Program Planning Information

The following information is printed in the Residential Education Programming Calendar distributed in the fall the RAs and RFs. If you would like more information on programming, ideas for month-by-month programming ideas or a detailed calendar of other events happening on campus, please ask your RA if you can look at their Programming Calendar or call the Residential Education Central Office at (650) 725-2800.

• Residential Education Mission
  
• Current Academic Calendar
  
• A Model for Planning a Program
  
• Approaches to Program Planning
  
• Residence Staff Role
  
• Program Planning Ideas
  
• Resources for Program Planning
  
• A 10-Point Checklist for Successful House Programs

What is Programming?

We define "programming" loosely. "Programming" is the term used to refer to the vast collection of things that we purposefully do/plan to build healthy learning communities and to promote the interactive intellectual, cultural, and community life in the residences. A program as used here can be an event, activity, or happening.

Programming can take a variety of forms--formal presentations, informal discussions, experiential workshops, hands-on projects, single events or series. They can be for and by the residents themselves, or may involve an outside guest. They may be for the residence only or a collaborative effort with a cluster of other residences. There is no "right" way to program, nor is there a "right" type of program for each house, for all residents, or for all situations. Good programming is not simply a collection of events, but rather an educational and community building enterprise. Programs are successful if you and your residents feel the time was well spent, if meaningful interactions takes place, and if people learn something.

People have different learning styles; what will engage one person will not necessarily engage the next--some people like a lecture-type format, some people prefer interactive discussions, some people prefer to read material, some people prefer experiential learning, etc... The goal is to learn something about your residents' preferred learning style and then to engage your residents through a range of formats that support these different learning styles. Here are some different programming formats you can use:

• Guest speakers (e.g. faculty, staff, University administrators, alumni, other students, off campus speakers)
  
• Topical dinner table discussions (e.g., current events series, language tables)
  
• Advisor nights
  
• Academic resource presentations
  
• 'Spotlight' resident/RF programs
  
• Speakers bureaus (e.g. LGBCC, Disability Speakers Bureau)
  
• Video series
  
• Electronic bulletin boards
  
• House comment boards: posting of interesting and/or controversial articles
  
• Residents organized programs/events
  
• Resident Honors thesis/Research project presentations
  
• In house seminars/courses
  
• Experiential workshops/structured exercises (e.g., Crossing the Line, Gender Alliances)
  
• "Hands-on" projects (e.g., computer projects, community service projects, art projects)
  
• Outings to events on/off campus
  
• Performing arts (e.g., residence plays, cultural events, talent shows, performing arts groups-on or off campus)
  
• News "keeping in touch" series (e.g., posting articles, in-house email bulletin boards)
• The composition of students in your house is an important factor when deciding what types of programs you want to organize. The important thing is to keep in mind that students are at very different stages of development in their personal and academic lives. Frosh are at a different stage from upperclass students and sophomores, juniors and seniors are at different stages from each other. Even within these groupings people will have very different needs. Frosh are often enthusiastic about the "prepackaged" programs such as speakers' bureaus or workshops organized by other student groups. Upperclass students may be a lot less interested in such programs since many may have experienced these things as frosh.
  In all houses it is always more effective to draw on resident's suggestions or experiences. It is important to address the concerns, needs and interests of the residents and to organize events that may be of interest to and relevant to them e.g., seniors may be concerned with life after Stanford and holding a rap session on this issue may work well. The important thing is to know your residents' needs and interests. Don't assume that what turns you on will interest others.

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A Model for Planning a Program/Event

A simple framework for planning a program is to review the four D's of program development: Diagnosis, Design, Delivery, and Determination of impact (evaluation).

Diagnosis:
Have you been proactive in assessing the needs, interests, and learning styles of your residents? Have you determined the level of programming that would be appropriate? Basic, intermediate, or advanced? Program to raise awareness, provide information, develop skills, and/or promote action? Have you identified the barriers and difficulties of conducting a program? Have you tested your theories about your audience by checking your ideas about a program with a few residents?

