Running head: STUDENT PROGRAMS

Co-Curricular Student Programs

Leeza Thomas
Azusa Pacific University

STUDENT PROGRAMS

Words and Actions: Understanding the Power of Racial Microagression

Purpose:
To educate Housing residents on racial microagressions, the consequences and effects of
using discriminatory language, and practical ways to be more mindful of words to use, in
collaboration with the Multicultural Center.
Learning Outcomes:
Residents will be able to define microagression and be able to identify them through
observation.
Residents will engage in dialogue about topics that cause forms of microagression (i.e.,
racism, oppression, privilege).
Residents will be able to speak to their own role in improving the dynamics within the
Housing Complex.
Literature read for ideas/suggestions/support:
Kellogg, A. H. & Liddell, D. L. (2012). Not half but double: Exploring critical incidents in the
racial identity of multiracial college students. Journal of College Student Development,
53(4).
This article discussed four categories of critical incidents that shape multiracial students
understanding of identity. Discussing the following would be helpful to the program 1)
confronting race and racism 2) responding to external definitions 3) defending legitimacy and 4)
affirming racial identity.
Prep Materials:
Handout
3x5 index cards
Writing utensils
Tape / Bulletin board
Chairs formed in a circle
Direction/Guidelines:
Ask residents in attendance to describe, on a half sheet of paper, what they believe/know
a microagression to be. Ask any residents that feel comfortable enough to do so, to share
their responses.
Distribute handout and begin discussing microagressions by defining the term. Discuss
why they are harmful and the effect our language can have on others.
Share personal story (either from the facilitator, found in a book, online, or from an
interview, or even have a student panel) of the effects of microagressions. Share examples
of microagressions commonly heard observed around the Housing Complex.
Distribute notecards and writing utensils. Ask residents to write a phrase or an example of
a microagression they have encountered. When each resident is finished, have the
notecards posted on a bulletin board or taped to a wall.

STUDENT PROGRAMS

Encourage residents to take a few moments to read about the experiences of others and to
further reflect on their own experience.
Once residents have returned to the circle, break into smaller groups.
In smaller groups with the help of representatives from the Multicultural Center, have the
group discuss thoughts and feelings that were provoked throughout the activity.
In larger group, discuss the importance of being aware of microagressions and
alternatives to language that can be used around campus.
Facilitator will document responses and post in a common area.

Evaluation:
Residents will begin the program by identifying what they know about microagressions.
Before dismissing residents from the program, they will I identify what they now know
about microagressions as well as identify one specific example of how the will raise
awareness about the harm that microagressions can cause.
These responses will serve as documentation for student learning.

STUDENT PROGRAMS

Lets Talk: Discussing Thoughts on Spirituality and Religion

Purpose:
To provide an outlet and safe space to explore and question spiritual identity
through vulnerability and interfaith dialogue.
Learning Outcomes:
Students will be able to identify and articulate critical aspects of their personal spiritual
journey.
Students will be able to dialogue with those from different religious backgrounds to
increase awareness of religious diversity.
Express how the dialogue and reflection impacts their own spiritual/religious beliefs.
Literature read for ideas/suggestions/support:
Small, J. (2009). Faith dialogues foster identity development. About Campus, 13(6), 12-18.
The article discussed a similar activity that was done for a study with positive outcomes.
Prep Materials:
Dinner
Tables / table decorations
Nametags
Stationery
Roster of those in attendance
Notecard
Discussion questions for each table
Direction/Guidelines:
Students will register for program in advance, identifying with a religion or spiritual
practice.
Upon arrival, students will be given a nametag and will be asking to join a pre-assigned
table, in order to ensure that residents of different religious backgrounds have the
opportunity to interact.
In collaboration with the interfaith/religious/spiritual office on campus, staff members
will join students at each table and facilitate discussions based on questions given.
After the meal, a larger group discussion will take place where students can share what
they have learned.
Before being dismissed, students will also be asked to write themselves a letter or idea
of what they will strive to do to continue to learn more about their own
religion/spirituality or a different religion/spiritual practice. These letters will be
delivered to the students campus mailbox following the event.
Evaluation:

STUDENT PROGRAMS

Students will be given a brief survey and asked to write something that they learned
about themselves or another students religion/spirituality.

