Talking Stick - July/August 2011 - 18

RES LIFE

graduate students find that the challenges can be diminished if they choose to live on campus. Housing for graduate students provides opportunities to live in close proximity to their classrooms and laboratories, to find support for their transition to a new cultural environment, to develop their sense of community and pride in their new educational institution, and to participate in programs and other community development initiatives. But as residential educators, what more can be done for graduate students that would add to their academic development without stretching their schedules even more? A relatively common misconception about graduate

and family housing population. The participants – the University of Colorado at Boulder, University of Georgia in Athens, University of Florida in Gainesville, and Iowa State University in Ames – have utilized the results broadly in order to reframe the focus of their programming for this residential population. The results of the assessment challenge the assumption that graduate students do not need an academic outreach in their communities: ‡ The top five areas that graduate students want help with were consistently identified as grant writing, job search, time management, presenting at conferences, and publication.

the participating institutions. Don Whalen, research and assessment coordinator at Iowa State University, shared results from the study with all residents via a newsletter and directly with the community council for each apartment area. Iowa State apartment community directors Susan Lammers and Mary Beth Golemo reported that they will use the data in various summer projects. Becky Benjamin, doctoral intern and programming coordinator for family and graduate housing at the University of Georgia, and her staff organized a highly successful and well attended résumé writing workshop in the community. On a smaller scale, they also initiated a

A RELATIVELY COMMON MISCONCEPTION ABOUT GRADUATE STUDENTS IS THAT THEY ARE HIGHLY SELF-SUFFICIENT AND EQUIPPED TO HANDLE THE PRESSURE OF ACADEMIA.

students is that they are highly selfsufficient and equipped to handle the pressure of academia. This, coupled with the fact that a significant number of residential graduate students are international, has caused graduate and family housing professionals to focus primarily on helping residents establish relationships and appreciate cultural diversity. However, graduate residents also have very specific academic needs and must balance roles and responsibilities that differ from those of their undergraduate counterparts. These factors highlight how critical it is to bring academic resources and programming to graduate students in their living environment. During the 2010-11 academic year, four institutions in the U.S. conducted an assessment to better understand the academic needs of the graduate
18
TALKING STICK

‡

Over 70 percent of graduate and family housing students reported working more than 20 hours per week on academics. More than a third of participants reported their apartments as the primary location for academic study and research. In the comment section of the survey, participants frequently expressed the need for a separate study space in their living community. Many students reported that a safe and secure community with an efficient building maintenance program was of high importance in terms of creating a living environment conducive to academic success.

targeted advertising campaign in the communities for on-campus events that address the specific academic needs identified by their residents. Housing staff at another participating institution are also utilizing data to program around graduate students’ academic needs, as well as to collaborate with academic partners and develop long-term strategic plans. “This data has been helpful in making a strong case that there are a wide range of programmatic needs that we in graduate and family housing can address to support the academic success of students,” says Alfred Flores, assistant director of apartment life and children’s services at the University of Colorado at Boulder. “This information will be used in our master planning for new construction to ensure we design new apartment

‡

‡

‡

The data highlighted above were used in different ways by



Talking Stick - July/August 2011

Table of Contents for the Digital Edition of Talking Stick - July/August 2011

Talking Stick - July/August 2011
Contents
Online Now
Vision
Just In
Your ACUHO-I
Transition
Res Life
Facilities
Turn the Page
Calendar
Balancing Act
Making Gender-Neutral Housing Work
Conversations
First Takes
Reporting Out
Welcome
Snapshot
Talking Stick - July/August 2011 - intro
Talking Stick - July/August 2011 - BB1
Talking Stick - July/August 2011 - BB2
Talking Stick - July/August 2011 - Talking Stick - July/August 2011
Talking Stick - July/August 2011 - Cover2
Talking Stick - July/August 2011 - 1
Talking Stick - July/August 2011 - 2
Talking Stick - July/August 2011 - Contents
Talking Stick - July/August 2011 - Online Now
Talking Stick - July/August 2011 - 5
Talking Stick - July/August 2011 - Vision
Talking Stick - July/August 2011 - 7
Talking Stick - July/August 2011 - Just In
Talking Stick - July/August 2011 - 9
Talking Stick - July/August 2011 - 10
Talking Stick - July/August 2011 - 11
Talking Stick - July/August 2011 - 12
Talking Stick - July/August 2011 - Your ACUHO-I
Talking Stick - July/August 2011 - 14
Talking Stick - July/August 2011 - Transition
Talking Stick - July/August 2011 - 16
Talking Stick - July/August 2011 - Res Life
Talking Stick - July/August 2011 - 18
Talking Stick - July/August 2011 - 19
Talking Stick - July/August 2011 - Facilities
Talking Stick - July/August 2011 - 21
Talking Stick - July/August 2011 - 22
Talking Stick - July/August 2011 - 23
Talking Stick - July/August 2011 - Turn the Page
Talking Stick - July/August 2011 - 25
Talking Stick - July/August 2011 - 26
Talking Stick - July/August 2011 - Calendar
Talking Stick - July/August 2011 - Balancing Act
Talking Stick - July/August 2011 - 29
Talking Stick - July/August 2011 - 30
Talking Stick - July/August 2011 - 31
Talking Stick - July/August 2011 - 32
Talking Stick - July/August 2011 - 33
Talking Stick - July/August 2011 - 34
Talking Stick - July/August 2011 - 35
Talking Stick - July/August 2011 - Making Gender-Neutral Housing Work
Talking Stick - July/August 2011 - 37
Talking Stick - July/August 2011 - 38
Talking Stick - July/August 2011 - 39
Talking Stick - July/August 2011 - 40
Talking Stick - July/August 2011 - 41
Talking Stick - July/August 2011 - 42
Talking Stick - July/August 2011 - 43
Talking Stick - July/August 2011 - Conversations
Talking Stick - July/August 2011 - 45
Talking Stick - July/August 2011 - 46
Talking Stick - July/August 2011 - First Takes
Talking Stick - July/August 2011 - Reporting Out
Talking Stick - July/August 2011 - 49
Talking Stick - July/August 2011 - 50
Talking Stick - July/August 2011 - 51
Talking Stick - July/August 2011 - 52
Talking Stick - July/August 2011 - 53
Talking Stick - July/August 2011 - Welcome
Talking Stick - July/August 2011 - 55
Talking Stick - July/August 2011 - Snapshot
Talking Stick - July/August 2011 - Cover3
Talking Stick - July/August 2011 - Cover4
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