Utilizing Standards to Assess the Effectiveness of A Residential Education Curriculum
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Developing a residential education curriculum requires not just a change in process and procedure, but also a cultural and philosophical change in the way our approach to our work. To that end, the presenters will share a Residential Curriculum assessment guides they and others developed to aid departments in continuous improvement. This session will introduce the curriculum and guides, allow participants to practice applying the tools, and discuss methods for implementing it in practice. Originally presented at the 2018 NASPA-Student Affairs Professionals in Higher Education Conference in Philadelphia, PA.
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Utilizing Standards to Assess the Effectiveness of A Residential Education Curriculum
- 2. • Participants will be able to… • Recall the elements of a residential curriculum, what the approach entails, and methods for adopting it. • Describe areas of criteria for evaluation in assessing their curricular development. • Utilize the Curriculum Standards Self Assessment Guide and Residential Curriculum Annual Organizational Barometer to determine areas for growth and development in their work. Learning Outcomes
- 3. DISCLAIMER
- 12. @PaulGordonBrown
- 15. 1 2 3 94 6 7 85 10 11 University of Delaware University of Delaware University of New Hampshire Macalester College Penn State University St. Louis University University of South Carolina Virginia Tech Indiana State University University of South Florida University of Oklahoma 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 @PaulGordonBrown 12 Chicago 2018
- 16. 1 2 3 94 6 7 85 10 11 University of Delaware University of Delaware University of New Hampshire Macalester College Penn State University St. Louis University University of South Carolina Virginia Tech Indiana State University University of South Florida University of Oklahoma 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 • American University (2010) • Appalachian State University (2017) • Carelton University (2017) • Central Michigan University (2017) • Clemson University (2014) • Colorado Mesa University (2012, 2013) • Dartmouth College (2009) • East Tennessee State University (2016) • Georgia Southern University (2015) • Gettysburg College (2010, 2011) • Indiana State University (2014, 2015) • Lehigh University (2013, 2014) • Macalester College (2010, 2011, 2012, 2013, 2016) • Messiah College (2011) • New York University (2010, 2015) • North Carolina State University (2017) • North Dakota State University (2016, 2017) • Northern Illinois University (2011, 2012) • Pennsylvania State University (2009, 2010, 2011, 2012, 2013, 2015) • St. Lawrence University (2012) • Saint Louis University (2011, 2012, 2013) • Southern Illinois University Edwardsville (2009, 2010, 2011, 2012, 2013) • SUNY Brockport (2011, 2013) • Syracuse University (2009) • University of Buffalo (2014) • University of Central Florida (2016) • University of Connecticut (2017) • University of Dayton (2012, 2015) • University of Illinois at Urbana-Champaign (2016) • University of Massachusetts-Amherst (2017) • University of Minnesota (2010, 2012, 2013) • University of Mississippi (2016) • University of New Hampshire (2009, 2014, 2016) • University of Oklahoma (2015, 2017) • University of South Carolina (2013, 2015, 2016) • University of South Florida (2014, 2016) • Virginia Tech (2013, 2014) • Western Washington University (2011, 2012) • Whitman College (2009) • Wilfrid Laurier University (2017) ShowcaseInstitutions @PaulGordonBrown 12 Chicago 2018
- 18. Programming Model Residential Curriculum Programming is the main method of educational delivery Educational delivery can involve multiple strategies beyond the program Student staff members lead in developing programs and their content Professional staff members develop a detailed learning plan for student staff members to follow Often involves categories that can be widely interpreted Learning goal areas replace categories and are more narrowly defined Learning outcomes are set by student staff members Learning outcomes are defined by professional staff members Differences in Underlying Logic Between Approaches to Residential Student Learning @PaulGordonBrown
- 19. RA Proposes a Program RD Approves RA Executes the Learning Plan RD Assigns Learning Outcomes and Learning Plan Programming Model Curriculum Model @PaulGordonBrown
- 20. Programming Model What We Do Student Experiences Student Learning Goals Curricular Approach What We Do Student Experiences Student Learning Goals (ACPA’s Residential Curriculum Institute)
- 35. 10.AssessmentOccursatAllLevels:From EducationalPrioritytoLearningGoalsandOutcomes@PaulGordonBrown
- 36. Assessment “Any effort to gather, analyze, and interpret evidence [that] describes institutional, departmental, divisional, or agency effectiveness.” (Upcraft & Schuh, 1996, p. 18)
- 38. Curriculumisas muchabout organizational changeasitis aboutthenuts andboltsof educational planning.
- 45. *Developed by Hilary Lichterman, Ph.D. Copyright 2016 All Rights Reserved.
- 51. Tips for Use
- 52. Practice
- 54. References• American College Personnel Association and National Association of Student Personnel Administrators. (2004). Learning reconsidered: A campus-wide focus on the student experience. Washington, DC: Author. • American College Personnel Association and National Association of Student Personnel Administrators. (2006). Learning reconsidered 2: A practical guide to implementing a campus-wide focus on the student experience. Washington, DC: Authors. • American College Personnel Association. (1994). The student learning imperative: Implications for student affairs. Washington, DC: Author. • Argyris, C. (1977). Double-loop learning in organizations. Harvard Business Review, 55(5), 115-125. • Bolman, L. G., & Deal, T. E. (1991). Leadership and management effectiveness: A multi-Frame, multi-sector analysis. Human Resource Management, 30(4), 509-534. • Baxter Magolda, M., & King, P. M. (2004). Learning partnerships: Theory and models of practice to educate for self- authorship. Sterling, VA: Stylus Publishing. • Blimling, G. S. (2015). Student learning in college residence halls: What works, what doesn’t, and why. San Francisco, CA: Jossey-Bass. • Bolman, L. G., & Deal, T. E. (2014). Reframing organizations: Artistry choice and leadership (6th ed.). San Francisco, CA: Jossey-Bass. • Kennedy, K. (ed.) (2016). Making a difference: Improving residence life assessment practices. Columbus, OH: ACUHO-I. • Kerr, K. G., & Tweedy, J. (2006, November/December). Beyond seat time and student satisfaction: A curricular approach to residential education. About Campus, 11(5), 9-15. • Kerr, K. G., Tweedy, J., Edwards, K. E., & Kimmel, D. (2017, March-April). Shifting to curricular approaches to learning beyond the classroom. About Campus, 22(1), 22-31. doi:10.1002/abc.21279 • Lichterman, H. L.(2016). Organizational Perspective On Implementing The Residential Curriculum Approach: An Ethnographic Case Study. (Doctoral dissertation). Retrieved from http://scholarcommons.sc.edu/etd/3817 • Upcraft, M.L. & Schuh, J.H. (1996). Assessment in student affairs: A guide for practitioners. San Francisco, CA: Jossey-Bass.