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RC Booklet

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RC Booklet

  1. 1. OFFICE OF RESIDENCE LIFE SALEM STATE UNIVERSITY Residential Curriculum Resources
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  3. 3. 3 Table of Contents Introduction ............................................................................................................................................................................5 Our Curriculum........................................................................................................................................................................5 Leadership Development....................................................................................................................................................5 Diversity ..............................................................................................................................................................................5 Community Responsibility ..................................................................................................................................................5 Your Role.................................................................................................................................................................................6 Programming in the RC...........................................................................................................................................................6 Building on the Lesson Plans...............................................................................................................................................6 Approval from your RD .......................................................................................................................................................7 Evaluate the Learning .........................................................................................................................................................7 Leadership Development Lesson Plans...................................................................................................................................8 Diversity Lesson Plans...........................................................................................................................................................24 Community Responsibility ....................................................................................................................................................42 Resources for Evaluations.....................................................................................................................................................63 3-2-1..................................................................................................................................................................................63 Pre-Test / Post-Test...........................................................................................................................................................64 Will / Won’t.......................................................................................................................................................................64 Red Yellow Green..............................................................................................................................................................65 Three Things......................................................................................................................................................................65 Big Picture .........................................................................................................................................................................63 My Favorite Yes & My Favorite No ...................................................................................................................................66 Roses & Thorns .................................................................................................................................................................66 One Question, One Answer ..............................................................................................................................................67 Next Discussion.................................................................................................................................................................67 Tell a Stranger ...................................................................................................................................................................67 Windshield ........................................................................................................................................................................68 First Half / Second Half .....................................................................................................................................................68 After Your Program...............................................................................................................................................................69
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  5. 5. 5 Introduction As a member of the Residence Life staff, you have a unique opportunity to positively impact the growth and development of your building’s residents. Whether you know it or not, you get to be an educator – and one of your best opportunities to educate is through educational programming. Over the last 3 years, Residence Life has spent an incredible amount of time developing and refining a series of educational goals and resources to help steer this educational programming, and now we turn that work and effort over to you. The opportunity to make this curriculum work for our students is in your hands. This document is intended to help you keep the department’s goals and mission moving forward through your programs. Our Curriculum Based on three pillars of special need and importance for Salem State University, our programming model focuses on Leadership Development, Diversity, and Community Responsibility. These three areas represent our department’s greatest ability to impact the students who live in our halls, as well as three of our University’s foundational values. Within each of these key areas, there are four goals that have been set for our students. Leadership Development Within this area we seek to impact students in the following values: Sense of Community Self Awareness Accountability Sense of Empowerment Diversity Within this area we seek to develop students through the following ideas: Exploration Identity Awareness Action & Change Community Responsibility Within this area we seek to empower our students with these strengths: Sense of Community Self Awareness Accountability Sense of Empowerment
  6. 6. 6 Your Role As an educator, your role is to hold regular programs that are put together in advance, marketed to your building, and are both engaging & informative. As a peer to your residents, you can have a greater impact than the professionals in the building or the faculty in the classroom. Your knowledge and experiences can inform how the valuable information in our lesson plans is translated to your fellow students. We do not expect you to be subject-matter-experts or all-knowing on any of the topics that we have selected for the year. This is why we have spent so much time and energy developing a broad array of lesson plans. While some lesson plans offer a very focused set of goals and outcomes, many of our plans are open-ended and allow for you to determine how best to illuminate the topic for our residents. One of your goals in your programmer role should be discovering what the residents need to learn more about and what they would be interested in pursuing through your programs – this can be accomplished through regular Intentional Interactions and discussion among the other staff members in your building. It is important to remember that your role as a programmer is a cornerstone of your position on our staff. Just like all of the other areas of your job are important and vital to the success for our department, educational programming should be given consideration, effort, and energy on par with the opportunity it represents. Educational Programming is also an opportunity for you to demonstrate your creativity and passion. You’re encouraged to find new and unique ways to build on our lesson plans and push for new areas of impact. We will never stop improving on our educational plans and model, so your feedback and thoughts are vital to our continued growth as a department. Programming in the RC While there is a great deal of freedom and choice in the RC, there are three basic qualities every program needs to accomplish to qualify as one of your monthly requirements. Building on the Lesson Plans There are 52 Lesson Plans for you to choose from. Many of these are broad and open for degrees of interpretation. All of our lesson plans provide some level of resources, including guidelines, websites, activities, and take-aways. Within these 52 Lesson Plans, you should be able to find a way to program to a multitude of needs that you find in your fellow students. If you have an idea for a program, talk with your ARD or RD to find out how that message can be framed through one of our lesson plans. While there are other areas that you may want to program, in order to meet the requirements of your position your program must be built on one of our lesson plans.
  7. 7. 7 Approval from your RD When you have developed your program idea and built on the lesson plan that is most relevant to your goals, you need to get your program approved by your RD. This step ensures that every program meets our department standard and allows your RD to be aware of the educational efforts present in their building. You should be able to answer any questions about the materials you’ll use, the format of the program, and any activities in which students will be engaging through your program. This helps you and your RD make sure your program will offer a sufficient benefit to our residents. Finally, you should get this approval before you advertise or recruit students to your event. This will eliminate any confusion within our buildings if a program needs to be cancelled or delayed based on your conversation with the building staff. Please note: your RD is not the only staff member you can talk with about the program. Please use your ARD, pro staff from other buildings, Central Staff members, or staff from other departments while you are developing your program, but your program must be approved by your building’s top professional staff member to meet the requirements of your position. Evaluate the Learning As this is an educational endeavor, we need each program to take a moment to evaluate what learning may have transpired in your program. Our goal is not to test or quiz every student after your program, but to use simple and quick formative assessment resources to take a snapshot of what someone got from your efforts. Included in this manual are a few examples of how you can quickly and easily evaluate the learning that took place in your program. These are not the only ways to gauge what someone learned, but they are a helpful batch of suggestions. When developing your program, you should keep in mind the opportunity to educate around key areas, and this will help you determine what areas to evaluate. Your goal when closing a program should be to seamlessly introduce the activity or tactic that will complete the assessment. This should not be a tacked-on effort after the end of your program, but should be a relevant and interesting component of your program. While this is certainly not an easy or organic process, to meet the requirments of your position, every program must evaluate what people learned.
  8. 8. 8 Leadership Development Lesson Plans Both the individual student and our campus community are the focus of this pillar. Within this area, you’ll find 15 different lesson plans, covering everything from meeting people on their floor to impacting the campus climate. This pillar allows for a great deal of flexibility around how people interact, what happens on campus, and how to work in groups. Additionally, the outcome Understanding one’s own experiences creates a broad range of opportunities for staff members to bring their own passions or challenges into a program. Pillar Goal Outcome Basic Intermediate Advanced Sense of Community Leadership Identity development As a result of programs, students will be able to name 5 students who live on their floor. Students will be able to identify student leadership positions and two student leaders. Students will be able to hold leadership positions on campus Leadership Identity development Students will be able to identify different leadership styles Students will understand how to effectively collaborate with different leadership styles Students will be able to implement a personal leadership style Understanding one's own experiences Students will be able to identify and understand their accomplishments Students will be able to identify and understand their goals Students will be able to identify and understand their challenges Accountability Students will be able to identify how their participation impacts groups and organizations Students will be able to identify how participation in groups and organizations impacts their development Students will be able to collaborate with other groups and organizations Sense of Empowerment Students will be involved with at least one organization or program in the Salem State University community Students will be able to create proposals for changes they would like to see in the Salem State Community. Students will be able to particpate in implementation of campus or community change Self Awareness Interpersonal Competence Leadership Development
  9. 9. 9 Salem State Residential Curriculum PILLAR Leadership Development GOAL Sense of Community OUTCOME Leadership Identity Development LEVEL Basic METRIC As a result of programs, students will be able to name 5 students who live on their floor. Session Objectives Residents will connect and talk through guided ice-breakers, discussions, and other activities Session Guidelines This session can include icebreakers and other community-building activities. Attendees will introduce themselves and have an opportunity to learn something about the other participants. Staff will present the value of creating a sense of belonging within the community. All residents in attendance should be encouraged to share/speak/participate. Session Resources Websites: http://www.residentassistant.com/ice-breakers/ http://www.teampedia.net/wiki/index.php?title=Main_Page Activities: Other Resources: http://lc.wayne.edu/pdf/icebreakers_teambuilders.pdf Session Take-Away Residents will feel connected with their floor and the building.
