York’s Residence Learning Plan

A Targeted and Holistic Approach to Residential Education

Introductions

• Ian Crookshank– Assistant Director, Student Community @ York

University

Overview

• Residence Learning Plan – A new approach• Learning Outcomes and Learning Outcome

Development• Highlights• Assessment• Data• Future State

Presentation Outcomes

• Attendees will: – Discuss the current state of residence programming and

learn why a new approach is needed– Learn the benefits of a curricular approach to residential

education including sequencing of learning outcomes, professional coordination of learning activities and greater student staff connection

– Understand York’s specific Residence Learning Plan and how it has been implemented

– Discuss how a curricular approach could fit within the context of your institution’s structure and values.

What is your familiarity with Residence Education?

Current Practice in Residence Life across Canada

• Residence Education is based on a programming model• Model is designed and delivered by a combination of

professional staff and student staff• Sequence of learning is up to the program creators• Programming viewed as the only tangible vehicle for

student learning• Programming is done to fulfill requirements• Attendance is the paramount measure of a successful

program• Student staff are the primary drivers of student

programming

Typical Programming Model

• Traditional models based on a modified wellness wheel

• The idea would be that each Residence Student Staff designs and delivers a program per topic area based on their institutions requirements

• Challenges:Model from Tulane Universitytulane.edu/studentaffairs/housing/about/program-components.cfm

Why a new approach

• The programming model concept is now decades old– Wellness wheel or other iterations

• Typical models rely on student staff to deliver educational programming– Main issues:

• They are not knowledgeable enough in subject area• They do not know enough about student development• They can do more harm then good• They no longer focus on building one on one connections with students as they plan

events and programs• They may not be interested in a given topic

• Too much programming• Stand alone sessions require attendance• Programming is often reactionary rather than planned• Next to impossible to assess

What is a Residence Curriculum?

• In its most basic form:– A sequenced plan constructed around an

educational priority and learning outcomes and delivered by all staff within residence

• It is not– A programming model but an all encompassing

approach to residence life

Benefits to this approach

• Sequenced Learning Activities coordinated by professional staff in the summer

• One on one connections between student staff and students• Easier to measure as it focuses on learning rather than

teaching• Provides direction to staff and students (this is what we do

and why we do it)• Tied directly to the institutions mission or values and theory

and research in the field• Back to basics on the number of educational events and the

responsibilities of student staff

York’s Reality

• Context: – Brand new programming model developed in 2010– 850 Residence Programs between September 2010

and March 2011 across 10 residence buildings– Declining attendance, increasing work load on

student staff, no way to measure impact.– Lower staff morale at the end of the year– Declining enrollment returning student

York’s Residence Learning Plan

• Educational Priority:– The principal educational priority of Residence Life

at York University is that students will recognize the value of the individual and their responsibility in contributing to the growth and betterment of society both locally and globally.

York’s Learning Plan (Domains)

• Identity and Esteem– Living in York University Residences will encourage students to walk along a

path of self discovery, challenge them to view life from many different perspectives, and work collaboratively to develop a sense of pride in themselves, their Residence, their College and York University.

• Outcomes– Students will understand how their identity is formed and impacted by

external social pressures and constraints– Students will develop tools and skills to build self esteem and leadership

capacity– Students will demonstrate pride in their identity as individuals and students

through self assessment and participation in personal development opportunities

• Key Words: Metamorphosis, self, perspective, pride, leadership, creativity, self assessment, self esteem

York’s Learning Plan (Domains)

• University Success and Traditions: – By living in Residence at York University, students will have the opportunity to

participate in a variety of activities allowing them to become familiar with Residence and Campus Life. Students will gain a better sense of the resources available, where to seek support, and how to become more involved, engaged and successful in their University experience.

• Outcomes– Students will be able to identify resources, services and supports at York,

within the College and the Residence that will help them success while at University.

– Students will understand the importance of traditions in shaping their residence, College or University experience.

– Students will be able to apply their knowledge of the university, college or residence traditions, supports and cultures to develop a personal success plan.

• Key words: Administrative policies, resources, college community, traditions, tools for success, engagement

York’s Learning Plan (Domains)

• Life and Living Skills– York University Residence Life will provide students with learning opportunities

and resources in areas such as time management, stress management, personal safety, financial management, life skills and healthy living. Students will develop skills and attributes which will lead to personal development, self-advocacy, resiliency and independence.

