher education by combining the research university with the student-centered residential college.”


“We envision engaging every undergraduate and graduate student through new pedagogies inside and outside the classroom. We find inspiration and excitement in tackling grand challenges in the research laboratory, classroom, seminar, and residence.” Excerpts from the Strategic Plan, continued… “Residential education means that students have opportunities to learn from their faculty, staff, and peers in structured classroom settings, their living environment, and other venues throughout campus. It is our goal today to further enhance this distinguishing quality of a Lehigh education while preparing for changes in the student body and the world in which they will live and work.” Excerpts from the Strategic Plan, continued… “We aspire to an environment where the academic and living experiences merge into an integrated learning experience. Students succeed in such an environment when they exhibit mastery of a body of knowledge and acquisition of essential cognitive, developmental, and interpersonal competencies.” Step 4:
Learning outcomes drive development of educational strategies . Committee drafted a set of programmatic learning outcomes that will be achieved through the implementation of a curricular model of learning.
See handout. Step 5:
Determine and categorize specific strategies to accomplish learning outcomes. Coming Summer 2012!
Development of implementation strategies will be based on student development trends, themes and needs based on monthly trends / class year
Throughout the summer strategies will be developed and piloted in the Fall
Additional strategies will be developed throughout the year and implemented as appropriate Step 6:
Plan is presented to appropriate leadership for feedback and critique. Plan presented as part of AI Residential Living Process in March 2012
Curriculum development to start in Summer 2012 & will be shared with Student Affairs Leadership
Will be continually developed and shared moving forward Step 7:
Determine process of transition from current delivery methods
to curriculum model. Timeline to be developed Summer / Fall 2012
Will take at least 1 academic year to fully transition Step 8:
Stakeholders are
identified and involved. Key stakeholders involved since inception of idea including:
Residence Life, Fraternity and Sorority Affairs, Residential Services, First Year Experience, Stuent Leadership Development and the DOS Leadership Team
Now we are involving all of YOU!
Large role of Director of SLC & RSD will be to continue to reach out to DOS on a regular basis to connect existing programs to curriculum
Additional stakeholders will be involved as part of a steering committee



Step 9:
Annual review of plan through a curriculum review committee (TBD) that includes feedback, critique, and transparency. Will be done by current Curriculum Committee with added stakeholders as needed. Student Life Curriculum Coming soon to Lehigh University Residential Curriculum Sequenced learning plan
Class year / monthly trends
Within Residence Life
1:1 conversations
Educational programming by outside offices / professional staff
Conduct Meetings
Roommate Conflict Mediations
RHA / RHC membership
Social programs done by RHA
Staff selection, training & development Student Life Curriculum
Throughout Student Affairs
Large scale events
Selected residential programs / other efforts tie together
Focus on First year experience, transition to Greek Life, and Leadership experiences
Coordinated with other Residential Programs (i.e. Residential Fellows)
Comprehensive student experience flows from and between place of residence
Programs flow in and out of residences "Residential living is like the “lab section” of the college experience"
Staff excited to be part of something new and innovative
Student staff not expert educators
Need to think about our student population and what will work for them
Entire staff develops curriculum
One professional staff dedicated to maintaining
Annual assessment by committee
Impacts student staff selection What have we learned
from them?
Full transcript