The Journal of College and University Student Housing - Volume 45, No. 3 - 12

Dena R. Kniess * Matt Varga * Hilary Lichterman

training was successful in meeting the overall
learning outcomes (Brown, 2002).
The articles in this special issue highlight
the voices of student affairs professionals on
a variety of training and development issues
in residence life. The challenge of training
and development is left to full-time housing
professionals who may have little to no experience in training and development other
than being trained themselves. The rationale
for this edited series is to provide evidence
for effective training and development for
those responsible for developing trainings in
a Housing and Residence Life setting because,
as Koch (2016) stated, challenges in delivering training include delivering "... demanding
content effectively in an engaging, memorable,
and impactful manner...high impact learning
experiences...where students are enthusiastic, caring, and self-directed learners do not
happen by chance" (p. 81).
As the housing professional has evolved, so
have the competencies needed to be successful
in campus housing. Phyllis McCluskey-Titus,
Tony W. Cawthon, and Zach Helms present a
historical overview of residence life training
and development in their article. Few studies
have examined how training and development
of campus housing professionals have evolved
over the years including the topics covered
and content delivery. Using a mixed-methods
design of survey and interviews with housing
professionals, McCluskey-Titus, Cawthon, and
Helms explore trends in residence life training
and offer recommendations including considering retreats and reviewing the structure of
training and development activities.
The curricular approach to residential education began at the University of Delaware and
12

has been implemented in housing and residence life departments throughout the United
States. Key to developing and sustaining a
residential curriculum is the preparedness
and investment of residence life professional
staff. Christina Stauffer and Dillon Kimmel
offer four steps for housing and residence
life staff members to develop confidence and
competence in designing and implementing educational strategies within a Residential Curriculum Model. Stauffer and Kimmel
use learning science and Backward Design as
frameworks for implementing training and development plans for a residential curriculum.
The varied nature of responsibilities for
residence life professionals include supporting
students who experienced traumatic life events
which can lead to burnout and compassion
fatigue among residence life professionals.
Residence life professionals are often the first
to respond in crisis situations in the residence
halls and may follow-up with students after
the events. R. Jason Lynch uses literature from
social work to review how lessons from this
field can be used in training and development
for residence life professionals. Lynch focuses
on a three-pronged approach to develop resilience in residence life staff as a way to build
capacity in the face of traumatic situations.
Students from marginalized backgrounds
face bias-related incidents regularly. Residence
life staff may be on the frontlines of bias-related incidents in the residence halls in addition to the likelihood of students disclosing a
bias-related incident to them. Through interviews and focus groups with students, Pamela
Altmaier discovered what prompted students
to disclose bias-related incidents and their perception of campus resources. While policies

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING



The Journal of College and University Student Housing - Volume 45, No. 3

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 45, No. 3

Contents
The Journal of College and University Student Housing - Volume 45, No. 3 - Intro
The Journal of College and University Student Housing - Volume 45, No. 3 - Cover1
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The Journal of College and University Student Housing - Volume 45, No. 3 - Contents
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The Journal of College and University Student Housing - Volume 45, No. 3 - Cover3
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