educational initatives plan - suny geneseo...leaders to new strategies to connect with other...
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EducationalInitiativesPlan2016-2017
EducationalInitiativesPlanningTeamCharles“Chip”Matthews,DirectorofStudentLife;Dr.MegReitz,AssistantDirectorofStudentLife;LaurenKuski,AssistantDirectorofStudentLife;
MarissaReed,AreaCoordinator
ReportCompiledbyDr.MegReitz,AssistantDirectorofStudentLifeLaurenKuski,AssistantDirectorofStudentLife
ABriefOverviewofthisReport
RecentChangesInJune2016,thePresident’sCabinetdecidedthattheDepartmentofStudentLife(collegeunion&activities)andResidenceLifeshouldmergeunderthedirectionofoneDirector,ChipMatthews.Withthismerger,variousmembersoftheteamreceivedpromotionsand/oradditionalresponsibilities.TheDepartmenthasalsobeenchargedwithdevelopingacomprehensiveco-curriculareducationalplanfortheDepartmentandpossiblytheDivision.
ResidentialCurriculumInstitute(RCI)InOctober2016,aEducationalInitiativesPlanningTeamwascompiledtoattendACPA’sannualResidentialCurriculumInstitute(RCI).Throughouta3-dayintensiveinstitute,membersoftheEducationalInitiativesPlanningTeamspenttimelearningaboutthetheorybehindastudentlifecurriculumandhowtobegintheearlystagesofdevelopingacurriculumforourdepartment.
Dr.GregoryBlimlingConsultationFollowingRCI,theEducationalInitiativesPlanningTeamcompiledabriefingdocumentforDr.GregoryBlimlingwhowashiredtoconsultonournewlydevelopedco-curricularcurriculum(pleasereferenceTheDepartmentofStudentLifeBriefingDocument).DuringDr.Blimling’s 2-dayvisitinNovember2016,wediscussedvariousstrategies,theories,andconcernssurroundingimplementingaco-curricularcurriculum.Dr.BlimlingspokewithvariousDepartmentofStudentLifeconstituents,includingbutnotlimitedto,theEducationalInitiativesPlanningTeam,LeadershipTeam,departmentalcoordinators,andstudentleaderswithintheDepartmentofStudentLife.
AccomplishmentsAsofthecreationofthisdocument,theEducationalInitiativesPlanningTeamworkedalongsideallmembersofthedepartmenttodevelopoureducationalpriority,threelearninggoals,andatleastthreelearningoutcomesforeachgoal.
WehavealsoworkedondevelopingalessonplanformatandpracticedwritinglessonplansasaDepartmentduringourKnowledge,Skills,andAbilities(KSA)portionofourweeklyprofessionalstaffmeetings.Afterpracticingwritinglessonplans,wedevelopedalistofpossiblestrategiesstaffcouldutilizetoteachthelesson.
Duringthistime,wepracticedlessonplansandvariousstrategieswhilealsointroducingourstudentleaderstonewstrategiestoconnectwithotherstudentsatanin-serviceinFebruary2017.
Finally,webegandevelopingeducationalplansforthe2017-2018academicyearforallaspectsofthedepartment.
MovingForwardFortheupcomingacademicyear,wewillneedtofinalizeeducationalplansforvariousareasofthedepartment,setclearexpectationsforthoseexecutingthelessons,anddevelopausableandreliableassessmenttool.
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SUNYGeneseo
Mission“SUNYGeneseo,nationallyrecognizedasacenterofexcellenceinundergraduateeducation,isapublicliberalartscollegewithselectedprofessionalandmaster'slevelprograms.Itcombinesarigorouscurriculum,transformationallearningexperiences,andarichco-curricularlifetocreatealearning-centeredenvironment.Theentirecollegecommunityworkstogethertodevelopsociallyresponsiblecitizenswithskillsandvaluesimportanttothepursuitofanenrichedlifeandsuccessintheworld.”
Vision“Geneseowillbewidelyrecognizedfordemonstratingtheenduringpowerofapublicliberalartseducation.”
Goals• Provideeverystudentthehighestqualityeducationthrougharigorous,challenging,and
activelearningexperienceincloseworkingrelationshipswithfacultyandstaffthatencouragesintellectualengagementandpersonalgrowth.
• Recruit,support,andfosterthedevelopmentofadiversecommunityofoutstandingstudents,faculty,andstaff.
• Enrichthecollegiateexperiencebystrengtheningtheintegrationbetweencurricularandco-curricularprograms.
• Cultivaterelationshipsbetweenthecollegeandwidercommunitythatsupportcollegeprogramsandservethecommunity.
