The Journal of College and University Student Housing - Volume 43, No. 3 - 48

Katherine B. Boone * Denise L. Davidson * Mark Bauman

development to ensure that RAs apply relevant
theories or may create an entirely new role
concerning assessment of community and individual student learning. Is it conceivable to
include both orientations in one position? This
is possible, but it may not be practical to expect
college students to meet these multiple and
sometimes conflicting demands effectively.

CONCLUSION
Much like higher education has evolved over
time, so too has the RA position. As is often the
case, such evolutions are generally the result
of both internal and external forces, both of
which have led to a more complex and intricate
role. Once relatively straightforward, the RA
position has become multifaceted, routinely affected by court decisions, legal mandates, and
societal influences. And while the fundamentals of the RA role remain the same-helping,
guiding, addressing rule infractions-the fullness of this position has never been more apparent. Common experiences include addressing
mental health challenges; intervening in especially serious and complicated roommate
conflicts; being trained (and ready) for active
shooter situations; leading educational programs on diversity, campus engagement, and
professional development; and scores of additional responsibilities. Add to these planned
and predictable responsibilities those instances that are unplanned-namely, the various
and all too frequent campus emergencies and

other matters requiring a response that is both
swift and expertly delivered. Today's RA position is but a shadow of its former self.
External forces have affected the RA position, which has, as a result, become more
intricate and demands more of the undergraduates who fill these positions. Students
manage conflicting roles and responsibilities
as RAs and-very importantly-as students.
We sometimes forget that RAs are required to
be students to serve as RAs; they likely want
to be fully engaged with their institution and
its people, have interests and concerns beyond
the campus, and, as emerging adults, they,
too, are on a sometimes challenging developmental journey. These life experiences add a
complicating layer to an already taxing-yet
very rewarding-position. As higher education leaders, we are often responsive to those
factors that influence the ever changing landscape of postsecondary learning. But we are
less attentive to how those roles within the
institution-and particularly the RA role-are
affected by those changes. Moving forward,
it is therefore imperative that we understand
the historical progression and how that can
inform residence life and housing programs. It
is these programs, and the RAs that are largely
responsible for their success, that will most
support student learning and serve as focal
points for transformative student experiences.

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING

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

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