ACPA Residential Curriculum Institute 2016

RCI 2016

OCTOBER 16-19 , 2016 TAMPA, FL CO-HOSTED BY THE UNIVERSITY OF SOUTH FLORIDA

CONTENTS

Welcome from Kathleen Kerr.......................................................................4 Welcome from USF.....................................................................................5 Schedule-at-a-Glance.................................................................................6 Ten Essential Elements of a Residential Curriculum......................................7 Glossary......................................................................................................8 Daily Schedules Sunday, October 16.............................................................................9 Monday, October 17............................................................................9 Tuesday, October 18..........................................................................13 Wednesday, October 19....................................................................22 General Information Showcase Presentations....................................................................28 Resource Fair.....................................................................................28 Faculty Consultations.........................................................................28 Transportation....................................................................................28 Evaluation..........................................................................................28 Sustainability......................................................................................28 Biographies for RCI 2016 Planning Team, Faculty, and Keynotes...............29 Maps........................................................................................................37

Residential Curriculum Institute | 2016

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WELCOME

October 16, 2016 Welcome to the 10th annual ACPA Residential Curriculum Institute (RCI), sponsored by the Commissions for Housing & Residential Life and Assessment & Evaluation.

I never imagined when the first RCI was hosted by ACPA and the University of Delaware that colleagues like you would still be coming together ten years later to learn together. Our desire to better align what we were doing in the residence halls with the educational mission of our University evolved into the Curriculum Model (CM) for residential education. Today not only is the Model being utilized by residence life and housing staff members around the country so that they can improve student learning and serve as good stewards of campus resources; but entire divisions of student affairs are applying the Model to learning that occurs in the important spaces beyond classroom walls.

The Model is as strong as it is because of the shared wisdom that has emerged from the past ten RCIs. Each participant, through their inquiry, application, assessment, and implementation develops it further and has made it a better Model.

This year I am thrilled to be with you at the 10th Anniversary RCI. I look forward to learning from you and with you, celebrating those who have carried the Model forward over the last 10 years, and will be sharing with you my reflections on both the longevity of the model and how I believe it is evolving.

To get the most from your RCI experience, whether it’s your first or your fifth, please meet as many people as possible, learn how they are using the CM on their campus, and ask lots of questions. Even after ten years at the University of Delaware, we have a Team here ready to learn and we can’t wait to meet and learn from all of you!

Sincerely,

Dr. Kathleen G. Kerr Executive Director Residence Life & Housing, University of Delaware Past President, ACPA

ACPA—College Student Educators International

WELCOME

Hello Residential Curriculum Institute attendees!

Welcome to Florida and Tampa Bay! The University of South Florida is proud to host this great institute in our back yard and happy to share the story of our community with you. Tampa Bay has a great history, which includes thriving cultural and economic prosperity. From the booming cigar industry beginning in the late 1800s, to the building of MacDill Airforce Base in the mid-1950s, the Tampa Bay area exists in a state of possibility.

In 1956, the University of South Florida was established, and has quickly grown into a campus that serves 41,000 students. 2016 admitted our highest achieving freshman class to date. USF is among the top 25 public research universities for research spending according to the National Science Foundation, and is one of the most diverse universities in the U.S. 5,400 students live on campus at USF. An exciting transformation new residential community is currently being built on the north side of campus, which will increase our on-campus population to 6,200 students

by Fall 2018. In 2011 USF started its journey toward a curricular approach in housing. We restructured, rewrote position descriptions, and changed our hiring practices as first steps in preparing us to have the team ready to delve into the work of implementing a curriculum. After spending a year digging through foundational documents, hosting focus groups, and connecting with colleagues across on campus, we rolled out our curriculum during Fall Training in 2013. This year, our 4th year, has new exciting changes, including a new Educational Plan, and a 150 page manual for our student and professional staff.

Today, we are proud of our curriculum. It has changed the way our campus has come to view Housing and Residential Education’s role with student success, retention, and graduation rates. Our Educational Priority guides everything we do in Residential Life and Education. Implementing a curriculum that is intentional, thoughtful, and carefully administered requires the right people, the right attitude, and the right minds. We are thrilled to be able to share this with you now, and to welcome you to our community.

We hope you enjoy your time with us these next few days, as you engage with your team and with other institute attendees. This is a time of learning and using your own expertise about your campus to help build a successful experience for your students. You are the expert; have fun!

Go Bulls!

Linda Kasper

Director of Residential Life and Education University of South Florida

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SCHEDULE AT-A-GLANCE

Sunday, October 16

Tuesday, October 18

3:00 – 5:00 p.m.

5:00 – 6:00 p.m.

7:30 – 8:30 a.m.

7:30 – 8:30 a.m.

6:00 p.m.

Registration Institute Welcome Reception Dinner (on your own)

Monday, October 17 7:30 – 8:30 a.m.

7:30 – 8:30 a.m.

8:30 – 9:00 a.m.

9:00 – 10:30 a.m.

10:30 - 10:45 a.m.

10:45 – 11:45 a.m.

11:45 – 12:00 p.m.

12:00 – 1:00 p.m.

1:00 – 2:30 p.m.

2:30 – 2:45 p.m.

2:45 – 4:00 p.m.

4:15 – 5:00 p.m.

6:00 – 9:00 p.m.

Registration Breakfast Opening and Welcome Plenary Break Host School Showcase Q&A Lunch Session #1 Break Consultation and Archeological Dig Workshop Resource Fair Institute Reception

ACPA—College Student Educators International

8:30 – 10:00 a.m.

10:00 – 10:15 a.m.

10:15 – 11:45 a.m.

11:45 – 12:45 p.m.

12:45 – 2:00 p.m.

2:15 – 3:15 p.m.

3:15 – 3:30 p.m 3:30 – 4:30 p.m.

4:30 – 5:30 p.m.

6:00 p.m.

8:30 p.m.

Breakfast Time Registration for Faculty Consultation Session #2 Break Session #3 Institute Lunch Keynote 1 and Q & A Showcase #1 Break Showcase #2 Faculty Consultation Research Presentation Team Time Night On The Town Donut Truck (sponsored

by Roompact)

Wednesday, October 19 7:00 – 8:00 a.m.

8:00 – 9:00 a.m.

Breakfast Session #4

9:15 – 10:15 a.m.

10:20 – 10:30 a.m.

10:30 – 11:30 a.m.

11:30 – 12:30 p.m.

12:30 – 1:15 p.m.

Session #5 Break Keynote 2 Closure Experience Institute Lunch

1. Directly connected to your institution’s mission.

10. Assessment is

essential for measuring the achievement of the the learning outcomes.

2. Based on research and developmental theory.

3. Learning goals are derived from a defined educational priority.

9. Plan is developed through review process that includes critique, feedback, and more.

4. Learning goals drive the development of educational strategies.

8. Stakeholders are identified and involved.

7. Represents sequenced learning.

6. Student staff members play key roles but are not the educational experts.

ACPA—College Student Educators International | www.myacpa.org

5. Programs are one type of strategy, not the only one.

GLOSSARY

An Educational Priority is the broadest aspiration for learning (e.g. global citizenship or leadership). Written as: “As a result of living in university housing each student will...”

Learning Goals break down the educational priority into more concrete and specific learning components. If

student achieved the learning of all of the learning goals the educational priority will have been accomplished. Many find 3-5 learning goals provide guidance and focus. These are often organized in developmentally sequenced ways.

Written as: “Each student will understand…”

Departmental Learning Outcomes break down each learning goal into more concrete and specific

components. These are written to describe the actions (Bloom’s taxonomy) students will need to engage in to achieve the understanding described in the departmental learning goals. Many find 3-5 learning outcomes provide guidance and focus. These are often organized in developmentally sequenced ways. Written as: “Each student will be able to (Bloom’s taxonomy word)…”

Narratives are often a paragraph description of exactly what the department/institution means by the words in the learning goals. This provides clarity to stakeholders and other staff about what exactly it means to have identity or equity or social responsibility.

Rubrics are tables that break down each departmental learning goal into its learning outcomes and describes in

observable or measurable ways different levels of each learning goal. This often includes four different levels. The first being no ability, then some, then more, and then fulfilled. Rubrics provide guidance for developmental sequencing and assessment.

Strategies are the tools that the organization uses to facilitate the learning (e.g. intentional conversations, bulletin boards, community meetings, and campus partnerships). The learning goals must drive the strategies. Strategies often shift based on the student population or physical space limitations and opportunities.

