Presentation on an innovative residential programming and delivery model, with greater depth in terms of theory, research, and specific details.

1. - Residential Life Slide Content Box Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

2. - Residential Life Reflective Engagement Model Stan Dura Residential Life Coordinator Doctoral Student, Educational Psychology UNLV Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

4. Evaluate traditional programming in light of related literature

5. Consider related Theory on Learning and Pedagogy

6. Examine traditional programming in light of theory

7. Look at the current model, including RLC role, challenges, and training

8. Identify needs/opportunities for optimization for Fall

9. Wrap upReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

11. Schroeder and Mable’s call for integration of learning experiences and themed experiences within the residence halls

12. These foundations of our philosophy and approach to Residential Education are essentially educational servicesReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

14. Inputs > Environment > OutcomesAstin, A.W. (1984). Student Involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

16. extended peer interaction is their education

17. first year and structure of experiences vital

18. students learn standards of behavior from each other

19. student initiated activities are preferred over institutional onesSchroeder, C. C. & Mable, P. (1994). Realizing the educational potential of residence halls. San Francisco: Jossey-Bass. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

21. Two tiers of residential responsibilities

22. Management

23. EducationalSchroeder, C. C. & Mable, P. (1994). Realizing the educational potential of residence halls. San Francisco: Jossey-Bass. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

25. - Residential Life Residential Education There’s a philosophical gap: Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

28. Experts and Peers facilitate learning

29. Process of learning is critical in designing experiences

30. Knowledge of learning theory and the process of learning

31. Crucial to design of experiences

32. Curricula and learning outcomes are the norm

33. Attempt to assess learning in and above maturation.Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

35. Chickering & Reisser

36. Multiple Identity Dev. models

37. Piaget

38. Kohlberg and Gilligan

39. Bandura

40. Kegan

41. Sanford

42. Perry

43. Baxter-Magolda

44. Kolb, Myers & Briggs

45. None of these address the cognitive processes involved in the learning that undergird our foundational modelsReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

46. - Residential Life Residential Education Frameworks: These frameworks provide us a solid understanding how students change over time, and we consider the long term change as learning We have done a good job of creating environments in which learning may occur Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

47. - Residential Life Residential Education Frameworks: However, in the context of increasing accountability and competition for human and fiscal resources, environments that mayfacilitate learning will not suffice We will be expected to apply effective instructional practices and design learning experiences that will facilitate learning. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

48. - Residential Life Residential Education Frameworks: In order to do that, we must have and master frameworks for learning processes and effective pedagogy. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

49. - Residential Life What does learning involve? Assimilation & Integration Schema Attention Associationism Active Construction Episodic memory Metacognition Immediate Memory Dual Coding Expertise reversal Working memory Dual processing Transfer Goal Orientation Parallel Processing Motivation Sensory Register Self-efficacy Visual/Spatial sketchpad Cognitive Belief System Cognitive Load Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

50. - Residential Life What does learning involve? Cognitive Belief System “Cold Cognition” & “Hot Cognition” Motivation Identity Emotions Self-efficacy Critical Thinking Values Creativity Morals/Ethics Problem Solving and reasoning Metacognition and Reflection And of course, reading, encoding, etc. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

52. Result: Successes are inconsistent and washed out by failuresReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

54. meta-analysis of residential education on academic performanceNo impact, positive or negative Blimling, G. S. (1989). “A meta-analysis of the influence of college residence halls on academic performance.” Journal of College Student Development, 40, 610-623. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

56. meta-analysis of residential experience’s impact on learningNo consistent evidence of impact Pascarella, E.T. & Terenzini, P.T. (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

58. analysis of Wabash National Study data on instructional practices that positively impact student learning and successcharacteristics of the practice not the activity. Salisbury, M. & Goodman, K. (2009). “Educational practices that foster intercultural competence. Diversity & Democracy. 112(2), 12-13. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

60. 2 essential characteristics of good practice shown to positively impact learning.Wrestling with different perspectives Quality interactions and instructional design Salisbury, M. & Goodman, K. (2009). “Educational practices that foster intercultural competence. Diversity & Democracy. 112(2), 12-13. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

61. - Residential Life Research These results suggest: Residential Education has essentially been irrelevant in the education of residential students. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

