Residential Curriculum

Impact is the residential curriculum model for students living in our residential communities at UA. Impact is a method of promoting learning in our residence halls through intentionally designed learning goals and objectives. Through these learning opportunities, our students are exposed to the knowledge and skills that ultimately prepare them for citizenship in an increasingly diverse and complex global society.

Mission

The University of Alabama’s Residential Curriculum, Impact, promotes a holistic learning experience for residents through intentional interactions, environments, and processes.

• Practice self-care, self-awareness and congruence [1]
  1. Engage in self-care through social, professional, spiritual, physical, intellectual, and emotional wellness
  2. Develop self-awareness by recognizing your own beliefs and values
  3. Align actions with your beliefs and values

• Develop an inclusive community that fosters relationship building within HRC and the greater UA community
  1. Interact with campus resources to socially and academically integrate
  2. Recognize differences in thoughts and engage in meaningful dialogue through civility and respect
  3. Demonstrate a commitment to care for others and create community

• Become a global citizen through cultural awareness and development
  1. Recognize the existence of cultural differences
  2. Develop cultural self-awareness
  3. Advocate for constructive interactions between cultures[2]

[1] Congruence refers to thinking, feeling, and behaving with consistency, genuineness, authenticity, and honesty towards others. Congruent persons are those whose actions are consistent with their most deeply-held beliefs and convictions. Komives, Susan R., and Wendy Wagner. Leadership for a Better World: Understanding the Social Change Model of Leadership Development. San Francisco: Jossey-Bass, 2016.

[2] Bennett, Janet M., and Milton J. Bennett. “Developing Intercultural Sensitivity: An Integrative Approach to Global and Domestic Diversity.” Handbook of Intercultural Training: 147-65.