Institute on the Curricular Approach™
Sunday, 15 October 2017 (All day) to Wednesday, 18 October 2017 (All day)

2017 RCI Campus Host: University of Oklahoma

Norman, Oklahoma, USA

Sponsored by ACPA Commissions for Housing & Residential Life and Assessment & Evaluation and Roompact.

Conference Overview

The 11th annual Residential Curriculum Institute (RCI) co-sponsored by ACPA’s Commission for Housing & Residential Life and Assessment & Evaluation will challenge you to rethink the practices and grounding philosophies of your residential experience.

A residential curriculum provides an alternate approach to traditional programming models that focuses on student learning outside of the classroom. A curricular model utilizes clear learning outcomes and multiple strategies to engage learners in sequenced learning that is rooted in theory, and incorporates stakeholders across campus. A residential curriculum utilizes learning goals, learning outcomes, educational strategies, and effective assessment techniques.

Traditional Programming Model vs. Curricular Model

Some differences between a traditional programming model and curricular model are:

Traditional Programming Approach             Curricular Approach


General topical requirements for students

    Clearly defined goals and strategy for student


    Professionals assess and implement plans

Group-focused experiences

    Emphasis on individual learning

Delivery relies on standalone sessions

    Multiple strategies employed for intentional

*Adapted from ACPA RCI Plenary presentation

Through participation in ACPA RCI, you will have the opportunity to

  • view the curricular alternative to traditional programming models through showcases of multiple institutions
  • discover connections between the residential communities on your campus and your institution’s educational mission;
  • practice developing assessable learning outcomes and creation of educational resources
  • examine the impact this shift in thinking and practice has on you, your department, and students.

Sessions offered have been designed both for institutions new to the residential curriculum approach and for those with more advanced experience. Whether it is your first RCI or your seventh, you will leave inspired with new insights, new collegial connections, and new energy. We have representatives from all sizes and types of institutions who have benefited from the RCI Experience. Come and learn with us!

Demographics of institute participants (based institute evaluation data):

Team Attendance

     Years Attending RCI

Attended without a team

      First time attendee

Attended with two to five colleagues

      Returning attendee

Attended with more than six colleagues


Why Send a Team?

Consistently, some of the best feedback we receive from participants is from those who attended as members of an institutional team. While individual attendance is perfectly fine, if you can bring a team, we encourage it! Time is built into the schedule to reflect, brainstorm, and begin writing a residential curriculum.


Sunday, 15 October


3 – 5pm


5 – 6:00pm

Institute Welcome Reception

Monday, 16 October


7:30 – 8:30 am

Registration & Continental Breakfast

8:30 – 9 am


9 – 10 am


10 – 10:15 am

Q & A with Plenary

10:15 – 10:30 am

Break/Transition time

10:30 – Noon

Showcase by Host School

Noon – 1 pm


1:15 – 2:15 pm

Session 1

2:15 – 2:30 pm

Break/Transition time

2:30 – 4 pm

Archological Dig

4:15 – 5 pm

Poster Presentations, Resource Fair

6 pm

Institute Reception at University of Oklahoma

Tuesday, 17 October


7:30 – 8:30am


8:30 – 10 am

Session #2:

10 – 10:15 am

Break/Transition time

10:15 – 11:45 am

Program 3

11:45 – 12:45 pm

Institute Lunch (included with registration)

12:45 – 1:45 pm


1:45 – 2 pm

Q & A with Keynote

2:15 – 3:15 pm

Showcase 2

3:15 – 3:30 pm

Break/Transition time

3:30 – 4:30 pm

Showcase 3

4:30 – 5:30 pm

Faculty consultation

6 pm

Night on the town

Wednesday, 18 October


7 – 8 am


8 – 9 am

Session 4

9:15 – 10:15 am

Session 5

10:30 – 11:30 am


11:30 am – Noon

Closure Experience

12 – 1 pm


2017 Speakers

Peggy MakiPeggy L. Maki is a higher education consultant, specializing in assisting undergraduate and graduate colleges and universities, higher education boards, higher education organizations, and disciplinary organizations integrate assessment of student learning into educational practices, processes and structures. She has served on several assessment advisory boards, including the national advisory board for AAC&U’s VALUE Project and its Quality Assurance Group and one of Lumina Foundation’s advisory boards. In August 2016 she was appointed to the National Institute for Learning Outcomes Assessment’s (NILOA) National Advisory Panel. For three years she was sole consultant to the Rhode Island Board of Governors for Higher Education and its public higher education institutions under a multi-year assessment project. From May, 2011-May, 2013 under a grant from the Davis Education Foundation awarded to the Massachusetts Department of Higher Education, she served as sole consultant to the 28 public colleges and universities in Massachusetts to assist them build their assessment capacity to score students’ authentic work using the VALUE rubrics.

Altogether, she has presented over 560 workshops and keynotes in the US and abroad. At the request of Inside Higher Education, Educause, and Project Kaleidoscope, she has presented national webinars on assessment of student learning.

Her handbook on assessment, Assessing for Learning: Building a Sustainable Commitment across the Institution, was published in 2004, by Stylus Publishing, LLC.  In 2007 Stylus published her co-edited book, The Assessment of Doctoral Education. In  2010, her second edition of Assessing for Learning, was published by Stylus Publishing, as well as her edited collection of faculty perspectives on and experiences with assessment,Coming to Terms with Assessment.  She has written numerous articles on assessment for journals and books. In 2015 AAC&U commissioned her to write one of its Centennial publications that makes the case for using VALUE rubrics for assessing student learning in undergraduate education. In February, 2017 Stylus published her most recent assessment book, Real-time Student Assessment: Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st-Century Needs.   

She is also the recipient of a national teaching award, The Lindback Award for Distinguished Teaching.

Dr. Michele DiPietroDr. Michele DiPietro is the Executive Director of the Center for Excellence in Teaching and Learning and a Professor in the Department of Statistics and Analytical Sciences at Kennesaw State University. He is also a former President of the Professional and Organizational Development (POD) Network in Higher Education, the premiere faculty development association in North America, and a Board Member of the International Consortium for Educational Development (ICED). With his former Carnegie Mellon colleagues, Dr. DiPietro is a co-author of  “How Learning Works: 7 Research-Based Principles for Smart Teaching.” The book was listed at #3 in a “Top 10 Books on Teaching” list on the Chronicle of Higher Education. His scholarly interests include learning sciences, academic integrity, diversity and inclusion, the Millennial generation, statistics education, the consultation process in faculty development, and teaching in times of tragedy. He has presented dozens of workshops and keynotes at numerous colleges and conferences, in the US and abroad, and some of his scholarship has been translated into foreign languages (Chinese, Hebrew, Italian, Japanese, Korean, and–forthcoming–Spanish). He won the POD Innovation award for the online consultation tool “Solve a Teaching Problem.” His innovative course “The statistics of sexual orientation” has been featured on the Chronicle of Higher Education and several other magazines. Dr. DiPietro is the 2015 recipient of the Bob Pierleoni Spirit of POD award, the highest honor bestowed in the field of educational development for professional achievement and legacy to the field.