Staff members have a profound ability to foster student learning.  In order to do this, it is critical that they follow a simple process:

• Get to know each student on the floor. The level of knowledge about each student should increase exponentially as the semester progresses.
• Use the information gained about the student(s) and the community to target an outcome. In order to do this, ask:
  1. In what Core area would I categorize the information I have learned about the student(s)?
  2. Using the outcomes listed in the Core area identified, what outcome can reasonably be achieved through an educational initiative?
• Now form a hypothesis about how this outcome can be achieved. The hypothesis might read, If I do “x” initiative with the student(s), I believe that “y” outcome will result.
• The next stop in this formula is defining the assessment tool. The question here is “how will I know learning has occurred once an initiative is completed?  What change will I see?
• The initiative is the experiment. Initiatives will sometimes be directed at a group that share a similar learning need and sometimes they will be directed at individuals.  The point is to define the desired change and how you’ll know if it has occurred and then attempt to foster learning.     Some initiatives will result in the desired learning, others will not.  When learning has not occurred, it is not a failure, it’s just a misguided attempt.  In this case, go back to step 3.

Facilitating learning is a process.  It is continuous and ever changing.  Because the human capacity to grow and change is limitless, so too is the process of facilitating learning.  The Department of Residence Life is committed to enhancing the out of class experience of students.  To this end, several tools have been created to help staff members create learning environments in the residence halls.

At the Mentor, Community Peer and Community Coordinator level, these tools include:

1. Resident Interviews (Assessment): Each Mentor conducts an interview with each resident in his/her community within the first 3 weeks of the semester.  Completed by Sept. 9, 2005 & Jan. 20, 2006.
2. Community Profile (Assessment): Once all the interviews are complete, the Mentor compiles his/her notes to create an initial “profile” or snapshot of the community. Submitted by Sept. 12, 2005 & Jan. 23, 2006.
3. Community Log (On-Going Assessment): The Mentor completes a Community Log each week to identify changes and new issues in the community and then plan initiatives to address the changes.  It is through the Community Log that the educational process maintains its fluidity and adaptability.  Submitted each week.
4. Educational Initiative Log (Evaluation & Meaning Making): Each week the Mentor has the opportunity to “log” any educational initiatives that may have taken place and evaluate his/her efforts in targeting Student Learning Outcomes. Submitted each week.

In order for learning to be facilitated effectively requires that the staff members actively seek new insights into the lives of students with whom they work and continually endeavor to draw connections, identify themes and cause students to reflect on their experiences.  The experience of each student and the dynamics of each community will be unique.  Because the experience of no two students is the same, it is unlikely that “one size fits all” programs will adequately address student needs.  The marker of success is not how many programs and activities are conducted, it is placed on how much growth and development has occurred.

At the AHD level, the tools used to facilitate learning include:

1. One-on-One Conversations & Observations (Assessment): During the first 4 weeks of the semester the AHD engages in meaningful conversations with his/her Mentors and E-Board members in an effort to begin to identify their individual strengths and weaknesses.

1. Staff Team & Student Organization Assessment (Assessment): The AHD uses the assessment form to create a team and E-board profile.  Through identifying strengths and weaknesses both individually and collectively the AHD can begin to identify appropriate areas/topics for future training and development efforts.  Submitted by Sept. 19, 2005 & Jan. 30, 2006.

1. Staff Team & Student Organization Training Plan (Identifying Outcomes & developing Strategies): The AHD discusses the Assessment with his/her supervisor.  Together they analyze the information and begin to identify Outcomes to target and develop strategies, initiatives, or training sessions to address those outcomes.  Submitted by Sept. 26, 2005 & Feb. 6, 2006.

1. AHD Weekly Log (On-Going Assessment): The AHD completes a Weekly Log each week to identify changes and new issues in the staff team and than plans new training sessions to address the needs.  Submitted weekly.

1. Educational Initiative and Training Log (Evaluation & Meaning Making):  Each week the AHD has the opportunity to “log” any educational initiatives or training sessions that may have taken place and evaluate his/her efforts in targeting Student Learning Outcomes. Submitted weekly.

At the CD/RD level, the tools used to facilitate learning include:

1. One-on-One Conversations & Observations (Assessment):  During the first 5 weeks of the semester the Unit Director engages in meaningful conversations with his/her staff members in an effort to begin to identify their individual strengths and weaknesses.

1. Student Learning Unit Plan (Assessment, Identifying Outcomes, & developing Strategies): Similar to the AHD Assessment and Training Plans, the Unit Director works to identify strengths/weaknesses of the Sr. Staff both individually and collectively in an effort to begin to identify appropriate areas/topics for future training and development efforts.  In addition, the Unit Director uses the information provided by the Mentors, Community Peers, or Community Coordinators via their supervisors Mentor to begin to understand and identify the needs of the larger community within the unit.  Submitted by Oct. 3, 2005 & Feb. 13, 2006.