Assessment of community-building programs in housing and residence life: A case of Ohio University

Introduction

Housing and Residence Life (HRL) is a crucial aspect of student life in colleges and universities. It is responsible for providing safe, comfortable, and supportive living environments for students, both on- and off-campus. The primary goal of HRL is to enhance the overall student experience by providing a conducive living environment that supports academic success, personal growth, and social development.

HRL is also responsible for creating a sense of community among students. Programming plays a crucial role in the residence life experience of students living on college campuses. This programming encompasses a wide range of activities and initiatives aimed at fostering a sense of community, personal growth, and academic engagement among residents. This includes organizing social events and activities, promoting diversity and inclusivity, and encouraging students to get involved in campus life. Braxton et al. (2014) revealed that students who are able to identify with their residence hall community, interact with peers in this community, and find solidarity within the community experience an increased sense of communal potential.

This study therefore sought to assess and evaluate how these programs contribute to the sense of belonging and personal wellbeing of the residents in the residential halls at Ohio University. The study addresses three research questions which include:

1.      How do residents describe the role of community-building programs in fostering their sense of belonging?
2.      What are students’ lived experiences of applying well-being strategies learned through residential programs?
3.      How do students perceive the impact of residential programs on the development of their interpersonal and communication skills?

 

Methodology

A qualitative approach was used to assess the impact of community-building programs within the residence halls. A focus group discussion was chosen because it helped us to draw from the complex personal experiences, beliefs, perceptions, and attitudes of the participants through a moderated group discussion that facilitated rich, interactive dialogue (Cornwall & Jewkes, 1995). Residents were purposively selected based on having attended more than one Resident Assistant-led events. Confidentiality was maintained assigning pseudonyms to participant. Data were analyzed thematically.

 

Findings

Community-Building Activities Foster Connections Among Residents

Residents expressed a positive and enriching experience from engaging in community-building activities within the residence halls. We discovered that the activities serve as a cornerstone for fostering a sense of belonging and connection.

 

Roku, a participant, noted:

 

“I attended events like movie nights with pizza and craft sessions where we painted. These gatherings provided enjoyable opportunities to connect with fellow residents on my floor. Sharing these activities allowed me to establish initial connections and get to know the people living in close proximity, fostering a sense of camaraderie.”

 

This illustrates how these events go beyond mere entertainment, actively contributing to the social fabric of the residence hall. This theme highlights the role of shared experiences in creating a supportive and interconnected community. 

 

Positive Impact on Well-being

Our discussions revealed that participating in RA-led programs has a significant impact on residents’ personal well-being. It provides valuable opportunities for socialization, a key component in fostering a sense of belonging.

John reflected:

“The hall events impact my perceptions of a residence hall, and how well I feel I belong in a community. If my community is an active and helpful environment, I am much more likely to participate and be involved with my community. I’ve found that these types of programs inspire me to be more involved in my community, and often benefit my mood.”

 

Positive Instances and Lasting Connections

A Participant pointed out positive instances resulting from attending a residence-wide event, where she met a fellow resident who has since created a lasting connections and a support network for both of them.

Macy said:

“During my first week on campus, I met a girl on my floor at one of these events, we had a little chat and since then I have had someone nearby to talk to if needed.”

This aligns with Schlossberg's Transition Theory, which states that these positive instances can be seen as supportive strategies ('Support') during the challenging situation of adapting to a new living environment (Schlossberg, 1984). 

 

Academic Engagement and Balance

Community-building programs strike a balance between social and academic elements, positively impacting academic engagement. Students highlighted that these activities serve as a coping strategy to navigate the challenges of academic and social transitions simultaneously. 

When asked if community-building activities have benefited him, Fred responded:

“Absolutely. Everyone needs to have a healthy mix of work and play, and these community-builders check the “play” box and promote community very nicely.”

 

Implications for Practice

We therefore suggest that:

•        Decision-makers should consider investing in targeted programs that not only foster social connections but also integrate with academic pursuits. Special attention should be given to the physical environment of residence halls, recognizing its impact on students' sense of belonging. 

 

•        The role of Resident Assistants (RAs) is pivotal for the success of community-building initiatives. Therefore, investing in the training and support of RAs reflects a commitment to the success of residence hall programs. They play an influential role in shaping the community culture, enhancing the overall resident experience, and contributing to sense of belonging. Prioritizing the well-being and preparedness of RAs amplifies the positive impact of residence hall programming, ultimately creating a more vibrant and connected living environment for all residents.

 

Implications for Assessment Purposes

Assessment should be an ongoing and integral aspect of learning organizations, emphasizing continuous evaluation rather than a one-time event. To enhance traditional survey assessments, departments should incorporate micro-assessment points at various intervals. During programs, facilitators can conduct quick, in-the-moment assessments, enabling immediate adjustments based on captured data. This approach leverages conversations to identify real-time trends, guiding the emphasis on specific topics. Continuous assessment is essential for the continual improvement of educational programs and outcomes.

Assessment data should be made accessible to other campus partners and stakeholders, through the department webpage. Data collection may be a vital activity in the assessment process, however, if the data is not made available to other members of the department, it reduces the impact of the assessment. We suggest a more transparent approach to data distribution, especially data relating to student engagement and sense of belonging. Being open and transparent with assessment data can help with staff members' and stakeholders' engagement.

 

Conclusion

Community-building programs are not just friendly add-ons, instead they are foundational to student belonging, well-being, and academic engagement. This qualitative assessment shows that when students feel connected, supported, and seen, they are far more likely to thrive in their residential communities and persist toward graduation. Residential Education teams across institutions can enhance student success by investing deeply in intentional programming, RA development, and ongoing assessment.

 

References

Braxton, J. M., Doyle, W. R., Hartley III, H. V., Hirschy, A. S., Jones, W. A., & McLendon,   M. K. (2013). Rethinking college student retention. John Wiley & Sons.

Cornwall, A., & Jewkes, R. (1995). What is participatory research? Social Science and      Medicine, 14, 1667–1676.

Schlossberg, N.K. (1984) Counselling Adults in Transition: Linking Practice with Theory.     Springer Publishing Company, Inc., New York.

 

Authors Bio:

Frank Osei Ababio is the Assistant Director of Residential Education at New Mexico Institute of Mining and Technology and a PhD student in Higher Education and Student Affairs. His work focuses on Retention-focused residential education, belonging framework and predictive analysis for student persistence.

Abraham Loorig is the Student Success Program Coordinator at the Access Center at Colorado State University and holds a master’s degree in College Student Personnel from Ohio University. His work centers on supporting student access, success, and retention by helping students develop practical strategies for time management, study skills, organization, motivation, and self-advocacy.