This study examined the impact that personal transition issues have on the work performance and satisfaction of new professionals in housing and residence life positions. Current first-year professionals in these positions were surveyed and interviewed using materials created for this research.New professionals felt that their personal transition has a significant impact on their overall satisfaction and performance in the work environment. They also expressed a desire for institutions to be more aware of these issues and more intentional in assisting with them. The survey population identified a number of correlations between personal transition issues, work performance, and work satisfaction. They offered examples of ways their institutions helped them in their transition, as well as suggestions for additional steps that can and should be taken. / Department of Educational Leadership

This study was concerned with investigating two questions. The first was whether interview committees in the RA selection process at Virginia Polytechnic Institute and State University differed from each other in using applicant characteristics as a basis for making recommendations about an applicant's continuance in the selection process. The second consideration was how accurately applicant characteristics could be used in prediction equations to assign applicants to recommendation groups at three different points in the selection process. The source of data for this study was the participants in the RA selection process at Virginia Polytechnic Institute and State University during the Winter Quarter 1976: applicants for the RA position, members of the interview committees, and staff members in the Residence Management Office (RMO). A questionnaire on whether certain applicant characteristics were used as a basis for a recommendation was administered to the committee members and analyzed for committee differences. Fourteen characteristics derived from applicant responses to the Resident Assistant Stress Inventory and the Cooperative Institutional those offered training in that they tended to have been at the institution for a shorter period of time, to express more anxiety about situations that involved a conflict between personal values and role expectations, and to be more interested in involvement in social problems. / Ed. D.

The relationship between student-environment fit and sense of competence and academic achievement among freshmen at a large, land-grant university in the southeast was examined. Fit scores derived from the University Residence Environment Scale (URES) were used as independent measures. Sense of competence, one's level of interpersonal and intellectual confidence, was measured by scores on the Sense of Competence Scale (SCS) developed by the researcher. Grade point averages served as the measure of academic achievement. These latter measures, sense of competence and academic achievement, were used as dependent measures. Multiple regression was used to examine the relationship between these two sets of variables. A stratified sample of 600 freshmen students was selected from a freshmen class of 4280 who were required to live in residence halls. Of the 600, 428 (71.3%) returned usable questionnaires. Respondents indicated that the residence hall environment was not as emotionally supportive nor intellectually stimulating as expected. They reported that the residence hall environment was too competitive and that there needed to be more opportunity for student influence. The relationships between student-environment fit and sense of competence, and student-environment fit and academic achievement were not strong. Actual discrepancy scores proved to be the better measure of fit when compared to perceived discrepancy scores. / Ed. D.

The purpose was to assess the extent of use of Making Achievement Possible reports in aiding hall directors in making decisions for their hall in five areas: academic initiatives, hall activities, disciplinary proceedings, conversations with students, and assessing community. Current hall directors were surveyed during January 2002 regarding use of MAP reports in these areas. Two focus groups were held to gain more specific examples of report use, to determine possible changes, and to identify factors that affect use in decision-making. It was determined that the reports are used in academic initiatives, disciplinary proceedings, and in assessing community strengths, but are not used in other areas of job responsibility. Issues that affected use included time, training, and the amount of information found on the report. Training in basic research methodology and in applying results to practice could lead to better utilization of the MAPP reports in hall decision-making. / Department of Educational Studies

Due to a living and learning work environment that is filled with role ambiguity, resident assistants often handle situations that require clear and competent ethical decision making. The purpose of this exploratory study was to examine the various aspects of ethics that affect the lives and job performance of resident assistants. Through an examination of the levels of moral development and the ethical issues faced by resident assistants, the intentionality and the quality of values education for resident assistants is hoped to be improved. One hundred and seventeen resident assistants at a mid-sized, Midwestern, public university created the sample population. All 117 participants completed the survey resulting in a 100 percent return rate.Resident assistants at Ball State University do not have a unique profile of moral development. As a group they tend to make decisions based upon the established rules of society rather than individual rights or universal principles. Results from the Defining Issues Test showed that they have a principled morality score of 37.07% in comparison to the standardized mean score for college students of 42.3%. In their work environments, they report situations involving dating or relationship issues as occurring most often. Colleagues dating their residents was perceived as the least serious out of 16 ethical situations. Situations of racial, gender, or religious intolerance were considered quite serious by the resident assistants. Out of the 117 participants, 109 resident assistants reported situations which created personal ethical or moral dilemmas. Dilemmas that included issues of the enforcement of or the belief in housing policies were reported 21 times. Director or staff conflicts involving a variety of situations were reported as an issue by 17 resident assistants. Relationships with residents that are based upon friendship and/or respect along with perceived issues of resident assistant harassment created the third largest category out of 15 categories of moral dilemmas.Resident assistants are paraprofessionals with a great amount of responsibility and are often put in situations which involve unconscious ethical decision making. Suggestions for hiring, training and role modeling are given in order to better meet the needs of resident assistants. Professionals and researchers must continue to examine the areas of moral development and ethical issues because understanding the issues that concern resident assistants is an important step in creating an ethical campus community. / Department of Secondary, Higher, and Foundations of Education

This study examined the attitudes and perceptions of resident assistants towardgay, lesbian, bisexual, and transgendered (GLBT) students. Attitudes and perceptions of floor environments, hall environments, and the campus community were looked at. The original intent of this study was to find a relationship between resident assistants' attitudes and perceptions toward GLBT individuals and its relationship to the environment created on the RA's floor. The sample of GLBT students was too small to make reference to it in this study.A significant difference was found between hall staffs' attitudes. The study suggests that their hall environment can influence RAs' attitudes and perceptions. Consistent with past research, male resident assistants (RAs) had more negative views toward gay men and lesbians than female RAs. Inconsistent responses were found to individual questions, which suggests a lack of education on GLBT issues. The majority of RAs believed there should not be more GLBT material integrated in the classroom, however they felt they didn't have adequate training on GLBT issues. RAs felt that GLBT students experience less harassment and discrimination in the residence halls then on campus and in society. / Department of Secondary, Higher, and Foundations of Education