Through the Lens of an iPhone: Ecuador

The following iPhoneography photos were taken during my trip to Quito, Ecuador and the surrounding areas. Read More

On-The-Ground Assessment of Student Learning Out of the Classroom

Moving to a curricular approach calls upon us to become better at assessing student learning. Although it may be common on a campus to have students respond to short surveys providing feedback about a program or service, it is often less common to assess student acquisition of knowledge and skills as a result of an engagement. Institutions and departments transitioning to a curricular approach need to be mindful that every touch point with a student is an opportunity for learning and that assessments should be integrated into these moments to check for the advancement of this learning. These touchpoints, or strategies, are outlined in your campus’ facilitation guides, and these guides should include required assessment activities that are associated with the learning outcomes you’ve identified. Read More

Onboarding New Professional Staff to a Student Affairs or Residential Curriculum

Student Affairs offices, particularly those within residence life and education, typically see a steady turn over of professionals year-to-year. When building and maintaining a curriculum, it can sometimes be a challenge to onboard new staff members who (1) may not be familiar with the model at all or (2) are not familiar with your institution’s specific implementation of the curricular approach. There are a number of strategies you can employ to ensure greater traction and continuity for your curricular efforts while maintaining progress over time. The following are five strategies you can use to help in the successful onboarding for new staff members to a residential curriculum. Read More

How To Developmentally Sequence and Map Student Co-Curricular Learning

One of the hallmarks of curricular approaches to student learning outside the classroom is that learning is scaffolded and sequenced to follow a student’s journey through their time in college. After educators identify their learning objectives (cascading from Educational Priority, to Learning Goals, Narratives, Rubrics, and Outcomes), the next step in the process is to map out objectives and sequence them to allow for cumulative learning. Rather than being a lock-step process, mapping and sequencing learning objectives allows curricular planners the ability to test their objectives and identify gaps in learning. This is a dynamic process that can involve feedback loops whereby one may wish to revise learning objectives in a reciprocal process. Read More

Who, Where, and How to Engage Partners and Stakeholders in a Residential Curriculum

Educational and curricular efforts exist in context. Furthermore, residence life and education departments do not exist on an island. When developing a campus or residential curriculum, it is important to identify partners and stakeholders early on and include them in the curriculum design process. This inclusion can include stages from planning to implementation, and throughout assessment and review processes.

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