This blog series features different writers responding to the prompt, “What is the future of the RD position and role?”
Guest Post by Ashtyn Davis, University of Oklahoma
The future of the Resident Director (RD) role surfaces periodically in residence life and housing conversations. It emerges in the wake of societal shifts, economic ripples, and the uphill climb of resilience and burnout. As we assess the landscape of our profession, we find ourselves questioning the very essence of the RD role. How does their work shape the residential experience, not only for resident assistants (RAs) but for all residents in our ever-evolving society? In this age of adaptation, how does technological advancement factor in? In my opinion, the RD role is about empowering residents, rebuilding the bridge between community and belonging, and centering the human experience.
The RD position can be frequently viewed through two distinctive frameworks: the social-traditional and the social-innovative. The social-traditional lens sees the RD as a versatile figure – your “wear many hats/shoes” folx – a live-in career coach, academic advisor, quasi-therapist, and conduct and case manager. On the other hand, the social-innovative lens aligns tasks with departmental or divisional curriculum, integrating technology, fostering green initiatives, and conducting educational workshops or resources. Both frameworks might involve collaborations and/or externships with campus partners. With the diversity of our higher education institutions, each varying in size, scope, and classification, these frameworks come with their pros and cons. What works seamlessly at one institution might not be ideal for another. Many institutions might find that utilizing an in-house model for conduct, for instance, may be more beneficial than relying heavily on their institution’s student conduct office. Is there a way to combine the two lenses and create a balanced approach with the RD role?
Looking ahead, the RD role isn’t about manufacturing good feelings, despite being the designated “feel-good” folks at the institution. It’s about cultivating an environment where others can feel like they belong. This is the essence of rebuilding the bridge between community and belonging. The distinction lies in not “making” others happy but in taking control of our emotions, owning our narratives, and creating our own happiness. The cornerstone of this approach is empowering our student staff to create their own happiness, instead of perpetuating a never-ending cycle of dependency and reliance. This shift could be the catalyst for a transformative culture in residence life.
As we look to create a transformative culture, there are new technologies that may help. With the integration of AI systems like ChatGPT, these technologies can enhance rather than replace the human touch. Imagine an RD using AI to streamline administrative tasks, allowing more time for meaningful connections with residents and RAs. This isn’t about replacing the personal touch, but leveraging technology to amplify the human experience. We may utilize AI to create something similar to a RA self-assessment to utilize for a sense of belonging, think of your true colors self-assessment, and analyze the data to create targeted interventions to benefit the organization.
The future of the RD role must be one in which we focus on creating meaningful, holistic residential experiences and connections for both our residents and RAs. It is one that RDs must work with mid-level and senior-level residence life and housing officers in order to be intentional with the work that they do.
As we navigate these shifts, the heart of the RD role is, and always will be, the human connection. The draw to our profession is because our field is people-centered, despite the plethora of challenges that residence life and institutions may face. In our quest for innovation, let’s ensure that every technological leap forward is a step toward a more human-centered residential experience.
Ashtyn Davis (he/him/she/her) is a second-year master’s student in the Adult and Higher Education program (M.Ed.) and Graduate Assistant in the Office of Residence Life at the University of Oklahoma. Ashtyn has worked at a variety of institutions across the U.S. She holds a Bachelor of Science in kinesiology, volunteers at the local animal shelter in his free time and wants to volunteer at a children’s hospital doing therapy dog work.
