Talking Stick - July/August 2013 - 18
res liFe
to the design and implementation of
staff training programs – particularly
those related to diversity and inclusion
– makes sense because this model
encourages educators to link powerful
learning goals (What do you want
learners to learn?), feedback and
assessment (How do you know if
learners get where you want them to
go?), and dynamic teaching and learning
activities (How will learners get what
you want them to learn?) to each other
in ways that can result in memorable
and lasting change in learners. What
follows is a quick sketch of a roadmap
that breaks up the planning phase for
training into a four-step process.
Know Your Learners
To develop diversity and inclusion
programs for student and professional
staff, first carefully consider the
demographics of your campus and hall
18
tAlking stick
staff. Fink maintains that educators
must understand the learners with
whom they are working. More to the
point, it is misguided and ineffective to
assume that all learners are the same.
For instance, housing and residence life
professionals working at campuses that
are historically Black, predominately
White, Hispanic-serving, or have a high
percentage of international students
must consider differing educational
strategies to best meet the learners’
needs. This starting point is critical. My
study of 338 U.S. campus RA training
programs found that respondents did
not know much about the demographics
of the staff they were training. When
designing their training programs,
most RA educators did not collect or
use information about how student
staff identified themselves in terms
of gender/sex, (dis)ability, learning
style, nationality, or race/ethnicity.
This information can be gathered
by surveying your staff after they are
selected to get a sense of how they
identify themselves and by having
them complete learning style selfassessments.
Establish Clear Learning Goals
Contemporary literature on student
learning emphasizes the need to develop
outcomes that deliver an appreciation for
intercultural knowledge and that enable
cultural competency. It is also important
that these outcomes deliver an
understanding of how staff identify with
their own culture and how that plays
a role in their daily work. At Western
Washington University in Bellingham,
Hui-Ling Chan, assistant director of
residence life, explains, “Self-authorship
is central to our residence education
model – and staff training. We want our
contInues
49
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Talking Stick - July/August 2013
Table of Contents for the Digital Edition of Talking Stick - July/August 2013
Talking Stick - July/August 2013
Contents
New Member Highlight
Vision
Just In
Your ACUHO-I
Transitions
Res Life
Business Operations
Facilities
Calendar
Common Space for the Common Good
Marketing the Residential Experience
Conversations
First Takes
Reporting Out
New Members
Snapshot
Talking Stick - July/August 2013 - Talking Stick - July/August 2013
Talking Stick - July/August 2013 - Cover2
Talking Stick - July/August 2013 - 1
Talking Stick - July/August 2013 - 2
Talking Stick - July/August 2013 - Contents
Talking Stick - July/August 2013 - New Member Highlight
Talking Stick - July/August 2013 - 5
Talking Stick - July/August 2013 - Vision
Talking Stick - July/August 2013 - 7
Talking Stick - July/August 2013 - Just In
Talking Stick - July/August 2013 - 9
Talking Stick - July/August 2013 - 10
Talking Stick - July/August 2013 - 11
Talking Stick - July/August 2013 - 12
Talking Stick - July/August 2013 - Your ACUHO-I
Talking Stick - July/August 2013 - 14
Talking Stick - July/August 2013 - Transitions
Talking Stick - July/August 2013 - Res Life
Talking Stick - July/August 2013 - 17
Talking Stick - July/August 2013 - 18
Talking Stick - July/August 2013 - 21
Talking Stick - July/August 2013 - Business Operations
Talking Stick - July/August 2013 - 21
Talking Stick - July/August 2013 - 22
Talking Stick - July/August 2013 - 23
Talking Stick - July/August 2013 - Facilities
Talking Stick - July/August 2013 - 25
Talking Stick - July/August 2013 - 26
Talking Stick - July/August 2013 - Calendar
Talking Stick - July/August 2013 - Common Space for the Common Good
Talking Stick - July/August 2013 - 29
Talking Stick - July/August 2013 - 30
Talking Stick - July/August 2013 - 31
Talking Stick - July/August 2013 - 32
Talking Stick - July/August 2013 - 33
Talking Stick - July/August 2013 - 34
Talking Stick - July/August 2013 - 35
Talking Stick - July/August 2013 - Marketing the Residential Experience
Talking Stick - July/August 2013 - 37
Talking Stick - July/August 2013 - 38
Talking Stick - July/August 2013 - 39
Talking Stick - July/August 2013 - 40
Talking Stick - July/August 2013 - 41
Talking Stick - July/August 2013 - 42
Talking Stick - July/August 2013 - 43
Talking Stick - July/August 2013 - Conversations
Talking Stick - July/August 2013 - 45
Talking Stick - July/August 2013 - 46
Talking Stick - July/August 2013 - First Takes
Talking Stick - July/August 2013 - Reporting Out
Talking Stick - July/August 2013 - 49
Talking Stick - July/August 2013 - 50
Talking Stick - July/August 2013 - 51
Talking Stick - July/August 2013 - 52
Talking Stick - July/August 2013 - 53
Talking Stick - July/August 2013 - New Members
Talking Stick - July/August 2013 - 55
Talking Stick - July/August 2013 - Snapshot
Talking Stick - July/August 2013 - Cover3
Talking Stick - July/August 2013 - Cover4
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