The Program Assistant position is an extraordinary opportunity to serve others while you grow and learn new things.  I hope that you learned about yourself and others throughout this experience.

Below are the actual learning outcomes for the position.  Read them carefully and think about what you have learned in this leadership position.

Human Skill Outcomes – self-leadership and effective group management

·         Accurately assess personal abilities; identify strengths and areas for growth

·         Understand and examine group dynamics and help manage team behaviors

·         Maintain effective communication between residents, faculty, Assistant Director

·         Create emotionally supportive community where residents feel included and valued

·         Understand various leadership styles and use them appropriately

·         Demonstrate respect and develop meaningful connections with individuals

·         Practice self-care and stress management

·         Demonstrate compassion and empathy for community members

·         Provide effective and appropriate feedback to community members

·         Confront problem behavior and constructively resolve problems

                                                                                                                                                                   

Educational Skills – ability to communicate and facilitate community development effectively

·         Use a variety of methods and styles to meet the needs of your residents as they learn

·         Relate activities to the outcomes of your LLC

·         Present information in an organized manner

·         Effectively design and use activities to meet a desired outcome (community building and educational)

·         Create opportunities where residents can reflect on learning through 1:1 or group discussions

·         Identify resources to connect residents to interest and need areas

·         Utilize university resources and procedures to implement activities (catering, reservations, motor pool, etc.) and support faculty

·         Utilize effective facilitation skills to conduct formal and informal learning/community activities

Specific Residential Community skills – ability to manage priorities and develop LLC community within a larger community and articulate priorities for specific community based on theme, i.e., business, health, engineering, etc.

·         Understand and articulate mission and objectives of the Living-Learning Communities Program

·         Understand and articulate the learning outcomes established by the faculty for your community

·         Understand and implement LLC and residence hall policies, procedures, and goals while working with community

·         Serve as role-model academically, socially, and intellectually

·         Utilize excellent judgment in decision making and problem solving

·         Understand and support emergency protocols

·         Consult and communicate regularly and appropriately with residence hall staff

·         Coordinate community and program-wide activities to promote sense of belonging and draw intentional connections across disciplines

·         Adapt to change in direction or plans as communicated by the faculty or Assist. Dir.

·         Support values of the program (Self-Assurance , Community Engagement, Intellectual Curiosity, Love of Learning, Openness and Inclusion) 

Directions for your Blog Post

1) Select one learning outcome from each category above where you feel you learned the most.
2) Choose a photo from the year that depicts this learning
3) Engage your Keirsey Bates preferences for DETAILS AND EXAMPLES (S) and then WHAT DID YOU LEARN AND WHAT DOES IT MEAN IN YOUR LIFE AS YOU CONTINUE TO GROW (N).
4) Include your name and community


Understand and examine group dynamics and 
help manage team behaviors
Melissa Wintrow, LLC

Using Steve Farber’s book, The Radical Leap, as a guide, I tried to stay in tune with the energy of our team and make adjustments as needed.  I remember two specific meetings – one prior to Spring break and one afterward -  where we used our powers of the WUP to describe the group dynamics in the communities as they approached spring break and after.  I created an activity where the PA’s could reflect on what are typical challenges the students go through after spring break.  They all shared that the groups tend to hit a lull and lack energy. Therefore, PA’s were asked to create a specific goal for their communities to keep the energy high after spring break.  As Brad Larrando stated in our Health Fair, they teach players to “1) be early; 2) do the right thing; and 3) finish.”  So we were focused on finishing.  When we returned from spring break, I noticed that the PA’s energy was low.  So, during our meeting, each person was asked to share what they love about their job.  As the PA’s started talking about what they loved, the energy started to increase.  We re-engaged in our passion and commitments in effort to do our best jobs for our students.  I could have been frustrated with the group, but I tried to accept where they were and then created an activity to get the energy up!