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RELATIONSHIP DEVELOPMENT

LIFE SKILLS DEVELOPMENT

TRANSITIONSDIVERSITY AND INCLUSIVITY

IDENTITY ESTABLISHMENTAND EXPLORATION

The ability of students to develop and manage healthy personal and professional interpersonal

relationships.

The ability of students to develop independence and leadership

qualities.

The ability of students to effectively manage transitional change;

particularly the transition in and out of the collegiate environment.

The ability of students to develop relationships across diverse groups, acknowledge prejudice and act to

create inclusive communities.

The ability of students to develop a healthy sense of identity which guides

their values, actions and behaviors.

The Department of Residential Life at Creighton University provides a class-year housing system designed to provide an exceptional opportunity for students to build community with one another. Each phase of living on campus at Creighton involves asking students intentional questions about themselves, their relationship to others, and as potential leaders within the community.

The Residential Student Competencies define the learning, growth, and development expected of residential students during their time living on campus. These competencies guide and direct the class-year programming structure of the Department of

Residential Life. Additionally, students are encouraged to use these competencies to create individual learning goals.

OVERVIEW

The ability of students to develop, defend, and act on one’s personal

beliefs.

SERVICE, FAITH,AND JUSTICE

RESIDENTIAL STUDENTCOMPETENCIES

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SERVICE, FAITH AND JUSTICEThe ability of students to develop, defend, and act on one’s personal beliefs.

• Appraise foundational beliefs in theareas of faith, ethics, leadership andmorals.

• Interpret why reflection isimportant within the context of ourJesuit, Catholic mission and values.

• Distinguish between personal ideasof right and wrong.

• Identify the complexities andconflicts in one’s personal faith.

• Make decisions that align withpersonal values and faith beliefs.

• Participate in lectures, campusservice initiatives, documentariesand discussions panels coveringtopics of service, faith, and justice.

• Resolve conflicts arising fromcomplexities in personal faith bydetermining individual definition oftruth.

• Engage in philosophical dialoguewith peers regarding service, faithand/or justice.

• Recognize and validate another’sthought process even if it differsfrom one’s own.

• Participate in departmentalservice learning initiatives such asCommunity Partner relationships,Service, Faith, and Justicerepresentatives and hall chaplaincyprograms.

• Understand personal beliefsand convictions related to faith,spirituality and religion.

• Accurately summarize the programand reconcile one’s own beliefsafter having participated.

• Demonstrate critical self-reflectionof one’s own assumptions andvalues as applied to communityissues.

• Conclude one’s own beliefs andvalues do not have to coincide withthat of one’s peers.

• Actively seek out opportunities torectify issues of justice within one’simmediate community.

BASIC

INTERMEDIATE

ADVANCED

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IDENTITY ESTABLISHMENT AND EXPLORATIONThe ability of students to develop a healthy sense of identity which guides their values, actions and behaviors.

• Identify at least one salient dimension of identity including gender, race and ethnicity.

• Recognize one’s personal strengths and weaknesses.

• Demonstrate comfort with gender and sexual orientation.

• Identify feelings, opinions and attitudes about the world

• Demonstrate comfort and confidence in physical body and appearance.

• Demonstrate self- acceptance and self-esteem.

BASIC

• Identify multiple dimensions of identity.

• Understand one’s identity, belief system and personal values in relation to others.

• Demonstrate awareness and acceptance of one’s emotions.

• Be able to distinguish personal philosophies and ideologies from those of one’s family and peer groups.

INTERMEDIATE

• Identify multiple dimensions of identity and integrate each into sense of self.

• Synthesize external feedback with personal perspective and sense of self.

• Reconstruct one’s established relationships to account for self and others.

• Act intentionally on personal philosophies and ideologies while recognizing the impact on others.

• Select personally meaningful leadership involvement opportunities.

• Integrate emotions into responsible action.

ADVANCED

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LIFE SKILLS DEVELOPMENTThe ability of students to develop independence and leadership qualities.

• Strive to make contributionsof one’s personal strengths andabilities to the community.

• Identify basic life skills and seek outappropriate resources to increaseknowledge in those areas.

• Recognize and articulate healthyhabits necessary for better livingwithin the residential and campuscommunities.

BASIC

• Exhibit responsible habits regardingpersonal finances and moneymanagement.

• Participate frequently in thedevelopment of one’s community.

• Demonstrate a concreteunderstanding of healthy personalbalance.

• Discover information on local, stateand national issue and advocatefor change in areas of particularinterest.

• Determine avenues for leadershipwithin the residential and campuscommunities.

