The document outlines York University's new Residence Learning Plan approach which aims to provide a more targeted and holistic residential education experience compared to traditional programming models. It involves identifying key learning outcomes, sequencing educational activities coordinated by staff, and assessing the impact through various metrics like surveys. Initial assessment data found improved connections between students and staff, higher satisfaction rates, and students reporting greater understanding of diversity issues. The university plans to continue refining and assessing the model going forward.

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

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

3. 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

4. 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

5. 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)
• 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

6. 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.

7. 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.

8. 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.

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

10. 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

11. 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.

12. 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

13. 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

14. 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

15. 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)

16. 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%

17. 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

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

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

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

21. Observation
• One on Ones
– An example of the feedback form is
circulating, there is a fair amount of data that
needs to be tabulated, but this is a good example
of the information that has been presented
• Events

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

23. 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
– "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."

24. 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.”

25. Life Skills and Independent Living
• Most spoke to their ability to now budget and
manage their money better.
• 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.

26. 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.

27. 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.”

28. Continued
• “I fell in love with Margaret Lawrence. 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. “

29. 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

30. Future State
• Further Assessment of this cohort
– Post survey to be delivered 2 weeks into May
• 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 SCLD
units (starting with Health Ed)

31. Questions or Comments