The Journal of College and University Student Housing - Volume 43, No. 1 - 39

Create a Better Flow Through Sequencing Resident Assistant Training

Based on the literature and the results of
this analysis, we present a suggested sequence
for RA training (i.e., the coding categories) in
Figure 1. We posit that utilizing the Resident
Assistant Sequencing Model may enhance the
intentionality of RA training connecting the
succession of categories/topics that connects
the literature (Blimling, 2010; Schuh, 1981;
Winston & Fitch, 1993). The RASM has Identity as the core or base that supports the RA
understanding of their identities, self-efﬁcacies, and position. The Skills category relates
directly to the day-to-day RA work during
the academic year. Community Development/
Programming is generally an institutional requirement. It includes RA responsibilities
such as engaging the students within the hall
and campus community primarily through
programs and programming functions. Peer
Support is the culmination of skills needed by
an RA to interact with residents in situations
requiring compassion and empathy while understanding they need to maintain distance
and document violations of rules, regulations,
and community standards. This role can be
difﬁcult for an RA working from a peer standpoint and in some cases may be younger (e.g.,
age, class standing) than their residents. The
next order of Crisis Intervention builds on
peer support for the RA to remain calm and
collected during an emergency or crisis situation. It is important to maintain conﬁdentiality, respect for the resident/situation while
controlling the environment and being able
to document as appropriate for sanctioning or
legal purposes. This is a higher-level function
of the RA role (Blimling, 2010) and needs to
be communicated as such, but the categories
and stages before this will all support this im-

portant aspect of their jobs (Blimling, 2010;
Paladino et al., 2005; Porter, 1999; Schuh,
1996; Winston & Fitch, 1993).
In essence, the RA functions as a ﬁrst responder and triage while waiting for the Resident Director and other senior administrators
and emergency services. The Synthesis stage
helps to bring all of the stages together to
complete the picture of the important role and
function of the RA. Bloom's Taxonomy (1956)
synthesis helps practitioners actualize the textbook understanding into a practical sense of
duty. Miscellaneous is primarily for those topics
and areas that are campus speciﬁc and in
some cases ancillary to the function of the RA.
Ongoing is a stage that takes into account the
ongoing development of all professionals (and
paraprofessionals). This stage would include
weekly one-on-one meetings, hall staff meetings, campus/divisional in-service training,
and winter or mid-term training programs.
To provide context and a visual element the
categories are presented in a model (see Figure
1). The shape of the model is an expanding
circle beginning with the core. The model is
also indicative of the type of transformational
learning occurring during the growth and
development of each RA in the process. The
dotted lines between the stages indicate the
model is a movement from one to the other;
however one does not leave one stage to move
into the next. There is a cumulative effect
helping to construct and expand the learning
process of the paraprofessional who has joined
the student affairs ﬁeld (Akens & Novak, 2011;
Blimling, 2010; Fuerhrer & McGongle, 1988;
Kolb, 1984; Newton & Ender, 2010; Winston &
Fitch, 1993). The dotted lines are a visual representation indicating there is movement, but

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

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