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American University: The Pillars of Residential Education.

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Brown, P. G., Eller, J., & Treter, D. (2011, March). Developing a residential education curriculum: American University exemplar. Promising Practice presentation at the Annual Convention of the …

Brown, P. G., Eller, J., & Treter, D. (2011, March). Developing a residential education curriculum: American University exemplar. Promising Practice presentation at the Annual Convention of the American College Personnel Association National Convention, Baltimore, MD.

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  • 1. History Structure Practice
  • 2. Location: Washington, DC Status: Private, Liberal Arts, Doctoral Institution, Methodist-affiliated Undergraduate Enrollment: 6241 Non-Degree: 1101 Famous for: Political Activism Study Abroad Programs: 100+
  • 3. Average Class Size: 23 Faculty: 646, 95% full time Student to Faculty Ratio: 13:1 Colleges and Schools: • College of Arts and Sciences • Kogod School of Business • School of Communication • School of Public Affairs • School of International Service
  • 4. Student Population • 139 countries and all 50 states are represented. • 69 percent of physical and natural science majors are women. • 1,698 students major in international studies—the largest U.S. undergraduate program. Student Experience • 81 percent of undergraduates participates in an internship. • 59 percent of students have studied abroad.
  • 5. Student Goals and Values •71 percent of students report that “keeping up-to-date with political affairs” is important. •79 percent of students report that “improving their understanding of other countries and cultures” is important.
  • 6. Program Model Curricular Model
  • 7. THE PROGRAM MODEL Program models often involve categories of programs (“educational,” “social,” etc.) and require RAs to complete a certain number of programs in each category over the course of a semester. A classic example is based off of the “wellness wheel.”
  • 8. pizza the effect
  • 9. LOW IMPACT
  • 10. The Curricular Model Curricular Models assume a theory and learning outcomes driven approach. Plans for learning opportunities and programs are developed so that each one successively builds off of the next. The professional staff, as opposed to the RAs, develop the frameworks for the plans based on research and continuous assessment.
  • 11. Program Model Curricular Model
  • 12. The Curricular Model 1. Directly Connected to Institutional/Departmental Mission and Strategic Plan 2. Based on Student Development Theory 3. Educational Priority 4. Learning Outcomes Drive Development of Educational Strategies 5. Multiple Learning Strategies (Beyond Just Programming)
  • 13. The Curricular Model 6. Sequenced Learning (by month and by year) 7. Student Staff Member Role in Process (But Not as the Educational Expert) 8. Stakeholders are Identified and Involved 9. Plan is Developed Through a Peer Review Process 10.Assessment
  • 14. Program Model Curricular Model
  • 15. History Structure Practice
  • 16. # History
  • 17. 2005 Transitions Identity Management Engagement Internationalism Diversity Ethics Action Service
  • 18. 2006
  • 19. 3 frequency
  • 20. 5 “programming” new methods of
  • 21. name change 2
  • 22. mission 1
  • 23. 2007
  • 24. 6 community development action plans
  • 25. 10 assessment
  • 26. 2008
  • 27. new 5 philosophy
  • 28. global 1 citizen scholars defined
  • 29. hall curricula 6 individualized
  • 30. 4
  • 31. programs 5 to learning methods
  • 32. 2009
  • 33. 2 values • Civic Engagement • Health and Wellness • Sustainability • Purposeful Leadership • Academic Excellence & Scholarship • Inclusion and Difference • University Commitment & Spirit • Global Dimensions
  • 34. 5 one-on-one interactions
  • 35. committees 7
  • 36. 2010
  • 37. collaboration 8
  • 38. 10
  • 39. 7 committee curricula
  • 40. History
  • 41. History Structure Practice
  • 42. Structure
  • 43. Our Residential Curriculum
  • 44. Our Residential Curriculum Student Development Theory and Research
  • 45. Interpersonal Epistemological Self- Authorship Intrapersonal
  • 46. Our Residential Curriculum Student Development Theory and Research
  • 47. Our Residential Curriculum AU Mission / Strategic Plan Student Development Theory and Research
  • 48. Our Residential Curriculum Res Ed Mission AU Mission / Strategic Plan Student Development Theory and Research
  • 49. Our Residential Curriculum Global Citizen Scholars Res Ed Mission AU Mission / Strategic Plan Student Development Theory and Research
  • 50. Our Residential Curriculum Global Citizen Scholars Res Ed Mission AU Mission / Strategic Plan Student Development Theory and Research
  • 51. Our Residential Curriculum Epistemologic Intrapersonal Interpersonal Dimensions of Learning Global Citizen Scholars Res Ed Mission AU Mission / Strategic Plan Student Development Theory and Research
  • 52. InterpersonaEl pistemological Global Citizen Scholars Intrapersonal Learning Community Context
