Residential Curriculum 2018-2019 Curriculum - Staff Version.pdfThe Residential Curriculum puts...

Residential Curriculum

2018-2019

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The Residential Curriculum puts student learning at the forefront of the

residential student experience at Loyola University Chicago.

Learning outcomes are scaffolded, meaning that they are developmentally appropriate for students and

increase in complexity over the course of the residential experience.

Learning strategies are used by RAs (guided by staff and by lesson plans provided by campus partners)

to engage students in meaningful learning. These flexible strategies – programs, mixed media, and more

– leave room for creativity, while clear expectations and due dates create structure for RAs.

Student learning assessment consists of direct and indirect assessment of student knowledge through

microsurveys during programs and via the Annual Residence Life Survey.

Student development theory informs the structure and content of the curriculum. The curriculum pays

attention to timing, staff support, and teaching strategies to assist with students’ transition into and

through college (Schlossberg). By engaging in exploration of identity, power, and privilege, students

learn to become aware of their identities and those of others (Phinney). Furthermore, students learn to

author their own lives, deciding on goals and developing a coherent worldview (Baxter Magolda).

Residence Life Mission and Learning Outcomes

In partnership with our residents, the Department of Residence Life enhances the Loyola Experience by

providing safe and supportive living communities where students can engage with others, explore their

personal identity, and develop a deeper understanding of their impact on the world.

Students who participate in Residence Life programs and services will...

1. Explore, articulate, and act consistently with their personal values, while understanding how

their actions impact others.

2. Independently navigate processes while recognizing the importance of self-advocacy and

personal responsibility.

3. Recognize the value of inclusion by engaging in diverse communities and will be able to identify

ways to advocate for others locally and globally.

4. Achieve a higher level of academic success as a result of engaging with students, faculty, and

staff of varied academic interests.

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Educational Priority Statement

By engaging in the residential experience at Loyola University Chicago, students will learn how to engage

with community, develop independence, foster academic success, and “set the world on fire”.

Learning Goals:

1. Engage With Community

Residents will learn what it means to live in and contribute to a residential community,

through Community Standards, civic engagement via Hall/Area Council, and

communication with roommates.

2. Develop Independence

Residents will develop greater independence by learning about residential living skills,

public transportation, decision-making strategies around alcohol and drugs, and

healthy relationships and consent.

3. Foster Academic Success

Residents will work toward greater academic success by focusing on emotional

wellness, academic resources, using a calendar, seeking summer internships, and

designing specific, realistic goals.

4. Set the World on Fire

Residents will engage in transformative education in the Jesuit tradition by learning

about social justice, Jesuit values and their own personal values, and

faith/spirituality/worldview formation.

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Types of Learning Strategies

Programs

RA Program: Facilitate structured activities in the residence hall related to the learning outcome

Guest Program: Bring in campus partner/outside expert to facilitate program in the residence

hall related to the learning outcome

Dialogue Group: Lead discussion in residence hall, acting as moderator and asking residents to

discuss specific questions related to the learning outcome

Lobby Talk: Set up table(s) in the lobby of the building and find ways to interact with students

around a learning outcome, such as material distribution, games, etc.

Field Trip: Bring students to an off-campus event or location related to the learning outcome

and facilitate reflection around the learning outcome

Door-to-Door: Intentional one-on-one conversation with a representative selection of residents

in the hall/area around a learning outcome [generally for upperclass/grad only]

Mixed Media

Bulletin Board: Place visual elements related to the learning outcome on bulletin board

Visual Display: Create floor decorations, door hangers, or posters, placed prominently in

community spaces, related to the learning outcome

Digital Media: Create and share original multimedia (video, podcast, newsletter) related to the

learning outcome

Take-To: Bring students to an on-campus event related to the learning outcome [only for certain

learning outcomes]

Other Learning Strategies

Roommate Agreements: Distribute and explain roommate agreements during first floor

meeting. Collect roommate agreements from all rooms and have intentional conversation with

each set of roommates about the topics on the roommate agreement.

Residential Connections: Intentional one-on-one conversations around a learning outcome with

100% of residents assigned to the RA. Report results of the conversation in designated form.

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Area Choice Guidelines

Follow the Residential Curriculum Workflow

Refer to the individual Learning Strategy Guide for each learning outcome. Use staff meetings

to decide as a team which learning strategies to create, then follow up 1:1 with RAs as well.