  10. 10. 10 Salem State Residential Curriculum PILLAR Leadership Development GOAL Sense of Community OUTCOME Leadership Identity Development LEVEL Intermediate METRIC Students will be able to identify student leadership positions and two student leaders. Session Objectives Residents will be introduced to a variety of leadership opportunities on the campus. Residents will know several people on the campus they can connect with to get involved Session Guidelines Presenters should provide students with a solid idea of which events groups and clubs hold, how to get involved at Salem State and in the greater Salem community, and which office or department each group or club is tied to. Students will be advised on how to join groups and organizations. Consider bringing in speakers or panels from various organizations on campus Presenters can utilize classmates, friends, and members of organizations as examples and references for student leadership positions. Session Resources Websites: https://www.salemstate.edu/student_life/427.php, https://www.salemstate.edu/student_life/3559.php Activities: Activities Fair Other Resources: Various Facebook groups Session Take-Away Residents will know what leadership positions are available on campus, and who they can connect with to pursue these opportunities.
  11. 11. 11 Salem State Residential Curriculum PILLAR Leadership Development GOAL Sense of Community OUTCOME Leadership Identity Development LEVEL Advanced METRIC Students will be able to hold leadership positions on campus Session Objectives Students will know the basic requirements needed to attain leadership positions. Students will know what processes they can follow to attain a leadership position on campus Students will know what traits are important for a leader to be successful Session Guidelines Session can include: how to check for requirements (i.e, G.P.A.), what to do if you don’t fulfill said requirements, how to run/apply for positions, how to work with other members of a governing body, how to resolve conflict, and how to budget. Session should feature some leadership skills as well as procedures for campus leadership opportunities Consider inviting in student leaders and staff that work with different organizations Session Resources Websites: http://www.leadershiplogistics.us/#!teachingleadership/cfvg, http://www.studentleadershipchallenge.com/Resource/resource-lesson-plan-1.aspx https://www.salemstate.edu/student_life/427.php, https://www.salemstate.edu/student_life/3559.php Activities: Other Resources: Session Take-Away Students will demonstrate how and why they are ready to be leaders on our campus.
  12. 12. 12 Salem State Residential Curriculum PILLAR Leadership Development GOAL Self Awareness OUTCOME Leadership Identity Development LEVEL Basic METRIC Students will be able to identify different leadership styles Session Objectives • Students will be introduced to several different leadership styles • Students will be given the basics of how to determine their own leadership style • Students will be able to consider situations that work best with different leadership styles Session Guidelines • At minimum, residents will know about the existence of different leadership styles. • Presenters can use pop-culture references, historical leaders, or other profiles to demonstrate leadership styles. • Quizzes or instruments (MBTI, True Colors, etc) can be used to demonstrate personal leadership styles. • Students should be able to discuss different leaders they’ve worked with/for in their own lives • Students should be placed into scenarios that would work best under different leadership styles – whether through questions, role plays, or writing prompts Session Resources Websites: http://j-tam.wikispaces.com/leadership+styles , http://www.acacamps.org/sites/default/files/images/education/LK-INT.5%20leadership%20styles.pdf, http://www.fastcompany.com/1838481/6-leadership-styles-and-when-you-should-use-them Activities: Other Resources: Session Take-Away Students will know there are a variety of ways to be a leader, and will have a better understanding of what works best for them.
  13. 13. 13 Salem State Residential Curriculum PILLAR Leadership Development GOAL Self Awareness OUTCOME Leadership Identity Development LEVEL Intermediate METRIC Students will understand how to effectively collaborate with different leadership styles Session Objectives Residents will leave the session with an understanding of at least two different leadership styles besides their own and how they can interact effectively. Staff will provide resources on how each leadership style provides benefits or challenges within the larger context of leadership. Session Guidelines Staff facilitating the session will provide scenarios where and how different leadership styles can interact effectively. Session should get residents to interact with sharing their own leadership styles with residents. Session should cover strategies on how to work with a variety of leadership styles. Session should include strategies on how to best work with others. Session Resources Websites: http://j-tam.wikispaces.com/leadership+styles , http://www.acacamps.org/sites/default/files/images/education/LK-INT.5%20leadership%20styles.pdf, http://www.fastcompany.com/1838481/6-leadership-styles-and-when-you-should-use-them Activities: True Colors, Leadership Scenarios, 10 Things Authentic Leaders Do Other Resources: Session Take-Away Students will be able to consider the ways to work effectively with & for leaders who use different leadership styles
  14. 14. 14 Salem State Residential Curriculum PILLAR Leadership Development GOAL Self Awareness OUTCOME Leadership Identity Development LEVEL Advanced METRIC Students will be able to implement a personal leadership style Session Objectives Staff facilitators provide residents the opportunity to practice their leadership style with others. Residents will leave the session with a strategy on how to best implement their own leadership style. Session Guidelines The session should be heavily focused on engaging students to practice and carry out examples of their leadership styles. Tests/Quizzes are a good option for this session. Residents should leave the session with a clear description of their unique personal leadership style. The session should highlight and review leadership styles from various programs. Residents will leave the session with a strategy on how to best implement their leadership style. Session Resources Websites: http://j-tam.wikispaces.com/leadership+styles , http://www.acacamps.org/sites/default/files/images/education/LK-INT.5%20leadership%20styles.pdf, http://www.fastcompany.com/1838481/6-leadership-styles-and-when-you-should-use-them Activities: True Colors, Leadership Scenarios, Empowerment Doc, 10 Things Authentic Leaders Do Other Resources: Session Take-Away Students will have a firm understanding of who they are as a leader and how that impacts their success on campus
  15. 15. 15 Salem State Residential Curriculum PILLAR Leadership Development GOAL Self Awareness OUTCOME Understanding One's Own Experiences LEVEL Basic METRIC Students will be able to identify and understand their accomplishments Session Objectives Staff facilitators provide residents the opportunity to identify past and present accomplishments. Staff facilitators provide residents the opportunity to reflect on past and present Accomplishments and discover what made them successful. Session Guidelines The session be should heavily focused on engaging students in reflecting on their own experiences. This session should provide residents with the opportunity to examine how their accomplishments have shaped their experiences. All residents should be encouraged to share/speak/participate. Session Resources Websites: http://www.huffingtonpost.com/thai-nguyen/10-ways-to-recognize-succ_b_6165362.html Activities: http://www.recreationtherapy.com/tx/txself.htm Other Resources: http://www.educationworld.com/a_lesson/lesson/lesson085.shtml Session Take-Away Every student will leave the session able to point to somewhere they’ve succeeded
  16. 16. 16 Salem State Residential Curriculum PILLAR Leadership Development GOAL Self Awareness OUTCOME Understanding One's Own Experiences LEVEL Intermediate METRIC Students will be able to identify and understand their goals Session Objectives Staff facilitators will provide a unique opportunity for residents to reflect on goals from the past and present. To explore the types of goals they have had and how those might inform their future goals. Staff facilitators will offer resources on how to properly set a SMART goal. Residents will leave the session learning how to properly plan and obtain a new goal or existing goal. Session Guidelines This session should provide an introspective and reflective opportunity for all participants. Session should walk through a plan of how to set and implement a SMART goal. Each step in a S M A R T goal should be addressed Session Resources Websites: http://www.goodcharacter.com/BCBC/Goals.html, http://www.edutopia.org/research-made- relevant-grit-smart-goals-video, http://www.ncpublicschools.org/docs/ccsa/conference/2015/presentations/60.5.pdf Activities: SMART Goals Other Resources: http://www.hr.virginia.edu/uploads/documents/media/Writing_SMART_Goals.pdf Session Take-Away Students will leave with the basics of setting a SMART goal and will have at least one SMART goal in place.
  17. 17. 17 Salem State Residential Curriculum PILLAR Leadership Development GOAL Self Awareness OUTCOME Understanding One's Own Experiences LEVEL Advanced METRIC Students will be able to identify and understand their challenges Session Objectives Staff facilitators will provide opportunity for students to gain an understanding of their strengths and weaknesses. Staff facilitators will provide opportunities for students to gain a better understanding of the challenges, both internally and externally produced Residents will gain a better understanding of how to work with their challenges. Session Guidelines Session should include the use of a tool that highlights strengths and weaknesses. Session should highlight that everyone has strengths and challenges Students should be encouraged to only discuss/share what they’re comfortable sharing – “Challenge by Choice” Consider bringing in faculty/staff to discuss challenges they’ve overcome in their career or life. Session Resources Websites: http://www.strengthsquest.com/home.aspx Activities: SWOT Analysis (worksheet), StrengthsQuest, Other Resources: Session Take-Away Student will recognize areas that may require effort to overcome, and will be given strategies to persevere.
  18. 18. 18 Salem State Residential Curriculum PILLAR Leadership Development GOAL Accountability OUTCOME Interpersonal Competence LEVEL Basic METRIC Students will be able to identify how their participation impacts groups and organizations Session Objectives Students will identify what value they bring to a group Students will identify how they most like to participate when in groups/clubs Students will be introduced to a variety of characteristics that can define their impact on groups and organizations Session Guidelines Session can include: the MBTI, StrengthsQuest, True Colors, Love Languages, etc. Residents should be introduced to the benefits of various levels of involvement and group development. Consider bringing in student leaders to discuss how they balance the different personalities & styles in an organization Session Resources Websites: http://www.yourofficecoach.com/topics/coworker_relationships/working_in_teams/what_role_do_you_take_on_ a_team.aspx, http://comminfo.rutgers.edu/publications/reputation-management/SelforTeam-Part3.htm, Activities: MBTI, StrengthsQuest, True Colors, Love Languages Other Resources: http://testyourself.psychtests.com/testid/3113 Session Take-Away Students will be able to acknowledge how they like to participate in groups, and will be able to communicate what impact that has on their experiences.