Mapping is a method of visually connecting each strategy to a learning goal or outcomes. This can help identify gaps and redundancies.

Sequencing is how content and pedagogy are organized over time to meet the learners and foster their growth

in a developmentally sequenced manner. This includes sequencing learning over time, such as over the first-year or over the college experience (horizontal integration), and sequencing the learning being fostered at one time, such as during the month of November (vertical integration).

Strategy Learning Outcomes are the outcomes that guide each individual strategy’s design, implementation, and

assessment. The strategy learning outcome should be connected to the department level learning outcomes but will be more specific. For example: “As a result of participating in the November Community Meeting each student will be able to describe three different strategies for navigating conflict with a roommate in a healthy manner.” This would match well with a department learning outcome of: “Each student will be able to navigate conflict in a healthy manner.”

Lesson Plans describe how each individual strategy will be implemented. This includes being as specific as

possible about the timing, activities, ways of engagement, and assessment. Facilitator Guides or Scripts are also used as terms for Lesson Plans.

ACPA—College Student Educators International

SUNDAY, OCTOBER 16

3:00 p.m. – 5:00 p.m.

Registration and Welcome Table Salon Foyer 5:00 p.m. – 6:00 p.m.

Institute Social Pool Welcome to RCI! Our Sunday evening reception is an opportunity to meet and mingle with new and returning participants and to connect with the RCI faculty. The reception will introduce you to the 2016 RCI Faculty and Planning Team, as well as encourage dialogue and opportunities to meet fellow participants as we prepare for our time together at the institute. Light refreshments will be provided.

6:00 p.m.

Dinner (on your own)

MONDAY, OCTOBER 17 7:30 a.m. – 8:30 a.m.

Registration 7:30 a.m. – 8:30 a.m.

Resource Fair Set-Up 7:30 a.m. – 8:30 a.m.

Breakfast 8:30 a.m. – 9:00 a.m.

Opening and Welcome 9:00 a.m. – 10:30 a.m.

Residential Curriculum: Why, What, and How Keith Edwards and Kathleen Gardner Plenary

Salon Foyer Salons ABCDE Salons ABCDE

Residence life staff members are well versed in the rich opportunities for learning beyond the classroom. However, typical efforts to foster that learning through program models often fall short in design, staff buy-in, student learning, and measurable outcomes. This plenary will explore how we can better foster student learning by designing intentional and purposeful engagement of students.

This session will provide the rationale for this approach, identify the Ten Essential Elements of a Residential Curriculum, define the elements of an educational plan, and provide tangible examples of curricular approaches to residential education.

As a result of this session, participants will be able to: • Explain the rationale for a curricular approach to residential education; • Desribe at least four differences between a traditional programming model and a residential curriculum; • Identify the Ten Essential Elements of a Residential Curriculum; • Define the elements of an educational plan.

Residential Curriculum Institute | 2016

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MONDAY, OCTOBER 17

10:30 a.m. – 10:45 a.m.

Break 10:45 a.m. – 11:45 a.m.

Showcase: USF Salons ABCDE Taking the Bull by the Horns: University of South Florida’s Journey as a Curricular Institution Linda Kasper and David Hibbler, Jr.

USF is a large, public, research-intensive university. We have 5,400 students living on campus, and are engaged in a transformation redevelopment project that will add 2,000 beds over the next two years. Our curriculum was introduced in 2013, and last year completed an in depth review of our past work and created a new educational plan, both with the intent to infuse essentialism into our work. We strive that at the conclusion of our residential experience, students will be global citizens who are holistically well, interpersonally competent and academically engaged.

11:45 a.m. – 12:00 p.m.

12:00 p.m. – 1:00 p.m.

1:00 p.m. – 2:30 p.m.

Q & A (Plenary and Showcase) Lunch Session I

Salons ABCDE Salons ABCDE

Session I: Beginning Room: Presenters: Title: Essential Element: Abstract:

Westshore or Junior Ballroom Kathleen Gardner, Amanda Knerr, Hilary Lichterman, and Ryan Lloyd The Archeological Dig/Educational Priority Directly connected to institution’s mission (1), Based on research and developmental theory (3) The purpose of this session is to begin the archeological dig process to develop an educational priority. Participants will be asked to reflect on their role as educators and consider how campus culture and climate inform the curriculum development process. The presenters will share strategies for conducting an archeological dig as well as examples of educational priorities that have emerged from the “archeological dig” process at other schools. Participants should bring a laptop to this session so that they can access their institution’s website and key documents such as strategic plan, undergraduate learning goals, data, etc. This session consists of a lecture, small group/ individual work, and a question and answer segment.

ACPA—College Student Educators International

MONDAY, OCTOBER 17

Learning Outcomes:

As a result of this session, participants will be able to: • Define an Educational Priority; (Knowledge) • Name key institutional learning goals within their institution’s strategic plan, mission, and culture; (Knowledge) • Describe strategies for conducting an Archaeological Dig on their home campus; (Comprehension) • Use identified institutional learning goals to describe how the on-campus experience is essential to the educational mission of the institution; (Comprehension) • And write a DRAFT Educational Priority grounded in key institutional learning goals and residential focus of their home institution. (Application)

Session I: Intermediate and Roundtables Room: Presenters: Title: Essential Element: Abstract:

Learning Outcomes:

Salons ABCDE Linda Kasper and Eric Pernotto New but Not New, Now What Addresses all essential elements Residential Life educators who are returning to the RCI, or new to RCI (and using curricular approach) but working at an institution with a residential curriculum may be unsure what sessions to attend, or how to maximize learning. This session will encourage participants to review their current institutions curriculum and how this connects to the Ten Essential Elements. Participants will also identify specific learning goals for RCI and strategize how to make the most of their attendance at RCI. As a result of this session, participants will be able to: • Identify benefits of different tracks within the “10 Essential Elements” given your institution’s progress with a curricular approach and your role (Knowledge) • Summarize progress made from previous RCI(s) in conversation with RCI faculty and fellow participants (Comprehension) • Choose 2-3 concepts or Essential Elements to explore at RCI to progress with residential curriculum (Application)

Session I: Revising and Advancing Room: Presenters: Title:

Cotillion/Terrace Christopher Anderson and Steven Herndon Making the Most Out of Returning to RCI

Residential Curriculum Institute | 2016

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MONDAY, OCTOBER 17

Essential Element: Abstract:

Learning Outcomes:

Addresses all essential elements Residential Life educators who are returning to the RCI, or new to RCI (and using curricular approach) but working at an institution with a residential curriculum may be unsure what sessions to attend, or how to maximize learning. This session will encourage participants to review their current institutions curriculum and how this connects to the Ten Essential Elements. Participants will also identify specific learning goals for RCI and strategize how to make the most of their attendance at RCI. As a result of this session, participants will be able to: • Identify benefits of different tracks within the “10 Essential Elements” given your institution’s progress with a curricular approach and your role (Knowledge) • Summarize progress made from previous RCI(s) in conversation with RCI faculty and fellow participants (Comprehension) • Choose 2-3 concepts or Essential Elements to explore at RCI to progress with residential curriculum (Application)

2:30 p.m. – 2:45 p.m.

2:45 p.m. – 4:00 p.m.

4:15 p.m. – 5:00 p.m.

6:00 p.m. – 9:00 p.m.

Break Archeological Dig Workshop (New to RCI) Faculty Consultations (Returners) Resource Fair Institute Reception

Salons ABCDE

Tampa Bay History Museum A Smithsonian Institution Affiliate, the History Center includes three floors of permanent and temporary exhibition space focusing on 12,000 years of Florida history. The History Center features a museum store, the Witt Research Center, a map gallery, event hall, and the Columbia Café, a branch of the historic Columbia Restaurant. One of Tampa’s premier cultural venues, the History Center features cutting-edge interactive exhibits and provides a unique educational experience for all ages. The Tampa Bay History Center was awarded a silver LEED certification from the U.S. Green Building Council in 2012.

Transportation Information: • Transportation will leave from the hotel lobby • 5:40 p.m. Buses depart • 9:00 p.m. Last bus departs Tampa Bay History Museum for hotel

9:00 p.m.

Dinner on Your Own

ACPA—College Student Educators International

TUESDAY, OCTOBER 18

7:30 a.m. – 8:30 a.m.

