Part of developing a curriculum is the realization that educational opportunities need not originate within a residence life program in order to be valuable for residents. If there are experts in a given area on campus, and they already provide educational opportunities and services, why not figure out a way to package, market, and provide... Continue Reading →
Residential Curriculum Element #7: Learning is Scaffolded and Sequenced To Follow Time-Based Development
Learning does not take place in a vacuum. It takes place in time and space. A well-designed curriculum recognizes that learning is most often a cumulative process. Individuals learn and grow over time. Sometimes they regress and sometimes they make large leaps forward, but the broad arc of learning is progressive over time. To this... Continue Reading →
Residential Curriculum Element #6: Student Staff Are Utilized in Roles Appropriate To Their Skill Development
In residence life and education, student staff members are some of our most important partners in the educational process. They are our front-line on-the-ground staff and are integral to promoting student learning. As peers, student staff members are often best positioned to help their fellow students in ways that professional staff members can't. There are also some roles,... Continue Reading →
Residential Curriculum Element #5: Educational Strategies Go Beyond Programmed Events
We're all familiar with the premise that food is a necessary component of any educational endeavor in the residence halls. Attract residents with pizza and then ambush them with educational content. Although there is nothing wrong with incentivizing participation in an educational activity, the premises behind this mindset are problematic. This approach assumes that the problem with an educational program... Continue Reading →
Residential Curriculum Element #4: Educational Strategies are Developed to Advance Learning Outcomes
A well known approach to education in the residence halls is the programming model. Typically, a programming model will involve a menu of different categories that structure and guide programmatic efforts. These categories may be based on a wellness wheel, or they may include broader categories such as "social," "multicultural," or "educational" programming. To fulfill a programming model's requirements, a student staff member... Continue Reading →
Residential Curriculum Element #3: Basis in Developmental Theory and Research
Student affairs professionals are educators. College student educators. Although we may not always believe we are, or maybe we are not always perceived to be, we are educators. Education and development is at the core of what we do and what we are trained in. To this end, curriculums should be based in the latest... Continue Reading →
Residential Curriculum Element #2: Learning Goals and Outcomes Developed and Based in a Defined Educational Priority
One of the important first steps in developing a curriculum is setting and defining an overall educational priority. An educational priority is the basis upon which all other goals and outcomes are derived. Based in the mission, context, and values of your institution, a priority should provide a broad statement about what learning will be occurring within... Continue Reading →
Residential Curriculum Element #1: Directly Connects to the Institutional Mission
Curriculums do not exist in a vacuum. They exist on college campuses which have unique histories, traditions, contexts, cultures, and demographics. To this end, a well developed residential curriculum should be built not only off of peer-reviewed research and national and international standards, but also on the unique aspects of an institution. Many institutions starting a... Continue Reading →
What is a Residential Curriculum? Curricular Approach? Residential Learning Model?
The terms “residential curriculum” or “curricular approach” are used to describe an intentional specifically-structured way of promoting learning in college and university student affairs programs. Borrowing from techniques utilized by classroom-based teachers, the curricular approach to student affairs designs a series of successive learning and engagement opportunities for students that are measurable against defined objectives.... Continue Reading →