The Residential Life Program Model

Through well planned programming, professional and paraprofessional staff can develop our community, provide support, educate, involve students in their own learning, and provide students with outlets for emotional release. University Housing Services’ Program Model is based on  ‘best  practices’ and theoretical foundations of higher education and the Student Affairs profession. It offers our residents  personal and academic growth opportunities, which are measured against ’learning outcomes’ imbedded within the model itself. In order to achieve these learning outcomes, the model melds a variety of theories and academic priorities into five intentional areas: Multicultural Competence; Values & Identity; Communication; Lifelong Learning, and Civic Engagement. Simply stated, programming is a planned activity with individuals or student groups that is theoretically based and has as its intent the promotion of personal development and learning. (Saunders & Cooper, 2001). A program model answers the questions: “What do we intentionally want our students to spend time doing? And, “How can we increase the probabilities that they do just that?

MULTICULTURAL COMPETENCE

ulticultural Competence suggests a level of wisdom that is built upon over time and reflection. AAC&U (citation) reflects this part of the model through its work related to “Inclusive Excellence.” Inclusive Excellence translated to the residential environment  is approached through four primary elements: (1) a focus on student intellectual and social development; (2) offering a  purposeful development and utilization of organizational resources to enhance student learning; and development; (3) attention to the cultural differences students bring to the residential experience and that enhance it, and (4) a welcoming community that engages all of its diversity in the service of student and organizational learning. Sample programs may include, but are not limited to: guest speakers, panel discussions,  discussion groups, movies / plays, preparing and or eating ethnic foods; sessions which present historical facts on different cultures or groups.

VALUES & IDENTITY

Programs assist students in clarifying their values and defining their identities. It is here where students begin to answer the life-long question, “Who am ?” By living on campus, students will be able to describe their own values and define who they are,  they will understand themselves and how they relate to others, and act consistently with their stated values. Sample programs may include: value clarification programs that may challenge a students beliefs; debates on ‘hot topics’; information on (stage appropriate) choices; leadership programs.

COMMUNICATION

Programs promote skills that facilitate interpersonal relationships and communication with others. Sample programs may include: communication workshops; group discussions on interpersonal relationships and intimacy; roommate mediation or conflict resolution programs; leadership programs.

LIFELONG LEARNING

Students will develop academic and life skills with a commitment to knowledge that will be transferable   and will continue to grow in the years to come after SJSU.  Sample programs may include: study and research skills; faculty lecture series/dinner with the community; cooking or finance workshops, leadership programs, newspaper readership program. It is through this aspect of our program where we hope to instill a passion for lifelong learning.

CIVIC ENGAGEMENT

Programs encourage students to be an active participant in their inclusive communities and to develop a personal sense of responsibility to that community.  Sample programs may include: community service projects, attending a sporting event on campus; fundraisers for charity, programs and discussions around current events; leadership opportunities.

(Judicial sanctions are often an avenue for student development)