The Journal of College and University Student Housing - Volume 43, No. 1 - 29

RESIDENT ASSISTANT TRAINING HAPPENS EVERY YEAR for
the approximate 10,000 RAs who work on campuses across
the country. These training programs can include classes,
pre-service summer weeks, and ongoing training throughout
the year. Following educational and training models
such as CAS, assessment, Bloom's taxonomy, adventure
programming, and learning/development, we posit a
training sequencing for these important paraprofessionals.
We used pre-determined categories of identity, skills,
community development/programming, peer support, crisis
intervention, synthesis, and miscellaneous to examine a
selected group of pre-service training programs. The content
analysis revealed time spent in categories during training.
The ﬁndings showed that, collectively, trainers follow a
sequence with some variation on individual campuses. We
propose the Resident Assistant Sequencing Model (RASM)
as a visual representation and a rationale for sequencing RA
training programs.

The RA role
requires the
paraprofessional
to pull from
a wide skill
set including
role model,
programmer,
and community
builder, all while
maintaining his/

The Resident Assistant (RA) role in higher education institutions
is one of the most well-known functions on the modern campus
(Akens & Novak, 2011; Porter, 1999), tracing back in some form
to colonial times (Blimling, 2010; Winston & Fitch, 1993). There
are roughly 10,000 (U.S. Department of Labor, 2011) RAs working
at U.S. institutions. According to Winston et al. (1984), residence
hall administrators are most likely the ﬁrst student affairs professionals to employ students as paraprofessionals. Their functions
include peer support and development, planning educational and
social programs, and ensuring safety within the halls. The RA role,
as peer educators, contributes to the creation and maintenance of
environments conducive to learning, personal, and educational
development (Blimling, 2010; Newton & Ender, 2010; Winston
& Fitch, 1993). This article will present a case for improving the
RA pre-service training using topical sequencing (i.e., rearranging
topics for a more natural ﬂow and organization).

her course load
and grade point
average.

V O L U M E 4 3 , NO. 1 * 2 0 1 6

29

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

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 43, No. 1

Contents
The Journal of College and University Student Housing - Volume 43, No. 1 - Intro
The Journal of College and University Student Housing - Volume 43, No. 1 - Cover1
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The Journal of College and University Student Housing - Volume 43, No. 1 - Cover3
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