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

2. 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

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

4. 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.”

5. 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

6. 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

7. 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!

8. Texas Tech University

9. 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.”

10. 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

11. 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

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

13. 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?

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

15. Best Practices
What’s happening at your institution?

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

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

18. References
American College Personnel Association (1996). The Student Learning Imperative: Implications for Student Affairs. Retrieved from
Barr, R. B., & Tagg, J. (1995). From teaching to learning – a new paradigm for undergraduate education. Change 27(6),
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.