Residence Education Curriculum Version 4.0 2015-2016

Residence Education Model Overview Over the last ten years Residence Life and Residence Education units have been examining their roles as educators on college campuses. As professional educators we have been challenged to prove that we make a difference in a student’s learning experience during their time on our campuses. We are also asked to prove that students have actually learned something from our efforts. Thus, we must embed not only learning outcomes, but assessment strategies in our residence education efforts. See Learning Reconsidered: A campus-wide focus on the student experience (2004) for more information. Traditional models of residence life can be described as largely reactionary. Theory and studies demonstrate that just living in on campus is a benefit. Historically, students have been grouped together and then staff (Community Leaders, in our case), respond to the environment that students create with “programming.” Programming models have been organized around a variety of structures from wellness wheels to student development theory. The same model is often applied to all students. We must admit that one size fits all programming models no longer work. Today’s students are engaged in very different ways than when the traditional type of structure was created. Social media, private rooms, common living areas shared with up to 4 people (instead of up to 50) have changed how community is defined and experienced as well. As we examine ourselves, we find that Georgia Southern University has an incredible opportunity to educate all first year students since they are required to live on campus. Additionally, we have master-level professional Resident Directors with backgrounds in Higher Education and Student Affairs instead of graduate assistants. We also have approximately 140 live-in student staff members dedicated to developing community, supporting students and acting as first responders in a variety of situations. Residential Curriculum suggests that, in addition to being reactionary to our environment, we can be proactive in creating an environment - specifically, a learning environment. Some theorists would argue that learning will occur with concentrated environments of scholars or students. However, proponents of residential curriculum ask you to reflect upon the following questions: • How richer will the experience be if there is a meaningful, thoughtful, and intentional designed set of experiences or interactions? • Why would you have a student (Community Leader) work to fulfill learning outcomes that they, themselves, may not have learned yet? • What if opportunities for students were predetermined and designed by the professional educators (the Resident Directors) instead of student staff members who are going through their own development? • How will you know residents actually learned what you hoped?

What have we implemented here at Georgia Southern? Year 1 (2012-2013) The first year of this work involved examining mission statements, student development theory, learning theory, learning outcomes development, determination of educational themes, and the introduction of intentional design and lesson planning. Staff attended educational sessions on residential curriculum at SEAHO, ACPA and participated in a variety of webinars on assessment. During the spring of 2013, a small group of staff, led by Liz Short, RD (who worked previously at the University of Delaware) began the process of evaluating what was accomplished. They offered a critique of our first efforts and pushed us to use learning theory as a foundation. During the summer of 2013, a small group revised and created this document. Thanks go to Tommy Gelok, ACUHO-I intern from the University of Buffalo, who offered his expertise as a staff member from a campus a year ahead of us in this journey.

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University Housing Residential Curriculum Version 4.0 Year 2 (2013-2014) During our second year each Resident Director was asked to select one learning outcome to address throughout the academic year, create curriculum materials (lesson plans and facilitation guides), and use a variety of sequenced strategies to implement the learning of this outcome. Each was responsible for assessing their learning outcome as well. One of the interesting assumptions we made in allowing the Resident Directors to select 1 outcome to focus on, was that at least one person on staff would select each of our six learning outcomes. How wrong we were. Only 4 of the 6 were selected, thus 2 of our outcomes were not “I learned that the RD and intentionally addressed by any Resident Director. In October of 2013 the Residence the CLs play a huge role to Education Leadership Team attended the national Residential Curriculum Institute (RCI) sponsored by ACPA at the University of South Carolina. This was a pivotal the overall well-being of the learning experience and allowed us to identify our next steps, realize that what we had students. We get the most designed was too complicated and to redesign so that each learning outcome will be face time with the students addressed moving forward. so our interactions need to be productive, intentional Year 3 – (2014-2015) and yet fun and meaningful Our third year of implementing curriculum had all Resident Directors focus on the same learning outcome at the same time. During the summer of 2014, ACUHO-I for the students. The intern Sarah Frances Lyon from Louisiana State University and new Associate Director learning does not stop when Cathy Roberts-Cooper created a learning goals rubric for each of our learning they come in the halls but outcomes. The learning goals assisted Resident Directors in identifying what student instead continues and the learning should look like at a beginner, intermediate, and advanced level within each Housing staff plays a huge learning outcome. The Associate Director provided curriculum guidance to the part in the lives of residents.” Resident Directors through bi-monthly coaching sessions, data collection and analysis, Terri Tyson, RD 2012-2014 and writing lesson plans. Accomplishments by the end of the year included writing 80+ new lesson plans, crafting conversation points for explaining curriculum to campus partners, and assessing student trends and learning through multiple curriculum strategies (e.g. conduct hearings, one-on-ones, campus surveys, and individual programs). Resident Directors were pushed to explore new strategies and write lesson plans for all major curriculum events – all with the goal of improving their implementation and leaving a trail that future Resident Directors could build upon. The year taught us that our next focus needed to be outreach to campus stakeholders and partners beyond Residence Education and to improve our overall communication of what curriculum events were taking place within the department (e.g. Assistant Directors were out of the loop of the curriculum efforts being completed by their RDs because the new Associate Director facilitated much of the planning in separate meetings). Year 4 – Where are we headed? For the 2015-2016 academic year, Resident Directors are planning their curriculum a semester at a time using lesson plans that have already been written rather than writing all lesson plans from scratch. Additionally, staff members have been tasked with re-structuring their curriculum to include more complex sequencing. Each learning outcome is still sequenced through the year with each Resident Director covering the same outcome at the same time. However, the staff was asked to simplify difficult topics that were generally reserved for later in the year by translating those lesson plans into a more basic version that applied to earlier (and potentially easier) learning outcomes. For instance, what topics on effective communication (learning outcome #3) in October could prepare students for learning about multicultural competence (learning outcome #6) in March? Curriculum planning for the fall semester will be complete and reviewed by staff peers and campus partners by the end of August.

