Taking Student Learning in the Residence Halls to a Whole New Level Overview This document will discuss The history of our programming models The difference between programming and curriculum ID: 557495
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Residential Curriculum
Taking Student Learning in the Residence Halls to a Whole New LevelSlide2
Overview
This document will discuss. . .
The history of our programming models
The difference between programming and curriculum
Components of a residential curriculumSlide3
Texas State Programming Model History
Bobcat Success Model (2005)
Culture of Care Model (2006)
Hettler’s
Wellness Model (2008)
Living, Learning, Leading Model (2009)R.I.S.I.N.G. S.T.A.R. Model (2010)Residential Curriculum (2016)
Over the past 11 years, there have been 5 different models.
Most programming models in Residence Life only last 3 years and have little room for change in their lifetime
The Residential Curriculum is not a programming model, but a living document that will be changed and updated as neededSlide4
Programming Model vs. Curricular Approach
Programming
General Priorities
Topical Requirements for RAs
Often based on reaction to needs displayed by students
Topics and implementation are often the responsibility of the RA or student org leads
Focused on residents as a group
Relies on voluntary attendance
Stand-alone sessions
Curricular
Clearly defined, educationally focused goals
Based on professional assessment of student educational needs
Views co-curricular learning as learning over time and learning via sequence
Defined delivery strategies which include
programming
as only one component
Emphasis on the individual students learning
Specific Lesson Plans or “Scripts”
Outcome based
Highly Intentional
Review and Appraisal ProcessSlide5
Thinking Differently
The Residential Curriculum Committee asked themselves the following questions when developing the curriculum:
Think about the Residence Halls as if you were teaching a class . . .
What would you want them to learn from their time living in?
Think about DHRL as having a major . . .
What would your courses be?
What ways would this be taught?
After answering the questions above, the committee had to consider the 10 Essential Elements of a Residential Curriculum . . .Slide6
10 Essential Elements of a Residential Curriculum
Directly connected to your institution’s mission
Learning outcomes are derived from a defined educational priority
Based on research and developmental theory
Learning outcomes drive the development of educational strategies – should be entire department, not just Residence Life
Programs are one type of strategy, but not the only one
Student staff members play key roles, but are not the educational experts
Represents sequenced learning
Stakeholders are identified and involved
Plan is developed through review process that includes feedback, critique, transparency, etc.
Assessment is essential for measuring the achievement of the learning outcomesSlide7
Taking Student Learning in the Residence Halls to a Whole New Level
After considering all of the components of a residential curriculum, the committee developed several plans for a Texas State Residential Curriculum.
In the next document, titled ‘Texas State Residential Curriculum’, you will learn more about the specific curriculum for our department.