  19. 19. 19 Salem State Residential Curriculum PILLAR Leadership Development GOAL Accountability OUTCOME Interpersonal Competence LEVEL Intermediate METRIC Students will be able to identify how participation in groups and organizations impacts their development Session Objectives Students will examine how being a group/team member can improve their college experience Students will understand the areas of their personal growth that are built through involvement Students will be able to discuss how involvement builds their connection to the university Session Guidelines Consider bringing in student leaders to discuss how their involvement has impacted their academic success and personal growth Look at real world values – timeliness, preparation, organization, public speaking, etc – that come from being an involved student leader Focus on selling the benefits of involvement, but also consider addressing what the drawbacks are to being an involved student – fishbowl effect, time commitments, etc Session Resources Websites: http://www.sjsu.edu/getinvolved/about/benefits/, http://www.usnews.com/education/blogs/twice-the- college-advice/2011/09/13/5-reasons-for-getting-involved-in-college-and-how-to-go-about-it, http://www.collegeparentcentral.com/2009/11/why-you-should-encourage-your-college-student-to-get-involved- on-campus/ Activities: Other Resources: Session Take-Away Students will know what they get out of being involved and why it has a positive impact on their life.
  20. 20. 20 Salem State Residential Curriculum PILLAR Leadership Development GOAL Accountability OUTCOME Interpersonal Competence LEVEL Advanced METRIC Students will be able to collaborate with other groups and organizations Session Objectives Students will bring confidence and competence into their work with peers. Students will be able to acknowledge and appreciate shared goals held by different groups/organizations. Session Guidelines Students should be placed in role-playing situations that are applicable to their positions and will work their way out of them together. Discussions can also be held that are centered around how to lead a team with different goals, how to make sure voices are being heard, etc. Session can also include tips on how to connect with peers and/or non-student leaders who are different from you. Session can also focus on shared vision/goal exercises, and Prompt/Proper communication between team members. Session Resources Websites: http://www.education.ne.gov/BMIT/pdf/ml/interactiveactivities-teamwork.pdf Activities: Other Resources: Session Take-Away Students will know how to work through differences and reach shared goals together
  21. 21. 21 Salem State Residential Curriculum PILLAR Leadership Development GOAL Sense of Empowerment OUTCOME Interpersonal Competence LEVEL Basic METRIC Students will be involved with at least one organization or program in the Salem State University community Session Objectives • Students will be exposed to a variety of organizations and resources on campus • Students will be able to summarize at least one organization’s or department’s purpose/mission • Students will be able to consider how their interests are addressed on this campus Session Guidelines • Consider connecting your session to an actual club or organization meeting • Make sure to offer information on a variety of organizations on the campus, not just the ones with which you’re most familiar. • Connect students interests and ideas to opportunities on the campus • Utilize handouts and materials from various campus offices Session Resources Websites: https://www.salemstate.edu/student_life/3559.php https://www.salemstate.edu/student_life/427.php Activities: Game of Scattegories involving all campus resources Other Resources: Office, department, group, club representatives Session Take-Away Students will know about a variety of involvement opportunities on the campus, and will actively pursue at least one
  22. 22. 22 Salem State Residential Curriculum PILLAR Leadership Development GOAL Sense of Empowerment OUTCOME Interpersonal Competence LEVEL Intermediate METRIC Students will be able to create proposals for changes they would like to see in the Salem State Community. Session Objectives • Students will be given an opportunity to discuss what changes they’d like to see in the community • Students will have time and resources to develop their ideas with other concerned students Session Guidelines • Consider bringing in student leaders who have worked on issues and changes on campus • Utilize a variety of discussion tools to get students talking about challenges or needs on the campus • Work with students to find realistic issues that may be worth pursuing Session Resources Websites: https://www.salemstate.edu/student_life/3559.php https://www.salemstate.edu/student_life/427.php Activities: Other Resources: Office, department, group, club representatives Session Take-Away Students will have a safe space to discuss changes they believe would benefit the university.
  23. 23. 23 Salem State Residential Curriculum PILLAR Leadership Development GOAL Sense of Empowerment OUTCOME Interpersonal Competence LEVEL Advanced METRIC Students will be able to particpate in implementation of campus or community change Session Objectives • Students will be able to acknowledge appropriate changes they’d like to see on the campus • Students will know what organizations on campus effectively push for changes • Students will be introduced to the processes for working with these organizations Session Guidelines • From participating, students should have a clear understanding of what different groups and clubs on campus focus on, and how different concerns can be addressed • Consider bringing in different organizations to speak on what changes have taken place on the campus based on student action • Give students an open area to discuss their ideas for campus changes. Session Resources Websites: https://www.salemstate.edu/student_life/3559.php https://www.salemstate.edu/student_life/427.php Activities: Mock application/bid processes. Other Resources: Session Take-Away Students will know how to get involved in the various processes that create change on campus.
  24. 24. 24 Diversity Lesson Plans This pillar addresses some of the growth and understanding most necessary on our campus today. Our Diversity pillar is intended to create challenges and communication. These programs should open lines of dialogue that may not naturally exist in our buildings, introduce students to thoughts they might not regularly think, and provide pieces of information that can positively impact how students live both in our halls and on our campus. From Advocacy to Identity, Relationships to Racism, Understanding to Action, you will find a very broad base to build your programs. Pillar Goal Outcome Basic Intermediate Advanced Exploration Fostering Relationships Students will be exposed to viewpoints and perspectives other than their own Students will be able to identify aspects of unhealthy relationships Students will be able to prevent or repair interpersonal conflicts Identity Intersectionality of Identities Students will be aware of the multitude of identities with whom they will interact Students will be able to articulate a personal understanding of the following: racial/ethnic, sexual orientation, gender, socio-economic, ability, spirtuality, and other social identities Students will be able to articulate the fluidity of their own identities Students will be able to identify their own privileges Students will be able to identify how their privileges have impacted others Students will be able to identify how their privileges have impacted their own lives Students will be able to identify how other privileges have an impact on their lives Advocating for Others Students will be able to identify the impact of exclusive language and/or behavior Students will have the tools to confront their peers who are using exclusive language and/or behavior Students wil be able to take steps to make the campus more inclusive Active Engagement Students will volunteer for a social cause in the greater Salem community Students will be able to participate in a mentoring program Students will be able to participate in a national Social Justice movement Awareness Understanding Privilege Students will be able to educate others on the impact of privilege Diversity Action & Change
  25. 25. 25 Salem State Residential Curriculum PILLAR Diversity GOAL Exploration OUTCOME Fostering Relationships LEVEL Basic METRIC Residents will be exposed to viewpoints and perspectives other than their own Session Objectives Residents will be introduced to a variety of differences. Residents will share their personal experiences. Session Guidelines Residents can gain perspective from written stories, in-person talks, or video presentations. Encourage sharing of personal stories during session. Staff facilitators should provide diverse options of different perspectives. Session Resources Websites: http://www.whatsrace.org/pages/games.html, http://www.cod.edu/academics/ohsp/nontraditional/awareness.aspx, http://jfmueller.faculty.noctrl.edu/crow/activitiesgender.htm, http://www.apa.org/pi/ses/resources/publications/social-class-exercises.aspx Activities: The Bus Stop, Step-In, Human Bingo, Culture Bingo Other Resources: I Am Malala, Orange is the New Black, Intervention (TV), Daring Greatly, Good Hair, Higher Learning, If These Halls Could Talk, Remember the Titans Session Take-Away Residents will be very aware that there are stories very different from their own life.
  26. 26. 26 Salem State Residential Curriculum PILLAR Diversity GOAL Exploration OUTCOME Fostering Relationships LEVEL Intermediate METRIC Residents will be able to identify aspects of unhealthy relationships Session Objectives Residents should understand the basic differences between a healthy relationship and an unhealthy relationship Residents will be able to identify three signs of an unhealthy relationship. Residents will obtain resources detailing healthy and unhealthy relationships. Session Guidelines Students can be introduced to real-world examples through books, movies, documentaries, testimonies, and discussions. Session should include a clear distinction between healthy and unhealthy relationship habits, patterns, etc. Sessions should focus on the basics of healthy & unhealthy realtationships, but they can also include specific examples, including narcissistic parents, gas lighting, dating/domestic violence, etc. Session Resources Websites: http://www.edu.gov.mb.ca/k12/cur/physhlth/frame_found_gr12/rm/module_e_lesson_1.pdf, http://idvsa.org/wp-content/uploads/2013/01/Healthy-Relationships.pdf , http://mplssbcresources.weebly.com/uploads/2/0/3/0/20301493/flash_healthyrelationships.pdf Activities: Role-playing, Relationship Test, The Newlywed/Roommate Game, Other Resources: Daring Greatly, A Child Called ‘It’, Mommie Dearest, Enough, Twilight, Trying to Sleep in a Bed That You Made, Sleeping with the Enemy, Empire, Friday Night Lights (movie), Black Swan Session Take-Away Students will be able to identify the key characteristics of an unhealthy relationship.