Breakfast and Registration for Faculty Consultation Salons ABCDE To register for a team or individual consultation with Institute faculty from 4:30 p.m. -5:30 p.m. on Tuesday, please stop by the Institute Registration Table during this time and ask for the sign-up sheet. Space is limited and available on a first come, first served basis. (New to RCI and Returning to RCI) 8:30 a.m. – 10:00 a.m.

Session 2

Session 2: Beginning Room: Presenters: Title: Essential Element: Abstract:

Learning Outcomes:

Westshore or Junior Ballroom Keith Edwards, Craig Orcholski, Cathy Roberts-Cooper, and Christopher Stipeck Learning Goals/Narratives/Departmental Learning Goals Directly connected to institution’s mission (1), Learning goals are derived from a defined educational strategy (2), based on research and developmental theory (3), Learning goals drive the development of educational strategies (4) This interactive session highlights the process of breaking down an educational priority into learning goals and narratives, and then into macro learning outcomes. Participants will explore the differences between learning goals, narratives, and macro outcomes.

Participants will have an opportunity to practice writing learning goals and narratives to assist them in developing these elements on their campus and further breaking those learning goals down into macro learning outcomes.

As a result of this session, participants will be able to: • Identify the nested structure of residential curricula from educational priority to learning goals and narratives.

• Describe the differences between learning goals and macro learning outcomes.

• Write 3-5 learning goals with narratives (or topical area names) derived from their own educational priority or an example.

• Write 1-2 macro learning outcomes for each learning goal.

Session 2: Intermediate and Roundtables Room: Presenters: Title: Essential Element:

Salons ABCDE Coco Du and Eric Pernotto Rubric Development Assessment is essential for measuring the achievement of learning outcomes (10)

Residential Curriculum Institute | 2016

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TUESDAY, OCTOBER 18

Abstract:

Learning Outcomes:

Rubrics are an assessment tool that provides detailed descriptions of levels of performance. In this session, participants will learn how to develop rubrics, test rubrics, train staff on how to use rubrics, and will learn how to do data analysis with rubrics.

As A result of this session, participants will be able to: • Identify the components of a rubric.

• Discuss the steps in developing a rubric.

• Practice crafting a rubric based on one of their own learning outcomes.

Session 2: Revising and Advancing Room: Presenters: Title: Essential Element: Abstract:

Learning Outcomes:

Cotillion/Terrace Steven Herndon and Linda Kasper Developing/Integrating Multiple Plans Based on research theory and developmental theory (2), Learning goals drive the development of educational strategies (4), represents sequenced learning (7), plan is developed through review process (9) This session is recommended for participants who have previously attended RCI, not first-time attendees. This session will offer participants a chance to share and listen to challenges and successes in developing and integrating multiple educational plans.

Multiple educational plans can be helpful in reaching different student populations, in different physical spaces, with different staffing structures, etc. Together we will explore some of the challenges of reaching junior and senior students, navigating suites and apartments, negotiating reaching students who live off-campus, who are on RHA, in Living Learning Communities, are international students, student employees, etc.

As a result of this session, participants will be able to: • Describe the importance of creating educational plans that encompass all aspects of their work under a curricular approach.

• Discuss the different educational plans that have been developed and implemented on a wide range of campuses.

• Connect their curriculum to a new educational plan beyond what their current curriculum offerS.

ACPA—College Student Educators International

TUESDAY, OCTOBER 18

10:00 a.m. – 10:15 a.m.

10:15 a.m. – 11:45 a.m.

Break Session 3

Session 3: Beginning Room: Presenters: Title: Essential Element:

Abstract:

Learning Outcomes:

Westshore & Junior Ballroom Amanda Knerr, Hilary Lichterman, Craig Orcholski, and Christopher Stipeck Educational Plans/Sequencing/Lesson Plans/Strategy Learning Outcomes Based on research and developmental theory (3), learning goals drive the development of educational strategies (4), programs are one type of strategy- not the only one (5), student staff members play key roles but are not the educational experts (6), represents sequenced learning (7) Moving from the Educational Priorities and Learning Goals to the day-to-day operationalization into your program requires the development of an appropriately sequenced learning plan for your students. Once the overarching plan is developed, individual learning opportunities are shaped through the development of lesson plans and associated micro-learning outcomes that lead students along the continuum of learning established in your learning goals. This session will take you from the big ideas of the educational priority, learning goals, and narrative to the practical steps of an implementation plan that will intentionally guide student learning from start to finish.

As a result of this session, participants will be able to: • Identify an educational strategy other than programming that could be used on your home campus to move students towards achievement of a macro learning outcome.

• Explain the concept of sequencing/scaffolding as it relates to the development of an educational plan • Discuss the components of a lesson plan that would be needed for proper implementation on their home campus • Organize strategies into an educational plan related to an aspect of their residential curriculum • Write a micro learning outcome for an educational strategy that follows the SMART or ABCD format • Write a lesson plan that creates an intentional learning opportunity for a student to achieve a micro learning outcome.

Residential Curriculum Institute | 2016

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TUESDAY, OCTOBER 18

Session 3: Intermediate/Roundtables Room: Presenters: Title: Essential Element: Abstract:

Learning Outcomes:

Salons ABCDE Steve Herndon and Dave Shorey Educational Plans and Lesson Plans – Putting It All Together Learning outcomes drive development of educational strategies (4), Programs are one type of strategy-not the only one (5), Represents sequenced learning (7), Plan is developed through review process that includes feedback, critique, transparency (9) In designing effective strategies, we must begin with the end in mind: What do we want to the students to learn from this strategy or lesson? Lesson plans help educators outline a path to accomplishing specific desired learning. Participants will learn about what goes in to an effective lesson plan and will practice writing lesson plans for specific strategies. In addition, participants will explore what goes into an effective educational plan and discuss considerations for developing educational plans such as living learning communities and housing that is blended or segregated by class year.

As a result of this session, participants will be able to: • Articulate the definition of an education plan and a lesson plans.

• Articulate the necessary components of an educational plan and associated lesson plans • Assess at what stage their institution is at with respect to writing their educational plan and associated lesson plans • Practice writing OR revising their education plan and associated lesson plans • Explore education plan and lesson plans revision processes.

Session 3: Revising and Advancing Room: Presenters: Title: Essential Element: Abstract:

Cotillion/Terrace Amy Howard and Jim Tweedy Establishing a Scholar Practitioner Culture Based on research and developmental theory (3), Stakeholders are identified and involved (8), assessment is essential for measuring the achievement of the learning outcomes (10) This round table will focus discussions around how institutions have successfully transformed to have a scholar-practitioner culture. We will share and learn from each the challenges and successes in infusing a Scholar-Practitioner approach, from institutions at multiple stages on implantation. Many of the pre-institute readings, such as “Are All Your Educators Educating” will help guide our discussion.

ACPA—College Student Educators International

TUESDAY, OCTOBER 18

Learning Outcomes:

As a result of this session, participants will be able to: • Identify current practices that exist on your campus that highlight a scholarpractitioner approach.

• Identify new approaches to consider in creating a scholar-practitioner culture on campus.

• Plan one approach to infuse a new scholar-practitioner approach on your campus.

11:45 a.m. – 12:45 p.m.

Institute Lunch 12:45 p.m. – 2:00 p.m.

Keynote: Dr. Vernon Wall Social Justice in the Residential Curriculum: Key Concepts for Integration

Salons ABCDE

The term “social justice” is being used (and misused) on college and university campuses more and more these days. What exactly is social justice? What is a socially just community?

What are the characteristics of a campus and residential community committed to social justice? Are we doing things in the name of social justice that are not congruent with the true spirit of equity and inclusion? In this presentation, twelve personal reflections on the current state of social justice education in higher education will be shared along with an opportunity to prepare for your return to campus poised and ready to “do good work.”

Residential Curriculum Institute | 2016

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TUESDAY, OCTOBER 18

2:15 p.m. – 3:15 p.m.