  • 53. Our Residential Curriculum Epistemologic Intrapersonal Interpersonal Dimensions of Learning Global Citizen Scholars Res Ed Mission AU Mission / Strategic Plan Student Development Theory and Research
  • 54. Residential Curriculum Residential Curriculum Multicultural Competence Personal Identity and Wellness Pillars Academic Excel. and Scholarship Community and Civic Engagement Purposeful Leadership Sustainability Epistemologic Intrapersonal Interpersonal Dimensions of Learning Global Citizen Scholars Res Ed Mission AU Mission / Strategic Plan Student Development Theory and Research
  • 55. Residential Curriculum Residential Curriculum Multicultural Competence Personal Identity and Wellness Pillars Academic Excel. and Scholarship Community and Civic Engagement Purposeful Leadership Sustainability Epistemologic Intrapersonal Interpersonal Dimensions of Learning Global Citizen Scholars Res Ed Mission AU Mission / Strategic Plan Student Development Theory and Research
  • 56. Residential Curriculum Committees RHA, NRHH & Multicultural Competence Personal Identity and Wellness Pillars Academic Excel. and Scholarship Community and Civic Engagement Leadership Purposeful Leadership Departmental Programs Sustainability Epistemologic Intrapersonal Interpersonal Dimensions of Learning Global Citizen Scholars Res Ed Mission AU Mission / Strategic Plan Student Development Theory and Research
  • 57. North Campus (2nd Year Focus) South Campus (1st Year Focus) 4 Committees 4 Committees Leadership and Sustainability Pillars Programmed Centrally
  • 58. !"#$%&'"()*"%++%,"%(#,$(-"./+#01.'2( 3'01456%#0(3/"71(8-/74.(9#&271:( !$;'1/0<(=#7+(>0/?,( ( @+/A#+(B%#0,',C(@/#+1<( • !"#$%&'()*++*,%-$&%&#.)/$"),#.*-,0#.)'*,)/0/"#1&0).-00#..)&$)%2#),#.&"#$0#)2/33)0*11-$&%(4) • 5$6/6#)7&%2)'/0-3%()8*%2)&$.&"#)/$")*-%.&"#)*')%2#)03/..,**14) • !$9#.%&6/%#)/0/"#1&0)1/:*,.;)0/,##,)*++*,%-$&%&#.;)/$")+,#+/,#)'*,)+*.%<6,/"-/%&*$4) • =#9#3*+).>&33.)%*)#$2/$0#)/0/"#1&0).-00#..4) • 5$6/6#)&$)#''#0%&9#)/$")1#/$&$6'-3)"&/3*6-#)7&%2)1-3%&+3#)+#,.+#0%&9#.4) •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
  • 59. Residential Curriculum Committees RHA, NRHH & Multicultural Competence Personal Identity and Wellness Pillars Academic Excel. and Scholarship Community and Civic Engagement Leadership Purposeful Leadership Departmental Programs Sustainability Epistemologic Intrapersonal Interpersonal Dimensions of Learning Global Citizen Scholars Res Ed Mission AU Mission / Strategic Plan Student Development Theory and Research
  • 60. Intentional Interactions Committees RHA, NRHH & Multicultural Competence Personal Identity and Wellness Pillars Academic Excel. and Scholarship Community and Civic Engagement Leadership Purposeful Leadership Departmental Programs Sustainability Epistemologic Intrapersonal Interpersonal Dimensions of Learning Global Citizen Scholars Res Ed Mission AU Mission / Strategic Plan Student Development Theory and Research
  • 61. Structure
  • 62. History Structure Practice
  • 63. Practice
  • 64. syllabus
  • 65. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16
  • 66. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Committee
  • 67. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Committee Intentional Interactions
  • 68. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Committee Intentional Floor Interactions
  • 69. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Committee Intentional Floor Interactions
  • 70. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Committee Intentional Floor Interactions LLP
  • 71. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Committee Intentional Floor Interactions LLP
  • 72. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Committee Intentional Floor Interactions
  • 73. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Committee Floor
  • 74. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 syllabus
  • 75. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Sustainability
  • 76. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Sustainability Leadership
  • 77. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 syllabus
  • 78. new student orientation
  • 79. ra training
  • 80. collaboration
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  •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`"(2.*$%0.2D(T-,A%22',0#>($-%22( %F+%".%$D !"#$%&'"(EF"%>>%0"%(#0$( )"?,>#-2?'+ 0, 0, 3%).*$%0.2(Q'>>(@%(C*'$%$(.?-,*C?(#(N(+#-.(2%-'%2( .,(2,-.(.?-,*C?(#>>(,A(.?%'-('0b*%0"%2(#0$( !"#$%&'"(EF"%>>%0"%(#0$( B#>*%2(.,($'2",B%-(Q?#.(.?%3(-%#>>3(Q#0.(.,($,( )"?,>#-2?'+ A,-(#("#-%%-D( 0, 0, 3%).*$%0.2(Q'>>(@%(#@>%(.,(+#-H"'+#.%('0( Q,-O2?,+2c(+#0%>($'2"*22',02c(#0$(0%.Q,-O'0C( !"#$%&'"(EF"%>>%0"%(#0$( %B%0.2(?,2.%$(@3()^)(#>*&0'c(%&+>,3%-2c( 0, 0, 3%)"?,>#-2?'+ A#"*>.3c(#0$(2.#d(A,"*2%$(,0('0.%-0#H,0#>(
  • 84. 29 )&4A$(;B3(9 )&4A$(;C/?9 )&4A$(;D4?;E;F(@9 3%2(G#0$( '0.%-0#H,0#>I 0, 0, 3%2 0, 0, 3%2 3%2 3%2 3%2 3%2 3%2 3%2 3%2 3%2 3%2 3%2 3%2 3%2 3%2 3%2 3%2 3%2 3%2 3%2 3%2 3%2 0, 3%2 3%2 3%2
  • 85. collaboration
  • 86. assessment
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  • 88. Practice
  • 89. History Structure Practice
  • 90. your questions

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