The Journal of College and University Student Housing - Volume 45, No. 3 - 39

A Framework for Increasing Housing and Residence Life Staff Capacity and Confidence

Finally, staff had the opportunity to apply
what they learned via the program plans
writing process itself. Curriculum trainers
provided staff lesson plan templates. The templates directed staff to apply Backward Design
and required staff to identify the learning outcomes and respective skill attainment the activity addressed as well as to summarize the
activity and the resources and staff training
needed to complete the activity. These lesson
plans were utilized throughout the academic
year to guide implementation of the programs
in various residence halls.

Step 4: Execute Assessment of the
Approach
The Ten Essential Elements of a residential
curriculum also note assessment for improvement as a fundamental aspect of CM development (Kerr et al., 2017). Curriculum trainers
should consider how they will measure if staff
competency is sufficient to support the curriculum implementation and examine if the
final CM and lesson plans meet the intended
goals. UD curriculum trainers found success
in utilizing pre/post assessments that measured knowledge and skill (such as content
questions or asking staff to complete specific
tasks). At the beginning of the training series,
curriculum trainers asked staff to complete
a pre-test which asked them to identify both
their comfort with various skills (i.e. creating a
rubric) as well as with completing specific tasks
(i.e. writing a learning outcome). An identical
post-test was implemented at the conclusion of
the series. In total, 20 staff participated in the
pre/post assessment.
From the data collected, staff knowledge
of learning science principles improved as did
staff confidence in authoring and implement-

All steps toward building staff
competence and confidence related
to the design and implementation of
a CM are valuable accomplishments.

ing a curriculum. These improvements were
statistically significant at p=0.00. Though not
statistically significant, staff also improved in
their knowledge of authoring rubrics and in
writing measurable learning outcomes. This
attempt to analyze effectiveness was a starting
point. Next steps will be to examine if there is
increased student achievement of outcomes as
a result of the process.
Measuring UD staff improvement thus far
provided a starting point for future professional development series. Development, much
like assessment itself, is an ongoing cycle of
improvement without an "end."

CONCLUSION
There is no perfect solution to the challenge
of preparing staff to successfully implement a
residential curriculum. However, as the need
for HRL educators to be well versed in learning design grows, the need for comprehensive
training is equally important to ensure staff are
confident and capable of executing learning in
the residence halls.
Any professional development experience
should foster common language and understanding among the participants. Curriculum
trainers should consider which frameworks
will be fundamental reading for their departments and require these readings as part of

V O L U M E 4 5 , NO. 3 * 2 0 1 9

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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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