Divide RAs into teams for each learning strategy (Programs: 3-4 RAs each; Mixed Media: 1-2 RAs

each). Amount of learning strategies for each Area Choice:

# RAs # Programs # Mixed Media TOTAL

Bellarmine 6 1 1 2

Baumhart 7 1 2 3

Campion 8 2 1 3

de Nobili 8 2 1 3

Regis 8 2 1 3

Kenmore 9 2 2 4

Northside 9 2 2 4

Winthrop 10 2 2 4

San Francisco 12 2 2 4

Simpson 12 2 2 4

Mertz 17 3 2 5

Programs:

o At least 10% of the hall/area should attend a program for each Area Choice. This

ensures that the programs are making at least a minimum educational impact within the

community. This requires excellent marketing, incentives, timing, and activities.

o Hall Leadership and all RAs should attend all Area Choice programs

o Advertise to the entire hall/area via e-mail, flyers, social media, etc.

o Suggested RA roles:

Lead: Convene meetings, coordinate group communication, and ensure

program planning continues on schedule. Submit RC Plan and Evaluation.

Marketing: Create, post, and take down flyers. Coordinate marketing (e-mails,

social media posts, and other creative marketing). Create LUCentral Event.

Take photos during program.

Logistics: Secure the location for program. Contact potential guest/outside

speaker. Plan program activities in detail. Coordinate day-of execution of the

program. Track attendance.

Supplies: Place food/supply request through Hall Leadership. Coordinate pick up

and/or delivery of food and supplies. Set up/clean food and supplies for event.

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Mixed Media:

o Should be engaging, professional, and aesthetically pleasing. Bulletin boards should fill

the board and have a clear title and border.

o All visual display/bulletin board content should be typed

o All other mixed media (videos, podcasts, etc.) should be sent out to the entire area

Guiding Questions for RAs:

o Three Weeks in Advance:

What will your Residential Curriculum Plan look like?

What will your supply request/flyer (or) mixed media look like?

Does your group need to contact any campus partners?

What is your role in the group with other RAs?

o Two Weeks in Advance:

If needed, what edits should your group make to the Plan?

What planning needs to occur for the program activities or mixed media?

What marketing does your group need to create?

How are you contributing to the group?

o One Week in Advance:

Have you created your LUCentral event and put up other marketing?

How are you getting the food/supplies? When are you setting up?

What final prep do you need to do for your program/mixed media?

o Day of Program or Mixed Media Posting:

Is the location/bulletin board/etc. ready and prepped?

Is everyone where they need to be?

Are you ready to take attendance at the program? Do you have a camera to

take photos?

Are you ready to get all residents to fill out the microsurvey at the program?

o Post Event

Did your group submit the Residential Curriculum Reflection?

How did the event go? How well did you play your role in the group?

Social Program Guidelines

Must follow the Residential Curriculum Workflow.

Must be interactive, in-person event

May collaborate with other RAs and Hall/Area Council as appropriate for the community

Must have at least two new residents from the community in attendance at each social

program. If the program does not meet this requirement, RAs will have 2 weeks to plan and

complete new social program.

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Learning Strategy Quality Rubric: By RA Role

Programs

o Lead: calls team meetings regularly, keeps morale up, submits RC Plan and Reflection

thoroughly and on time, handles team dynamics as they arise

o Marketing: good timing, variety, relevance/interest to students, professionalism

o Logistics: interesting, relevant activities that clearly teach the content; thorough

planning with outline; far in advance; campus partner relationships

o Supplies: spend as needed, responsibly and ethically; food as a motivator or part of

program, not the whole thing; supply request submitted early and thoroughly

Mixed Media

o Engaging, professional, and typed; should clearly teach the content

o B-boards should fill the board and have a clear title and border

o RC Plan and Reflection submitted

Student Learning Assessment Plan

For each Area Choice learning outcome, a microsurvey will be created using the Student

Response System in Baseline (https://www.luc.edu/idea). This microsurvey will consist of four

questions: Two questions that directly measure student learning through factual questions, one

question that indirectly measures student learning by asking students how much they learned

about the topic, and one question to verify class standing. During each Area Choice program,

RAs will have students fill out the short microsurvey as part of the program.

The annual Residence Life survey will contain questions to indirectly measure student learning

across all students in Residence Life.

https://www.luc.edu/idea

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Welcome Week: August 24-Sept. 2 (1 week)

Selected important dates on campus:

August 22-31 – Welcome Week

August 27-31 and September 4 – FSYA Drop-In Advising

Learning Goal Learning Outcome Learning Strategy When?

