Residential Curriculum
2018-2019
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The Residential Curriculum puts student learning at the forefront of the
residential student experience at Loyola University Chicago.
Learning outcomes are scaffolded, meaning that they are developmentally appropriate for students and
increase in complexity over the course of the residential experience.
Learning strategies are used by RAs (guided by staff and by lesson plans provided by campus partners)
to engage students in meaningful learning. These flexible strategies – programs, mixed media, and more
– leave room for creativity, while clear expectations and due dates create structure for RAs.
Student learning assessment consists of direct and indirect assessment of student knowledge through
microsurveys during programs and via the Annual Residence Life Survey.
Student development theory informs the structure and content of the curriculum. The curriculum pays
attention to timing, staff support, and teaching strategies to assist with students’ transition into and
through college (Schlossberg). By engaging in exploration of identity, power, and privilege, students
learn to become aware of their identities and those of others (Phinney). Furthermore, students learn to
author their own lives, deciding on goals and developing a coherent worldview (Baxter Magolda).
Residence Life Mission and Learning Outcomes
In partnership with our residents, the Department of Residence Life enhances the Loyola Experience by
providing safe and supportive living communities where students can engage with others, explore their
personal identity, and develop a deeper understanding of their impact on the world.
Students who participate in Residence Life programs and services will...
1. Explore, articulate, and act consistently with their personal values, while understanding how
their actions impact others.
2. Independently navigate processes while recognizing the importance of self-advocacy and
personal responsibility.
3. Recognize the value of inclusion by engaging in diverse communities and will be able to identify
ways to advocate for others locally and globally.
4. Achieve a higher level of academic success as a result of engaging with students, faculty, and
staff of varied academic interests.
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Educational Priority Statement
By engaging in the residential experience at Loyola University Chicago, students will learn how to engage
with community, develop independence, foster academic success, and “set the world on fire”.
Learning Goals:
1. Engage With Community
Residents will learn what it means to live in and contribute to a residential community,
through Community Standards, civic engagement via Hall/Area Council, and
communication with roommates.
2. Develop Independence
Residents will develop greater independence by learning about residential living skills,
public transportation, decision-making strategies around alcohol and drugs, and
healthy relationships and consent.
3. Foster Academic Success
Residents will work toward greater academic success by focusing on emotional
wellness, academic resources, using a calendar, seeking summer internships, and
designing specific, realistic goals.
4. Set the World on Fire
Residents will engage in transformative education in the Jesuit tradition by learning
about social justice, Jesuit values and their own personal values, and
faith/spirituality/worldview formation.
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Types of Learning Strategies
Programs
RA Program: Facilitate structured activities in the residence hall related to the learning outcome
Guest Program: Bring in campus partner/outside expert to facilitate program in the residence
hall related to the learning outcome
Dialogue Group: Lead discussion in residence hall, acting as moderator and asking residents to
discuss specific questions related to the learning outcome
Lobby Talk: Set up table(s) in the lobby of the building and find ways to interact with students
around a learning outcome, such as material distribution, games, etc.
Field Trip: Bring students to an off-campus event or location related to the learning outcome
and facilitate reflection around the learning outcome
Door-to-Door: Intentional one-on-one conversation with a representative selection of residents
in the hall/area around a learning outcome [generally for upperclass/grad only]
Mixed Media
Bulletin Board: Place visual elements related to the learning outcome on bulletin board
Visual Display: Create floor decorations, door hangers, or posters, placed prominently in
community spaces, related to the learning outcome
Digital Media: Create and share original multimedia (video, podcast, newsletter) related to the
learning outcome
Take-To: Bring students to an on-campus event related to the learning outcome [only for certain
learning outcomes]
Other Learning Strategies
Roommate Agreements: Distribute and explain roommate agreements during first floor
meeting. Collect roommate agreements from all rooms and have intentional conversation with
each set of roommates about the topics on the roommate agreement.
