The Journal of College and University Student Housing - Volume 37, No. 2 - 32

Gavin W. Henning • Kristan M. Cilente • Dean F. Kennedy • Tomecca M. Sloane

DISCuSSION
This study is relevant and important for graduate students, all student affairs professionals, housing and residential life staff in particular, and professional student affairs associations. For graduate students in professional preparation programs, building or seeking mentoring relationships and clarifying job expectations during a job search will prepare them for success as they become new professionals (Magolda & Carnaghi, 2004). While engaged in their graduate programs, graduate students should be planning intentionally for the transition to professional work by anticipating what types of experiences they will need in order to meet their long-term career goals. By working with faculty and practitioners to identify potential opportunities, emerging new professionals will be more prepared to address the challenges of professional student affairs work (Amey & Reesor, 2002; Barr, 1990; Binard, 1999; Coleman, 1990; Harned & Murphy, 1998; Janosik et al., 2003; Magolda & Carnaghi). Student affairs divisions can benefit from the results of this study, since departments, individually and collectively, generally provide training and professional development opportunities for staff members. Fostering student learning, enhancing supervision skills, developing multicultural competencies, and understanding organizational culture were among the most highly ranked areas identified in this study. Although these needs were highlighted primarily by new professionals in residential life, all staff members within student affairs can benefit from a comprehensive curriculum of professional development opportunities addressing these areas. In addition, provid32

ing a comprehensive orientation program for new staff, encouraging new professionals in residential life to stay current with research and literature, and providing opportunities for staff to conduct research and write about their work will not only benefit new staff, but institutions as well. Of particular interest to the research team was identifying the needs and preferred learning methods of new professionals in residential life, as these positions are inherently different from others in student affairs due to the live-in nature of the job. Recent studies have addressed a perceived reduction in candidates for live-in positions (Belch & Mueller, 2003; St. Onge, Ellett, & Nestor, 2002), which has been a cause for concern among student affairs practitioners. In particular, a study of senior student affairs officers and graduate students on the declining number of live-in professional candidates for vacant positions in the U.S. revealed three significant issues facing new residential life professionals: concerns about quality of life, remuneration, and lack of interest in the residential life field (Belch & Mueller). Based on the data, the authors suggest that new residential life professionals need more opportunities for professional development, increased salaries/benefits, demonstrated supervisory support, increased job responsibilities, and opportunities for advancement. If fewer candidates are applying for residential life entry-level positions, pressure is placed on departments and divisions to address the concerns of current new professionals in order to increase retention, as well as to develop systems to bolster retention in the future. While results from this study support those of Belch and Mueller (2003) regarding professional de-

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The Journal of College and University Student Housing - Volume 37, No. 2

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