Residence Education Model (REM) By Evan anD RONNIE

Disclaimer! The is the first year for our new model Not everything will be perfect We will be working to make edits to improve resident learning and experience

Agenda The Learning Outcomes Ways We Reach Residents Accountability Lesson Plans and Facilitation Guides Process of Submission Writing Learning Outcomes Questions?

The Learning Outcomes Sense of Belonging Knowledge of Campus Resources Students will be able to construct meaningful relationships to foster a sense of belonging within the campus community. Knowledge of Campus Resources Students will identify and utilize appropriate campus resources to assist in their academic, professional, and personal success. Life Skills Students will be able to employ healthy strategies and skills for personal management of life tasks. Well-being and Self-care Students will be able to employ healthy behaviors to achieve personal well-being. Identity Development As a result of campus housing creating an inclusive environment, which promotes and fosters global citizenship, students will be able to examine their own personal identity development. As Brett said, learning outcomes and assessment are at the heart of the Residence Education Model that we have put together. Our five learning outcomes for our model fall under 5 main categories. They are sense of belonging, knowledge of campus resources, life skills, well-being and self-care, and identity development. Each of these has a specific learning outcome written for it and that outcome is what we use to measure student learning in the residence halls. As a note, these learning outcomes are broad. For example, the life skills learning outcome states that students will be able t employ healthy strategies and skills for personal management of life tasks. This learning outcome be achieve through a variety of methods and programs that could be put on throughout the halls. As Brett will show later, each program that the RAs in your building put on will have learning outcomes created for them that feed into measuring these outcomes. To elaborate on the example with life skills, say that your RAs put on a program to teach residents how to properly do laundry. Some of the learning outcomes for that program may include the following: Students will be able to demonstrate how to correctly wash delicate clothing items or Students will be able to describe how to not shrink their clothes. These learning outcomes are measurable because you are able to have residents show either or not they can do something (demonstrate) and you can ask them to tell you how to do something properly (describe). In this way, you utilize learning outcomes to assess the program you are providing. It helps us prove that we, as Campus Housing, are helping our residents learn valuable skills for their success at the University and beyond. Core of REM is Learning Outcomes and Assessment If you have never written learning outcomes, do not worry. We will be teaching you all how to do this at a later date.

Ways We Reach Residents Programs Each building is responsible for planning two programs per month within their assigned learning outcomes for that month (December and March only require one) Provide zoning document Within that, each building will be required to hold one signature event (campus wide event) per academic year Lesson Plan Example Resident Interactions Facilitation Guides (go over example) Floor Traditions Through our planning, we realized that programs are not the only way that we reach the residents in our buildings. There are many times where the conversations that students have with RAs are just as impactful or even more impactful than the programs put on. Due to this, we have found three ways in which we reach residents through REM. The three areas are programs, resident interactions, and floor traditions. When we do programs, we utilize lesson plans to order to effectively plan, track, and assess our programs. Brett will be going over lesson plans a little later. Resident interactions utilize facilitation guides, which are provided on OrgSync. There is always the opportunity to write your own facilitation guide for your building if you are having a particular issue, but generally, facilitation guides will be provided. We will also be going over what these look like and how they are structured later as well. Lastly, floor traditions are weekly events for the floor that RAs put on. They are not large in scale and are meant to provide a time for the community to get together over a common interest. The key is that these are consistent, at the same time, and happen every week. It can be as simple as having a study group/hang out group in a lounge or common area every week for an hour. It could be getting together for a floor dinner. It could be gathering together to play a game together or watch a movie.

Accountability Programs Resident Interactions Floor Traditions Lesson Plan Resident Interactions Documenting Floor Traditions Assessments and Learning Outcomes REM Committee

Submitting Lesson Plans to REM Philosophy NOT a program approval To check that learning outcomes and assessments meet standards of the REM committee Process Go over process document

Questions so far?

Ch. 11 p. 153

SLOs “are defined in terms of the knowledge, skills, and abilities that students have attained as a result of their involvement in a particular set of educational experiences.” www.imt.liu.se/edu/Bologna/LO/slo.pdf

“Concise measurable statement that specifies what students will know, be able to do or be able to demonstrate when they have completed/participated in a program/course/project or received a service. Outcomes are usually expressed as knowledge, skills or attitudes. A measurable result of a specific, planned educational experience for students.” www.uwlax.edu/learningoutcomes/edreading/LearningOutcomes.pdf

Outcomes Specific statements about the end results that are expected from a department, program or service From the perspective of the student If well written, they are: Meaningful Measurable Manageable Tied to the mission and objectives Focus on issues of importance Evidence can be gathered (quantitative or qualitative) “SLOs are not what you are going to do to the student, but rather what you want the student to know or do as a result of an initiative, course, activity or service. Focus on the student, not the activity. To be measurable, (identifiable vs. countable), outcomes use active verbs such as demonstrate, articulate, illustrate, conduct, define, apply, compose, integrate, convince, create, plan, compare and summarize. Bloom’s Taxonomy is a useful tool for choosing action verbs that accurately describe a desired level of student learning.” GOOGLE IT… http://www.uwlax.edu/learningoutcomes/edreading/LearningOutcomes.pdf

Bloom’s Taxonomy Creating Evaluating Analyzing Applying Understanding Remembering 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning In the 1990’s, a new group of cognitive psychologists updated the taxonomy reflecting relevance to 21st century work – changing nouns to verbs

Bloom’s Taxonomy Creating: Can the student create new product or point of view? (construct, create, design, develop, formulate) Evaluating: Can the student justify a stand of decision? (appraise, argue, defend, judge, select, support, evaluate) Analyzing: Can the student distinguish between different parts? (compare, contrast, examine, question, test) Applying: Can the student use the info in a new way? (demonstrate, employ, illustrate, interpret, write) Understanding: Can the student explain ideas/concepts? (describe, discuss, explain, identify, paraphrase) Bloom is useful. And also the Paul & Elder Framework! Remembering: Can the student recall or remember the information? (define, duplicate, list, memorize, recall, repeat, reproduce)

Non-Specific/Hard to Measure Will appreciate the benefits of exercise. Will be able to access resources at UWL. Will develop problem-solving skills and conflict resolution. Will be able to have more confidence in their abilities

Specific/Measurable Will be able to articulate three health-related stress impacts on the body when interviewed two weeks after taking a wellness course. Will be able to identify the most appropriate resource that is pertinent to their #1 concern at the university on portfolio review at mid-term. Will be able to assist roommates in resolving conflicts by helping them negotiate agreements when observed by RA during event. Will be able to identify three similarities and three differences they have with someone of a different background on electronic survey their first semester at UWL.

Activity TIME TO WRITE!!! Laundry Nutrition Study Skills