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Presentation on an innovative residential programming and delivery model, with greater depth in terms of theory, research, and specific details.

Presentation on an innovative residential programming and delivery model, with greater depth in terms of theory, research, and specific details.

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  • See, hear, smell, taste, touch, and THINK
  • Gatekeeper of information that our brain and mind attend toIt evaluates incoming data based on prior experience and prioritizesLittle if any conscious awareness
  • Provides a mechanism to attend to information in the short term without expending much energyActive for about 30 seconds
  • Provides a mechanism for extended concentration on a limited amount of information5-9 bits/chunksUp to 20 minutes (with some exceptions)NOTE: Augmentation
  • Long Term Storage /Cognitive Belief SystemWhat makes sense and what we find meaningful is committed to long term storage (LTS).Information stored in LTS becomes integrated with our Cognitive Belief System, including our sense of self or our Identity.
  • Becomes conscious of sensory informationIdentifies strategies, tools, resources and makes plans related to the taskRecognizes how one is drawing on prior knowledge and concepts and recognizes how one is constructing meaning, drawing inferences, making assumptions, etc.Consciously uses new information to reconstruct concepts
  • We looked at learning outcomes for the UNLV General Education program and those developed for Student Affairs at UNLV that were based on Learning Reconsidered.We considered which of those were essential to being “self-directed.”
  • What’s the process? Specialized Training – facilitating conversations, goal setting, etc.Each month, RA’s engage a minimum of 60% of their residents in 1 on 1 conversations:Goal setting (Aug./Sept.), Problem solving (Oct.),Relationships and a review of their goals (Nov. / Dec.)Evaluation of goals and new goal setting (Jan. / Feb.)Perspective Taking and review of their goals (March)Goal evaluation (April / May)Staff report monthly on #’s, trends, outliers, and what they have gained
  • RA asks resident to have lunch with them RA asks how they did in school last year, are they happy with their grades, etc. RA asks what they want to improve on this year – turns those into goals RA asks them what they need to do to achieve the stated goals (and helps make goals more measurable, realistic, identify resources, etc.) RA asks about areas not mentioned (personal goals, involvement, etc.) RA shifts back to more informal topics and ends conversation RA notes the goals and follows up regularly (the follow ups are highly regarded)
  • Any questions?

Reflective Engagement Model.Unlv Reflective Engagement Model.Unlv Presentation Transcript

  • - Residential Life
    Slide
    Content Box
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Stan Dura
    Residential Life Coordinator
    Doctoral Student, Educational Psychology
    UNLV
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Overview
    Engaging residents in cognitive activity that better supports academic success
    • Examine related Residential Education literature
    • Evaluate traditional programming in light of related literature
    • Consider related Theory on Learning and Pedagogy
    • Examine traditional programming in light of theory
    • Look at the current model, including RLC role, challenges, and training
    • Identify needs/opportunities for optimization for Fall
    • Wrap up
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Residential Education
    Current models essentially based on:
    • Astin’s research on peer’s influence on learning and involvementoutcomes
    • Schroeder and Mable’s call for integration of learning experiences and themed experiences within the residence halls
    • These foundations of our philosophy and approach to Residential Education are essentially educational services
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Residential Education
    Astin:
    • Peers exert tremendous influence on each other’s learning
    • Inputs > Environment > Outcomes
    Astin, A.W. (1984). Student Involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Residential Education
    Schroeder and Mable:
    • Yale Stories
    • extended peer interaction is their education
    • first year and structure of experiences vital
    • students learn standards of behavior from each other
    • student initiated activities are preferred over institutional ones
    Schroeder, C. C. & Mable, P. (1994). Realizing the educational potential of residence halls. San Francisco: Jossey-Bass.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Residential Education
    Schroeder and Mable:
    • Called to integrate residential experiences with academic experiences
    • Two tiers of residential responsibilities
    • Management
    • Educational
    Schroeder, C. C. & Mable, P. (1994). Realizing the educational potential of residence halls. San Francisco: Jossey-Bass.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Residential Education
    Schroeder and Mable:
    • 6 Conditions that foster student learning
    Clear and coherent educational purposes
    • With complimentary policies and practices
    Holistic approach to development and learning
    High expectations for student performance
    Ample opportunities for student involvement
    • Sufficient number for majority of students, not just the few
    Scaled communities of meaning with ethics of caring and belonging
    Use of effective instructional approaches
    Schroeder, C. C. & Mable, P. (1994). Realizing the educational potential of residence halls. San Francisco: Jossey-Bass.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Residential Education
    There’s a philosophical gap:
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Residential Education
    Astin, Schroeder and Mable:
    • Struggled to fully bridge the philosophical gap between residential services and true residential education.