Showcase Presentations #1

Showcase 1: University of South Carolina Room: Presenters: Title: Abstract:

Salons ABCDE Matt Lindenberg, Ryan Lloyd, and Erin Smith The Renaissance of the Residential Foundations at the University of South Carolina: Review and Revitalization During the 2015-2016 academic year, the University of South Carolina embarked on a full review of our Residential Foundations. The review included an internal and external evaluation and assessment of each component of the Residential Foundations, stemming from our Educational Priority through the strategies we utilize to enhance student learning and development. Our initial archaeological dig was revitalized to include a review of national data (NSSE, YFCY, CIRP, & EBI) and campus data points (conduct data, strategic plans for the institution/division/peer departments). Through this session, we will highlight our timeline and review process as well as provide tips and tricks to avoid pitfalls during a strategic evaluation of your residential curriculum. This session is intended for institutions that have implemented a residential curriculum for a minimum of one to two full years and are looking to advance based on departmental, divisional, and institutional priorities.

Showcase 1: North Dakota State University Room: Presenters: Title: Abstract:

Cotillion/Terrace Becky Bahe, Darcie Ellertson, Carol Jergenson and Tyler Perkins Curriculum Development: A Journey, Not a Race Ten years after attending the first RCI and four distinct structures has brought NDSU to a new place with their curriculum. Struggling to get over the hump of fully implementing lesson plans and having full buy-in at all levels, the last nine months have been monumental in moving forward. Join us as we share how to get the right people in place, the importance of building a strong foundation, and persistence. Most importantly we’ll share how letting go and managing group dynamics has allowed us to get to a fuller implementation.

ACPA—College Student Educators International

TUESDAY, OCTOBER 18

Showcase 1: University of Mississippi Room: Presenters: Title: Abstract:

Westshore Scott Oliver Residential Curriculum: Tales and Tantrums of a Three Year old The residential curriculum for the University of Mississippi (Ole Miss) is three years old now – and like any three year old – it has had and has tons of potential and likewise it has had some tantrums along the way as we have navigated what works best for us.

In this showcase, we will discuss our approach and implementation as we moved from a very traditional method to a curriculum. We will discuss our process, how we involve and train stakeholders, and how to identify and avoid ‘tantrums’ in the process.

Showcase 1: East Tennessee State University Room: Presenters: Title: Abstract:

Junior Ballroom Jon Mitchell ETSU: The Curriculum Awakens East Tennessee State University (ETSU) is a public, 4 year institution located in beautiful Johnson City, Tennessee, with an enrollment of nearly 15,000 students, close to 3,000 living on-campus. After our first year of actual implementation, we believe ETSU offers a unique perspective to institutions in the contemplation or planning stages, or even those who have just implemented as we have. Come learn how we started, developed, and implemented our curriculum – and how we plan to move forward!

3:15 p.m. – 3:30 p.m.

3:30 p.m. – 4:30 p.m.

Break Showcase Presentations #2

Showcase 2: University of New Hampshire Room: Presenters: Title: Abstract:

Salons ABCDE Belle Vukovich Keynoyer, Ruth Abelmann, and Rich Green High Impact Curriculums Start with High Impact Training The University of New Hampshire has been developing its residential curriculums since 2007. The key to unlocking our staff’s curriculum development was found through experiential training, dedicated weekly time in curricular groups, and a user-friendly curriculum grid for tracking and connecting learning outcomes. Come and learn best practices for training and supporting your staff to create high impact curriculums with a focus on student learning and development.

Residential Curriculum Institute | 2016

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TUESDAY, OCTOBER 18

Showcase 2: Macalester College Room: Presenters: Title: Abstract:

Cotillion/Terrace Tessa Brow, Coco Du, and Hana Dinku Macalester’s Community Learning Model: Integrating Learning throughout our Halls and Departmental Processes Macalester’s showcase will provide insights and instruction from across the curriculum development process. From learning goals to learning strategy development at the hall and departmental levels to assessment processes, we will share a thorough overview of what it takes to infuse a residential curriculum into every facet of departmental operations (with a particular focus on RA training). Our curriculum is one of the most established residential curricula to date and we are excited to share our cumulative learning and wisdom with others!

Showcase 2: University of Illinois at Urbana-Champaign Room: Presenters: Title: Abstract:

Westshore Herb Jones, Christopher Murphy, Nathan Sanden, and Robert King Illinois Residential Experience: Shifting to a Residential Curriculum The University of Illinois at Urbana-Champaign is a large Public Research 1 Land Grant Institution with an enrollment of 43,600 students from all 50 states and 119 countries.

Starting Fall 2016, University Housing implemented a Residential Curriculum, the Illinois Residential Experience, across 23 residence halls that house 9200 students and 3 apartment communities that house 3000+ students/residents. Our presentation will specifically highlight the development process and roll-out of a Residential Curriculum in year one on our campus.

Showcase 2: University of Central Florida Room: Presenters: Title: Abstract:

Junior Ballroom Anne Stark and Jacob Bonne The UCF Residential Curriculum The University of Central Florida is the second largest University in the nation and home to one of the largest housing programs in Florida. At UCF, Partnerships are key and our system includes a variety of Public-Private Partnerships and special populations.

Further, Residential Curriculum has quickly become integral to the overall mission of the University. Attend this session to hear all about our launch into Residential Curriculum as we discuss our successes and challenges.

ACPA—College Student Educators International

TUESDAY, OCTOBER 18

4:30 p.m. – 5:30 p.m.

Faculty Consultations (pre-registration is required) Rooms 201, 202, 203, 204, 205

Salons ABCDE

Institute Faculty will offer 30 minute blocks for Individual and Team Consultations during this time.

To register for a consultation, please stop by the Institute Table during breakfast on Tuesday and ask for the sign-up sheet. Space is limited and available on a first come, first served basis 4:30 p.m. – 5:30 p.m.

Team Workshop Time Salons ABCDE 4:30 p.m. – 5:30 p.m.

Dissertation Presentation: “Organizational Junior Ballroom Perspective on Adopting the Residential Curriculum Approach: An Ethnographic Case Study” Hilary Lichterman, University of South Carolina How does a college or university housing department adopt and adapt to a new curricular approach? This qualitative descriptive case study describes how one, mid-size, co-educational residence life department in the Midwestern region of the United States adopted the residential curriculum approach based on “The 10 Essential Elements of a Residential Curriculum” (The 10EERC) that are a foundational aspect of the content discussed at the ACPA – College Student Educators International’s annual Residential Curriculum Institute (RCI). This study is the first empirical research published on the residential curriculum approach. The goal of this study is to determine conditions that contribute to effective practice, thereby positioning housing and residence life departments to contribute to, and enhance, student gains towards learning and development in on-campus living and learning environments.

Research questions for the study address changes that occurred in the residence life unit when adopting the residential curriculum approach, participants’ perceptions of positives and challenges in the transition to the approach, and how residence life staff characterize their experience of adopting the approach.

Findings reflect that institutional values influence the design of educational practices and tools and that participants reported positive experiences and challenges with communication. The dichotomy in participants’ accounts reveals the opportunity for transparency and inclusion of student leaders in departmental changes. Implications may inform (1) practice in housing and residence life departments, (2) graduate preparation programs and assistantships, (3) functional units in student affairs, (4) divisions of student affairs, (5) ACPA’s RCIs, and (6) The 10EERC. A new organizational tool incorporating Bolman and Deal’s (2014) four frames is presented.

6:00 p.m.

Night on the Town Information about Night on the Town appears on page 27 in our program book.

8:30 p.m.

Donut Truck Fresh made to order mini doughnuts. Bring your RCI name badge to be served. It’s a doughnut miss event. Everyone’s doughing it.

Residential Curriculum Institute | 2016

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WEDNESDAY, OCTOBER 19

7:00 a.m. - 8:00 a.m.

8:00 a.m. – 9:00 a.m.

Breakfast Session 4

Session 4: Beginning Room: Presenters: Title: Essential Element: Abstract:

Learning Outcomes:

Westshore or Junior Ballroom Kathleen Gardner, Toni Green, Amanda Knerr, and Ashley Nickelsen Assessing Student Learning Assessment is essential or measuring the achievement of the learning outcomes (10) Simply fostering learning and hoping that learning is occurring is not enough. Student affairs professionals must be able to create and sustain a culture of assessment necessary to successfully contribute to the mission of higher education. This session will provide practical guidance for developing a culture of assessment, writing a comprehensive assessment plan, and utilizing direct assessments for assessing student learning. Several strategies for sharing the story of the results of your assessment efforts will also be discussed.

As a result of this session, participants will be able to: • As a result of this session, participants will be able to: • List three characteristics of a culture of assessment. (Knowledge) • Describe how student learning fits into a comprehensive assessment plan.

