The Journal of College and University Student Housing - Volume 43, No. 1 - 32

Rich Whitney * Sherry Early * Travis Whisler

norming, performing, adjourning), there is
evidence RA training could contribute to teamwork and group efficacy. In many cases college
student development (CSD) theories are used
to create the training (Schuh, 1996; Winston &
Fitch, 1993) and/or are taught within the training itself (Blimling, 2010; CAS, 2012). CSD

In essence, it is essential
for the RA to have an
understanding of their
identity in addition to a better
understanding of the nature of
the RA position and how they
fit into both the department
and university as a whole.

theories contribute to the underpinnings of
our work with all students and provide some
basis for program development, assessment,
and evaluation (Maki, 2010; Schuh & Upcraft,
1996; Suskie, 2009).
Learning theories stress the importance
of creating conducive atmospheres for learning and structures of increasing complexity
over time (Bloom, 1956; Knowles, Holton, &
Swanson, 2005; Kolb, 1984; Suskie, 2009;
Zull, 2005). Kolb's learning cycle (1984) of
concrete experience, reflection, abstract conceptualization, and active experimentation,
32

allows practitioners to identify the natural
progression in complexity between training
topics and learning to move in tandem over
time. This is supported by brain research on
the importance of the learners' sense of control
over changing data into knowledge, or transformation (Zull, 2002). The scaffolding of
knowledge and experience is best with a "wellproportioned foundation" (Zull, 2002, p. 45).
According to adult learning theory (i.e., andragogy) an understanding of how and why something is important and how it fits into one's
life/work (Knowles, et al., 2005) increases the
motivation to learn, engagement, and interest
(Kennedy, 2009). Bloom's (1956) taxonomy
provides a structure for learning and forming
related outcomes (i.e., know, understand,
apply, analyze, evaluate, and create). When
tying learning outcomes to training and experiential activities, the RA is better equipped to
understand the complexities of their development and complicated nature of their position.
Using assessment to demonstrate the
impact and learning gains of residential programs contributes to the ongoing success and
improvement of work over time (CAS, 2012;
Porter, 1999). Assessment is cyclical; it starts
with pre-planning and continues to postreview for implementation to improve future
programs (Keeling, Wall, Underhile, & Dungy,
2008; Maki, 2010; Suskie, 2009). It is helpful
to assess participants' motivation, skill level,
and learning preferences early in the training
(i.e., academic class, pre-service training week,
and in-service) to provide valuable information
to enhance learning and retention, in addition
to making the training program more organic
in the long run (Kennedy, 2009).
Recently, (Whitney & Early, 2011) an RA

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING



The Journal of College and University Student Housing - Volume 43, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 43, No. 1

Contents
The Journal of College and University Student Housing - Volume 43, No. 1 - Intro
The Journal of College and University Student Housing - Volume 43, No. 1 - Cover1
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