Residential Connections: Intentional one-on-one conversations around a learning outcome with
100% of residents assigned to the RA. Report results of the conversation in designated form.
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Area Choice Guidelines
Follow the Residential Curriculum Workflow
Refer to the individual Learning Strategy Guide for each learning outcome. Use staff meetings
to decide as a team which learning strategies to create, then follow up 1:1 with RAs as well.
Divide RAs into teams for each learning strategy (Programs: 3-4 RAs each; Mixed Media: 1-2 RAs
each). Amount of learning strategies for each Area Choice:
# RAs # Programs # Mixed Media TOTAL
Bellarmine 6 1 1 2
Baumhart 7 1 2 3
Campion 8 2 1 3
de Nobili 8 2 1 3
Regis 8 2 1 3
Kenmore 9 2 2 4
Northside 9 2 2 4
Winthrop 10 2 2 4
San Francisco 12 2 2 4
Simpson 12 2 2 4
Mertz 17 3 2 5
Programs:
o At least 10% of the hall/area should attend a program for each Area Choice. This
ensures that the programs are making at least a minimum educational impact within the
community. This requires excellent marketing, incentives, timing, and activities.
o Hall Leadership and all RAs should attend all Area Choice programs
o Advertise to the entire hall/area via e-mail, flyers, social media, etc.
o Suggested RA roles:
Lead: Convene meetings, coordinate group communication, and ensure
program planning continues on schedule. Submit RC Plan and Evaluation.
Marketing: Create, post, and take down flyers. Coordinate marketing (e-mails,
social media posts, and other creative marketing). Create LUCentral Event.
Take photos during program.
Logistics: Secure the location for program. Contact potential guest/outside
speaker. Plan program activities in detail. Coordinate day-of execution of the
program. Track attendance.
Supplies: Place food/supply request through Hall Leadership. Coordinate pick up
and/or delivery of food and supplies. Set up/clean food and supplies for event.
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Mixed Media:
o Should be engaging, professional, and aesthetically pleasing. Bulletin boards should fill
the board and have a clear title and border.
o All visual display/bulletin board content should be typed
o All other mixed media (videos, podcasts, etc.) should be sent out to the entire area
Guiding Questions for RAs:
o Three Weeks in Advance:
What will your Residential Curriculum Plan look like?
What will your supply request/flyer (or) mixed media look like?
Does your group need to contact any campus partners?
What is your role in the group with other RAs?
o Two Weeks in Advance:
If needed, what edits should your group make to the Plan?
What planning needs to occur for the program activities or mixed media?
What marketing does your group need to create?
How are you contributing to the group?
o One Week in Advance:
Have you created your LUCentral event and put up other marketing?
How are you getting the food/supplies? When are you setting up?
What final prep do you need to do for your program/mixed media?
o Day of Program or Mixed Media Posting:
Is the location/bulletin board/etc. ready and prepped?
Is everyone where they need to be?
Are you ready to take attendance at the program? Do you have a camera to
take photos?
Are you ready to get all residents to fill out the microsurvey at the program?
o Post Event
Did your group submit the Residential Curriculum Reflection?
How did the event go? How well did you play your role in the group?
Social Program Guidelines
Must follow the Residential Curriculum Workflow.
Must be interactive, in-person event
May collaborate with other RAs and Hall/Area Council as appropriate for the community
Must have at least two new residents from the community in attendance at each social
program. If the program does not meet this requirement, RAs will have 2 weeks to plan and
complete new social program.