• Expandfundingforinstitutionalprioritiesandinitiativesthroughpublicandprivatesupport,grants,andentrepreneurialactivities.
• Promoteinstitutionaleffectivenessthroughongoingassessmentineveryprogram.• Provideahighqualityphysicalenvironmentandoutstandingservices,facilities,equipment,
andtechnology.
Values“Geneseoisdistinguishedbyoneoverridingpurpose:toachieveexcellenceinhighereducation.Thecollegerealizesthisthroughaspiritofcooperationandcollaborationamongallmembersofthecommunity.”
• Learning:embracinghighexpectationsforintellectualinquiry,scholarlyachievement,andpersonalgrowth
• Creativity:affirmingaspiritofinnovationthatinspiresintellectualcuriosityandproblemsolving
• Inclusivity:fosteringadiversecampuscommunitymarkedbymutualrespectfortheuniquetalentsandcontributionsofeachindividual
• CivicResponsibility:promotingethicallocalandglobalcitizenship• Sustainability:advancingjustprinciplesofecological,social,andeconomicstewardship
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TheDivisionofStudent&CampusLife
MissionTheDivisionofStudentandCampusLifehasasitsprimaryfunctiontheadvancementofthemissionoftheCollegethroughtheprovisionofabroadrangeofeducational,social,andrecreationalprograms,facilities,andfundamentalservicesthatfostertheoptimumlivingandlearningenvironmentoncampus,facilitatetheoveralldevelopmentofeachstudent,andenhancethesenseofcommunityattheCollege.
VisionThestudentaffairsprogramwill:
• Facilitatetheintegrationofacademiclearningwithothercampusandcommunity-basedlearning;
• Enthusiasticallyandeffectivelypromoteandcelebratestudentachievement,communityengagement,understandingandrespectofculturaldifference,leadership,ethicalbehaviorandcivility;
• Beanationallyrecognized,learning-centeredstudentaffairsprogramattheforefrontofSUNYininnovative,strategic,andempoweringapproachestostudentaffairsadministration;
• Consistentlytakeanevidence-basedapproachtounderstandingtheexpectations,aspirations,andexperiencesofstudents,andutilizeeffectivefeedbackmechanismstoimprovethestudentexperience
StudentLearningOutcomes• IntellectualDevelopment• LeadershipDevelopment• Self-Understanding&PersonalValueSystem• CreativeExpression&AestheticAppreciation• EffectiveCommunication&SocialSkills• Social&CivicResponsibility• AppreciationforDiversity• BehaviorsConsistentwithaHealthyLifestyle
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TheDivisionofStudent&CampusLife
Student&CampusLifeLearningGoals1. SUNYGeneseostudentswillassumeresponsibilityfortheirownintellectualandethical
development.2. SUNYGeneseostudentswillsuccessfullycompletethetransitiontocollegelife.3. SUNYGeneseostudentswilltakefulladvantageoftheopportunitiesbothinsideandoutside
oftheclassroomtolearnfromeverymemberoftheGeneseocommunity.4. SUNYGeneseostudentswillsuccessfullyprepareforpost-graduateeducationaland
occupationalopportunities.5. SUNYGeneseostudentswillbecomemorefullyself-aware.6. SUNYGeneseostudentswillgrowintheirsocialandcommunicationskillsasevidencedby
theirabilitytoliveandworkcollaborativelywithothers,engageinrespectfulrelationships,andassumesharedresponsibilityforthecommongood.
7. SUNYGeneseostudentswilldevelopapersonalvaluesystemconsistentwiththeidealsofethicalcitizenship.
8. SUNYGeneseostudentswilldevelopleadershipskills,andapplytheminboththecollegiatesettingandtheircommunitiesupongraduationfromGeneseo.
9. SUNYGeneseostudentswilldevelopanunderstandingoftheglobalnatureofoursocietyandtheinterdependencyofallpeople,andwilldemonstrateappreciationofthesimilaritiesanddifferencesweallembody.
10. SUNYGeneseostudentswilldevelophabitsconsistentwithahealthylifestyle.11. SUNYGeneseostudentswilldevelopaninterestinandanappreciationofthefineand
performingarts.12. ThestaffoftheDivisionofStudentandCampusLifewilleffectivelyadvocatefortherights
andresponsibilitiesofallstudents.
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DepartmentofStudentLife
IntentionItistheintentionoftheDepartmentofStudentLifetoprovideandtoidentifyopportunitiesforstudentsthatresultinincreasedlearning,greaterself-awareness,andaclearersenseofpurpose.
