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Creative RA Program Ideas for College Students

August 17, 2023

Being a resident assistant (RA) in college is an important and rewarding role. RAs are responsible for connecting with and supporting the students in their residence halls, creating a sense of community, and promoting a positive living and learning environment. One way RAs achieve this is by organizing and implementing creative and engaging programs for their residents. In this article, we will explore a innovative program ideas that RAs can use to enhance the college experience for their students.

Understanding the Role of a Resident Assistant (RA)

Before diving into the program ideas, let's take a moment to understand the crucial role that RAs play in the college community. RAs are often students themselves, selected to live in the residence halls and serve as a resource for their fellow residents. They are there to offer guidance, support, and assistance whenever needed.

RAs act as a link between residents and campus resources, helping students navigate college life, academic challenges, and personal issues. They are responsible for creating an inclusive and welcoming environment where all residents feel safe and supported.

Resident Assistants are an integral part of the college experience, providing valuable support and guidance to their fellow students. They serve as mentors, friends, and role models, helping residents navigate the complexities of college life and fostering a sense of belonging within the residence halls.

Through their dedication and commitment, RAs create a vibrant and inclusive community that enhances the overall college experience for all residents. They play a vital role in promoting personal growth, academic success, and overall well-being.

The Importance of RA Programs in College

RA programs play a vital role in creating a sense of community within college campuses. These programs not only provide enjoyment and entertainment for students but also foster social connections, personal growth, and academic success.

By organizing diverse and engaging programs, RAs enable students to connect with one another, learn new skills, and explore their interests. These programs also help residents adjust to college life, make new friends, and develop a support system within their residence hall.

RA programs go beyond the traditional role of a Resident Assistant. They serve as catalysts for personal and academic growth, offering opportunities for residents to expand their horizons, discover new passions, and develop crucial life skills.

Through these programs, RAs create an environment that encourages collaboration, creativity, and self-expression. They provide a platform for residents to showcase their talents, engage in meaningful discussions, and contribute to the vibrant tapestry of the college community.

Moreover, RA programs contribute to the overall well-being of students by addressing various aspects of their lives, such as their physical health, mental well-being, and career development. These programs serve as a platform for personal and academic growth, allowing students to thrive during their college years.

By promoting holistic development, RA programs play a pivotal role in shaping well-rounded individuals who are prepared to navigate the challenges of the world beyond college.

Key Responsibilities of a Resident Assistant

Before we delve into the program ideas, let's briefly outline the key responsibilities of an RA. These responsibilities include:

• Building and maintaining relationships with residents
• Creating a welcoming and inclusive community
• Planning and implementing programs
• Providing guidance and support to residents
• Addressing conflicts and concerns within the residence hall
• Enforcing policies and ensuring the safety of residents

Resident Assistants are entrusted with a wide range of responsibilities that contribute to the overall well-being and success of their fellow residents. They serve as a reliable source of support, offering a listening ear, guidance, and resources to help residents navigate the challenges they may face during their college journey.

Building and maintaining relationships with residents is a crucial aspect of an RA's role. By fostering a sense of community and belonging, RAs create an environment where residents feel comfortable seeking assistance, sharing their concerns, and forming meaningful connections with their peers.

Creating a welcoming and inclusive community is another key responsibility of an RA. They strive to ensure that all residents feel valued and respected, regardless of their background, beliefs, or identities. RAs actively promote diversity, equity, and inclusion, creating an environment where everyone feels safe and supported.

Planning and implementing programs is an essential part of an RA's role. These programs are designed to engage residents, foster social connections, and promote personal growth. RAs carefully curate a diverse range of activities, workshops, and events that cater to the interests and needs of their residents.

Providing guidance and support to residents is a fundamental responsibility of an RA. They offer advice on academic matters, time management, and study strategies, helping residents excel in their coursework. RAs also provide emotional support, referring residents to campus resources and counseling services when needed.

Addressing conflicts and concerns within the residence hall is an important aspect of an RA's role. They mediate conflicts, facilitate open communication, and work towards finding amicable solutions. RAs ensure that residents' concerns are heard and addressed promptly, fostering a harmonious living environment.

Enforcing policies and ensuring the safety of residents is a critical responsibility of an RA. They uphold the rules and regulations of the residence hall, ensuring that all residents feel safe and secure. RAs are trained to handle emergency situations and are prepared to respond swiftly and appropriately when necessary.

Resident Assistants are dedicated individuals who go above and beyond to create a nurturing and supportive environment for their fellow residents. Their commitment to their responsibilities is instrumental in fostering a positive and enriching college experience.

With these responsibilities in mind, let's explore some creative RA program ideas that can enhance the college experience for students.

Innovative Social Program Ideas

Social programs provide opportunities for residents to bond, have fun, and build lasting friendships. Here are a few innovative social program ideas for RAs:

Themed Movie Nights

Hosting themed movie nights is a fantastic way to bring residents together and create a cozy atmosphere. Choose movies that align with popular interests or current events, such as superhero movies or romantic comedies. Encourage residents to dress up and provide snacks and comfortable seating for a memorable movie night experience.

Imagine transforming the common area into a mini movie theater, complete with a popcorn machine, bean bag chairs, and string lights. As the residents settle in, you can even add a personal touch by creating a DIY photo booth with props related to the movie theme. This will not only enhance the overall experience but also provide opportunities for residents to take memorable pictures together.

Additionally, consider incorporating interactive elements during the movie night. For example, you can create a trivia game related to the movie being shown, with small prizes for those who answer correctly. This will not only keep the residents engaged but also encourage friendly competition and lively discussions during the event.

DIY Craft Sessions

Get residents' creative juices flowing by organizing do-it-yourself (DIY) craft sessions. Set up stations with different craft supplies and let residents unleash their artistic side. Whether it's making personalized bookmarks, decorating mugs, or creating dreamcatchers, these craft sessions can be a fun and therapeutic way for residents to relax and bond with one another.

Consider partnering with local artists or artisans to provide guidance and inspiration during the craft sessions. This can be a great opportunity for residents to learn new techniques and explore their artistic abilities. You can also create a communal art project, where each resident contributes a small piece to a larger artwork that will be displayed in a common area. This collaborative effort will not only foster a sense of community but also showcase the residents' creativity to the entire residence hall.

To make the DIY craft sessions even more engaging, you can introduce a theme for each session. For example, you can have a "upcycling" session where residents repurpose old materials into new and useful items. This will not only promote sustainability but also challenge residents to think creatively and find innovative ways to reduce waste.

Interactive Game Tournaments

Organize interactive game tournaments, such as trivia nights or video game competitions. These tournaments can be held within the residence hall or in collaboration with other residence halls on campus. Encourage healthy competition and offer prizes to keep residents engaged and excited.

Consider incorporating a variety of games to cater to different interests and skill levels. For example, you can have a board game tournament where residents compete in classics like Monopoly or Scrabble. Alternatively, you can organize a video game tournament with popular multiplayer games like Mario Kart or Super Smash Bros. This will not only provide entertainment but also create opportunities for residents to bond over shared interests.

To make the game tournaments more interactive and inclusive, consider organizing team-based competitions. This will encourage residents to collaborate and strategize together, fostering teamwork and camaraderie. Additionally, you can create a leaderboard to track the progress of participants throughout the tournament, adding an extra element of excitement and motivation.

Remember to create a welcoming and inclusive environment during the game tournaments. Provide clear rules and guidelines, and ensure that all participants feel comfortable and supported. This will help create a positive and enjoyable experience for everyone involved.

Educational Program Ideas for RAs

Education is a fundamental aspect of college life. RAs can contribute to residents' academic success by organizing educational programs. Here are a few ideas:

Study Groups and Tutoring Sessions

Facilitate study groups or tutoring sessions where residents can come together and support one another academically. Assign designated study areas within the residence hall and encourage residents to collaborate and exchange knowledge. This creates a conducive environment for learning and fosters a sense of community among residents.

Furthermore, consider inviting upperclassmen who have excelled in their courses to serve as peer tutors. These experienced students can provide valuable insights and guidance to their peers, helping them navigate challenging subjects and improve their academic performance. The study groups and tutoring sessions can be structured in a way that accommodates different learning styles, such as incorporating visual aids, interactive exercises, or group discussions.

