Keri Lynn Good



Download Project (2.3 MB)


The curricular approach to developing education in residence is becoming more common amongst Housing and Residence Life departments at colleges and universities because the approach is driven by research and assessment is unique to each institution, is intentional, and ultimately centered on learning (Brown, 2017). The University of Dayton implemented a residential education model in 2014 that tied learning in residence and learning from campus partners to the housing assignments process – a triad program called AVIATE, or A Vision for Integrated, Applied and Transformative Education. The University of Dayton’s curricular approach to residential education tied with the housing assignments process is unique, and thus the aim of this study was to highlight this initiative. This institutional case study analyzed the development and implementation of AVIATE through interviews with a sample of the professional staff members at the University of Dayton who helped to establish the program. Additionally, university documents, historical information and external contexts were analyzed in relation to AVIATE. Findings illustrate the chronological series of processes by which AVIATE was developed as well as conclusions on how the professional staff members’ views on their role in student affairs has evolved as a result of working with a residential curriculum. Implications for future research include analyzing the student perspective and learning through participation in the AVIATE program.

Publication Date


Project Designation

Graduate Research

Primary Advisor

Savio Dennis Franco

Primary Advisor's Department

Counselor Education


Stander Symposium project, student affairs, School of Education and Health Sciences

Soaring to New Heights: A Case Study of the AVIATE Program at the University of Dayton