RC Booklet

OFFICE OF RESIDENCE LIFE
SALEM STATE UNIVERSITY
Residential Curriculum Resources

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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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

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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.

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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.

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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
identify different
leadership styles
Students will
understand how to
effectively
collaborate with
different leadership
styles
implement a personal
leadership style
Understanding
one's own
experiences
identify and understand
their accomplishments
to identify and
understand their
goals
identify and understand
their challenges
Accountability
identify how their
participation impacts
groups and organizations
to identify how
participation in
groups and
organizations impacts
their development
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
to create proposals
for changes they
would like to see in
the Salem State
Community.
particpate in
implementation of
campus or community
change
Self Awareness
Interpersonal
Competence
Leadership
Development

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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.

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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.

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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.

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PILLAR Leadership Development GOAL Self Awareness
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.

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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
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

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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
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

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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

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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.

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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.

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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.

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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.

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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

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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

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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
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.

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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
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.

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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.
Exploration Fostering Relationships
Students will be exposed to
viewpoints and perspectives
other than their own
identify aspects of
unhealthy relationships
prevent or repair
interpersonal conflicts
Identity
Intersectionality of
Identities
Students will be aware of
the multitude of identities
with whom they will interact
articulate a personal
understanding of the
following: racial/ethnic,
sexual orientation, gender,
socio-economic, ability,
spirtuality, and other social
identities
articulate the fluidity of
their own identities
identify their own privileges
identify how their
privileges have impacted
others
identify how their privileges
have impacted their own
lives
identify how other
privileges have an impact
on their lives
Advocating for Others
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
participate in a mentoring
program
participate in a national
Social Justice movement
Awareness Understanding Privilege
educate others on the
impact of privilege
Diversity
Action & Change

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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.

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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.

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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.

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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
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
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
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
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
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
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
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
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
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
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 ,
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
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
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
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 ,
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
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
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
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
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
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.
identify five different study
habits that will improve their
academics
identify resources that will
enhance their academic
experience
Students will particiapte in
at least one community
service event
articulate the impact of
their community service
experience
Increase Conservation
Awareness
communicate the impact and
purpose of sustainability
practices.
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%
reduce their electricity
consumption by 20%
Students will be able to reduce
their water usage by 20%
Responsibility to the
Community
describe university and
community standards
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
Students will guide and direct
Community
Responsibility
identify community service
opportunities in the Salem
Community
organize communtiy service
efforts
identify and utilize different
learning styles
engage with faculty both
inside and outside the
classroom
Scholarship Academic Success
Community Service
Discover and
Acknowledge Community
Needs
Spirit
Sustainability

43
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
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
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
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
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
Activities:
Other Resources:
Session Take-Away
Students will know where and how they can volunteer in our community

48
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
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
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
Activities:
Other Resources:
Session Take-Away
Students will learn WHY they should volunteer, not just how to volunteer.

50
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
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
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
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
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
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
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
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
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
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
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
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.

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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
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.

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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
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
Activities:
Session Take-Away
Students will be able to point to a tradition at the university and discuss how they participated

62
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
Activities:
Session Take-Away
Students will be able to identify areas of campus culture they can create an impact.

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
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

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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
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
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
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!

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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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