As one of the essential elements of a curricular approach, assessment should occur at all levels of your curriculum. This includes on-the-ground assessment of individual learning activities, but also broader based assessment of overall curriculum effectiveness. One way of achieving this broader-based assessment is to utilize data collection instruments you may already be using and assessment data you may already be collecting.
Because a curricular approach is revolutionary as opposed to evolutionary, it is necessary that you think about organizational culture and organizational change processes before undertaking this journey. For many, this shift in approach requires the development of a learning-centric organization. An organization that moves beyond “exposure” through program attendance, and towards “learning” (Kerr & Tweedy, 2006). This is also a shift from a “doing”-focused culture towards one with greater intentionality. Therefore, how “residence life staff learn and perceive their efforts within an organization while creating learning-enhancing experiences for students” is just as… Read More
Transitioning to a curricular approach represents a cultural shift. A department can have well-articulated goals, outcomes, and educational plans, but a residential curriculum will never be successful without the necessary cultural and organizational change that comes along with it. For residence life departments, in particular, this means preparing your student staff members for this shift, involving them in the process, and helping them through the process of change. This is also true of other departments that may employ large numbers of student staff programmers or for those that work with student leaders… Read More
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… Read More
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… Read More