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Programming MOJO

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by

Elizabeth Holt

on 7 November 2013

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Transcript of Programming MOJO

Boyers Principles
There are six principles that Boyer states will make a quality community
Purposeful
Open
Disciplined
Caring
Celebrative
Just

Programming MOJO: Programming Models and Assessments

Learning Outcomes
Presented by:
What about you?!
Now It's Your Turn! - Part 2
Programming Models & Theories
Programming to Specific Population
Now It's Your Turn!
We will be handing out theories and you will be creating a programming model for that theory
Assesment
To learn theories used in programming models
To become familiar with assessment techniques in programming

Wellness Wheel and Chickering
Developing Competence -
learning skills to live on own
Managing Emotions -
enforcing policies & educating after incidents
Moving through Autonomy Toward Interdependence -
helping students be successful living on own
Developing Mature Interpersonal Relationships -
diversity education and healthy long lasting intimate relationship building
Establishing Identity -
define their own voice
Developing Purpose -
major/occupation specific, special interest groups
Developing Integrity -
values

Baxter-Magolda
Individualized- working with students on an individual bases, helping them over and through hurdles.
Teaching paraprofessional staff about student issues and flow of semester
Intentional conversations
No set programming model
Related to Baxter-Magolda

Student Population
Building Population
Natalie Liston
Shepherd University- Resident Assistant
Was an RA under three different programming models
Was on the initial committee to rethink programming
Shippensburg University – Graduate Assistant
Have worked under two different models
Piloted a new model in a suite style building
Currently on a committee to transform the current model
Planned and implemented large scale, special programming
Dickinson College – Graduate Intern
Worked with the programming model and curriculum

Liz Holt
York College of Pennsylvania - Resident Assistant
Was an RA under two different programming models
Shepherd University- Graduate Assistant
Supervised RAs with two different programming models
Assisted rethink programming
Stevenson University - Resident Director
Supervised RAs using one programming model
Robert Morris University - Area Coordinator
On committee to transform the current model
Plans and implements large scale, themed weeks/months

Introduce yourself
What assessment do you use?
Directions
Get back into your groups and determine how you will assess your programming model.
What did you come up with?
Directions
We will give you a theory
As a group you must explore the possibilities of a programming model that would fit that theory
You will present three highlights of your model
What did you come up with?
CAS Standards
How to Assess
Rubric
Benchmark Institutions with similar characteristics
Resident Assistant Feedback
Surveys
After the program
To all students
EBI, QRL, etc.
Focus Groups
Language needed
Based on Jim Harvey's speech structures
Program Abstract:
Is your programming Model not working for your campus? Are you able to assess if it does work? This presentation will explore various programming models and assessment techniques, based on student development theory and practiced programming methods, to help you choose a model that will work best for your campus. 

To become familiar with different programming models

To become familiar with programming to specific student populations

To learn about assessment techniques in programming

Principles Reviewed
Emotional
Spiritual
Physical
Career
Intellectual
Social

Wellness Wheel
Purposeful- a place where faculty and students share academic goals and work together to strengthen teaching and learning.

Celebrative- heritage of the institution is remembered and rituals affirming both tradition and change are shared.

Caring- the well-being of each member is sensitively supported and where service to others is encouraged.

Disciplined- individuals accept their obligations to the group and well defined governance procedure guide behavior.

Just- sacredness of the person is honored and diversity is pursued.

Open- where freedom of expression is uncompromisingly protected and where civility is powerfully affirmed.

Strictly point based
No deadlines for certain amount of points attained
Wing focused
Resident Interviews
Community goal sheet
One on One program discussion


Boyers Practiced
First- Year Experience
Tailoring programming model to first year specific programming- adjustment, social, wellness.
Timing must be intentional
More hands on advertising
Conversations with residents
Wing Meetings

Second Year Experience
More research is needed
Transitioning from hands on to more hands off experience
Navigation of own life
Invested connection to the institution
Research shows that most students drop out or leave after their 2nd year. (Gellin, 2003)

Upperclassmen
Traditional Style Housing
Independent
Future focused programs
Passive programming
Travelling Programs
Lobby/common area programs
Less invasive

Community based living
Navigating positive confrontation
Expressing feelings
Expressing discord
Self-Mediation Techniques
Acceptance of differences
Graduate/ Non- Traditional
Suite Style Housing
Still want to feel connected to the institution
Trips off campus to different places
Free items
Career focused

Military/ Veterans
Programming toward groups
Use target student's living space for programming
Program to group interests
Team up to do larger scale programs
Apartment Style Housing
Involve students in programming, policy, development, and self-governance
Provide educational programs that focus on awareness of cultural differences and self-assessment of possible prejudices
Offer social, recreational, educational, cultural, and community service programs

Promote and provide education about the effects and risks of drug and alcohol use
Encourage residents to exercise responsibility for their community through confrontation of inappropriate or disruptive behavior
Encourage residents to participate in mediating conflict within the community
Encourage residents to learn about their rights as students, tenants, residents, and consumers.

Direct and indirect evaluation
Qualitative and quantitative
Stated mission, goals, and intended outcomes are being met
From students and other constituencies
Results must be shared
Used to identify needs and interests
Improving student achievement of learning, persistence, and success.

Use target student's living space or common areas for programming
Team up to do larger scale programs
multiple components
Program to group interests
CAS: So What Does That Mean for Assessment?
CAS Programming Standards
CAS Programming Standards
Off-Campus, On Campus Style Housing
http://www.polleverywhere.com/my/polls#!/my/polls
http://www.polleverywhere.com/my/polls#!/my/polls
Want to feel like a part of the institution
Place with upperclassmen
Be an advocate for them
Stress campus resources
Transitioning to civilian life
financial planning and money management
nutrition
Want to feel like a part of the institution
Be an advocate for them
Bring campus resources to them
Full transcript