    The educational purposes were geared toward providing educational opportunities and environments, not specifically educating
    Called for effective instructional practices but failed to recognize inherent instructional flaws of traditional programming
    Emphasized larger scale involvement but couldn’t translate that effectively to suggest how residential programs could involve a majority of their residents
    Focused attention on fostering learning, not facilitating learning
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Residential Education
    Key differences of the facilitating learning approach:
    • Experts design experiences
    • Experts and Peers facilitate learning
    • Process of learning is critical in designing experiences
    • Knowledge of learning theory and the process of learning
    • Crucial to design of experiences
    • Curricula and learning outcomes are the norm
    • Attempt to assess learning in and above maturation.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Residential Education
    Frameworks:
    • Frameworks for understanding student behavior and developmental trajectories
    • Chickering & Reisser
    • Multiple Identity Dev. models
    • Piaget
    • Kohlberg and Gilligan
    • Bandura
    • Kegan
    • Sanford
    • Perry
    • Baxter-Magolda
    • Kolb, Myers & Briggs
    • None of these address the cognitive processes involved in the learning that undergird our foundational models
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Residential Education
    Frameworks:
    These frameworks provide us a solid understanding how students change over time, and we consider the long term change as learning
    We have done a good job of creating environments in which learning may occur
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Residential Education
    Frameworks:
    However, in the context of increasing accountability and competition for human and fiscal resources, environments that mayfacilitate learning will not suffice
    We will be expected to apply effective instructional practices and design learning experiences that will facilitate learning.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Residential Education
    Frameworks:
    In order to do that, we must have and master frameworks for learning processes and effective pedagogy.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    What does learning involve?
    Assimilation & Integration
    Schema
    Attention
    Associationism
    Active Construction
    Episodic memory
    Metacognition
    Immediate Memory
    Dual Coding
    Expertise reversal
    Working memory
    Dual processing
    Transfer
    Goal Orientation
    Parallel Processing
    Motivation
    Sensory Register
    Self-efficacy
    Visual/Spatial sketchpad
    Cognitive Belief System
    Cognitive Load
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    What does learning involve?
    Cognitive Belief System
    “Cold Cognition” & “Hot Cognition”
    Motivation
    Identity
    Emotions
    Self-efficacy
    Critical Thinking
    Values
    Creativity
    Morals/Ethics
    Problem Solving and reasoning
    Metacognition and Reflection
    And of course, reading, encoding, etc.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    What does learning involve?
    • If we don’t understand the cognitive processes involved, then we are unable to effectively account for them in our efforts to educate.
    • Result: Successes are inconsistent and washed out by failures
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Research
    Research on outcomes of Residential Education
    • Blimling
    • meta-analysis of residential education on academic performance
    No impact, positive or negative
    Blimling, G. S. (1989). “A meta-analysis of the influence of college residence halls on academic performance.” Journal of College Student Development, 40, 610-623.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Research
    Research on outcomes of Residential Education
    • Pascarella & Terenzini
    • meta-analysis of residential experience’s impact on learning
    No consistent evidence of impact
    Pascarella, E.T. & Terenzini, P.T. (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Research
    Research on outcomes of Residential Education
    • Salisbury & Goodman
    • analysis of Wabash National Study data on instructional practices that positively impact student learning and success
    characteristics of the practice not the activity.
    Salisbury, M. & Goodman, K. (2009). “Educational practices that foster intercultural competence. Diversity & Democracy. 112(2), 12-13.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Research
    Research on outcomes of Residential Education
    • Wabash National Study
    • 2 essential characteristics of good practice shown to positively impact learning.