Design:
Based on your diagnosis, can you describe a design that would facilitate a successful program? Good programs should have some basic components.

• Goal Setting: Why are you doing the program/event? Who do you really want the program to reach? Who will it serve? Who will not be served well by the event?
  
• Climate or Tone Setting: Introductory remarks or opening exercises should be carefully designed to build trust, encourage people to talk, establish ground rules and a safe atmosphere if there is to be discussion planned. If it is a performance or presentation, try to provide a stimulating opening to hold people's attention.
  
• Informational Component: Think about how much data you wish in the program. Does the program require historical, sociological, economic, political, or any other knowledge base? Would definition of terms be useful? Hand-outs or media projections may be important to reinforce the didactic program.
  
• Experiential Component: Interactive activities are valuable learning modalities. Consider whether you want role plays, small group discussion, dyads, fish bowls, and other activities that involve people actively engaging each other. Try to identify the level of interaction you wish from low-risk to high-risk, from emotional to analytical, etc.
  
• Time: Determine how long you wish to hold the program and what is a realistic amount of time to make an impact you want to make on the audience. Figure out the best time for programming in your residence (the best time for residents, and the best time for outside guests).
  
• Action Component: Consider whether you wish to have a follow-up action piece to the program. Preferably, the action plan will be presented towards the end of the program. It may involve networking with people, setting a goal, or committing to activities or further discussions after the program.
  
• Closure: Think about the type of ending you wish to see. It is usually very important to send participants away feeling finished if not hopeful and energized to motivate them to come to your next program or to continue the discussion!
• Deliver: What will the content of the program/event be? What will the format be? Who has the skills to deliver the program you need--residence staff, residents, faculty/staff, non-University guest? Will the person require much preparation? Does he/she have a schedule that will fit your residence's needs? Who will organize, recruit, publicize, introduce, lead, facilitate discussions, handle logistics, close, and evaluate the program? How will you let residents know what the program/event is really all about?
• Determine:
  Assess the results of the program. How you will know if the program made a difference to your residents? How will you evaluate the success of the program/event?

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Approaches to Program Planning

As you go about the task of structuring a program/event, keep these things in mind:
Starting Off the Year
Early events and programs will establish expectations and set the tone for the year. The topics and variety of programs, the presence of faculty, and the role of the residence staff in setting up start-of-the-year programs will all influence students' notions about residential education in their house and whether or not residents will want to come to programs in the future. When students arrive, a house calendar noting some start-of-school activities could be posted in a conspicuous place.

Considering Your Audience

• The following checklist serves as a guide for you when planning events that will be sensitive to the diverse group of students attending your program. We hope that the list will challenge you to use more thought and creativity in program planning
  
• When seeking resource persons/presenters for your programs, try to bring in individuals who represent different ethnic groups, gender, lifestyles, age groups and so forth. This can help your community make contact with people who represent diverse backgrounds
  
• Does the content of the event reflect stereotypes or assumptions about ethnic, racial or political groups, lifestyle preference, gender and the physically challenged?
  
• Is the presenter of the program/event willing and prepared to discuss the topic taking into account perspectives from people from other cultural backgrounds?
  
• Have the cultural traditions of this event been well researched and do they accurately reflect the highlighted culture and values?
  
• Does the agenda of the program/event give the message that particular groups are included because they "have to be" or is there a genuine attempt to include all groups in the activity or discussion?
  
• Does the publicity use or depict persons by stereotypes? Is it exclusive to one group only?
  
• Is the program/event accessible to community members who are physically challenged?
  
• Do the programs/events in your house only promote traditional heterosexual activities (semi-formals, dating games)?
  
• Do the activities cause discomfort or minimize the involvement of some participants? (e.g. is it unaffordable to some financially or is it biased in some way?)