Residential Curriculum Guiding Principles Step one in creating a residential curriculum is to do an “archeological dig” by examine all of the mission statements that impact University Housing, organizational culture and campus culture. Note the bolded statements that apply to our realm of responsibility:

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University Housing Residential Curriculum Version 4.0 University Housing Mission Statement: Through superior facilities, services, leadership opportunities and collaborative efforts with campus partners, we create and sustain safe communities for engaged student learning and development. Student Affairs & Enrollment Management Mission Statement: “Making the World a Better Place, One Student at a Time.” The Division of Student Affairs and Enrollment Management seeks to continually place students at the core of what we do. We aspire to integrate student learning and personal and career development into the holistic education experience and to prepare our students to be leaders in the global community. We envision expanding out intentionally collaborative relationships with our colleagues to inspire seamless learning environments which are dedicated to nurturing the whole student. In accomplishing these goals, we esteem to be a role model in the areas of enrollment management and student affairs across the country by creating and implementing innovative programming and services. Georgia Southern University Mission Statement: Georgia Southern is a public, Carnegie Doctoral/Research university devoted to academic distinction in teaching, scholarship, and service. The University’s hallmark is a culture of engagement that bridges theory with practice, extends the learning environment beyond the classroom, and promotes student growth and life success. Georgia Southern’s nationally accredited academic programs in the liberal arts, sciences, and professional studies prepare a diverse and select undergraduate and graduate student population for leadership and service as world citizens. Faculty, staff, and students embrace core values expressed through integrity, civility, kindness, collaboration, and a commitment to lifelong learning, wellness, and social responsibility. Central to the University’s mission is the faculty’s dedication to excellence in teaching and the development of a fertile learning environment exemplified by a free exchange of ideas, high academic expectations, and individual responsibility for academic achievement. Georgia Southern faculty are teacher-scholars whose primary responsibility is the creation of learning experiences of the highest quality, informed by scholarly practice, research, and creative activities. The University offers a student-centered environment enhanced by technology, scholarly practice, private and public partnerships, and stewardship of a safe residential campus recognized for its natural beauty. Georgia Southern University is committed to advancing the statement of Georgia and the region through the benefits of higher education, offering baccalaureate through doctoral degrees and a variety of outreach programs. The University fosters access to its educational programs, provides a comprehensive and fulfilling university experience, and enhances quality of life in the region through collaborative relationships supporting education, health care and human services, cultural experiences, scientific and technological advancement, athletics, and regional development.

Defined Educational Priority The second step is to identify our educational priorities or themes. We have to ask ourselves what we are capable of teaching student. Additionally, that answer must be tied to what we learned in step one through our examination of Georgia Southern’s priorities as reflected in the mission statements and campus culture. When looking at those items with a University Housing lens, we must acknowledge that a majority of our students live in suites or apartments and stay with us for one academic year. Students tend to move off-campus to apartment complexes because of the campus culture and the lack of on-campus housing for all second year students.

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University Housing Residential Curriculum Version 4.0 The Residence Education team has selected two educational focus areas for our efforts with first year students. When considering the impact we might have in one year, community living skills and student success skills are within our educator’s scope of responsibility. These are areas where we can impact growth and development through planned and intentional interactions, as well as spontaneous interactions between student and professional staff members. These areas are applicable to upper-class students as well, and a formal curriculum will be proposed within the next 2 years for that population.