63. Diversity of learners and contexts

64. affordances and constraints are different

65. Content lacks coherent structure

66. Current models engage only a minorityReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

67. - Residential Life Research An Analogy: Developmental experts facilitating learning is akin to expert drivers designingan engine. Our expertise has not been in facilitating learning but rather in understanding developmental patterns and supporting environments Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

68. - Residential Life Why we struggle to show impact? ≠ Expertise in Student Development Expertise in Learning and Teaching Both are necessary to educate well (perhaps especially so outside the classroom) Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

70. We need to find ways to integrate this knowledge and apply it to our unique contexts.Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

71. - Residential Life A Framework for learning "If the brain were simple enough for us to understand it, we would be too simple to understand it." ~Ken Hill Much is still a mystery, but here are the basic cognitive aspects of learning… Information Processing Model – A Framework Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

72. - Residential Life Information Processing Model Sensory information either external or internal Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

74. It evaluates incoming data based on prior experience, immediate goals, and prioritizes

75. Little if any conscious awarenessSensory information either external or internal Sensory Register Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

76. - 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 Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

77. - 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 Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

79. Information stored in LTS becomes integrated with our Cognitive Belief System, including our various identities or senses of self.Long Term Storage & Cognitive Belief System Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

80. - Residential Life Putting it all together Sense and Meaning Past Experience & Goals Sensory information either external or internal Sensory Register Immediate Memory Working Memory Long Term Storage & Cognitive Belief System Information discarded or lost Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

81. - Residential Life Teaching and Learning Three approaches to Teaching Transmission Approach (Knowledge Centered) Acquisition Approach (Student Centered) Deeper Learning Approach (Conceptual Change) Light, G., Calkins, S., and Cox, R. (2009). Learning and teaching in Higher Education: The reflective professional. London: Sage Publications, Ltd. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

83. Teaching is distinctly separate from learning

84. Learning deficit lies with learnerLight, G., Calkins, S., and Cox, R. (2009). Learning and teaching in Higher Education: The reflective professional. London: Sage Publications, Ltd. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

86. Teaching automatically causes learning

87. Learning deficit lies in communication between teacher-studentLight, G., Calkins, S., and Cox, R. (2009). Learning and teaching in Higher Education: The reflective professional. London: Sage Publications, Ltd. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

89. Teaching is by-product of learning

90. If learning does not occur, did teaching?

91. Learning deficit lies within shared roles within learning environmentLight, G., Calkins, S., and Cox, R. (2009). Learning and teaching in Higher Education: The reflective professional. London: Sage Publications, Ltd. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

92. - Residential Life Teaching and Learning Three approaches to Learning Surface Approach Strategic Approach Deeper Learning Approach Entwistle, N. J. and Ramsden, P. (1983). Understanding student learning. London: Croom Helm. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

94. no consideration of purpose or strategy

95. i.e. no metacognition

96. Unrelated bits of information

97. Difficult to make sense of new ideasEntwistle, N. J. and Ramsden, P. (1983). Understanding student learning. London: Croom Helm. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

99. Some metacognition to organize content for reproduction (not necessarily understanding)

100. Effective time management, consistent effort

101. New ideas are easy if they fit the current structureEntwistle, N. J. and Ramsden, P. (1983). Understanding student learning. London: Croom Helm. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

103. Emphasis on metacognition and critical thinking

104. Relating ideas, looking for patterns

105. examining arguments, checking assumptions, etc.

106. Active interest and participation

107. Readily integrates new ideas, regardless of fitEntwistle, N. J. and Ramsden, P. (1983). Understanding student learning. London: Croom Helm. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

108. - Residential Life Teaching and Learning The goal is to move both ourselves and residents to more of a deeper learning approach Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

109. - Residential Life Bloom’s Taxonomy: A framework for learning activity and pedagogy Evaluation Synthesis Analysis Application Comprehension Knowledge Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

110. - Residential Life Bloom’s Taxonomy: Adapted framework for learning activity and pedagogy Create Integrate Meaningful Learning (Transform information) Analyze Apply Reproduce Rote Learning (Reproduce info) Remember Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

112. Information is even less likely to be integrated

113. Relationships and meaning are often ignored

114. Bread and butter of the “Transmission Approach” Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

116. Information is more likely to be integrated

117. Relationships and meaning are emphasized

118. Bread and butter of the “Deeper Learning Approach” Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

119. - Residential Life Where do we fit? Create Integrate Meaningful Learning (Transform information) REM Model Analyze Apply Some Specialized Programming Reproduce Rote Learning (Reproduce info) Traditional Programming Remember Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

