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Overhauling a Programming Model

Overhauling a Programming Model. Julie Guindon University of Calgary Residence Life Coordinator. Our Residence System. University of Calgary (Calgary, Alberta) City = 1 million + Campus = 29 000+ students Residence = 1700 students Professional Staff = 5 Residence Life Coordinators

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Overhauling a Programming Model

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  1. Overhauling a Programming Model Julie Guindon University of Calgary Residence Life Coordinator

  2. Our Residence System • University of Calgary (Calgary, Alberta) • City = 1 million + • Campus = 29 000+ students • Residence = 1700 students • Professional Staff = 5 Residence Life Coordinators • Student Staff = 39 Community Advisors

  3. The process • The timeline • The research • The development • The model • The training • The transformation/changes • The discussion

  4. The Process: Why bother? • Summer project • Purposeful • Long over due

  5. The Timeline • Nov 2008 • Jan 2009 • May 2009 • June-July 2009 • August 2009 • Sept-Dec 2009 • 2010 looking forward

  6. Where to begin? • Research – May 2009 • Connections • Phone calls • Emails • Old files • Helpful (or not) archives • Previous institutions • Online

  7. What we found out… • Programming models, despite the difference in layout, all have the same underlying principles. • Models ranged from complete freedom to very specific, time sensitive, and dictated programs. • The first six weeks have a large impact. • Programming supports students…(but we already knew that) • How can we make it work for our staff?

  8. The Development: Student Staff • RLC Brainstorming • Student Staff Input • What was important to them? • Structure but flexibility • Requirements and consequences • Room for creativity…or not • Guidance and examples • Training and support

  9. The Development: RLCs • What was important to us? • User friendly for student staff and RLCs • Not changing everything • Familiar for returning staff • Accountability • Structure and themed areas • Objective, defined tracking • Taking it back to the student staff for finalization

  10. The Model: Out With the Old • Leadership & Citizenship • Academics • Personal Wellness • Transition & Discovery • Diversity • Requirements tallied per term • Combination of Active (6) and Passive (4) Programs • Includes at least one Residence Committee Program

  11. The Model: In With the New • Simplicity yet detail • Examples • Clarity • One stop shopping: Manual • The model & requirements • The how-to planning guide • Tips & tricks • Important dates • Campus and community resources • Programming Calendar

  12. Community Building • Socially engaging opportunities • Builds relationships • Integral to the development of a community • Key Concepts • Hanging out and having fun • Working together • Feels like “home” • Embracing each individual in the community • Getting to know your neighbour

  13. Awareness & Discovery • Expands students’ perspectives • Personal discovery • Key Concepts • Expanding Horizons • Discovering “new things” • Citizenship Programs • Awareness Campaigns • Tours of Calgary • The Arts • Environmental Issues • “Making the world a better place”

  14. Committees • Support fellow student leaders in residence • Connect students to other communities • Available opportunities • Key Concepts • Athletics in Residence – AIR • Community Impact - CI • Diversity In Action – DNA • Save Energy – NRG • Residence Academic Mentorship Program - RAMP

  15. Diversity • Celebrate diversity • Increase awareness and acceptance in community • Challenge stereotypes and un-inclusive behaviour • Key Concepts • Education on “isms” • Sexuality • Religion • Culture • Inclusive Language • Challenging Boundaries • Ability (physical and mental)

  16. Personal Wellness • Mental/ emotional/ physical health • Importance of a healthy lifestyle • Key Concepts • Having an Active Lifestyle • Disorder Awareness • Physical Wellness • Mental Wellness • Emotional Wellness • Eating Healthy

  17. Student Success • Focus on overall success of students in residence • Life skills to academic skills • Key Concepts • Resume workshop • Time management • Academics • Study buddies • Campus involvement/ knowledge • Goal setting • Student transition • “Making it on your own”

  18. Requirements • Minimum of 16 points per semester • Active Programming: 6 pointsminimum • Passive Programming: 5 pointsminimum • Your Choice: 5 pointsminimum • Minimum points per mountain area • Community Building: 6 points • Awareness and Discovery: 2 points • Committees: 2 points • Diversity: 2 points • Personal Wellness: 2 points • Student Success: 2 points

  19. The Points Scale Time + Effort + Quality = Points • 1-2 Points • Community development • Minimal planning/advertising/participation • Spontaneous • On campus • 3-4 Points • Developmental component/expose students to new ideas and experiences • Time to prepare • On or off campus • 5-6 Points • Team effort • A lot of advance planning • Entire building or residence community

  20. Deadlines & Accountability Wednesday Sept 30th, 2009 Saturday Oct 31st, 2009 Monday Nov 30th, 2009 Friday Dec 18th, 2009 Sunday Jan 31st, 2010 Sunday Feb 28th, 2010 Wednesday Mar 31st, 2010 Friday Apr 23rd, 2010 All programming worksheets must be submitted by the above dates to be counted

  21. The Training • Breaking up into 4 sessions • Introduction to Programming • The new model • Passive Programming • Quality passives • Active Programming • Using the student life cycle as a guide • New staff: How do I program? The process. • Returning staff: Program challenge. Step it up! • Programming with Purpose • Creating a strong community, developing student leader relationships, building pride in your residence hall, leaving a legacy

  22. The Transformation

  23. In Comparison…

  24. The Transformation What we’ve noticed: • Staff challenging themselves • Staff enjoyment • Staff understand programming more • Staff have a greater interest • Quality programs • Stronger communities

  25. What the staff think… • Love the challenge of a 2 point passive • Strive for quality over quantity • Working together on events • Sharing, recycling, ‘borrowing with pride’ • Easy to follow but gives freedom • RLCs can provide more direction • Manual used a lot • Programming calendar helpful for ideas

  26. Passive Example: Canadian Language • 1 point passive • Awareness & Discovery, Community Building, and Student Success Mountains • Thank you: Vladamir Pavlov

  27. Active Example: Mullets for Haiti • 3 great hair cuts • $4000+ • A very involved residence • 5 points, Awareness & Discovery and Community Building Mountains • Thank you: Pete MacLeod, James Saucier, & Tim Van Kleeck

  28. The Future • Programming Database • Currently in the works • Compiled by using programming worksheets • Searchable by mountain or point level • Photos • Making it purposeful and useful

  29. The Discussion: Your Turn • How does your programming model work? • Is your model purposeful for your staff? • What issues have you identified in your programming model? • What have you done to improve? • What resources do you have to use? • What knowledge can you share? • Is it time to change? • What will work for you and your staff?

  30. Thank You! Julie Guindon Residence Life Coordinator University of Calgary julie.guindon@ucalgary.ca 403-220-2270

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