(Comprehension) • Identify at least three direct assessments that can be utilized with current programs or services to assess student learning. (Knowledge) • Practice using assessment techniques. (Application) • Describe three methods to tell the residential curricula story at their home campus.

Session 4: Intermediate/Round Tables Room: Presenters: Title: Essential Element:

Salons ABCDE Coco Du and Jim Tweedy Developing a Curriculum Assessment Plan Assessment is essential for measuring the achievement of the learning outcomes (10)

ACPA—College Student Educators International

WEDNESDAY, OCTOBER 19

Abstract:

Learning Outcomes:

As we develop our residential curriculum, we often focus our attention on crafting and implementing life-changing learning opportunities for our students and much less time on how we will assess if what they are learning actually aligns with the intended learning outcomes.

The assessment plan should be developed in conjunction with the curriculum plan and should provide a wide range of collecting data to assess learning in individual learning moments, to gauge learning towards intended learning outcomes, learning goals, and the overarching learning priority. This session will allow participants to explore philosophies of student learning assessment, and identify successful approaches to both assessing learning on their campus as well as sharing these assessments in ways that strengthen the curriculum and demonstrate contributions to institutional mission and learning environments.

As a result of this session, participants will be able to: • Describe the role assessment plays in improving student learning.

• Identify at least three strategies for collecting snapshots of data as part of the lesson plans.

• Identify at least two successful strategies for collecting and reporting data across staff members or lesson plans • Identify at least two successful strategies for collecting, using, and sharing assessment data to support learning around learning outcomes, learning goals, and the educational priority.

Session 4: Revising and Advancing Room: Presenters: Title: Essential Element: Abstract:

Learning Outcomes:

Cotillion/Terrace Eric Pernotto and Dave Shorey Staff Selection and Training Student staff members play key roles but are not the educational experts (6) Represents sequenced learning (7) Participants will engage in a facilitated conversation about how a curricular approach to residential education impacts recruitment, selection, training, and development of staff.

Note: this session is only recommended for participants who have previously attended RCI, not first-time attendees.

As a result of this session, participants will be able to: • Understand the importance of aligning staffing, training, and development with the 10 Essential Elements of a Residential Curriculum.

• Identify common practices for integrating a residential curricular approach into selection of professional, graduate, and student staff.

• Describe common practices for integrating a residential curricular approach into training of professional, graduate, and student staff.

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WEDNESDAY, OCTOBER 19

9:15 a.m. – 10:15 a.m.

Session 5

Session 5: Beginning Room: Presenters: Title: Essential Element: Abstract:

Learning Outcomes:

Westshore or Junior Ballroom Hilary Lichterman, Craig Orcholski, Erin Simpson, and Christopher Stipeck Turning Concept Into Action Addresses all essential elements This session allows new attendees to begin thinking about how a curriculum will be a paradigm shift for their department, work, and institution. Participants will walk through several key aspects of a curriculum and strategize what next steps they need to take.

As a result of this session, participants will be able to: • Identify how residential curriculum might impact their housing programs and practices • Describe strategies for navigating the organizational change process, including staffing and engaging stakeholders • Predict changes the curricular approach brings to staffing and stakeholder engagement as well as coming up with possible response and action plans.

Session 5: Intermediate and Roundtables Room: Presenters: Title: Essential Element: Abstract:

Salons ABCDE Linda Kasper and Dave Shorey Developing a Curriculum Review Process Plan is developed through a review process that includes feedback, critique, transparency, etc. (9) Establishing a review process is an important step for departments with an established curriculum. Participants will review and discuss key aspects to a review process including identifying stakeholders and components of a review. Participants will have an opportunity to begin to sketch out a review plan for their curriculum.

ACPA—College Student Educators International

WEDNESDAY, OCTOBER 19

Learning Outcomes:

As a result of this session, participants will be able to: • Explore varying review committee/panel formats • Explore feedback processes to engage student staff and students (internal and external) • Identify campus partners • Explore how you do engage campus partners in the review process • Establish expectations about commitment (time, energy, frequency of meetings) • Develop strategies to mobilize results from review process.

Session 5: Revising and Advancing Room: Presenters: Title: Essential Element: Abstract:

Learning Outcomes:

Cotillion/Terrace Coco Du and Jim Tweedy Assessment: Using Assessment to brand, market, and tell the story of a residential curriculum Assessment is essential for measuring the achievement of the learning outcomes (10) Everyone has a story. Some parts of our story are easier to tell than others. Participants in this session will engage in facilitated conversation about their successes and challenges in communicating key messages about their residential curriculum.

Participants will then use a group process to identify audiences that they seek to reach and assessment strategies to help them do so. This session is only recommended for participants who have previously attended RCI, not first-time attendees.

“If you’re going to have a story, have a big story, or none at all.” -Joseph Campbell.

Please come prepared to dream big with aspirational goals and develop our stories together.

As a result of this session, participants will be able to: • Through reflection being able to describe multiple success strategies of using assessment to tell the story of a residential curriculum.

• List three challenges or roadblocks of using assessment on their campus to tell the story of a residential curriculum.

• Identify three strategies to better use assessment to tell the story of a residential curriculum on their campus, and start to form an action plan.

10:20 a.m. – 10:30 a.m.

Break

Residential Curriculum Institute | 2016

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WEDNESDAY, OCTOBER 19

10:30 a.m. – 11:30 p.m.

Keynote: Dr. Kathleen Kerr The Residential Curriculum Model: A Decade of Reflection

Salons ABCDE

When a Residential Curriculum model was first developed more than ten years ago, it arose from a desire to actualize what research told us was best practice related to student learning. Since then, we have learned even more about high impact practices; campuses are struggling with shrinking budgets and demands to account for costs; and the relevance of residential campuses is being challenged by on-line innovative learning technologies. Kathleen will discuss why the curricular model continues to be an important approach to residential education, and challenge readers to think about the next evolution, or revolution, essential for our work as educators working with students beyond the walls of the classroom.

ACPA thanks Roompact for their generous sponsorship of the RCI 10th Anniversary Closing Keynote.

11:30 a.m. – 12:30 p.m.

Shaping the Path Forward Salons ABCDE Keith Edwards and Hilary Lichterman

This highly interactive session will offer participants an opportunity to celebrate where their institution is at with residential curriculum, determine goals going forward, prioritize, and create action steps to realize their priority goals.

As a result of this session, participants will be able to: 1. Identify what they have to celebrate related to residential curriculum.

2. Articulate goals to move their curriculum forward.

3. Create action steps to help them realize their highest priority goals.

12:30 p.m. – 1:15 p.m.

Lunch

ACPA—College Student Educators International

Salons ABCDE

NIGHT ON THE TOWN INFO.

Night on the Town- No Host Dinner and Transportation Options

The Night on the Town- No Host Dinner is an opportunity for Institute participants to explore some of the great dining Tampa has to offer. We offer a wide variety of dining options within a short distance of the hotel.

In the Westshore Blvd. Neighbourhood:

Hyde Park Village:

Season’s 52

bartaco

Miguel’s Mexican Seafood & Grill

Irish 31

204 N Westshore Blvd. Tampa, FL 33609 (813) 286-1152 http://www.seasons52.com/menu-listing/lunch Price point: $$ 3035 W. Kennedy Blvd., Tampa, FL 33609 (813) 876-2587 http://www.miguelscafe.com/menu.php Price Point: $

SOHO Neighbourhood: SOHO Sushi

3218 West Kennedy Blvd., Tampa, FL 33609 • (813) 873-7646 https://www.sohosushi.com/# Price Point: $$

Ceviche Tapas Bar

2500 W Azeele St. (813) 250-0203 http://www.ceviche.com/tampa/menu/dinner/ Price Point: $$

Daily Eats

901 South Howard Avenue, Tampa, FL 33606 (813) 446-8990 http://www.cicciorestaurantgroup.com/dailyeats/ Price Point: $

Royal Thai Palace

811 S. Howard Ave. Tampa, FL 33606 (813) 258-5893 http://www.sohorestaurantstampa.com/menus.html Price Point: $$

1601 W. Snow Avenue, Tampa, FL 33606 (813) 258-8226 http://bartaco.com/ Price Point: $ 1611 W. Swann Avenue, Tampa, FL 33606 (813) 250-0031 https://irish31.com/menu/ Price Point: $$

Piquant

1633 Snow Avenue, Tampa, FL 33606 (813) 251-1777 http://piquanthydepark.com/menu/ Price Point: $$$

Timpano Italian Chophouse

1610 W. Swann Avenue, Tampa, FL 33606 (813) 254-5870 http://timpanochophouse.net/menus/ Price Point: $$$

International Plaza and Bay Street Free shuttle available from hotel.

