PechaKucha is Coming to the #ACPA13 Convention

figure skating fallI am excited to be a part of brining an innovative new type of presentation style to this year’s ACPA National Convention in Las VegasMyself and some of my favorite colleagues (Ed Cabellon at Bridgewater State University, Patrick Love at Rutgers University, and Kristen Renn at Michigan State University) will be presenting a series of PechaKucha presentations.  As the Convention gets closer, I’ll share more details about what we’re cooking up, but just to tease you a little, we’ve titled the session “The Future of Student Affairs in Six Minutes and Forty Seconds.”

So what is PechaKucha?

PechaKucha (pronounced peh-chach-ka) is the Japanese term for the sound of “chit chat.”  In February 2003, Astrid Klein and Mark Dytham devised PechaKucha as a presentation style that involves a presenter speaking over a 20 slide presentation set to automatically advance the slides every 20 seconds.  As a result, each PechaKucha presentation is exactly 6 minutes and 40 seconds.  Witnessing a PechaKucha for the first time can be an exhilarating experience.  Kristen Renn likens it to watching a figure skater go for the triple salchow.  The presenter must get their timing exactly right in order to sync up with the automatically advancing slides.  Will they make it?  Will they stumble?  Gasp!
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The Newtown Shooting and Why I Choose to be a Student Affairs Educator

iStock_000004317277SmallAs the details of the Newtown elementary school tragedy begin to come out, it’s caused me to reflect on my own experiences and calling as a student affairs educator. I work with a very different population of student, but the kinship I feel with the teachers of Sandy Hook is very much the same. I choose this profession because I want to help others. I choose this profession because it allows me to better the world through the students with whom I interact. I choose this profession because it places me in the company of colleagues who unselfishly give of themselves in service to others.

In this line of work, one gets an up-close look at the diversity of human beings, from the sublime to the tragic. Each student comes with their own successes, their own challenges, their own gifts, and their own struggles. This diversity is what makes human beings beautiful while at the same time so flawed. Being a student affairs educator allows me to bear witness to this and help others in a intimate way that few others will have the privilege of experiencing. When working with students, their successes become your successes. Their tragedies become your tragedies. Much like I’m sure the teachers of Sandy Hook felt and feel towards their students, my students become, in a sense, my children. Although they’re emerging adults, the care I give them is unconditional and, although they’re emerging adults, they sometimes need help like any human being does.
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Capturing the Elusive: ASHE 2012 Presentation

I have the privilege of presenting a paper with some of my colleagues this week at the Association for the Study Of Higher Education National Conference in Las Vegas. Titled, “Capturing the Elusive: Accounting for Study Attrition and Complex Trajectories in a Longitudinal Study of Low-Income High School Graduates,” this presentation examines a unique method of data collection we employed in attempting to understand the college going behavior of a group of high school graduates of low socioeconomic status.  Below is a little preview of what we have in store.  Please do not cite without permission.


Arnold, K. D., Brown, P. G., Gismondi, A. N., Pesce, J. R., and Stanfield, D. A. (2012, November). Capturing the elusive: Accounting for study attrition and complex trajectories in a longitudinal study of low-income high school graduates. Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Las Vegas, NV.

What is the Residential Curriculum Model? What are Curricular Approaches?

In informal discourse the term “residential curriculum” is used to describe an intentional way of promoting learning in college and university residence life and education programs. A residential curriculum, however, is a very specific approach to structuring these learning opportunities.

First implemented at the University of Delaware in the early 2000s, the Model was detailed in a 2006 article, “Beyond seat time and student satisfaction: A curricular approach to residential education,” in About Campus magazine by Kerr and Tweedy. This approach lead to the establishment of ACPA’s Residential Curriculum Institute in 2007. Since then, the curricular approach has become increasingly common and popular. In his 2015 work, Student Learning in College Residence Halls, Blimling provides an overview of the curricular approach and related models for designing residential education initiatives. A follow up article in 2017, “Shifting to curricular approaches to learning beyond the classroom,” by Kerr, Tweedy, Edwards, and Kimmel, further refined the Model.