  27. 27. 27 Salem State Residential Curriculum PILLAR Diversity GOAL Exploration OUTCOME Fostering Relationships LEVEL Advanced METRIC Students will be able to prevent or repair interpersonal conflicts Session Objectives Students will be introduced to a variety of underlying causes for interpersonal conflict – including non-verbal communication, word choice, etiqueete, labels/stereotypes, etc Students will be introduced to a variety of conflict resolution strategies Session Guidelines Session should include a way for students to identify different causes of conflict Session should provide students a resource containing different conflict resolution options Session should include a way for students to consider how they’d resolve a conflict using a variety of conflict resolution tactics. Students should have an opportunity to reflect on any conflicts they’ve been involved with and how they could have been prevented/repaired. Session Resources Websites: http://goo.gl/VfSCjE , http://www.educan.org/sites/educan.org/files/SIP_1.pdf , http://www.learnnc.org/lp/pages/3811 , http://www.discoveryeducation.com/teachers/free-lesson- plans/resolving-conflicts.cfm , http://www.creducation.org/resources/CR_Guidelines_and_10_CR_lessons_FCPS.pdf Activities: Other Resources: Session Take-Away Students will be aware of several reasons conflict happens and several ways it can be resolved.
  28. 28. 28 Salem State Residential Curriculum PILLAR Diversity GOAL Identity OUTCOME Intersectionality of Identities LEVEL Basic METRIC Students will be aware of the multitude of identities with whom they will interact Session Objectives Students will be introduced to at least five different identity types. Students will recognize the variety of identities present in their hall and on campus. Session Guidelines Students should obtain resources detailing multiple identities. Students will be encouraged to identify their own identity and compare that with other students. Students will be guided through an open discussion about identities/interacting with the world around them. Session should use pop-culture, history, and current events to frame the discussion of identities interacting. Session Resources Websites: http://www.adl.org/assets/pdf/education-outreach/ABSG-Secondary-Sample-Lesson.pdf, http://www.pbs.org/pov/offandrunning/lesson_plan.php, http://www.tolerance.org/lesson/my-multicultural-self, Activities: Cultural Bingo/Jeopardy, The Bus Stop, Against the Wall, Implicit Association Test, Cross the Line, TED Talks Other Resources: Transgeneration, The Real World, Southern Comfort (not the booze), Bring it On, Save the Last Dance, Fresh Off the Boat, Selfie, Black-ish, The Fosters, Modern Family, Coming to America Session Take-Away Students will respect the variety of differences in their community.
  29. 29. 29 Salem State Residential Curriculum PILLAR Diversity GOAL Identity OUTCOME Intersectionality of Identities LEVEL Intermediate METRIC Students will be able to articulate a personal understanding of the following: racial/ethnic, sexual orientation, gender, socio-economic, ability, spirtuality, and other social identities Session Objectives Students will understand the concept of intersectionality, and how different identities impact each other. Students will be able to examine the intersections of their own identities. Session Guidelines Students will describe four aspects of their identity. Students will be given a way to visualize/catalog the intersections of their identities – recognizing how one impacts the other. Students will be encouraged to share their experiences as members of different identity groups. Consider bringing in staff, student leaders, and campus partners to discuss how identities intersect on our campus. Session Resources Websites: http://www.pbs.org/newshour/extra/lessons_plans/exploring-identity-and-intersectionality-in-poetry- lesson-plan/, http://study.com/academy/lesson/the-intersectionality-theory-of-gender.html, http://www.criaw- icref.ca/sites/criaw/files/Everyone_Belongs_e.pdf Activities: Identity Wheel, Identity/Perceptions Worksheet, TED Talks, Identity Awareness Guideline Book Other Resources: White Girls, Stand by Me, The Joy Luck Club, Precious, The Freedom Writers, Stand and Deliver, Conan, Lean on Me Session Take-Away Students will have an understanding of the variety of differences they have within themselves and within their community.
  30. 30. 30 Salem State Residential Curriculum PILLAR Diversity GOAL Identity OUTCOME Intersectionality of Identities LEVEL Advanced METRIC Students will be able to articulate the fluidity of their own identities Session Objectives Students will be introduced to areas where their identity is fluid and ever-changing. Students will be able to acknowledge what impacts their identity at different times in their life. Session Guidelines Students should be exposed to the causes and impacts of identity fluidity, including how it impacts them and how they can impact others.Provide examples of dynamic and fluid identities. Students will be provided with examples from cartoons, books, movies, etc of fluid identities. Students will be provided with a clear explanation of the real-life implications of a fluid identity. Students will be provided with a way to respect the fluidity of others. Session Resources Websites: http://rationality.org/2015/03/02/keep-your-identity-fluid/, http://nonbinary.org/wiki/Genderfluid Activities: Genderbread Person, Racebread Person, Tunnel of Oppression, Against the Wall, Four Corners, Identity Wheel Other Resources: Intersectionality 101, National Coalition Building Institute Session Take-Away Students will be able to acknowledge areas of identity that are fluid, including any of their own fluid identities.
  31. 31. 31 Salem State Residential Curriculum PILLAR Diversity GOAL Awareness OUTCOME Understanding Privilege LEVEL Basic METRIC Students will be able to identify their own privileges Session Objectives Residents will be able to identify a specific privilege they hold that other individuals might not. Residents will understand that not having a certain privilege does not eliminate the privileges they do hold. Session Guidelines Session will provide program participants with multiple types of privilege. Examples can be derived from books, movies, television shows, personal stories, etc. Session will allow for a debrief session at the end to provide participants with the chance to discuss and reflect on their privileges. Session should extend beyond any one specific privilege. Session Resources Websites: http://www.pbs.org/pov/twotownsofjasper/lesson2.php, http://www.teachpeacenow.org/privilegelesson.html , https://ginsberg.umich.edu/content/privilege-walk-activity , http://ted.coe.wayne.edu/ele3600/mcintosh.html , http://www.differencematters.info/uploads/pdf/privilege- beads-exercise.pdf Activities: Privilege Walk, Privilege Beads, Cross the Line/Step-In, Biased SAT Test, Four Corners Other Resources: In-Time, If These Halls Could Talk, 12 Years a Slave, Dear White People, Things White People Say to _____ People, The Hunger Games Session Take-Away Students will understand the basic privileges in our society, and will acknowledge which they possess.
  32. 32. 32 Salem State Residential Curriculum PILLAR Diversity GOAL Awareness OUTCOME Understanding Privilege LEVEL Intermediate METRIC Students will be able to identify how their privileges have impacted others Session Objectives By the end of this session, students should be able to articulate how their privilege effects the people they interact with daily, as well as how it impacts their environment beyond their interactions. Participants will be able to identify an experience in their past in which they were impacted by someone else’s privilege. Session Guidelines Session should provide examples of how privilege impacts society. Session should include a conversation surrounding the nature and impact that various privileges have on interpersonal relationships & interactions Session should provide examples of privilege commonly portrayed in entertainment/media. Session Resources Websites: http://www.pbs.org/pov/twotownsofjasper/lesson2.php, http://www.teachpeacenow.org/privilegelesson.html , https://ginsberg.umich.edu/content/privilege-walk-activity , http://ted.coe.wayne.edu/ele3600/mcintosh.html , http://www.differencematters.info/uploads/pdf/privilege- beads-exercise.pdf Activities: Blue Eyes/Brown Eyes, Privilege Walk, Privilege Beads, Cross the Line/Step-In, Biased SAT Test, Four Corners Other Resources: Session Take-Away Students will understand the impacts of a variety of privileges, including their own.
  33. 33. 33 Salem State Residential Curriculum PILLAR Diversity GOAL Awareness OUTCOME Understanding Privilege LEVEL Basic METRIC Students will be able to identify how their privileges have impacted their own lives Session Objectives Participants will be able to identify multiple examples of how their own privilege both positively and negatively impacts their daily relationships/interactions. Session Guidelines Sessions will provide the participants with an overall assessment on how privilege impacts their daily lives/interactions. Students should be guided to describe real-world impacts from their own experiences. Students should leave the session with cursory knowledge about acting upon the injustice that privilege has instituted on our world. Session Resources Websites: http://www.pbs.org/pov/twotownsofjasper/lesson2.php, http://www.teachpeacenow.org/privilegelesson.html , https://ginsberg.umich.edu/content/privilege-walk-activity , http://ted.coe.wayne.edu/ele3600/mcintosh.html , http://www.differencematters.info/uploads/pdf/privilege- beads-exercise.pdf Activities: Privilege Backpack, Resume Experiment, Secret Shopper, Archie Bunker’s Neighborhood, Baby Mall Other Resources: Session Take-Away Students will be aware of a variety of privileges and the influence these have on their life.
