RA Class
My brother was a Resident Adviser and loved the job. I followed his lead and wanted to be an RA myself. I could see myself being the leader on a floor and resolving problems just like I did at the restaurant. However, not anyone can be an RA. In fact, the selection process consisted of many steps:
1) Submit initial application and essays
2) Interview process with current RAs
3) design personal project that explains your personal qualities
4) take quarter long (10 week) course
5) 20% of RA class has an interview with a hall director
Needless to say, becoming an RA was not an easy process. After LeaderShape and the Leadership seminar though, I wanted to be a campus leader. To me, the RA role fit. I got the opportunity to resolve conflict and build rapport with residents, all while maintaining my personal and academic life.
One thing that excited me about the RA role was the programming requirements. We were to arrange and put on about six programs a quarter. We had access to funds and had networking available to get advisers and other university staff and faculty to our programs. I saw this as a great action plan to fulfill some of my LeaderShape goals.
Taking the RA class was stressful at first. Everyone knew that only a handful of us would be picked to fill positions. We had to be ourselves and be genuine, but it was all to easy to put on a friendly facade in order to impress the future employers, who were teaching the class. But despite the tensions, with time I came to see the real value in the class.
The class wasn't RA Training 101, but instead focused on many potential resident issues and being able to respond to whatever could come up. For example, we spent a lot of time learning about identities of race, ethnicity, sexual orientation, gender, social class, and religion. We learned how to enter a conversation in a neutral way to calm someone down. We learned about campus resources that are offered to help people with personal issues ranging from academics to suicide awareness. We role played different personality types. We discussed methods of positive community building. More than anything, the course was about learning, understanding, and conflict resolution.
Below are papers describing the RA role and an essay from one of my reflections.
1) Submit initial application and essays
2) Interview process with current RAs
3) design personal project that explains your personal qualities
4) take quarter long (10 week) course
5) 20% of RA class has an interview with a hall director
Needless to say, becoming an RA was not an easy process. After LeaderShape and the Leadership seminar though, I wanted to be a campus leader. To me, the RA role fit. I got the opportunity to resolve conflict and build rapport with residents, all while maintaining my personal and academic life.
One thing that excited me about the RA role was the programming requirements. We were to arrange and put on about six programs a quarter. We had access to funds and had networking available to get advisers and other university staff and faculty to our programs. I saw this as a great action plan to fulfill some of my LeaderShape goals.
Taking the RA class was stressful at first. Everyone knew that only a handful of us would be picked to fill positions. We had to be ourselves and be genuine, but it was all to easy to put on a friendly facade in order to impress the future employers, who were teaching the class. But despite the tensions, with time I came to see the real value in the class.
The class wasn't RA Training 101, but instead focused on many potential resident issues and being able to respond to whatever could come up. For example, we spent a lot of time learning about identities of race, ethnicity, sexual orientation, gender, social class, and religion. We learned how to enter a conversation in a neutral way to calm someone down. We learned about campus resources that are offered to help people with personal issues ranging from academics to suicide awareness. We role played different personality types. We discussed methods of positive community building. More than anything, the course was about learning, understanding, and conflict resolution.
Below are papers describing the RA role and an essay from one of my reflections.
This class had huge implications for the rest of my college career. Not only did its completion offer me a job as an RA, but I knew I wanted to join RAPP and really envelop myself into identities and societal issues around these identities. Also, this course started my relationship with Jason Webster, who would be my boss and friend for the next years.