Educational Priorities COMMUNITY

STUDENT SUCCESS

Residential students will be welcomed to participate in an inclusive, dynamic, and educational community in order to foster and promote academic and personal success.

Successful residential students are able to manage personal and academic commitments, communicate effectively with peers, faculty, and staff, and improve emotional intelligence.

Community - Residential students will be welcomed to participate in an inclusive, dynamic, and educational community in order to foster and promote academic and personal success. •

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Inclusive / Inclusion: the state of being included not excluding any particular groups of people, embracing, taking into account. o What this means: everyone is welcome in our community … everyone is invited to participate. Dynamic: force of personality, ambition and energy, new ideas, characterized by activity and motion. o What this means: Community Leaders (CL) will bring people together and serve as the driving force of gathering people together to enjoy each other’s company or an activity together. CLs serve as leaders thus they will role model inviting people to floor, building and campus events. Additionally they will focus on growing other leaders within their community. Educational: providing knowledge, instructive or informative. o What this means: Students are learning about themselves consciously and unconsciously every day. Learning what they like, dislike, are curious about, uncomfortable with, etc. They are learning how to be an independent adult within a community setting. The more a student understands themself the more successful they’ll be. The CL serves as someone to talk to about these discoveries.

Student Success - Successful residential students are able to manage personal and academic commitments, communicate effectively with peers, faculty, and staff, and improve emotional intelligence. •

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Manage Commitments: prioritizing, follow through, boundaries, doing your best, making good decisions. o What it means: Students are learning to accurately assess how long it takes to prepare for personal and academic tasks, being a person of their word, following through with what they say they’ll do, setting boundaries with roommates and friends, etc. Effective Communication: exchanging information, understanding and interpreting the message as the sender intended, understanding non-verbal signals and practicing effective listening skills while maintaining trusting relationships.

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University Housing Residential Curriculum Version 4.0 o

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What it means: Students are learning to be honest with themselves and others, clearly communicating their needs with others and being calm during conflict. Life is complicated! The better a CL knows their residents personally, the more likely they are to seek them out for assistance when struggling with effective communication. CLs serve as sounding boards as residents strategize for difficult communication with peers or faculty / staff members.

Emotional Intelligence: awareness of one’s own and other people’s emotions, reading emotions accurately and using that information to make decisions. o What this means: As we mature we begin to realize our own emotional triggers – what makes us feel / what if feels like to be: happy, sad, angry, scared, etc. We also begin to think beyond ourselves and notice these same things about others. Residents with good emotional intelligence understand 1) how they feel about a situation and 2) how others around them feel as well. They then use that knowledge to make decisions about how to best interact or communicate. The CLs can assist students through active listening and conversation. o Emotional Intelligence Core Skills:  1) knowing yourself, 2) maintaining control, 3) reading others, 4) perceiving accurately, 5) communicating with flexibility o Emotional Intelligence Higher Order Skills:  1) taking responsibility, 2) generating choices, 3) embracing a vision, 4) having courage, 5) demonstrating resolve

Supporting Theory & Model The third step in establishing a residential curriculum is to select a student development theory or model to serve as a foundation for the curriculum. The grounded theory, Self-Authorship, and the resulting Learning Partnerships Model (LPM), was selected in 2014. As adapted from Baxter Magolda (2008), the LPM asserts self-authorship is: “the capacity to internally define a coherent belief system and identity that coordinate engagement in mutual relations with the larger world” (p. xxii). This capacity is articulated in four phases: 1) following formulas, 2) crossroads, 3) becoming the author of one’s life, and 3) internal foundations (See article: Three Elements of Self Authorship). “Baxter Magolda identified three elements of self-authorship: 1 - Trusting The Internal Voice-Gaining control over thoughts and responses, leads to greater confidence in internal voice, 2 - Building An Internal Foundation- Developing a personal philosophy to guide actions, and 3 - Securing Internal CommitmentsLiving life authentically; internal voice and foundation are integrated with external world. These components become more evident as students develop a greater focus on their own ability to know, understand themselves, and develop authentic relationships with others” (Davidson, 2011). As professional educators, we will have a commitment to student learning, holistic development, and seek to assist students as they learn to trust their internal voice. The residential curriculum at Georgia Southern University strives to assist students as they work through “following external formulas” and the “crossroad” phases of the Learning Partnerships Model. Through intentionally designed interactions and individual interactions, we have a great capacity to assist students as they make meaning of their experiences and work through their experiences at the “tipping point” between stages. We will continue to talk about the LPM throughout the academic year and are seeking input from campus partners, stakeholders, and colleagues on how to best implement it with our residents.

