At many universities, live-in residence life professional positions such as residence hall coordinators, assistant directors, and area coordinators are seen as “entry-level stepping stone” roles for individuals aspiring to move into higher positions within higher education or student affairs. This perception undermines the significance of these positions and the professionals who occupy them. These live-in roles are much more than temporary jobs or stepping stones on a career path; they are critical leadership roles that require specialized skills, extensive responsibility, and a deep commitment to student development and well-being. As a profession, we need to step away from the mentality that live-in roles are only stepping stones and invest in ensuring the proper support of these positions is present.
This blog series features different writers responding to the prompt, “What is one practice ResLife departments need to let go of?”
As the field of residence life continues to evolve, universities need to recognize these positions for what they truly are—professional roles that require expertise, dedication, and a commitment to the student experience. Many schools have met this part way by requiring a Masters Degree to hold the live-on role, but have not necessarily embraced live-on roles as a position one may want to remain in for their career, which can be seen in a lack of support, supervision, or training. It’s time to stop viewing live-on roles merely as entry-level positions and start treating them as integral, respected roles within higher education that some professionals will choose to remain in for their student affairs careers.
On a personal note, I love living on campus. I decided to work in Residence Life because of the ability to work “from home” without having to work in my home while also getting to work closely with students. I know it’s not for everyone, but I have found it to be so nice to be able to wake up and walk to my office rather than driving. Because I often have late night commitments at work, it is so nice to be able to go home for an hour or two before heading back to work. If I had to drive home, it would frustrate me to have to drive all the way back to campus!
It’s also worth noting that positions above “entry-level” can have a live-on option. However, that is not what I’ve seen as often as entry-level individuals in residence life being required to live on campus as part of their role. It should also be noted that while most people do eventually move out of live on roles when they choose to grow their families, desire a yard for a backyard barbeque, or find better paying, traditional live-off positions, it shouldn’t be seen as required of those holding live-in roles.One of the key issues with viewing live-in residence life positions as “something one won’t do for long” is that this suggests that these professionals are only using their positions as a means to move on to something “bigger” or “better,” and that their work is a precursor to a more prestigious role. This viewpoint diminishes the value of their contributions and the importance of their work in the student experience.
Live-in residence life professionals are responsible for a wide range of complex duties. From managing residential communities and student staff to overseeing student conduct, crisis management, programming, and fostering an inclusive campus environment, the role demands more than just basic management skills. These professionals are often the first line of support when students face academic, personal, or mental health challenges, and they handle issues ranging from roommate conflicts to serious student crises.
The emotional and intellectual demands of these positions require professionals to possess a broad skill set, including leadership, conflict resolution, counseling, and program management. These staff members often work long hours, including evenings and weekends, to ensure the safety and well-being of their residents. To classify these roles as simply “entry-level” and “contract-limited” positions does not adequately acknowledge the multifaceted and often exhausting nature of the work.
The reality is that residence life professionals are often deeply committed to their work. Many individuals build long-lasting careers in the field of student affairs and residence life, with roles that evolve and grow in responsibility. For many, these live-in roles are a chance to develop a
strong foundation in student development, leadership, and administration that shapes their future endeavors. By categorizing these roles as mere “stepping stones,” universities miss the opportunity to fully support and appreciate professionals who are dedicated to a long-term career in residence life.
Furthermore, treating these positions as “entry-level” can create a culture where turnover is seen as the norm. Some positions even hold contract limits, not allowing folks to keep their jobs for longer than a set amount of time. When professionals are only expected to stay for a short period of time before moving up the career ladder, the investment in their professional growth, development, and engagement with students may be lacking. Stability and continuity in residence life programs are critical for creating strong, connected communities where students thrive.
Live-in residence life professionals are not simply housing managers or event coordinators (although, that’s certainly part of it!) The level of expertise required to be successful in these positions cannot be underestimated. These staff members must have a solid understanding of student development theory, conflict resolution techniques, diversity and inclusion practices, and crisis management. They are often expected to have advanced degrees or specialized training in higher education, counseling, or related fields.In addition to their formal training, live-in professionals may possess years of experience working directly with students, navigating difficult situations, and providing emotional and logistical support to students in distress.
Another reason to abandon the notion of live-in residence life positions as temporary roles is the risk of burnout. Many individuals entering these roles are enthusiastic about making a difference in students’ lives, but if the university or department perceives their position as simply a stepping stone, they may not be adequately prepared to support their staff in regard to the intensity and challenges of the role.The stress of balancing long hours, on-call duties, crisis management, and personal sacrifice can take a significant toll on individuals; ensuring support for those individuals is imperative. A contract limit is not a substitute for support or proper supervision.
The constant turnover associated with the “stepping stone” mentality can lead to higher rates of burnout. When individuals view their positions as temporary, they may not invest as much time or energy into the long-term goals of their residence life program, leading to a lack of continuity in leadership and weakening the overall experience for students. Universities that treat these roles as “transitional” are often left with inexperienced staff who may struggle to build the relationships necessary to create strong, supportive communities.
By investing in the long-term professional growth of live-in staff members, universities can build more sustainable residence life programs that foster stronger, more connected communities for students.To support this shift, universities must reconsider compensation, professional development opportunities, and career growth within residence life. Live-in staff members should be offered competitive salaries, clear paths for advancement, and opportunities for ongoing training and leadership development. These changes would reflect the professional nature of the work and encourage individuals to see residence life as a long-term career option, not just a stepping stone to another position in higher education.
Finally, changing the perception of live-in residence life positions is critical for creating a respectful and sustainable work environment. When professionals are recognized for the important roles they play, they are more likely to feel valued, engaged, and supported in their work. This, in turn, leads to better outcomes for students and a more positive living experience in residence halls. Residence life professionals are crucial in creating campus communities that support students in their academic and personal growth. By acknowledging their contributions and treating them as the highly skilled professionals they are, universities can create a more effective and impactful residence life program.
Live-in residence life professional positions should no longer be seen as “only temporary”. While that is the case for many, some may choose to remain in a live-in role for their career, and that needs to be not only allowed, but also celebrated.These roles require significant expertise, commitment, and emotional labor, and should be recognized as key components of the student experience and higher education leadership. By reframing these positions as professional roles and offering appropriate compensation, training, and support, universities can foster more sustainable residence life programs, attract and retain talented professionals, and ultimately enhance the student experience. Residence life professionals are not just passing through—they are integral to creating communities where students can thrive.