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Presenting A Range of Viewpoints

• In trying to raise students' awareness of issues and to examine their own values, beliefs, programs need to be planned to provide stimulating experiences that provoke thinking and response. Programming needs to present a set of diverse, wide ranging, and equally emphatic viewpoints. By not suggesting that there is a single "correct" position, the latter approach enables students to explore complex issues on which reasonable people disagree and to think through for themselves what they believe. Program formats which help achieve these goals are:
  
  
• A series of presentations on an issue, with each program offering a different perspective on the topic
  
• A single program with a number of presenters who offer different viewpoints
  
• A featured speaker who articulates a single point of view followed by comments from discussants who offer alternative viewpoints
  
• A program introduction which explains some background on the issue, identifies the advocacy position of the speaker and raises views different from those of the speaker
  
• A presentation of a single point of view followed by a discussion facilitated to elicit other viewpoints
  
• Programs/events/workshops which are experiential and interactive with residents themselves.
  
• A series of discussions among residents reflecting different perspectives on all issues
  Open discussion is stifled when it appears that residence staff are providing a forum for only one set of views on controversial issues. The broader the base of information and discussion, the greater the likelihood that students will be engaged in a full exploration of the topic and will be encouraged to hear and understand viewpoints which differ from their own. Such broad-based programming will also encourage students to probe their own positions and understand better the assumptions and beliefs on which they are based.
  

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Help from Others

There are many residents with house responsibilities you can turn to for help in planning events--house officers or managers, the Community Service Rep (CSR), Environmental Rep, ASSU Rep, Head AA, Peer Health Educator (PHE) and the residents themselves. Bring these people into your planning efforts (invite them to parts of your staff meeting on a regular basis), and support their programs just as you would want them to support yours.
House government traditionally plans the social life in the house but should be encouraged to assume responsibility for planning, supporting and funding educational and cultural activities as well. (Many houses split the cost of tickets and other activities between the RF's program funds, the house and the individual students.) Encourage your house government to designate committees responsible for speakers, cultural events, outings and other activities.
Encourage residents to organize programs. Ask the person who suggests an idea to work on it. Give a resident responsibility and credit for an event. Ask individuals for help with specific jobs (rather than announcing in a general way at a house meeting that help is needed). Support, support, support other residents or house officers wanting to plan programs.
The important thing is that residence staff members don't have to do it all, but successful programs, no matter who organizes and implements them, require the full support and enthusiasm of the residence staff.

Scheduling

When planning the calendar, be aware of key events in national politics, occasions of historical importance, or major University events. Make it a practice to check the academic calendar, the Athletic Department's schedule, the Diversity Calendar, the Flicks and concert schedules, the ethnic community schedules, and other announced programs to minimize scheduling conflicts. Exams and mid-terms in large classes are also worth looking out for, as are off-campus events which draw large numbers of students. Don't forget that outside events are not just things to be "scheduled around", but can be looked at as a "residence" program in and of themselves, which might provide the basis of future residence based discussions.

Continuity

Regularly scheduled, repeating events help build audiences for programs (people who enjoyed the first program want to come back, while others hear about successful events and don't want to miss out) and make publicity easier (Tuesday Great Teachers Series, Wednesday Concerts, Thursday Movies with a Message). Well-received, continuing programs, such as a special event the weekend before Dead Week or a quarterly trip to San Francisco, may even become house traditions. In-house one to two unit courses create excellent continuity (talk to the Residential Education Director about this possibility).

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Miscellaneous Tips

• Before committing to bring outside workshops or speakers to your residence, spend some time learning about the content. It is also important that staff members attend these programs in order to be prepared to facilitate and contribute to discussions that may take place during or after the program.
  
• Build interest prior to a program. Post interesting articles in a central location that raise issues. Place questionnaires under residents' doors asking them about attitudes towards an issue. Use intriguing titles e.g. "I'm OK, You're Questionable" for a series on lifestyles and personal choices.
  
