{"id":{"repo_id":"lsu-thes","oai_identifier":"oai:repository.lsu.edu:gradschool_dissertations-1566"},"canonical_url":"https://search.dev.ndltd.org/etd/lsu-thes/oai:repository.lsu.edu:gradschool_dissertations-1566","repository":{"repo_id":"lsu-thes","name":"Lousiana State University","base_url":"https://repository.lsu.edu/do/oai/"},"display":{"title":"A national set of competencies for paraprofessionals in residential college or living/learning programs","abstract":"A competency model, for supporting student learning, was developed for the paraprofessional position (R.A., Community Assistant, etc.) in residential college or living/learning programs. The researcher developed the model through a two-stage process. In the first stage, the critical incident technique was applied utilizing the experiences of paraprofessionals at 15 different universities to develop an initial set of competencies and related tasks. In the second stage, the Delphi Technique was used to allow faculty and staff from 17 universities to refine and validate the competencies and related tasks. The final competency model includes twelve competencies related to linking hall community programs and activities to learning community curriculum, serving as a subject-matter resource, providing students opportunities to interact with faculty, connecting students with academic resources, assisting in registration/class selection processes, motivating academic success, guiding the application of academic survival skills, establishing a sense of community, providing emotional support, communicating and collaborating with faculty, role modeling, and establishing an environment that facilitates diversity. The competency model supports the notion that a set of competencies, different from those utilized for traditional housing paraprofessional positions, is needed for paraprofessionals in residential college or living/learning programs to support their students' learning.","abstract_html":"A competency model, for supporting student learning, was developed for the paraprofessional position (R.A., Community Assistant, etc.) in residential college or living/learning programs. The researcher developed the model through a two-stage process. In the first stage, the critical incident technique was applied utilizing the experiences of paraprofessionals at 15 different universities to develop an initial set of competencies and related tasks. In the second stage, the Delphi Technique was used to allow faculty and staff from 17 universities to refine and validate the competencies and related tasks. The final competency model includes twelve competencies related to linking hall community programs and activities to learning community curriculum, serving as a subject-matter resource, providing students opportunities to interact with faculty, connecting students with academic resources, assisting in registration/class selection processes, motivating academic success, guiding the application of academic survival skills, establishing a sense of community, providing emotional support, communicating and collaborating with faculty, role modeling, and establishing an environment that facilitates diversity. The competency model supports the notion that a set of competencies, different from those utilized for traditional housing paraprofessional positions, is needed for paraprofessionals in residential college or living/learning programs to support their students' learning.","abstract_has_math":false,"creators":["Baker, Debora Elise"],"institution":"Human Resource Education and Workforce Development","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Human Resources Management","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-01-01T08:00:00Z","date_published":"2004-01-01T08:00:00Z","updated_at":"2026-07-24T02:57:49Z","subjects":["paraprofessionals","competencies","living/learning programs","residential college"],"languages":[],"rights":["unrestricted","Release the entire work immediately for access worldwide."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-01262004-150127","https://repository.lsu.edu/gradschool_dissertations/567"],"render_values":[{"text":"etd-01262004-150127","href":null,"code":true},{"text":"https://repository.lsu.edu/gradschool_dissertations/567","href":"https://repository.lsu.edu/gradschool_dissertations/567","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.31390/gradschool_dissertations.567","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Baker, Debora Elise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2003-12-09"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-12T23:09:15Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Resources Management"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Human Resource Education and Workforce Development"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["paraprofessionals","competencies","living/learning programs","residential college"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","Release the entire work immediately for access worldwide."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-01262004-150127","10.31390/gradschool_dissertations.567","https://repository.lsu.edu/gradschool_dissertations/567"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A competency model, for supporting student learning, was developed for the paraprofessional position (R.A., Community Assistant, etc.) in residential college or living/learning programs. The researcher developed the model through a two-stage process. In the first stage, the critical incident technique was applied utilizing the experiences of paraprofessionals at 15 different universities to develop an initial set of competencies and related tasks. In the second stage, the Delphi Technique was used to allow faculty and staff from 17 universities to refine and validate the competencies and related tasks. The final competency model includes twelve competencies related to linking hall community programs and activities to learning community curriculum, serving as a subject-matter resource, providing students opportunities to interact with faculty, connecting students with academic resources, assisting in registration/class selection processes, motivating academic success, guiding the application of academic survival skills, establishing a sense of community, providing emotional support, communicating and collaborating with faculty, role modeling, and establishing an environment that facilitates diversity. The competency model supports the notion that a set of competencies, different from those utilized for traditional housing paraprofessional positions, is needed for paraprofessionals in residential college or living/learning programs to support their students' learning."]},{"key":"dc:title","label":"Title","values":["A national set of competencies for paraprofessionals in residential college or living/learning programs"]}]}],"canonical_facts":{"dc:creator":["Baker, Debora Elise"],"dc:date":["2003-12-09"],"dc:date.available":["2022-05-12T23:09:15Z"],"dc:description.abstract":["A competency model, for supporting student learning, was developed for the paraprofessional position (R.A., Community Assistant, etc.) in residential college or living/learning programs. The researcher developed the model through a two-stage process. In the first stage, the critical incident technique was applied utilizing the experiences of paraprofessionals at 15 different universities to develop an initial set of competencies and related tasks. In the second stage, the Delphi Technique was used to allow faculty and staff from 17 universities to refine and validate the competencies and related tasks. The final competency model includes twelve competencies related to linking hall community programs and activities to learning community curriculum, serving as a subject-matter resource, providing students opportunities to interact with faculty, connecting students with academic resources, assisting in registration/class selection processes, motivating academic success, guiding the application of academic survival skills, establishing a sense of community, providing emotional support, communicating and collaborating with faculty, role modeling, and establishing an environment that facilitates diversity. The competency model supports the notion that a set of competencies, different from those utilized for traditional housing paraprofessional positions, is needed for paraprofessionals in residential college or living/learning programs to support their students' learning."],"dc:identifier":["etd-01262004-150127","10.31390/gradschool_dissertations.567","https://repository.lsu.edu/gradschool_dissertations/567"],"dc:rights":["unrestricted","Release the entire work immediately for access worldwide."],"dc:subject":["paraprofessionals","competencies","living/learning programs","residential college"],"dc:title":["A national set of competencies for paraprofessionals in residential college or living/learning programs"],"thesis:degree_discipline":["Human Resources Management"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"],"thesis:institution_name":["Human Resource Education and Workforce Development"]},"updated_at":"2026-07-24T02:57:49Z"}