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Rethinking the Wheel - Effecting Change in Residence Life

Prepared for OACUHO 2013

Colin Ryrie

on 14 May 2013

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Transcript of Rethinking the Wheel - Effecting Change in Residence Life

Effecting Change in Residence Life Rethinking the Wheel Why we're here The Change Process Continues Change in Organizations Things to Consider Rethinking The Wheel Who we are Amanda Ziegler Acting Manager, Residence Life
Residence Life Coordinator from
Bachelor of Education in Math and Science
Enjoys curling, crocheting, baking, and puzzles
(as in, could teach a grandma in training course)
Loves dogs, Ryan Reynolds, country music, and
is caring to a fault Colin Ryrie
Residence Life Coordinator from
Bachelor of Music
Enjoys elitest magazines, baseball, making instrument noises and picking hair off my back
Loves the environment, 102.1 The Edge, running and big butts (he cannot lie) Change in Organizations Effecting change in your organization
Utilizing your conference learning experience to implement change
Stimulus for change Effecting Change in your Organization Challenging assumptions of student learning and effective community building
Conditions to effect change -
experienced leaders
Needs based vs. condition based change Utilizing your conference learning experience to implement change Learning is great! Now what do I do with it?
Carrying energy and momentum back home
Setting aside time for planning, organization and implementation
Understanding how your learning can be implemented within your local conditions Rethinking the Wheel Challenging institutional culture
Overview of our past and newly created programming model
Creating buy-in The Change Process Continues What we experienced - The Good & Bad
Assessing and reflecting From Dons and Students Our Dons communicated that they lacked the expertise to program in some wellness areas
Dons and students were overwhelmed with the amount of programming
Some Dons thought that some aspects of the programming model infringed on their ability to build relationships with students From ourselves Sense of excitement with results of new practices at other institutions
Feeling of restlessness with the status quo
Motivation from small successes Stimulus for Change a.k.a. Zee, Ziggy, ZZ Top From Wellness to Community Building Per Term Area Specific Programming
2 social programs
1 developmental program
1 passive program in exam month
no point tracking system - simply
complete or incomplete Per term area specific programming
1 program in each wheel
Must achieve 9 points per
semester Old Model New Model No specific accountability to relate with all students
No impetus to actively involve with
conflict assessment among students who share spaces One informal 1 on 1 per term
One formal 1 on 1 per term
Informal 1 on 1's held individually
Formal 1 on 1's held with students
who share a space Learning Primarily given by Dons
through wellness wheel programs
Some mandatory programming existed
but Dons were not given 'credit' for
attending Monthly mandatory programming was
added to provide more professional
student learning
Collaborated with campus partners to deliver
programs in the following areas:
Sept: Alcohol Awareness and Sexual Health
Oct: Mental Health
Nov: Overall Health and Wellness (Health Fair)
Jan: Off-Campus Living Planning
Feb: Healthy Relationships
Mar: St. Patrick's Day Programming Monthly Themes September - Community
October - Emotional Awareness
November - Diversity
December - Spirituality
January - Success Planning
February - Healthy Relationships
March - Responsible Citizenship
April - Change/Transition Creating Buy-in With colleagues and supervisors
Communicating vision to senior staff (Head Residents) and troubleshooting challenges to implementation
Connecting changes to past feedback and assessment from
Dons and students
Developing new competence through training Assessing and reflecting Creating and updating assessment pieces
Focus Groups and Surveys
How will accumulated data be used?
If adding elements to your programming
model, what will be taken away, or
what personnel will be added to take on
additional responsibility Understanding Culture of Resistance Conservative impulse is natural reaction to change
Change can challenge competence, create loss,
confusion, and conflict
We do things for a reason - re-purposing What We Experienced - The Good A large increase in attendance to building-wide
social programming
A decrease in stress among staff to complete
programming requirements - more job satisfaction
For the most part, the quality of area specific
developmental programming improved What We Experienced - The Bad Some confusion among Dons and Head Residents (HR's)
about what level of work would constitute a 'complete'
During the 1st term, some Dons delayed their programming
until the end of November and as a result the programs
were rushed and lacked quality (a one program per month
rule was added for 2ND term Clear minimums for socials should
be established. With only 2 required, the
HRs should know what they
expect of a program, and what does not count.
Not necessarily a black/white line, but some
examples on either side of the grey.
E.g., movie night no, potluck yes, etc. This programming model also allowed me to
encourage and take students to more AD/DA events
because I was not trying to prioritize between
which programs to advertise at hall meetings so
as to not overload my students. This programming
model also allowed my HR to attend many of my
programs as well as the AD/DA events which
ultimately made our staff stronger because we
all supported each other. A philosophy of lifelong learning Continuing education fostered the knowledge
capacity to pursue organizational improvement
Change was informed by both theory and
professional standards Learning Outcomes *Adapted from ACUHO-I Standards and Ethical Principles for College
and University Housing Professionals*

1. Access to academic experiences and/or Student Services in the residences
2. Opportunities to develop a mature style of relating to others
and live cooperatively with others
3. Opportunities to appreciate new ideas, cultural differences, perspectives, and lifestyles
4. Opportunities for personal growth and development Interpersonal Relationships Old Model New Model Broader Learning Goals Old Model New Model a.k.a. Foreman, C-Bone, Cryrie Thank you! Questions? Sabrina Yott Returning Don in Lowenberger Residence - traditional residence building Kristine McHugh Returning Don in DeCew Residence - traditional residence building Were informal 1 on 1's an effective programming tool? Why/why not? Describe your experience delivering 1 developmental program each term? Was it challenging? Were they effective? Why/why not? Matt Fleming Returning Don in Quarry View Residence - townhouse style residence Were informal 1 on 1's an effective programming tool? Why/why not? Alex Jean Smykaluk Returning Don of Activities in Village Residence - townhouse residence building What was the biggest difference that you noticed between last year’s model and this year’s model? Carley Webb Returning Don of Activities in Village Residence - townhouse residence building What was the biggest difference that you noticed between last year’s model and this year’s model?
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