Talking Stick - May/June 2009 - 22

res liFe Helping second-year students retain a sense of connection can be complicated by the physical layout of the residence hall or its location on campus, especially at urban institutions where housing facilities are spread out over large, open neighborhoods. Second-year students may feel scattered, no longer part of a cohesive group. Rachel Alldis, an assistant director of residential education at New York University (NYU), explains that they counteracted this feeling at NYU by changing their “housing lottery process in 2005, in consultation with student government, to allow secondyear students to choose their residence hall first in the lottery.” They hoped this would create a larger concentration of sophomore students. To boost this effort, residential education designed the ‘More Program, which, according to their Web site, focuses on “more connections, more awareness, more discovery, and more focus” and recognizes that bringing second-year students together can allow them to continue enjoying “the college experience as one community.” The program has developed a wide variety of experiences – now branded as campus traditions – focusing on contemporary issues: ‘More Goes Green Week, which focuses on environmental and sustainability issues; Rock the VOTE Week for encouraging civic engagement; and ‘More Goes Red, which is intended to heighten HIV/AIDS awareness. Professional and student staff specialize in enriching the in-hall experience and encouraging students to fill out the ‘More Sophomore-16 checklist, which specifies things students can do to enrich their second year, such as getting to know a faculty member or joining a student organization. Understanding that today’s students are very savvy and seek assistance in different ways, Clemson developed their TigerWire Web site, which offers three online communities: one for freshmen, one for sophomores and transfer students, and one for parents of incoming freshmen. The site is a popular one, utilized by 95 percent of first-year students and 55 percent of second-year students. Finning-Kwoka explains that students can respond to statements such as “I feel like my self-confidence has grown stronger while attending Clemson” and professional staff and faculty can respond to students who report struggles with academic challenges, adjustment problems, and anxiety about leadership development. At Case Western Reserve University (Case) in Cleveland, Ohio, the second-year program is defined by Alma Sealine, director of housing, and Jacob Clemens, coordinator of second-year residence education, as one of collaboration and celebration. contInues 64 Partners With ACUHO-I Since 1998 HANDS-ON HOUSING The National Standard for Campus Housing Assessment Comprehensive Resident, Apartment and Student Contact Melanie Monteleone 417-429-0081 Staff Assessments Based on NASPA/ACPA Leadership and Learning Reconsidered & ACUHO-I and CAS National Standards MMonteleone@WebEBI.com
Talking Stick - May/June 2009

Table of Contents for the Digital Edition of Talking Stick - May/June 2009
