How to Get Away With Learning
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Transcript of How to Get Away With Learning
Produced by:
Sabreen Onallah
Ashley Trewartha
Learning Outcomes • RAs and LCAs will be able to create
intentional, educational programs that have the appeal of social programs
• RAs and LCAs will explore how to effectively combine resident needs with resident interests
• RAs and LCAs will learn how to create inclusive and socially just programs
Learning 101 • Research suggests that students learn more
and retain more when active teaching and learning are used (Fink, 2013)
• It is estimated that more than 70% of what students learn during college comes from out-of-classroom experiences (Kuh, 1993)
• Positive, informal interactions with diverse peers produce higher scores on measurements of complex thinking, cultural and social awareness, and perspective taking (Hurtado, 2007)
Step 1: Determine a motive.
Step 2: Introduce an incentive.
Step 3: Bury the evidence.
How to Get Away with
Step 1:
Determine a motive • What do you want residents to get out of
your program?
“to meet other residents on the floor”
“to learn about how to finance study abroad”
“to learn about a faith, spirituality, or
life philosophy that differs from their own”
“to learn about challenges
that trans* students face”
“for my White students to understand that White
is a race and it comes with unearned advantages”
Step 1:
Determine a motive
Step 1:
Determine a motive
Life Skills
Social Justice
Time Management
Health &
Wellness
Resume Writing Organization
Study Habits Exploration
of Identity
Study Abroad
Campus Resources
Step 2:
Introduce an incentive • What are your residents’ interests that you
can use to increase attendance and participation?
“my residents LOVE How to Get Away with Murder”
“my residents bake in the kitchen a lot”
“my residents spend a lot of
time exploring the city” “my residents play
Cards Against Humanity
in the lounge” “my residents have a movie
night every week”
Step 2:
Introduce an incentive
Step 3:
Bury the evidence • Add learning outcomes to programs that
include residents’ interests
• Examples: • If traveling off campus, take a route that is
accessible for people who use wheelchairs to talk about disabilities and able-bodied privilege
• Use movies that talk about social issues to spark discussion
• Baking/cooking with ingredients that could be purchased with food stamps or WIC
Step 3:
Bury the evidence
Recap Step 1: Determine a motive. • Think of learning outcomes first, so that you can be more
intentional about incorporating learning into your program.
Step 2: Introduce an incentive. • Get creative about combining learning with things you
know your residents are already interested in and excited about.
Step 3: Bury the evidence. • This can be something small (i.e. taking accessible
transportation) or infused throughout your whole program (i.e. movie night and discussion)