To be considered a “true” Residential Curriculum, an educational plan should incorporate the following “ten essential elements” (Kerr, Tweedy, Edwards, & Kimmel, 2017):

  1. Directly Connects to the Institutional Mission
  2. Learning Goals and Outcomes Developed and Based in a Defined Educational Priority
  3. Basis in Developmental Theory and Research
  4. Educational Strategies are Developed to Advance Learning Outcomes
  5. Educational Strategies Go Beyond Programmed Events
  6. Student Staff Are Utilized in Roles Appropriate To Their Skill Development
  7. Learning is Scaffolded and Sequenced To Follow Time-Based Development
  8. Key Stakeholders are Identified and Involved
  9. Peer-Review is Accomplished Through an Intentional Process
  10. Assessment Occurs at All Levels: From Educational Priority to Learning Goals and Outcomes

Resources

If you’re looking to connect with others around curriculum, consider joining the Residential Curriculum Facebook Groupor follow the #ACPARCI hashtag on Twitter and other platforms.

Consultation

img_1717As a professional I’ve previously implemented a curricular approach at one of my past institutions. I have also served as a Residential Curriculum Institute faculty member for a number of years.

I frequently consult with individual campuses on developing and enhancing their curricula through multi-day workshops and speaking events. I have worked with over 30 different institutions across the country. If you’re interested in bringing me to campus, you can learn more about my speaking and consulting and reach out to me with any interest.

curriculum-001

Resources

eBooks on Residential Curriculum and Curricular Approaches:
I’ve authored a number of eBooks related to curricular development and residence life and education. The following eBooks on residential curriculum and curricular approaches are available for free and provide you with definitions, instructions, and review materials to aid you in your educational work on campus.

The following represents some of my blog posts and related content on residential curriculum development. I’ve also included a number of posts and other publications that I have found in my research on the topic.

Curriculum Basics and Overview

Divisional Curriculum

Beginning Your Journey

The Ten Elements of a Curriculum

Determining Your Objectives

Educational Priority

Goals and Narratives

Outcomes

Rubrics and Sequencing

Strategies and Facilitation Guides

Educational Plan and Curricular Review

Assessing Learning

Partnerships, Buy-In, and Organizational Change

Special Topics in Residence Life

Intentional Conversations

Student and Professional Staff

Residential Curriculum and Curricular Approach Q&A Series

Residence Life-Specific Questions

Case Studies

 

Publications on Developing a Residential Curriculum:

Peer-Reviewed Journal Articles:

About Curricular Approaches:

Reference Curricular Approaches:

Contain Sub-Sections on Curricular Approaches:

Research on the Curricular Approach:

Organizational Perspective On Implementing The Residential CurriculumDissertation: Organizational Perspective On Implementing e Residential Curriculum Approach: An Ethnographic Case Study by Hilary L. Lichterman

Abstract: How does a college or university housing department adopt and adapt to a new curricular approach? This qualitative descriptive case study describes how one, mid-size, co-educational residence life department in the Midwestern region of the United States adopted the residential curriculum approach based on “The 10 Essential Elements of a Residential Curriculum” (The 10EERC) that are a foundational aspect of the content discussed at the ACPA – College Student Educators International’s annual Residential Curriculum Institute (RCI). Research questions for the study address changes that occurred in the residence life unit when adopting the residential curriculum approach, participants’ perceptions of positives and challenges in the transition to the approach, and how residence life staff characterize their experience of adopting the approach. Findings reflect that institutional values influence the design of educational practices and tools and that participants reported positive experiences and challenges with communication. The dichotomy in participants’ accounts reveals the opportunity for transparency and inclusion of student leaders in departmental changes. Implications may inform (1) practice in housing and residence life departments, (2) graduate preparation programs and assistantships, (3) functional units in student affairs, (4) divisions of student affairs, (5) ACPA’s RCIs, and (6) The 10EERC. A new organizational tool incorporating Bolman and Deal’s (2014) four frames is presented.

 

Videos About The Curricular Approach:

 

Institute on the Curricular Approach (Residential Curriculum Institute):

2019 Institute Social Media Recaps: Day 1, Day 2, Day 3

2018 Institute Social Media Recaps: Day 1, Day 2, Day 3

2017 Institute Social Media Recaps: Day 1, Day 2, Day 3#ACPARCI 2017 by Erin Simpson (PDF)

2016 Institute Social Media Recaps: Day 1, Day 2, Day 3

2014 Institute Social Media Recaps: Day 1 (PDF), Day 2 (PDF), Day 3 (PDF), Reflections on the 2014 Residential Curriculum Institute by Nicolas Babarskis

