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Acknowledgment We would like to acknowledge Jacquie Skinner Jackson, former director of educational programs and publications at ACPA, whose dedication and support helped make this research possible. Correspondence concerning this article should be addressed to Gavin Henning, Dean of the College Division, Dartmouth College, Hanover, NH 03755. E-mail: gavin.henning@dartmouth.edu.

With such a large number of new professionals  .  .  . in residential life, it is important for supervisors to provide the professional development needed to assist these new professionals in their current job and in moving up the career ladder .

EDUcATIOn AnD TRAInIng for student affairs professionals does not end with a master’s degree. Although graduate preparation programs establish the foundation and knowledge base upon which to build, ongoing professional development is required in order to be effective in addressing the needs of today’s college and university students. With a significant number of new professionals employed in residential life-related positions where student interaction is significant, determining the need for professional growth and development for these staff is heightened. In an attempt to understand these needs as well as how to best address them, entry-level residential life professionals working in the field less than 5 years were asked to rate 30 issues in terms of level of need along with the top three delivery methods pertaining to training on each issue. Residential life staff can apply the results of this study to continue educating new professionals, assisting them with the skills necessary to effectively engage students in their development and learning.

Residential life is the functional area within student affairs that has traditionally had the most interaction with new professionals entering the field (Belch & Mueller, 2003; Hirt & Janosik, 2003). With such a large number of new professionals (staff with less than 5 years of experience) in residential life, it is important for supervisors to provide the professional development needed to assist these new professionals in their current job and in moving up the career ladder.
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The Journal of College and University Student Housing - Volume 37, No. 2

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 37, No. 2

The Journal of College and University Student Housing - Volume 37, No. 2
Contents
Letter from the Editor
Training Resident Assistants to Make Effective Referrals to Counseling
Professional Development Needs for New Residential Life Professionals
Structural Analysis of the Resident Assistant Cultural Diversity Questionnaire
Recent Alumni Perceptions of Hall Government Leadership Learning
Resident Assistants as Rule Enforcers Versus Friends: An Exploratory Study of Role Conflict
College Housing Dissertations: A Bounded Qualitative Meta-Study
The Journal of College and University Student Housing - Volume 37, No. 2 - Intro
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The Journal of College and University Student Housing - Volume 37, No. 2 - Contents
The Journal of College and University Student Housing - Volume 37, No. 2 - Letter from the Editor
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The Journal of College and University Student Housing - Volume 37, No. 2 - Training Resident Assistants to Make Effective Referrals to Counseling
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The Journal of College and University Student Housing - Volume 37, No. 2 - Professional Development Needs for New Residential Life Professionals
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The Journal of College and University Student Housing - Volume 37, No. 2 - Structural Analysis of the Resident Assistant Cultural Diversity Questionnaire
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The Journal of College and University Student Housing - Volume 37, No. 2 - Recent Alumni Perceptions of Hall Government Leadership Learning
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The Journal of College and University Student Housing - Volume 37, No. 2 - Resident Assistants as Rule Enforcers Versus Friends: An Exploratory Study of Role Conflict
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The Journal of College and University Student Housing - Volume 37, No. 2 - College Housing Dissertations: A Bounded Qualitative Meta-Study
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