Programming Models

The following documents may be useful in establishing new programming structures, or refining the model at your institution. These have been collected from various listserves and are from a number of institutions. The models listed here may not be what is currently used at that instution.

Example Programming Models

St. Francis Xavier University - Describes their use of the wellness wheel and their programming points system.

4 Point Programming model - Description of points system, student concerns calendar, programming ideas and more.

The "3 C's and a D" Programming model from Western Michigan University
- Programming proposal and report forms from WMU
- Program Planning Checklist from WMU
- Program Report Guidelines

The P.A.S.S. Programming Model at Five Towns College - Created by Rich H.

Resident Program Evaluation

Student Interest Survey

Student Development Theory

6 Page "Cheat Sheet" on Student Development Theories - Dan Oltersdorf

Chickering in the Residence Halls

Chickering's Vectors

Chickering Scheme

Problems & Programs using the Vectors

SDTLA The Student Developmental Task and Lifestyle Assessment Ed Grandpré - Mississippi State

LINK: Chickering's Vectors Applied to the classroom - You can take the same principles and apply them to programming.

LINK: Vassar's Chickering Based Model: http://residentiallife.vassar.edu/progmod.htm - (Submitted via ResLifePro listserv: "Our model has 2 social, 2 faculty, 1 rec/physical, 1 emotional, 1 discovery, and 1 self--dentity program each semester. Also, once a year, RA's are responsible for creating a program or bulletin board on alcohol, sexuality, diversity, and one thought-provoker. The following relates the programs to chickering's vectors...

Social/Faculty programs: in addition to advancing Astin’s ideas of involvement these programs also help to advance the student through Vector 1 Developing Competence and answering the question “Can I make it here?” They also allow students to have contact with faculty members outside of the classroom, fostering their abilities to interact with faculty.

Emotional Programs: these programs advance the emotional development of the student and their exploration of autonomy (Vector 2/3) by allowing them to explore how they feel towards certain themes/ideas as well as exploring ways to cope with emotions. Possible programs include:

“Giving Tree” programs, going to a motivational/challenging/entertaining speaker, celebration of emotional events-birthdays, deaths, births, holidays, interest group meetings, “Battle of the Sexes”, relationship workshops, grief discussions, etc.

Discovery/Cultural programs: are designed to advance students through several different vectors by giving them pportunities to discover things about Self, world and others that they may have not attempted to discover on their own (Vectors 4-7). Possible programs in this area would be: musical events, plays, ballets, cultural dancing, purposeful community gatherings/dinners, cultural festivals, community service projects, ethics programs"

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Links:

http://residentiallife.vassar.edu/progmod.htm