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Learning Strategy Quality Rubric: By RA Role
Programs
o Lead: calls team meetings regularly, keeps morale up, submits RC Plan and Reflection
thoroughly and on time, handles team dynamics as they arise
o Marketing: good timing, variety, relevance/interest to students, professionalism
o Logistics: interesting, relevant activities that clearly teach the content; thorough
planning with outline; far in advance; campus partner relationships
o Supplies: spend as needed, responsibly and ethically; food as a motivator or part of
program, not the whole thing; supply request submitted early and thoroughly
Mixed Media
o Engaging, professional, and typed; should clearly teach the content
o B-boards should fill the board and have a clear title and border
o RC Plan and Reflection submitted
Student Learning Assessment Plan
For each Area Choice learning outcome, a microsurvey will be created using the Student
Response System in Baseline (https://www.luc.edu/idea). This microsurvey will consist of four
questions: Two questions that directly measure student learning through factual questions, one
question that indirectly measures student learning by asking students how much they learned
about the topic, and one question to verify class standing. During each Area Choice program,
RAs will have students fill out the short microsurvey as part of the program.
The annual Residence Life survey will contain questions to indirectly measure student learning
across all students in Residence Life.
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Welcome Week: August 24-Sept. 2 (1 week)
Selected important dates on campus:
August 22-31 – Welcome Week
August 27-31 and September 4 – FSYA Drop-In Advising
Learning Goal Learning Outcome Learning Strategy When?
First Year RAs: Residents will recall Community Standards policies for first year students in residence halls. Upperclass/Grad RAs: Residents will recall Community Standards policies for upperclass/grad students in residence halls.
Each RA creates bulletin board or visual display (use department-provided content)
By Aug. 19
First Year RAs: Residents will summarize the role of Hall Council in advocacy and community building. Upperclass/Grad RAs: Residents will relate Hall/Area Council programming and advocacy to civic engagement after college.
Each RA creates bulletin board or visual display (use department-provided content)
Gold Sections = Administrative & Community-Building Tasks:
All RAs: Complete door decorations and all other bulletin boards. Make sure to teach your residents about you in an e-mail, b-board, or display.
By Aug. 19
LC RAs: Bring residents to LC Kickoff at 10 am
First Year RAs: Hold floor/building meeting at 1 pm and remind students to complete their ERCRs
On Aug. 24
All RAs: Create at least one floor/building social program
Upperclass/Grad RAs: Hold floor/building meeting and remind students to complete their ERCRs
First Year RAs: Take residents to all major Welcome Week events (divide responsibilities among RAs in hall/area) and encourage student participation in Hall/Area Council
All RAs: Bring your residents to a Hall/Area Council program sometime during the fall semester
By Sept. 2
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Pre-Fall Break: September 4-October 7 (5 weeks)
Selected important dates on campus:
September 4 – last day to drop/add a class
September 10-11 – Hall/Area Council and SGLC Elections
September 20 – Study Abroad Fair
September 21-23 – Family Weekend
October 3 – Wellness Fair
Learning Goal Learning Outcome Learning Strategy When?
First Year RAs: Residents will demonstrate residential living skills in laundry and cleanliness. Upperclass/Grad RAs: Residents will demonstrate how to take public transportation to experience a Chicago landmark.
Area Choice (Programs and Mixed Media)
September 4 – 16
All RAs: Residents will discuss expectations of living together with their roommate(s).
Collect roommate agreements from all rooms/apartments and have conversation with each set of roommates
By Sept. 23
LC RAs: Bring residents to LC Admin Partner events throughout this unit (and plan other LC activities, as desired for your community)
All RAs: Create at least one social program and build community informally throughout this time period
All RAs: Change one bulletin board, as designated by Hall Leadership
All RAs: Put up flyer on academic skills and success strategies (first year RAs) or building connections w/ faculty (upperclass/grad RAs), provided by department
Each Team: Write at least one OTM for September, by OTM due date
By Sept. 23
All RAs: Begin fall Residential Connections (see next unit for details) On Oct. 1
First Year RAs: Schedule floor meeting for fall Health/Safety Inspections
All RAs: Post Health and Safety Inspection marketing materials
TBD
First Year RAs ONLY: Residents will explain two personal decision-making strategies related to alcohol and drugs.
