Abstract
In the 2019-2020 academic year, Macalester College conducted a comprehensive assessment of the residential curriculum model through a pedagogical lense. We identified three larger findings: 1) There is a pedagogical misalignment with the implementation of learning strategies in residential areas, 2) Larger, sequential stressors exist for the First-Year and Sophomore Year Experience (FYE & SOYE), and 3) Campus partners are interested in increasing collaboration within the residential curriculum to improve the student experience. These findings drove larger recommendations centered around a 3rd version of our Community Learning Model (CLM), where learning strategies are sequenced to maximize student learning.
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