Talking Stick - July/August 2008 - (Page 47)

Something in common A s research for their original book chapter, “Academic Support Services in the Residential Setting,” authors Randy Hyman and Michael Haynes surveyed 14 American institutions to provide a context for their survey. The list purposely included small private colleges, large and mid-sized public universities, both public and private institutions, and historically black institutions. Although there were differences based on size and source of support, there were also many common features worthy of mention. valuing the Residential Experience Stressing the residential nature of the campuses, each institution surveyed expected first-year students to reside in residence halls. In each setting, the prevailing philosophy acknowledged a significant stake for the residence halls in the academic life of the institution. Faculty, student affairs and residence life staff, students, and academic advisors shared a commitment to the institution and to student learning. They worked together in a variety of teams, collaborating in multiple ways to maximize the impact they could have, collectively, on student success. Providing Peer Support Another overarching theme was commitment to the use of upperclass students to provide academic support for new students. Typically referred to as peer mentors, these older students were paid on many campuses but worked for free at a few schools because they considered being a peer mentor a prestigious opportunity. These students were trained to function in advising and mentoring roles with first-year students. In some settings, they worked with faculty, co-facilitating a first-year seminar course. On other campuses, peer mentors held primarily programming roles, serving as catalysts to encourage new students’ use of support services. learning in community Residential learning communities at Purchase College, Iowa State, Appalachian State, and Central Arkansas draw strength from faculty on their campuses who partner effectively with residence hall staff, advisors, and student peer mentors to enrich the learning environment for students in classroom and residence settings. At Appalachian State, the learning teams meet monthly to discuss students in their respective learning communities and to identify interdisciplinary connections and the best ways to collaborate. collaborating Across the institution Perhaps the most compelling theme across all exemplary institutions was the extent to which collaboration was acknowledged as absolutely critical to the success of these programs. Organizational structures were revamped at some schools to ensure that priority attention was devoted to the goals of the program, often in response to a refocused institutional mission. Partnerships between key administrators in academic and student affairs enabled the successful integration of faculty, student affairs, and residence life staff in working with student peers to address student learning needs across the campus. Many participants commented on feeling a renewed spirit of collegiality, borne of these opportunities to work together in new and different ways. July + August 2008 7

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Talking Stick - July/August 2008 Contents Online Now Vision Just In Your ACUHO-I Transitions Res Life Facilities Business Calendar When Politics Come to Your Town Support System Conversations First Takes Reporting Out New Members Snapshot

Talking Stick - July/August 2008

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