Promoting First-Year
Student Success through
Residential Learning
Initiatives
Jimmie Gahagan
Anna McLeod
Kimberly Dressler
Jody A. Kunk
University of South Carolina- Columbia
Residential Learning Initiatives
Presentation Overview
 Definition of Residential Learning Initiatives
 History of Residential Learning Initiatives at USC
 Highlighted Programs
• Student Success Initiative (SSI)
• Academic Centers for Excellence (ACE)
 Additional FYE Academic Support Initiatives
 Faculty Involvement
 The Future of Residential Learning Initiatives
Residential Learning Initiatives
What are residential learning
initiatives?
 Academic Success
Initiatives
 Faculty Involvement /
Academic Partnering
 Residential Learning
Communities
Residential Learning Initiatives
History of Residential
Learning Initiatives at USC
 Student Affairs – Academic Affairs Partnership
 Renaissance Discussions brought together
partners from across campus
 Associate Provost articulated a clear vision to
create an “Academic Buzz” on the first floor of
every residence hall
Residential Learning Initiatives
The Case for Residential
Learning Initiatives
 Supports the First-Year Experience
- DEEP institutions also demonstrate that effective
institutions connect residential learning and the first-year
experience (Kuh, Kinzie, Schuh, Whitt, 2005)
 Enhanced College Experience
 Connecting Curriculum and Co-curriculum
 Civic and Community Engagement
 Providing multiple safety nets for students
Residential Learning Initiatives
Academic Learning Outcomes
Resident Student Learning Model (RSLM)
Five common objectives with specific learning
outcomes that guide experiences for all oncampus residents:
•
•
•
•
•
Academic Success
Character
Leadership
Self Responsibility
Community Responsibility
Residential Learning Initiatives
The Case for Residential
Learning Initiatives
 Retention and Graduation
- “Students living on campus are more likely to
persist and graduate than students who commute”
Pascarella and Terenzini, 2005, p. 421).
 Values and Beliefs
- Living on campus positively impacted increases in
“aesthetic, cultural, and intellectual values”
(Pascarella and Terenzini, 2005, p. 421).
Residential Learning Initiatives
The Case for Residential
Learning Initiatives
 Diversity
- Residence Halls influence a “positive shift toward
more positive and inclusive racial-ethnic attitudes
and openness to diversity broadly defined”
(Pascarella and Terenzini, 2005, pg. 310)
 Academic Achievement
- University of Michigan study found that living and
learning programs had an impact on students’
academic achievement and intellectual engagement
(Pasque and Murphy, 2005)
Residential Learning Initiatives
Residential Learning
Initiatives at the
University of South
Carolina
Residential Learning Initiatives
Residential Learning Initiatives
Student Success Initiative (SSI)
Developing the First-Year SSI
University Housing Committee (Spring,1997)
Composed of resident advisors, graduate assistants, residence life
coordinators and support staff
Committee’s recommendations included:
 Separate first-year students from upper-class
students
 Allocate full-time staff members to freshman centers
 Lower RA student ratio to 1 RA: 20 students
 Establish roommate contracts
 Improve students’ grades
Residential Learning Initiatives
Outcomes of the First-Year SSI
 Change the culture from the RAs being ‘police’
to more of a ‘mentor’
 Create opportunities for first-year students to
change culture at USC
 Develop strong, intentional communities among
students
 Provide easily accessible academic support
 Devote staff resources to developing strong
relationships between students and staff
Residential Learning Initiatives
Structure of the SSI
 An intentional discussion 4 times a year
– Twice in the fall
– Twice in the spring
 Discussion guide facilitates the intentional
interaction between the RA and student
– Questions based on the 5 areas of USC’s
Resident Student Learning Model:
Academic Success, Leadership, Community
Responsibility, Self Responsibility, Character
Residential Learning Initiatives
Content of the
SSI Discussion Guide






Potential questions
Suggested resources
Structured note pages
Tear-out action plans
Concern Reports (academic and behavioral)
Exit survey (First-Year SSI only)
Residential Learning Initiatives
2nd SSI Session
2nd SSISession
Date:______/______/_______
Questions from Previous Session:
(Completed within the first two weeks of October)
_
Each SSI session will focus on the five areas of the Resident Student Learning Model (RSLM): academic
success, leadership, community responsibility, self responsibility, and character.
ential questions
Pot
to ask
_
and suggested resources are listed here to guide your conversation. Feel free to change the wording of the
questions to suit your own style.
