Residential Experience Model

INTRODUCTION

The Residential Experience Model (REM) is a curricular approach to the work that we do at Clemson Home. Our curricular model drives the work that we do. REM is our way of challenging and educating students throughout their time of living on campus.

College is a time of growth! Students are learning about themselves and the world around them by interacting with others, engaging in activities, navigating challenges, and becoming involved in different initiatives. Much of that learning happens outside of the classroom, and specifically in residential environments where students spend the majority of their time in college.

We believe an intentional residential experience is transformative. Our students will grow and learn from their time on campus, and we must be intentional with the resources and interactions we have with student to best support their success.

There are three core beliefs that drive our work in REM:

We are all educators.

Our RCMs are peer educators who do not have to be experts, but should know where resources exist for students.

We have a passion for the individual student experience.

We design our educational strategies to address different needs of our students

We do things with purpose, on purpose.
- We have a rationale for every outcome, strategy, and lesson plan to connect to the university mission and the flow of the academic year

Living on campus at Clemson University is a transformative experience that will prepare and empower students to explore who they are, connect meaningfully with others, engage intellectually, and lead as global citizens.

Clemson's Residential Experience Model - Educational Priority

REM LEARNING GOALS

What are the four overarching areas that students will learn and grow from living on campus?

EXPLORE

Self-Exploration

Students will identify a sense of purpose through exploration of interests and abilities as well as establish individual values, ethics, and beliefs

CONNECT

Living in Community

Students will meaningfully interact and form positive relationships with different individuals to create authentic, respectful, and supportive communities

ENGAGE

Intellectual Engagement

Students will find value in becoming a lifelong learner through utilizing resources and applying knowledge in meaningful interactions with faculty, staff, and peers

LEAD

Global Citizenship

Students will recognize capacity for leadership and action to create positive, sustainable change that impacts the community and the world

REM LEARNING OUTCOMES

In what specific ways will students be able to demonstrate learning in each overarching goal?

Explore

Demonstrate congruence between personal values and actions (X1)

Connect

Respectfully discuss expectation of self and others in a community environment (C1)
Actively address language and actions that negatively affect the community (C2)

Engage

Competently interact with faculty and staff (E1)
Utilize appropriate campus resources to enhance academic success (E2)
Solve problems using knowledge and information (E3)

Lead

Practice strategies for effective leadership through learning and action (L1)
Recognize the ways social justice issues impact the Clemson campus community (L2)

EDUCATIONAL STRATEGIES

Tiger Talks

Intentional conversations with resident based around a specific REM learning outcome.

Events

Community-wide initiatives that allow students to engage with a REM learning outcome together

Newsletters

Interactive billboards, newsletters, or social media campaigns that introduce resources and reinforce concepts related to learning outcomes.

LESSON PLANS

One of the defining aspects of REM as a residential curriculum is that the work that we do is designed intentionally to appropriately meet the learning outcomes of our model. For each learning outcome, we have a structured lesson plan that has been designed by master's level staff to incorporate sequenced learning. The lesson plans provide broad topics that should be covered with information and resources associated that can assist staff in completing these experiences in their communities.

Resident Community Mentors do not need to be experts of everything, and this is where the lesson plans can be helpful. That said, RAs have a great amount of freedom within each lesson plan to tailor to the specific needs of their community, utilizing fun and engaging themes that their residents will enjoy. Each RCM will receive a booklet of lesson plans for every semester outlining the lesson plans that they will complete over the course of the year. An example of a lesson plan booklet is shown here: 2023-2024 REM Lesson Plans

ASSESSING COMMUNITIES & STUDENT LEARNING

Community Sociograms

Sociograms are visual representations of our residential communities. Each RCM is required to complete a sociogram that highlights their individual residents, how residents interact with each other, and overarching trends and themes in the community. Each community staff uses these sociograms to complete a SWOT Analysis of strengths, weaknesses, opportunities, and threats. Sociograms and SWOT are synthesized by Community Directors and Graduate Community directors to address specific needs in the community. Read more about sociograms here.

Monthly Report Assessment

Each month, RCMs will complete a monthly report, summarizing the learning that they observed in their community based on the rubrics of the learning outcomes covered. They will also identify trends observed in the community, referrals made to other departments, and address their own efficacy around learning outcomes being covered in the upcoming month.

Tiger Talk Assessment

After each completed Tiger Talk with residents, RCMs are required to complete a brief summary of the interaction and answer questions based on what the residents discussed and demonstrated related to student learning. These questions are outlined in the lesson plans for Tiger Talk.

Newsletter and Event Assessment

Each lesson plan throughout the year incorporates a specific Classroom Asseessment Technique (CAT). These CATs provide brief, in-the-moment assessment to gauge student knowledge and application of a particular learning outcome. Some examples of CATs used in REM include: one word takeaways, quote wall, red/green lights, muddiest point, six-word summaries, and exit surveys. More information about CATs can be found here and further examples of CATs can be found here.

REM Monthly Report September 2023).pdf

ADDITIONAL RESOURCES

This video was shown to newly hired Resident Community Mentors. It briefly explains what we believe about student learning, what our REM learning goals are, and how they can engage with students to promote learning in residential environments.

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