INTERMEDIATE

• Create and maintain formal andinformal communities with sharedvalues, morals and beliefs.

• Evaluate life decision makingoptions and formulate productive,healthy responses.

• Engage in individual and civicresponsibility.

• Acknowledge the need for personalgrowth and pursue opportunitiesfor self-education.

• Construct personal opinionsregarding local, state and nationalissues leading to personal plans ofaction.

ADVANCED

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DIVERSITY AND INCLUSIVITYThe ability of students to develop relationships across diverse groups, acknowledge prejudice and act to create inclusive communities.

• Demonstrate intrinsic levelsof respect, understanding, andappreciation of individual andcultural differences.

• Recognize societal privilege,explicit forms of prejudice andinjustice.

• Be conscious of culturally intensivelanguage.

• Engage in group events illustratingdiverse viewpoints, beliefs, valuesand behaviors.

• Identify differences and similaritiesamong cultures.

• Recognize and challenge explicitforms of prejudice, injustice andoppression.

• Create awareness of societalstruggles between privilege andpower.

• Demonstrate a comprehensiveunderstanding of one’s culture,behaviors, and traditions.

• Communicate confidently amongstvarious cultural groups.

• Explore cultural differencesthrough participation in intentionalprograms.

• Develop relationships acrosscultural and ethnic groups.

• Acknowledge that the foundationaltenets of faith, ethics, leadershipand morals affect decisions andactions.

• Engage peers in conversations onrespect and acceptance of others.

• Understand the relationshipbetween personal privilege andpower.

• Begin to describe and definepersonal identity, identify privilegesand specific barriers related toidentity.

• Advocate for a more just andequitable society by acting toeliminate prejudice and injustice.

• Recognize and challenge micro-aggressions, implicit prejudices andcultural stereotypes.

BASIC

INTERMEDIATE

ADVANCED

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RELATIONSHIP DEVELOPMENTThe ability of students to develop and manage healthy personal and professional interpersonal relationships.

• Define and identify interpersonal relationships.

• Identify one’s role within a relationship or group.

• Recognize unhealthy personal relationships.

• Recognize the importance of building and maintaining positive interpersonal relationships.

• Identify when one is experiencing an interpersonal conflict.

BASIC

• Understand one’s identity in relation to others.

• Accurately report and recall an interpersonal conflict to a third party.

• Identify role models and potential mentors on campus or in the greater community.

• Differentiate between healthy or unhealthy relational conflicts.

• Make distinctions between various types of interpersonal relationships and choose to participate in those with potential for growth.

• Utilize resources and skills to resolve interpersonal conflicts.

• Examine one’s own actions within an interpersonal conflict.

INTERMEDIATE

• Evaluate and support reasons for maintaining stable, authentic relationships.

• Actively seek out opportunities to create mentor relationships.

• Solve interpersonal conflict through resolution skills.

• Evaluate the level of authenticity with a relationship.

• Determine when a relationship is unhealthy and be willing to defend one’s reasoning for leaving that relationship.

• Demonstrate an individualized, culturally competent approach to relationships.

ADVANCED

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BASIC

INTERMEDIATE

ADVANCED

TRANSITIONSThe ability of students to effectively manage transitional change; particularly the transition in and out of the collegiate environment.

• Understand the general Jesuittradition and mission of Creighton asit relates to living in community.

• Engage in discussion about thecollege transition.

• Recognize the advantagesand limitations within a newenvironment.

• Identify healthy coping skills.

• Engage in residential and campuscommunities.

• Become more knowledgeableabout campus student serviceprocesses.

• Recite important campusResidence Life policies.

• Identify and locate studentresources on campus.

• Select the involvementopportunities that best fit one’spersonal values, beliefs, andinterests.

• Demonstrate the ability to solveproblems.

• Articulate strengths andweaknesses related to managingtransition.

• Prioritize one’s time while adjustingto a new or changing environment.

• Make clear distinctions betweencontinuous difficulties andtemporary issues.

• Identify when one is experiencingan anticipate or unanticipatedtransition.

• Assist peers in adjusting to new orchanging environments.

• Deepen commitment inmembership roles within the campuscommunity.

• Manage responses of friends andfamily regarding potential strugglesand changes during a transition.

• Respond effectively to unexpectedevents or circumstances.

• Anticipate difficult transitions anddevelop comprehensive plans tonavigate those transitions.

• Demonstrate the application ofprevious skill development in newtransitional experiences.

• Identify a resultant transition: aperiod of difficulty stemming fromanother person’s transition.