The Journal of College and University Student Housing - Volume 43, No. 3 - 94
Virginia Albaneso Koch
Fink (2003) contends that effective teaching
involves more than information transfer or
knowledge dumping and emphasizes that
it requires significant learning goals linked
with feedback and assessment activities and
sequenced teaching and learning activities.
Furthermore, effective course design involves
active learning that is both experiential and reflective and is assessed through forward-looking assessment tasks that require students to
apply or synthesize what they have learned in
realistic situations.
From this study, there are several implications for higher education preparatory programs, senior student affairs officers, and
professional associations. First, master's
degree programs should consider teaching curricular design models such as Fink's (2003) in
order to enable HRL professionals to assume
their roles as educators. This approach would
also benefit higher education professionals
in other functional areas that train student
paraprofessionals in such areas as orientation, health education, and academic support
services. Furthermore, in response to a call
to reconsider higher education's approach to
learning, faculty and administrators in higher
education degree programs should consider
requiring courses on curriculum design for
94
degree completion. Second, senior student
affairs officers should provide on-campus curricular design workshops for staff and/or advocate for campus faculty development centers
to support HRL professionals in the development of their courses and training programs
for RAs. Housing and residence life staff interactions with faculty in a shared endeavor such
as integrated course design would provide a
unique shared experience whereby both parties
develop a common language and set the stage
for future purposeful partnerships. Third, professional associations should consider offering
more professional development focused on
curricular design, student learning, and practical application of student development theory.
Additionally, by promoting research focused
on the curricular design of paraprofessional
training programs, professional associations
can begin to address the many gaps in evidence-based knowledge related to RA training.
The sooner that higher education professionals in general and RA educators in particular
begin to fill these knowledge gaps, the more
students serving as RAs will benefit from their
experience by design, not chance.
THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING
The Journal of College and University Student Housing - Volume 43, No. 3
Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 43, No. 3
Contents
The Journal of College and University Student Housing - Volume 43, No. 3 - Intro
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