The document discusses implementing intentional conversations as an educational strategy for residence life and curriculum work. It describes intentional conversations as structured discussions between student staff and residents that focus on specific topics or themes. The document provides guidance on the goals, format, and best practices for conducting intentional conversations, including using active listening skills, addressing learning outcomes, documenting the discussions, and assessing the program's effectiveness through coding of themes and rubrics. The overall purpose is to have meaningful discussions that help residents develop skills and progress in their learning and transition to college life.

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.

39. Appropriate Notes

40. Practice!

41. • 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.

42. Hire and Train
for These Skills

43. Assessment: Coding & Theming to Inform Practice

44. Coding

45. Sharing
&
Using
Themes

46. Rubrics

47. Pre-Test
Post-Test

48. Lessons Learned

49. Q&A