Talking Stick - March/April 2014 - 65

18

conTinued

RES LIFE

psychosocial developmental programs,
the curriculum is designed to focus on
the social and soft skills not addressed
in the academic curriculum. Once needs
have been identified and the previous
year's programs have been evaluated,
the student leaders who serve as hall
committee heads and the resident
managers develop a comprehensive
calendar of programs each spring for
the upcoming year. Before a program is
offered, a teaching plan with objectives
and an outline is developed by either
the student staff or the professional
staff or faculty members who will
conduct the program. According to
Angela Isaacs-Brown, accommodation
officer, one benefit of the model is
that it "grooms the students [resident
assistants] to be future leaders through
their involvement in planning and
execution of the programs." The added
benefit is that, due to facility limitations,
most programming occurs outside of
the halls and is available to the entire
student body, which helps to magnify
the visibility of residential living.
The programming model at
the College of William & Mary in
Williamsburg, Virginia, is built upon
the policy of self-determination,
which requires each living area to
develop the specific standards that
the community agrees to abide by
and provides opportunities for input
from community members about
programmatic expectations and
offerings. Resident assistants have a
clear responsibility to assess the needs
of their community and then to develop
programming that will meet those
needs. This programmatic approach
meets both individual and community
needs and allows for tremendous
flexibility and creativity, according to
Jess Raymond, assistant director for
community development. The model
works very well in the residence halls,
but, as for anything else, there are pros
and cons. As Raymond explains, "It can
be frustrating for staff that rely more on
defined, tangible expectations."
After conducting a full program

review last year, William & Mary made a
minor change to the model. In an effort
to provide more structure for the staff, a
first-four-weeks component was added.
At the beginning of the semester, each
RA is expected to provide a social, active,
and passive program and a co-program
to kickstart the year. By augmenting
the more loosely defined model, RAs
were able to feel they could check off
an accomplishment and get residents
on board with programs from the
beginning of the year.

utilize a highly structured or a flexible
model, or a combination of both,
the basis for this decision should be
an understanding of the residential
population, the building design, and the
campus culture. The model doesn't have
to be perfect before it is implemented,
for, as Price, says, "If you are close -
go; you can make changes along the
way. However, the campus climate and
timing has to be suitable." tS
Holly Alexander

Every program model has pros and
cons. When determining whether to

is the associate director for
community development at the
College of William & Mary in
Williamsburg, Virginia.

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