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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