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University Housing Residential Curriculum Version 4.0 Residence Education Learning Outcomes The fourth step is to determine what residence hall students can and should learn while living on campus. There are six areas we feel residence hall students have an opportunity to learn about while living here at Georgia Southern. 1) Decision making, 2) life management, 3) effective communication / conflict management, 4) leadership, 5) wellness, 6) openness to difference. Professional staff members will work with campus partners, paraprofessional staff, and in daily interactions to implement the following learning outcomes as a part of the residential experience of students at Georgia Southern University. Our Residence Education Learning Outcomes (RELO) are: 1.

Students will recognize how their decisions and actions impact self, others, and communities.

2.

Students will identify and implement strategies for personal management of life tasks (e.g. management of time, finances, and domestic responsibilities).

3.

Students will demonstrate effective communication and conflict management with others in a common living space.

4.

Students will recognize and apply effective leadership skills within their communities.

5.

Students will identify resources, and develop techniques to achieve personal wellness, that support academic success.

6.

Students will learn to respectfully engage in discussions and process information surrounding multicultural competence.

These six learning outcomes map back to our two educational priorities as follows: COMMUNITY SKILLS RELO #1 Students will recognize how their decisions and actions impact self, others, and communities. RELO #3 Students will demonstrate effective communication and conflict management with others in a common living space. RELO #4 Students will recognize and apply effective leadership skills within their communities. STUDENT SUCCESS SKILLS RELO #2 Students will identify and implement strategies for personal management of life tasks. RELO #5 Students will identify resources, and develop techniques to achieve personal wellness, that support academic success. RELO #6 Students will learn to respectfully engage in discussions and process information surrounding multicultural competence.

Learning Goals While attending RCI 2013 our team was challenged to create learning goals that clearly define the educational steps or stages students will go through as they achieve each learning outcome. Each stage of development has behavior goals, or behavior benchmarks, associated with it. The goal of this chart is to give Resident Directors guidance in identifying a student’s skill level within each learning outcome area and to ensure that the curriculum provides opportunities for students to be able to achieve those goals. This rubric is organized within 3

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University Housing Residential Curriculum Version 4.0 developmental stages: beginner, intermediate, and advanced. The action items in each RELO are defined and should be observable and or measureable. See Appendix 1 for the full Learning Goals chart.

Example: Students will identify and implement strategies for personal management of life tasks. Beginner

Intermediate

Advanced

Identify

Student identifies a need for a personal management strategy and defines their current strategy.

Student discovers and examines resources to find a personal management strategy.

Student chooses and develops a system for personal management that works for them.

Implement

Student identifies a need to change their personal management strategy.

Student practices new personal management strategy on lowrisk life tasks. Student compares and contrasts results of new strategy to old management strategy.

Student revises new personal management strategy and chooses higher-risk life tasks to test on. Student evaluates results of strategy and predicts future life task needs.

Delivery Methods & Strategies The list below articulates how the learning outcomes are intended to be used and how they apply to certain interactions/events. 1.

Students will recognize how their decisions and actions impact self, others, and communities. What this means: Residents living in University Housing facilities will understand how their daily interactions impact themselves and others in the community. This includes making appropriate personal wellness decisions, being a good neighbor, having respect for the community, etc. Where will it occur: Conduct Meetings, Hall Council, 1-1 Meetings (CL/RD, CL/Resident, RD/ HC President, RD/Resident), Roommate Agreements, Floor/Apartment Meetings, Roommate Mediations, Professional Staff Programming, Invitational Events, FYE Undecided Student Outreach, Student of Concern Outreach Meetings

2.

Identify and implement strategies for personal management of life tasks (e.g. management of time, finances, and domestic responsibilities). What this means: Residents will be given the tools through meetings, with professional and paraprofessional staff, and carefully planned events on how to manage and complete basic life skills. These tasks include, but are not limited to, time management, finances, and domestic responsibilities (laundry, cleaning, food preparation). Where will it occur: Hall Council, 1-1 Meetings (CL/RD, CL/Resident, RD/HC President, RD/Resident), Roommate Agreements, Floor/Apartment Meetings, Roommate Mediations, Professional Staff Programming, Invitational Events, FYE Undecided Student Outreach, Student of Concern Outreach Meetings

3.

Students will demonstrate effective communication and conflict management with others in a common living space. What this means: Living in University Housing will provide students an opportunity to learn and communicate through everyday interactions and conflicts. Professional and paraprofessional staff

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University Housing Residential Curriculum Version 4.0 members will be trained to facilitate conversations and provide residents with the tools to acquire these skills in their everyday interactions. Where will it occur: Conduct Meetings, OMI, 1-1 Meetings (CL/RD, CL/Resident, RD/Resident), Roommate Agreements, Floor/Apartment Meetings, Roommate Mediations, Professional Staff Programming, Invitational Events, Student of Concern Outreach Meetings 4.