By organizing these study groups and tutoring sessions, RAs not only promote academic success but also create opportunities for residents to build strong relationships and form study networks that can extend beyond their time in the residence hall.

Career Guidance Workshops

Help residents prepare for their professional lives by organizing career guidance workshops. Invite career counselors or professionals from different fields to share insights, offer resume-building tips, conduct mock interviews, and provide guidance on internships and job opportunities. These workshops can equip residents with the necessary skills and knowledge to excel in their future careers.

In addition to inviting professionals, consider reaching out to alumni who have successfully transitioned into their chosen careers. Alumni can share their personal experiences, offer advice on career paths, and provide valuable networking opportunities for residents. By connecting current residents with successful alumni, RAs can help bridge the gap between academia and the professional world.

Furthermore, consider organizing panel discussions where professionals from various industries come together to share their expertise and answer residents' questions. These interactive sessions can provide valuable insights into different career paths and help residents make informed decisions about their future.

Guest Lectures and Q&A Sessions

Arrange guest lectures and Q&A sessions with professors, alumni, or professionals from various industries. These sessions can expose residents to different perspectives, expand their knowledge, and inspire them to explore new fields. Encourage residents to actively participate by inviting them to ask questions and engage in meaningful discussions.

When selecting guest speakers, consider inviting individuals who have expertise in subjects that align with the residents' academic interests. This ensures that the lectures are relevant and engaging for the audience. Additionally, encourage the guest speakers to share personal anecdotes and experiences, as this can make the sessions more relatable and memorable for the residents.

To make the most of these guest lectures and Q&A sessions, provide residents with pre-reading materials or discussion questions beforehand. This allows them to come prepared and actively engage with the content. Consider incorporating technology, such as live polling or interactive quizzes, to make the sessions more interactive and engaging.

By organizing these educational programs, RAs play a vital role in fostering a culture of lifelong learning within the residence hall. These initiatives not only enhance residents' academic experiences but also contribute to their personal and professional growth.

Health and Wellness Program Ideas

Health and wellness programs are essential for promoting the overall well-being of residents. RAs can organize a variety of activities to encourage healthy living. Here are a few ideas:

Fitness Challenges and Yoga Classes

Encourage residents to stay active and promote physical fitness by organizing fitness challenges and yoga classes. Invite fitness instructors or create workout routines that residents can follow. Arrange group hikes or nature walks to explore the surrounding area and enjoy the outdoors while engaging in physical activities.

Mental Health Awareness Programs

Host workshops or events that promote mental health awareness and provide resources for stress management and self-care. Invite professionals to lead discussions on topics such as mindfulness, stress reduction techniques, and maintaining a healthy work-life balance. Encourage residents to prioritize their mental well-being and create a supportive environment.

Nutrition and Cooking Workshops

Teach residents about healthy eating habits and cooking skills by organizing nutrition and cooking workshops. Invite nutritionists or chefs to demonstrate simple and nutritious recipes that residents can easily prepare. Encourage residents to share their favorite healthy recipes and create a sense of community around healthy eating.

In conclusion, being an RA offers a wonderful opportunity to impact the college experience of residents positively. By organizing creative and engaging programs, RAs can create a vibrant and inclusive community, fostering personal growth, academic success, and overall well-being. With these program ideas, RAs can enhance the college experience for their students and leave a lasting impact on their campus community.

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Resident Advisor & Assistant Training

CMI trainers bring over 100 years of combined experience in training, consultation, and community building to advanced RA skill-building trainings. CMI training can dovetail with your current RA training program to provide a comprehensive and powerful learning experience.

Resident Advisors/Assistants (RAs) play a crucial role in the development of community on college campuses. In addition to their organizational tasks, RAs help set the tone of college residences, provide listening and support services to students, lead group discussions, and serve as the cornerstone of the residence community. CMI trainers bring over 100 years of combined experience in training, consultation, and community building to advanced RA skill-building trainings. CMI training can dovetail with your current RA training program to provide a comprehensive and powerful learning experience.

About the Training:

Our highly experienced trainers can help your resident advisors form a supportive and caring team. Training consists of boundary-breaking, experiential activities that help participants learn about themselves and each other. We lead participants through a customized structured sequence of activities that promote the development of trust and safety within the group. CMI trainers carefully process each experience, providing continual opportunities for challenge and growth. Utilizing facilitated group discussions and unique activities, we help raise self-awareness of the participants and help them share thoughts and feelings regarding topics such as racial and ethnic bias, leadership, heterosexism, discrimination, and sexism. As the group begins to form a community, CMI trainers introduce the skill-building component of the training. We focus on helping RAs develop and practice active listening, helpful responding, conflict resolution, and group facilitation skills. These skills empower RAs to be caring, effective leaders of their communities. The CMI RA training program supports the overall efforts of the college to develop a safe, inclusive culture.

Program Goals:

The overall goal is to supplement new and existing resident advisor trainings with our advanced community- and skill-building training. We accomplish this by:

• Helping the resident advisors develop a supportive community among themselves.
• Providing extensive training in self-awareness and in peer listening and helping techniques, including active listening and group facilitation skills.
• Empowering the resident advisors to serve as catalysts for community building within their residence halls.

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RA Training for Residential Curriculum: Throughout the Year

The following is part of a series of blog posts addressing a number of areas related to developing a training program for RAs and student staff members working within a residential curriculum model.  Posts included in this series are: An Overview Tone Setting and Basics Involving RAs and Generating Buy-In Sequencing and Planning Resources and Examples Assessment Data and Exercises Throughout the Year

RA training does not just end with the opening of the residence halls in the Fall, but is an effort that continues throughout the academic year. A curricular approach implores us to scaffold and sequence learning , and this concept is equally valid when applied to RA training. Thinking of the entire year as a training and learning opportunity can transform your staff culture into a more learning-centric one and lead to a more focused and responsive training program.

The curricular concepts of assessment and review for continuous improvement are also highly applicable to RA Training. Reviewing learning assessments from training efforts can help you identify areas that may require changes to your pedagogy or if further training in a given area is required. Utilizing a review process can aid in honing learning objectives and allow for revisions in response to changing student needs or institutional priorities.

Deconstructing Fall RA Training

Time is a finite resource and spending two weeks on training during one of the busiest times of the academic year is a luxury few institutions can afford. This is where an intentionally planned RA training curriculum can help. When applying curricular concepts to your training efforts, it may be useful to think of the entire academic year as a training opportunity. Some topics may not need to be covered during a Fall training and can wait until a later, and perhaps more appropriate, time. Other topics may not be best addressed or need to be addressed in a large group format.

Just as with a curricular approach, use student learning as a starting point for your RA training efforts. Too often we may begin planning for training by starting with a schedule. This is similar to how a program models assumes every learning opportunity must be a program . Rather than starting with a schedule and filling in time slots, start with what you want your RAs to learn. Identify your learning goals and outcomes. Then, after identifying your learning objectives, determine the best strategies and formats to teach these concepts. Only after this occurs should you begin crafting your schedule. Taking it a step further, you could deconstruct the concept of a schedule altogether. Not all training needs to occur in a two week span in the Fall, and all training sessions need not be constructed as a lecture.

Diverse Strategies and Just-In-Time Training

When thinking of diverse strategies to engage your RAs, think of all of the different ways in which you can engage them. These strategies could include various ways of teaching, such as through readings, group projects, lectures, or experiential activities. It could also include different formats, such as during 1-on-1 meetings with supervisors, in-hall staff meetings, or in large all-staff gatherings. By tailoring your strategies to maximize your desired learning, you can create a more intentional training and one that is more engaging for RAs.

There may also be benefit in reflecting how “just in time” training may be a more effective way of engaging your staff. The concept of “just in time” means that training is provided at the times appropriate to when staff members will utilize those knowledge and skills. Luckily, with a residential curriculum in place, you’ve already sequenced and set out a calendar for student learning throughout the year. Let this guide your training efforts around strategies and facilitation guides. Furthermore, your learning goals and outcomes were constructed from theory and research. Sharing this knowledge with your staff members at the appropriate times throughout the year can help deepen your RA’s understanding of their students’ learning and developmental journeys in a way that is appropriate to the time and context of the academic year.