PassionOurpassionistheimprovementofthehumanconditionthroughtheexpansionofacaringcommunity(CampusLife:InSearchofCommunity,p.47).
BigHairyAudaciousGoals(BHAG)Createasystematicandstrategicco-curricularcorethatisnationallyrecognizedbycoordinatingtheannualidentificationandpromulgationoftheStudentandCampusLifecoreco-curriculumprogramsandactivitiesofferedthroughtheco-curriculum.
OverarchingGoals1. Toprovideopportunitiesforstudentstolearn,interact,lead,reflect,program,questions,and
havefun(HowCollegeAffectsStudents,p.647).2. Toprovidesafeandinvitingplaceswherethecollegecommunitycangathertoengage,live,and
flourish.3. Toprovidecommonlysharedexperiencesthatpromotebelongingandconnectednesswitha
mutualrespectfortheuniquecontributionsofeachindividual.
DepartmentalCurriculumTherearesixcomponentsofourDepartmentalCurriculum
(1)EducationalPriorityTheDepartmentofStudentLifedevelopssociallyresponsiblecitizenswhopromoteasenseofcommunityasengagedlearners.
(2)LearningGoals1. Eachstudentwillbecomeasociallyresponsiblecitizen.2. EachstudentwillcontributetoasenseofcommunityatGeneseoandbeyond.3. Eachstudentwilldevelopapassionforlifelonglearning/becomesanengagedlearner.
(3)Narratives,p.7-9
(4)LearningOutcomesandRubrics,p.7-9
(5)EducationalPlanswithStrategies,p.10-19
(6)LessonPlanswithLearningOutcomes,p.20-21
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LearningGoal#1Eachstudentwillbecomeasociallyresponsiblecitizen.
NarrativeSociallyresponsiblestudentsarededicatedtopromotingpositivechangeintheircampus,local,andglobalcommunities.Asinformedcitizens,studentsengageinrespectfuldialogueandchallengetheirownassumptionsandbeliefsinordertodeveloptheirpersonalvaluesystem.Sociallyresponsiblecitizenshaveapersonalvaluesystemanddemonstratetheirvaluesthroughengagement,activism,and/oradvocacy.
LearningOutcomeswithRubric
A.Eachstudentwillidentifyanddevelopapersonalvaluesystem (Magolda,2001:PathtoSelfAuthorship,p184-186).
None:ValuesystemisconsistentwithexternalauthoritiesBasic:Findingconflictsbetweenoldvaluesystemandcurrentinterests/newexperiencesAverage:ValuesarechanginginordertorelatetoandencompasstheirnewexperiencesandinterestsAdvanced:Abletoapplytheirvaluesystemtoengageinlocalandglobalperspectives
B.Eachstudentwillpromotepositivechangeintheircampus,local,and/orglobalcommunities.None:NotunderstandinghowindividualbehaviorimpactsgroupsBasic:IdentifyhowindividualbehaviorimpactsgroupsAverage:ExploremethodsofcivicresponsibilityAdvanced:Engageinactivitiesandpursuitsthatprovideopportunitiesforengagement,activism,and/oradvocacy
C.Eachstudentwillbeabletoengageinrespectfuldialogue.None:Staywithincomfortzone,doesnottalkwithpeoplewhoaredifferentthanthemselvesBasic:Exposuretoothersdifferentfromthemselvesandobservingrespectfuldialogue;Studentsrecognizeethicalissues,butfailtograsptheinterrelatednessorcomplexities(AAC&UVALUERubricforEthicalReasoning)Average:Explorecommonalitieswithinothersdifferentthanthemselvesandbegindialogue;Studentisabletoanalyzeboththeircorevaluesandtheoriginsofthosecorevalues(AAC&UVALUERubricforEthicalReasoning)Advanced:Engageinrespectfuldialoguewithothersandseekopportunitiestoadvocate
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LearningGoal#2:EachstudentwillcontributetoasenseofcommunityatGeneseoandbeyond.
NarrativeStudentscontributetoasenseofcommunitybyactivelyfindingwaystocreatemeaningfulconnectionswithothers.Theyengageindifficultandchallengingconversationsthatbringpeopletogetherandtheyholdoneanotheraccountableforcreatinganenvironmentthatsafeandinvitingforall.Thesecharacteristicsenablestudentstoestablishasenseofcommunityinallaspectsoftheirlives.