• Outcomes– Students will understand the impact of life’s stresses and challenges on their

personal and academic success.– Students will learn techniques to manage stress, finances, personal health and

life tasks in leading to increased autonomy and independence.– Student will be able to reflect on personal stress points and life choices in

developing an increasingly independent and healthy lifestyle.• Key words: Personal Caretaking, safety, financial management, self care,

healthy lifestyles, resiliency, independence, autonomy

York’s Learning Plan (Domains)

• Empathy and Interdependence – By living in residence, students will understand what it means to live as part of a

community, their role within that community, and the impact of their decisions on themselves and others. Life in residence will prepare students to communicate with others across areas of difference by seeking new perspectives and challenging their own assumptions. Awareness of one’s social environment and role within it, as well as the need to seek new view points and make a difference are important to achieving this.

• Outcomes– Students will understand their roles and responsibilities as individuals within a

broader community.– Students will recognize how to build sustainable connections with others.– Students will understand how their own perceptions impact on their ability to

communicate with others.– Students will be able to differentiate between impact and intent when living in a

community.• Key words: perceptions, diverse, awareness, communication, citizenship,

relationships, connections, impact vs. intent

York’s Learning Plan (Domains)

• Mutual Rights and Responsibilities– Living in Residence at York University will engage students in the development of

an understanding of their rights and responsibilities as residents, students and members of society. Creating a safe space to dialogue about societal inequities, valuing and celebrating differences, social justice and global impact will lead to the development of mutual understanding, respect and ethical and just actions.

• Outcomes– Students will understand the realities of power, privilege and oppression within

our society.– Students will understand their roles and responsibilities in building a socially

responsible and just campus– Students will understand the collective impact that their decisions and changes in

lifestyle can have on the environment– Students will be able to reflect on their responsibility in the creation of a more

equitable and healthy world.• Keywords: global citizenship/stewardship, social justice, responsible

citizenship, respect, mutual responsibility, environment, impact.

What it looks like in practice

Sequencing

• Each of these Learning Outcomes has been placed in sequence based on Chickering’s 7 Vectors of Student Development

• The outcomes are then mapped and activities are scheduled and planned months in advance.– Mapping consists of identifying how the outcome

lies within student development theory and how it relates to the CAS standards and UAP

– file://localhost/Users/iancrookshank/Documents/Outcomes_WhitePaper_Chickering.xls

Learning Plan Activities

• First 6 weeks transition activities• Don one on one conversations• Educational Programming Committees• Community building events• House Meetings

Highlights

• Lesson Plans constructed for all learning plan activities– Allow for greater consistency– Template ensures that RLCs are thinking of

Learning Outcomes and Assessment in their planning

– Activities planned well in advance and sequenced– file://localhost/Users/iancrookshank/Documents/

Lesson Plan Template.dot

Highlights

• One on ones– Each Don and Sr. Don will be expected to conduct one

on one meetings with all of the students in their house twice per term.

– The one on ones differ for first year and returning students

– They are outlined in a lesson plan that will be provided by their RLC

– The purpose is to get to know their students, build a connection with them and to help them reflect on their identity and their year at York.

– file://localhost/Users/iancrookshank/Documents/LP_First_Year_Convo%233_1112.doc

Highlights

• Campus Wide Committees– In addition each Don will sit on a Campus Wide Programming

Committee in onc of the following areas:• Life and Leadership Skills• Academic Success and Career Planning• Diversity and Social Justice• Internationalization and Globalization• Health and Wellness

• Each committee will be co-chaired by an RLC and Sr. Don and needs representation from each building.

• Each Committee will run an activity per term– Activities are multi-level and include campus experts

• file://localhost/Users/iancrookshank/Documents/LP_Career_Academic_Success_Winter_2012.doc

Highlights

• Passive Reinforcement– Each Learning Plan Activity or outcome is

reinforced by a passive program• Bulletin Board in lobby• Poster series• Mail box stuffer• Lobby tabling and programming (drop by)

– Active participation is no longer required to learn

Highlights

• Community Building– Residence Staff have no programming

expectations• They have free reign on social activities and community

building.– As many socials, pizza nights, movie nights, etc.

