The Journal of College and University Student Housing - Volume 45, No. 3 - 24

Phyllis McCluskey-Titus * Tony W. Cawthon * Zach Helms

and security needs in earlier decades compared
to current practice which seems more reactive
in nature.
One participant from the earlier eras who
now develops her own campus training talked
about the diminished role of social events and
community in today's training. She offered,
"Today we spend less time on social, community, relationships, and much more on topics
that must be covered by mandate. Today training is more focused on campus priorities,
federal polices and legislative mandates, than
relationship and community building." These
types of mandated sessions are often presented
using guest speakers who lecture. Because of
the serious nature of topics like Title IX and
relationship violence, perhaps greater attention can be paid to the way training sessions
are delivered.
Delivery of training was an area where differences and shifts were identified between
staff from the earlier eras. One change mentioned by many was the shift from training
being the only thing happening in the halls to
training happening concurrently with summer
school students moving out and other student
groups moving in early. This allowed staff to
fully immerse themselves and focus on training
and was clearly illustrated with the comment,
"Historically training occurred when NO ONE
was in the building. It did not compete. Staff
were the only ones in the building unlike today
where folks are living in the building during
training and in my mind, training is competing with many other things." The implication
here is that training is not the top priority as it
once was previously when staff could dedicate
full time to training activities.

24

A second difference was the delivery of
training itself. Historically, training was lecture-based using overhead projector or butcher
paper and markers, with training days often
being ten hours long and with little engagement. One participant shared, "Overall it was
boring, not engaging, much lecture, some
small group, but much talking at you. No
use of social media to enhance our training."
Another stated, "Training was overwhelming, pace of training is feast or famine." This
was not the case for more recent participants.
One reported, "We spend much time today
discussing how training is delivered, much
more about engagement, being purposeful,
balancing structure and unstructured time ...
[and] moving toward online modules/video to
supplement/replace face-to-face training." Yet
another indicated, "Training must be shortened. Lectures were okay for my generation,
but presenting content-style lectures does not
work for longer than twenty minutes for Millennials and Generation Z staff . . . computer
module/video training is more effective . . .
modules allow for them to open up any time
and staff can spend intentional time working
on them."
A final difference identified was the time
when staff returned for training. For graduate
staff in past eras, typically training occurred
within one to two weeks of opening whereas
now staff are returning a month or so early.
Recent participants discussed the length and
negative implications of this change on their
well-being. One participant stated, "Housing programs need to make changes in training. . .
three to four weeks of training is too long. . .
Millennial students cannot take in all that
information."

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
The Journal of College and University Student Housing - Volume 45, No. 3 - Cover2
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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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