Students will recognize and apply effective leadership skills within their communities. What this means: University Housing strives to develop leaders within the residence halls and will work to help residents recognize personal leadership and its applicability and effect on the community. Where will it occur: Conduct Meetings, Hall Council, 1-1 Meetings (CL/RD, CL/Resident, RD/HC President, RD/Resident), Community Leader (CL) Selection Process, Professional Staff Programming

5.

Students will identify resources, and develop techniques to achieve personal wellness, that support academic success. What this means: Within University Housing, students will identify resources and learn strategies to support personal academic success. Residents will recognize the role they have in supporting an atmosphere of academic success. In addition, residents will develop strategies for personal health and wellness (e.g. nutrition, adequate sleep/rest, exercise). Where will it occur: Conduct Meetings, Hall Council, OMI, 1-1 Meetings (CL/RD, CL/Resident, RD/HC President, RD/Resident), Floor/Apartment Meetings, Professional Staff Programming, Invitational Events, FYE Undecided Student Outreach, Student of Concern Outreach Meetings

6.

Students will learn to respectfully engage in discussions and process information surrounding topics of multicultural competence. What this means: With a commitment to developing leaders, University Housing strives to encourage students to learn how to engage in dialogues to increase their multicultural competence. By understanding that values and cultural experience can vary depending on the individual, the department looks to enhance the way residents approach learning about and get along with others who are different from them. Topics can include, but are not limited to: race, gender roles/issues, sexual orientation, family history/background, socioeconomic status (SES), concepts of power and privilege, marginalization, intersectionality of multiple identities, etc. Where will it occur: Conduct Meetings, Hall Council, 1-1 Meetings (CL/RD, CL/Resident, RD/HC President, RD/Resident), Roommate Agreements, Floor/Apartment Meetings, Roommate Mediations, Professional Staff Programming, Invitational Events, Students of Concern Outreach Meetings

Application of a Residential Curriculum in the Residence Halls As a Resident Director (RD) chooses the elements of their curriculum for each semester, they will determine which efforts warrant being planned in advance. RDs are encouraged to be creative in the way that they address student learning and its delivery method. The elements listed below are a few of the ways information can be transferred to students. Community Leaders can and should be involved in brainstorming ideas and creative delivery methods prior to implementing.

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University Housing Residential Curriculum Version 4.0 Personalized Interactions • Meeting residents and “community mapping” • First 6 Weeks Programming • Hall Council Recruitment • Academic Check-Ins • Planned & Spontaneous Interactions • Health & Safety Inspection Follow-Up • Weekly Resident Check-Ins • Recruiting CL Applicants • Roommate Check-In • Spring Break Plans & Being Safe • Exam Prep • Program at your door (take it to them) Passive • Welcome Bulletin Board • Door Decorations • Policy or Safety Bulletin Board Competition • Closing Bulletin Board

• Door Hangers with Educational Facts • RD Newsletters • The Flyer – Residence Education Newsletter Community Meetings • Opening Floor/Area Meeting • Roommate Agreements • Break Closing Floor Meetings • Welcome Back Meeting • Closing Floor Meeting/Check-Out Process Formal Community Wide Events • Social Event to Identify Community • Hall initiated community closing event UH Campus Events Partner Campus Events RHA Programs Other • CL Selection • Residence Education- conferences • RD interviewing

Professional Staff Generated Lesson Plans & Facilitation Guides Each Resident Director will design experiences and assign components to the Community Leaders to implement or facilitate. Professional staff members will generate individual lesson plans, and facilitation guides, that fulfill the appropriate RELO. RDs are encouraged to take learning styles into consideration when designing lesson plans, specifically using Kolb’s Cycle of Experiential Learning (1984) when applicable. Some examples include CL staff developments, training sessions, programs for a captive audience (such as a workshop on time management in the clubhouse classroom) and class sessions. Some Kolb designed experiences will address all 4 stages of the cycle within an experience while others may only address 2 or 3 depending on the topic and setting. Providing a variety of ways to learn a skill or concept is important to get the educational message across. Kolb’s Cycle of Experiential Learning contains 4 phases of learning. Each person has a preferred starting point. The four phases begin with concrete experiences, which provide the learner with opportunities to experience, physically and emotionally, the hands-on approach to learning. This could be a new experience of a situation or a reinterpretation of existing experience (2). Reflective observation is the second phase of the cycle, where the learner steps back and analyzes the experience(s) at hand. By making connections to other experiences, students reflect on how they have come to this observation. “Of particular importance are any inconsistencies between experience and understanding” (2). This stage of learning connects to the Learning Partnership Model and can be addressed through guided conversations (such as post conduct meeting discussions on civility). Following reflective observation, abstract conceptualization, allows learners to increase their capacity for logic, while analyzing symbols, authoritative sources, data, and hypotheses and principles. “Reflection gives rise to a new idea, or a modification of an existing abstract concept” (2). The final phase of the cycle, active experimentation, allows the learner to apply new principles or theories in problem solving. The learner can specifically apply new learning to the world around them (the residence hall environment and campus environment) to see what results (2).

