By Becki Bury and Tyler Priest
Building a sense of community and fostering belonging among students is the heart of the work for professionals in residential life. Knowing this and acknowledging the evolving needs of students, university housing professionals at the University of Georgia decided to re-imagine their Continuing the Legacy of African American Student Success (CA) program and transformed it into their Residential Belonging Assistant program (RBA). This new initiative is designed to create inclusive communities and to strengthen students’ connections to campus. Using a curricular approach, the RBA program provides students with opportunities to engage with campus resources, participate in open dialogue about issues affecting their experience, and connect with 12 live-in student staff dedicated to cultivating a welcoming environment. It is also grounded in universal design principles in order to meet the needs of a diverse group of students, no matter how they learn best.
The development of the RBA program was a highly collaborative effort, incorporating feedback from students, staff, and campus partners. In late 2023, university housing held a series of discussions to assess the evolution of the CA program and envision the future of belonging initiatives on campus. Through these conversations, themes emerged, shaping the creation of position descriptions for the staff and the main components of the RBA program. Key themes included creating a full-time position to lead the program, collaborating with campus partners more often, providing opportunities for students to explore their identity while being exposed to ideas and experiences that are different than their own, and creating an experience that is different from but complements the role of resident assistants.
Another critical component of shaping the RBA program was aligning it with the housing department’s residential curriculum, which is named the Dawg Path. Staff reviewed the goals and outcomes of this curriculum and identified four key learning goals for the program: belonging, intercultural communication, social awareness and responsibility, and community building. The belonging goal elevates the existing learning goal of community building, with a more intentional focus on fostering and sustaining the feeling of belonging, as defined in the research of Terrell Strayhorn. The intercultural communication goal expands the Dawg Path’s learning goal for interpersonal skills by framing interactions in terms of communicating with diverse groups. The social awareness and responsibility and community building goals did not change, but the specific outcomes were amended to allow the RBA program to deepen student learning and engagement.
After drafting the program’s framework, the department sought input from the Office of Inclusive Excellence and Academic Enhancement and the Office of the Vice President for Student Affairs to ensure its effectiveness and to create a culture of collaboration. With everyone’s input absorbed into the plan, the department hired staff and implemented a program that both prioritized students’ sense of belonging and strategically aligned with the department’s broader residential curriculum. Victoria Gathings, full-time coordinator for residential education and belonging, supervises 12 resident assistants who help lead the program. She also manages belonging initiatives and leads recruitment and training efforts for the student staff. While she understands that the RBA framework is important, she also recognizes that the student staff who work there (called RBAs) are just as important. “The RBAs play a critical role in creating a welcoming environment centered around belonging. They serve as a liaison between administration and residents. RBAs ensure that students feel a sense of connection and belonging. They are empowered to take initiative in shaping the culture of the residence halls by creating opportunities for residents to connect with one another and share experiences. By doing this they help create a space where residents can thrive. All 12 of the RBAs have a unique story of why this work is important to them. I am honored to do this work alongside them.”
Once the learning goals and outcomes for the RBA program were finalized, the team set out to design the strategies needed to accomplish the learning they wanted to see. This process included collaboration with additional departmental and campus partners to create initiatives that complemented, rather than duplicated, the work of resident assistants. They thought about strategies that can be placed into one of four categories: self-directed learning, events, intentional conversations, and community initiatives – each strategy layering over the other to ensure sequenced learning opportunities. The result was a multifaceted approach featuring self-directed learning experiences such as Belonging Bingo and Dawgs in Belonging. The bingo card includes items such as attending a community council event, visiting a well-being hub on campus, and taking a picture with their roommate. Each card is designed in line with the associated learning outcome for the month, ensuring that staff are strategically providing resources and information. The bingo card provides students with the opportunity to build community within their residence hall and engage with campus resources, ultimately contributing to their sense of belonging at UGA.
Creating a sense of belonging on campus cannot be done solely by one unit; the collaborative events allow RBAs to work with various campus partners throughout the year, providing students with several opportunities to find their place on campus.
RBA events have been one of the most successful strategies. The three event categories include active learning events, collaborative events, and traditional events. Creating a sense of belonging on campus cannot be done solely by one unit; the collaborative events allow RBAs to work with various campus partners throughout the year, providing students with several opportunities to find their place on campus. The traditional event was created to give RBAs space to create a signature event they would implement each year. This year, the RBAs hosted a talent show featuring Greek organizations, bands, and dance organizations.
In addition to some new strategies, some old ones formerly used within the residential curriculum, like newsletters and RBA community hours, were implemented. Rachel Ball, a senior at UGA, had only positive things to say. “The RBA program is a valuable and irreplaceable resource that has made a substantial impact on my sense of belonging here at UGA. I love participating in the monthly bingo, and it informs me of different events around campus that I can attend! There are so many benefits to living in the residence halls here, and the RBA program goes above and beyond to create an inclusive environment among students and staff alike.”
Developing a training experience for the RBAs was just as important as designing the curriculum for the program. In collaboration with the Division of Student Affairs, the training was designed to include workshops about inclusive leadership, supporting international and LGBTQ students, and working with students with disabilities. Additionally, RBAs became Support Dawg-certified, a campus-wide program focused on student well-being. The Support Dawg certification requires students to engage in sessions about campus well-being resources, participate in a suicide awareness and prevention online training, and attend an upstander intervention training to learn how to identify and help others in need. Reya Harees, one of the RBAs, highlighted the value of the collaboration. “Summer training challenged me to think more intentionally about identity and belonging. It stood out because of the collaboration between departments to deliver meaningful sessions on inclusive language, cultural identity, student support, and much more. It went beyond the basics and helped me feel more equipped to help create a sense of belonging in my community.”
Since its launch, the RBA program has made a tangible impact on the UGA campus. The RBAs share an enthusiasm for the role and the meaningful connections they have built within the residence halls. Ball explained how RBAs have made a difference in student life on campus. “I’ve seen a lot of changes in campus life, but the addition of RBAs has truly made a difference in our residential communities. Having RBAs available has created a more welcoming and connected environment where students can easily find support and resources tailored to their needs. Their community hours have been one of my favorite aspects. I’ve met so many peers from my community, and it’s been great to have a designated space to hang out, share experiences, and build friendships.”
The program’s success is also reflected in the overwhelming interest from students, with more than 100 applicants for the upcoming academic year. As university housing continues to refine and expand this initiative, the RBA program stands as a testament to the department’s commitment to create a campus where every student feels at home. Harees recognized the positive impact of this role. “The best part of being an RBA is connecting with residents during community hours or events, especially those who may feel lonely. Whether it’s sharing the stress of a class or bonding over a shared culture, those moments remind me how much a simple connection can make someone feel like they truly belong.”
This program has proved impactful within the first year of its implementation. All 12 RBAs shared how much they enjoy their roles and the ability to make a difference on campus. As Jordi Seraphin, a returning RBA, said, “I love creating spaces where students feel connected and supported. It’s rewarding to foster a sense of community and belonging in their home away from home.” Students also had positive feedback. As Ball noted, “Whenever I needed guidance on campus resources, whether for academic support, well-being, or involvement opportunities, the RBAs are always there to help.”
Becki Bury and Tyler Priest are associate directors for residential programs and services for University Housing at the University of Georgia in Athens.
