The Journal of College and University Student Housing - Volume 45, No. 3 - 38

Christina Stauffer * Dillon Kimmel

an Educational Priority and committing to one
educational vision, curriculum trainers created
a valuable foundation for the professional development series where staff were invested in
advancing their own capacity.

Step 2: Determine Staff Competency and
Knowledge Needed to Support Learning
Outcomes
Curriculum trainers must decide what learning pedagogy and design principles their
team must know in order to enact curriculum
writing and implementation. UD curriculum
trainers determined outcomes for staff by analyzing identified gaps in implementation as
well as by identifying skills necessary to implement learning goals.
Curriculum trainers should consider what
skills and knowledge staff will need to support
their unit's educational goals and learning outcomes. For example, if the CM states that the
unit will teach students the skill of intercultural communication, curriculum trainers must
ensure that HRL staff have both the learning
science knowledge and the content knowledge
related to intercultural communication necessary to teach it through residential education
programs.
Many HRL units have competing staff priorities and face staff turnover on an ongoing
basis. In order to systemize the development of
staff capacity in the areas of educational design,
once HRL curriculum trainers have identified
specific competencies related to educational
design, they need to integrate these topics into
annual training sessions held at the beginning
of each academic year for new and returning
staff. In future iterations of the UD series, curriculum trainers plan to take more proactive

38

steps toward integrating the concepts in development opportunities throughout the year.

Step 3: Develop a Guided Process with
Opportunities for Practice and Feedback
Drawing on one of How Learning Works' learning principles-regular opportunities for
practice and feedback enhance learning - UD
curriculum trainers sought to ensure that the
process was guided with multiple opportunities for staff to apply what they learned and
receive feedback (Ambrose et al., 2010). Curriculum trainers found success in creating a
multi-stage process where staff participated in
activities and completed smaller tasks that culminated in the final product, the curriculum
model itself.
For example, after each of the six lessons,
staff submitted short reflections to curriculum
trainers who then provided prompt written
feedback and encouragement that served to
enhance staff learning. Additionally, the series
itself was aligned with the development of the
program plans, allowing staff to quickly apply
learning principles to the creation of the curriculum itself.
Another guided process took place at the
conclusion of the training series. As curriculum trainers prepared to author the program
plans, they tasked staff with group work
to examine the alignment of current RLH
programs to the learning outcomes of the
Educational Priority in order to make recommendations for improvements. Building on
Backward Design discussions, curriculum
trainers also tasked these teams to propose and
create lesson plans for new educational strategies based in the learning principles covered in
the training series.

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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The Journal of College and University Student Housing - Volume 45, No. 3 - Cover3
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