BRIO Tuscan Grille

(813) 877-3939 http://www.brioitalian.com/menus.html Price Point: $$

California Pizza Kitchen

(813) 353-8155 http://www.cpk.com/Menu

The Cheesecake Factory

(813) 353-4200 https://www.thecheesecakefactory.com/menu/

Bar Louie

(813) 874-1919 http://www.barlouie.com/menu Resource Fair

Residential Curriculum Institute | 2016

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GENERAL INFORMATION

The Resource Fair

The Resource Fair is an opportunity for institutions to share examples of their approach to a residential curriculum with RCI 2016 participants. The Resource Fair is a new initiative and is taking the place of and expanding the traditional poster presentations to include posters, documents (rubrics, lesson plans, community plans, etc.), and resources from highlighted institutions. It will remain open for engagement during the Institute and may also serve as an opportunity for participants to engage with faculty and planning team members as well as highlighted institutions and their residential curricula.

Showcase Presentation Schools

East Tennessee State University North Dakota State University University of Illinois at Urbana-Champaign University of New Hampshire University of South Florida

Macalester College University of Central Florida University of Mississippi University of South Carolina Faculty Consultations

Faculty Consultations

Participants have the opportunity to register as individuals or as teams for a 30 minute faculty consultations.

Consultations will be held on Monday afternoon for institutions returning to RCI and Wednesday afternoon for teams that are both new and returning to RCI. Faculty consultation registration is first-come, first-served and will be located at the ACPA registration and information table beginning at lunch on Monday and breakfast on Tuesday of the Institute.

Transportation

If at any point during the Institute, you find yourself in need of transportation outside of the provided shuttles, there are several options available to you: • Uber or Lyft are both in Tampa Bay • Taxi: Yellow Cab: 813-253-0121

United Cab: 813-777-7777 Or text: 469222

Institute Evaluation

Within the next several days, you will be receiving an email with a link to the online Residential Curriculum Institute evaluation. Please take a few minutes to provide your feedback and comments about your learning experiences at the Institute. As a result of your feedback from previous years, the RCI Planning Committee has heard your voice and created multiple tracks to more effectively meet the needs of all professionals. Therefore, your feedback is critical in assisting next year’s Planning Committee in continuing to make improvements. Thank you for your time!

Sustainability

ACPA- College Student Educators International is committed to the triple bottom line of sustainability- healthy environments, social justice, and strong economies. We encourage participants to keep sustainability in mind during the Institute and beyond.

ACPA—College Student Educators International

BIOGRAPHIES

Chris Anderson, University of Utah @CFAinResLife (he, him, his)

Chris has worked in on-campus housing since he began graduate school at Ohio State in 2006.

Following his experience with the Buckeyes, he moved to the Sonoran Desert to work with Residence Life at the University of Arizona. In 2013, he joined the Housing & Residential Education staff at the University of Arizona, where he remains this day. He loves seeing how his work helps students find success.

In his spare time, he spends a lot of time cooking, reading, drinking coffee, and hanging with his partner and pets.

Paul Brown, Roompact @paulgordonbrown (he, him, his)

Dr. Paul Gordon Brown is a speaker and educator specializing in student learning and development’s intersection with technology, social media and design. Paul has over 15 years of professional experience in higher education and student affairs in a diverse array of functional areas from entry-level to senior-level administrative roles and has served as an instructor in the Boston College and Merrimack College Higher Education programs. Paul currently serves as the Director of Curriculum, Training, and Research for the higher education technology software company, Roompact, and conducts research on social media’s impact on college student development and identity. An experienced presenter, Paul has had accepted and given over 50 refereed presentations at international and regional conferences. He holds a Bachelor of Arts degree in Philosophy from the State University of New York College at Geneseo, a Master of Science degree in College Student Personnel from Western Illinois University, and a PhD in Higher Education from Boston College. Paul currently serves on the Governing Board of the ACPA—College Student Educators International and as a faculty member for the Residential Curriculum Institute. His latest

Residential Curriculum Institute | 2016

book is a collaboration with Erik Qualman as a contributing author to “What Happens On Campus Stays on YouTube.” A work that educates college students on the new realities of living online lives.

Now available on Amazon. Find out more at www. paulgordonbrown.com and follow along at @ paulgordonbrown.

Hana Dinku, Macalester College @hdinkful (she, her, hers)

Hana Dinku currently serves as a Residential Hall Director at Macalester College in Saint Paul, MN. She received her Master’s Degree in Leadership in Student Affairs from the University of St. Thomas, and her Bachelor’s Degree in History from the University of Minnesota Duluth. Hana is passionate about social justice, international education, institutional change, community development and the potential of “liberatory education” outside of the classroom. After having attended RCI for the first time in 2015, Hana has worked with a local grassroots organization in St. Paul to develop and implement a curriculum.

Coco Du, Macalester College @CocoDu2 (she, her, hers)

Coco is the Director of Residential Life at Macalester College in Saint Paul, Minnesota. In this position, Coco is responsible for providing vision and leadership for Residential Life program, which includes residential education, residential operation, and card services. Coco leads Res Life to foster student learning consistent with the College’s educational mission and core values. The over-arching educational priority is that students will understand their individual responsibility to work towards just and equitable local, national, and global societies.

Prior to coming to Macalester College, Coco has worked at the University of Minnesota as well as St. Catherine University, a liberal arts college for women. Her professional interests include social

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BIOGRAPHIES

justice, particularly focusing on the intersection of identities and residential curriculum. Coco loves to read anything written by bell hooks. Coco can be reached via Twitter.

Keith E. Edwards, Consultant, Speaker, and Coach @edwards14 (he, him, his)

Over the past 15 years Keith has spoken and consulted at more than 100 colleges and universities on sexual violence prevention, men’s identity, social justice education, and curricular approaches. He has presented more than 100 programs at national conferences and has written more than 15 articles or book chapters on these issues. His research, writing, and speaking has received national awards and recognition including ACPA Doctoral Writing of the Year and ACPA Diamond Honoree. Keith is a residential life supernerd having been an RA at Hamline University and earning recognition as Hall Director of the year as a graduate student at Colorado State. His master’s thesis was on the educational impact of living learning communities. He earned his PhD from the College Student Personnel Administration program at the University of Maryland, where he worked for a living learning program. Keith was the Director of Campus Life at Macalester College in St. Paul, MN from 2007 – 2015 where he provided leadership for the areas of residential life, campus conduct, student activities, leadership development, and orientation. Keith has chaired and regularly serves as a faculty member for ACPA’s Residential Curriculum Institute and consults with campuses implementing an intentional student learning focused approach in student affairs.

Kathleen Gardner, Central Michigan University @upnorthkathleen (she, her, hers)

Kathleen Gardner serves as the Director of Residence Life at Central Michigan University.

She previously held positions in residence life at Southern Illinois University Edwardsville, Washington

ACPA—College Student Educators International

University in St. Louis, the University of Maryland, and the Illinois Institute of Technology. Beyond her roles with housing, Kathleen has provided leadership for assessment within student affairs and has served as the campus coordinator for a retention program. Kathleen is an active member in ACPA- College Student Educators and has held numerous leadership roles within the organization, including Chair for the Commission for Housing and Residential Life and Program Chair for the 2016 Convention in Montreal. She has co-authored two publications about the work experiences of new professionals in student affairs, a publication about sustainability in higher education and authored third publication about creating a culture of assessment in university housing. In addition, she has served as a consultant with more than ten campuses to facilitate the development of student learning goals and a plan to assess student learning. Kathleen received her Master’s and Bachelor’s Degrees from the University of Maryland and she is a doctoral student at Central Michigan University.

Toni Green, Missouri State University @T_Green13 (she, her, hers)

Toni Green currently serves as a Hall Director at Missouri State University. This is Toni’s first year as a planning team member for RCI and she is excited to begin her journey in this role. She received her graduate degree in Student Affairs and Higher Education from Indiana State University and her undergraduate degree from the University of South Carolina. Some of Toni’s professional interests include advising student leaders, assessing student learning, and assisting first-year students with their transition to college. Toni has helped on a campus logistics team for RCI previously and she is excited to be getting more involved.

