Student affairs professionals are educators. College student educators. Although we may not always believe we are, or maybe we are not always perceived to be, we are educators. Education and development is at the core of what we do and what we are trained in.
To this end, curriculums should be based in the latest in developmental research and learning theory. This is one of the reasons why the enactment of residential curriculum often requires the presence of Masters-level trained professionals. In order to be effective educators, staff must be equipped with the requisite knowledge and skills in order to be successful.
Residential education and student affairs work is supported by a diverse and interdisciplinary knowledge base. Drawing from psychology, sociology, philosophy, education, and business, there are a number of theories and research available that informs our work. Enacting a curriculum requires individuals that are well versed in this literature and in these conversations.
When developing a residential curriculum, in particular, there are a number of foundational documents and lines of research that can be particularly useful. These include:
Professional Statements and Standards:
- The Student Learning Imperative
- Learning Reconsidered
- Learning Reconsidered 2
- AAC&U LEAP
- Lumina Degree Qualifications Profile
- CAS Standards
Research and Theory related to:
- Development (particularly the work of Marcia Baxter Magolda on Self-Authorship and Robert Kegan)
- Identity (including the broad spectrum of work in this area by various authors)
- Assessment (example, example, example)
- Educational Design (example)
Because research and scholarship are critically important to the success of a curriculum, the ongoing professional development and engagement of staff is also critically important. This is one of the reasons why Residential Curriculum Institute participants return year after year. They recognize that a curriculum requires constant education, training, and enculturation of all staff members. Attending conferences, reading journals, engaging in brown bag lunch discussions, and inviting speakers and consultants to campus can all help ensure that your curriculum is successful. Investing in a curriculum means investing in your staff.
- Do you view yourself as an educator? How do you demonstrate that you are an educator?
- What important research and theories will inform your curriculum?
- How might your own curriculum lead to further research?
Reference: Kerr, K. G., Tweedy, J., Edwards, K. E., & Kimmel, D. (2017, March-April). Shifting to curricular approaches to learning beyond the classroom. About Campus, 22(1), 22-31. doi:10.1002/abc.21279
Posts in this series:
- What is a Residential Curriculum? A Curricular Approach? A Residential Learning Model?
- Element #1: Directly Connects to the Institutional Mission
- Element #2: Learning Goals and Outcomes Developed and Based in a Defined Educational Priority
- Element #3: Basis in Developmental Theory and Research
- Element #4: Educational Strategies are Developed to Advance Learning Outcomes
- Element #5: Educational Strategies Go Beyond Programmed Events
- Element #6: Student Staff Are Utilized in Roles Appropriate To Their Skill Development
- Element #7: Learning is Scaffolded and Sequenced To Follow Time-Based Development
- Element #8: Key Stakeholders are Identified and Involved
- Element #9: Peer-Review is Accomplished Through an Intentional Process
- Element #10: Assessment Occurs at All Levels: From Educational Priority to Learning Goals and Outcomes