    Wrestling with different perspectives
    Quality interactions and instructional design
    Salisbury, M. & Goodman, K. (2009). “Educational practices that foster intercultural competence. Diversity & Democracy. 112(2), 12-13.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Research
    These results suggest:
    Residential Education has essentially been
    irrelevant
    in the education of residential students.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Research
    There are many reasons for this:
    • Insufficient knowledge of theories on learning and pedagogy
    • Diversity of learners and contexts
    • affordances and constraints are different
    • Content lacks coherent structure
    • Current models engage only a minority
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Research
    An Analogy:
    Developmental experts facilitating learning
    is akin to
    expert drivers designingan engine.
    Our expertise has not been in facilitating learning but rather in understanding developmental patterns and supporting environments
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Why we struggle to show impact?

    Expertise in Student Development
    Expertise in Learning and Teaching
    Both are necessary to educate well
    (perhaps especially so outside the classroom)
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Why we struggle to show impact?
    To successfully educate students
    (particularly in our unique and complex context)
    we need to be more
    attuned to learning and pedagogy.
    • We need corresponding theories and frameworks to help us understand how learning occurs
    • We need to find ways to integrate this knowledge and apply it to our unique contexts.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    A Framework for learning
    "If the brain were simple enough for us to understand it, we would be too simple to understand it."
    ~Ken Hill
    Much is still a mystery, but here are the basic cognitive aspects of learning…
    Information Processing Model – A Framework
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Information Processing Model
    Sensory information either external or internal
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Information Processing Model
    The Sensory Register
    • Gatekeeper of information that our brain and mind attend to
    • It evaluates incoming data based on prior experience, immediate goals, and prioritizes
    • Little if any conscious awareness
    Sensory information either external or internal
    Sensory Register
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Information Processing Model
    Immediate Memory
    Provides a mechanism to attend to information in the short term without expending much energy
    Active for just a few seconds
    Sensory information either external or internal
    Sensory Register
    Immediate Memory
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Information Processing Model
    Working Memory
    Provides a mechanism for extended concentration on a limited amount of information
    5-9 bits/chunks
    Up to 30 Seconds, extended with attention up to ~20 minutes
    Sensory information either external or internal
    Sensory Register
    Immediate Memory
    Working Memory
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Information Processing Model
    Long Term Storage /
    Cognitive Belief System
    • What makes sense and what we find meaningful is committed to long term storage (LTS).
    • Information stored in LTS becomes integrated with our Cognitive Belief System, including our various identities or senses of self.
    Long Term Storage & Cognitive Belief System
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Putting it all together
    Sense and Meaning
    Past Experience & Goals
    Sensory information either external or internal
    Sensory Register
    Immediate Memory
    Working Memory
    Long Term Storage & Cognitive Belief System
    Information discarded or lost
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Teaching and Learning
    Three approaches to Teaching
    Transmission Approach (Knowledge Centered)
    Acquisition Approach (Student Centered)
    Deeper Learning Approach (Conceptual Change)
    Light, G., Calkins, S., and Cox, R. (2009). Learning and teaching in Higher Education: The reflective professional. London: Sage Publications, Ltd.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Teaching and Learning
    Transmission Approach
    • Intention is to distribute content (hope it is learned)
    • Teaching is distinctly separate from learning
    • Learning deficit lies with learner
    Light, G., Calkins, S., and Cox, R. (2009). Learning and teaching in Higher Education: The reflective professional. London: Sage Publications, Ltd.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Teaching and Learning
    Acquisition or Student Centered Approach
    • Intent is to help students acquire content
    • Teaching automatically causes learning
    • Learning deficit lies in communication between teacher-student
    Light, G., Calkins, S., and Cox, R. (2009). Learning and teaching in Higher Education: The reflective professional. London: Sage Publications, Ltd.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Teaching and Learning
    Deeper Learning Approach
    • Intent is to engage students in reconstructing content themselves.
    • Teaching is by-product of learning
    • If learning does not occur, did teaching?
    • Learning deficit lies within shared roles within learning environment
    Light, G., Calkins, S., and Cox, R. (2009). Learning and teaching in Higher Education: The reflective professional. London: Sage Publications, Ltd.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Teaching and Learning
    Three approaches to Learning
    Surface Approach
    Strategic Approach
    Deeper Learning Approach
    Entwistle, N. J. and Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Teaching and Learning
    Surface Approach
    • Intention is to just get by; get it over with
    • no consideration of purpose or strategy
    • i.e. no metacognition
    • Unrelated bits of information
    • Difficult to make sense of new ideas
    Entwistle, N. J. and Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Teaching and Learning
    Strategic Approach
    • Intention is to please the instructor and achieve highest possible grade
    • Some metacognition to organize content for reproduction (not necessarily understanding)
    • Effective time management, consistent effort
    • New ideas are easy if they fit the current structure
    Entwistle, N. J. and Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Teaching and Learning
    Deeper Learning Approach
    • Intention is to understand ideas for themselves
    • Emphasis on metacognition and critical thinking
    • Relating ideas, looking for patterns
    • examining arguments, checking assumptions, etc.
