Texas State University Residential Curriculum:

Creating Community and Connections (C3)

OverviewThis document will discuss. . .

• The components of the Texas State Residential Curriculum

o Educational Priority- Our ultimate aim

o Learning Goals- What we want residents to learn and be exposed to

o Learning Outcomes- Specific areas to focus on

o Syllabi

• The required learning methods in the curriculum

o Resident Conversations

o Roommate Agreements

o Community Agreements

o Sociograms

• Other learning methods and assessment

• Social Opportunities

Topics

After three years of planning and a major revision post-implementation, the following will be used for the 2017-2018 curriculum:

Educational Priority Learning Goals for Buildings & LLC Learning Outcomes for Buildings & LLC

Sense of Belonging - Assist in student

retention by creating opportunities to

connect to the University through on

campus living

Demonstrate knowledge of tools for

success - Connect students to

University support resources to help

them continue their Texas State

journey.

Explore Financial Literacy

Identify Academic Support

Resources

Participate in hall/campus activities

and either gets involved in or has

detailed knowledge of campus

organizations.

Investigate wellness strategies -

Students will be exposed to

opportunities to learn healthy habits.

Explore strategies on achieving

and maintaining mental wellness

Identify healthy alcohol and drug

behavior

Explore Relationships with Self and

Others - Students will have

opportunities to engage in conflict

resolution, introspection, emotional

intelligence, and the development of

critical thinking skills.

Recognize and incorporate

methods to build positive and

healthy relationships

Identify mutual goals and

guidelines in shared living spaces

Syllabus

• There is one unified syllabus for all halls (LLCs may differ due to concentration areas) in which synchronization has been specified. However, your RD may lengthen or shorten topical areas within the synchronization based on a needs based assessments of your residents.

• Shallow

• Closed ended questions

• Student has to come to me

• Not learning their names

• Resident conversations are your first contact

• Accepting equally shallow responses

• Being complacent and dismissing someone as a lost cause

• Deep

• Open ended questions

• Expanding on short answers

• Providing individualistic follow up and checking in

• Asking specific details beyond names

• Showing interest in them as humans

Creating Connections

Building Relationships

Sense of belonging

Required: Resident Conversations

1. While staff have the ability to create their resident’s educational experience within the hall, the Residential Curriculum Committee has also decided upon specific methods of education for all residents.

• Resident Conversations

• Length: 15-30 minute long meetings

• Frequency: 4 meetings per each student for the year

• Conversation Occurrence

• Convo #1 – August/September

• Convo #2 – October/November

• Convo #3 – January/February

• Convo #4 – March/April

• RAs will utilize the Resident Conversations guide when speaking with residents

Res Convos - Start with Why• Simon Sinek- “People don’t buy what you do, they buy why you do it.”

RCs are personal connections between our staff and residents that reflect our culture of care and support our educational priority of sense of belonging.

Student staff are trained to connect with students and provide resources and support through open-ended dialogue and genuine interest in the student’s experience.

We believe that Resident Conversations are the foundation of a student’s experience with us.RCs foster connection to the student staff, campus, and San Marcos community which is crucial to retention and success at TXST.

What makes a “good” conversation?

• 1. Start with an ethic of care:

• Your goal is to show that he/she is genuinely interested and invested in their experiences at TXST.

• 2. Know the plan, but be flexible:

• You’re not mining for data, you’re building a relationship. Worry less about collecting information, and more on developing a natural conversation.

• 3. Ask open-ended questions:

• Create a space where your residents feel comfortable sharing as much or as little as they want. Open-ended questions have no “right” answer!

• 4. Listen and Reflect:

• The conversation should be about the resident, not you. Share resources and ideas when necessary, but focus on listening first.

How to have a successful dialogue

• 1- Committed listening

• “You seemed stressed about your test yesterday. How did it go?”

• We’re often listening to respond instead of simply listening.

• 2- Paraphrasing

• “So you’re not sure. Did you feel prepared for the material?”

• 3- Positive intent, powerful questions

• “What’s your plan for the next test? Are there study groups or resources you want to use?”

• 4- Reflective feedback

• “Well, it sounds like you have a plan. If you’re looking for tutoring, SLAC is a great resource for residents.”

Required: Roommate Agreements

2. All residents who have roommates will be required to complete a Roommate Agreement form. Roommates will receive a form from their Resident Assistant and are required to meet and discuss the information on the form with each other. The RA will also meet with the roommates to go over the decisions that were made regarding each topic.

Quotes from Bad Example Roommate Agreement

Conversation:• “We’re all fine with loud noise at any time.”

• “James can eat all of food whenever they want.”

• “I don’t care if my roommate’s partner is here all of the time.”

• “Lights don’t bother me.”

• “Any temperature in the room is fine with me.”

• “They won’t bother me if they come in the room after I’m asleep on a continual basis.”

Required: Community Agreements3. Each floor/wing/building will create Community Agreements in the fall semester and review them in the spring semester. RAs will have a conversation with their community around a variety of community-related subjects and take notes on what the community decides. At the end of the conversation, each community member will sign the paper in understanding of what the community has agreed. Below are some possible subjects to bring up during the community agreement discussion:

• Noiseo Noise levelo Study hourso Conversations when there are

concerns• Cleanliness in the public spaces

o Hallwayso Bathroomso Lounges/Floor Lobbieso Study Roomso Kitchenettes/Kitchenso Water fountainso Recycling

• Bathroom Usageo Opposite sex ability to use or not

• Personal Safetyo Addressing non-residents

• Damageso Addressing and reporting

damages• Floor representation on Hall Council• Floor activities and meetings

o Floor dinnerso Birthday celebrationso Floor Intramurals

Required: Sociograms

• 4. Visual representation of the community developed by you between your residents.

• They represent interactions, relationships, and common interests that have been learned or developed via your interactions with your students throughout their time in your hall.

Additional Responsibilities

5. Event/ Activity/ Initiative Planning and Community Building:

We talk a lot about the education aspects of the Residential Curriculum, but it is important to note that you should still do social programming with your residents! Social programming will be one of the main ways you will let your creativity shine.

In the Programming Learning Module, you will learn more about how to plan events (and evaluate them), how to advertise, and how to get funding if you need it.

Your Residence Director will provide expectations regarding how many social programs will be completed and what parameters are around them.

Brining it back

• Everything that is required or asked of you comes back to an institutional culture of care and a departmental fostering of a sense of belonging in our TXST students

Other Learning MethodsAs you learned in the first Residential Curriculum document, programming is only one tool that can be used to help residents learn.

You and your staff will develop other learning tools to help meet the Learning Goals and Learning Outcomes.

Below, you will find “outside the box” learning methods that you might consider!

• Question of the Day/Week

• Using social media

• During room lockouts

• During Emergency Device Inspections

• During Knock and Talks (if required)

• Hot Topic Brown Bag Lunches

• Newsletters

• Flyers in restrooms

• Interactive bulletin boards

What methods can you think of that would be considered ‘outside the box’ and not necessarily a program?

What Happened to Social Programming?

We talk a lot about the education aspects of the Residential Curriculum, but it is important to note that RAs should still do social programming with their residents! Social programming is one of the main ways your creativity will shine.

In the Community Building and Event Planning Module, they will learn more about how to plan events (and evaluate them), how to advertise, and how to get funding if they need it.

Residence Directors will provide expectations regarding social programming.

Final Notes

• While this curriculum might seem to be a lot, the Department of Housing and Residential Life believes that you and your staff can accomplish it!

• Working with your staff to plan will be key in your success along with time management and relationship building with your residents.

• There are INFINITE POSSIBILITIES!