Re-examining traditional residential programming in light of contemporary theory and research; innovative programming model and delivery system highlighted.
9. Parental in nature – rise and dominance of “in loco parentis” (mid 1900’s)
10. Practically non-existent - diversification of residents and demise of “in loco parentis” (1970’s, and 80’s)
11. Pervasive, complex, and often superficial – plethora of contexts and models Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
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13. Empiricism – (1800’s – 1900’s) The modern day Research University started with German empiricists, focusing on faculty research and inductive reasoning more so than student learning
14. Introspectionism – (late 1800’s – early 1900’s) Wundt began to focus on “what is happening in the mind”; rebirth of interest in the philosophy of Education (i.e. John Dewey)Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
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16. Cognitive Science - (1960’s - ????) Recognized learning as a complex cognitive process involving perception, memory, emotion, and active construction
17. Socio-Cognitive – (2000’s - ????) Builds on Cognitive Science but emphasizes the influence of environmental, social, and cultural factors on cognitionResidential Education Reconsidered ACPA 2011 Conference March 30, 2011
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19. But we know little of what happens inside the mind of the student as they are learning and developing.
20. We know even less of howlearning and development occurs inside the mind.Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
21. - Residential Life What is going on in the mind? Assimilation & Integration Schema Attention Associationism Active Construction Episodic memory Metacognition Immediate Memory Dual Coding Expertise reversal Working memory Dual processing Transfer Parallel Processing “Cold Cognition” and “Hot Cognition” Sensory Register Visual/Spatial sketchpad Cognitive Belief System Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
22. - Residential Life What is going on in the mind? “Cold Cognition” and “Hot Cognition” Cognitive Belief System Motivation Self-efficacy Emotions Problem Solving Critical Thinking Creativity Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
23. - Residential Life How does it all fit together? "If the brain were simple enough for us to understand it, we would be too simple to understand it." ~Ken Hill We’re still trying to figure the brain/mind out, but here is a basic part of it… An Information Processing Model Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
24. - Residential Life Information Processing Model Sensory information either external or internal Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
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26. It evaluates incoming data based on prior experience, immediate goals, and prioritizes
27. Little if any conscious awarenessSensory information either external or internal Sensory Register Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
28. - Residential Life Information Processing Model Immediate Memory Provides a mechanism to attend to information in the short term without expending much energy Active for just a few seconds Sensory information either external or internal Sensory Register Immediate Memory Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
29. - Residential Life Information Processing Model Working Memory Provides a mechanism for extended concentration on a limited amount of information 5-9 bits/chunks Up to 30 Seconds, extended with attention up to ~20 minutes Sensory information either external or internal Sensory Register Immediate Memory Working Memory Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
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31. Information stored in LTS becomes integrated with our Cognitive Belief System, including our various identities or sense of self.Long Term Storage & Cognitive Belief System Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
32. - Residential Life Putting it all together Past Experience & goals Sense & Meaning Sensory information either external or internal Sensory Register Immediate Memory Working Memory Long Term Storage & Cognitive Belief System Information discarded or lost Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
33. - Residential Life What is going on in the mind? A LOT!!!! Meaningful learning involves a lot of mental activity and consideration of prior knowledge, mental models, active construction, and more. Traditional residential programming, though, doesn’t account for many of these factors… Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
34. - Residential Life Juxtaposition Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
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36. Student Staff, perhaps even Masters level staff, may not have the understanding of learning required to design effective learning experiences
38. There are a host of factors that interact with whatever model we use that impact learning, and we do not understand much of them
39. This may help to explain the considerable variance in the effectiveness of LLP’s and residential programsResidential Education Reconsidered ACPA 2011 Conference March 30, 2011
40. - Residential Life Discussion Pairs/Triads Pair or triple up and discuss your thoughts on this so far. Some questions to consider: How do our methods of educating students in our halls match with contemporary theory? What assumptions or beliefs might we need to re-assess? How can we re-think our approaches to educating our residents? Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
41. - Residential Life Discussion Quick report of some of the insights shared… Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
42. - Residential Life Reflective Engagement Model The “Reflective Engagement Model” is founded on two questions: How can we better reach every student in our programmatic efforts? How can we better engage them in meaningful and effective learning experiences? Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
43. - Residential Life Reflective Engagement Model Involves 2 components Metacognitive – engaging them repeatedly in “thinking about their thinking” and constructing and re-constructing meaning around individual experiences. Focus is on processinstead of content. Social – engaging them in an extended and ongoing mentoring and social relationship. Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
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45. We considered which of those were essential to being “self-directed.”Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
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47. Resident will reflect on and integrate their experiences, values, beliefs, strengths, weaknesses, and their personal perspectives and style, and articulate themselves in terms of a unique, evolving and self directed cultural being.Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
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49. Resident will reflect on their successful and unsuccessful personal relationships with friends, faculty, and staff, and/or parents and family, and identify aspects that make those relationships meaningful, including what they themselves bring to their relationships.Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
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51. Resident will reflect on and integrate the values, beliefs, strengths, weaknesses, perspectives and styles of others, and articulate an appreciation for them in terms of unique, evolving and self directed cultural beings.Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
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53. Each month, RA’s engage a minimum of 60% of their residents in 1 on 1 conversations:
60. Staff report monthly on #’s/names, trends, outliers, and what they have gained Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
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62. RA asks how they did in school last year, are they happy with their grades, etc.