    • Active interest and participation
    • Readily integrates new ideas, regardless of fit
    Entwistle, N. J. and Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Teaching and Learning
    The goal is to move
    both ourselves and residents
    to more of a
    deeper learning approach
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Bloom’s Taxonomy:
    A framework for learning
    activity and pedagogy
    Evaluation
    Synthesis
    Analysis
    Application
    Comprehension
    Knowledge
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Bloom’s Taxonomy:
    Adapted framework for
    learning activity and
    pedagogy
    Create
    Integrate
    Meaningful Learning
    (Transform information)
    Analyze
    Apply
    Reproduce
    Rote Learning
    (Reproduce info)
    Remember
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Learning Activity
    Rote learning or lower level activity:
    • Information is much less likely to be remembered
    • Information is even less likely to be integrated
    • Relationships and meaning are often ignored
    • Bread and butter of the “Transmission Approach”
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Learning Activity
    Meaningful learning or higher order activity:
    • Information is much more likely to be remembered
    • Information is more likely to be integrated
    • Relationships and meaning are emphasized
    • Bread and butter of the “Deeper Learning Approach”
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Where do we fit?
    Create
    Integrate
    Meaningful Learning
    (Transform information)
    REM Model
    Analyze
    Apply
    Some Specialized Programming
    Reproduce
    Rote Learning
    (Reproduce info)
    Traditional Programming
    Remember
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    What do we address directly?
    (with a majority of our residents?)
    Cognitive Belief System
    “Cold Cognition” & “Hot Cognition”
    Motivation
    Identity
    Emotions
    Self-efficacy
    Critical Thinking
    Values
    Creativity
    Morals/Ethics
    Problem Solving
    Metacognition and Reflection
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    What do we address directly?
    (with a majority of our residents?)
    None of the above
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    What do we address directly?
    (with a majority of our residents?)
    Even with our mission: “…self directed individuals…”
    • We cannot say that we directly attend to any specific aspects of being self directed with a majority our residents…
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    What can we attend to directly?
    (with a majority of our residents?)
    The REM model originated from three questions
    How can we better engage every resident in our educational efforts
    How can we make those efforts more meaningful and effective learning experiences?
    How would we best deliver it?
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Juxtaposition
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Juxtaposition
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Juxtaposition
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Juxtaposition
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Foundations
    Metacognitive in nature – engaging them repeatedly in “thinking about their thinking” and constructing and re-constructing meaning around individual experiences.
    • Focus is on processinstead of content.
    Based on 3 related theories
    Metacognition – reflective analysis of their thinking
    Schema – construction/reconstruction of conceptualizations
    Vygotsky – “Zone of Proximal Development” – peer mentoring within social context to extend learner’s capabilities
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Metacognition - awareness of and conscious control over one’s thinking and processing of information
    • “Executive Control” – allows for conscious control
    • Planning
    • Monitoring
    • Evaluating
    • (recreating/reconstructing)
    • REM focuses on Evaluating and Reconstructing for the most part
    Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906 - 911.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Executive Control
    Metacognition
    Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906 - 911.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Schema - conceptual structure for understanding related information and/or procedures
    Take a quick look at this next slide…
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Schema - conceptual structure for understanding related information and/or procedures
    What kind of animal do you think it is?
    Why?
    Let’s take a closer look…
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Schema - conceptual structure for understanding related information and/or procedures
    Use a sheet of paper and draw a pirate ship
    Compare drawings… What was different? Why?
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Schema - conceptual structure for understanding related information and/or procedures
    That structure influences what sensory information we attend to, how we process and integrate that information, and even fills in gaps when we cannot recall the original information
    Anderson, R. C. (1977). The notion of schemata and the educational enterprise. In R. C Anderson, R.J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge. Hillsdale, N.J.: Erlbaum.