  34. 34. 34 Salem State Residential Curriculum PILLAR Diversity GOAL Awareness OUTCOME Understanding Privilege LEVEL Intermediate METRIC Students will be able to identify how other privileges have an impact on their lives Session Objectives Participants should be able to articulate the impact of multiple privileges of their own identity and how they impact their lived experience. Session Guidelines Session can provide a visual representation of how the participant’s privileges intersect and impact their overall experience. Session can include a reflective discussion focusing on the intersectionality of the participant’s multiple privileges. Session can identify and offer basic tools to recognize different forms of privilege. Consider bringing in a campus partner to discuss how privilege impacts students on our campus. Session Resources Websites: http://www.pbs.org/pov/twotownsofjasper/lesson2.php, http://www.teachpeacenow.org/privilegelesson.html , https://ginsberg.umich.edu/content/privilege-walk-activity , http://ted.coe.wayne.edu/ele3600/mcintosh.html , http://www.differencematters.info/uploads/pdf/privilege- beads-exercise.pdf Activities: Walk the Line, Panel Discussion, Guided Discussion, Open Mic Night, Collaboration with UP Other Resources: Session Take-Away Students will be comfortable identifying and making reference to a variety of privileges based on their impacts.
  35. 35. 35 Salem State Residential Curriculum PILLAR Diversity GOAL Awareness OUTCOME Understanding Privilege LEVEL Advanced METRIC Students will be able to educate others on the impact of privilege Session Objectives Students will be empowered to explain various privileges and describe their impacts Students will receive a variety of tactics to appropriately introduce privilege concerns into various situations. Session Guidelines Session should give students a variety of tools to confront others who are negatively impacting the community through their words, actions, etc. Session should include role play, discussion, and open dialogue between students Session Resources Websites: http://www.tolerance.org/toolkit/toolkit-confronting-white-privilege , http://www.teachpeacenow.org/privilegelesson.html , https://ginsberg.umich.edu/content/privilege-walk-activity , http://ted.coe.wayne.edu/ele3600/mcintosh.html , http://www.differencematters.info/uploads/pdf/privilege- beads-exercise.pdf, http://www.huffingtonpost.com/gina-crosleycorcoran/explaining-white-privilege-to-a-broke- white-person_b_5269255.html Activities: Speak Up Speak Out, Safe Zone, Ups and Downs, Green Dot, Diversity Foul, Programming for TV, SNL, If These Halls Could Talk, Take Back the Night, Peaceful Protests Other Resources: Session Take-Away Students will be able to appropriately recognize, approach, and engage situations of privilege.
  36. 36. 36 Salem State Residential Curriculum PILLAR Diversity GOAL Action & Change OUTCOME Advocating for Others LEVEL Basic METRIC Students will be able to identify the impact of exclusive language and/or behavior Session Objectives Students will be able to identify the difference between Inclusionary and Exclusionary language. Students will be able to articulate the impact of exclusionary language. Session Guidelines Sessions should provide participants with examples of inclusionary & exclusionary language. Session should provide explanations of how exclusionary language impacts people. Consider bringing in campus resources and partners to discuss how exclusionary language/behavior occurs on our campus. Session Resources Websites: http://disabledfeminists.com/2009/10/08/why-inclusionary-language-matters/, http://www.livewelllongbeach.org/index.php?controller=index&module=PromisePractice&action=view&pid=35 82 Activities: Other Resources: Session Take-Away Students will understand the impact that words & behavior can have.
  37. 37. 37 Salem State Residential Curriculum PILLAR Diversity GOAL Action & Change OUTCOME Advocating for Others LEVEL Intermediate METRIC Students will have the tools to confront their peers who are using exclusive language and/or behavior Session Objectives Students should be able to recognize when others are using hurtful language. Students should be able to appropriately describe the impact of exclusionary/hurtful language/behavior. Students should be able to explain some of the more inclusionary language options for various differences. Session Guidelines Session should offer examples of what impacts are felt if exclusionary words/behaviors are not addressed. Session should give students a variety of tools/resources to confront others who are negatively impacting the community through their words, actions, etc. Consider bringing in campus partners/resources to discuss ways to confront appropriately. Session Resources Websites: http://disabledfeminists.com/2009/10/08/why-inclusionary-language-matters/, http://www.livewelllongbeach.org/index.php?controller=index&module=PromisePractice&action=view&pid=35 82 Activities: Diversity Foul, Modeling/ Role Playing Other Resources: Session Take-Away Students will understand when language/behavior has a negative impact, and will have a variety of options for how to respond.
  38. 38. 38 Salem State Residential Curriculum PILLAR Diversity GOAL Action & Change OUTCOME Advocating for Others LEVEL Advanced METRIC Students will be able to take steps to make the campus more inclusive Session Objectives Students will be introduced to ways the campus is not optimally inclusive. Students will be able to participate in actions on campus to address issues of inclusivity. Session Guidelines Session should discuss campus structures that can promote change. Session should encourage discussion on why inclusivity is important. Session should give examples and ideas about recent/historic changes on campus. Consider inviting student leaders or campus partners to discuss areas of inclusivity. Session Resources Websites: http://www.tolerance.org/toolkit/toolkit-confronting-white-privilege , http://www.teachpeacenow.org/privilegelesson.html , https://ginsberg.umich.edu/content/privilege-walk-activity , http://ted.coe.wayne.edu/ele3600/mcintosh.html , http://www.differencematters.info/uploads/pdf/privilege- beads-exercise.pdf, http://www.huffingtonpost.com/gina-crosleycorcoran/explaining-white-privilege-to-a-broke- white-person_b_5269255.html Activities: Petitions, Art Instillations, Open Forum/ Discussion/Fireside Chat, The Clothesline Project, Post Secret, Other Resources: Session Take-Away Students will understand how to have a positive impact on the campus culture.
  39. 39. 39 Salem State Residential Curriculum PILLAR Diversity GOAL Action & Change OUTCOME Active Engagement LEVEL Basic METRIC Students will volunteer for a social cause in the greater Salem community Session Objectives Students will participate in a local social cause aimed at bettering our surrounding community. Session Guidelines Students will be provided with resources involving local activities which are agents of social change. Consider connecting your session with an existing campus volunteer opportunity or activity. Session Resources Websites: http://www.volunteermatch.org/, http://nsmc.partners.org/volunteering, http://www.lifebridgesalem.org/volunteer.html, https://www.salemstate.edu/community/25143.php Activities: Green Dot, Safe Zone Training, Other Resources: Lifebridge, Girls Inc., Plummer Home for Boys, Community Servings, Cradles to Crayons, SSU Food bank, Session Take-Away Students will actively participate with a local social cause.
  40. 40. 40 Salem State Residential Curriculum PILLAR Diversity GOAL Action & Change OUTCOME Active Engagement LEVEL Intermediate METRIC Students will be able to participate in a mentoring program Session Objectives Students will be provided with why a mentoring relationship is beneficial. Students will be provided the basics of being a mentor and being mentored. Session Guidelines Students will be instructed on how to both find and become a successful mentor. Students will receive lists/resources to find campus/local opportunities for mentorship. Students will receive guidelines & tips for effective & impactful mentorship. Session Resources Websites: http://www.volunteermatch.org/, http://nsmc.partners.org/volunteering, http://www.lifebridgesalem.org/volunteer.html, https://www.salemstate.edu/community/25143.php Activities: panel discussion of former/current mentors, Speed Dating w/ mentors, Connect with Professional Organizations, How to Network, Meetup, Student Leadership Portfolio Other Resources: Session Take-Away Students will understand the value of having a mentor and will be given resources to find a mentor.
  41. 41. 41 Salem State Residential Curriculum PILLAR Diversity GOAL Action & Change OUTCOME Active Engagement LEVEL Advanced METRIC Students will be able to participate in a national Social Justice movement Session Objectives Students will be exposed to several national movements focused on various social causes. Students will be informed of the causes and needs for various social justice movements Session Guidelines Resources will be given on current and available social justice movements in which the students can participate. Session should include a variety of movements and causes, but can focus on a specific area or cause. Session should include social and historical contexts for various movements. Consider reaching out to local and campus partners to discuss various movements. Session Resources Websites: http://www.tolerance.org/classroom-resources, http://www.discoveryeducation.com/teachers/free- lesson-plans/the-civil-rights-movement.cfm, http://edsitement.neh.gov/curriculum-unit/competing-voices-civil- rights-movement , http://sfusd.libguides.com/blacklivesmatter Activities: Social Justice Fair, Resource Sharing, Service Breaks (spring/winter), Twitter, Tumblr Other Resources: Session Take-Away Students will be aware of different causes and will know how to participate in a movement.