Be Happy, Be Healthy: Discussing Health and Fitness for First-Year Students

Purpose:
To introduce students to a variety of health and fitness programs provided on campus, as
well as educate students on the importance of remaining active while in college.
Learning Outcomes:
Students will be able to articulate important aspects of remaining active in college.
Students will be able to identify ways to stay active offered by the university.
Students will be able to articulate the ways that their health (emotional, physical, and
spiritual) can affect their academic performance and relationships.
Literature read for ideas/suggestions/support:
Ruthig, J. C., Marrone, S., Hladkyj, S., & Robinson-Epp, N. (2011). Changes in college student
healthy: Implications for academic performance. Journal of College Student
Development, 52(3), 307-320.
This article discusses the important connection between student health and student academic
success.
Prep Materials:
Handouts / flyers
Writing utensils
Butcher paper
Healthy snacks/refreshments
Materials from health center
Direction/Guidelines:
Representatives from the universitys health center will present to students information.
Students will be given charts to fill out to identify their own health and level of activity
level. (Similar to a Wellness Wheel)
Facilitators will share case studies of students, pertaining to their varying levels of health
during their first year of college.
Before leaving, students will be asked to contribute to a paper on the wall by writing one
way they will apply what they learned in the following week.
(This event could take place once a month within residence halls.)
Evaluation:
The applications on the butcher will serve as documentation for student learning.

STUDENT PROGRAMS

Students will be given a brief survey asking about how relevant the content was, what
additional support they may want, and how likely they are to apply it during their first
year.

STUDENT PROGRAMS

Stop the Stress: Exploring Ways to Relieve Stress and Prevent Burnout
Purpose: To educate Housing Resident Advisors on ways that they can relieve their own
stress as well as how to demonstrate and teach these stress relievers to their residents.
Learning Outcomes:
Students will be able to articulate the difference between stress and burnout.
Students will be able to identify at least one way to relieve stress through observation and
practice.
Students will become more familiar with what the universitys counseling center has to
offer in terms of workshops, services, and support.
Literature read for ideas/suggestions/support:
Lee, D., Olson, E.A., Locke, B., Michelson, S.T., & Odes, E. (2009). The effects of college
counseling services on academic performance and retention. Journal of College Student
Development, 50(3).
This article discusses the need for students to take advantage of the services that are
provided by their universitys counseling center.
Jacobs, S.R. & Dodd, D. (2003) Student burnout as a function of personality, social support, and
workload. Journal of College Student Development, 44(3), 291-303.
This article stresses the importance of student involvement in co-curricular activities in
reducing burnout.
Prep Materials:
Handouts
A small(er) sized room
Pillows
Journals
Refreshments
Direction/Guidelines:
Upon arrival, RAs will be given a handout and journal and will be seated in the center of
the room.
Representatives from the universitys health and counseling centers will present different
stress relieving activities.
RAs will be encouraged to take notes in their journal, as well as take notes throughout the
week to see which activities did or did not work for them relieving their stress.
A follow-up event will take place one week following, to debrief the activities and ensure
that RAs understand how to communicate the information to their residents.
In addition, the RAs will have an opportunity to brainstorm with each other how they can
incorporate what was learned into their programs.

STUDENT PROGRAMS

Evaluation:
The use of the RAs journals will serve as self-evaluation.
A brief survey will be distributed at the end of the first and second programs.
o The first survey will ask questions such as: What was one stress relieving activity
you learned about? / What did you learn about stress and burnout? / What did you
learn about yourself and your own stress? / How likely are you to practice one of
the stress relievers you learned about?
o The second survey will ask questions such as: How prepared do you feel to
educate your residents about stress and burnout? / How likely are you to continue
to model these stress relievers?

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Meet the Faculty: Social for Faculty/Staff and Non-Traditional Students

Purpose:
To provide a venue for non-traditional students to connect with faculty and select Student
Affairs staff as a means for providing support and building rapport.
Learning Outcomes:
Students will be able to identify faculty and staff members as a support system for their
academic as well as personal success.
Students will be able to articulate was that they can be better supported academically and
personally by faculty and staff members.
Literature read for ideas/suggestions/support:
Wyatt, L. G. (2011). Nontraditional student engagement: Increasing adult student success and
retention. Journal of Continuing Higher Education, 59(1), 10-20.
This article discusses the need for non-traditional students to feel connects to faculty as well as
have the opportunity to involve their families.
Prep Materials:
Ice cream and toppings
Tables / table decorations
Marketing handouts from offices in attendance
Direction/Guidelines:
(This event should take place at least twice a semester, at varying times in the afternoons
and evening, and possibly a breakfast for those who can only attend in the mornings.)
Send invitations to faculty, select staff members, and non-traditional students and their
families.
Families of faculty, staff, and non-traditional students are welcome to bring their families
with them.
The event is informal and everyone is invited to come and go as they please.
Evaluation:
Faculty/staff/ students will be sent a link to a brief online survey immediately following
the ice-cream social.
Questions will pertain to: timing of the event and access to faculty/staff/students.