Assessment

• Residence Life Pre-Entry Survey– Completed August 24th, 2011

• Residence Learning Plan Survey– Completed December 16th, 2011

• Focus Groups in January• Session Assessment Activities• One on one conversation summaries

Assessment Data

• Students who live in residence responses to December survey– I know what academic resources are available if…

• 71.87 % (strongly agree or agree)

– I know what campus resources are available if…(personal/social)• 64% (strongly agree or agree)

– I am connected to campus through my own involvement• 64% (strongly agree or agree)

– I have been introduced to responsibilities associated with living on my own• 84% (strongly agree or agree)

– I am nervous about meeting people from different backgrounds• 12% (strongly agree or agree)

– I am anxious about living away from my traditional supports• 27% (strongly agree or agree)

Assessment Data (continued)

– I understand the impact of my perceptions and actions towards diversity and social justice issues in my community• 85% (strongly agree or agree)

– I treat others fairly regardless...• 93% (strongly agree or agree)

– I have a responsibility to intervene when someone is being treated unfairly• 82% (strongly agree or agree)

– I feel safe in my residence• 84% (strongly agree or agree)

– I am satisfied with my residence experience• 74%

Student Pride in Residence vs. number of programs

2008-2009

2009-2010

2010-2011

2011-2012

0

100

200

300

400

500

600

700

800

Number of ProgramsPride in Residence

Axis Title

Axis Title

2008-2009 2009-2010 2010-2011 2011-201262%

64%

66%

68%

70%

72%

74%

76%

Pride

Pride

Why I chose to live in Residence (Pre-Entry)

Why I chose to live in Residence (December)

Observation

• One on Ones– file://localhost/Users/iancrookshank/Documents/

3rd one on ones_Lina.doc• Events– Student feedback surveys– Observation at events– House meeting graffiti boards– Event activities• Hate free campaign

Focus Groups

• Each building conducted a focus group. A few quotes are included on the following slides:

What things have you learned in residence this year?

• Myself as a person, respect for each other (especially respect for different races) accepting different habits

• How to handle unpleasant situations and learn to live with people who have very different opinions

"The amount of personal growth I experienced as a result of a year spent in residence. Meeting different people from all over the world and making friendships that will last the distances between. Celebrating my birthday for the first time in four years with my first surprise party ever was just a small thing on the part of everyone involved, but it changed my opinion of myself and made me realize just how much I've changed as a person since highschool. it showed me that even though I often feel like I don't leave much of an impression, on those around me, I actually do."

What interactions have you had with others who are different from yourself, and what have you learned from those interactions?

• There tends to be misunderstandings about countries and stereotypes and by having conversations with people you are able to learn more

• Differences amongst people seem to be the best starting points for conversations

“This year in residence has been one that has encouraged me to meet students from different backgrounds and has taught me much more about diversity and acceptance.”

Life Skills and Independent Living

• Most spoke to their ability to now budget and manage their money better;

• Many spoke to their ability to better manage their time;

• Many have recognized who they are and where they want to go in life;

• Some indicated that they would be staying in residence next year because they knew that they would have a Don that would be there to assist them through the gamut of resources that are on campus.

Have you taught people about yourself (culture, race, religion, interests, etc.)? if so

how?

• One student outlined how they brought Soca music from the Caribbean to their floor and that was how they shared their culture;

• Many said that they have shared recipes from their cultural background with students- whether that was going to a restaurant or their parents bringing that food to the building;

• Some have explained the different holidays that they celebrate.

“Conversations are the most important thing, just by talking to someone you are able to learn about them and teach them about

yourself”

Quotes

• “Residence has been a place of refuge and a place where I could grow”

• “This year I was able to be there for people personally and academically, which was a really positive experience. Every moment spent in Pond has engaged me, educated me and helped me grow and find my strengths that helped me be there for people who needed me and trusted me.”

• “Made friends with people we probably won’t have a chance to meet if we didn’t live together.”

• “Living in residence has given me a sense of autonomy that I don’t believe I could have found anywhere else.”

Continued

• “I fell in love with Margaret Lawrence House. Don Lina really helped me through the rough times. Meeting such diverse people and making friends really brightened my experience”

• “Going skating with ResLife. Watching Leafs game on tv in the common room. Going to the Christmas Parade with ResLife. Going to the York Varsity Ice Hockey game. Hanging out with great friends in the common room.”

• “Getting to know so many people makes me feel that the residence is one big family, makes me feel warm. For international students who are a long way from home, building up a community really helps to get rid of loneliness. Thank you all for creating a big happy family.”

What we have seen so far…

• Fewer programs• Rise in educational content of learning plan initiatives• Improved consistency in experience• Better connections between Dons and students• Improved relations with campus partners• Rise in returning student applications• Further training is needed for both professional and

student staff on delivery of outcomes and assessment

Future State

• Further Assessment of this cohort– Post survey to be delivered this summer

• Further Analysis of current data• Development of Lesson Plans for the upcoming year (using

learning outcomes to evaluate effectiveness)• Publicly communicating all aspects of the Learning Plan,

including assessment results• Use current curriculum template with other student affairs

units• Review committee structure and programming component

of the plan

Questions or Comments