Reflective Engagement Model.Unlv

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Reflective Engagement Model
UNLV HRL Presentation
June 1, 2011
Stan Dura
© 2011

- Residential Life
Stan Dura
Residential Life Coordinator
Doctoral Student, Educational Psychology
UNLV
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
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
June 1, 2011
Stan Dura
© 2011

- Residential Life
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.
June 1, 2011
Stan Dura
© 2011

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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.
June 1, 2011
Stan Dura
© 2011

- Residential Life
Called to integrate residential experiences with academic experiences
Two tiers of residential responsibilities
Management
Educational
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Stan Dura
© 2011

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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
June 1, 2011
Stan Dura
© 2011

- Residential Life
There’s a philosophical gap:
June 1, 2011
Stan Dura
© 2011

- Residential Life
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
June 1, 2011
Stan Dura
© 2011

- Residential Life
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.
June 1, 2011
Stan Dura
© 2011

- Residential Life
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
June 1, 2011
Stan Dura
© 2011

- Residential Life
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
June 1, 2011
Stan Dura
© 2011

- Residential Life
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.
June 1, 2011
Stan Dura
© 2011

- Residential Life
Frameworks:
In order to do that, we must have and master frameworks for learning processes and effective pedagogy.
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
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© 2011

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“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.
June 1, 2011
Stan Dura
© 2011

- Residential Life
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
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.
June 1, 2011
Stan Dura
© 2011

- Residential Life
Research
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.
June 1, 2011
Stan Dura
© 2011

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Research
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.
June 1, 2011
Stan Dura
© 2011

- Residential Life
Research
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.
June 1, 2011
Stan Dura
© 2011

- Residential Life
Research
These results suggest:
Residential Education has essentially been
irrelevant
in the education of residential students.
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
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
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)
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.
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
June 1, 2011
Stan Dura
© 2011

- Residential Life
Information Processing Model
Sensory information either external or internal
June 1, 2011
Stan Dura
© 2011

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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 Register
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Stan Dura
© 2011

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Immediate Memory
Provides a mechanism to attend to information in the short term without expending much energy
Active for just a few seconds
Sensory Register
Immediate Memory
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Stan Dura
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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 Register
Immediate Memory
Working Memory
June 1, 2011
Stan Dura
© 2011

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Long Term Storage /
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
June 1, 2011
Stan Dura
© 2011

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Putting it all together
Sense and Meaning
Past Experience & Goals
Sensory Register
Immediate Memory
Working Memory
Long Term Storage & Cognitive Belief System
Information discarded or lost
June 1, 2011
Stan Dura
© 2011

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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.
June 1, 2011
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© 2011

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Transmission Approach
Intention is to distribute content (hope it is learned)
Teaching is distinctly separate from learning
Learning deficit lies with learner
June 1, 2011
Stan Dura
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Acquisition or Student Centered Approach
Intent is to help students acquire content
Teaching automatically causes learning
Learning deficit lies in communication between teacher-student
June 1, 2011
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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
June 1, 2011
Stan Dura
© 2011

- Residential Life
Three approaches to Learning
Surface Approach
Strategic Approach
Entwistle, N. J. and Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
June 1, 2011
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© 2011

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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
June 1, 2011
Stan Dura
© 2011

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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
June 1, 2011
Stan Dura
© 2011

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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
June 1, 2011
Stan Dura
© 2011

- Residential Life
The goal is to move
both ourselves and residents
to more of a
deeper learning approach
June 1, 2011
Stan Dura
© 2011

- Residential Life
Bloom’s Taxonomy:
A framework for learning
activity and pedagogy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
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
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”
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”
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
June 1, 2011
Stan Dura
© 2011

- Residential Life
What do we address directly?
(with a majority of our residents?)
“Cold Cognition” & “Hot Cognition”
Motivation
Identity
Emotions
Self-efficacy
Critical Thinking
Values
Creativity
Morals/Ethics
Problem Solving
Metacognition and Reflection
June 1, 2011
Stan Dura
© 2011

- Residential Life
None of the above
June 1, 2011
Stan Dura
© 2011

- Residential Life
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…
June 1, 2011
Stan Dura
© 2011

- Residential Life
What can we attend to directly?
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?
June 1, 2011
Stan Dura
© 2011

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Juxtaposition
June 1, 2011
Stan Dura
© 2011

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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
June 1, 2011
Stan Dura
© 2011

- Residential Life
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.
June 1, 2011
Stan Dura
© 2011

- Residential Life
Executive Control
Metacognition
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906 - 911.
June 1, 2011
Stan Dura
© 2011

- Residential Life
Schema - conceptual structure for understanding related information and/or procedures
Take a quick look at this next slide…
June 1, 2011
Stan Dura
© 2011

- Residential Life
June 1, 2011
Stan Dura
© 2011

- Residential Life
What kind of animal do you think it is?
Why?
Let’s take a closer look…
June 1, 2011
Stan Dura
© 2011

- Residential Life
Use a sheet of paper and draw a pirate ship
Compare drawings… What was different? Why?
June 1, 2011
Stan Dura
© 2011

- Residential Life
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.
June 1, 2011
Stan Dura
© 2011

- Residential Life
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
June 1, 2011
Stan Dura
© 2011

- Residential Life
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
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
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)
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)
June 1, 2011
Stan Dura
© 2011

- Residential Life
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
June 1, 2011
Stan Dura
© 2011

- Residential Life
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)
June 1, 2011
Stan Dura
© 2011

- Residential Life
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
June 1, 2011
Stan Dura
© 2011

- Residential Life
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)
June 1, 2011
Stan Dura
© 2011

- Residential Life
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
June 1, 2011
Stan Dura
© 2011

- Residential Life
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
June 1, 2011
Stan Dura
© 2011

- Residential Life
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.)
June 1, 2011
Stan Dura
© 2011

- Residential Life
Opportunities for enhancement
Learning Outcomes and Assessment
Tie in with Floor Meeting content
Training
Curricula development
Academic At Risk Intervention
Branding
June 1, 2011
Stan Dura
© 2011

- Residential Life
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)
June 1, 2011
Stan Dura
© 2011

- Residential Life
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
June 1, 2011
Stan Dura
© 2011

- Residential Life
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?
June 1, 2011
Stan Dura
© 2011

- Residential Life
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
June 1, 2011
Stan Dura
© 2011

- Residential Life
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)
June 1, 2011
Stan Dura
© 2011

- Residential Life
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
June 1, 2011
Stan Dura
© 2011

- Residential Life
Academic At Risk Intervention
Opportunity to intervene with identified at risk students
Can develop Fall assessment
Can use LASSI
Others…
June 1, 2011
Stan Dura
© 2011

- Residential Life
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
June 1, 2011
Stan Dura
© 2011

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