The Journal of College and University Student Housing - Volume 43, No. 3 - 90
Virginia Albaneso Koch
respondents in the current study indicated
that 47 topics were included with some frequency (16% to 51%). Most in-service training
topics focused on personal growth, community development, student concerns, and safety
and security (Table 1). The most frequently
covered topics in RA in-service were burnout
and alcohol use/abuse. The least frequently
covered topics were gambling and history of
residence life. Two topics, racism and diversity
issues, showed the sharpest drop in delivery at
in-service training.
Teaching methods. Similar to academic
courses and pre-service training, teaching
methods used during RA in-service training
have seen little change when compared to
Bowman and Bowman's (1998) study. In the
current study, the most frequently used teaching methods in RA in-service training were
lecture, discussion, and role plays (Table 2). Inservice teaching methods largely included discussion, guest speakers, and lecture, with 85%
This study revealed a shift in
when and if particular content
is covered in RA training.
In the last 15 to 20 years,
the focus of pre-service and
in-service RA training has
included more topics related to
safety and security and fewer
multicultural-themed topics.
90
or more of respondents sometimes using these
methods. More than 70% of respondents, on
average, rarely or sometimes used games or
simulations, role plays, case studies, or peer
teaching/presentations. The least frequently
used teaching methods during in-service trainings were field trips, service-learning activities,
reading assignments, reflective essays, and
podcasts.
Use of student development theory.
Bowman and Bowman (1995) found that 75%
of campuses in their study reported covering student development theory in academic
courses, with respondents mentioning four
specific theories: Chickering (56%), Perry
(43%), Kohlberg (43%), and Gilligan (35%).
The 1998 study by Bowman and Bowman
found that student development theories were
covered less frequently in pre-service and inservice training than in academic courses. For
instance, pre-service training content included
student development theory less than a third
of the time: Chickering, 27%; Perry, 13%; Kohlberg, 12%; and Gilligan, 9%. In-service training
content included student development theory
less than 20% of the time: Chickering, 19%;
Perry, 10%; Kohlberg, 12%; and Gilligan, 9%.
In this study, participants were asked if
they used student development theory to
frame the design of their RA training programs regardless of the delivery method (preservice, academic training, or in-service), and
54% indicated that they did. Selecting from a
list of 14 theories or families of theories (Table
3), respondents ranked their use of Chickering,
Kohlberg, and Perry the most often; however,
with the exception of the moderate use of
Chickering's theory, nearly all student development theories, on average, were rarely used.
THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING
The Journal of College and University Student Housing - Volume 43, No. 3
Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 43, No. 3
Contents
The Journal of College and University Student Housing - Volume 43, No. 3 - Intro
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