63. RA asks what they want to improve on this year – turns those into goals
64. RA asks them what they need to do to achieve the stated goals (and helps make goals more measurable, realistic, identify resources, etc.)
65. RA asks about areas not mentioned (personal goals, involvement, etc.)
66. RA shifts back to more informal topics and ends conversation
67. RA notes the goals and follows up regularly (the follow ups are highly regarded)Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
93. Noise is acceptable (both floor and building)NOTE: Tonopah already ranked high in many in 2005 & 2006 Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
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95. Fall 2008 – Spring 2009 greatest GPA change of all models (+.14)
96. Fall 2009 – Spring 2010 greatest GPA change of all models (-.14)*
97. In Spring 2010 there was a resident death inside Tonopah
98. The GPA decline was similar across all models in all buildingsResidential Education Reconsidered ACPA 2011 Conference March 30, 2011
111. Went from 2nd highest to lowest in terms of # of incidents
112. Community Damages decreased by about 30% - 50% Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
113. - Residential Life ? Got Questions? Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
114. - Residential Life Slide Content Box Residential Education Reconsidered ACPA 2011 Conference March 30, 2011
Notas del editor
Foundations of contemporary learning theory can be seen in much of the philosophy of learning and the mind from this eraThus, understanding how students learn was not of primary importance, unless that was the professor’s field of interest to begin with.With Wundt’s work, combined with rebirth of interest in the philosophy of education, a call to focus on the mind of the individual, however it was largely ignored for some time
See, hear, smell, taste, touch, and THINK
Gatekeeper of information that our brain and mind attend toIt evaluates incoming data based on prior experience and prioritizesLittle if any conscious awareness
Provides a mechanism to attend to information in the short term without expending much energyActive for about 30 seconds
Provides a mechanism for extended concentration on a limited amount of information5-9 bits/chunksUp to 20 minutes (with some exceptions)NOTE: Augmentation
Long Term Storage /Cognitive Belief SystemWhat makes sense and what we find meaningful is committed to long term storage (LTS).Information stored in LTS becomes integrated with our Cognitive Belief System, including our sense of self or our Identity.
Meaningful learning – lots of mental activityTraditiona residential programing doesn’t account for many of these
How do our methods of educating students in our halls match with contemporary theory?What assumptions or beliefs might we need to re-assess?How can we re-think our approaches to educating our residents?
How do our methods of educating students in our halls match with contemporary theory?What assumptions or beliefs might we need to re-assess?How can we re-think our approaches to educating our residents?
How can we better reach every student in our programmatic efforts?How can we better engage them in meaningful and effective learning experiences?
Metacognitive – engaging them repeatedly in “thinking about their thinking” and constructing and re-constructing meaning around individual experiences.Social – engaging them in an extended and ongoing mentoring and social relationship.
We looked at learning outcomes for the UNLV General Education program and those developed for Student Affairs at UNLV that were based on Learning Reconsidered.We considered which of those were essential to being “self-directed.”
Cognitive Complexity Resident will identify, reflect on and analyze a problem/source of conflict from different perspectives, question his/her role, and develop potential solutions Resident will reflect on and integrate their experiences, values, beliefs, strengths, weaknesses, and their personal perspectives and style, and articulate themselves in terms of a unique, evolving and self directed cultural being.
Self Management and Relationship with Others Resident will identify and commit to personal goals in the areas of (a) Academic, emphasizing academic skills and career exploration and development, (b) Community Involvement and Leadership, (c) Personal Wellness, and (d) Time Management Resident will reflect on their successful and unsuccessful personal relationships with friends, faculty, and staff, and/or parents and family, and identify aspects that make those relationships meaningful, including what they themselves bring to their relationships.
Aesthetic Sensitivity and Cultural Competence Resident will explore different perspectives on local, national, and/or global issues and reflect on their interrelatedness and explore issues of leadership, civic engagement, and/or environmental and social justice ethics, etc. related to them. Resident will reflect on and integrate the values, beliefs, strengths, weaknesses, perspectives and styles of others, and articulate an appreciation for them in terms of unique, evolving and self directed cultural beings.
What’s the process? Specialized Training – facilitating conversations, goal setting, etc.Each month, RA’s engage a minimum of 60% of their residents in 1 on 1 conversations:Goal setting (Aug./Sept.), Problem solving (Oct.),Relationships and a review of their goals (Nov. / Dec.)Evaluation of goals and new goal setting (Jan. / Feb.)Perspective Taking and review of their goals (March)Goal evaluation (April / May)Staff report monthly on #’s, trends, outliers, and what they have gained
RA asks resident to have lunch with them RA asks how they did in school last year, are they happy with their grades, etc. RA asks what they want to improve on this year – turns those into goals RA asks them what they need to do to achieve the stated goals (and helps make goals more measurable, realistic, identify resources, etc.) RA asks about areas not mentioned (personal goals, involvement, etc.) RA shifts back to more informal topics and ends conversation RA notes the goals and follows up regularly (the follow ups are highly regarded)