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Leadership and Alumni

Discussion Questions
1. Despite general themes, students’ experiences are not identical. While there are learning outcomes for residents and resident assistants, hall government positions often lack a clear trajectory for development. How can those objectives be determined? What would the educational goals look like? What specifics would overlay with the institutional and/or departmental mission? 2. The study highlights the development of skills and values and emphasizes the retrospective awareness of growth. While reflective practice is important, how can outcomes be frontloaded to assist students’ learning while they are doing it? What exercises can be used to structure reflection and visualize growth? 3. With responsibilities to fulfill programming requirements and further student development, professionals are faced with balancing product and process. Is one more important than the other? What can be done to maximize the successes of both? Is it always beneficial to put students in a position to fail? 4. One institutional catalyst is competent advising. As professionals who work with student government leaders, what can you do to motivate student leaders to develop problem-solving skills? What are ways we can improve our role modeling of effective group interactions? 5. The authors suggest that student affairs personnel play an important role in helping students become successful. At the same time, the likelihood of experiencing groups with varying dynamics and differing motivations is high. How will your advising styles change to adjust as the students change? What are the characteristics and qualities that make some advisors more effective than others? 6. The authors suggest that challenging experiences encourage student development. What are the challenges you face as a professional? How have you persevered through these challenges? What are ways you can help student leaders face their challenges? 7. In light of this article, what aspects of your work with student leaders in the residence hall will change? How can students’ prerequisite skills be used as a foundation for further learning? How can current students’ development be enhanced by connecting them with recent graduates and more senior alumni? Discussion questions submitted by graduate students Scott Wojciechowski, University of Iowa; Lauren Howard, Virginia Tech; and Shanoya Conner, Virginia Tech

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

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 37, No. 2

The Journal of College and University Student Housing - Volume 37, No. 2
Contents
Letter from the Editor
Training Resident Assistants to Make Effective Referrals to Counseling
Professional Development Needs for New Residential Life Professionals
Structural Analysis of the Resident Assistant Cultural Diversity Questionnaire
Recent Alumni Perceptions of Hall Government Leadership Learning
Resident Assistants as Rule Enforcers Versus Friends: An Exploratory Study of Role Conflict
College Housing Dissertations: A Bounded Qualitative Meta-Study
The Journal of College and University Student Housing - Volume 37, No. 2 - Intro
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The Journal of College and University Student Housing - Volume 37, No. 2 - Contents
The Journal of College and University Student Housing - Volume 37, No. 2 - Letter from the Editor
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The Journal of College and University Student Housing - Volume 37, No. 2 - Structural Analysis of the Resident Assistant Cultural Diversity Questionnaire
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The Journal of College and University Student Housing - Volume 37, No. 2 - Recent Alumni Perceptions of Hall Government Leadership Learning
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The Journal of College and University Student Housing - Volume 37, No. 2 - Resident Assistants as Rule Enforcers Versus Friends: An Exploratory Study of Role Conflict
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The Journal of College and University Student Housing - Volume 37, No. 2 - College Housing Dissertations: A Bounded Qualitative Meta-Study
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