A Training Timeline for Continuous Improvement

Much like your training efforts should be continuous and year-round, your planning for these efforts should also be continuous and year-round. Establishing this cycle can help you reach towards a more responsive, iterative training and development program and one that works towards continuous improvement. The following provides an example of how you may think about organizing yourself:

September/January:

• Form a committee or other working group.
• Review assessment data from just completed training.
• Identify gaps in staff knowledge from prior training to establish needs.
• Revise ongoing training schedule as necessary.

October/February-March:

• Revisit training goal/outcome cascade for overall training efforts.
• Outline upcoming training schedule with learning outcomes for each strategy/session.
• Assign leads for facilitation guide development.
• Begin contacting partners, assign internal staff as liaisons, and develop session learning outcomes as starting point for discussion.
• Meet with partners to review and revise facilitation guide.

November-December/May-Summer:

• Finalize facilitation guides and materials needed for Winter training
• Finalize any assessment tools needed

Effective RA training programs for a residential curriculum, utilize the principles of curriculum in their design. This includes developing a training program that is scaffolded and sequenced, and one that utilizing assessment and review towards continuous improvement. Much as a curricular approach require a complete rethink of residential education practice, your RA training efforts need this same level of deconstruction in order to be effective.

Key Questions

• What are the learning goals and outcomes for your RA Training efforts? How can these guide the selection of your strategies and formats?
• How can you develop a review and continuous improvement process for RA Training and development?

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Anti-MCV: Advancing RA Diagnosis

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Oral presentation:  Anti-MCV: Advancing RA Diagnosis

Authors:  Faix J, Bang H

Specialty: Infectious disease, Immunology, Autoimmune disease

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Ra 101: introduction to registered apprenticeships for vr professionals.

The US Department of Labor (DOL) Registered Apprenticeship (RA) program provides a unique, flexible training system that combines job related technical instruction with structured on-the-job learning experiences. This “Earn and Learn” training model is highly active in traditional industries such as construction and manufacturing, but it is also instrumental in the training and development of emerging industries such as healthcare, energy, and information technology. While the RA system has been used to meet the needs of America’s skilled work force for over 75 years, Persons with Disabilities (PWD’s) have not typically benefitted from the program. 

This one hour webinar provides an introduction to the RA program and feature presentations by staff from the US DOL and the Office for Disability Employment Policy (ODEP), which released a report in 2015 related to increasing the number of PWDs entering RA programs. Information on locating and accessing RA programs in your state/area will be shared. For more information about the program:  https://www.doleta.gov/oa/apprenticeship.cfm

Download the Powerpoint presentation: RA 101: Registered Apprenticeships for VR Professionals Powerpoint (PDF)

All ExploreVR webinars are live captioned: RA 101: Registered Apprenticeships for VR Professionals Transcript (WORD)

For more information about Registered Apprenticeships, read, The Basics of Registered Apprenticeships  

FAQ from this webinar,  RA 101: Introduction to Registered Apprenticeships for VR Professionals coming soon!

The JD-VRTAC is a national center housed at the Institute for Community Inclusion (ICI) at the University of Massachusetts Boston. The center and its webinars are funded by the Rehabilitation Services Administration (RSA) within the US Department of Education under grant #H264A140002. 

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Assessing the interplay of presentation and competency in online video examinations: a focus on health system science education

• Phoomjai Sornsenee 1 ,
• Pawita Limsomwong 1 ,
• Polathep Vichitkunakorn 1 ,
• Supakorn Sripaew 1 ,
• Supinya Sono 1 ,
• Kanisorn Sungkaro 2 ,
• Theepat Wongkittithaworn 3 ,
• Thadakorn Tantisarasart 4 ,
• Pongphon Chuchuen 5 ,
• Katti Sathaporn 6 &
• Kwanchanok Chantaramanee 7  

BMC Medical Education volume  24 , Article number:  842 ( 2024 ) Cite this article

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Metrics details

The integration of Health System Science (HSS) in medical education emphasizes mastery of competencies beyond mere knowledge acquisition. With the shift to online platforms during the COVID-19 pandemic, there is an increased emphasis on Technology Enhanced Assessment (TEA) methods, such as video assessments, to evaluate these competencies. This study investigates the efficacy of online video assessments in evaluating medical students’ competency in HSS.

A comprehensive assessment was conducted on first-year medical students ( n  = 10) enrolled in a newly developed curriculum integrating Health System Science (HSS) into the Bachelor of Medicine program in 2021. Students undertook three exams focusing on HSS competency. Their video responses were evaluated by a panel of seven expert assessors using a detailed rubric. Spearman rank correlation and the Interclass Correlation Coefficient (ICC) were utilized to determine correlations and reliability among assessor scores, while a mixed-effects model was employed to assess the relationship between foundational HSS competencies (C) and presentation skills (P).

Positive correlations were observed in inter-rater reliability, with ICC values suggesting a range of reliability from poor to moderate. A positive correlation between C and P scores was identified in the mixed-effects model. The study also highlighted variations in reliability and correlation, which might be attributed to differences in content, grading criteria, and the nature of individual exams.

Our findings indicate that effective presentation enhances the perceived competency of medical students, emphasizing the need for standardized assessment criteria and consistent assessor training in online environments. This study highlights the critical roles of comprehensive competency assessments and refined presentation skills in online medical education, ensuring accurate and reliable evaluations.

Peer Review reports

In medical education, assessment extends beyond mere knowledge acquisition. It emphasizes the mastery of essential skills and the medical profession. [ 1 ] Among various approaches, competency-based assessment stands out, [ 2 ] as it encompasses the full range of knowledge, skills, and attitudes. [ 3 ] This approach focuses extensively on Health System Science (HSS), which is globally recognized as the third pillar of medical education. [ 4 ] HSS integrates systems thinking and the complexities of healthcare systems, equipping medical professionals to adeptly navigate and manage the socio-economic, political, and interpersonal factors influencing healthcare. [ 5 ] Furthermore, the cognitive domain is an integral facet of HSS, emphasizing Higher-Order Thinking (HOT) skills, such as critical thinking, problem-solving, and analytical reasoning. [ 6 , 7 ] These skills are crucial to effectively engaging with the broader constructs of HSS.

The challenges brought by the COVID-19 pandemic have reshaped traditional teaching and prompted a re-evaluation of existing assessment methods. [ 8 , 9 , 10 ] Global institutions, faced with the limitations of in-person interactions, have found it essential to transition to digital platforms. [ 10 ] This shift has highlighted the need for adopting Technology Enhanced Assessment (TEA) methods, which align well with the emerging online teaching environment. [ 11 , 12 ] In this new paradigm, it is crucial that TEA methods, especially online video assessments, effectively evaluate competencies for the digital age. However, their efficacy in specific areas like HSS remains under exploration.

Oral presentations, especially in online video formats, may offer unique insights into a student’s HOT capabilities, which are essential for HSS assessments. These evaluations could potentially elucidate core areas within HSS, such as systems thinking, health policy, and the social sciences. Previous studies hint at the efficacy of oral assessments in areas like social sciences [ 13 ] and professionalism. [ 14 ] However, the robustness and reliability of video-based oral presentations as an assessment tool warrant further investigation. Another consideration is the potential bias resulting from varying presentation skills. [ 15 , 16 ] Students with exemplary presentation skills may overshadow essential content gaps, while those less adept at presenting might not be duly acknowledged for their depth of HSS knowledge. To ensure fair and effective assessment, it is critical to carefully differentiate true competency from mere presentation prowess.

In this study, we investigate the effectiveness of online video assessments in capturing medical students’ competency in the HSS curriculum, focusing on topics like systems thinking, health policy, medical ethics, and social health determinants. Our research primarily aims to gauge score consistency across assessors. We employ the Interclass Correlation Coefficient (ICC) to measure inter-rater reliability and use Spearman’s Rho—a statistical method—to determine correlations among assessors. Alongside, we explore the relationship between foundational HSS competenies (C) and presentation skills (P) through mixed-effects modeling. Elucidating the interplay between C and P offers a nuanced perspective for HSS assessments.