120. - Residential Life What do we address directly? (with a majority of our residents?) Cognitive Belief System “Cold Cognition” & “Hot Cognition” Motivation Identity Emotions Self-efficacy Critical Thinking Values Creativity Morals/Ethics Problem Solving Metacognition and Reflection Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

121. - Residential Life What do we address directly? (with a majority of our residents?) None of the above Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

123. - Residential Life What can we attend to directly? (with a majority of our residents?) The REM model originated from three questions How can we better engage every resident in our educational efforts How can we make those efforts more meaningful and effective learning experiences? How would we best deliver it? Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

124. - Residential Life Juxtaposition Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

125. - Residential Life Juxtaposition Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

126. - Residential Life Juxtaposition Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

127. - Residential Life Juxtaposition Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

130. Planning

131. Monitoring

132. Evaluating

133. (recreating/reconstructing)

134. REM focuses on Evaluating and Reconstructing for the most partFlavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906 - 911. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

135. - Residential Life Reflective Engagement Model Executive Control Metacognition Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906 - 911. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

136. - Residential Life Reflective Engagement Model Schema - conceptual structure for understanding related information and/or procedures Take a quick look at this next slide… Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

137. - Residential Life Reflective Engagement Model Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

138. - Residential Life Reflective Engagement Model Schema - conceptual structure for understanding related information and/or procedures What kind of animal do you think it is? Why? Let’s take a closer look… Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

139. - Residential Life Reflective Engagement Model Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

140. - Residential Life Reflective Engagement Model Schema - conceptual structure for understanding related information and/or procedures Use a sheet of paper and draw a pirate ship Compare drawings… What was different? Why? Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

141. - Residential Life Reflective Engagement Model Schema - conceptual structure for understanding related information and/or procedures That structure influences what sensory information we attend to, how we process and integrate that information, and even fills in gaps when we cannot recall the original information Anderson, R. C. (1977). The notion of schemata and the educational enterprise. In R. C Anderson, R.J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge. Hillsdale, N.J.: Erlbaum. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

142. - Residential Life Reflective Engagement Model Zone of Proximal Development - That area just beyond the learner’s capabilities such that, with assistance, the learner is able to extend his/her capabilities. Not capable With Help Zone of Proximal Development Alone Designing learning within this area is more effective Vygotsky, L.S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

144. mimic interactions with staff and faculty

145. utilize higher order thinking skills

146. assist residents in evaluating their conceptualizationsReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

148. Co-Curricular AgendaReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

150. establish and evaluate one’s relationshipsAesthetic Sensitivity and Cultural Competence – the ability to recognize and appreciate cultural practices and differences (see handout) Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

151. - Residential Life Timeline and Progression Aug.-Sept. – Goal setting October – Problem Solving Nov.-Dec. – Relationships and Goal Review Jan.-Feb. – Goal Review, Goal Setting March – Multiple Perspective Taking April-May – Goal Evaluation (see handouts) Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

153. Each month, RA’s engage a minimum of 60% of their residents in 1 on 1 conversations:

154. Goal setting (Aug./Sept.),

155. Problem solving (Oct.),

156. Relationships and a review of their goals (Nov. / Dec.)

157. Evaluation of goals and new goal setting (Jan. / Feb.)

158. Perspective Taking and review of their goals (March)

159. Goal evaluation (April / May)

160. Staff report monthly on #’s/names, trends, outliers, and what they have gained Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

162. RA asks how they did in school last year, are they happy with their grades, etc.

163. RA asks what they want to improve on this year – turns those into goals

164. RA asks them what they need to do to achieve the stated goals (and helps make goals more measurable, realistic, identify resources, etc.)

165. RA asks about areas not mentioned (personal goals, involvement, etc.)

166. RA shifts back to more informal topics and ends conversation

167. RA notes the goals and follows up regularly (the follow ups are highly regarded)Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

169. Solicits perspectives

170. Respects, and overtly welcomes, opposite perspectives

171. Offers different perspectives (devils advocate, deeper contexts, etc.)

172. including how to improve technique, strategy, etc. with 121s

173. Challenges assumptions and argument logic

174. in both RA and RLC’s given perspectives

175. Facilitates and praises critical reflection

176. Attempts to articulate thought processes to make “metacognition” overtReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

