The Journal of College and University Student Housing - Volume 43, No. 3 - 15

Learning Resulting from the Resident Advisor Role

Fitch, 1993). RAs also attend pre-service and
in-service training, staff meetings, and supervisory meetings, all of which are potential
learning opportunities.
Some research on the RA position addresses such issues as RAs' sense of self-efficacy
regarding their ability to influence student development (Denzine & Anderson, 1999), role
conflict (Everett & Loftus, 2011), confidence
with cultural diversity (Johnson & Kang, 2006),
and burnout (Paladino, Murray, Newgent, &
Gohn, 2005). One study confirmed that RAs
whose job responsibilities require structured
interaction with faculty reported interpersonal,
pre-professional, and personal benefits (Benjamin & Griffin, 2013). Additionally, research
about specific RA experiences such as those of
male RAs of color (Harper et al., 2011), sophomore RAs (Schaller & Wagner, 2007), and RAs
at Christian institutions (Roussel & Elleven,
2009) is available. However, little is known
about what RAs learn from their experiences
in this staff role.
The purpose of this study was to ascertain what RAs at one institution felt they had
learned as a result of being RAs and if what
they learned would be valuable to them after
college. Using student involvement theory
(Astin, 1984) as a primary theoretical framework, this study reports what students noted
having learned as RAs. According to Astin,
"The amount of student learning and personal development associated with any educational program is directly proportional to the
quality and quantity of student involvement in
that program" (p. 298). Service as an RA may
demonstrate a higher than normal quality and
quantity of involvement, which ultimately may
result in unique learning opportunities.

METHODOLOGY
This qualitative case study was conducted over
a two-year period at a large research institution
in the Northeast, where approximately 133 undergraduate resident advisors were employed
annually. Case studies examine a "bounded
system" (Merriam, 2009, p. 40), which in this
study refers to a particular group (RAs) at a
single institution during a specific timeframe
(two years). As an instrumental case study
(Stake, 2003), the intent is to advance the
understanding not of the specific RAs at this
institution but of the learning experiences of
students in this particular on-campus employment role.
At the end of the academic year, both firstyear and returning RAs at the site institution
received a questionnaire with forced-choice
and open-ended questions asking about their
experiences on staff, their initial expectations,
experiences with training, and challenges experienced. RAs were also asked to identify
what they learned from their most significant
experiences in the position, what they learned
that they did not know before being an RA, and
what they learned in the role that applies to
their future professional work. During the first
year of the study, all RAs were invited to complete the questionnaire as part of the research
study; 64 submitted their questionnaires, with
19 completing at least one of the open-ended
questions for this study. In the second year, all
RAs were expected to complete the questionnaire to provide feedback as part of their job
responsibilities; they were also asked if they
would allow their responses to be included
in the associated research project. Sixty RAs
consented to participate in the study during
the second year, with 59 completing at least
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The Journal of College and University Student Housing - Volume 43, No. 3

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