Study design, setting, and participants

The study involved a comprehensive assessment of all first-year medical students ( n  = 10) enrolled in a newly developed curriculum integrating Health System Science (HSS) into the Bachelor of Medicine program in 2021. The curriculum aims primarily at two objectives. First, it seeks to provide comprehensive medical education enriched with HSS concepts. Second, it intends to attract students from rural areas, nurturing them with the hope they will return and serve their home communities, equipped with a deep understanding of the public health system.

Examination process

First-year medical students undertook three distinct exams, each designed to assess various dimensions and complexities of Higher-Order Thinking (HOT) skills within the Health System Science (HSS) curriculum. For a detailed breakdown of exam formats, materials, and timing, refer to Table  1 .

Exam 1 on Social Health Determinants (SDHs) : This exam assesses foundational HOT skills such as understanding, recall, and application, in addition to critical thinking and problem-solving. It integrates theoretical and practical elements to evaluate how students apply systems thinking to real-world health challenges.

Exam 2 on Health Care Policy : This exam focuses on deeper analytical and synthetic HOT skills, evaluating students’ abilities to critically engage with and construct reasoned arguments regarding health policy issues.

Exam 3 on Medical Ethics : Similarly, this exam tests the students’ ability to analyze, synthesize, and evaluate ethical dilemmas in medical practice, enhancing their understanding of the ethical frameworks essential to health system science.

Each exam incorporates elements of systems thinking, foundational to mastering HSS. The assessments were developed by an impartial educator and are conducted over a standardized 40-minute session, utilizing a Learning Management System (LMS) developed by the faculty of medicine.

Assessment technique and evaluation

After the three exams, students’ response videos were assessed by a panel of seven expert assessors specializing in medical education. The assessment process utilized a detailed rubric, designed to capture the depth and nuance of HOT as intended in each exam. This rubric, informed by the principles of HOT and HSS, combined a numerical scale (ranging from 1 to 10) with explicit descriptors for each score, providing clarity on performance expectations. This ensured evaluations were consistent and adequately represented the depth of student understanding in relation to the complexities integrated into the three exams. The training of our panel of assessors focused on the foundational principles of Health System Science (HSS) and the effective application of the assessment rubric. The initial session introduced the assessors to the rubric, highlighting its alignment with key HSS competencies such as systems thinking and value based care. This included a detailed explanation of the scoring system and performance standards.

The students were assessed based on two primary criteria. First , their competency skills were evaluated using the rubric formulated by the educational research team to capture the nuances of HOT. Second , their presentation skills were assessed, focusing on accuracy, clarity, and the effectiveness of their communication, drawing from criteria established in previous research. [ 16 ]

Statistical analysis and reliability assessment

Assessor Score Correlation : We utilized the Spearman rank correlation method to understand the interrelationships among assessor scores. Data for each of the three exams (Exams 1–3) are presented in tables, which display the Spearman’s rho coefficients for competency (C) scores and presentation (P) scores. A rho value near 1 signifies a strong correlation; a value between 0.5 and 0.75 indicates a moderate correlation; a value between 0.3 and 0.5 suggests a weak correlation; and a value close to 0 implies negligible correlation.

Reliability Estimation : The level of agreement among assessors was quantified using the Interclass Correlation Coefficient (ICC). Each ICC value was complemented with its respective 95% confidence interval. It is essential to note the interpretative context of the ICC values: those below 0.5 signify poor reliability; values ranging from 0.5 to 0.75 denote moderate reliability; values between 0.75 and 0.9 are indicative of good reliability; and values exceeding 0.9 are demonstrative of excellent reliability.

Relationship between Presentation and Competency : A jitter plot depicted individual student performances, with colors differentiating each assessor. A mixed-effects model was implemented to consider potential variability due to individual assessors. The model’s coefficient indicated the anticipated shift in competency relative to presentation skills.

Software and Packages : All analytical processes, from data visualization to heat map creation, were executed using R software, version 4.3.1 with packages. [ 17 , 18 , 19 , 20 ]

Our evaluation offers insights into both the correlation and reliability of assessments. The 10 participants, scores across the three exams were evaluated by seven expert assessors. Spearman’s Rho values, as illustrated in Tables  2 and 3 , indicate correlations for competency scores (C) and presentation scores (P). All correlations emerged as positive; however, there were discernible variations in strength from weak to strong for both competency and presentation scores across different assessors and exams. The Interclass Correlation Coefficient (ICC) values for C scores across exams were 0.42 (95% CI = 0.18–0.74) for Exam 1, 0.27 (95% CI = 0.09–0.61) for Exam 2, and 0.35 (95% CI = 0.12–0.68) for Exam 3. P scores for these exams were 0.44 (95% CI = 0.20–0.75) for Exam 1, 0.32 (95% CI = 0.12–0.66) for Exam 2, and 0.48 (95% CI = 0.24–0.78) for Exam 3. When considering the 95% confidence intervals for both competency and presentation scores, these ICC values suggest a range of reliability from poor to moderate.

Further exploration of the correlation between C and P scores across the three exams is depicted in Figs.  1 and 2 , and 3 , respectively. Each figure presents a jitter plot that highlights individual data points; different colors represent individual assessors. The overall mixed-effects model prediction is captured by a red dotted line, flanked by the 95% confidence interval (CI). For Exam 1, the model indicates a positive correlation between C and P scores with a coefficient of 0.16, but this is not statistically significant ( p  = 0.073). In contrast, both Exams 2 and 3 consistently showed statistically significant positive correlations between C and P scores, with all assessors reflecting this trend.

Jitter plot of exam 1 with individual assessor lines and mixed-effects model correlating competency and presentation scores

Jitter plot of exam 2 with individual assessor lines and mixed-effects model correlating competency and presentation scores

Jitter plot of exam 3 with individual assessor lines and mixed-effects model correlating competency and presentation scores

Medical education, especially in areas like HSS, has significantly evolved due to global trends. As digital platforms have surged in popularity, exacerbated by the COVID-19 pandemic, the emphasis on online assessments has grown. Our study, deeply rooted in HSS, sheds light on the broader challenges of online evaluations. Specifically, it underscores the balance required between content mastery and effective presentation in an environment where both are paramount.

One key finding from our study is the role of assessor calibration. Using statistical measures like ICC and Spearman’s rho, we observed a positive correlation in inter-rater reliability, accompanied by variations. It is imperative to recognize that our research’s primary objective was not solely to evaluate the efficiency of our rubric scores but to scrutinize the efficacy of our video assessment design for HSS. Prior studies support our conclusions, suggesting that rubric-based grading can have varying reliability. [ 21 , 22 , 23 ] Such deviations can arise due to factors including the content under examination, the adopted grading criteria, statistical evaluation methods, the nature of the test, and the number of involved assessors or participants. [ 21 , 24 ]

In addressing the challenges of evaluating complex topics such as healthcare politics and policies, our assessor training was tailored to enhance the use of a comprehensive rubric and objective assessment skills. The training included detailed reviews of HSS case studies and scenario-based exercises, emphasizing strategies to mitigate personal biases and maintain consistency across varied content. This approach helped ensure that all assessors were equipped to objectively assess responses, even in subjects prone to subjective interpretation. Upon deeper observation, we found that Exam 2 showed a lower correlation among scorers compared to Exams 1 and 3. This could be attributed to the content of Exam 2, which focused on healthcare politics and policies. Such policy-oriented topics can lead to varied interpretations among assessors, making it challenging to determine a universally acceptable answer. [ 25 ]

Our research underscores the crucial balance between competency and presentation skills. With the rise of digital platforms, the ability to articulate and communicate effectively has become indispensable for professional competency. [ 26 ] A related study, utilizing platforms like Zoom for assessments, aligns with our findings. [ 27 ] It emphasizes that when evaluating online, it is essential to distinguish domains like metacognition and creativity. Many evaluation methodologies prioritize oral presentation capabilities, relegating content knowledge to a secondary role. [ 14 , 15 , 28 ] In disciplines demanding HOT skills, such as HSS, merging these domains could potentially obscure the importance of specific competencies. Therefore, to ensure fair and effective assessments, it is vital to carefully differentiate between true competency and the enhancement effect of presentation prowess. This vigilance is crucial because exemplary presentation skills can sometimes overshadow gaps in content knowledge, while less polished presentation skills might lead to underestimation of a student’s understanding and competence. In response to this challenge, educational institutions should incorporate robust communication and presentation training modules into their curricula. [ 28 ] This would ensure that graduates are not only well-versed in their fields but also adept at articulating their knowledge.