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University Housing Residential Curriculum Version 4.0 Kolb’s learning theory is expressed in four distinct learning styles based on the four stage learning cycle (2). (1) Diverging: People who prefer this learning style like to feel and watch; thus this style is a combination of Concrete Experience and Reflective Observation.

Concrete Experiences

(2) Accommodating: People who prefer this learning style like to do and feel (hands-on); thus this style is a combination of Concrete Experience and Active Experimentation. (3) Assimilating: People who prefer this learning style like to watch and think; thus this style is a combination of Abstract Conceptualization and Reflective Observation. (4) Converging: People who prefer this learning style like to do and think; thus this style is a combination of Concrete Experience and Active Experimentation.

Active Experimentation

Reflective Observations

Abstract Conceptualization

(1) Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall (2) McLeod, S. A. (2010). Kolb's Learning Styles and Experiential Learning Cycle - Simply Psychology. Retrieved from http://www.simplypsychology.org/learningkolb.html

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University Housing Residential Curriculum Version 4.0 Flow Chart & Shared Knowledge

Adapted from Western Washington University’s Residence Education Model

Educational Goal

What are we trying to accomplish? • Students learning about themselves and how to live and work with others

Focus Area

Areas of intentional focus that define the educational priorities: • Community and Student Success

Student Learning Outcomes

What students will be able to do and know as a result of our work: • Six selected learning outcomes describing community and student success.

Structures for Implementation

The residential experience intended to help students achieve the learning outcomes: • Examples: RD/CL 1-1s, Resident/CL 1-1s, Roommate/Apartment Agreements, Hall Council, Conduct Meetings, Professional Intentional Interactions, Staff Programming, etc.

Lesson Plans & Facilitation Guides

The specific, intentionally designed tasks to be done within each structure to move students toward the learning outcomes designed by Residence Education professional staff. • Students learning about themselves and how to live and work with others.

Assessment

How do we know if it is working? • Measuring throughout the year: a) measuring program outcomes & b) measuring learning outcomes. • The implementation of lesson plans, and the ability of students to reach our desired learning outcomes.

Curriculum Plan

Result: • Each Resident Director will create curriculum plans by following the steps above for 4 identified learning outcomes during the academic year. 11

University Housing Residential Curriculum Version 4.0 Resident Director Requirements Resident Directors (RD) will design a thoughtful curriculum plan for their residents around 4 pre-assigned learning outcomes strategically sequenced during the academic year. RDs are expected to use a multi-strategy approach, using a minimum of 5-7 strategies for each learning outcome’s curriculum plan. Two of our learning outcomes will be addressed throughout the entire academic year as they are on-going areas of development. Learning Outcome #1 – Students will recognize how their decisions and actions impact self, others and communities will be implemented through incident follow up by Community Leaders (CL) and student conduct appointments with RDs. RDs will train CLs on holding post incident conversations using the “Community Discussion Guide: Following Up With Residents After Incident Documentation” facilitation guide and implement the RCLO #1 Assessment - Post Conduct Hearing tablet survey for LO #1. Cathy Roberts-Cooper, Associate Director, will analyze our assessment efforts for this LO. Learning Outcome # 4 – Students will recognize and apply effective leadership skills within their communities will be implemented through Hall Council, intramural team involvement, civic engagement activities, etc. The Assistant Director over University Housing student organizations will provide training for advisors and student organization officers (Hall Council, RHA, CLU and NRHH) and ongoing staff development facilitation guides. The Associate Director for Residence Education will guide assessment efforts for this LO as well. The other four LOs are pre-assigned a time “zone” in which each Resident Director will create a thorough curriculum plan to educate their residents, as noted above. Zone 1 is pre-planned so that each RD has time to design their curriculum, author lesson plans and facilitation guides, and train their staff in preparation for Zones 2-4 that occur during the fall semester. The Associate Director will meet with each RD twice a month for 30 minutes to discuss curriculum, assessment data and meaning making as an educator. These will be focused appointments thus staff should come prepared with items to review and discuss, questions, etc.