  42. 42. 42 Community Responsibility This pillar focuses on how an individual impacts the community and how the community impacts an individual. From bringing up their grades to taking down their carbon footprint, these lesson plans are all about the impact an individual can have on the building, the campus, and beyond. These lesson plans offer some of the most flexibility and strongest opportunities for creativity. Whether its participating in any university tradition, learning about community standards, or connecting with the Salem regional community, you are encouraged to make your programs come alive with your own ideas and passions. Pillar Goal Outcome Basic Intermediate Advanced Students will be able to identify five different study habits that will improve their academics Students will be able to identify resources that will enhance their academic experience Students will particiapte in at least one community service event Students will be able to articulate the impact of their community service experience Increase Conservation Awareness Students will be able to communicate the impact and purpose of sustainability practices. Students will be able to identify ways that they can reduce their personal footprint on the environment Students will be able to create initiatives to educate others about sustainability practices Sustainable use of resources Students will be able to reduce the amount of trash they generate by 20% Students will be able to reduce their electricity consumption by 20% Students will be able to reduce their water usage by 20% Responsibility to the Community Students will be able to describe university and community standards Students will be able to follow university and community standards Students will be able to hold others accountable to university and community standards University Spirit Students will be aware of university traditions Students will participate in university traditions Students will guide and direct university traditions Community Responsibility Students will be able to identify community service opportunities in the Salem Community Students will be able to organize communtiy service efforts Students will be able to identify and utilize different learning styles Students will be able to engage with faculty both inside and outside the classroom Scholarship Academic Success Community Service Discover and Acknowledge Community Needs Spirit Sustainability
  43. 43. 43 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Scholarship OUTCOME Academic Success LEVEL Basic METRIC Students will be able to identify five different study habits that will improve their academics Session Objectives Residents will be introduced to a variety of study habits and tips. Session Guidelines Speak to a variety of learning styles Have participants share what has worked for them Consider bringing in campus resources from CAE or the Library Consider introducing organizational resources as well Session Resources Websites: http://www.educationcorner.com/study-skills.html, http://www.ucc.vt.edu/academic_support_students/study_skills_information/, http://howtostudy.org/ Activities: Other Resources: http://www.salemstate.edu/academics/2425.php Session Take-Away No matter what a student’s background is, they should find a few things that can work for them in this session.
  44. 44. 44 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Scholarship OUTCOME Academic Success LEVEL Basic METRIC Students will be able to identify resources that will enhance their academic experience Session Objectives Students will be introduced to resources on campus, online, or in other references that will make school easier, more productive, or more successful. Session Guidelines Speak to a variety of learning styles Have participants share what has worked for them Consider bringing in campus resources from CAE or the Library Consider introducing organizational resources as well Session Resources Websites: http://www.salemstate.edu/academics/2425.php, https://www.salemstate.edu/academics/24228.php, https://www.salemstate.edu/24368.php Activities: Other Resources: http://www.educationcorner.com/study-skills.html, http://www.ucc.vt.edu/academic_support_students/study_skills_information/, http://howtostudy.org/ Session Take-Away A student attending this program will leave with something that makes them a better student.
  45. 45. 45 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Scholarship OUTCOME Academic Success LEVEL Intermediate METRIC Students will be able to engage with faculty both inside and outside the classroom Session Objectives Students will gain an expanded view or understanding of university faculty. Students will learn some best practices for interacting with faculty Session Guidelines Consider inviting in faculty members to host panels, discussions, or just come in and interact with students Invite students to comment on things they’ve learned about their professors outside class Invite students to share what value has been added to their academic & personal life by engaging with faculty. Session Resources Websites: https://www.salemstate.edu/24368.php Activities: Other Resources: Faculty in Residence Session Take-Away Students will have their view of faculty broadened and will get some real exposure to faculty.
  46. 46. 46 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Scholarship OUTCOME Academic Success LEVEL Advanced METRIC Students will be able to identify and utilize different learning styles Session Objectives Students will be introduced to 3 basic learning styles - Visual, Auditory, or Kinesthetic - and will participate in a method that helps determine their own style. After learning the basics of the 3 styles, students will have a basic ability to estimate other people’s learning styles. Session Guidelines Present some scenarios that would work best with different kinds of learners –Visual, Auditory, or Kinesthetic learners. Consider giving a quiz or test on how people learn best, and work with students to score the test and discuss their results Focus on the differences between the three basic styles and how that can impact their work as students and professionals Session Resources Websites: http://www.learnnc.org/lp/pages/4033 , https://heath.gwu.edu/files/downloads/my_style_lesson_plan_middle_school_1.pdf Activities: Other Resources: Center for Academic Excellence Session Take-Away Students will understand why lessons or classes may connect differently with different people, and will know what works best for them.
  47. 47. 47 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Community Service OUTCOME Discover and Acknoweldge Community Needs LEVEL Basic METRIC Students will be able to identify community service opportunities in the Salem Community Session Objectives Students will be introduced to a variety of community service options through the campus and through the community Students will know where to find options that may interest them more than the opportunities presented in the session Students will be introduced to student groups that promote and participate in community service programs Session Guidelines Provide information from a variety of campus offices Utilize campus partners and off-campus organizations Session Resources Websites: http://www.volunteermatch.org/, http://nsmc.partners.org/volunteering, http://www.lifebridgesalem.org/volunteer.html, https://www.salemstate.edu/community/25143.php Activities: Other Resources: Session Take-Away Students will know where and how they can volunteer in our community
  48. 48. 48 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Community Service OUTCOME Discover and Acknoweldge Community Needs LEVEL Intermediate METRIC Students will particiapte in at least one community service event Session Objectives Give your students an opportunity Program can take place in your building, on campus, or in the community Session Guidelines Students should be exposed to something that supports the school, specific individuals, or a community. Consider activities that can be done in a brief amount of time but still have a big impact Session Resources Websites: http://www.volunteermatch.org/, http://nsmc.partners.org/volunteering, http://www.lifebridgesalem.org/volunteer.html https://www.salemstate.edu/community/25143.php Activities: http://helpfromhome.org/ Other Resources: Session Take-Away Students will experience the value of doing something for other people.
  49. 49. 49 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Community Service OUTCOME Discover and Acknoweldge Community Needs LEVEL Intermediate METRIC Students will be able to articulate the impact of their community service experience Session Objectives Students will be able to explain why they’ve volunteered for something Students will be able to describe the basic value of volunteering Session Guidelines Consider using students who have a history of volunteering to explain how/why they got involved Look for campus & local resources that would be able to speak to the value of being a volunteer Give students an opportunity to discuss their personal experiences as volunteers Session Resources Websites: http://www.volunteermatch.org/, http://nsmc.partners.org/volunteering, http://www.lifebridgesalem.org/volunteer.html, https://www.salemstate.edu/community/25143.php Activities: Other Resources: Session Take-Away Students will learn WHY they should volunteer, not just how to volunteer.
  50. 50. 50 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Community Service OUTCOME Discover and Acknoweldge Community Needs LEVEL Advanced METRIC Students will be able to organize communtiy service efforts Session Objectives Students will learn about how to organize, recruit, and publicize a community service opportunity. Students will learn how to manage multiple schedules and priorities to produce a team Session Guidelines Consider bringing in organizational leaders to talk about how they recruit and manage diverse groups of volunteers Look for campus & local groups that may be able to come talk about the logistics and operations of their organization Give students an opportunity to discuss their personal experiences as group leaders Session Resources Websites: http://extension.illinois.edu/commservice/fact_sheet.cfm, http://www.aacn.org/wd/practice/content/publicpolicy/communityserviceplanning.pcms , http://kiwaniskids.org/en/KKids/Serve/Planning_a_service_project.aspx Activities: Other Resources: Session Take-Away Students will be able to identify major components of managing a service event.