LearningOutcomeswithRubric
A.Eachstudentwillactivelycreatemeaningfulconnectionswithpeers,faculty,andstaff.None:Connectionsareprimarilyself-servingandstaywithintheircomfortzoneBasic:Identifyrelationships/groupsthatsupplementtheircurrentinterestsAverage:Challengedtofindconnectionsbetweentheirself-interestsandtheinterestsofthecommunityAdvanced:Developmeaningfulconnectionswithothersforthebenefitofthecommunityregardlessofpersonalviews/values/identity
B.Eachstudentwillengageindifficultandchallengingconversations(Perry’sTheoryofIntellectualandEthicalDevelopment,p85-90).
None:Makesmeaninginwhichtheworldisvieweddichotomously(good:bad,right:wrong,black:white);Focusedonconflicttobenefitoneselfandavoidanceofdifficultconversationsthatchallengetheircurrentlyheldviews(dualism)Basic:Understandsthatmultipleviewsexistandallviewsareheldwithequalweight(everyoneisan“expert”regardlessofsource)(multiplicity)Average:Willinglyengageinconversationsthatarediverseandchallenging(relativism)Advanced:Recognizesindividualsinacontextualworldandengageinconversationsthatarediverseandchallenging(commitment);allowsdiverseandchallengingconversationstoinfluencedecision-making
C.Eachstudentwillholdthemselfandothersaccountableforcreatinganenvironmentthatissafeandinvitingforall(CycleofLiberationTheory).
None:ActsaspassivebystanderinmostsituationsBasic:Beginstorecognizetheirownprivilegeandstartstoexplorewaystoadvocateforothersandself.Average:Identifiesthatcommunityextendsbeyondthosewhomwithweself-identifytothosethatweperceiveasdifferent.Advanced:Advocateincollaborationwithindividualsinsupportofcausesthatdonotfallintotheirownsetofidentities*
D.EachstudentwillidentifytheirroleandengageinthevariouscommunitiesinwhichtheyareinvolvedbothinandoutofGeneseo(Astin’s TheoryofInvolvement).
None:DoesnotunderstandthedifferentcommunitiesofwhichtheyareapartBasic:Recognizesothercommunities,butidentifiesandparticipatesonlyinlimitedwaysAverage:Findswaystoengageinthebroadercommunitythroughvolunteerism,servicelearning,orotherindividualpursuits(personal,social,oracademic)Advanced:Becomesanadvocateorleaderincommunitieswithinandoutsideofthecollege.
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LearningGoal#3:Eachstudentwilldevelopapassionforlifelonglearning/becomes
anengagedlearner.
NarrativeAlifelonglearnerispassionateaboutknowledgeacquisition,seekstounderstanddifferences,andreflectsonhowthoseexperiencesimpacttheirunderstandingoftheworldaroundthem.Theytakeresponsibilityfortheirowninquiryandexploration.Asstudentsdevelopandappreciateresiliency,theybegintoutilizetheresourcesavailabletothemtoovercomeobstacles,creativelysolveproblems,andgrowintheircuriosity.Theyutilizethispassiontocultivateapositiveimpactontheircommunity.
LearningOutcomeswithRubricA.Eachstudentwillpursueacquisitionofknowledgeandskillsthroughtransformationalexperiences(Kolb’sLearningTheory,1974).
None:Learningforthestudentremainsstrictlyintheclassroom,thoughtheydoparticipateinexperientiallearningopportunities(labs,fieldtrips,etc.)[ConcreteExperience;DivergingLearningStyle- WatchandFeel,Kolb,1974].Basic:Studentsareabletoreflectontheirexperiencesinandoutsideoftheclassroomandidentifyinconsistenciesbetweentheexperiencesandunderstanding.[ReflectiveObservation;AssimilatingLearningStyle- WatchandThink,Kolb1974].Average:Studentformulatesanewideaormodifiesapreviousonebasedontheirreflections.[AbstractConceptualization;ConvergingLearningStyle- ThinkandDo;Kolb,1974].Advanced:Applynewideastotheworldaroundthemtogenerateandaddnewknowledge[ActiveExperimentation;AccommodatingLearningStyle- FeelandDo;Kolb,1974].
B.Eachstudentwilldemonstrateresponsibilityforinquiryandexplorationintheirownlearning(Chickering&Reisser (1993)SevenVectorsofIdentityDevelopment).
None:Relyonoutsideforcestodeterminewhenandhowtheylearn.Basic:Acquirespecificknowledgeandskillssetsrelatedtoaparticularsubjectmatter(developingcompetence).Average:Developinstrumentalindependencethatincludesself-directionandproblem-solvingability(movingthroughautonomytowardinterdependence).Advanced:Developclearandmeaningfulcommitmentstospecificpersonalinterestsandactivities,andestablishingacommitmenttotheirownlearning(developingpurpose).
