Residential Curriculum

Student Housing and the Office of Community Living Residential Curriculum

Optimal student learning is co-curricular, consisting of both classroom education and personal growth.  Student Housing and the Office of Community Living facilitates this co-curricular learning through the implementation of a highly intentional residential curriculum focused on student learning that is outcome based and sequential. It is grounded in the mission and values of the University, the Division of Student Life, and the Student Housing and the Office of Community Living departments. The curriculum embodies the values of the Jesuit Catholic tradition and seeks to foster learning centered in the Division’s Ethic of Care; teaching students to care for themselves, care for others, and care for this place.  Below is an overview of the educational priority statement, distinct learning goals, and specific student learning outcomes that comprise the residential curriculum.

Educational Priority Statement

Student Housing and the Office of Community Living engages the community in collaborative and transformative educational experiences that promote socially conscious values, academic achievement, and the development of the whole scholar.

Learning Goals

Education is not confined to the classroom, and there is ample opportunity to learn about oneself, each other, and the community by living on campus. Therefore we consider all students in our halls to be resident scholars. Throughout the residential experience, it is our hope that these resident scholars will participate in and take ownership of their own learning in four key areas. These are:

  • Individual Development
  • Community Involvement
  • Social Justice Values
  • Educational Engagement

Each will be described in greater detail below.

Individual Development

Individual development is a reflective and connected process of understanding who and how one is in the world. Through realistic self-appraisal, the Jesuit practice of discernment, and interaction with others, resident scholars will become more socially and emotionally aware. Foundational to holistic wellness is each person’s exploration, formation, and articulation of one’s identities and values.

As a result of living on campus, resident scholars will be able to:

Outcome Knowledge Comprehension Application
Examine their personal values and ethics Define basic tenets of their values and ethics Articulate how their families and social networks have influenced and continue to affect their worldview and values Connect their values and ethics to their academic, personal and vocational aspirations
Explore their social identities and relationships Name their identities Articulate how their identities affect their relationships with others Discuss traits and characteristics they seek in others when building future relationships
Learn how to cope with transition and change Recall key transitional events in their past Identify ways in which they dealt with past transition Predict future transitions and apply learned coping strategies
Gain emotional awareness Recognize emotions when they are present Identify personal and environmental interactions that trigger emotional responses Articulate personal emotions to others using “I” statements and develop other emotional management strategies
Identify and implement ways to maintain physical, mental, and spiritual wellness Identify key items necessary for personal happiness and fulfillment Explore wellness practices that related to personal needs and goals Establish a wellness plan that allows for balance and success
Gain an understanding of money management and financial literacy Identify current and future income and expense amounts Explore financial aid and other resources (credit cards, etc.) as well as employment opportunities and cost-saving measures Develop a fiscally responsible, adaptable budget and long term (4-year) plan for implementation

Community Involvement

Resident scholars engage in community and benefit from experiences that prepare them to be socially responsible citizens. Community members develop respectful interpersonal relationships and a sense of belonging through the modeling of integrity, honesty, fairness, and inclusivity. By living in community, resident scholars embody reflective, ethical practice and demonstrate the Jesuit value of acting as “people for and with others” in their current and future leadership.

As a result of living on campus, resident scholars will be able to:

Outcome Knowledge Comprehension Application
Resolve conflict in healthy ways Name at least 3 strategies of effective conflict resolution Describe 3 ways resolution skills can be incorporated into a shared living environment Solve conflicts with roommates or other community members with the guidance and support of SHaRE leaders (RAs, RMs, ARDs or RDs)
Participate in and build community with others Recall the names of at least ten other resident scholars on their particular floor Paraphrase the background stories, values, and interests of 3 other resident scholars on their particular floor Utilize knowledge of resident scholars to build interpersonal relationships and facilitate relationships amongst and between others
Establish and abide by community standards Define a community standard agreement and its purpose Discuss with other residential scholars agreed upon standards for a healthy community Employ the community standard agreement in addressing floor issues that arise
Identify and utilize hall community resources Identify their RAs, CAs, RD, ARD, Academic Success Coaches and RMs of their community Summarize the roles of community leaders (RAs, CAs, RMs, ASCs, RD and ARD) Employ in-hall resources to support personal and peer needs
Impact their community by becoming involved Describe where information regarding hall activities can be found Identify 3 opportunities for involvement within the community Participate in activities with other resident scholars

Social Justice Values

Awareness of social justice values demonstrates congruence with the mission, vision, and values of the University of San Francisco. Resident scholars demonstrate the ethic of care through the development of cultural competence, an exploration of personal identity, and a willingness to understand and respect others’ experiences. Through interactions with peers,
community members gain greater awareness of both marginalized and dominant identities and how these play out in larger institutionalized systems at a local, national, and global level. By engaging in this reflection, resident scholars will learn how to better advocate for themselves, perform service as allies, and create a more socially just world.