  51. 51. 51 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Sustainability OUTCOME Increase Conservation Awareness LEVEL Basic METRIC Students will be able to communicate the impact and purpose of sustainability practices. Session Objectives Students will be introduced to a variety of sustainability considerations Students will understand the impacts of unsustainable actions, and will be able to list some of the actions they currently practice. Students will understand the impacts of sustainable action, and will be able to list some of the actions they currently practice. Session Guidelines Session should set out both the consequences and benefits of a variety of positive and negative actions. Session should inform on a variety of components of sustainability, including social, environment, and economic measures Session should touch on a variety of sustainable practices, including reducing use of power, water, resources, and pollution. Session Resources Websites: http://www.greeneducationfoundation.org/institute/lesson-clearinghouse/35-Social-Studies.html, http://www.thwink.org/sustain/glossary/ThreePillarsOfSustainability.htm, https://www.teachforamerica.org/blog/lesson-plans-teaching-sustainability, https://sustainableschools.asu.edu/learn-more/toolkit/ Activities: Other Resources: Session Take-Away Students will leave the program understanding how the environment is impacted, positively or negatively, by their actions
  52. 52. 52 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Sustainability OUTCOME Increase Conservation Awareness LEVEL Intermediate METRIC Students will be able to identify ways that they can reduce their personal footprint on the environment Session Objectives Students should be introduced to the components that make up their personal “environmental footprint” Students should be introduced to strategies for how to reduce their impact on the environment Students should be introduced to steps that can be take on campus and at home Session Guidelines Session should have a focus on how to measure your own environmental footprint Session should feature lists and discussions on the major ways people can damage the environment Session should involve a discussion on steps and strategies to reduce environmental impact Session Resources Websites: http://www.greeneducationfoundation.org/institute/lesson-clearinghouse/35-Social-Studies.html, http://www.thwink.org/sustain/glossary/ThreePillarsOfSustainability.htm, https://www.teachforamerica.org/blog/lesson-plans-teaching-sustainability, https://sustainableschools.asu.edu/learn-more/toolkit/ Activities: Other Resources: Session Take-Away Students will leave the program with an idea of real-world changes they can implement to improve their impact on the environment
  53. 53. 53 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Sustainability OUTCOME Increase Conservation Awareness LEVEL Advanced METRIC Students will be able to create initiatives to educate others about sustainability practices Session Objectives Students will be aware of current initiatives on the campus and in the community to communicate the environmental impact of a variety of actions, habits, or policies Students will look at opportunities to inform campus & community members on how they can be more sustainable Students will put action items in place to inform campus & community members on how they can be more sustainable Session Guidelines Consider bringing in faculty and staff to discuss how existing campus & community sustainability initiatives were started Look for new partners around campus & community to introduce sustainability ideas into existing practices Students should leave session with a variety of goals & action steps to follow Session Resources Websites: http://www.greeneducationfoundation.org/institute/lesson-clearinghouse/35-Social-Studies.html, http://www.thwink.org/sustain/glossary/ThreePillarsOfSustainability.htm, https://www.teachforamerica.org/blog/lesson-plans-teaching-sustainability, https://sustainableschools.asu.edu/learn-more/toolkit/ Activities: Other Resources: Session Take-Away Students will leave empowered and with a plan for introducing an effort or initiative to increase sustainability on our campus
  54. 54. 54 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Sustainability OUTCOME Sustainable Use of Resources LEVEL Basic METRIC Students will be able to reduce the amount of trash they generate by 20% Session Objectives Students will be introduced to the reality of excessive trash generation Students will learn a variety of strategies to cut waste generation and increase recycling Session Guidelines Session will address both recycling and reducing waste Session will include information on how much trash is routinely generated Consider working with Chartwells, Facilities, or other campus partners to learn about how trash/waste accumulates on our campus Session Resources Websites: http://www.wakegov.com/recycling/recycle/ftb/Pages/lessonplans.aspx, http://www.deq.state.or.us/lq/education/curriculum.htm, Activities: Other Resources: Session Take-Away Students will understand how much trash they generate and will be empowered to change their behaviors.
  55. 55. 55 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Sustainability OUTCOME Sustainable Use of Resources LEVEL Intermediate METRIC Students will be able to reduce their electricity consumption by 20% Session Objectives Students will be introduced to the environmental impact of energy generation Students will be introduced to strategies to reduce their energy usage on campus and at home Session Guidelines Session will address how energy is created, and how this impacts the environment Session will include information on ways our campus wastes electricity Consider working with Chartwells, Facilities, or other campus partners to learn about how power use is managed/reduced on our campus Session should provide a variety of energy-saving options for students to implement in their lives. Session can include discussion of Renewable vs Non-Renewable energy generation Session Resources Websites: http://www.clarkson.edu/highschool/k12/curriculum/documents/LP%20Energy%20Conservation.pdf https://www.clarkson.edu/highschool/k12/project/documents/energysystems/7-Household-Conservation- Efficiency.pdf http://www.powersleuth.org/teacher/energy-lights/lesson6-overview http://www.discoveryeducation.com/teachers/free-lesson-plans/weve-got-the-power.cfm Activities: Other Resources: Session Take-Away Students will understand how much power they use and will be empowered to change their behaviors.
  56. 56. 56 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Sustainability OUTCOME Sustainable Use of Resources LEVEL Advanced METRIC Students will be able to reduce their water usage by 20% Session Objectives Students will be introduced to the finite supply of water and the environmental concerns related to overuse of water Students will be introduced to strategies to reduce their water usage on campus and at home Session Guidelines Session will include information on how our campus uses water Session will include a variety of water-saving options for students to implement in their lives. Consider working with Chartwells, Facilities, or other campus partners to learn about how water use is managed/reduced on our campus Session Resources Websites: http://www.thirteen.org/h2o/educators_lesson4.html, http://www.seametrics.com/water-lesson-plans, http://wateruseitwisely.com/kids/lesson-plans/, http://water.org/news/lesson-plans/ Activities: Other Resources: Session Take-Away Students will understand how much water they use and will be empowered to change their behaviors.
  57. 57. 57 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Spirit OUTCOME Responsibility to the Community LEVEL Basic METRIC Students will be able to describe university and community standards Session Objectives • Residents will leave with an understanding of the student conduct structure. • Residents will be able to identify at least three policies applicable within the Residence Halls. • Residents will be able to locate the Office for Student Conduct and Mediation Programs. • Residents will be able to articulate where they can locate the Student Code of Conduct (online). Session Guidelines • This session will offer a general overview of campus policies. • Presenters will provide a working knowledge of the location and purpose of community standards. • Presenters may opt to request Casey Kao, Student Conduct and Mediation Programs Coordinator, to collaborate on a program. Session Resources Websites: https://www.salemstate.edu/25684.php; https://www.salemstate.edu/5623.php; https://www.salemstate.edu/5622.php to http://catalog.salemstate.edu//content.php?navoid=4455&catoid=27 https://www.salemstate.edu/25679.php; https://www.salemstate.edu/25677.php https://www.salemstate.edu/25682.php Activities: Other Resources: Session Take-Away • Students will be able to understand and communicate basic university and community standards.
  58. 58. 58 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Spirit OUTCOME Responsibility to the Community LEVEL Intermediate METRIC Students will be able to follow university and community standards Session Objectives • Residents will leave with working knowledge of what behavior is acceptable versus unacceptable on campus and within the residence halls. • Residents will gain a clear understanding of how to respect the residence halls and student and professional staff members. This can be measured by their behavior observed by the students’ respective RAs/ AMs. • Residents will be able to articulate three potential sanctions for specific violations of campus and residence hall policies. Session Guidelines • Presenters should offer and Q & A session with residents to clarify any confusion they might have in regards to campus and residence hall policies. • Presenters should consider collaborating with a professional staff member or bringing in a staff member from Student Conduct and Mediation Programs. • Presenters should consider engaging residents in an interactive program as this material can often be construed as ‘dry.’ Session Resources Websites: https://www.salemstate.edu/25684.php; https://www.salemstate.edu/5623.php; https://www.salemstate.edu/5622.php to http://catalog.salemstate.edu//content.php?navoid=4455&catoid=27 https://www.salemstate.edu/25679.php; https://www.salemstate.edu/25677.php https://www.salemstate.edu/25682.php Activities: • Role play scenarios, Trivia games Other Resources: Session Take-Away • This session will help residents understand what happens when policies are not abided by.
  59. 59. 59 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Spirit OUTCOME Responsibility to the Community LEVEL Advanced METRIC Students will be able to hold others accountable to university and community standards Session Objectives Residents will be able to recognize and identify when others are engaging in unacceptable behaviors within the residence halls; they should be able to express a general understanding within two-to-three minutes, if asked . . . similar to an elevator pitch, for example. Residents will leave with an understanding and feeling of responsibility to their community; they should be able to list at least three ways they can engage in holding themselves and their peers accountable. Session Guidelines Presenters should engage residents in conversation regarding accountability and the challenges that come with holding our peers accountable. Presenters should prepare scenarios to talk through and potentially act out with residents. These scenarios should be followed by a debrief—presenters should ask questions to engage residents in discussion. Residents should also be provided the opportunity to ask questions. Session Resources Websites: https://www.salemstate.edu/25684.php; https://www.salemstate.edu/5623.php; https://www.salemstate.edu/5622.php to http://catalog.salemstate.edu//content.php?navoid=4455&catoid=27 https://www.salemstate.edu/25679.php; https://www.salemstate.edu/25677.php https://www.salemstate.edu/25682.php Activities: “Round-table” discussion on what honesty and ownership means for the community. Follow discussion with role playing scenarios (potentially start with simple scenarios and move to more complex situations) Other Resources: Session Take-Away This session will help residents gain comfort with approaching their peers when they witness inappropriate behavior or violations occurring.