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Zone of Proximal Development - That area just beyond the learner’s capabilities such that, with assistance, the learner is able to extend his/her capabilities.
    Not capable
    With Help
    Zone of Proximal Development
    Alone
    Designing learning within this area is more effective
    Vygotsky, L.S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    The REM model engages residents in structured experiences that:
    • are grounded in relevant theory
    • mimic interactions with staff and faculty
    • utilize higher order thinking skills
    • assist residents in evaluating their conceptualizations
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Application at UNLV
    The Housing and Residential Life mission is centered on developing
    “self-directed individuals.”
    • What is essential to being “self-directed”?
    Looking at:
    • UNLV General Education Outcomes
    • Co-Curricular Agenda
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Behavioral Learning Outcomes
    Cognitive Complexity – the ability to think critically and problem solve
    Self Management and Relationship with Others – the ability to:
    • manage one’s behavior and performance
    • establish and evaluate one’s relationships
    Aesthetic Sensitivity and Cultural Competence – the ability to recognize and appreciate cultural practices and differences
    (see handout)
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Timeline and Progression
    Aug.-Sept. – Goal setting
    October – Problem Solving
    Nov.-Dec. – Relationships and Goal Review
    Jan.-Feb. – Goal Review, Goal Setting
    March – Multiple Perspective Taking
    April-May – Goal Evaluation
    (see handouts)
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    What’s the process?
    • Semi-specialized Training – facilitating conversations, goal setting, etc.
    • Each month, RA’s engage a minimum of 60% of their residents in 1 on 1 conversations:
    • Goal setting (Aug./Sept.),
    • Problem solving (Oct.),
    • Relationships and a review of their goals (Nov. / Dec.)
    • Evaluation of goals and new goal setting (Jan. / Feb.)
    • Perspective Taking and review of their goals (March)
    • Goal evaluation (April / May)
    • Staff report monthly on #’s/names, trends, outliers, and what they have gained
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Sample “121”
    • RA asks resident to have lunch with them
    • RA asks how they did in school last year, are they happy with their grades, etc.
    • RA asks what they want to improve on this year – turns those into goals
    • RA asks them what they need to do to achieve the stated goals (and helps make goals more measurable, realistic, identify resources, etc.)
    • RA asks about areas not mentioned (personal goals, involvement, etc.)
    • RA shifts back to more informal topics and ends conversation
    • RA notes the goals and follows up regularly (the follow ups are highly regarded)
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    RLC – RA 1 on 1’s
    • RLC Models the process of social dialogue and guiding the discussion towards goals
    • Solicits perspectives
    • Respects, and overtly welcomes, opposite perspectives
    • Offers different perspectives (devils advocate, deeper contexts, etc.)
    • including how to improve technique, strategy, etc. with 121s
    • Challenges assumptions and argument logic
    • in both RA and RLC’s given perspectives
    • Facilitates and praises critical reflection
    • Attempts to articulate thought processes to make “metacognition” overt
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    What is required of RLCs for model to be successful
    • Modeling and making explicit metacognitive processes
    • Understand the concepts and theory that undergirds the model and LO’s
    • Helping staff learn how to guide conversations more intentionally around LO’s
    • Helping staff learn how to recognize and set good goals and counsel residents on the same
    • Modeling openness to different ideas, even those the RLC disregards
    • Recognize where staff are struggling and develop ways to scaffold learning
    • Being overt and explicit in following up
    • asking residents about conversations with staff
    • ensure appropriate topics are being covered (staff can get too off topic)
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Struggles for staff
    • Making the formal seem informal
    • Being metacognitively aware of conversations and intentionally guiding them
    • Knowing how to articulate their thought processes and make them explicit for residents to “see” and learn from
    • Time management
    • It can take much more time for staff to track down residents
    • It requires more precise time management to accommodate residents’ time
    • Procrastination still difficult to overcome
    • Overcoming resistance or disinterest on part of residents during interactions
    • Note taking, record keeping
    • Recognizing opportunities to follow up and connect residents
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    What is required of Staff for model to be successful
    • “Mentor to many” perspective vs. “policy enforcer” or “programmer”
    • Capacity for intimacy, listening, and metacognition
    • Competence in being able to strategize and intentionally guide conversations
    • Flexible time-management and interpersonal skills
    • Understanding of the learning outcomes and goals month to month
    • Openness to different ideas, even those the staff disregards
    • Ability to recognize patterns and opportunities
    • Resources related to goals, interests, problems, needs, etc.