BIOGRAPHIES

Steven Herndon, University of Dayton

Steve serves as the Assistant Dean of Students and Executive Director of Housing and Residence Life at The University of Dayton. As the Assistant Dean of Students, Steve supports the Dean of Students in advocating for students’ academic and personal success. In particular, Steve serves as a member of the Division of Student Development’s Campus Awareness, Response and Evaluation Team (CARE), as a manager in the Dean of Students after hour on –call rotation for crisis management, as a member of the University’s hearing board and as a Title IX investigator. As the Executive Director of Housing and Residence Life, Steve oversees a department that houses over 6,500 undergraduate students in traditional residence halls, apartments and 400 university houses and employees 16 professional staff, 14 administrative support/clerical staff, 24 graduate staff and approximately 300 undergraduate staff. Steve’s other responsibilities include collaborating with his leadership team and campus partners in the development and implementation of the department’s residential curriculum and learning living communities in the residence halls and student neighborhoods.

Previously, Steve served as the Assistant Director of Residence Education for the First Year Experience at The University of Dayton, where he was responsible for the overall development of coherent and comprehensive educational programs in the first year residential communities. Prior to Steve’s arrival at the University of Dayton, he worked in University Housing at the University of Arizona and North Carolina State University, where he attained his Bachelor’s and Master’s in English.

Steve is a member of the Association of University Housing Officers- international (ACUHO-I), the National Association of Student Personnel Administrators (NASPA) and ACPA-College Educators International. From 2005 until 2007, Steve served as the Awards chair for ACPA’s Standing Committee for Graduate Students and New Professionals.

Residential Curriculum Institute | 2016

Amy Howard, Maryville University (she, her, hers)

Amy Lyn Howard is the Director for Residential Life at Maryville University in St. Louis and has worked within residential life for the past 10 years. This will be her 5th RCI attended and this is her 6th year developing and implementing a residential curriculum. In addition to loving her work, she also loves adventuring outdoors and internationally with her amazing partner Nadine, lifting heavy things with her olympic lifting team, and spending time with (and taking too many photos of) her two cats, Mildred and Oswald.

Linda Kasper, University of South Florida @linda_kasper (she, her, hers)

Linda serves as the Director of Residential Life and Education at the University of South Florida. In 2011 Linda joined the USF team (go bulls!) and attended her first RCI. Getting right to work, USF now is in its fourth year of implementing a curricular approach in the residence halls. She has previously served in Housing as an educator at Oregon State University, The University of Arizona, and Western Washington University. Linda also taught at Nankai University in mainland China, and worked as an academic advisor at the University of Vermont. Linda received her BS in Public Relations from Northern Michigan University and her MEd in Higher Education and Student Affairs Administration from the University of Vermont.

Kathleen Kerr, University of Delaware @KathleenKerr (she, her, hers)

Dr. Kathleen G. Kerr serves as the Executive Director of Residence Life & Housing and has a secondary appointment as an Assistant Professor in the College of Education and Human Development at the University of Delaware. She began working at the University of Delaware in 1990 as a Complex Coordinator. Progressively challenging and exciting opportunities have kept her there. Prior to serving

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BIOGRAPHIES

as the Executive Director, she served as a Complex Coordinator, Area Coordinator, Assistant Director, Associate Director and Director.

As Executive Director, she provides leadership to enhance the operations, programs, and services of a residence hall system comprised of over 50 buildings housing more than 7500 graduate and undergraduate students, generating close to $60 million in annual revenue dollars with direct impact on several departments. Kathleen has responsibility for the strategic and day-to-day leadership of a large, dynamic, complex, and student-centered organization; provides oversight of an annual budget totaling more than $6 million; develops strategies to maximize student occupancy and revenue streams; while also serving as a critical member of the Student Life Senior Leadership team, providing leadership for division projects and initiatives.

Kathleen’s involvement with ACPA began on the directorate of the Commission for Housing & Residential Life, which she chaired from 20062008. She served on the Presidential Task Force on Sustainability; chaired two convention Program Teams; served as the Director of Membership Development on the Governing Board; and was elected ACPA Vice President in 2012, serving as ACPA President in 2013-2014, and as Past President from 2014-2015. She served as the Strategic Marketing Team Chair for the 2016 ACPA Convention in Montréal and is currently serving as an ACPA Foundation Trustee.

Kathleen attended Indiana University in Bloomington, IN where she received both her BA in Psychology and her MS in College Student Personnel Administration. In 1998 she earned her Ed.D in Educational Leadership from the University of Delaware. She currently resides in Newark DE with her husband, her two youngest daughters, and Pug, Sadie.

ACPA—College Student Educators International

Amanda R. Knerr, Indiana State University @arknerr (she, her, hers)

Amanda is the Executive Director for Residential Life and Housing at Indiana State University. She has previously held positions at The Pennsylvania State University and the University of Alaska Southeast, Juneau. Amanda is also currently serving as the Chair for ACPA’s Commission for Assessment and Evaluation. She is currently working on completing her Ph.D. in Higher Education Administration from The Pennsylvania State University. Her research interests include the impact of engaged scholarship in undergraduate education, sustainability, and development of assessment culture. Amanda has been an invited faculty member and presenter for many different assessment conferences including the First Year Assessment Conference, ACPA’s Assessment Institute, and several past RCI’s.

Julie Leos, University of South Florida @JulieAnnLeos (she, her, hers)

Julie Leos serves an Assistant Director of Residential Life & Education at the University of South Florida (USF). She is a doctoral candidate in the Higher Education Administration program at USF. Julie began her career as an undergraduate student at Florida International University (FIU) in Miami, Florida. Julie stayed to receive her Masters of Science degree at FIU where she joined the Housing and Residence Life team. It was here that she found her love for working with students in a residence life setting and her path has taken her to Florida State, University of Arizona, and the University of Michigan, before returning back to the sunshine state to join the USF team and pursue her doctorate.

Julie has been involved in various aspects of student affairs including serving on The Placement Exchange 2015 committee, and serving as the Chair for the Women in Housing Network for ACUHO-I.

BIOGRAPHIES

Hilary Lichterman, University of South Carolina @HilLichterman (she, her, hers)

Dr. Hilary Lichterman serves as the Associate Director of Residence Life at the University of South Carolina (as of 2010). In August 2016, Hilary earned her Ph.D. in Educational Administration in Higher Education at the University of South Carolina. Her dissertation, Organizational Perspective on Adopting the Residential Curriculum Approach: An Ethnographic Case Study, is the first published research on the residential curriculum approach. She earned her Bachelor’s Degrees in Spanish for the Professions and Psychology from Marquette University in Milwaukee, WI and her Master’s Degree in Student Affairs Administration in Higher Education from Ball State University in Muncie, IN. Hilary served at the University of Missouri-Columbia (Mizzou) as a residence hall coordinator (2004 to 2007) and as an area coordinator (2007 to 2010). In Summer 2003, Hilary traveled to Victoria University in Wellington, New Zealand for an ACUHO-I internship. Hilary served as Co-Chair of ACPA’s 2013 Residential Curriculum Institute (RCI) and as a faculty member for RCI 2014 and 2015. She served a three-year term on ACPA’s Commission for Housing and Residential Life Directorate Board (2012-2015), and during that time served a one-year term as the Vice Chair for the Ethics and Legal Foundations team. In June 2015, Hilary served as a faculty member for SEAHO’s Regional Entry Level Institute.

Hilary has presented at several local, regional, and national conferences. Her professional interests include residential curricula, living and learning communities, organizational behavior and change, staff training and development, emergency preparedness, crisis management, and positive psychology.

Ryan Lloyd, University of South Carolina @Ryanelloyd (he, him, his)

Ryan serves as the Area Coordinator for Preston Residential College, South Tower, and the Carolina

Residential Curriculum Institute | 2016

Men’s Community and a Chair for the Residential Curriculum at the University of South Carolina. In this role, Ryan works in partnership with the Office of the Provost and University Housing in order to implement a residential curriculum in faculty principal, TRiO, and all-male living and learning communities. Prior to South Carolina, Ryan worked in housing units at Loyola University New Orleans, Marshall University, and American University.

Outside of residential education, Ryan has served on the leadership team for the NASPA International Education Knowledge Community, as a NASPA researcher, on the board of the South Carolina College Personnel Association, as an instructor, and with the European Movement in Madrid, Spain.