_
Academic Success
Academic Success:
Tell me about your classes? (Which arecult
dif/ interesting?)
Are you interested in a study group? (If so, for what class?)
What do you estimate your current GPR to be?
Potential Questions to Ask
Do you need to readjust your academic action plan?
Have you participated in the-To-Lunch
Out
program? Why/why
not?
SSI Campus Resource Guide
Time management information
University Housing Academic Initiatives:
Resources
http://www.housing.sc.edu/acadinitiatives.asp
Area Academic Graduate Assistant
ACE Center / Area udy
St Groups
GPA Goal:________
Estimated Current GPA:_______
Recommendations:________________________________
Action Plan Re -evaluatio n:
_
_
_
Leadership
What activities have you participated in here at USC?
Have you given any consideration to the ones I recommended
during our last SSI session? (Why/why not?)
Potential Questions to Ask
What activities would you like to see on the
ll/building?
ha
Do I as an RA meet your expectations as a leader? (Why/why
not?)
List of student organizations
http://web.sa.sc.edu/
Resources
Campus Recreation
http://campusrec.sc.edu/im
Leadership:
Do changes in the A
ction Plan need to be made?
Previous Progress:
New recommendation?
Community Responsibility:
Self Responsibility:
Previously Recommended Programs & Evaluation:
_
_
Previous Issues & Status:
_
_
Community Responsibility
Do you feel the hall’s community standards are sufcient?
What would you change about the hall standards?
Are you familiar with the building’s Community Council?
Potential Questions to Ask
Do you believe the counci
l is effective?
What activities would you like to see the council put on?
Would you like to take on a more active role on the hall/building?
Hall Community Standards
Resources
Community Council Meeting
Self Responsibility
Character:
How are you and your roommate getting along?
Does your roommate contract need to be reevaluated?
Potential Questions to Ask
What would you change about your time at USC so far?
Is there anything I can help you with?
Resources
Roommate Contract
Current Lifestyle Choices
Character
What do you find most difcult about college?
Potential Questions to Ask
How has your lifestyle changed since high school?
Resources
Carolinian Creed: http://www.sa.sc.edu/creed/
Do not forget to note your questions for next
SSI session
Residential Learning Initiatives
Potential Impact
Involvement Plan
2nd SSI session
Community and Social Involvement
Resources for Involvement Plan
These resources will help you as you make plans for your involvement in campus life. As
continue to learn and grow in each of these areas, this list of resources will guide you t
offices and programs that will help to
you
succeed as a student at USC.
My expectations for being
involved socially were:
I am living up to those
expectations: YES / NO
If NO, what can I do to meet my
expectations?
I am involved with my
community
(hall/building/academic
program) in these ways:
My community involvement is
meeting my expectations:
YES / NO
If NO, what else can I do to
fulfill my expectations?
Leadership Involvement
USC student organizations
:
http://web.sa.sc.edu/
Residence Hall Association
:
http://www.uscrha.org/
Greek Life:
http://www.sa.sc.edu/greeklife/
Office of Community Service Programs:
Community & Social
http://www.sa.sc.edu/ocsp/
The Statenewspaper’s list of events in Columbia:
Involvement
http://www.thestate.com/mld/thestate/living/events/
Free Timesnewspaper:
http://www.free
-times.com/
United Way of the Midlands:
http://www.uway.org
The Gamecock
:
http://www.dailygamecock.com/
What am I involved with that can
enhance my leadership
ills?sk
What else can I be doing to
enhance my leadership skills?
Leadership
Involvement
USC student organizations
:
http://web.sa.sc.edu/
Leadership Programs:
http://www.sa.sc.edu/leaders/
Residence Hall Association
:
http://www.uscrha.org/
Character
Development
Carolinian Creed
:
http://www.sa.sc.edu/creed/
Office of Community Service Programs:
http://www.sa.sc.edu/ocsp/
USC Academic Integrity:
http://www.jour.sc.edu/pages/academicintegrity/
Character Development
What am I involved with that is
helping me practice the
principles of the Carolinian
Creed?
What else can I be doing to help
develop my character?