    • Patterns of behavior and possible consequences
    • Similarities and differences between residents
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Things we’ve changed
    • Structure of 121’s
    • allowed for greater flexibility (i.e. partial small groups, less formal, etc.)
    • Removed the Cultural Identity learning outcome
    • Combined Nov. and December leaving 6 total, resulting in:
    • combining of Relationship reflection with Fall academic goal review
    • Declined to introduce the rubric
    • Relaxed scripts
    • Provided scaffolding materials (i.e. sample introductory, probing and challenging questions, etc.)
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Opportunities for enhancement
    • Learning Outcomes and Assessment
    • Tie in with Floor Meeting content
    • Training
    • Curricula development
    • Academic At Risk Intervention
    • Branding
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Learning Outcomes
    • We can adapt the learning outcomes
    • Specific focuses (First Year, Academic Skills, Hotel Major, etc.)
    • SUGGEST: Focus more specifically on Critical Thinking
    • Provides direct leverage to academic performance and problem solving (+ more)
    • Flexible entry points (current events, contemporary issues, problem solving, etc.)
    • Simplifies model and activities for staff
    • Can simplify training, too. (lots of structure, texts, resources for training)
    • Provide a clearer topic to assess (many assessments of Critical Thinking)
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Assessment (currently weakest aspect)
    • Assessment and Evaluation
    • Evaluation of individual 121’s
    • SUGGEST: Randomly select 1 staff each week to complete 5 evals
    • Develop short corresponding eval around quality, outcomes, etc.
    • SUGGEST: Require goals to be written down, 1 for staff, 1 for resident
    • Direct assessment of student learning
    • SUGGEST: Simplify matrix and use each time (ZPD and strategy).
    • SUGGEST: Use/create instrument for pre and post (or other methodology)
    • We use that data to track growth from year to year
    • Develop matrix, either Student Voice matrix, Google Spreadsheet, etc.
    • Tie in with overall departmental plan
    • Need to determine what data needed and get systems in place
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Example of Simplified Matrix Eval
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Learning Outcomes and Assessment
    • 4 Questions
    What do we really want students to achieve? (1-5 LO’s no more)
    How will their residential experience help them achieve it?
    How will we know if they achieved it?
    How will we know if our effort contributed to their achieving it?
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Tie in with Floor Meeting Content
    • Opportunity to structure floor meetings to provide for
    • Tie-in with 121 topics
    • Multicultural dialogues
    • Ongoing Standards
    • Intentional community building activities
    • Allows for evaluation of floor meetings
    • Further corrals our efforts in a more cohesive and intentional direction
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Training
    • Conceptual Development
    • Educators/Mentors vs. Policy Enforcers, Programmers, etc.
    • Learning Outcomes
    • Dualism vs. Relativism (i.e. Dualistic staff have more difficulty)
    • Skill Development
    • Metacognition (maybe Critical Thinking)
    • Strategic facilitation of conversations
    • Ties with Helping Skills
    • Evaluation
    • Application
    • Application of Helping Skills within 121 context
    • Application of strategic facilitation of conversations
    • Problem based applications (i.e. cases studies, comprehensive application)
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Curricula Development
    • Opportunity to develop a curricula for our Residential Education to help focus efforts
    • Flexible
    • Same across halls/floors
    • Complexes can develop individual curricula based on complex/floor
    • Provides better communication
    • with administration (clear purpose, goals, etc.)
    • with academic units (speaking shared language)
    • Curricula would drive learning outcomes and 121 questions
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Academic At Risk Intervention
    • Opportunity to intervene with identified at risk students
    • Can develop Fall assessment
    • Can use LASSI
    • Others…
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    Reflective Engagement Model
    Branding
    • Opportunity to develop a unique and effective brand
    • can help communicate its purpose and/or methods
    • can help create a sense of connection between complexes
    • can help establish an identity for the residential experience
    • can help with marketing
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011
  • - Residential Life
    ?
    Got Questions?
    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
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    Title
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    Reflective Engagement Model
    UNLV HRL Presentation
    June 1, 2011
    Stan Dura
    © 2011