Ian Crookshank: York's Residence Life Learning Plan

1. York’s Residence Learning Plan
A Targeted and Holistic Approach to
Residential Education

2. Introductions
• Ian Crookshank
– Assistant Director, Student Community @ York
University

3. Overview
• Residence Learning Plan – A new approach
• Learning Outcomes and Learning Outcome
Development
• Highlights
• Assessment
• Data
• Future State

4. Presentation Outcomes
• Attendees will:
– Discuss the current state of residence programming
and learn why a new approach is needed
– Learn the benefits of a curricular approach to
residential education including sequencing of learning
outcomes, professional coordination of learning
activities and greater student staff connection
– Understand York’s specific Residence Learning Plan
and how it has been implemented
– Discuss how a curricular approach could fit within the
context of your institution’s structure and values.

5. What is your familiarity with Residence
Education?

6. Current Practice in Residence Life
across Canada
• Residence Education is based on a programming model
• Model is designed and delivered by a combination of
professional staff and student staff
• Sequence of learning is up to the program creators
• Programming viewed as the only tangible vehicle for
student learning
• Programming is done to fulfill requirements
• Attendance is the paramount measure of a successful
program
• Student staff are the primary drivers of student
programming

7. Typical Programming Model
• Traditional models
based on a modified
wellness wheel
• The idea would be that
each Residence
Student Staff designs
and delivers a program
per topic area based
on their institutions
requirements
• Challenges:
Model from Tulane University
tulane.edu/studentaffairs/housing/about/program-components.cfm

8. Why a new approach
• The programming model concept is now decades old
– Wellness wheel or other iterations
• Typical models rely on student staff to deliver educational
programming
– Main issues:
• They are not knowledgeable enough in subject area
• They do not know enough about student development
• They can do more harm then good
• They no longer focus on building one on one connections with students as
they plan events and programs
• They may not be interested in a given topic
• Too much programming
• Stand alone sessions require attendance
• Programming is often reactionary rather than planned
• Next to impossible to assess

9. What is a Residence Curriculum?
• In its most basic form:
– A sequenced plan constructed around an
educational priority and learning outcomes and
delivered by all staff within residence
• It is not
– A programming model but an all encompassing
approach to residence life

10. Benefits to this approach
• Sequenced Learning Activities coordinated by
professional staff in the summer
• One on one connections between student staff and
students
• Easier to measure as it focuses on learning rather than
teaching
• Provides direction to staff and students (this is what we
do and why we do it)
• Tied directly to the institutions mission or values and
theory and research in the field
• Back to basics on the number of educational events
and the responsibilities of student staff

11. York’s Reality
• Context:
– Brand new programming model developed in
2010
– 850 Residence Programs between September
2010 and March 2011 across 10 residence
buildings
– Declining attendance, increasing work load on
student staff, no way to measure impact.
– Lower staff morale at the end of the year
– Declining enrollment  returning student

12. York’s Residence Learning Plan
• Educational Priority:
– The principal educational priority of Residence Life
at York University is that students will recognize
the value of the individual and their responsibility
in contributing to the growth and betterment of
society both locally and globally.

13. York’s Learning Plan (Domains)
• Identity and Esteem
– Living in York University Residences will encourage students to walk
along a path of self discovery, challenge them to view life from many
different perspectives, and work collaboratively to develop a sense of
pride in themselves, their Residence, their College and York University.
• Outcomes
– Students will understand how their identity is formed and impacted by
external social pressures and constraints
– Students will develop tools and skills to build self esteem and
leadership capacity
– Students will demonstrate pride in their identity as individuals and
students through self assessment and participation in personal
development opportunities
• Key Words: Metamorphosis, self, perspective, pride, leadership,
creativity, self assessment, self esteem

14. York’s Learning Plan (Domains)
• University Success and Traditions:
– By living in Residence at York University, students will have the opportunity to
participate in a variety of activities allowing them to become familiar with
Residence and Campus Life. Students will gain a better sense of the resources
available, where to seek support, and how to become more involved, engaged
and successful in their University experience.
• Outcomes
– Students will be able to identify resources, services and supports at York,
within the College and the Residence that will help them success while at
University.
– Students will understand the importance of traditions in shaping their
residence, College or University experience.
– Students will be able to apply their knowledge of the university, college or
residence traditions, supports and cultures to develop a personal success plan.
• Key words: Administrative policies, resources, college community,
traditions, tools for success, engagement

15. York’s Learning Plan (Domains)
• Life and Living Skills
– York University Residence Life will provide students with learning
opportunities and resources in areas such as time management, stress
management, personal safety, financial management, life skills and healthy
living. Students will develop skills and attributes which will lead to personal
development, self-advocacy, resiliency and independence.
• Outcomes
– Students will understand the impact of life’s stresses and challenges on their
personal and academic success.
– Students will learn techniques to manage stress, finances, personal health and
life tasks in leading to increased autonomy and independence.
– Student will be able to reflect on personal stress points and life choices in
developing an increasingly independent and healthy lifestyle.
• Key words: Personal Caretaking, safety, financial management, self care,
healthy lifestyles, resiliency, independence, autonomy

