Profile - Kathy Benzaquin and the Residential Life Program

 first published in 1983 in the campus and NCSSM community newsletter -- Dialogues.

Kathy Benzaquin is proud of the Residential Life Program at NCSSM and with reason. The system she and her staff have evolved has become a model for those establishing public residential schools in other states. It was only three years ago that Kathy was asked to create a program that would enhance a rigorous academic curriculum by making young high school students feel at home as well as by providing a broad spectrum of co-curricular activities. In response she developed a strong, flexible, accountable program manned by a dedicated staff of Residential Advisors (RAs). 

Kathy attributes success to her policy of selecting staff members whose abilities and interests are tailored to program needs. RAs, whose primary responsibility is to care for and support students, also organize and oversee traditional high school activities — social, recreational, and service. Matching the task to a staff member's talent and interest has made the 24- hour a day, 7-days a week, entry level job attractive to excellent candidates, rewarding for students, and has strengthened every facet of the Residential Life Program.

Support of her staff, particularly professionally, is a priority for Kathy. Her success in training may be measured by job offers RAs receive from other residential schools and by their loyalty to NCSSM. Kathy is philosophical when an offer does lure someone away and they leave with regret — it means she is accomplishing one of her purposes. 

For most students entering NCSSM, Resident Advisors are an unknown quantity, but not for long. The companionship and leadership of a caring adult means a great deal to these young people away from home, and their appreciation is evident. A close association between students and staff is beneficial in many ways, including reducing resentment if discipline is necessary. 

Other Residential Life policies also are designed to make discipline a more positive learning experience. One is to include students in the decision-making process; a second is to establish rules based on a specific consequence for a specific cause. Predictable judgments seem easier to take. 

Another policy that is working well is one requiring students to make a study or social contract with RAs if their grades fall. The staff is especially pleased because some students in good academic standing have voluntarily made contracts. 

For the future Kathy has three wishes — to find more financial support for her staff, to find enough time in the NCSSM schedule so that her staff can make better use of their skills in leading leisure time activities, and to maintain the level of excitement that characterizes the Residential Life Program today.

[Dialogues Volume 3, Number 2, March 1983; Dialogues; NCSSM Digital Collection]