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Implementing
Intentional
Conversations into
Your Residence Life
and Curriculum Workwith
PaulGordonBrown
HilaryLichterman
S...
Outcomes…
1. Describe the benefits and challenges of using
intentional conversations as an educational
strategy.
2. Recall...
What is an
intentional
conversation?
The What, Why’s, and How’s of Intentional Conversations
Training and Skills for Intentional Conversations
Assessment: Codi...
1
The What, Why’s,
and How’s of
Intentional
Conversations
Why do we have
these conversations?
Connection to
Curriculum and/or
Outcomes
Diversify Strategies
Peer Leadership.
Allow For Personalization
What are
the expectations?
Mapping Back
Learning Goals
Learning Outcomes
Developmental
Sequencing
Frequency and
Timing
Scheduling
the conversations
and staying on track
Guides
First Year Student Conversations
Early Fall
For this conversation, focus in on the resident’s transition to living with a ...
Third and Fourth Year Student Conversations
Theme: Academic Success
• Are you satisfied with your cumulative GPA?  What ca...
Get resident to talk about what they have learned about yourself by living in the
residence hall.



! What is something y...
How to communicate
these to residents.
Resistance
Opportunity
Training and Skills for
Intentional Conversations
•Describe active listening skills, interpersonal skills,
and their components.
•Model active listening and interpersonal s...
Active Listening Skills
Body
Language
Facial Expressions
Listen v. Hear
Let the
resident
speak.
Environment
Referrals
Suggest Referrals
And Follow-up!
Don’t be Creepy!
Don’t Be
A Robot!
Be genuine.
Follow-up Qs…
Follow where
the resident
takes you…
You are NOT a psychiatrist.
Don’t
diagnose.
Treat
these
seriously,
but don’t
feel you
need to be
serious.
Appropriate Notes
Practice!
• Stick to facts.
• Be specific as appropriate.
• Don’t diagnose.
• Check for learning progression.
• Make note of follow-...
Hire and Train
for These Skills
Assessment: Coding & Theming to Inform Practice
Coding
Sharing
&
Using
Themes
Rubrics
Pre-Test

Post-Test
Lessons Learned
Q&A
Implementing Intentional Conversations into Your Residence Life and Curriculum Work
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Implementing Intentional Conversations into Your Residence Life and Curriculum Work

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In some residential education departments, 1-1 student staff-to-resident conversations have replaced programming as a main method of educational outcomes achievement. These conversations also feature prominently in designs for residential curricula. In this session, participants will learn how to implement effective interactions through intentionally developed guides and prompts. Additional topics include staff selection and training as well as assessment techniques.
Originally presented in March of 2018 at the ACPA - College Student Educators Intentional Convention in Houston, Texas.

Publié dans : Formation

Implementing Intentional Conversations into Your Residence Life and Curriculum Work

