Allen Hall Residential Advisor Analysis

Because of the university’s commitment to diversity, I see differences among people in the same space as an advantage and a requirement, rather than a disadvantage.

Dr. Charleyse Pratt serves as the assistant vice president of multicultural affairs and engagement of Cleveland state university. In this role her primary responsibilities include coordinating Learning Communities Programs and Partnerships at Cleveland State as well as directing initiatives for the Cleveland Transfer Connection. The transfer connection partnership is with Cuyahoga county Community College’s where students are able to begin associate or undergraduate studies to earn a degree and then transfer to Cleveland State to complete the four-year baccalaureate degree. The Cleveland Transfer Connection (CTC) at Tri-C and Cleveland State University is a Learning Communities program unique to Cleveland because it provides services from two institutions and offers two degrees (an Associate’s and a Bachelor’s) in one community of students. Dr Pratt’s driving philosophy is to create opportunities while disarming challenges for students who have a desire to gain an education but now need the preparation to be successful in a classroom. Her approach is student-centered support, leadership training and resource management to better navigate the academic journey toward graduation.

In my senior year of high school, I became the student body Vice President and discovered what it means to be an influential leader on campus. This experience exposed me to develop an array of qualities that can be utilized in the role of being resident assistants (RA). I have gained insightful knowledge of the intricate details necessary to be a productive leader who guides in an encouraging and supportive way. A gift that I posses is my ability to organize creative and innovative ways to build camaraderie among the people I serve. This is crucial and beneficial because it ensures for a safe and welcoming environment where everyone feels confident to seek assistance when needed. As a representative of this university and myself, I bring a dedicated intensity about infusing change by vocalizing the wants, needs, and concerns of the students to make my school resilience to an environment conducive to learning.

I am applying to be a Resident Advisor to be able to get the opportunity to be apart of the East Carolina welcoming committee for new students moving in. I want to help make sure that the students staying in the dorms are safe and comfortable with their living arrangements. As a freshman, I know that living away from home and starting college can be tough. I want to be able to create a home away from home for them to feel comfortable in. I communicate effectively, I am approachable, and a leader. These qualities I say best describe me as a person. By having great communication skills it will help me as an RA to effectively communicate to people that live in the dorms about rules and regulations. Also by having great communication skills, I

It has taken many years, and many struggles of students, faculty, alumni and community members change Forrest Hall to destroy the institutionalized rasism MTSU built up in those years, and it is now the time and all of our responsibilities to finally put this racist past to rest, and to continue furthering diversity and brotherhood throughout MTSU’s campus. MTSU is a school that promotes diversity, a word that is promoted in its True Blue pledge. But if the Forrest Hall name remains, this completely undermines what the university has been promoting. MTSU has vowed to these students to be a safe place that not only helps to further their careers and education, but to enrich their lives and instill values that will aid them for years to come.

The Diversity Achievement Program is a 2 part program sponsored by the office of Diversity & Inclusion designed to provide support for students from underrepresented populations. This program recognizes the challenges of attending Marietta College, a Predominantly White Institution located in Washington County, Ohio. This program prepares students to confront a variety of challenges they may face while on campus and in the community. The primary goal is to ensure each student is successful academically, personally, socially, and professionally. To achieve this mission, the transition program, mentoring program, and tutoring programs have been created.

My experiences at the University of Houston have greatly shaped my personal identity. I realized that my strongest attributes revolve around working with and mentoring others, including those with backgrounds and experiences different than my own. My role as a Resident Advisor was meaningful because I had a chance to work with students of different majors, classification, and ethnicity. I helped them feel comfortable in their living situation and be involved on campus. Adjusting to campus life is a difficult transition, so I became their support system. I challenged myself to form connections with each resident by finding common interests, connecting to campus resources, and educating with floor programs. This experience taught me to be more

The culture of the Snyder-Phillips dorm, in my observation, appears to be different where it concerns race relative to minorities. My analysis is in comparison to the atmosphere

Virginia Tech has become a prestigious, affluent, and spirited college because of the compassionate Hokies who have influenced the world. As a residential advisor, I want to ensure that incoming students respect and treasure the college experience and embrace all that it has to offer. I am compassionate about the student body and want to fulfill our motto, Ut Prosim, by encouraging new students to embrace the school, try new things, and receive a well rounded education, intellectually and socially. Young college students need a mentor to encourage them to make intelligent decisions, but still promote social exploration.

I am interested in being a Resident Assistant to the Honors Program and the Dorothy Day Social Justice living-learning community and I understand that these two communities are housed in Straz. Although my current floor at Straz is filled with different personalities and diverse backgrounds, I am still able to interact and bond with other students who share similar values and passions as me. Whenever I need help with my homework or want someone to study with for an exam, it’s a reassuring feeling knowing that I can always go to my RA for help or walk across the hall to find a friend taking the same class.

As a student growing up in New York City, I have been able to embrace the diversity around me. One of my best experiences during my pre-college years was when I was an Opinions writer for the Stuyvesant Spectator. As an Opinions writer, I communicated with fellow students, teachers and members of the surrounding community. Whether through interviews, surveys or outreach with more established publications, I was able to enjoy and participate in a well-rounded education. Throughout my academic career, I have always attempted to involve myself in a more active learning experience. Unfortunately, this isn't simply about extracurriculars. As a student situated in Ithaca, I find that I'm unable to find such a fulfilling experience. During my undergraduate

In metropolitan urban communities, plagued with economic hardships, social injustice, and violence, rising out of those communities is glorified as the greatest achievement one could earn. In fact, most of my family members and peers congratulated me for being accepted into UNC-Chapel Hill with phrases like, “you made it” and “it’s over.” But, I knew different. I was well aware that attending UNC-Chapel Hill, the first public and most prestigious university in NC would be substantially different than the conditions of my hometown. No longer was I around the likes of my melanin, socioeconomic status, or cultural background, and adjustment proved to be difficult. During my first year a UNC, I endured social isolation, homesickness, academic hardship,

There are multiple stakeholders that may be impacted by the collisions over campus climate. Faculty and staff witness the direct impacts of the climate on students and see firsthand how students may be contributing to the hostile feeling. Due to the quantity of student interactions with students, they have the opportunity to role-model processing thoughts and emotions regarding difference. Lazarus Stewart argues, “When students wrestle with how their personal values intersect with the concept of multicultural competence, educators can use the opportunity to help them reflect on and openly discuss the thoughts and feelings that arise” (2008, pg. 12). Faculty and staff members are impacted by the need to role-model behavior but also balancing

For me, the impact of Agnes Scott’s all-female community is found in its unparalleled ability to facilitate strong connections and feelings of solidarity between women, while empowering its students to pursue fields of study where women are traditionally underrepresented. Moreover, alumni memoirs have conveyed to me that Agnes Scott’s community bestows both confidence and the motivation to succeed as a working professional. Finally, Agnes Scott’s diverse campus, where multicultural communities gather and learn from each other through such programs as the International Student Association (ISA), gives me a vibrant and welcoming community to look forward

Collaborations are present in learning communities and first year experience programs, but school leaders have to move beyond the norms and work seemingly together to create an environment of success for the students. First year experience programs are prominent on many university campuses but are optional on others. However, these departments utilize career placement counselors, academic advisors, testing coordinators, mentoring options, and academic success centers to increase the likelihood of students progressing from freshman year through graduation.