Area Choice (Programs and Mixed Media)
Sept. 17 – October 7
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Post-Fall Break: October 10-December 7 (9 weeks)
Selected important dates on campus:
Month of November – Ignatian Heritage Month
November 2 – Last day to withdraw without WF
November 5 – Registration begins (Drop-in Advising at FSYA on Nov. 1-9)
Learning Goal Learning Outcome Learning Strategy When?
All RAs: Residents will identify three ways to support their emotional wellness as a Loyola student.
Residential Connections
October 1 – 28
LC RAs: Bring residents to LC Admin Partner events throughout this unit (and plan other LC activities, as desired for your community)
All RAs: Create at least one social program and build community informally throughout this time period
All RAs: Change one bulletin board, as designated by Hall Leadership
All RAs: Put up flyer on course registration & academic planning (first year RAs) or sustainability (upperclass/grad RAs), provided by department
All RAs: Serve on half-team duty and assist with social program on Halloween weekend
Each Team: Write at least one OTM for October, by OTM due date
By Oct. 28
First Year RAs: Residents will define healthy relationships and consent. Upperclass/Grad RAs: Residents will differentiate between healthy and unhealthy relationship behaviors.
Area Choice (Programs and Mixed Media)
Oct. 29 – Nov. 18
Each Team: Write at least one OTM for November, by OTM due date
All RAs: Put up closing bulletin board/visual display (provided by department) and do closing meeting for residents
All RAs: Do stress-relief social program between Thanksgiving and finals
All RAs: Encourage residents to consider applying for RA position and to start to consider housing options for Fall 2019
All RAs: Submit end-of-semester Residential Curriculum Feedback Form
By Dec. 7
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Pre-Spring Break: January 12-February 28 (7 weeks)
Selected important dates on campus:
January 22 – last day to drop/add a class
January 23-February 1 – Reapplication + Room Selection Info Sessions
February 12 – Reapplication + Room Selection Deadline
February 19 – Off-Campus Fair
Learning Goal Learning Outcome Learning Strategy When?
All RAs: Complete door decorations and all bulletin boards By Jan. 12
First Year RAs: Residents will describe how to use a calendar to plan academic and personal responsibilities. Upperclass/Grad RAs: Residents will identify three strategies for seeking a summer internship.
Each RA creates bulletin board or visual display (use department-provided content)
By Jan. 12
All RAs: Do at least one social program, get to know new residents, and collect updated roommate agreements
All RAs: Tell residents about Reapplication + Room Selection Info Sessions and/or Off-Campus Housing Fair
By Jan. 20
All RAs: Residents will design specific and realistic goals for their personal, academic, and professional lives.
Residential Connections February 1 – 28
First Year RAs: Residents will define identity, social justice, privilege, and oppression. Upperclass/Grad RAs: Residents will give examples of privilege and oppression in their own lives, including in their residential communities.
Area Choice (Programs and Mixed Media)
February 1 – 28
LC RAs: Bring residents to LC Admin Partner events throughout this unit (and plan other LC activities, as desired for your community)
All RAs: Change one bulletin board, as designated by Hall Leadership
All RAs: Create at least one social program and build community informally throughout this time period
All RAs: Assist with RA interview process
Each Team: Write at least one OTM for February, by OTM due date
By Feb. 28
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Post-Spring Break: March 11-April 26 (7 weeks)
Selected important dates on campus:
March 25 – Last day to withdraw without WF
March 29-31 – Loyola Weekend
Month of April – Sexual Assault Awareness Month
April 8 – Registration begins (Drop-in Advising at FSYA on April 8-12)
April 11-14 – Weekend of Excellence
Learning Goal Learning Outcome Learning Strategy When?
First Year RAs: Residents will identify two personal values and two Jesuit values. Upperclass/Grad RAs: Residents will integrate Jesuit values into a greater understanding of their personal values.
