The Journal of College and University Student Housing - Volume 43, No. 1 - 41

Create a Better Flow Through Sequencing Resident Assistant Training

mentation into institutional types/size/and
delivery methods. The ranges within the speciﬁc categories would merit more analysis and
future research to determine if an optimum
number of hours could be determined.
With little research on common practices
within Housing and Residence Life Departments nationally, it is hard to determine best
practices. Creating training that allows for reﬂection and connections to tangible outcomes
increases the skills being utilized in the position, which in turn creates a more impactful
experience for the staff members and the residents (Kennedy, 2009; Newton & Ender, 2010;
Schuh, 1981). There are a multitude of factors
impacting how paraprofessional staff training
is implemented on various campuses. The area
of RA training seems to have some consistency in content. Exploring the delivery approach
could contribute to learning and development,
as well as how we assess the paraprofessional
program. Intentional training programs must
provide the RA with capacities to serve as effective paraprofessionals for their own professional development and for the good of the
campus residential program.

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