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DISCUSSION QUESTIONS
1. How are live-in professionals being supported (e.g., policies and procedures, role
modeling from supervisors or administrative leaders, compensation and benefits, etc.)
with respect to their well-being within all levels of your housing and residence
life department?
2. How can your department do a better job of conveying the roles, expectations, and
responsibilities of professional entry-level, live-in staff to campus partners and your
campus community overall as a means of " telling the story of the role of residence life "
on your campus?
3. Creating differentiated RD positions by designating certain live-in staff as contacts
for specific residential community needs (e.g., community development, crisis
response, student conduct, staff training and development) could be a way to help
alleviate some of the pressure of these roles being viewed as " all-encompassing. "
Do you currently have differentiated roles like this within your department? How
would creating differentiated responsibilities for live-in staff work or not work for your
department and residence hall student population?
4. What role do you feel institutional classification categories (public/private, size,
Carnegie classification [R1, R2, doctoral, master's, etc.], geographic location, primary
student population [HBCU, MSI, HSI, Tribal College, etc.]) play with respect to live-in
staff members' feelings of being overwhelmed, burned out, or dissatisfied? Is there a
combination of factors that would be more conducive to better promoting well-being
for live-in staff?
5. How could graduate preparation programs better address issues of well-being and
prepare their graduate students who are planning to become professional live-in staff
in offices of housing and residence life? How much of this responsibility should fall to
the orientations and trainings that housing and residence life departments conduct
each year for their staff? What are a few key factors addressing well-being that should
be included?
Discussion questions developed by Brad Johnson, University of North Carolina, Greensboro
Volume 49, No. 3 * 2023 67

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