C.Eachstudentwilldemonstrateresiliency/perseverance/grit(Dwerk (2006)Mindset:TheNewPsychologyofSuccess).
None:Studentsavoidchallengesandseetheirintelligenceasafixedtrait;whenfacedwithdifficultiesandfailures,studentswithdrawal(fixedmindset)AVOID.Basic:Studentsrecognizethattraitsandtalentsaremalleableandseektounderstandhowtointerpretchallenges,setbacks,andcriticismasawaytogrowandlearnUNDERSTAND.Average:Studentsseektoreflectonthechallenges,setbacks,andcriticismtheyhaveexperiencedinorderdevelopfullcomprehensionontheirkeystrengthsandweaknessREFLECT.Advanced:StudentsembraceandpersistthroughdifficultiesandchallengeswhilelearningtraitsandtalentscanbecultivatedthroughdedicationandhardworkPERSIST.
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StrategiesforLearning
ForStudents
• Programs• LessonPlans• StudentEnrichment
Experiences(SEEs)• HallCouncils• GLK• GCAB• FieldTrips• ResidentialFellows
• ConductMeetings• BulletinBoards• Newsletter• Emails• DoorDecorations• StudentCheckIns• CommunityConversations• Check-InProcess• RoommateConflicts• RoommateAgreement
Docs• StudyBreaks• FloorMeetings• All-HallMeetings• RoomChangeProcedures• HallProjects• SocialMediaPosts• Tabling
ForStudentStaff
• StaffMeetings• IndividualMeetings• DocumentationForms• IncidentReports• Applicationsand
Interviews• Training• In-Service• Evaluations• OfTheMonths• GOLDWorkshops• ResidentSociograms• WeeklyReflection• DiversityDialogue• StaffAccountability• ConferenceOpportunities• DiversityZoneTraining• SafeZoneTraining• CPR/AEDTraining• CommitteeMeetings• StaffBonding
ForProfessionalStaff
• StaffMeetings• IndividualMeetings• Training• PDSeries• ConferenceAttendance• Presenting
• Conferences• GOLDWorkshops• TalksonCampus
• Evaluations• PerformancePrograms• Applicationsand
Interviews• DiversityZoneTraining• SafeZoneTraining• CPR/AEDTraining• CommitteeMeetings• PeerMentors• SpeakersonCampus
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MappingtotheLearningGoals(notyetcomplete;fillwithstrategies)
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SampleBlankLessonPlan(page1)
Lesson Plan Name: Date:
Educational Priority: The Department of Student Life develops socially responsible citizens who promote a sense of community as engaged learners.
Learning Goal (circle one that corresponds with the lesson):Socially Responsible Citizenship Sense of Community Lifelong Learning
Departmental Learning Outcome (review the learning outcomes and write the one that applies – consider using scaffolding to better detail what you hope students will gain from the experience):
Strategy (how will students learn this lesson – by what means?):
Lesson Learning Outcomes (what specifically will students be learning from this lesson):1. The Learner Will (TLW)…2. The Learner Will (TLW)…3. The Learner Will (TLW)…
Before the Lesson - Directions and Guidance (what does the instructor and student need to know before the lesson occurs):
Resources (what resources does the instructor utilize to develop the lesson):
Materials Needed:
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Time Allowed
(min)
Planning Step Details
Introduction/Mental Set
• AMentalSet,p.159inTeachingMakesaDifference(secondedition)describesamentalset
• Amentalsetmentallypreparesstudentstolearnandservestofocusstudentsatthebeginningofthelesson
• Youwanttogivestudentsachancetoseewhattheyalreadyknowaboutthislessonandtoassociatepastlearningwiththepresent• READY:HowcanImotivateorfocusthelearner?• SET:HowcanIprovidemeaningforthelessonbyassociationand
organization?[Eliminatehavingthestudentwonder“what’sthisallabout?”]
• GO:HowcanIactivelyinvolveallthelearnerssoIcanspeeduptheirlearning?
• ProvideContext!Whydoesthismattertothelearner? -- CreatesBuyIn
Input(New Information)
• Whatis the newinformation that you want the students towork with?• How will you introduce it?
Independent Practice • This is the activity you have inmind. Remember toavoid lectures.• Be creative! This learning is active.• Ask questions,pose situations,give problems
• Provide opportunity for students topractice this newinformation/knowledge
• Give the students the opportunity todoit ontheir own.
Closure and Assessment of the
Lesson
• How will they demonstrate their newknowledge toyou?• Wrap up the lesson,reiterating main ideas• Connect tofuture andprevious learning
SampleBlankLessonPlan(page2)
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