178. Understand the concepts and theory that undergirds the model and LO’s

179. Helping staff learn how to guide conversations more intentionally around LO’s

180. Helping staff learn how to recognize and set good goals and counsel residents on the same

181. Modeling openness to different ideas, even those the RLC disregards

182. Recognize where staff are struggling and develop ways to scaffold learning

183. Being overt and explicit in following up

184. asking residents about conversations with staff

185. ensure appropriate topics are being covered (staff can get too off topic)Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

187. Being metacognitively aware of conversations and intentionally guiding them

188. Knowing how to articulate their thought processes and make them explicit for residents to “see” and learn from

189. Time management

190. It can take much more time for staff to track down residents

191. It requires more precise time management to accommodate residents’ time

192. Procrastination still difficult to overcome

193. Overcoming resistance or disinterest on part of residents during interactions

194. Note taking, record keeping

195. Recognizing opportunities to follow up and connect residentsReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

197. Capacity for intimacy, listening, and metacognition

198. Competence in being able to strategize and intentionally guide conversations

199. Flexible time-management and interpersonal skills

200. Understanding of the learning outcomes and goals month to month

201. Openness to different ideas, even those the staff disregards

202. Ability to recognize patterns and opportunities

203. Resources related to goals, interests, problems, needs, etc.

204. Patterns of behavior and possible consequences

205. Similarities and differences between residentsReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

207. allowed for greater flexibility (i.e. partial small groups, less formal, etc.)

208. Removed the Cultural Identity learning outcome

209. Combined Nov. and December leaving 6 total, resulting in:

210. combining of Relationship reflection with Fall academic goal review

211. Declined to introduce the rubric

212. Relaxed scripts

213. Provided scaffolding materials (i.e. sample introductory, probing and challenging questions, etc.)Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

215. Tie in with Floor Meeting content

216. Training

217. Curricula development

218. Academic At Risk Intervention

219. BrandingReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

221. Specific focuses (First Year, Academic Skills, Hotel Major, etc.)

222. SUGGEST: Focus more specifically on Critical Thinking

223. Provides direct leverage to academic performance and problem solving (+ more)

224. Flexible entry points (current events, contemporary issues, problem solving, etc.)

225. Simplifies model and activities for staff

226. Can simplify training, too. (lots of structure, texts, resources for training)

227. Provide a clearer topic to assess (many assessments of Critical Thinking)Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

229. Evaluation of individual 121’s

230. SUGGEST: Randomly select 1 staff each week to complete 5 evals

231. Develop short corresponding eval around quality, outcomes, etc.

232. SUGGEST: Require goals to be written down, 1 for staff, 1 for resident

233. Direct assessment of student learning

234. SUGGEST: Simplify matrix and use each time (ZPD and strategy).

235. SUGGEST: Use/create instrument for pre and post (or other methodology)

236. We use that data to track growth from year to year

237. Develop matrix, either Student Voice matrix, Google Spreadsheet, etc.

238. Tie in with overall departmental plan

239. Need to determine what data needed and get systems in placeReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

240. - Residential Life Example of Simplified Matrix Eval Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

243. Tie-in with 121 topics

244. Multicultural dialogues

245. Ongoing Standards

246. Intentional community building activities

247. Allows for evaluation of floor meetings

248. Further corrals our efforts in a more cohesive and intentional directionReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

250. Educators/Mentors vs. Policy Enforcers, Programmers, etc.

251. Learning Outcomes

252. Dualism vs. Relativism (i.e. Dualistic staff have more difficulty)

253. Skill Development

254. Metacognition (maybe Critical Thinking)

255. Strategic facilitation of conversations

256. Ties with Helping Skills

257. Evaluation

258. Application

259. Application of Helping Skills within 121 context

260. Application of strategic facilitation of conversations

261. Problem based applications (i.e. cases studies, comprehensive application)Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

263. Flexible

264. Same across halls/floors

265. Complexes can develop individual curricula based on complex/floor

266. Provides better communication

267. with administration (clear purpose, goals, etc.)

268. with academic units (speaking shared language)

269. Curricula would drive learning outcomes and 121 questions Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

271. Can develop Fall assessment

272. Can use LASSI

273. Others…Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

275. can help communicate its purpose and/or methods

276. can help create a sense of connection between complexes

277. can help establish an identity for the residential experience

278. can help with marketingReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

279. - Residential Life ? Got Questions? Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011

280. - Residential Life Title Content Box Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011