First Year First Year Residential Colleges at Residential Colleges - PowerPoint PPT Presentation

First Year First Year Residential Colleges at Residential Colleges at Case Western Reserve University Case Western Reserve University Karl Rishe, Rachel Tuttle & Vicky Wright Karl Rishe, Rachel Tuttle & Vicky Wright Coordinators of First Year Residence Education Coordinators of First Year Residence Education

Objectives Objectives  History of Residential Colleges History of Residential Colleges  The Undergraduate Experience at CWRU The Undergraduate Experience at CWRU  The Residential College Model at CWRU The Residential College Model at CWRU  Question & Answer Question & Answer

What is a RC? What is a RC? Our Vision… Our Vision… The residential colleges help students transition transition into their new into their new The residential colleges help students communities, connecting connecting them with the university through academic them with the university through academic communities, support, campus activities, residence hall programs, and other events. support, campus activities, residence hall programs, and other events. Our goal is to help each resident establish a foundation foundation for future for future Our goal is to help each resident establish a success. success. “A dormitory is organized to provide food and shelter; a college, to A dormitory is organized to provide food and shelter; a college, to “ provide for the student’s intellectual, social, and personal provide for the student’s intellectual, social, and personal development.” development.” —Mark B. Ryan, A Collegiate Way of Living Mark B. Ryan, A Collegiate Way of Living —

A Very Short History on RC’s A Very Short History on RC’s  Early 16 Early 16 th century scholars rented a hall for th century scholars rented a hall for students to live, a fellow was elected to students to live, a fellow was elected to principal the hall. principal the hall.  Mid 16 Mid 16 th century, change in student population th century, change in student population and change in curriculum (loco parentis). and change in curriculum (loco parentis).  Mid 17 Mid 17 th Century, appointed one person over th Century, appointed one person over the hall, unified by the English government to the hall, unified by the English government to influence future leaders and make a profit. influence future leaders and make a profit.

A Very Short History on RC’s Cont. A Very Short History on RC’s Cont.  1840’s and 1860’s curriculum overhaul, birth of 1840’s and 1860’s curriculum overhaul, birth of university life, university teaching as a university life, university teaching as a profession. profession.  United States education is modeled after the United States education is modeled after the German model. German model.  Princeton University’s Woodrow Wilson and Princeton University’s Woodrow Wilson and Harvard’s Abbott Lowell looked to develop the Harvard’s Abbott Lowell looked to develop the “whole man” and looked towards the English “whole man” and looked towards the English model. model.

The Birth of Residence Halls The Birth of Residence Halls  Wilson and Lowell thought the residential Wilson and Lowell thought the residential experience was an integral part of the experience was an integral part of the undergraduate curriculum. undergraduate curriculum.  Colleges and universities have tried to Colleges and universities have tried to simulate the Residential College structure simulate the Residential College structure and ideals since. and ideals since.

History at CWRU History at CWRU  Western Reserve College was founded in 1826 in Hudson, Ohio.  Case School of Applied Sciences was founded in 1877 in Cleveland.  In 1967, after being neighbors for 81 years, the two schools federated to become Case Western Reserve University.  15 Nobel Prize winners have been tied to Case.  More than 75% of CWRU undergrads go on to graduate school.

CWRU at a Glance CWRU at a Glance  Located in Cleveland's University Circle Located in Cleveland's University Circle  Institutional type Institutional type (Carnegie classification): (Carnegie classification): Research University (Very High Research Research University (Very High Research Activity) Activity)  Enrollment Enrollment (fall 2009): (fall 2009): Undergraduate: 4,228 Undergraduate: 4,228 Graduate and Professional: 5,510 Graduate and Professional: 5,510 States represented: 50 States represented: 50 Countries represented: 82 Countries represented: 82 http://www.case.edu/president/cir/glance.htm http://www.case.edu/president/cir/glance.htm

Concerns Concerns  Repetition of negative traditions (vandalism, pranks, professionals not viewed favorably)  Students not recommending CWRU to other students  Low satisfaction of student experience  Students passed burden on to other students (academic struggles, apathy)  No progression in living situations  Residence Life positions not desirable

Charge Charge  Director of Residence Life and Director of Housing were charged by President of the University to come up with a model to solve these concerns.

Eight Types of Programs That Eight Types of Programs That Enhance Student Learning Enhance Student Learning  First-Year Experiences First-Year Experiences  Learning Communities Learning Communities  Internships/Co-ops Internships/Co-ops  Undergraduate Research/Creative Projects Undergraduate Research/Creative Projects  Service Learning Service Learning  Study Abroad Study Abroad  Writing in the Disciplines Writing in the Disciplines  Senior Capstone Senior Capstone “America’s Best Colleges 2003”, U.S. News and World Report, September 23, 2002.

Intentional Program Model Intentional Program Model 1. Work collaboratively with students, faculty, and staff to establish 1. Work collaboratively with students, faculty, and staff to establish common and shared learning outcomes for each class year. common and shared learning outcomes for each class year. 2. Utilize established learning outcomes as a guide to develop programs 2. Utilize established learning outcomes as a guide to develop programs and support services within the residential villages and individual and support services within the residential villages and individual communities. communities. 3. Utilize established and shared learning outcomes to enhance the 3. Utilize established and shared learning outcomes to enhance the academic advising experience. academic advising experience. 4. Develop assessment strategies to measure and evaluate learning 4. Develop assessment strategies to measure and evaluate learning outcomes. outcomes. 5. Market CWRU as the first Private Research University to exemplify a 5. Market CWRU as the first Private Research University to exemplify a comprehensive, developmental “Challenge and Support” residential comprehensive, developmental “Challenge and Support” residential experience. experience.

An Innovative Innovative Vision of Vision of An Residence Education for Residence Education for CWRU CWRU The vision of the CWRU residential program is to The vision of the CWRU residential program is to create an intentional intentional, , developmental developmental and and create an comprehensive residential experience that residential experience that comprehensive enhances the undergraduate education of enhances the undergraduate education of students during their first, second, third and students during their first, second, third and fourth year at CWRU. fourth year at CWRU.

Recommendations Recommendations Improve Undergraduate Education and Life Improve Undergraduate Education and Life by focusing on: by focusing on: – Curriculum Curriculum – Experiential learning Experiential learning – Seamless learning environment Seamless learning environment – Faculty/student Interaction Faculty/student Interaction – Academic Advising Academic Advising – Student Life Student Life – Campus traditions Campus traditions – New Student Life facilities New Student Life facilities

Fundamental Questions Fundamental Questions 1. What do you know about your student population? 1. What do you know about your student population? 2. How would you describe a typical student on your 2. How would you describe a typical student on your campus? campus? 3. To make each year significant and meaningful what 3. To make each year significant and meaningful what needs to happen? needs to happen? “ Focusing more on the “what” and less on Focusing more on the “what” and less on “ the “why”, makes the “how” more evident. the “why”, makes the “how” more evident.

The Case Undergraduate Experience The Case Undergraduate Experience Class Year Class Descriptor Class Themes Talented and motivated, Transitions 1st Year interpersonally inexperienced, Foundations striving to balance freedom & responsibility, Connection problem-solving skills underdeveloped Exploration Middle child syndrome, trying to find their 2nd Year Engagement niche, academic culture shock, academically Personal Vision consumed Preoccupied with graduate/professional school Focused Experience Upperclass admissions tests, campus leaders, Junior Year Application Abroad, Co-op Future Preparation Reflection Preparing for the future, academically Graduating Transition engaged, “senioritis”, concerned about life Senior Connections skill issues Celebrations