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As institutions change from a programming to residential curricula models, the organizational structure and training for residential life departments must reflect the needs of students and staff within the new model. This qualitative case study utilizes observational, document, and interviews to illustrate how curriculum implementation re-shapes responsibilities of residential life professionals in three ways: more collaboration, more empowerment, and more training. We conclude with implications for improving student affairs practice and future research directions.

Examining How Residential Curriculum Implementation Changes Professional Work for Student Affairs Professionals