Aileen LAM

Centre for English Language Communication (CELC)
Sheares Hall

Aileen reflects on the challenges of applying out-of-classroom learning within a halls of residence context as a Resident Fellow. In particular, she highlights applying strategies such as Socratic questions while engaging with students during the planning and running of hall activities and events, or when there is need to manage a crisis situation.

The author (foreground, in yellow hoodie) with her block residents during a hall event. (Photo provided by the author)

Lam, W. A. (2024, July 23). The role of resident fellows: Out-of-classroom learning through trial and error. Teaching Connections. https://blog.nus.edu.sg/teachingconnections/2024/07/23/the-role-of-resident-fellows-out-of-classroom-learning-through-trial-and-error/

 

As NUS moves towards the introduction of NusOne (NUSOne: A holistic approach to achieve a well-rounded university experience, 2024), it is heartening to see heightened interest in out-of-classroom learning. In fact, there has been chatter on terms like “generic” (Young & Chapman, 2010) and “holistic” competencies (Hall, 1995), and employability skills (Fallows & Stevens, 2000). Though the terms differ, the focus on skills like communication, collaboration, critical thinking and leadership, as well as attributes like being responsible and professional in contexts beyond academia has become increasingly important to higher education institutions (Chen et al., 2022).

 

After two and a half years of being a Resident Fellow (RF) at Sheares Hall, I have noticed different types of behaviour among students who live around me and work with me. Being an RF is not for the faint-hearted. I have had to deal with situations in the hall that have been uncomfortable and downright challenging, and this comes from dealing with both internal stakeholders as well as members of the public. However, if I were to really stop and think about it, it is really the process of learning from errors and mistakes (Perkinsons, 1979) that has led to great growth and maturity in students’ thoughts, words, and actions. Through these experiences, their critical thinking, problem-solving, collaboration, and communication skills are honed while getting a good dose of reality, humility, and empathy.

 

When I first joined a learning community on out-of-classroom learning, I observed that the experiences of RFs in halls and in the Residential Colleges (RCs) differed in that in the RCs, the RFs can take on an active role in creating activities and/or the curriculum for students and they could correspond this to their planned learning objectives. It seemed doable for RFs in the RCs to design and measure out-of-classroom learning in a more systematic fashion; meanwhile, I was grappling with how to do so in the hall where students take the lead, decide on and run activities in consultation with us. In the context of the hall, the RF’s role is not as ‘overt’, and we do not often get to plan activities to achieve certain learning objectives. Instead, there is a greater level of student autonomy and they decide what to do and how to run hall activities. The most direct influence we RFs would have is with the student leaders whom we work closely with on their proposals (Figure 1), the preparation for and running of events, and it is when something really bad happens that I see them rethinking their decisions and actions, and reflecting on how they can do better in future through much tears and dialogue.

Figure 1. Group photo of the author with some of the student leaders and other Resident Fellows of the hall.

 

I often liken my job to that of a priest—first, I let out word to the masses that I know something has happened. Then, I wait for confession and then, I stand by them as they go through penance. Usually, this is where I step in to encourage critical reflection. According to Rolfe et al. (2001), critical reflection can take place when the students think deeply about the “what”, the “so what” and the “now what”, and I do this during “confession” by asking students Socratic questions (Paul & Elder, 2007) about the issue and their inner beliefs to get them to think deeper. For example, I ask clarification questions and question their reasoning for their actions and behaviours. This can lead to a challenging of assumptions, expression of various viewpoints, leading up to their articulation of implications and consequences. However, I do not stop at the “what” and the “so what”. Instead, I often continue with my questioning techniques to get them to consider the “now what”—what they can do in similar situations in the future, and I will even encourage them to have a strategy or framework in place.

 

I believe that this direct involvement by many RFs in our midst, whenever something bad happens, has contributed to students’ growth during their stay in the halls, as we lend support and guide them when they fail or make silly decisions with painful consequences.

 

Though I wish, for my own sanity, that the students are more law-abiding and compliant, I recognise that the halls are a great place for them to push boundaries, make mistakes and ultimately grow. It is definitely a trial on our part as RFs, with the amount of energy and time that we have to put in to guide and support them. However, the exponential growth when students critically reflect on their errors and consider how to be better often translates to them acquiring more effective management skills, greater agility when problem-solving, stronger leadership skills and in general, more awareness of self.

 

So, yes, I believe that applying elements of out-of-classroom learning to students living in the halls of residence through trial and error has been beneficial to their learning.

 

References

Chan, C. K. Y., Tsi, L. H., & Yeung, N. C. J. (2022). An adapted 3P (precursor-process-product) framework for the development of holistic competencies–“Approach to develop” in out of classroom learning. Studies in Educational Evaluation, 75, 101205. https://doi.org/10.1016/j.stueduc.2022.101205

Fallows, S., & Steven, C. (2000). Building employability skills into the higher education curriculum: a university‐wide initiative. Education+ Training, 42(2), 75-83. https://doi.org/10.1108/00400910010331620

Hall, W.C. (1995). Key aspects of competency-based assessment. The National Centre for Vocational Education Research.

NUSOne: A holistic approach to achieve a well-rounded university experience. (2024, June 28). NUS News. https://news.nus.edu.sg/nusone-a-holistic-approach-to-achieve-a-well-rounded-university-experience/

Paul, R., & Elder, L. (2007). Critical thinking: The art of Socratic questioning. Journal of Developmental Education, 31(1), 36-37. http://www.jstor.org/stable/42775632

Perkinson, H. J. (1979). Learning from our mistakes. ETC: A Review of General Semantics, 36(1), 37-57. http://www.jstor.org/stable/42575890

Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: A user’s guide. Palgrave MacMillan.

Young, J., & Chapman, E. (2010). Generic competency frameworks: A brief historical overview. Education Research and Perspectives, 37(1), 1-24. Retrieved from https://www.erpjournal.net/wp-content/uploads/2020/01/ERPV37-1_Young-J.-Chapman-E.-2010.-Generic-Competency-Frameworks.pdf

 

Aileen Wanli LAM is a Senior Lecturer from the Centre for English Language Communication (CELC) and a Resident Fellow at Sheares Hall, NUS. She is passionate about education technology and her current fascination is with generative A.I. and its impact on industries and education. Her teaching expertise includes professional communications, media and academic writing while her research interests lie in pedagogy, teaching with technology, educational leadership and student life. Aileen can be reached at aileenlam@nus.edu.sg.