The Journal of College and University Student Housing - Volume 45, No. 3 - 32

Christina Stauffer * Dillon Kimmel

participants in its first iteration in 2007 to
regularly filling to capacity today with hundreds of participants (Kerr, Tweedy, Edwards,
& Kimmel, 2017).
Kerr et al. (2017) revised the RCM to be
called the Curriculum Model for Student
Affairs (CM) and introduced the Ten Essential
Elements as a way to provide structure and
guidance to HRL educators authoring residential curriculums. These essential elements
include:

Not only is it important for
student affairs professionals to
demonstrate their value because
of accountability pressures, but
research shows they have much
to contribute to students' learning
outside the classroom.

* grounding the CM in the institution's
priorities and espoused learning goals;
* developing an Educational Priority-a
concise statement that describes a
department's goals for student learning
-and subsequent learning goals and
outcomes for all students;
* basing all outcomes and strategies
on student learning research and
development;
* developing strategies to advance learning
outcomes;
* ensuring strategies go beyond typical
standalone programs;
* relying on trained professional staff to
design learning rather than student-staff;
* ensuring learning is sequenced in
developmentally appropriate ways;
* identifying and involving key stakeholders
in all levels of the process;
* ensuring that peer review and frequent
feedback are accomplished through
intentional processes; and
* ensuring assessment occurs at all levels
and seeks to continually improve services
and offerings to students.

32

While CMs may take many forms, several
factors should remain consistent in order to
ensure that implementation leads to desired
outcomes. Developing CMs requires a deep
understanding of how students learn and how
to design and assess learning by the professional staff charged with implementation (Kerr
et al., 2017).
The curricular approach is just one approach to learning and is not without its critics.
Some researchers and practitioners argue the
model is too restrictive; in an attempt to design
learning outcomes feasible for a large number
of students to achieve, educators risk limiting
students. Hannah and Ellis (2018) introduced
an alternative approach to learning. They challenged what they called the "legacy insisting on
efficiency and order and method" (Hannah &
Ellis, 2018, p. 11) in favor of an approach that
imagined students as artists unencumbered
by any one specific strategy. Instead of moving
students in one singular direction, Hannah
and Ellis advocated for educators giving students the necessary tools to express themselves

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING



The Journal of College and University Student Housing - Volume 45, No. 3

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 45, No. 3

Contents
The Journal of College and University Student Housing - Volume 45, No. 3 - Intro
The Journal of College and University Student Housing - Volume 45, No. 3 - Cover1
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