Incorporating student development theory into training of student leaders always caused a conundrum for me. Having watched and tried a variety of means and methods of delivering this information, I realized that it was difficult for undergraduate students to wrap their hands around the idea that they were, at that very moment, developing. It became more challenging to convince them of the changes they already experienced. Add to that in August 2008 that I was training the first group of Resident Assistants on this campus. Not only did they not have previous context for their own jobs, they had no context for the life changes that occur through the experience of living on campus.
I had no idea how I was going to give them the foundation of development theory. I did know that I needed to empower them and prove to them that not only were these things relevant, but as college students themselves, they were the true experts. And so, “Are You Smarter than a Student Development Theorist?” was born.
I focused on only two theories in August 2008, the ones that most reflected our goals for our first year as a housing operation.
Involvement
During the staff selection process in February 2008, each Resident Assistant candidate was required to write an essay describing the ideal on-campus community and what the role of the RA is in creating that community. Having not been part of that selection process because I was hired several months after the RA staff, I dug out their essays and read them over and over again.
They were theorists.
I chose significant quotes from each of the staff members who would be sitting at the table. I printed those insightful snippets onto index cards and made a set for each of the staff members. At the beginning of the session, I highlighted Astin’s Theory of Involvement I provided a brief overview of the concepts of availability of resources, environment, student time, motivation, behavior and return on invested time.
The staff members were then given the packet of quotes from the essays. They spent the next 30 minutes individually assigning the quotes to different tenets of Astin’s theory by taping index cards to large pieces of paper hanging around the room that were labeled with the previously dicsused tenets. When they were done, we debriefed by discussing why they chose to hang the quotes where they did.
Highlights from the quotes included:
- Comparison of on-campus community to Disney World
- Discussion of the types of events that should take place in the community
- Faculty involvement in the community
- Creating measurable outcomes of student learning in the community
Through the debriefing discussion, the staff quickly realized that they understood involvement and what it would take to appropriately engage residents in the new community we were creating by offering campus housing for the first time.
Hierarchy of Needs
With on-campus housing being a new option in 2008, there were many questions about what housing would and would not be. To highlight what we hoped housing would provide, I took the Resident Assistants on a field trip to our model suite. I provided them with sets of numbered index cards and masking tape. I gave them instructions to label in order of importance the amenities in the suite, with 1 being most important and 10 being the least. They spent 10 minutes perusing the multiple bedrooms, kitchen, bathrooms, etc. When they were done, we walked through the suite together, and discussed the numbers and how they were distributed.
Through discussion, the staff debated and discussed what the actual intent of campus housing is and what was really important about that experience. While they maintained the importance of the Internet, something Maslow perhaps would have disputed, they also saw the importance of card access points, mattresses, and refrigerator.
The conversation was affirmation that they saw the bigger picture of the housing experience and were able to discern through their discourse what really mattered most to the student experience.
Having overcome the conundrum of addressing student development theory in a way that is both meaningful and useful, I continue to use both of these activities in training. I also have expanded my repertoire of “Are You Smarter than a Student Development Theorist?” activities to help staff address issues in the community as they arise. For me, this has become theory to practice to theory – bringing theory to life and then back to concept for the student leaders who work the front lines daily.