Reflecting on our video assessment approach in HSS, the novel method we employed to understand the nexus between competency and presentation skills emerges as a strength. With the prevailing trend of transitioning to digital platforms in medical education, our insights stress the essence of both thorough content comprehension and proficient communication.

In our study, we employed a numeric scoring scale to quantify student performances, which provides precision and facilitates straightforward comparison. This method offers the advantage of detailed quantification, allowing for fine distinctions between levels of competency. However, it may introduce inconsistencies, especially when assessing complex competencies that require nuanced judgment. Alternatively, ordinal rating systems, which categorize performances into descriptive levels such as excellent, good, fair, or poor, can simplify assessments and potentially enhance consistency by more clearly delineating broad performance categories. Each system has its merits, with numeric scales offering granularity and ordinal scales providing clearer benchmarks. [ 29 ] This distinction underscores a key aspect of our current methodology and presents a valuable area for future research to explore the optimal balance between detailed quantification and categorical assessment in evaluating both competency and presentation skills in medical education.

In this study, we intentionally employed a diverse panel of seven expert assessors rather than the conventional use of two raters. This decision was guided by the aim to enhance the reliability and depth of our evaluations, particularly given the complex competencies involved in HSS. A larger panel allows for a more comprehensive range of perspectives on student performances, which is critical in a field where subjective judgment can significantly influence scoring. However, this approach can also introduce variability in scoring due to differences in each rater’s interpretation and emphasis, which might not be as pronounced with a smaller, more uniform panel. By using seven raters, we aimed to capture a broader spectrum of interpretations, which, while enriching the assessment, could also lead to increased score dispersion and affect the overall consistency of the results. This aspect of our methodology could have influenced the outcomes by either mitigating or exaggerating individual biases, thus impacting the inter-rater reliability as reported. To address these challenges, integrating AI technology could provide a valuable tool. Artificial intelligence can assist in standardizing evaluations by consistently applying predefined criteria, potentially reducing the variability introduced by multiple human assessors. [ 30 , 31 ] This hybrid approach, blending human insight with AI precision, represents a promising direction for future research, aiming to balance depth and reliability in complex competency assessments.

Considering the observed shift towards online assessments in medical education, this study sought to evaluate the efficacy of video assessments in measuring both competency and presentation skills within the Health System Science (HSS) framework. Our findings reveal positive correlations between these skills, indicating that effective presentation can enhance the perception of competency. However, variations in inter-rater reliability highlight the necessity for standardized assessment criteria and consistent assessor training. By implementing these strategies, educational institutions can ensure greater accuracy and reliability, which is crucial for accurately assessing student competencies in a digital learning environment. Thus, our study substantiates the importance of both thorough competency assessment and the enhancement of presentation skills in online medical education.

Data availability

The dataset analysed in the current study is available upon request from the corresponding author.

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Acknowledgements

We wish to thank the Department of Family Medicine and Preventive Medicine at Prince of Songkla University for supporting our research endeavors. Our gratitude is also extended to Assistant Professor Kanyika Chamniprasas, Vice Dean for Education, and Assistant Professor Supaporn Dissaneevate for their roles in creating and backing the health system reform curriculum for medical students, which contributed to this study.

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All authors made a significant contribution to the reported work. P.S., P.L. S.So., T.T., P.C, K.S., K.C. designed the study and obtained research ethics approval; P.S., P.V., S.Sr., K.S., and T.W., analysed and visualized the data; all authors interpreted the results, drafted, and revised the manuscript, and read and approved the final version of the manuscript.

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Sornsenee, P., Limsomwong, P., Vichitkunakorn, P. et al. Assessing the interplay of presentation and competency in online video examinations: a focus on health system science education. BMC Med Educ 24 , 842 (2024). https://doi.org/10.1186/s12909-024-05808-1

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IRS Tax Tip 2024-68. Aug. 7, 2024

An educational assistance program is an employer’s written plan PDF to provide employees with undergraduate or graduate-level educational assistance. These programs allow employers to pay student loan debt and other education expenses tax-free.

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100 Budget-Friendly Programs to Add to Your Repertoire

When I was a student activities coordinator, my days were spent scaling the paperwork mountains and fierce binder jungle that was my office and making sure I could stretch every cent of our activities budget.

After talking with many of my colleagues, we realized the best activities to host would be ones where students could have fun but also apply or gain critical life skills without even realizing it — activities that added more value than the typical drive-by pizza station.

According to The Hechinger Report , the amount being spent by institutions per student has dropped significantly over the past 25 years — so much so that nearly half of the cost of public education is being put on students in the form of tuition!

I’m incredibly thankful for the amazing education I received, but looking at my $1,100 monthly student loan payment doesn’t leave that same feeling for my bank account.

With the growing cost of higher education, it’s crucial to create events that won’t break the bank for students to participate in or for our institutions to host.

Below, we’ve created a list of programs and activities to help students stay engaged while saving you a few dollars off of your programming budget. If you want to go ahead and download the whole list, you can do so via the image below!

Free guide: 100 Budget-Friendly Program Ideas

Ready let’s get started with a category we’re all familiar with:, food-centric events, 1. plan a microwavable potluck.

Most students have access to a microwave, so this is a great option for a late-night program. If you want to make this hall-specific, you can set-up bulletin boards where students can sign-up to bring their favorite microwaveable recipes.

2. Cake postcards

Most folks like cake, and who doesn’t love a handwritten note? Check out this awesome tutorial by Sandra Denneler on how to achieve the best of both worlds. (Note: Don’t eat this cake, please.)

3. Waffle Wednesdays

Ask the dining staff if you can borrow some waffle makers and set-up a waffle bar. This isn’t just a midnight breakfast event; you can do it during the first week of classes, during exam weeks, or any other time of year.

4. Curate a campus cookbook

Battle homesickness with a fun way for students to share their favorite meals from home with their peers. You can use Presence forms to collect recipes, and once you’ve gathered them all, you can let students teach their peers how to make it.

5. Host a tea party

Encourage students to bring their course work and chat over a spot of tea. To add another layer of fun to this laid-back event, you can suggest a fancy dress code.

6. Mystery dinner

Theatre, intrigue, and food? Heck yeah! This free option lets you throw in a little Harry Potter magic. This is a great opportunity to team up with your performing arts department and dazzle folks from both on- and off-campus.

7. Grilled cheese party

Grilled cheese can be done one hundred different ways (but that’s another list). Invite students to show off their culinary skills in this Top Chef -style event. And make sure to have some dairy-free and gluten-free options as well!

8. Ice cream social

We used to host an electricity-saving competition throughout all our residence halls, and at the end of the semester, we would throw a Ben & Jerry’s party for the winning hall.

Growth-Focused Events

Campus programming isn’t all fun and games.  With employers looking more often toward students’  co-curricular experiences  as an indicator of their job skills, we need to be offering skill-building programs as well. Life skills combined with unique talents set our students apart in the mad dash for jobs after graduation.

9. Create a campus book club

Get input from your literature department faculty and create a campus-wide book club! Establish a theme for each semester and have a roundtable discussion to bring the books together.

Essential skills developed: Critical thinking, synthesis, and discussion skills

10. Learn how to compost

While students learn how to compost, teach them about the benefits of composting and how they can compost on- and off-campus. If you have a community garden on campus, you can even get attendees involved in the care of it.

Essential skill developed: Project management

11. Financial fitness series

Rarely do students learn about the impact of student loans and how to save effectively while in college. Discuss potential on-campus job options for student employment and online jobs that allow students to make money from virtually anywhere, as well as budgeting tools that they can use to simplify it all. Pro-tip: Partner with your financial aid office on this one!