  60. 60. 60 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Spirit OUTCOME University Spirit LEVEL Basic METRIC Students will be aware of university traditions Session Objectives Students will be introduced to the history of Salem State, some of the key traditions and events on campus, and will know where to find out more about Salem State Students will know about opportunities to follow in former students’ footprints Students will know about campus cultural keystones Session Guidelines Students will leave the event with a calendar or list of traditions Students will be introduced to traditions in academics, in housing, and in SSU’s relationship to the Salem Community. Consider inviting in guest speakers, including faculty, staff, and involved student leaders. Session Resources Websites: https://www.salemstate.edu/about/history.php, https://www.salemstate.edu/about/, Activities: Other Resources: http://www.salemstate.edu/student_life Session Take-Away Students will feel a connection to the history and future of Salem State University
  61. 61. 61 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Spirit OUTCOME University Spirit LEVEL Intermediate METRIC Students will participate in university traditions Session Objectives Students will be introduced to a campus tradition by taking part in the activity or event Students will connect to the university by learning more about the history of a traditional element Session Guidelines Connect the session to a traditional event or practice at Salem State Give a historical context to the tradition Encourage students to participate for the first time Give students an opportunity to discuss the tradition Session Resources Websites: https://www.salemstate.edu/about/history.php, https://www.salemstate.edu/about/, Activities: Other Resources: http://www.salemstate.edu/student_life Session Take-Away Students will be able to point to a tradition at the university and discuss how they participated
  62. 62. 62 Salem State Residential Curriculum PILLAR Community Responsibility GOAL Spirit OUTCOME University Spirit LEVEL Advanced METRIC Students will guide and direct university traditions Session Objectives Students will be able to connect with leaders in the campus community Students will be able to create an effort that benefits and enhances the student experience at Salem State Students will be able to expose new and returning students to existing or innovative campus practices Session Guidelines Students should work together to develop and implement an idea for a campus tradition Students should leave the session with a plan to put in place for a new tradition Students should discuss how this tradition idea connects to the larger university and campus culture Session Resources Websites: https://www.salemstate.edu/about/history.php, https://www.salemstate.edu/about/, Activities: Other Resources: http://www.salemstate.edu/student_life Session Take-Away Students will be able to identify areas of campus culture they can create an impact.
  63. 63. Resources for Evaluations The following Formative Assessment options will help you create an evaluation for your program. As mentioned earlier, these should not be tacked on to the end of your program, but instead should be a vital and valuable piece of your puzzle. We have tried to include an example of each style, so that you can emulate the theme or idea. You do not need to copy exactly, and should only use these for inspiration or guidance. 3-2-1 On an index card have each student write down: • 3 things they learned • 2 questions they have about the lesson material • 1 item that they want to know more about For example, if you have done a program about the academic resources in the library building, a completed card may look like LEARNED: where the writing center is, what resources the library has, and how to find an advisor QUESTIONS: what time are there tutors at the writing center? can I pick a different advisor? ITEM FOR MORE: Working at the library You can pre-print sheets that set the three prompts OR you can just hand out blank paper. Big Picture On a blank card, ask residents to write down 3 ways this session impacts their life. In a discussion on community standards, a response may look like this: 1. I know now how the conduct system works at Salem State 2. I know what RAs are actually doing on rounds, so I don’t need to hide from them as much 3. I know that the university values safety above anything else, so I know I should contact an RA if someone gets sick from drinking too much
  64. 64. 64 Pre-Test / Post-Test Write up 3-5 basic questions related to your topic. Have students answer before your presentation and then again afterwards. This is especially effective for heavier topics or programs where you’re presenting a lot of important information. If you were doing a session on sustainability, your tests may look like the following Pre-Test 1. Where does Salem State get its power? I don’t know 2. How is most power in America generated? The sun 3. When coal is burned, what is released into the atmosphere? Smoke 4. What is “The Greenhouse Effect”? Global Warming Post-Test 1. Where does Salem State get it’s power? Hydroelecticity from the bay 2. How is most power in America generated? Coal burning 3. When coal is burned, what is released into the atmosphere? Carbon Monoxide 4. What is “The Greenhouse Effect”? CO2 trapping heat in the atmosphere Again, this will not be effective for all programs, but could be especially effective for very informative programs or programs that are facilitated by an outside presenter. These should be prepared in advance before your program. Will / Won’t At the end of the program, pass out index cards with: “Based on this program, I will _________________ I won’t _______________” and collect the cards as people leave. For a program on sustainability, the cards may look like the following: I WILL: turn the sink off while I brush my teeth I WON’T: leave my laptop plugged in overnight
  65. 65. 65 Red Yellow Green Pass out index cards with 3-5 words or phrases that relate to your lesson plan. At the end of the session, ask residents to put a Green, Yellow, or Red dot next to each item, based on how much (green) or how little (red) they learned. For a session on privilege your card may look like the following: Intersectionality: (red dot) Systemic Racism: (green dot) Bias Language: (green dot) You’ll need to prepare the cards/sheets with the 3-5 key points of your program and you will need to provide crayons/markers for your students. Three Things Ask residents to write down a list of 3 things that someone who didn’t attend the program might not know. A program about Salem State’s history may produce the following card: Salem State was founded as a “Normal School” Salem State built Central Campus on a Lightbulb Factory Most Salem State residential students live in buildings that didn’t exist 15 years ago. This activity may require the least preparation, but can produce interesting results.
  66. 66. 66 My Favorite Yes & My Favorite No On an index card, ask residents to write down something they agreed with (Yes) and something they disagreed with (No) from your program. For a program on campus groups and organizations, they may write something like the following: YES: My favorite hobbies are represented on campus NO: There aren’t enough groups that are relevant to my identity as an individual Roses & Thorns Ask residents to list reasons the program helped them understand your topic (Roses), and items they still don’t understand (Thorns) If you’re hosting a program on study skills, their response may look like the following: Roses (Things you Learned about studying) What an AM is and does What resources my academic department offers How to set realistic time-blocks for studying Thorns (Things you still don’t understand about studying) How to take notes in class How to find a study group from my classes Providing cards or other prompts may help your program attendees.
  67. 67. 67 One Question, One Answer Ask residents to provide one question the program raised and one answer the program provided. If your program was on Intersectionality, their responses may look like the following One Question: Is there a way to dismantle different ideas of Privilege in our society? One Answer: I get now how my White Privilege benefits me even though I may not have Financial/Class Privilege. Next Discussion Ask residents to think about the program and consider what is the next conversation they might have about the topic. If you were doing a program on sustainability, their response might look like this: Next Discussion What’s the Next Conversation you might have about Saving Water? If I see my roommate letting the water run in the shower while they’re shaving at the sink, I’ll be able to explain just how wasteful that is. Again, providing prompts or a baseline may help get valuable responses. Tell a Stranger Ask residents to write down how they’d describe this program to someone who wasn’t there. For a program on Community Service, the response might look like the following: How would you describe this discussion to someone who wasn’t part of it? Billy gave us a few suggestions on how to get involved off campus, and I found out that LifeBridge does a few soup kitchen schedules that I can fit into my time. Again, putting a prompt on the card will help the attendants respond more effectively.
  68. 68. 68 Windshield Print slips with 3-5 statements about your topic. Ask residents to mark each statement “Clear”, “Buggy”, or “Muddy” by either not writing anything (“clear” on the point), putting a few marks (“buggy” but some understanding) or scribble over the whole point (“muddy” on the point entirely) A session on unhealthy relationships may be evaluated in a way like the following example: Tell me how this session illuminated the following concepts by drawing on your sheet. If an item is clear for you now, don’t draw anything, if it’s a little clearer but you still have questions, put some dots on it, and if you don’t understand it at all, cover it up. Consent Communication Healthy Boundaries This evaluation method probably requires the most effort, as you have to create the slips, provide a more effective prompt, and make sure you’re identifying your key areas in the presentation, but this gives you excellent feedback on where your audience is after your program. First Half / Second Half Ask your residents to note two pieces of information or knowledge they got from your program, one from the first half, one from the second half. An example from a group development session might look like the following On this slip, tell me something you got from the first 30 minutes and something you got from the last 30 minutes First Half I liked how we went around the room and talked about what stuff we wanted to be involved in at SSU Second Half I really liked how you pulled up the Salem State website so that we could go through the different options!
  69. 69. 69 After Your Program Now that you’ve finished your program, look over your evaluation materials. Make notes of the areas that you succeeded, and try to identify areas that may still be unclear for your attendees. Once you’ve gone over the information in your evaluations, provide your building pro staff with your materials. This will help us get a pulse for how programming is impacting our residents and allow us to build year-over-year. Share your program’s successes with your staff at your next Wednesday staff meeting, and also share what challenges might have been inherent in your choice of lesson plan, activities, and evaluation efforts, so your colleagues can learn from your efforts. Finally, talk with your programming partner about how your next program can build on the lessons and outcomes from this program.
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