Residential Learning Initiatives
SSI Concern Reports
Academic Concern Report
Name: ___________________________________Building and
omRo
#: _________________________
Phone: ________________________ Email:
______________________________________ __________
Gender:___
_ Female____ Male University 101:
Yes
______No
Instructor: ________________
RA’s Name: _____________________
Academic
Classification: __________Major
_____________
:
Areas of Concern
: (Checkall that apply)
_
_
_
_
_
_
_
_
Academic Integrity
Class Attendance
Concentration
Exam Preparation
Goal Setting
Learning Style
Notetaking
_
_
_
_
_
_
_
Reading Comprehension
Maintaining Scholarship(s)
Test Anxiety
Time Management Skills
General Concern Report
In need of Tutoring
Writing
Name: ___________________________________Building and
om Ro
#: _________________________
Other: ___
________________________
Phone: ________________________ Email:
________________________________________________
Gender:___
_ Female
____ Male University 101:
_Yes
_____No
Comments:
___________________________________________________
__________________
Instructor: ________________
_____________________________________________
________________________________
RA’s Name: _____________________
Academic Classification: ________________________
_____
Please submit this form to your supervisor
.
Problems Experienced:
Checkall
( that apply)
_
_
_
_
_
_
_
Alcohol
Drugs
Failed to Attend Class
Family C
risis
Homesickness
Illness
Mental Health Concern
_
_
_
_
_
_
_
_
Poor Academic Skills
Poor Time Management Skills
Relationship Problems
Roommate Problems
Signs of Eating Disorder
Victim of Crime
Victim of Sexual Assault
Other: __________________________
Comments:
_____________________
_________________________
______________________
_
____________________________________________
_________________________________
Please submit this form to your supervisor
.
Residential Learning Initiatives
SSI Training/Supervision
Expectations
 Resident advisors are trained every fall and spring
 SSI Meetings are Uniform and Formal Process
– Intentional, one-on-one interactions
– Completed in front of residents
– Students will be aware of the process
Residential Learning Initiatives
Assessment of SSI
Meeting with RA was helpful
Spring 2004
40
40
34.6
30
29.4
30
20.7
20
30.6
30.2
24.1
20
8.7
10
10
4.5
0
Greatly
Spring 2005
Very Much
Somewhat
Very Little
6.7
4.8
0
Not at All
Greatly
Very Much
Somewhat
Very Little
Not at All
Contributed to Overall Academic Experience
67.5
Spring 2004
60
67.7
Spring 2005
60
40
40
26.8
22.6
20
3.9
0
Yes
No
NA
20
6.7
0
Yes
Residential Learning Initiatives
No
NA
Challenges of Student Success
Initiative
 Supervision by Staff Member
– Management of large numbers
– Training
 Student Approachability and Access
– Buy-in
 RA Role
– Training
– Number of residents
Residential Learning Initiatives
Academic Centers for Excellence
(ACE)
ACE provides
 general academic skills consultations,
 after-hours Writing Center consultations, and
 group math tutoring
in three residence halls for all students at the
University of South Carolina.
ACE began in 1999 by offering writing and math tutoring.
Residential Learning Initiatives
Academic Skills Consultants
15-20 Higher Education and Students Affairs masters
students volunteer as ACE academic skills consultants.
Consultants:
 Meet with students about study skills,
 Assist students in interpretation of LASSI
scores (Learning and Study Strategies Inventory)
 Present to University 101 classes on academic
success strategies, and
 Create study skills resources
Residential Learning Initiatives
Academic Skills Consultants
 Participated in a 3-day training in the fall on study
skills, academic difficulties, and university resources
 Receive $150 stipend when contribute 30 hours
towards ACE activities each semester. Stipend can be
used for registration at a professional conference
registration of their choice
 Currently we have graduate volunteers but we are
exploring offering this opportunity to undergraduate
students
Residential Learning Initiatives
ACE Participation: Fall 2005
Academic Skills
 9 scheduled appointments (20 already for Spring)
 Presented to 400 first-year students in University
101 courses
 175 students took the LASSI
Writing
 397 students attended an ACE writing consultation
Math
 250 students dropped in for math tutoring
Residential Learning Initiatives
Challenges of ACE
 Increasing students’ recognition of ACE
services and decreasing the stigma associated
with receiving assistance
 Improving physical visibility of some ACEs
 Maintaining partnerships with other units
Residential Learning Initiatives
Additional Academic Success
Programs
Early Interventions
Recognition
Advising Sessions
Undergraduate Research
Residential Learning Initiatives
Early Intervention Programs
 Class Absence Initiative
– Managed through Director of Retention and
Planning
– University 101 and First-Year English instructors
report students’ excessive absences
– Excessive absences are reported to campus
partners, including University Housing
– Resident Directors follow up with students
Residential Learning Initiatives
Early Intervention Programs
 Academic Interventions
– Each January we pull the cumulative and
semester GPAs for all on-campus students
whose GPAs qualify as academically deficient.
– Housing professional and graduate staff meet
one-on-one with these students to identify what
issues caused the poor academic performance
and share resources on how to improve in the
future.
Residential Learning Initiatives
Early Intervention Programs
 Academic Interventions- continued
– This past fall we had almost 7,000 students live
on-campus
– 784 of those students had a deficient GPA.
– The average GPA of students living on campus
for Fall 2005 was 3.14
Residential Learning Initiatives
Recognition
 Academic Excellence Reception
– Each January we recognize on-campus residents
who have a 3.75 or higher cumulative GPA
– Of 7,000 residents, almost 1,400 qualified in 2006
– Reception honors these students with remarks
from the Provost, hors d'oeuvres, door prizes,
and information tables from academic partners
(ie: Study Abroad, Career Center)
Residential Learning Initiatives
Advising Sessions
 Pre-Advising
– Prior to the advising season each semester, we
invite advisors from various departments to host
informal advising sessions in residence halls
– Generally, sessions are held in residence halls
with high first-year populations
– Assists first-year students in preparing for their
upcoming advising sessions
Residential Learning Initiatives
Undergraduate Research
 Office of Undergraduate Research
– Magellan Scholar Program:
• Provides students with faculty mentoring relationships and a
professional research experience
• Each scholar receives up to $3,000 to fund project
 Preston Residential College Research Grants
– Provides residents opportunity to work with faculty
associates
– Grants ranged from $120 to $500
– 6 residents received grants this year
– Will be expanding to other learning communities in ‘06-07
Residential Learning Initiatives
Challenges to Academic
Success Initiatives
 Students’ awareness of initiatives
 Buy-in from staff
 Coordination and timing of initiatives
Residential Learning Initiatives
Faculty Involvement
 Helping faculty and students connect in a
wide variety of settings
 Benefits of faculty-student interaction
– Academic Achievement
– Personal and Intellectual Development
– Retention (Cuseo,J., n.d.)
Residential Learning Initiatives
Cultivating Faculty
Involvement
 Develop initiatives that support the “academic good” of the
institution
 Build partnership around institutional and departmental
mission and goal statements
 Clarify roles and communication patterns
 Leave credit with the academic unit
 Develop tangible rewards and recognition
 Involve faculty in the design and development of new
facilities
 Support faculty development and instruction
Residential Learning Initiatives
Faculty Involvement at USC







Faculty Principals/Directors
Supporting Faculty Research
Faculty Associates
Residence Hall classrooms
Out to Lunch
Residence Hall Presentations
Recognition Events
(We want interaction across all levels)
Residential Learning Initiatives
Sustaining Residential
Learning Initiatives
 Requires visionary leadership and motivation
 Institutionalization
• Recurring support
• Supporting the institutional mission
 Managing change
 Managing relationships
 Managing the story
Residential Learning Initiatives
Challenges to Sustainability
 Financial Investment
– Housing funds
– Academic funds




Communication
Faculty Reward
Technology
Assessment
Residential Learning Initiatives
Questions?
Residential Learning Initiatives
Contact Information
Jimmie Gahagan:
803-777-1445 / [email protected]
Anna McLeod:
803-777-4885 / [email protected]
Kimberly Dressler:
803-777-0193 / [email protected]
Jody A. Kunk:
803-777-0193 / [email protected]
Residential Learning Initiatives
References
 Kuh, G., Kinzie, J., Schuh, Whitt, E., & Associates.
(2005). Student Success in College: Creating Conditions
that Matter. San Francisco, CA: Jossey-Bass.
 Light, Richard (2001) Making the Most of College:
Students Speak Their Minds. Cambridge, MA: Harvard
University Press.
 Pascarella, E. T., & Terenzini, P. T. (2005). How College
Affects Students, Volume 2: A Third Decade of
Research. San Francisco, CA: Jossey-Bass.
 Pasque, P. A., & Murphy, R. (2005). The intersections of
living-learning programs and social identity as factors of
academic achievement and intellectual engagement.
Journal of College Student Development, 46, 4, pp. 429441.
Residential Learning Initiatives