First Year RAs: Residents will recall Community Standards policies for first year students in residence halls. Upperclass/Grad RAs: Residents will recall Community Standards policies for upperclass/grad students in residence halls.

Each RA creates bulletin board or visual display (use department-provided content)

By Aug. 19

First Year RAs: Residents will summarize the role of Hall Council in advocacy and community building. Upperclass/Grad RAs: Residents will relate Hall/Area Council programming and advocacy to civic engagement after college.


Gold Sections = Administrative & Community-Building Tasks:

All RAs: Complete door decorations and all other bulletin boards. Make sure to teach your residents about you in an e-mail, b-board, or display.

By Aug. 19

LC RAs: Bring residents to LC Kickoff at 10 am

First Year RAs: Hold floor/building meeting at 1 pm and remind students to complete their ERCRs

On Aug. 24

All RAs: Create at least one floor/building social program

Upperclass/Grad RAs: Hold floor/building meeting and remind students to complete their ERCRs

First Year RAs: Take residents to all major Welcome Week events (divide responsibilities among RAs in hall/area) and encourage student participation in Hall/Area Council

All RAs: Bring your residents to a Hall/Area Council program sometime during the fall semester

By Sept. 2

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Pre-Fall Break: September 4-October 7 (5 weeks)


September 4 – last day to drop/add a class

September 10-11 – Hall/Area Council and SGLC Elections

September 20 – Study Abroad Fair

September 21-23 – Family Weekend

October 3 – Wellness Fair


First Year RAs: Residents will demonstrate residential living skills in laundry and cleanliness. Upperclass/Grad RAs: Residents will demonstrate how to take public transportation to experience a Chicago landmark.

Area Choice (Programs and Mixed Media)

September 4 – 16

All RAs: Residents will discuss expectations of living together with their roommate(s).

Collect roommate agreements from all rooms/apartments and have conversation with each set of roommates

By Sept. 23

LC RAs: Bring residents to LC Admin Partner events throughout this unit (and plan other LC activities, as desired for your community)

All RAs: Create at least one social program and build community informally throughout this time period

All RAs: Change one bulletin board, as designated by Hall Leadership

All RAs: Put up flyer on academic skills and success strategies (first year RAs) or building connections w/ faculty (upperclass/grad RAs), provided by department

Each Team: Write at least one OTM for September, by OTM due date

By Sept. 23

All RAs: Begin fall Residential Connections (see next unit for details) On Oct. 1

First Year RAs: Schedule floor meeting for fall Health/Safety Inspections

All RAs: Post Health and Safety Inspection marketing materials

TBD

First Year RAs ONLY: Residents will explain two personal decision-making strategies related to alcohol and drugs.


Sept. 17 – October 7

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Post-Fall Break: October 10-December 7 (9 weeks)


Month of November – Ignatian Heritage Month

November 2 – Last day to withdraw without WF

November 5 – Registration begins (Drop-in Advising at FSYA on Nov. 1-9)


All RAs: Residents will identify three ways to support their emotional wellness as a Loyola student.

Residential Connections

October 1 – 28




All RAs: Put up flyer on course registration & academic planning (first year RAs) or sustainability (upperclass/grad RAs), provided by department

All RAs: Serve on half-team duty and assist with social program on Halloween weekend

Each Team: Write at least one OTM for October, by OTM due date

By Oct. 28

First Year RAs: Residents will define healthy relationships and consent. Upperclass/Grad RAs: Residents will differentiate between healthy and unhealthy relationship behaviors.


Oct. 29 – Nov. 18

Each Team: Write at least one OTM for November, by OTM due date

All RAs: Put up closing bulletin board/visual display (provided by department) and do closing meeting for residents

All RAs: Do stress-relief social program between Thanksgiving and finals

All RAs: Encourage residents to consider applying for RA position and to start to consider housing options for Fall 2019

All RAs: Submit end-of-semester Residential Curriculum Feedback Form

By Dec. 7

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Pre-Spring Break: January 12-February 28 (7 weeks)


January 22 – last day to drop/add a class

January 23-February 1 – Reapplication + Room Selection Info Sessions

February 12 – Reapplication + Room Selection Deadline

February 19 – Off-Campus Fair


All RAs: Complete door decorations and all bulletin boards By Jan. 12

First Year RAs: Residents will describe how to use a calendar to plan academic and personal responsibilities. Upperclass/Grad RAs: Residents will identify three strategies for seeking a summer internship.