ZONE 1 August 14 – September 18, 2015 1) OMI Weekend Events a. Hall Social on Friday, August 14, 2015 @ 8:00pm: Each hall will host some type of event the day after OMI to welcome their residents to the hall and to establish hall pride. Introduce hall colors, theme, etc. to anchor them to being a “EV Resident” for example. The event should be fun and assist residents in meeting their floor mates and other building residents. b. Floor meetings on Saturday, August 15, 2015 between 1-6pm: Each CL will conduct a floor meeting with their residents c. Eagles Night Out on Saturday, August 15, 2015 @ 6pm: CLs will gather their residents and go with them to attend this campus-wide social event at the Recreation Activity Center (RAC). 2) Weeks of Welcome Events & First Year Experience Success Series • There should be another hall social event within the first 2 or 3 weeks. Consider including hall council member recruitment within this event. See the Assistant Director for University Housing student organizations for information on Hall Council election dates so you can select an appropriate event date. • All staff members, with primarily first year residents, are to support student acclimation to Georgia Southern University by taking residents to at least 3 Weeks of Welcome (WOW) and/or First Year Experience (FYE) events. One of these events must be taking residents to the RHA Welcome Program (date TBA, usually the 1st or 2nd day of class) • CLs with upper class residents are asked to take students to at least 2 campus traditions (i.e. Up In Flames and the Fall Leadership Speaker during this time period; many of the WOW events are open to all students. One of these events must be taking residents to the RHA Welcome Program (date TBA, usually 1st or 2nd day of class) 3) Roommate Agreements / Suite & Apartment Agreements – Meetings will all units.

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University Housing Residential Curriculum Version 4.0 4) CL Intentional Interaction – CL’s will have an individual conversation with each resident to welcome them to their community. • THEME: Getting to Know You (Facilitation Guide) - Who are you, what are your goals, what do you like/dislike about roommates, classes, dining, and environment thus far, campus resources, etc. 5) CL Bulletin Board & Newsletter Themes– Choose one of the following for a bulletin board. If your hall doesn’t have bulletin boards, your hall newsletter should address all of the items below. a. What does it mean to live in a community? b. Academic Success Strategies c. Getting Involved on Campus (Hall Council, Clubs, Service, etc.) d. Need Help? Campus Resources e. Getting Along with Roommates 6) Resident Directors are able and encouraged to add additional building-wide events to their Zone 1 curriculum plan as they deem necessary.

ZONE 2 September 21 – October 16, 2015 1) Each RD and staff will create a curriculum to fulfill learning outcome # 2. • Students will identify and implement strategies for personal management of life tasks (i.e.: management of time, finances, domestic responsibilities) 2) CL Bulletin Boards & Hall Newsletter – LO #2 Topics 3) Intentional Interaction: • THEME: Academic Progress (Facilitation Guide) • Example Areas to cover: Academic Check In, Academic Success Center and Residence Hall Tutoring, Early Alert Grades from faculty members, Study Skills – What do you need to do that’s different?, etc.

ZONE 3 October 19 – November 13, 2015 1) Each RD and staff will create a curriculum to fulfill learning outcome # 3. • Students will demonstrate effective communication and conflict management with others in a common living space. 2) CL Bulletin Boards & Hall Newsletter – LO #3 Topics 3) Intentional Interaction: • THEME: Awareness of Others (Facilitation Guide) a. Example Areas to cover: Roommate, Suite mate/Apartment mate Check In, Meeting people different from yourself, campus involvement, applying your talents, etc.

ZONE 4 November 16 – December 4, 2015 RD Choice - Free planning / exam prep / fall closing / social events / intentional interactions

ZONE 5 January 11 – February 19, 2016 2) Each RD and staff will create a curriculum to fulfill learning outcome #5. • Students will identify resources and develop techniques to achieve personal wellness that supports academic success. 3) CL Bulletin Boards & Hall Newsletter – LO #5 Topics 4) Intentional Interaction:

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University Housing Residential Curriculum Version 4.0 • •

THEME: Refocusing & Prioritizing (Facilitation Guide) Example Areas to cover: Personal wellness goals, Healthy Eating, Academic Goal Setting, Revisiting Roommate Agreements, Relationships, etc.

ZONE 6 February 22 – April 8, 2016 1) Each RD and staff will create a curriculum to fulfill learning outcome #6. • Students will learn to respectfully engage in discussion and process information surrounding multicultural competence. 2) CL Bulletin Boards & Hall Newsletter – LO #6 Topics 3) Intentional Interaction: a. THEME: Who Am I Now? (Facilitation Guide) b. Example Areas to cover: Civic Engagement & Social Justice Topics, Identity Awareness, Values Clarification, Cultural Knowledge, Sustainability and Environmental Impact, etc.

