Residence Activities and the Changing Profile of Campus Residences as Learning Spaces Presenters: Barbara Gaudin & Rika van Schoor University of the Free State School of Higher Education studies 27 September 2011

Residences as learning spaces Qualitative research design In this presentation Background Residences as learning spaces Aim of study Research Methodology Qualitative research design Trends at the UFS Results of the study Recommendations Implementation

BACKGROUND Changing Profile of Campus Residences AT THE ufs Old placement policy - 1997 New placement policy - 2008 History

RESIDENCES AS LEARNING SPACES To implement activities that mutually support and encourage students not only to stay together but more importantly to learn together Colleges and universities should continue to recognize the need to assist students in transition” Hunter & Murray 2007:29

AIMs OF STUDY To determine the impact of residence activities on the changing student profile of campus residences

Inaugural Speech 2007 Prof Jonathan D. Jansen The real problem of transformation is, however not simply the number of black faces in the staff and student bodies of a former white university. The most important challenge is the problem of knowledge No student (should) graduate from this university - without learning how to live and learn together in ways that prepare our youth for leadership in the workplace.

Research paradigm Interpretivist - transformative Aim to expose structures of domination Multiple realities, socially constructed and shaped by cultural, racial values Social transformation

Diverse students need activities that are based on basic human rights and the integration of out of class learning experience Upcraft, 1989

QUALITATIVE RESEARCH METHODOLOGY RESEARCH DESIGN Case study TARGET POPULATION First year students in campus residences UFS SAMPLING Purposeful sampling Maximum variation DATA COLLECTION Focus group discussions First-years’ experience residence activities Observation INTERVIEWS RESIDENCE COMMITTEES RESIDENCE HEADS SRC STUDENT COUNSELING

Trends at ufs campus residences prior to 20o8 Residence traditions Initiation/ orientation Residence competition Social activities Diversity and integration Residence leadership Student development

Trends continue

RESULTS OF THE STUDY RESIDENCE TRADITIONS Hierarchal system Initiation practices Needs of senior students priority Inhibit the successful integration due to fear and intimidation Team building - Affected dignity, Change of value systems Fear and humiliation create conflict Difficulty in comprehending the behaviour and attitudes of different races Residence leaders do not understand the needs of diverse student population Residence leaders do not modify traditions –senior privileges interpreted as racist practices Activities do not accommodate students of different races - back and white students alienated Racial integration by fair representation leads to coexistence HEI confusing – affects self-confidence

RESULTS OF THE STUDY Lack to promote healthy student lifestyle Overemphasizing of social activities Lack to promote healthy student lifestyle Alcohol abuse role model behaviour patterns Misunderstanding - Foreign values and attitudes Alienation due to lack of intercultural activities that may lead to better understanding of different cultures Overemphasizing of residence competition Counter productive to a united student commumity Black students’ perceptions that white students have advantages Black students withdraw White students under pressure – excessive activities

RESULTS OF THE STUDY Mentors Father and son or mother and daughter Benefits are the support received from their peers A need for training to exploit residences as spaces of learning and development of the whole student Tutors Residences have their own tutoring programmes Lack of guidance Serious need to promote an academic culture to create residences as spaces of learning

recommendations Residence traditions Diversity and integration Total intolerance to initiation practices The value of effective communication (seniors) Active involvement to build a strong residence community. Generic annual programme Intercultural dialogue Safe environments Open and continuous discussions Teach students empathy Develop community to take responsibility for actions Develop a value system

Recommendations Residence Leadership Role of the Residence Head Training of student leaders Perform with integrity Accepting of peoples differences Mentoring and tutoring (professionals) No longer housemothers/fathers Professional educators Leadership role in developing residence activities

Post 2010

Implementations from 2011 Appointment of Assistant director Student and Residence life Residence traditions revised Elections of Residence Committee members must be representative of residents Residence Heads involved in training of residence leaders Cluster programmes (4 residences share activities) Mentor and peer support programme Academic tutor programme

Implementation continue Developing value systems in residence Development of secondary tier of leadership in residences (corridor primes portfolio committees, disciplinary committees) Sustainable dialogue (talking stick) Conscious programmes to involve and accommodate all cultures in residences Generic annual programme

MULTICULTURAL DAY

DEBATE,TALKING STICK, COMMUNITY SERVICE CHURCH BRAAI

Intercultural dialogue Open and continuous discussions Appreciation of others

Part of what we must teach our students is not only how to give of their skills but how to give themselves in service to communities Prof Jonathan D. Jansen

Getting to know each other! Tea-can debate RC Committees First years

Diverse first yearstudents in resid THANK YOU