16. York’s Learning Plan (Domains)
• Empathy and Interdependence
– By living in residence, students will understand what it means to live as part of
a community, their role within that community, and the impact of their
decisions on themselves and others. Life in residence will prepare students to
communicate with others across areas of difference by seeking new
perspectives and challenging their own assumptions. Awareness of one’s
social environment and role within it, as well as the need to seek new view
points and make a difference are important to achieving this.
• Outcomes
– Students will understand their roles and responsibilities as individuals within a
broader community.
– Students will recognize how to build sustainable connections with others.
– Students will understand how their own perceptions impact on their ability to
communicate with others.
– Students will be able to differentiate between impact and intent when living in
a community.
• Key words: perceptions, diverse, awareness, communication, citizenship,
relationships, connections, impact vs. intent

17. York’s Learning Plan (Domains)
• Mutual Rights and Responsibilities
– Living in Residence at York University will engage students in the development
of an understanding of their rights and responsibilities as residents, students
and members of society. Creating a safe space to dialogue about societal
inequities, valuing and celebrating differences, social justice and global impact
will lead to the development of mutual understanding, respect and ethical and
just actions.
• Outcomes
– Students will understand the realities of power, privilege and oppression
within our society.
– Students will understand their roles and responsibilities in building a socially
responsible and just campus
– Students will understand the collective impact that their decisions and
changes in lifestyle can have on the environment
– Students will be able to reflect on their responsibility in the creation of a more
equitable and healthy world.
• Keywords: global citizenship/stewardship, social justice, responsible
citizenship, respect, mutual responsibility, environment, impact.

18. What it looks like in practice

19. Sequencing
• Each of these Learning Outcomes has been
placed in sequence based on Chickering’s 7
Vectors of Student Development
• The outcomes are then mapped and activities are
scheduled and planned months in advance.
– Mapping consists of identifying how the outcome lies
within student development theory and how it relates
to the CAS standards and UAP
– file://localhost/Users/iancrookshank/Documents/Out
comes_WhitePaper_Chickering.xls

20. Learning Plan Activities
• First 6 weeks transition activities
• Don one on one conversations
• Educational Programming Committees
• Community building events
• House Meetings

21. Highlights
• Lesson Plans constructed for all learning plan
activities
– Allow for greater consistency
– Template ensures that RLCs are thinking of
Learning Outcomes and Assessment in their
planning
– Activities planned well in advance and sequenced
– file://localhost/Users/iancrookshank/Documents/
Lesson Plan Template.dot

22. Highlights
• One on ones
– Each Don and Sr. Don will be expected to conduct one
on one meetings with all of the students in their
house twice per term.
– The one on ones differ for first year and returning
students
– They are outlined in a lesson plan that will be
provided by their RLC
– The purpose is to get to know their students, build a
connection with them and to help them reflect on
their identity and their year at York.
– file://localhost/Users/iancrookshank/Documents/LP_
First_Year_Convo%233_1112.doc

23. Highlights
• Campus Wide Committees
– In addition each Don will sit on a Campus Wide Programming
Committee in onc of the following areas:
• Life and Leadership Skills
• Academic Success and Career Planning
• Diversity and Social Justice
• Internationalization and Globalization
• Health and Wellness
• Each committee will be co-chaired by an RLC and Sr. Don and
needs representation from each building.
• Each Committee will run an activity per term
– Activities are multi-level and include campus experts
• file://localhost/Users/iancrookshank/Documents/LP_C
areer_Academic_Success_Winter_2012.doc

24. Highlights
• Passive Reinforcement
– Each Learning Plan Activity or outcome is
reinforced by a passive program
• Bulletin Board in lobby
• Poster series
• Mail box stuffer
• Lobby tabling and programming (drop by)
– Active participation is no longer required to learn

25. Highlights
• Community Building
– Residence Staff have no programming
expectations
• They have free reign on social activities and community
building.
– As many socials, pizza nights, movie nights, etc.