ZONE 7 April 11 – May 6, 2016 RD Choice - Free planning / exam prep / spring closing / social events / intentional interactions

Community Leader Requirements 2015-2016 Community Leaders (CL) have 3 roles this year, hosting a weekly tradition, facilitating intentional interaction discussions for our 4 learning outcomes and supporting the RDs curriculum plan for their residence hall. 1.

Host regular Tradition Events for your assigned residents. Each week residents need to have the opportunity to engage with residents living in close proximity to them (by floor/small building). Resident Directors are given the discretion to develop a Tradition plan that includes some combination of 1) CLs facilitating a social gathering just for their assigned residents or 2) CLs teaming up to do a social gathering. The Tradition plan replaces the Weekly Traditions from the previous year where CLs could only hold solo gatherings for their residents at the same time and day of the week. A CL can choose to do their Tradition on their own but can sometimes team up with another 1-2 CLs (depending on your building set-up). Tradition events are meant to be small-scale, social, and help residents get to know who is living near them – they should not be hall-wide events. The content is up to the CL (with RD approval). Some examples from Georgia Southern and other schools include: a. Dinner at the dining hall b. ___ (TV Show) watching every Thursday at 9pm in the Lounge c. Sunday Night Study Hall to get ready for the week – Every Sunday at 8pm in the Lounge d. Community Gab Night (different topic each week) e. Take them to a campus event each week. f. Frisbee Golf – Every Wednesday at 5pm on the Eagle Village Lawn with dinner at the dining hall to follow. g. Program to Them (apartments) every week CLs take something to their residents. h. Volleyball game where one floor challenges another floor (example of a CL team-up)

2.

Outreach Hours: Each CL will work a minimum of 3-5 hours per week doing outreach to their residents. Tasks that may occur during outreach hours include: checking in on individuals, advertising programs and events, follow up on academic, facilities, resource issues, helper needs, etc. Several times a semester CLs will also be assigned to meet with each resident to discuss and assigned topic. These are called Intentional Interactions. The intentional interactions are based on the Residence Education Learning Outcomes (RELO). You will receive a facilitation guide for each intentional interaction which will contain the goals of the interaction as well as suggested discussion

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University Housing Residential Curriculum Version 4.0 questions. The goal of the intentional interaction is to A) check in on residents and their well-being and 2) discuss or process each student’s individual experience on a specific topic. You will fill out a short form on each interaction letting your RD know who you talked to and what you learned about the resident’s experience and thoughts on how to best support this student over the next month. You will have several weeks to meet with all of your residents (typically 3-4 weeks) depending on the topic. Note that some of these guided conversations will last around 20 minutes while others may last longer depending on your connection with each student.

50 residents or less 51 – 100+ residents 3.

FALL 3 interactions 2 interactions

SPRING 3 interactions 2 interactions

Participate in the planning and execution of the Resident Director Curriculum Events based on the RELO. Each RD will be responsible for planning experiences and events to educate residents on each of the RELOs. CLs will support and assist with the implementation of the plan. They will also add a creative lens to the RD’s plan.

My resources and helpers on my curriculum journey? We will have many successes and some failures as we travel this path as residential educators. Learn from both and share your “ah-ha” learnings with your peers. The following are available for your support: • Cathy Roberts-Cooper, Associate Director for Residence Education is your primary supporter with the technicalities of creating your curriculum. • Your supervisor is an excellent person to get feedback from as you design and implement your curriculum. They will be able to discuss resident dynamics, campus traditions, and unique ways to use your halls unique spaces. • Tierza Watts, Director of Residence Education, is available for brainstorming and peer review. • Your Peers: As mentioned before, you are strongly encouraged to seek out peer review comments from your fellow RDs. • As a staff we will do a mid-year check-in during the fall exam week. Each RD will present their successes, failures and assessment data from the fall. We will also provide resources and feedback to each other. • Please see the following for more information:  Appendix 1 – Learning Goals Rubric  Appendix 2 - Lesson Planning Template  Appendix 3 - Lesson Plan Examples  Appendix 4 -Facilitation Guide Template  Appendix 5 - Facilitation Guide Examples

Acknowledgements: • The original document, Version 2.0 was authored by Gelok, T. and Watts, T. with contributions from Lewis, D., Short, L., and Zimmerman, D., July 2013. Revised by Watts, T. June 2014 for Version 3.0. Revised by Roberts-Cooper, C.J. June 2015 for Version 4.0. • Baxter Magolda, M. B. (2008). Three elements of self-authorship. Journal of College Student Development, 49(4), 269284. • Davidson, D. (2011). Author of teaching tip #2. Teaching Tips. Retrieved from http://orgs.bloomu.edu/tale/documents/TT_2_SelfAuthorship.pdf.

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