• Beware of being overzealous in your approach. Over zealousness of residence staff in encouraging people to come to programs/events can lead to a feeling that programs are being "crammed down people's throats."
  
• Ask questions. Get personal. Share experiences.
  
• Talk about your own life, your classes, your family.
  
• Structure discussion so that the conversational burden is not all on you.
  
• Beware of over-programming. Think quality over quantity. You will burn yourselves and residents out with too much programming.

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Residence Staff Role

As a residence staff member, you play a key role in creating an atmosphere which encourages expression of differing viewpoints. A large part of your role will be as a facilitator. You will often be the person set the tone, to manage the time, to introduce the topic (and/or speaker) or to spark discussion. You will often be the person to watch the process and may need to play a "gate keeping" role, making sure as many voices as possible get heard or quieting the voices that seem to dominate a discussion.

It is important that residence staff members be proactive about engaging residents in discussion and dialogue about a wide range of issues, even difficult issues. It is important that residence staff members be perceived by their residents as being open to and respectful of the full range of opinion on issues. It is important for residence staff members to insist on a standard of behavior which demonstrates respect and consideration for all residents.

As residence staff, your role is complex. As a result you will have a special challenge of finding the right balance in your role, but with some careful thought and practice, staff members can be incredible role models. As a residence staff member you have status given to you simply because of your title. That can be a mixed blessing because it may give you extra influence--more than your wish or intend to have--and it definitely gives you extra responsibilities. What you have to say, and the way you say it may have a larger impact than if you are just a regular resident. While we want to encourage you to speak openly and candidly about your own views it is particularly important that you not suggest in any way that your position is the only correct or acceptable one. Your role is not to persuade others of your opinions, but to enable residents to appreciate the complexity of issues, to understand how others approach the issues and to clarify their own positions. There are times when you will need/want to withhold your own views/opinions so that others become engaged in the discussion/exchange. In addition, in the facilitation role you are likely to experience the tension between your role as facilitator and your role as participant--when can you step out of the facilitator role and express your own views. If a topic is or becomes particularly personal for you might want to avoid putting yourself in the facilitator role, or have someone else step in to facilitate.

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Program Planning Ideas

The following ideas are to help you get started thinking about how to stimulate the intellectual life and sense of community in your house. This is by no means a conclusive list.

Program Planning for Diversity

One of our goals is to help students learn about the many traditions and historical events which make up each person's sense of identity. The following ideas are ways you can share information about differences and facilitate appreciation of diversity:

• Incorporate diverse programs (e.g. Stanford Powwow, El Dia de Los Muertos, Martin Luther King, Jr. Commemoration, Posadas, Asian Pacific Islander Heritage Month, Cinco de Mayo, National Coming Out Day, Women's Herstory Week etc.) sponsored on campus into your programming efforts.
  
• Use community bulletin boards to celebrate a specific culture -- encourage residents to become involved in this project. While this culture is being highlighted on the board, offer programs or study breaks highlighting the music, art, poetry, food, or dress from that culture (the Diversity Calendar has many good ideas).
  
• Circulate or post a series of articles on gender issues, cultural experiences, the physically challenged or tips on how to become more appreciative of differences. Calendars of holidays can also become a regular feature (see the Diversity Calendar).
  
• Use study breaks as opportunities to educate about other cultures through the food served and the activities. For example, have a "favorite from home" study break, play games from other countries, have students share slides or pictures of places they have lived or visited or places they have relatives.
  
• Plan regular occasions for residents to talk about their own identities and personal experiences.

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Academic Issues

• How to handle stress
  
• How to choose a major
  
• Why grades?
  
• What is education?
  
• How to write an honors thesis
  
• How to access faculty
  
• How to get the most out of your advisor
  
• Accessing study help
  
• Overseas study options
  
• Getting involved in research
  
• Graduate school possibilities
  
• What goes into career choices?
  

Arts/Expression: