Clemson University Housing and Dining is a featured program.
University Housing and Dining is in the second year of implementing a residential curriculum model (called the Residential Experience Model), which is based on the mission, values, and unique student experience of Clemson University and highlights what we believe are the four areas of student growth from living on campus: self-exploration, living in community, intellectual engagement, and global citizenship. Student learning outcomes are at the core of the model and they drive the interactions that we have with our residents. Community events and resident interactions are structured and outcomes-based and connect students to resources and experts on campus based on information gathered about individual student experiences and student development theory. This approach provides unique community plans that meet the needs of different student populations.
The graphics below illustrate how we believe an intentional residential experience is transformative. We believe we are all educators and we each have a role in supporting student learning. The Residential Experience Model brings intentionality to our work.
The four areas (learning goals) used in REM were developed through a collaborative process of listening to students, student and professional staff, academic and student affairs partners, and a review of current research in student development theory. Students can grow in these four learning goals at any time during their on campus experience, but we believe there is a natural progression through the learning goals.
Self-Exploration is a student’s process of gaining personal awareness and understanding who they are as an individual.
Living in Community is a student’s ability to meaningfully interact and form positive relationships with others.
Intellectual Engagement is a student’s ability to find value in becoming a lifelong learner.
Global Citizenship is a student’s awareness of issues impacting the community and the world, as well as the capacity and desire to take action to make positive, sustainable changes.
For each learning goal, there are learning outcomes we have identified that should take place for each student. Though we have laid these out in a sequence over the course of a student’s time living on-campus, each student is different and their learning can take place at different stages in their college journey.
Below is the sequencing for Self-Exploration and Living in Community:
- We began at 60% and developed from there.
- REM is more meaningful for those who feel that it is a part of their daily work.
- We have a solid foundation of usable data to drive assessment.
- Don’t shy away from faculty involvement, but utilize allies and their expertise.
Submitted by Tyler Gailey, Assistant Director for Residential Life, Clemson University