Student learning and success is tied to the learning goals and mission of each institution, including environments outside of the classroom. Students are more diverse than ever in terms of their lived experience and their culture, identity, and how they engage in learning. Research has indicated that students spend the majority of their time outside the classroom, where they are learning through informal and formal environments. This has significance and opportunities for student affairs practitioners who desire to create student learning environments. In fact, residence life curricular approaches have demonstrated positive learning experiences for students.
However, implementing a learning-based curricular model is fraught with organizational challenges, and little is known about how relatively successful residence life curricular model organizations adapt and modify human resources and structural, political, and symbolic elements in their quest to become learning organizations and better support student learning and success. Therefore, this inquiry investigated five residence life curricular model organizations in order to identify common best practices and strategies that can be replicated to support student learning. The findings outline a new model (curricular integration model) and eight critical components in the organizational structure and culture to operationalize the curricular approach; the model can be utilized and adapted for many organizations to support a thriving curricular model.
|Commitee:||Haley, Karen, Reynolds, Candyce, Shinn, Craig|
|School:||Portland State University|
|School Location:||United States -- Oregon|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Higher education, Educational leadership|
|Keywords:||Curricular approach, Curricular model, Learning organization, Residence life, Residential curriculum, Student affairs|
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