As a result of living on campus, resident scholars will be able to:

Outcome Knowledge Comprehension Application
Explore concepts of social justice and equity Identify basic concepts of social justice and equity Recognize examples of inequity in society and in their day to day lives Integrate social justice concepts into their lived experiences
Identify and explore their personal identities Name their various social identities and define marginalized/subordinated and dominant identities Give examples of dominant and subordinated or marginalized identities through personal and systemic experiences Distinguish between marginalized/subordinated identities and dominant identities in different contexts
Act in accordance with USF’s Ethic of Care Recite the USF Ethic of Care Explain the intersections among the elements of USF’s Ethic of Care Recognize and engage in behaviors that exemplify USF’s Ethic of Care
Identify and respond to bias-related Incidents Recognize bias-related incidents and define microaggressions Articulate the impact and long term effects of bias-related incidents and taking action or inaction to address them Confront and/or report discrimination and bias-related behaviors
Participate in service opportunities at USF and in the greater community Identify various university-sponsored service initiatives Articulate the philosophy of serving for and with others and how this relates to social responsibility Participate in a service project or community engagement opportunity that aligns with their interests or values
Define and explore Jesuit values as a lens in which to view the world Identify five Jesuit values Examine the Jesuit values in relationship to their own personal values and beliefs Link Jesuit values to social justice themes and issues

Educational Engagement

Educational engagement encompasses learning that occurs both in and out of the classroom. Resident scholars gain awareness, practice, and mentor others in critical thinking, developing mutually beneficial relationships, and social responsibility. Resident scholars embody Jesuit core values and critical thinking characteristics; effectively utilize university resources, navigate academic pursuits through graduation; and practice social justice advocacy/civic engagement through the adoption of transformational practices.

As a result of living on campus, resident scholars will be able to:

Outcome Knowledge Comprehension Application
Identify and utilize campus academic resources Identify three academic support resources/systems Utilize the services and benefits of on-campus academic resources available to them Refer peers to academic support/resources
Explore learning styles and strategies for success Name effective learning strategies Explore their own personal learning styles Develop and employ learning strategies that are beneficial in and out of the classroom
Engage in critical thinking both in and out of the classroom Select a range of source materials when researching or contemplating a topic or issue Recognize assumptions and presuppositions in their own, peer, and professional opinions when analyzing issues Integrate gathered information and their own lived experience to make decisions, demonstrating Unity of Mind and Heart
Create an academic plan for their time at USF Articulate their academic and vocational goals Create a 4 year graduation and involvement plan in consultation with CASA Explore and engage in opportunities related to their vocational interests and graduation plan
Effectively manage their time and academic as well as personal commitments Know three time management strategies Apply time management strategies in ways that are personally beneficial for learning Foster an environment of self help and peer to peer resource sharing
Explore career options and define vocational goals Identify career and vocational interests Explore internships, opportunities, and professional orgs, related to identified vocations Engage in internships or practical experiences related to their career interests

Foundation of the Residential Curriculum

The design of the SHaRE residential curriculum is informed by student affairs best practices as defined by the American College Personnel Administration’s Residential Curriculum Institute and the following theories and scholarly work:

  • Abes, E., Jone, S., McEwen, M. (2007). Reconceptualizing the model of multiple dimensions of identity: The role of meaning-making capacity in the construction of multiple identities. Journal of College Student Development, 48(1). 1-22.
  • Astin, A. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5). 518-529.
  • Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook 1: The Cognitive Domain. New York: David McKay Co Inc.
  • Carney, C., Banning, J. (2001). Educating By Design: Creating Campus Learning Environments That Work. Jossey-Bass: San Francisco, CA.
  • Evans, N., Forney, D., Guido, F., Patton, L., Renn, K. (2010). Schlossbergs’s Transition Theory. In Evans, Forney, Guido, Patton, & Renn (Eds.) Student Development in College: Theory Research and Practice. (pp. 212-226).
  • Gill, Carol J., Kewman, Donald G., Brannon, Ruth W. (2003). Transforming psychological practice and society: Policies that reflect the new paradigm. American Psychologist, 58(4). 305-312.
  • Higher Education Research Institute (HERI). (1996). A Social Change Model of Leadership: Guidebook III. Los Angeles: University of California Los Angeles Higher Education Research Institute.
  • Kolb, David. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall, Inc.
  • Livingston, J. A. (1997). Metacognition: An Overview. Retrieved December 27, 2011
  • Love, P. G., & Guthrie, V. L. (1999). Kegan’s orders of consciousness. New Directions for Student Services, 88. 65-76.
  • Magolda, M. B., (2009). Authoring Your Life: Developing an Internal Voice to Navigate Life’s Challenges. Sterling, VA: Stylus Publishing LLC.
  • Manning, K. (1994). Liberation theology and student affairs. Journal of College Student Development, 35(2). 94-97.
  • Schlossberg, N. K., (1989). Marginality and mattering: Key issues in building community. New Directions for Student Services, 48(1).
  • Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity & Education, 8(1). 69-91.