By Jan. 12

All RAs: Do at least one social program, get to know new residents, and collect updated roommate agreements

All RAs: Tell residents about Reapplication + Room Selection Info Sessions and/or Off-Campus Housing Fair

By Jan. 20

All RAs: Residents will design specific and realistic goals for their personal, academic, and professional lives.

Residential Connections February 1 – 28

First Year RAs: Residents will define identity, social justice, privilege, and oppression. Upperclass/Grad RAs: Residents will give examples of privilege and oppression in their own lives, including in their residential communities.


February 1 – 28




All RAs: Assist with RA interview process

Each Team: Write at least one OTM for February, by OTM due date

By Feb. 28

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Post-Spring Break: March 11-April 26 (7 weeks)


March 25 – Last day to withdraw without WF

March 29-31 – Loyola Weekend

Month of April – Sexual Assault Awareness Month

April 8 – Registration begins (Drop-in Advising at FSYA on April 8-12)

April 11-14 – Weekend of Excellence


First Year RAs: Residents will identify two personal values and two Jesuit values. Upperclass/Grad RAs: Residents will integrate Jesuit values into a greater understanding of their personal values.


March 11 – 31




All RAs: Serve on half-team duty and assist with social program on St. Patrick’s Day weekend

Each Team: Write at least one OTM for March, by OTM due date

By March 31

All RAs: Post Health/Safety Inspection marketing materials TBD

First Year RAs: Residents will describe how students engage in the formation of faith, spirituality, or worldview. Upperclass/Grad RAs: Residents will analyze the formation of their own faith, spirituality, or worldview.


April 1 – 26


Each Team: Write at least one OTM for April, by OTM due date

All RAs: Put up closing bulletin board/visual display (provided by department) and do closing meeting for residents

LC RAs: Bring residents to LC End-of-Year Celebration

All RAs: Submit end-of-year Residential Curriculum Feedback Form

By April 26

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Sample Learning Strategy Guide

Learning Outcome: (First Year) Residents will explain two personal decision-making

strategies related to alcohol and drugs.

Learning Goal: Develop Independence

Timing: Pre-Fall Break (September 16-October 7)

Type: Area Choice

For this learning outcome, learning strategies will:

1. Introduce ways that students can make healthy decisions around alcohol and drugs

2. Have residents engage with these decision-making strategies in an interactive way

3. Have residents complete microsurvey

See Area Choice Guidelines in the Residential Curriculum and fill out this worksheet:

Program #1 Title:

o Lead RA:

o Marketing RA:

o Logistics RA:

o Supplies RA:

Program #2 Title (if applicable):

o Lead RA:

o Marketing RA:

o Logistics RA:

o Supplies RA:

Program #3 Title (if applicable):

o Lead RA:

o Marketing RA:

o Logistics RA:

o Supplies RA:

Mixed Media #1 Title:

o RA #1:

o RA #2:

Mixed Media #2 Title (if applicable):

o RA #1:

o RA #2:

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1. Learning Strategy Format Ideas

Programs

Loyola Scavenger Hunt: Have to solve clues that will tell residents about (or take them to)

different offices that can support them with Alcohol and marijuana related issues/resources (ie.

OSCCR, Wellness, SSWD)

Chicago Activity Fair: A residence hall could put together a mini fair where they let students

know about different options for fun evening activities at Loyola and in Chicago that do not

involve alcohol. For instance, have booths from different Loyola RSOs, local community theaters.

“Alcohol in the Advertising Age”: Have residents go through magazines in small groups and cut

out any alcohol ad that seems to be promoting stereotypes: alcohol will help you have more fun,

feel more confident, etc. The idea is that we are constantly being marketed the idea that alcohol

will help us have more fun, but that’s not typically true, especially with overconsumption. This

can be folded into a bigger vision board activity if you don’t want to just focus on alcohol.

Mocktail Party: If doing this activity, please focus on measuring standard drink sizes and alcohol

trivia, as opposed to just making mocktails, to ensure theres an educational element.

Alcohol/Marijuana Jeopardy or Trivia: Facts can be found at https://teens.drugabuse.gov/drug-

facts/marijuana and https://teens.drugabuse.gov/drug-facts/alcohol.

B.Y.O.B. (Bring Your Own Bowl): Ice cream social with brief sharing session/discussion on why

students may choose not to drink

Note: It can sometimes to be difficult to encourage students to come to an alcohol related activity or

presentation because they expect it to be a presentation solely on the dangers of drinking. However, we

also don’t want to glamorize drinking.

