#sa grad

[theetinyprofessional]

At my first professional conference! Rutgers Excellence in Student Affairs | New Brunswick, New Jersey

[journotosapro]

When an almost-pro makes a mistake

Every mid-semester, I send out a Google survey to my RAs just to gauge where we’re at - how their fellow RAs are doing, what I can improve on, is the RA job meeting their expectations?

One response blew my mind: “Why are the men held to a different standard?”

I’m so torn. 

I love that my RAs start these types of conversations. They observe and see an issue, an injustice, a bias. They want to have conversations about these topics. They appreciate when they are brought up by myself or another RA; all it takes is asking “why?”

What makes me mad, though, is the realization: I have clearly held the men and women on my staff to different standards. 

All of my RAs are phenomenal, whether it’s the relationships they create or the advertising that goes up for programs. They are every definition of the word incredible. We talk about microaggressions. I ask my RAs to think about how they approach programming with their residents and with each other to consider SES. Language is a large part of their development to include all identities.

And there I am happily shocked to see a creative bulletin board by a male RA. There is slightly more enthusiasm in my “wow!” when I see a male RA’s decked-out hallway. For the women on my staff, it’s an established expectation. 

It’s hard to realize when you’ve messed up. Although unintentional, I have clearly been unfair to my staff. 

As much as it bothers me, I’m also glad.

It is these conversations that make you think about your biases, values, experiences and privileges. They aren’t just buzzwords; they are actual thoughts that affect your judgment - good or bad, unintentional or intentional.

Social justice education is constant education, which is why we need to start these conversations about “why?” 

That’s all it took for me to realize my unfairness. As educators and SA pros (or, soon-to-be ones), we need to make those hard realizations and move forward. Encourage your students to ask “why?” Encourage them to begin dialogues. Encourage them to be a part of the conversation. 

[journotosapro]

"So how does this help me?"

Thankfully, an RA has never asked me that question, but how many supervisors hear it? 

"How does this help me?" "How does this apply to me?"

How does student employment on campus help students in academics? Are they relating cocurriculars with curricula?

Our Division of Student Affairs has a new initiative, Florida Grow, that asks supervisors of student employees to have intentional conversations about academics and student employment.

During a staff meeting, I asked my RAs to think of how the RA job relates to what they want to do in life and academics as well as what they want to experience. 

Their answers were so creative and amazing, I had to share:

+Diversity and cultural awareness: My health sciences RA was working on a paper that asked her to detail experiences with diversity and multiculturalism. She said the RA job has helped her learn about all types of students and residents. It isn't just ethnicity, though. Her genuine curiosity helps her learn about students from different states, with different beliefs, different routines, lifestyles and preferences. She is immersed in an area of people who are different than her, and it is by acknowledging those differences that she is able to fully learn from her peers and teach others. 

+Presenting and branding: You're in a fishbowl. As an RA - and in any sort of reslife role - students constantly see you. The way you act on move-in day can affect how your residents react or respond to you the remainder of the semester. My RA said this helps him focus on how he presents himself to the outside world. By being intentional with residents, he is also intentional during his current internship search. 

-More practical programs: One RA said that we should also integrate practicality into discussions, not just academics. Do you know how to file your taxes? Do you understand loan jargon or how to manage a budget? We do a great job of socially and academically developing students. Not it's time we bridge that gap and help create competent, contributing citizens. 

+Observations: I was curious to see how my biochemistry RA would relate the job to lab work, and her answer ended up being the greatest metaphor for linking reslife to experiments. As an RA, you do a lot of observing. You pick up on nonverbal cues. You detail notes in your rounds log. You do the same as a biochemist. You hypothesize and experiment, observing possible outcomes and reactions. 

What are some other initiatives you've seen or done? 

[journotosapro]

This is a list of tips I compiled from professionals and my own personal experience (applying through ACUHOI/completing an ACUHOI internship)! 

Feel free to reach out to me if you have any questions or comments.

[journotosapro]

Have a swing dancing club? Or any fun, cardio-esque club on campus?

Try an "-Insert Activity Here- into Spring" program!

We did Zumba night last semester, and last week, my RAs brought some swing dancing to residents called "Swing into Spring."

Add in some smoothies and your health promotion services office, and you're all set!

[journotosapro]

The students I work with and supervise are absolutely amazing. 

They're going to do some incredible things, and I can't believe I got to spend the last two years with hilarious, ridiculous, dedicated RAs.