26. Assessment
• Residence Life Pre-Entry Survey
– Completed August 24th, 2011
• Residence Learning Plan Survey
– Completed December 16th, 2011
• Focus Groups in January
• Session Assessment Activities
• One on one conversation summaries

27. Assessment Data
• Students who live in residence responses to December survey
– I know what academic resources are available if…
• 71.87 % (strongly agree or agree)
– I know what campus resources are available if…(personal/social)
• 64% (strongly agree or agree)
– I am connected to campus through my own involvement
• 64% (strongly agree or agree)
– I have been introduced to responsibilities associated with living on my
own
• 84% (strongly agree or agree)
– I am nervous about meeting people from different backgrounds
• 12% (strongly agree or agree)
– I am anxious about living away from my traditional supports
• 27% (strongly agree or agree)

28. Assessment Data (continued)
– I understand the impact of my perceptions and actions
towards diversity and social justice issues in my
community
• 85% (strongly agree or agree)
– I treat others fairly regardless...
• 93% (strongly agree or agree)
– I have a responsibility to intervene when someone is being
treated unfairly
• 82% (strongly agree or agree)
– I feel safe in my residence
• 84% (strongly agree or agree)
– I am satisfied with my residence experience
• 74%

29. Student Pride in Residence vs.
number of programs
800
700
600
500
Axis Title
400
Number of Programs
300
Pride in Residence
200
100
0
2008-2009 2009-2010 2010-2011 2011-2012
Axis Title

30. Pride
76%
74%
72%
70%
68% Pride
66%
64%
62%
2008-2009 2009-2010 2010-2011 2011-2012

31. Why I chose to live in Residence
(Pre-Entry)

32. Why I chose to live in Residence
(December)

33. Observation
• One on Ones
– file://localhost/Users/iancrookshank/Documents/
3rd one on ones_Lina.doc
• Events
– Student feedback surveys
– Observation at events
– House meeting graffiti boards
– Event activities
• Hate free campaign

34. Focus Groups
• Each building conducted a focus group. A few
quotes are included on the following slides:

35. What things have you learned in residence
this year?
• Myself as a person, respect for each other (especially
respect for different races) accepting different habits
• How to handle unpleasant situations and learn to live with
people who have very different opinions
"The amount of personal growth I experienced as a result of a year
spent in residence. Meeting different people from all over the
world and making friendships that will last the distances between.
Celebrating my birthday for the first time in four years with my first
surprise party ever was just a small thing on the part of everyone
involved, but it changed my opinion of myself and made me realize
just how much I've changed as a person since highschool. it
showed me that even though I often feel like I don't leave much of
an impression, on those around me, I actually do."

36. What interactions have you had with others who are
different from yourself, and what have you learned
from those interactions?
• There tends to be misunderstandings about
countries and stereotypes and by having
conversations with people you are able to learn
more
• Differences amongst people seem to be the best
starting points for conversations
“This year in residence has been one that has
encouraged me to meet students from different
backgrounds and has taught me much more about
diversity and acceptance.”

37. Life Skills and Independent Living
• Most spoke to their ability to now budget and
manage their money better;
• Many spoke to their ability to better manage
their time;
• Many have recognized who they are and where
they want to go in life;
• Some indicated that they would be staying in
residence next year because they knew that they
would have a Don that would be there to assist
them through the gamut of resources that are on
campus.

38. Have you taught people about yourself
(culture, race, religion, interests, etc.)? if so how?
• One student outlined how they brought Soca music from
the Caribbean to their floor and that was how they shared
their culture;
• Many said that they have shared recipes from their cultural
background with students- whether that was going to a
restaurant or their parents bringing that food to the
building;
• Some have explained the different holidays that they
celebrate.
“Conversations are the most important thing, just by talking to
someone you are able to learn about them and teach them
about yourself”

39. Quotes
• “Residence has been a place of refuge and a place where I could
grow”
• “This year I was able to be there for people personally and
academically, which was a really positive experience. Every
moment spent in Pond has engaged me, educated me and helped
me grow and find my strengths that helped me be there for
people who needed me and trusted me.”
• “Made friends with people we probably won’t have a chance to
meet if we didn’t live together.”
• “Living in residence has given me a sense of autonomy that I don’t
believe I could have found anywhere else.”

40. Continued
• “I fell in love with Margaret Lawrence House. Don Lina really
helped me through the rough times. Meeting such diverse
people and making friends really brightened my experience”
• “Going skating with ResLife. Watching Leafs game on tv in the
common room. Going to the Christmas Parade with ResLife.
Going to the York Varsity Ice Hockey game. Hanging out with
great friends in the common room.”
• “Getting to know so many people makes me feel that the
residence is one big family, makes me feel warm. For
international students who are a long way from home, building
up a community really helps to get rid of loneliness. Thank you
all for creating a big happy family.”

41. What we have seen so far…
• Fewer programs
• Rise in educational content of learning plan
initiatives
• Improved consistency in experience
• Better connections between Dons and students
• Improved relations with campus partners
• Rise in returning student applications
• Further training is needed for both professional
and student staff on delivery of outcomes and
assessment

42. Future State
• Further Assessment of this cohort
– Post survey to be delivered this summer
• Further Analysis of current data
• Development of Lesson Plans for the upcoming year
(using learning outcomes to evaluate effectiveness)
• Publicly communicating all aspects of the Learning
Plan, including assessment results
• Use current curriculum template with other student
affairs units
• Review committee structure and programming
component of the plan

43. Questions or Comments