The Journal of College and University Student Housing - Volume 43, No. 1 - 35

Create a Better Flow Through Sequencing Resident Assistant Training

Table 1
Descriptors of participating schools
School Type

Region

Residential Campus Size

Public

GLACUHO

Private

GLACUHO

2,500

14

Private, Religious

GLACUHO

2,400

16

6,000

Length of Summer Training (Days)
10

Private, Religious

GLACUHO

1,200

20

Public

GLACUHO

15,000

10

Private, Non Sectarian

NEACUHO

11,000

7

Private, Religious

SWACUHO

3,000

11

Private, Non Sectarian

SEAHO

3,600

7

Public

UMR-ACUHO

2,900

8

Public

MACUHO

8,900

10

Public

AIMHO

2,500

15

We coded 11 schedules for this study. For
consistency, we converted all of the schedules to the number of minutes allotted to
each topic, providing the basic unit of analysis (Carley, 1997). Coding included a total of
43,395 minutes (or about 723.25 hours) of programming data. To address internal validity,
two different researchers coded each schedule
and the third checked for consistency. In addition to the qualitative coding results, we examined basic inferential statistics among the
participating schools to note if there seemed
to be consistency of how various programs
spend their time. A team of two researchers
coded each institutional program, over three iterations of coding, to check for consistency, according to the codebook (see example in Table
2) for the predetermined categories.
Since there was no such model to use as
a base, the categories presented here were

created based on the literature supporting
training, peer mentoring, RA roles, expectations, duties, and skills (Blimling, 2010;
Murray et al., 1999; Newton & Ender, 2010;
Schuh, 1981, 1996; Winston & Fitch, 1993)
to decrease burnout and attrition (Feurhrer &
McGongle, 1988). The categories used were:
Identity, Skills, Community Development/Programming, Crisis Intervention, Synthesis, Miscellaneous/Proprietary and Ongoing Training. The
ordering rationale highlights the importance
of addressing RA identity, roles and self-efﬁcacy (Blimling, 2010; Chickering & Reiser, 1996;
Newton & Ender, 2010; Tuckman, 1965). The
Skills category included topics that added to the
RAs' duties, roles and expectations. Having an
understanding of the RAs' roles and expectations would contribute and enhance their
abilities to create Community Development/Programming, thereby fostering situations where
V O L U M E 4 3 , NO. 1 * 2 0 1 6

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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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