Another way to approach alcohol education is to hold an activity that has a more positive spin on it and

focuses on a different overarching topic, ie. Chicago activity fair, or a workshop on study skills. Alcohol

or marijuana information can be presented as a piece of this activity and discussed as something that

can detract from doing well in school or enjoying the Loyola experience. But it’s not the whole focus of

the activity. Please ask Mary Duckett for any ideas or more clarification if needed!

Mixed Media

Area-wide bulletin board about alcohol & drug decision-making strategies

Online newsletter around decision-making strategies

Visual display on back of bathroom stalls with statistics and strategies (Contact Mary Duckett at

the Wellness Center ([email protected]) for alcohol and marijuana related educational posters

and visuals for your residence hall.

Music video about alcohol education

https://teens.drugabuse.gov/drug-facts/marijuana

https://teens.drugabuse.gov/drug-facts/marijuana

https://teens.drugabuse.gov/drug-facts/alcohol

mailto:[email protected]

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2. Microsurvey

Before students leave the program, you should find a way to get students to fill out the student

learning microsurvey. You can provide incentives if needed.

3. Content to Cover

Whether you choose to drink alcohol or not, it is always a good idea to have a plan going into a night

where alcohol may be involved. Do you understand the effects of alcohol overconsumption? Do you

know how much alcohol is in a drink? How do your actions affect yourself and your friends? How will

everyone get home safely? If you choose to drink when you go out, remember the Student Promise,

remember the Good Samaritan policy, and follow these quick tips if you or your friends choose to drink:

Pace your drinking to 1 drink or less per hour

Shy away from shots or drinks with higher alcohol content

Sip your drink; don’t chug a drink, especially by playing drinking games

Drink plenty of water throughout the party to stay hydrated and potentially prevent a hangover

Keep track of your drink and what you are drinking, do not pick up a drink you put down and

make your own drinks

If you don't know what is in a drink (like jungle juice) choose something else

Set a drink limit and stick to it, keep a count of how much you have had

Have friends look out for each other and respect someone’s choice to not drink

Use public transportation, never drink and drive

Don’t go out alone, stick together (like a wolf pack of Ramblers!)

Statistics: https://www.luc.edu/safetynet/resources/faq/

Please reach out to Wellness Advocates (Loyola’s peer health educators) at

[email protected] to help with the activities above or do a presentation for your floor. The

Wellness Advocates do an alcohol and other drugs presentation with a “drink pour” interactive activity

and are always accepting requests from RAs. Please request the presentation at least 2 weeks in

advance.

SURVEY: srs.campuslabs.com

CONNECT ID: 16718

http://www.luc.edu/osccr/about/thestudentpromise/

http://www.luc.edu/ccc/samaritans/

https://www.luc.edu/safetynet/resources/faq/

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Selected Residential Curriculum Sources

Barr, R. B. & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate

education. Change, 27(6), 13-26. Retrieved from

https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1073&context=slcehighered

Blimling, G. S. (2015). Student learning in college residence halls. San Francisco: Jossey-Bass.

Brown, P. G. (2012, October 21). What is the residential curriculum model? What are curricular

approaches? Retrieved from https://paulgordonbrown.com/2012/10/21/what-is-the-

residential-curriculum-model/

Keeling, Richard P. (Ed). (2004). Learning reconsidered: A campus-wide focus on student

experience. Washington, D.C.: American College Personnel Association and National Association

of Student Personnel Administrators.

Keeling, Richard P. (Ed.). (2006). Learning reconsidered 2: Implementing a campus-wide focus

on the student experience. Washington, D.C.: American College Personnel Association and

National Association of Student Personnel Administrators.

G. & Tweedy, J. (2006). Beyond seat time and student satisfaction: A curricular approach to

residential education. About Campus, 11(5), 9-15. Retrieved from

https://onlinelibrary.wiley.com/doi/abs/10.1002/abc.181

Kerr, K. G., Tweedy, J., Edwards, K. E., & Kimmel, D. (2017). Shifting to curricular approaches to

learning beyond the classroom. About Campus, 22(1), 22-31. Retrieved from

https://onlinelibrary.wiley.com/doi/full/10.1002/abc.21279

Kuh, G. D. et al. (2006). What matters to student success: A review of the literature. Retrieved

from National Postsecondary Education Cooperative website:

https://nces.ed.gov/npec/pdf/Kuh_Team_Report.pdf

Schroeder, C. C., Mable, P., & Associates (1994). Realizing the educational potential of residence

halls. San Francisco: Jossey-Bass.

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