  1. Implementing Intentional Conversations into Your Residence Life and Curriculum Workwith PaulGordonBrown HilaryLichterman SpecialThanks: RyanLloyd
  2. Outcomes… 1. Describe the benefits and challenges of using intentional conversations as an educational strategy. 2. Recall best practices in implementing and assessing intentional conversations in the residence halls. 3. Discuss how to best select and train student staff to implement intentional conversations.
  3. What is an intentional conversation?
  4. The What, Why’s, and How’s of Intentional Conversations Training and Skills for Intentional Conversations Assessment: Coding and Theming To Inform Practice Lessons Learned
  5. 1 The What, Why’s, and How’s of Intentional Conversations
  6. Why do we have these conversations?
  7. Connection to Curriculum and/or Outcomes
  8. Diversify Strategies
  9. Peer Leadership.
  10. Allow For Personalization
  11. What are the expectations?
  12. Mapping Back Learning Goals Learning Outcomes Developmental Sequencing
  13. Frequency and Timing Scheduling the conversations and staying on track
  14. Guides
  15. First Year Student Conversations Early Fall For this conversation, focus in on the resident’s transition to living with a roommate, their academic performance, and their college experience overall. Help them set some preliminary goals and ensure that they are connected on campus and getting involved. Pay attention to warning signs of homesickness, poor choices regarding alcohol and health-related habits, and lack of involvement on campus and in the community. When taking notes on your conversation, highlight the resident’s roommate relationship status, any transition issues, and their goals for the semester. Opening Questions: •What goals do you have for the semester? •What do you like about living on campus? What do you dislike? •What has stressed you out so far? •What has been the most positive and the hardest part of your transition to college? Theme: Homesickness •How has it felt being away from home? •How do you maintain connections with friends and family that are at home? •What has been your biggest struggle since coming to college? How did you handle it? What could you have done differently? Theme: Transition to College-Level Academics •How have your study habits changed since you started college? •Have you received any grades or feedback yet in your courses? •What courses do you think you will do well in? Find more difficult? •Have you chosen a major? How is the coursework in your major going? •Have you developed any relationships with faculty members?
  16. Third and Fourth Year Student Conversations Theme: Academic Success • Are you satisfied with your cumulative GPA?  What can you do to raise your GPA? • Have you declared your major?  Are you happy with your choice?  Have you spoken with your Academic Advisor? • Have you completed all of your General/Liberal Education and major requirements?  If not, which do you still have to complete and what is your plan for completing them? Theme: Transitions • Are you anxious about graduation?  How do you feel about leaving college?  Have you spoken with anyone about your feelings? • Are you nervous about getting your first job? • Have you applied for graduation?  If not, have you contacted your Academic Advisor for additional information? • Have you completed your cap and gown order request? Theme: Internship, Study Abroad, and Other Opportunities • Are you considering doing an internship or similar work experience? • Have you attended an internship fair or inquired with your department? • How would an internship help you achieve your career goals? • Have you thought about joining any professional clubs or organizations?  Have you consulted with your Academic Advisor for advice or assistance? • Are you considering study abroad? Where would you go? What program would you take advantage of? • Do you know how you could pay for a study abroad experience? • What are you excited for with study abroad? What worries you? • How do you think you can prepare for study abroad? Theme: Career Preparation • Do you know what types of jobs you want to do and what you’ll apply for?
  17. Get resident to talk about what they have learned about yourself by living in the residence hall.
 
 ! What is something you have learned about yourself by living in the residence hall you will take with you next year.
 ! What are somethings you realize about yourself after living in this community.
 
 
 Get resident to talk about what they have learned about others by living in the residence hall.
 
 ! What have you learned about others by living with different people?
 
 
 Get resident to talk about their most valuable experience while living in the residence hall.
 
 ! What has been your favorite memory while living in the residence hall?
 ! What will you miss the most about living in this community.
 ! What experience have you valued the most while living in the residence hall?
 Questions vs. Topics
  18. How to communicate these to residents.
  19. Resistance
  20. Opportunity
  21. Training and Skills for Intentional Conversations
  22. •Describe active listening skills, interpersonal skills, and their components. •Model active listening and interpersonal skills. •Engage in Intentional Conversations that are genuine, contextualized to a student, and address learning outcomes and topics suggested for the conversation. •Evaluate when a conversation or situation requires a referral to a supervisor or trained professional. Student staff members will be able to:
  23. Active Listening Skills
  24. Body Language
  25. Facial Expressions
  26. Listen v. Hear
  27. Let the resident speak.
  28. Environment
  29. Referrals
  30. Suggest Referrals And Follow-up!
  31. Don’t be Creepy!
  32. Don’t Be A Robot!
  33. Be genuine.
  34. Follow-up Qs… Follow where the resident takes you…
  35. You are NOT a psychiatrist.
  36. Don’t diagnose.
  37. Treat these seriously, but don’t feel you need to be serious.
  38. Appropriate Notes
  39. Practice!
  40. • Stick to facts. • Be specific as appropriate. • Don’t diagnose. • Check for learning progression. • Make note of follow-ups. • Remember why we’re doing this.
  41. Hire and Train for These Skills
  42. Assessment: Coding & Theming to Inform Practice
  43. Coding
  44. Sharing & Using Themes
  45. Rubrics
  46. Pre-Test
 Post-Test
  47. Lessons Learned
  48. Q&A

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