The Journal of College and University Student Housing - Volume 37, No. 2 - 30

Gavin W. Henning • Kristan M. Cilente • Dean F. Kennedy • Tomecca M. Sloane

each delivery method based on weights of its ranking by individuals. A top ranking by an individual received a weight of 3, a second ranking received a weight of 2, and a third ranking received a weight of 1. A sum was then created from these weights for each delivery method for each issue.

SuRVEy RESuLTS
Using independent means t-tests, the average ratings for each need for the new professionals in residential life were compared to the average ratings of the new professionals outside of residential life. Of the 30 identified needs, there was a statistically significant difference (p < .05) for only 4 of those. The needs for which there were statistical differences included collaborating with faculty to design initiatives that foster student development; developing skills in assessment, evaluation, and research; enhancing leadership skills; and developing administrative and management skills. For each item, the average need rating was higher for non-residential life professionals than for residential life professionals. It is possible that the perceived need for these skills is lower for residential life staff because they are likely already applying these skills in their current jobs. Residence life staff are often in charge of their own building(s) and as such often collaborate with faculty, perform assessment, and utilize leadership and administrative skills more often than do new professionals in other functional areas. Results of the survey instrument suggest that although new residential life professionals across the U.S. see the 30 issues listed as being needs for all entry-level professionals, there was a clear gap between the top 7 identified

needs and the remaining 23. Table 1 lists the top seven identified needs along with the top five preferred delivery methods for each need identified by new professionals in residential life. The top three needs were understanding job expectations, enhancing supervision skills, and moving up in the field of student affairs; all three received the same average rating of 7.54 on the 10-point scale. Following closely with an average rating of 7.52 was receiving adequate support from supervisors, mentors, and colleagues. Fostering student learning was the fifth-ranked need, with an average rating of 7.46. Rounding out the top seven were developing multicultural competencies and understanding the culture and facilities of the college/university, which both received an average rating of 7.38. Standard deviations ranged from 1.8 to 2.7 for a 10-point scale for the top needs, suggesting that these items received a wide range of responses. In regard to preferred delivery methods for professional development opportunities that address these top seven needs, four themes emerged: mentoring, workshops (national, regional, and campus), learning on one’s own, and administrative shadowing. The most preferred method differed depending on the issue, but generally these four approaches were ranked in the top five for each of the professional development needs. Mentoring seemed to be the preferred method for professional development overall since it was the top ranked method for the top four needs. National workshops seemed to be slightly more popular than regional or campus workshops. Learning on one’s own was listed in the top five methods for the top five needs while administrative shadowing was listed for four of the needs.

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THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING



The Journal of College and University Student Housing - Volume 37, No. 2

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 37, No. 2

The Journal of College and University Student Housing - Volume 37, No. 2
Contents
Letter from the Editor
Training Resident Assistants to Make Effective Referrals to Counseling
Professional Development Needs for New Residential Life Professionals
Structural Analysis of the Resident Assistant Cultural Diversity Questionnaire
Recent Alumni Perceptions of Hall Government Leadership Learning
Resident Assistants as Rule Enforcers Versus Friends: An Exploratory Study of Role Conflict
College Housing Dissertations: A Bounded Qualitative Meta-Study
The Journal of College and University Student Housing - Volume 37, No. 2 - Intro
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The Journal of College and University Student Housing - Volume 37, No. 2 - Contents
The Journal of College and University Student Housing - Volume 37, No. 2 - Letter from the Editor
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The Journal of College and University Student Housing - Volume 37, No. 2 - Structural Analysis of the Resident Assistant Cultural Diversity Questionnaire
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The Journal of College and University Student Housing - Volume 37, No. 2 - Recent Alumni Perceptions of Hall Government Leadership Learning
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The Journal of College and University Student Housing - Volume 37, No. 2 - Resident Assistants as Rule Enforcers Versus Friends: An Exploratory Study of Role Conflict
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The Journal of College and University Student Housing - Volume 37, No. 2 - College Housing Dissertations: A Bounded Qualitative Meta-Study
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