Essential skill developed: Money management

12. Get organized with free tech tools

Organizing is one of my favorite things to do, although my desk could use some serious love.  Here are some helpful and free tools to teach students how to better manage their time and busy schedules.

Essential skill developed: Organization

13. Advising “on-the-go”

In 2015, Florida Atlantic University started offering academic advising to commuter students by meeting them in the on-campus parking lot. They called it “Drive-Up Advising.”

Essential skills developed: Interpersonal communication and project management

14. Words that hurt and why

Host an educational program on language and provide these handouts afterward. It’s a great way to boost awareness in common areas and on campus.

Essential skill developed: Interpersonal communication, emotional intelligence

15. Info sessions for non-profits

This is a great way to get students more involved in the local community. Invite non-profits to share their missions while recruiting students to volunteer their time.

Essential skills developed: Communication and planning

16. Careers workshops

What does the day in the life of a __________ look like? Help your students get a handle on their career options with a series of workshops focused on specific roles or fields. These are especially helpful in the early months of the year when students are preparing to apply for jobs and internships .

Essential skill developed: Planning

17. Educational Jeopardy

Check out these Jeopardy templates to make your educational events more interactive.

Essential skill developed: Critical thinking

18. Lunch & learn

Invite different department chairs to speak about their journeys during brief lunches at the dining hall. You can also encourage students to host lunch & learns on topics that they’re currently researching. It’s a great way to improve their public speaking skills while helping to prepare them to present their research at the end of the semester or at conferences.

Essential skill developed: Public speaking

19. Continuing sex education

Bring in your campus wellness team to share best practices and provide an outlet for questions.

Essential skills developed: Intrapersonal communication, self-care and boundary-building

20. Roundtables

Current events, recent movies, the new bike-sharing program student government wants to start — whatever the topic, bring students in and let them know their voices will be heard.

Essential skill developed: Interpersonal communication

21. Speed Networking

Partner with local businesses, staff, faculty, and students and have them spend 3-5 minutes getting to know each other before sharing experiences with a new person.

22. Bringing tutors to different dorms

While RAs are doing their rounds, have them bring along tutors from the academic support center to help with late night study sessions.

Essential skills developed: Research and critical thinking

23. Vision boards

All you need are magazines, cardboard, a little glue, and a bunch of dreams.

Essential skills developed: Planning and creativity

24. Crucial Conversations

Work with your wellness staff to enable students to learn peer mediation skills , build their conversational confidence, and provide them with a toolkit of how to navigate challenging interactions.

Essential skill developed: Interpersonal communication and conflict management

25. Debate viewing parties

Wheel in one of those super cool TVs on a cart from middle school and stream current events. You can build a series of events around these during election time, bringing in local politicians for on-campus roundtables and hosting informational sessions and voter registration drives.

26. Condom fashion show

Get outdated condoms donated and throw together your best sex-positive fall fashions.

Essential skill developed: Creativity

27. Study abroad night

Invite students who’ve experienced study abroad opportunities to make small snacks and share their experience with prospective study abroad students.

Essential skills developed: Critical thinking and planning

28. Internship fair

You can set this up speed-dating style, bringing in local employers. Rather than having full interviews, format this so that students can learn about internships available to them and make smart decisions about where to apply.

Essential skills developed: Interpersonal communication and planning

29. Social media programming

Any sort of social media “live” contest is a great way to introduce staff and student leaders at any point during the year. And with HQ Live reaching more and more people each night, it’s the perfect time to throw in some of your own social media game flare.

Essential skill developed: Critical thinking and technology use

30. Body positive photo shoots

Pick up a few disposable cameras or borrow one from media services and encourage students to share what makes them most proud of themselves. Here are a few body positive shoots that shook up the world!

Essential skills developed: Empathy, intrapersonal communication, and creativity

Arts, Crafts & Leisure Events

31. board game night.

Bring students together with games like Scrabble, Sorry, Checkers, Chutes and Ladders, Life, Battleships, Chess, Monopoly, and Twister. You can even create themed weeks and tournaments based on the board games you choose!

32. Fingerpainting

This is an awesome way to engage students with a childhood pastime and have a little messy fun. Painting helps students de-stress and focus on something other than classwork. Canvases can be found at local dollar stores or craft supply shops.

33. Motivational posters

Have students bring old frames and share motivational quotes. You can combine this with the fingerpainting event to get some awesome handmade art. Then, hang up your motivational messages around your residence hall. The Muse has some great options to use as motivation.

34. Make your own landscape garden

Also referred to as a zen garden or Japanese rock garden, creating your own landscape with sand can be therapeutic. Check out this brief history and instructions for making your own  here !

35. Caricature drawing

Udemy has a written example of how students can create caricatures. And for visual learners, eHow created a helpful video .

36. “I Spy” scavenger hunts

At my former institution, we used to have “Duck Days”  during which our residence life staff would hide hundreds of rubber duckies across campus for students to find and redeem for small prizes and meal points on campus.

37. Starry nights

Set up a projector and utilize the tool Stellarium to view the night sky on a projector screen. You can also contact your astronomy faculty who may have access to telescopes and other cool instruments. If you have an observatory on campus, you can give this event a “Night at the Observatory” theme.

38. Rock-painting party

Pet rocks were cool in the ’80s and ’90s, so why not bring them back? Think about how much cooler your room will look with some colorful new pals.

39. Coloring night

Break out the Crayolas, run a few copies, and color the night away.

40. Tie-dye party

Encourage students to bring their pillowcases, sheets, old t-shirts, and whatever they want to make colorful art. This event could stand on its own, or it could be a precursor to a tournament-style event — just make sure that each team has its own color palette.

41. Upcycling night

Provide hot glue guns, jewels, sequins, and other odds and ends to repurpose something old into something fierce again.

42. Make your own wand

I’ll never get over my love for Harry Potter , so if you and your students are in the same boat, Slytherin over to this awesome tutorial on how to make your own wands with paper.

43. Play-Doh days

Grab a few of those yellow cans of creativity from the dollar store and fidget your stresses away.

44. Toilet paper roll architecture competition

Gather up the leftover cardboard from toilet paper rolls and have students build a structurally sound bridge. Whoever’s bridge can hold the most weight without crumbling wins!

45. Crowdsourced door decs

Typically, RAs make all of the door decorations for their hall. Instead, crowdsource ideas (and help!) with this event. Encourage students to help out your friendly neighborhood RA and make door decs for all the residents on your floor — you might even get some fresh new ideas in the mix.

46. Cash Cab

I used to work with our campus shuttle, “Safe Ride,” and every month or so our campus activities board would host “Cash C.A.B.” to surprise unsuspecting students with trivia and prizes.

This is a good ole standard that can be spiced up with different themes — back to school, holiday break, homecoming, and more.

48. Karaoke Night

Remember that cool TV from #25? Bring that back, look up some YouTube lyric videos and sing your face off!

Wellness Events

Encouraging students to invest in their own health and well-being is a big step to take with a lot of great payoffs . Create inspiring events that help your students feel supported in their own health journey and give them the opportunity to work with other students who share those passions.

Go get your Olivia Newton-John on with these activities:

49. Yoga on the quad

Reach out to a local yoga studio or ask instructors from an on-campus gym or wellness office to help you plan an engaging (and relaxing) program.

50. Wellness competitions

Encourage students to incorporate healthy habits into their lives, though sleeping competitions or outdoor exercise challenges. Just be sure not to make students fell embarrassed by their differing physical capabilities and talents.

51. Nighttime bike rides around campus

Have students decorate their bikes for awareness occasions or just for fun. If it’s around Halloween, you can make this a moonlit ghost tour of your campus.

52. Peer-to-peer coaching

Invite student-athletes or folks who really love to workout to be part of a peer fitness challenge. This is a great way to help students build connections and keep the motivation to stay healthy up.

53. Ping-pong tournament

Warm up your rec room paddles and let your inner Forrest Gump out.

54. Pie your RA (or SGA rep, or administrator)

Buy a few cans of whipped cream and some pie tins, and you’ll have a throwback to carnival days. Are you brave enough to join in the fun, SAPro?

55. Minute to Win It

MTWI was a staple of my orientation program, and this list is sure to be a hit with your students!

