York’s Residence Learning Plan

A Targeted and Holistic Approach to Residential Education

Overview

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

Development• Highlights• Assessment• Data• Future State

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

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)• 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.

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.

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.

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

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.

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

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

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– An example of the feedback form is circulating,

there is a fair amount of data that needs to be tabulated, but this is a good example of the information that has been presented

• Events

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 – "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 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.

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.”

Continued

• “I fell in love with Margaret Lawrence. 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

Future State

• Further Assessment of this cohort– Post survey to be delivered 2 weeks into May

• 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 SCLD

units (starting with Health Ed)

Questions or Comments