Area Choice (Programs and Mixed Media)
March 11 – 31
LC RAs: Bring residents to LC Admin Partner events throughout this unit (and plan other LC activities, as desired for your community)
All RAs: Create at least one social program and build community informally throughout this time period
All RAs: Change one bulletin board, as designated by Hall Leadership
All RAs: Serve on half-team duty and assist with social program on St. Patrick’s Day weekend
Each Team: Write at least one OTM for March, by OTM due date
By March 31
All RAs: Post Health/Safety Inspection marketing materials TBD
First Year RAs: Residents will describe how students engage in the formation of faith, spirituality, or worldview. Upperclass/Grad RAs: Residents will analyze the formation of their own faith, spirituality, or worldview.
Area Choice (Programs and Mixed Media)
April 1 – 26
All RAs: Create at least one social program and build community informally throughout this time period
Each Team: Write at least one OTM for April, by OTM due date
All RAs: Put up closing bulletin board/visual display (provided by department) and do closing meeting for residents
LC RAs: Bring residents to LC End-of-Year Celebration
All RAs: Submit end-of-year Residential Curriculum Feedback Form
By April 26
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Sample Learning Strategy Guide
Learning Outcome: (First Year) Residents will explain two personal decision-making
strategies related to alcohol and drugs.
Learning Goal: Develop Independence
Timing: Pre-Fall Break (September 16-October 7)
Type: Area Choice
For this learning outcome, learning strategies will:
1. Introduce ways that students can make healthy decisions around alcohol and drugs
2. Have residents engage with these decision-making strategies in an interactive way
3. Have residents complete microsurvey
See Area Choice Guidelines in the Residential Curriculum and fill out this worksheet:
Program #1 Title:
o Lead RA:
o Marketing RA:
o Logistics RA:
o Supplies RA:
Program #2 Title (if applicable):
o Lead RA:
o Marketing RA:
o Logistics RA:
o Supplies RA:
Program #3 Title (if applicable):
o Lead RA:
o Marketing RA:
o Logistics RA:
o Supplies RA:
Mixed Media #1 Title:
o RA #1:
o RA #2:
Mixed Media #2 Title (if applicable):
o RA #1:
o RA #2:
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1. Learning Strategy Format Ideas
Programs
Loyola Scavenger Hunt: Have to solve clues that will tell residents about (or take them to)
different offices that can support them with Alcohol and marijuana related issues/resources (ie.
OSCCR, Wellness, SSWD)
Chicago Activity Fair: A residence hall could put together a mini fair where they let students
know about different options for fun evening activities at Loyola and in Chicago that do not
involve alcohol. For instance, have booths from different Loyola RSOs, local community theaters.
“Alcohol in the Advertising Age”: Have residents go through magazines in small groups and cut
out any alcohol ad that seems to be promoting stereotypes: alcohol will help you have more fun,
feel more confident, etc. The idea is that we are constantly being marketed the idea that alcohol
will help us have more fun, but that’s not typically true, especially with overconsumption. This
can be folded into a bigger vision board activity if you don’t want to just focus on alcohol.
Mocktail Party: If doing this activity, please focus on measuring standard drink sizes and alcohol
trivia, as opposed to just making mocktails, to ensure theres an educational element.
Alcohol/Marijuana Jeopardy or Trivia: Facts can be found at https://teens.drugabuse.gov/drug-
facts/marijuana and https://teens.drugabuse.gov/drug-facts/alcohol.
B.Y.O.B. (Bring Your Own Bowl): Ice cream social with brief sharing session/discussion on why
students may choose not to drink
Note: It can sometimes to be difficult to encourage students to come to an alcohol related activity or
presentation because they expect it to be a presentation solely on the dangers of drinking. However, we
also don’t want to glamorize drinking.
Another way to approach alcohol education is to hold an activity that has a more positive spin on it and
focuses on a different overarching topic, ie. Chicago activity fair, or a workshop on study skills. Alcohol
or marijuana information can be presented as a piece of this activity and discussed as something that
can detract from doing well in school or enjoying the Loyola experience. But it’s not the whole focus of
the activity. Please ask Mary Duckett for any ideas or more clarification if needed!