His research and professional interests include residential education, international education, residential colleges, and civic leadership in higher education. Ryan holds a Bachelor’s Degree in Political Science from American University and a Master’s Degree in Higher Education and Student Affairs from the University of South Carolina.

Ashley Nickelsen, New York University @amn285 (she, her, hers)

Ashley Nickelsen currently serves as the Residence Hall Director for the Residential Colleges at Broome Street and Goddard Residence Halls at New York University. Within this role, Ashley oversees the creation, implementation, and assessment of a residential curriculum designed to focus around three distinct outcomes of service, leadership, and social justice. Ashley also serves as a member of the Residential Life & Housing Services Assessment Committee as well as the Chair of the Research and Innovation Grant Team for the Division of Student Affairs. Ashley received her Bachelor’s Degree from New York University and her Master’s Degree in Student Affairs from Rutgers University. Ashley is currently pursuing her second Master’s in Food Studies, Nutrition, and Advocacy from New York University starting in Fall 2016.

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BIOGRAPHIES

Neudy Nuñez, University of South Florida (she, her, hers)

Neudy Carolina Nuñez serves as the Program Director for Academic Initiatives and Living Learning Communities. She previously served as the Assistant Director for Academic Initiatives at Old Dominion University and served as a Resident Director at Boston College and Area Coordinator at Nova Southeastern University. She’s a graduate of Florida International University in Miami, FL where she earned a Bachelor of Arts in English and a Masters of Science in Higher Education Administration.

Craig Orcholski, University at Buffalo @CraighOrcholski (he, him, his)

Craig Orcholski currently serves as the Assistant Director for Residential Education at the University at Buffalo. This is Craig’s second year as a member of the RCI faculty and loves working with institutions to unleash their educational potential by accepting and championing their role as educators with their residents. He received his graduate education in College Student Personnel at Western Illinois University and his undergraduate degree from the University of Wisconsin – La Crosse. Craig enjoys the focus on student transition and assisting students in working through transitions that occur during their college career. Craig has worked with developing curricula at many different institutions and hopes to assist others on their journey through curricular development.

Eric Pernotto, Clemson University @ericpernotto (he, him, his)

Eric PernottoEric Pernotto is the Associate Director of Residential Learning for University Housing & Dining at Clemson University. Within that role, he has had the opportunity to collaborate with Academic and Student Affairs partners on Clemson’s nationally recognized Living-Learning Communities (LLCs) and Faculty in Residence

ACPA—College Student Educators International

program. In his time at Clemson, he facilitated a redesign and implementation of the residential experience into a curricular model called the Residential Experience Model focused on student learning and engagement. He has presented on engaging faculty partnerships and developing LLCs and has provided site visits and consulting for various institutions. Eric began his career in the classroom as an instructor before moving into higher education. Eric obtained his undergraduate degree in Biology from Roanoke College and his M.Ed. from the University of Notre Dame.

He is currently a doctoral student in Educational Leadership at Clemson University.

Cathy Roberts-Cooper, Georgia Southern University @RobertsCooper (she, her, hers)

Cathy Roberts-Cooper serves as the Associate Director of Residence Education at Georgia Southern University where she oversees the department’s residential curriculum, learning communities, and assessment. Having never encountered residential curriculum prior to her current position, Cathy has wholeheartedly embraced the benefits of the model. In that time, she has mentored three other universities in planning their residential curriculum, engages in ongoing sharing and consulting on residential curriculum with other institutions that have already implemented it, and she co-presented on Georgia Southern’s curriculum as a showcase institution during RCI 2015. Cathy holds an M.S. from North Carolina State University in College Counseling; she is currently completing her Ed.D. from Appalachian State University in Educational Leadership.

Dave Shorey, Wilfrid Laurier University @DaveShorey (he, him, his)

Dave has served the Department of Residence at Wilfrid Laurier University in multiple roles since 2003, supporting the needs of first-year students

BIOGRAPHIES

living in residence and commuting to campus.

Dave has led the development of the Residence Education unit at Laurier, which coordinates programs that promote an integrated curricular, cocurricular and extra-curricular student experience.

In addition, Residence Education is an active partner in the co-creation of innovative programs and collaborates often to assist in facilitating service delivery with campus partners. Residence Learning Communities, the First Year Residence Experience residential curriculum, First Year Leadership Programs, service learning, departmental assessment, and academic advising in residence are examples of Residence Education’s efforts.

Dave is keen on fostering a more integrated and engaged community of learners. The opportunity to share knowledge and skills as well as learn from professionals at RCI excites Dave the most. This immersive learning experience will strengthen the collective capacity of our association, equipping us to meet the needs of the students we serve.

Erin Simpson, Oklahoma University @ErinSimp (she, her, hers)

Erin Simpson (she, her, hers) is the Assistant Director of Residence Life at the University of Oklahoma and a doctoral candidate in OU’s Educational Leadership and Policy Studies program. Erin has the opportunity to lead the curriculum efforts at Oklahoma, including supervising the full time, graduate, and student staff of all campus residence halls. Erin is also involved in the ongoing development of diversity education within the Division of Student Affairs; she serves on the Diversity Ally curriculum team and facilitates the First Year Diversity Experience for 5,000 incoming students each fall. Erin considers ACPA to be her professional home and serves as the Assembly Coordinator (elect) for Coalitions, centering identity based entity groups.

Residential Curriculum Institute | 2016

Christopher Stipeck, New York University @chrisstipeck (he, him, his)

Chris Stipeck is a Student Affairs professional with over ten years of experience working in Higher Education and Residence Life. He currently serves as the Assistant Director for the first year residential experience at New York University (NYU). He has been instrumental in creating a system-wide Community Development Plan model for the residential life program at NYU, innovating residential curriculum practices to meet the needs of 24 diverse student communities serving approximately 11,000 residents.

Mr. Stipeck is highly involved in our profession taking on leadership roles in organizations, presenting at the regional and national level and publishing. He has presented on topics related to the residential experience, developing intentionally inclusive communities through Project Pay Attention, learning outcomes and residential curriculums at the National First Year Experience Conference, the ACPA and NASPA National Conventions, and the ACPA Residential Curriculum Institute. He has also co-authored a number of articles in publications such as the Journal for the First Year Experience and Students and Transition ACHUO-I Talking Stick. His contributions to our profession have been recognized at NYU as he has received numerous department, division, and university-wide awards and most recently at received the Recognition Award from the ACPA Mid-Level Community of Practice.

Mr. Stipeck received his B.A. in History from Rutgers University, New Brunswick and his M.A. fro NYU, where he is currently pursuing his doctorate in Higher Education.

Jim Tweedy, University of Delaware @JamesTweedy1 (he, his, him)

Jim is the Senior Associate Director of Residence Life & Housing at the University of Delaware and focuses his professional energies on exploring the

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BIOGRAPHIES

connections between residence life staff inputs into the student experience and student learning and development gains. Jim received his M.S. in Adult and Higher Education from Montana State University and his Doctorate in Educational Leadership from the University of Delaware. Jim has worked in residence life since his first RA job in 1986 and continues to value every minute of the experience. Jim is the co-author of Beyond Seat Time and Satisfaction published in About Campus.

Jim is also co-developed the first ACPA Residential Curriculum Institute.

Vernon Wall, Leadershape @vernonAwall (he, him, his)

Vernon has accumulated 30+ years of professional Student Affairs experience in the areas of Greek life, new student orientation, student activities, leadership development, global education and university housing. With degrees from North Carolina State University and Indiana University, Vernon currently lives in Washington DC where he serves as the Director for Business Development for LeaderShape, Inc. Prior to this position, Vernon served as the Senior Director for Professional Development, Research & Scholarship for the American College Personnel Association (ACPA College Student Educators International).

Vernon’s roots are in housing and residence life spending 14 years in various positions at UNC – Charlotte, UNC – Chapel Hill and the University of Georgia. Vernon also advised the Residence Hall Association, the National Residence Hall Honorary and was inducted into the NACURH Alumni Association for his service on the Regional Board of SAACURH (the South Atlantic affiliate) and the National Board of NACURH as regional advisor.

Vernon also delivered the opening keynote speech for the NACURH 2009 Conference at the University of Arizona.

ACPA—College Student Educators International

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Residential Curriculum Institute | 2016

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Save the Date for RCI 2017 October 15-18, 2017 University of Oklahoma Norman, OK