2013 Institute Social Media Recaps: #ACPARCI 2013 Twitter Recap by ebeeler (PDF)

 

Past Institute Showcase Institutions:

  • American University (2010)
  • Appalachian State University (2017)
  • Carleton University (2017, 2018)
  • Central Michigan University (2017, 2018, 2019)
  • Clemson University (2014, 2019)
  • Colorado Mesa University (2012, 2013)
  • Dartmouth College (2009)
  • East Tennessee State University (2016)
  • Eastern Kentucky University (2018)
  • Florida International University (2019)
  • Georgia Southern University (2015)
  • Gettysburg College (2010, 2011)
  • Indiana State University (2014, 2015, 2018, 2019)
  • Indiana University Bloomington (2018)
  • Lehigh University (2013, 2014, 2019) *Divisional
  • Macalester College (2010, 2011, 2012, 2013, 2016)
  • Messiah College (2011)
  • New York University (2010, 2015)
  • North Carolina State University (2017)
  • North Dakota State University (2016, 2017, 2018, 2019)
  • Northern Illinois University (2011, 2012)
  • Pennsylvania State University (2009, 2010, 2011, 2012, 2013, 2015)
  • Quinnipiac University (2018)
  • Radford University (2018)
  • St. Lawrence University (2012)
  • Saint Louis University (2011, 2012, 2013)
  • Southern Illinois University Edwardsville (2009, 2010, 2011, 2012, 2013, 2018)
  • SUNY Brockport (2011, 2013)
  • SUNY Fashion Institute of Technology (2018)
  • SUNY Geneseo (2019) *Divisional
  • SUNY University of Buffalo (2014, 2018, 2019)
  • Syracuse University (2009)
  • University of Central Florida (2016, 2018, 2019)
  • University of Connecticut (2017)
  • University of Dayton (2012, 2015)
  • University of Illinois Springfield (2019) *Divisional
  • University of Illinois at Urbana-Champaign (2016)
  • University of Iowa (2019)
  • University of Kansas (2018) *Divisional
  • University of Kentucky (2019)
  • University fo Maryland Baltimore County (2019)
  • University of Massachusetts-Amherst (2017, 2018)
  • University of Minnesota (2010, 2012, 2013)
  • University of Mississippi (2016)
  • University of New Hampshire (2009, 2014, 2016)
  • University of North Carolina School of Arts (2018) *Divisional
  • University of Oklahoma (2015, 2017, 2018)
  • University of South Carolina (2013, 2015, 2016)
  • University of South Florida (2014, 2016, 2018, 2019)
  • University of St. Thomas (2019) *Divisional
  • University of Texas at Austin (2019)
  • University of Utah (2018, 2019)
  • Virginia Tech (2013, 2014)
  • West Chester University (2019) *Divisional
  • Western Washington University (2011, 2012)
  • Whitman College (2009)
  • Wilfrid Laurier University (2017)

 

Schools Referencing A Curriculum:

Although there are many schools implementing curricular approaches to residential and student life, detailed information on these approaches can be difficult to find online. The following is a list of schools that have references to curricular frameworks and/or planning documents (including learning goals and outcomes, strategies, lesson plans, etc.) online. Note that these are of varying quality, and although an institution may list or reference a curricular-type frame work, they may not implement a true approach in practice. The links providing the most detail are listed first. Schools with demonstrated student affairs divisional curricula are noted with an asterisk.

Most useful links:

Additional institutions:

 

Presentations on Residential Curriculum

The following are presentations on residential curriculum that are publicly available online. The most useful links are in bold.

 

Student Leader Training and Curricular Approaches:

The following are links provide information on student leader training and curricular approaches including RA training and residential curriculum.

RAs are NOT educational experts!

I remember first encountering the Residential Curriculum Model back in 2006.  My supervisor at American University had just returned from the first annual ACPA Residential Curriculum Institute.  It was love at first sight.  It just made sense.  Why hadn’t anyone thought of this approach before?

What many don’t understand about a Residential Curriculum (That’s capital “R” and “C”) is that it is much more than simply identifying learning outcomes.  I often see some institutions referring to their efforts as “residential curricula,” but upon further examination, they don’t go beyond the setting (and maybe sequencing) of outcomes.  Although this is laudable, and a step in the right direction, a true Residential Curriculum entails an entirely new approach to the way residence life educators approach their work.
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