Mixed Media
Area-wide bulletin board about alcohol & drug decision-making strategies
Online newsletter around decision-making strategies
Visual display on back of bathroom stalls with statistics and strategies (Contact Mary Duckett at
the Wellness Center ([email protected]) for alcohol and marijuana related educational posters
and visuals for your residence hall.
Music video about alcohol education
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2. Microsurvey
Before students leave the program, you should find a way to get students to fill out the student
learning microsurvey. You can provide incentives if needed.
3. Content to Cover
Whether you choose to drink alcohol or not, it is always a good idea to have a plan going into a night
where alcohol may be involved. Do you understand the effects of alcohol overconsumption? Do you
know how much alcohol is in a drink? How do your actions affect yourself and your friends? How will
everyone get home safely? If you choose to drink when you go out, remember the Student Promise,
remember the Good Samaritan policy, and follow these quick tips if you or your friends choose to drink:
Pace your drinking to 1 drink or less per hour
Shy away from shots or drinks with higher alcohol content
Sip your drink; don’t chug a drink, especially by playing drinking games
Drink plenty of water throughout the party to stay hydrated and potentially prevent a hangover
Keep track of your drink and what you are drinking, do not pick up a drink you put down and
make your own drinks
If you don't know what is in a drink (like jungle juice) choose something else
Set a drink limit and stick to it, keep a count of how much you have had
Have friends look out for each other and respect someone’s choice to not drink
Use public transportation, never drink and drive
Don’t go out alone, stick together (like a wolf pack of Ramblers!)
Statistics: https://www.luc.edu/safetynet/resources/faq/
Please reach out to Wellness Advocates (Loyola’s peer health educators) at
[email protected] to help with the activities above or do a presentation for your floor. The
Wellness Advocates do an alcohol and other drugs presentation with a “drink pour” interactive activity
and are always accepting requests from RAs. Please request the presentation at least 2 weeks in
advance.
SURVEY: srs.campuslabs.com
CONNECT ID: 16718
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Selected Residential Curriculum Sources
Barr, R. B. & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate
education. Change, 27(6), 13-26. Retrieved from
https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1073&context=slcehighered
Blimling, G. S. (2015). Student learning in college residence halls. San Francisco: Jossey-Bass.
Brown, P. G. (2012, October 21). What is the residential curriculum model? What are curricular
approaches? Retrieved from https://paulgordonbrown.com/2012/10/21/what-is-the-
residential-curriculum-model/
Keeling, Richard P. (Ed). (2004). Learning reconsidered: A campus-wide focus on student
experience. Washington, D.C.: American College Personnel Association and National Association
of Student Personnel Administrators.
Keeling, Richard P. (Ed.). (2006). Learning reconsidered 2: Implementing a campus-wide focus
on the student experience. Washington, D.C.: American College Personnel Association and
National Association of Student Personnel Administrators.
G. & Tweedy, J. (2006). Beyond seat time and student satisfaction: A curricular approach to
residential education. About Campus, 11(5), 9-15. Retrieved from
https://onlinelibrary.wiley.com/doi/abs/10.1002/abc.181
Kerr, K. G., Tweedy, J., Edwards, K. E., & Kimmel, D. (2017). Shifting to curricular approaches to
learning beyond the classroom. About Campus, 22(1), 22-31. Retrieved from
https://onlinelibrary.wiley.com/doi/full/10.1002/abc.21279
Kuh, G. D. et al. (2006). What matters to student success: A review of the literature. Retrieved
from National Postsecondary Education Cooperative website:
https://nces.ed.gov/npec/pdf/Kuh_Team_Report.pdf
Schroeder, C. C., Mable, P., & Associates (1994). Realizing the educational potential of residence
halls. San Francisco: Jossey-Bass.