56. Paint slip & slide

Remember to have students sign waivers before participating in this one. This is a great event to host on its own or after your local Color Run.

57. Twister on the lawn

Sprinkle some lawn chalk or grass-safe paint on the ground and have as many students join as can fit. Right hand on fun!

58. Dance marathon

In the words of Lady Gaga, “Just Dance!” (for as long as you possibly can).

59. Cornhole tournament

Some beanbags, a few wooden boards, and lots of sunshine make for the perfect spring or early autumn activity.

60. Pool party

Host a free swim in the campus pool and invite the campus radio station to feature their DJs for a splash of funk.

61. Glow in the dark capture the flag

Bring your glow sticks and paint for a quick pick up game with a new twist. This works for any outdoor game, not just capture the flag.

62. Nature walks

Organize time for students to take a break from the hustle and bustle and walk through your beautiful campus. If you have a botany department, reach out to the faculty and see if they’d be interested in leading a guided tour.

63. Duct Tape bowling

Instead of just trashing your bulletin board, roll the remains into a ball and play some hallway bowling.

64. Dodgeball tournament

“If you can dodge a wrench, you can dodge a ball.” Don’t forget those tie-dye shirts you made earlier!

65. Life-size Pac-Man

A leveled-up version of tag! Have your ghosts wear headbands made of scrap fabric and build a course with some rope.

Social Events

When students feel like they belong on campus and are connected to the community, they’re more likely to stay at their institution.  Plus, they become invested in making sure their fellow students stick around and have a stellar experience! Invest in your campus culture with these relationship-building programs:

66. Picnic day

On a nice day invite, students, staff, faculty, and administration to pack a lunch and enjoy the sun. This is a great opportunity to build a strong sense of community and create a space for casual conversation. You can even take a page from the 5-college consortium’s book and have the president of your institution declare a campus-wide day-off to celebrate great weather.

67. Host a drum circle

Drum circles are a simple way to bring people together. Drum circles can be engaging for the people participating and watching by communicating through nonverbal cues and feeling the dynamic rhythm of the group. Plus, you can make a drum out of just about anything.

68. Lounge sleepover

Don’t bring your mattresses! That’d be a nightmare for the custodial staff and the RDs. Instead, bring a few blankets, pillows, and some scary ghost stories.

69. Start a mentor program

Have students come to a monthly event where they’re partnered up and get to make new friends.

70. Campus clothing swap

Before breaks in the academic year, encourage students to clean out their closet and swap for new and exciting items.

71. Practicing Gratitude

When we’re overwhelmed with work, it’s hard to take time to practice gratitude. Set up a group event where people can honestly voice what they’re grateful for. You can also make this a passive event with a chalk wall or whiteboard.

72. Post-It note wars

#SpreadTheLove and fun with these cool works of awesomeness around campus.

73. Poetry slam

Make it an evening for students to share their creative side in a judgment-free arena of fearlessness!

74. President’s snack stop

Set-up a stand or table to hand out donuts, lemonade, hot chocolate — whatever is appropriate for the season. Create a chance for students to connect with the college president or other administrative staff who could use more time “on-the-ground” with students. Offer a suggestion box to allow students’ voices to be heard.

75. More Love Letters

You can write letters to folx listed on this site under “ Letter Requests ,” or you can host your own for other students on campus who need a pick-me-up.

76. Drag Show

Celebrate various gender expressions with a drag show! Amateur performers in the area who are looking to help campuses get started typically don’t mind performing for free, but if you want more experienced people, it will be more expensive. Or, you can even encourage your students to participate. It can be as a charity event, with  partial proceeds donated to Campus Pride .

77. Future roommate mixer

Housing selection is stressful enough as it is. Use this event to allow students can get to know each other over refreshments.

78. Open mic night

Once every few weeks, invite students and community members to perform for a live audience.

79. Talent show

This can include some big prizes or a stellar trophy that gets displayed in the student center.

80. Random acts of kindness

Start a random act of kindness chain with a token or coin, have students “pay it forward,” and record the journey of good deeds via social media.

81. Trivia night

Find a super charismatic person on campus to be the MC for monthly quiz bowls.

82. Student of the month

Have students vote on who they believe best showcased school pride that month. If your institution is particularly large, you can restrict this to particular colleges or residence halls.

83. Motivation Mondays

Every Monday, invite students to talk about their goals for the week and how they plan to achieve them.

My former college President used to say, “Make a change here so you can go out and make a change in the world.” Once a student feels ownership of their role on campus, it’s part of our responsibility to support them in sharing their talents with the surrounding communities. With these easy-to-coordinate events, you enable them to flourish in a new place and gain crucial skills for when they leave.

84. Showcase alumni success

Have students vote for an alum to come back and speak on campus.

85. Museum day

Find out if your city (or one nearby) offers a Free Museum Day to locals. And if you have a museum on campus that’s free to students, set up an evening event to encourage students to visit!

86. Visit a nursing home

Organize times to volunteer with meal service, visiting hours, or even tech workshops .

87. Campus and community clean-up

During our orientation, we would work with local businesses and homeowners and have student groups clean up their lawns to give back to the community.

88. Shuttles to volunteer opportunities

Offer a few campus vehicles to bring students to various opportunities in the community.

89. Letters of gratitude to armed services

Whether it’s the holiday season or any other time of the year, set up a letter writing station to send thanks.

Holiday Events

90. valentine’s day cards.

Organize a valentine creativity station where folks can write cards, poems, or hand out those chalky candy hearts.

91. Carving pumpkins

If you have a local farm nearby whose pumpkins are close to going bad, ask if they’d be willing to donate them and have an impromptu carving contest.

92. Candy cane grams

Everyone in the 2000s wanted to be Glen Coco. You could probably still make “fetch” happen with this event.

93. Egg hunt

Hide small things like trinkets, vouchers for the cafe or bookstore, or even better, candy!

94. Holiday ornaments

Bring it back to fourth-grade art class and whip up a Model Magic holiday ornament to rule them all.

95. Turkey trot

After the dining hall hosts its awesome Thanksgiving dinner, encourage students to take a trot around the block. If your community is hosting a Thanksgiving Turkey Trot, organize a group of students, faculty, and staff members to participate.

96. Haunted house

This was my favorite event every year! Our theater department would team up with folks in our fine arts center and put on the best scare on campus (and for a really cheap price).

97. Indoor snowball fight

This mom has the right idea : no slush, no frozen fingers, just lots of fun.

98. Beach party luau

Once again, moms know how to throw a party! Get your luau on with these cool tips and games .

99. Sledding party

Growing up in New Hampshire, I quickly realized pretty much anything can be turned into a sled with enough creativity – just add a snowy hill.

100. Gingerbread House Competition

Build and eat!

Life skills classes (like how to do laundry, taxes, and sew clothes)

To be completely honest, I didn’t really know the “correct” way to do laundry in college my first year. Basically, I owned enough clothes to last a month and then would go home with it all. Last year was the first year I filed my taxes completely on my own, and now I’m my coworker A.J.’s personal seamstress, thanks to my costume classes.

Help your students out a bit with a Life 101: Back to Basics workshop series.

Thanks to the fierce folks of our campus outreach team, a few of my former colleagues (Allie, Bre, and Chelsea) and the super cool people of the internet for helping me curate this list!

I’d love to hear what some of your favorite low-budget or no-budget programs have been and which ones on this list you’re looking forward to implementing. Continue the conversation with me via Twitter @MegAHakey and @themoderncampus !

And to help student organizations stay on budget, we have a blog post all about that , too!

About the author: Meghan Hackey (she/her) is the Director of Field Engagement and Solutions Marketing for Modern Campus. She loves theatre, superhero movies and creating awesome student experiences. She will forever consider herself an orientation leader at heart. Learn how we can help get your students involved .

Proposed Arlington budget seeks stability-that could mean higher property taxes, department cuts

Arlington residents could see an increase in property taxes as municipal officials look to balance expanded city services with a return to pre-pandemic revenue growth rates.

The proposed 2025 budget includes $3.1 million in planned budget reductions across departments; plans to cut 22 positions; and $23 million in deferred department budget requests to the 2025 bond election.

