Re-examining traditional residential programming in light of contemporary theory and research; innovative programming model and delivery system highlighted.

1. - Residential Life Slide Content Box Residential Education Reconsidered ACPA 2011 Conference March 30, 2011

2. - Residential Life Residential Education, Reconsidered Stan Dura Residential Life Coordinator Doctoral Student, Educational Psychology UNLV Residential Education Reconsidered ACPA 2011 Conference March 30, 2011

4. Look at Learning Theory, past and present

5. Introduce the Reflective Engagement Model

6. Look at comparative data

7. Wrap upResidential Education Reconsidered ACPA 2011 Conference March 30, 2011

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

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

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

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

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

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

36. Student Staff, perhaps even Masters level staff, may not have the understanding of learning required to design effective learning experiences

37. Traditional programs may be too superficial to consistently facilitate effective learning

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

45. We considered which of those were essential to being “self-directed.”Residential Education Reconsidered ACPA 2011 Conference March 30, 2011

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

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

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

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

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

55. Problem solving (Oct.),

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

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

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

59. Goal evaluation (April / May)

60. Staff report monthly on #’s/names, trends, outliers, and what they have gained Residential Education Reconsidered ACPA 2011 Conference March 30, 2011

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

69. There are numerous latent variables

70. And they are rarely accounted for in their entiretyWith that in mind… Residential Education Reconsidered ACPA 2011 Conference March 30, 2011

72. Since 2007 Tonopah has ranked first in Overall Learning Experience and Overall Resident Satisfaction

73. In Overall Program Effectiveness, Tonopah Ranked:

74. Last in 2005

75. Second in 2006

76. Second in 2007

77. First in 2008

78. First in 2009Residential Education Reconsidered ACPA 2011 Conference March 30, 2011

80. Suggests the success is not hall specificResidential Education Reconsidered ACPA 2011 Conference March 30, 2011

83. Job expectations, demands and compensation

84. Self knowledge and skills

85. Personal Competence

86. Overall Program effectivenessResidential Education Reconsidered ACPA 2011 Conference March 30, 2011

88. Enjoy living on the floor

89. RA earns their respect

90. RA tries to get to know them

91. RA provides programs and activities

92. fluctuates with success of complex council

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

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

100. 2008-2009 + 2009-2010

101. Exceeded all programming models and the all housing average in terms of retention to Housing

102. 2008-2009

103. Exceeded Housing and campus average retention to UNLV

104. Out of those retained to Housing from 2009 – 2010 only 1 had not participated in a 121 interaction

105. frequency of participation explained 9% of the varianceResidential Education Reconsidered ACPA 2011 Conference March 30, 2011

107. 75% participated in 4 or more

108. RA candidates coming from 121 floors nearly twice the average of other floors

109. Staff turnover decreased significantly

110. Conduct decreased by between 1/3 and 1/4 or more

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