Journal of College & University Student Housing Vol 49, No. 1 - 46

The residence life processes of move-out and room changes were also connected to
NACE competencies within the participants' experiences. When asked about growing
in their understanding of problem solving and decision making through engagement in
residence life, one student (White, female, sophomore) described what she needed to
do in response to the pandemic. " Certainly moving out during the pandemic . . . figuring
everything out with moving and what I needed . . . and then even moving into a new
dorm room . . . and having a new roommate. " By engaging with the move-out and room
change process established by residence life, this student was able to translate engagement
in a process into an experience relevant to NACE competencies such as problem
solving and decision making and oral communication.
The student leader application process is an additional residence life-facilitated
process in which participants have experienced various NACE competencies such as
leadership, oral communication, and professionalism and work ethic. Three participants
discussed the unique aspects of a student leadership interview with a member
of their community. When prompted to elaborate, one student (White, female, junior)
described the interview experience as " an opportunity to practice and grow " in her
interview skills. As a result of participating in the RA interview processes coordinated
by the residence life department, this student was able to put NACE skills to use in the
collegiate residential environment.
Leadership role within the community. As another subtheme, leadership within
the residential community has not only been a first for some participants as we highlighted
earlier, but has also facilitated interactions for seven participants with various
NACE competencies, including oral communication, teamwork, problem solving and
decision making, professionalism and work ethic, intercultural competence, and leadership.
Leadership roles such as Community Council and RA positions emerged as
influential in experiencing a NACE competency. When comparing experiences as a
resident to experiences as a student leader, participants remarked on how the leadership
position facilitated interactions with NACE competencies beyond any of the
experiences they had as a resident. One student (Asian, female, junior) noted, " If I
look back on my time as a resident, I can't think of a specific thing that I would say has
built [my intercultural competence] because I don't think I interacted with people on
the same level that I do now as an RA. " This participant reflected that her leadership
role within the residential community has been relevant to the NACE competency of
intercultural competence.
Being a member of the Community Council emerged as a leadership position
cited by seven participants as contributing to their experiences with NACE competencies
within the residential setting. Involvement in council afforded them the opportunity
to interact with numerous NACE competencies, primarily teambuilding, leadership,
and problem solving and decision making. Participants reflected on working
through team problems, the challenges of event planning, and observing other leaders.
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Journal of College & University Student Housing Vol 49, No. 1

Table of Contents for the Digital Edition of Journal of College & University Student Housing Vol 49, No. 1