Learning Without Borders: From Programs to Curricula Presented by: Arlin Fernandez Texas Tech university Graduate Hall Coordinator TACUSPA – October 5, 2009

Desired Learning Outcomes Through participation in this session, participants will be able to: Define what a residential curriculum is Identify the purpose of creating a residential curricula model Identify strategies to implement a residential curricula model Evaluate a residential curriculum among a variety of living environments

Why We Do What We Do: Student Learning: why the focus?

Student Learning Student Learning Imperative: Purpose was to create discussion on how student affairs professionals can “intentionally create conditions that enhance student learning and personal development” Document called for student learning and personal development as the primary goals of undergraduate education. Redefining our role as student affairs professionals “Key to enhancing learning and personal development is not simply for faculty to teach more and better, but also to create conditions that motivate and inspire students to devote more time and energy to educationally-purposeful activities, both in and outside the classroom.”

Student Learning Learning Paradigm: Teaching vs. Learning Teaching is a method (Delivery of instruction) When we place emphasis on learning, the educational system supports the processes which include ‘teaching’ Teaching: Covers material, definition of productivity-cost/hr./student , staff support faculty and the process of general instruction Learning: Specified learning results, definition of productivity- cost/unit of learning/student, all staff are educators that produce learning and student success

Student Learning Learning Reconsidered 2: Learning Reconsidered: Idea of shared responsibility for student learning Connection between student affairs professionals and other constituents to “engage in dialogue and planning for institution-wide student learning outcomes.” Learning Reconsidered 2: Learning occurs in the “active context” of the lives of our students and student affairs play an integral role in all learning, but “how do we create the dialogue, tools, and materials to implement the recommendations?” Now we need an assessment to evaluate the quality and value of student learning in every program developed

Educational Curriculum/ Residential Curriculum Courses from which students choose what subjects they want to study A specific learning program – Teaching, learning, and assessment Curriculum encompasses experiences that occur in and out of the classroom This can include experiences that are intentional in the preparation of members of our society. Let’s talk about your Educational Curriculum/Residential Curriculum!

Texas Tech University

Texas Tech University: University Student Housing Demographics/Background Student Population Mission: “It is the mission of Texas Tech Residence Life to create environments that support the intellectual and emotional growth of our residents. We collaborate with students, faculty and staff to foster a seamless learning experience that promotes inclusion, involvement, communication and responsibility to develop life-long learners.” Vision: “Residence Life at Texas Tech University strives to be the housing option of choice by creating environments conducive to students' academic and personal success that will assist in the recruitment and retention of students to the university. Additionally, we will collaborate with the university community to develop innovative initiatives that advance the academic goals of our students; thus preparing them to become leaders who contribute to, and learn from, the expanding global community and diversity of the 21st Century.”

Educational Curriculum at Texas Tech 5 Learning Outcomes: Civility (3 objectives) Demonstrate respect for self Demonstrate respect for others Demonstrate respect for different ideas and perspectives Achievement (3 objectives) Integrate and connect in and out of class learning and experiences Develop an appreciation of learning in order to maximize academic success by spending more time on educationally purposeful activities Identify personal conditions required for effective and supportive learning Character (2 objectives) Develop an understanding of ethics, and recognize own ethics Understand how decisions and actions reflect personal values and beliefs

Educational Curriculum at Texas Tech 5 Learning Outcomes: Engagement (4 objectives) Identify effective leadership values and characteristics Articulate and act on personal views with others concerning societal issues Identify factors that contribute to global warming and other environmental issues Identify involvement and service opportunities that align with personal, academic, or career interests Independence (3 objectives) Develop decision making skills Understand how lifestyle choices affect health and well-being Make responsible choices about personal safety

Educational Curriculum at Texas Tech Departmental Expectations 1st 6 week curriculum Assessment: Educational Log

Educating and Training Professional Staff: Student Staff: 3 weeks of training: 1 session on Curriculum Presentation of Educational Curriculum Professional Staff Development Series – Learning Outcomes Educational Log: What does it tell us? 2 weeks of training: 1 session on Curriculum Presentation of Educational Curriculum (Educator & Theory) Educational Log: What is it? How do you fill it out?

Implementation Standard Educational Curriculum Type of Living Environment: Traditional Suite Apartment Also need to think about Learning Communities

Best Practices What’s happening at your institution?

Outcomes-to-Practice Future Implications Assessment Revising Objectives Outcomes-to-Practice training

Graduate Hall Coordinator Email: arlin.fernandez@ttu.edu Thank you! Questions or Comments? Arlin Fernandez Texas Tech University Graduate Hall Coordinator T: 806.742.2611 Email: arlin.fernandez@ttu.edu

References American College Personnel Association (1996). The Student Learning Imperative: Implications for Student Affairs. Retrieved from http://www.myacpa.org/sli/sli/htm. Barr, R. B., & Tagg, J. (1995). From teaching to learning – a new paradigm for undergraduate education. Change 27(6), 12-25. Keeling, R. P. (Ed.). (2006). Learning reconsidered 2: A practical guide to implementing a campus-wide focus on the student experience. Washington, DC: Author. Long, J. (2009). Writing Learning Outcomes: Easy as A, B, C…D. Professional Staff Development workshop, Texas Tech University.