City Manager Trey Yelverton described the volume of department requests as “not sustainable.”

“This year it’s more clear than any other year that that can’t be the case and we have to figure out how to work through what our priorities truly are,” he said.

A budget also comes with a proposed property tax increase of 0.5998 per $100 of assessed property value, up from 0.5898 per $100 in Fiscal 2024. The proposal, if approved, would mark the first property tax rate increase since 2004.

City Manager Trey Yelverton said city employees considered cuts or reallocations across departments before proposing a tax increase on residents. New services – including one to launch an initiative called “Clean Arlington” and the anticipated March launch of the senior center, ACTIV – and federal grants winding down mean the city has more to absorb.

“We’re able to absorb some of that new stuff, but we can’t absorb all of that new stuff,” Yelverton said.

Yelverton asked Arlington City Council members to finalize the proposed property tax rate by Tuesday, Aug. 13.

A larger increase, he said, would allow the city to take care of what he described are “chronic issues” the city is not addressing, including investments in streets, buildings and city vehicles.

Andrew Piel, District 4 city council member, asked about the city’s drop in municipal court revenue since 2010 – and contrasted the dip with the amount of money residents’ property tax increase would generate.

“It just kind of jumps out to me, especially given the multiple times I’ve been told by residents that traffic safety is a huge concern for them in Arlington, that the amount of citation revenue dropped $10 million in 10 years, and we’re looking at a $4.1 million tax increase. That just kind of boggles my mind,” he said.

Arlington’s property tax rate is project to increase by $7.2 million in the Fiscal 2025 budget. Sales tax under the plan is up by $4.1 million, and overall general fund revenue is up $15.7 million.

The budget includes $421,000 for the second half of Arlington Fire Department’s transition to four-person staffing, as well as the absorption of 47 grant-funded full-time positions totaling $3.2 million. The department reduced its budget by nearly $200,000 by cutting 10 unfunded firefighter trainee positions, as well as the public health nurse position.

Yelverton said he has asked Police Chief Al Jones to reallocate 10 police positions from different units to patrol, on top of 22 recent training academy graduates dedicated to patrol. Yelverton alluded to complaints from Arlington Municipal Patrolman’s Association , which has asked for more patrol staffing.

Yelverton said while the department has added 100 officers over the past 16 years and put them in special units – positions that former police administrations thought might help patrol officers.

“I think we ought to do a little better because I share interest that people value patrol and not just special units, you know, behavioral health unit that, geographic detective this, a traffic enforcement unit that, which doesn’t seem to be enforcing much traffic in my mind,” Yelverton said.

The city will host two town hall meetings: One at Arlington City Council Chamber Aug. 14 and at the South District Police Station Aug. 26.

Got a tip? Email Kailey Broussard at [email protected] .

KERA News is made possible through the generosity of our members. If you find this reporting valuable, consider making a tax-deductible gift today. Thank you.

This story was updated at 3:48 p.m. Aug. 7, 2024, to reflect the amount of years since Arlington has raised property taxes.

UAH engineering program hosts drone presentation at Sparkman High School

HARVEST, Ala. ( WAFF ) - Some students in Madison County had the opportunity to see something cool on Thursday morning at Sparkman High School.

Sparkman High School, Monrovia Middle School, Sparkman Ninth Grade School, and Sparkman Middle School students gathered to see a professional fly-in drone presentation.

The presentation was put on by the University of Alabama in Huntsville’s Rotorcraft Systems Engineering and Simulation Center. Military-grade drones were demonstrated with all their capabilities in the sky of the football field at Sparkman High School.

Madison County School System officials said the demonstration aims to introduce students to the engineering program at UAH.

Sparkman High School science teacher Scott Coonfare said students interested in learning more about aerospace can see the impact firsthand at UAH.

“You look at UAH and may think, I don’t know, but once you get your hands on engineering projects and you’re doing it,” said Coonfare. “You see how much fun and easy it is, then they think ‘wow, I can do this, I love this’ — and it just opens the doors that they never thought were possible.”

The program is expected to make its way to other middle and elementary schools, inspiring the next generation in aerospace.

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Madison Co. Coroner identifies person killed in wreck near Shields Road.

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Former Oakwood University assistant basketball coach indicted on murder charge

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Embrace the mentorship role - Help those on your staff who are new RAs adjust as well as work with your supervisor, who will also rely on you to set good examples on how to act as an RA

Develop your programming further - Now that you've done the position for at least a semester, think back on your programs that worked and those that didn't, and use those results to improve your future programs

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Reslife.Net

Top Links for INNER Pages

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Programming for Halloween is Far From Scary

April 14, 2014 by reslife

Halloween is traditionally one of the most active programming holidays in residence halls. It has lots of fun community applications and for many of us, it is a chance to re-capture some great childhood memories and to be a kid again, even if it’s only for one night. I have put together some of the different Halloween programming ideas that I have used over the years for you to consider. You may have seen or heard of many of these before but you can always take an old idea and make it new. I would also invite you to share your own ideas and thoughts on Halloween programming on our bulletin board.

“It’s the Great Pumpkin Charlie Brown” – Pick up a copy of the classic “Charlie Brown” Halloween TV Special and invite the floor or building to attend a viewing. You can spice it up with a “Peanuts” costume contest and other traditional Halloween party activities like bobbing for apples etc….

Trick or Treat for Neighborhood or Faculty/Staff Children – Great for community outreach. Coordinate with a local elementary school or community center. Have each floor or wing in your building set up a lounge or designated room that you can decorate and let the neighborhood children “trick or treat” in your building. Each floor or wing can purchase and give out the treats to the visitors. You can cap it off with a Halloween Party in the building lounge for the kids.

Traditional Costume Party – No matter how old you get most people still like dressing up in costume for a party. There are lots of ways to liven up this old idea. Pick a theme for costumes. Come up with different contests and activities for the event.

Haunted House – The toughest part of this idea is finding a place on campus where it is safe to set up a haunted house that meets all fire code regulations. Residence Hall corridors and lounges may not be the best locations. Once you have found a location, you can get different floors or wings in your building to put together the various rooms of your haunted house. It may be a lot of work but it is also a lot of fun and a great way to build teamwork and community in a building or on a floor.

Secret Spooks – Similar to the concept of “Secret Santa” or “Kris Kringles”. Residents on your floor pick a random name of someone else that lives on the floor and send them treats & notes (at least one per day) for the week before Halloween. Then on Halloween the whole group comes together for a social and for the unveiling of the “Secret Spooks”.

Halloween A-grams – Great idea for hall government as a fund-raiser or just to get their name out. Residents can send a Halloween greeting along with some type of treat to other friends in the building. Members of the hall government dressed up as ghosts or goblins or whatever can deliver the messages.

Scary Movie Night – Pretty basic idea but still fun. Pick out your favorite scary movies and have a Halloween movie marathon. Ghost Stories – Get your favorite English professor or some other popular figure on campus to come and read ghost stories. Another idea is to have a ghost story contest and let folks come up and tell their own original ghost story and have a vote to decide which is scariest. Haunted Hayrides – This used to be an idea that only rural schools could take advantage of but now these places are popping up all over the place. It’s a great floor outing and usually includes some type of refreshment and a bonfire. Pumpkin Carving/Decorating Contests – Another old favorite that can be done at any level from the floor/wing to the whole building. One possible twist on this is to pick up a supply of the really small mini-pumpkins and get your floor together to decorate them to represent each resident on the floor. They can be decorated with markers and paint or construction paper. You don’t have to carve them and they will last longer. The fun is in doing it together as a group and sharing the experience.

Halloween Origins – Great educational and fun program. Find someone on your campus or in the local community that can give a presentation on the origins of Halloween and the different traditions and ways that it is celebrated. Afterwards, you can share stories on your floor of the various Halloween traditions that your residents have experienced. You might even find some folks that don’t celebrate Halloween and it will also be an opportunity for cultural sharing to see how different cultures view Halloween.

Submitted by Tim Johnson, Director of Housing & Residence Life, Rutgers University Newark. He is a founding members and owner of the website www.reslife.net and the company Reslife.Net.