Fall 2024
TRENDS is published twice times a year by Great Lakes Association of College and University Housing Officers (GLACUHO) for members of the association.
GLACUHO is a non-profit organization that strives to:
Better prepare housing officers to meet the diverse and changing needs of those we serve with primary concern for students.
Sponsor activities and services which assist housing officers in the exchange and distribution of information and ideas
Advance and communicate professional knowledge and standards in the field of housing
Contribute to the improvement of dining services, residential life, residential services, and residential facilities provided by housing officers.
Support the goals and purposes of the Association of College and University Housing Officers
International (ACUHO-I)
Provide opportunities for the education and professional development of housing officers
GLACUHOCommunications&MarketingCommittee
AmandaMientus
MiamiUniversity
DexterEarney
GrandValleyStateUniversity
CarleyEichhorn UniversityofMichigan
AnnabelLeonova
OaklandUniversity
KelleeSteffen
IndianaUniversity
DavidBinkley
NorthernIllinoisUniversity
MariahSlaughter
IllinoisUniversity
StephanieDanaEly
IndianaUniversityBloomington
HaileyKowalski IndianaUniversity-Bloomington
NicoleVonDrasek
DePaulUniversity
DrennanSorrell IndianaInstituteofTechnology
AmarahByakweli
MiamiUniversity
GLACUHOBoardofDirectors&CommitteeChairs
President
JeremyAlexander
EasternIllinoisUniversity
PastPresident
JoshLawrie,Ph.D.
BowlingGreenStateUniversity
President-Elect
VickaBell-Robinson,Ph.D.
IndianaUniversityBloomington
Secretary
AmyBrown UniversityofCincinnati
Treasurer
SarahMeaney
MiamiUniversity
ExhibitorLiaison
LaurenSewell
PurdueUniversityFortWayne
TechnologyCoordinator
TimNichels
EasternMichiganUniversity
CommitteeChairDelegate
ZacBirch,Ed.D.
UniversityofIllinoisChicago
ConferenceHostChair
LoveyMarshall
UniversityofIllinois-Chicago
HealthandWellnessChair
NickSchiller
UniversityofIllinois-Chicago
StudentLearning
BradfordPeace
BallStateUniversity
Inclusion&EquityChair
RobertKing
OaklandUniversity
ProfessionalFoundationsChairs
AmyFitzjarrald
UniversityofIllinoisatUrbana-Champaign
CampusSafety&CrisisManagementChair
CarolineMurray
MichiganStateUniversity
ConferenceHostAssistantChair
RodWaters
DePaulUniversity
Facilities&OperationsChair
SamanthaKaetzel
UniversityofCincinnati
Communications&MarketingChair
BrandonPerjak
SouthernIllinoisUniversityEdwardsville
ContemporaryIssuesChair
AlisonSinadinos
IndianaUniversity
IllinoisDelegate
DaveArnold
UniversityofIllinois
Indiana Delegate
Maegen Wallaker
Indiana UniversityBloomington
Editorial Guidelines
Michigan Delegate
Alexis Straub
Michigan Technological University
OhioDelegate
MellieDerry
WittenbergUniversity
All members of GLACUHO institutions are encouraged to submit articles for publication. Be sure to indicate the name of author(s), institutions(s), email address(es), and GLACUHO committee or board affiliation, if applicable. Articles not received on time or not published will be considered for the next issue. Submitted content may also be published at any time based on editorial needs and focus of edition.
Necessary editorial revisions will be made to ensure publication quality and to meet space requirements. Authors must submit work with GLACUHO to make necessary edits for publication to TRENDS and to maintain consistency across the publication. Submitted content ma\y or may not be published at the discretion of GLACUHO.
Material that has been submitted to other publications is discouraged. Authors bear full responsibility of the accuracy of references, quotations, tables, and figures submitted for publication.
Authors further hold GLACUHO harmless from any liability resulting from publication of articles. Any editorial mention of commercial interests is intended entirely as an information service and should not be construed as an endorsement, actual or implied, by GLACUHO.
Submission should be made at www.glacuho.org/?Trends_Submissions
Comments and questions for TRENDS can be sent to trends@GLACUHO.org
Brandon Perjak - Southern Illinois University Edwardsville brandon.perjak@glacuho.org
GLACUHO Communications and Marketing Chair
Advertisements
For information, please contact the GLACUHO Communications and Marketing Chair. GLACUHO reserves the right to reject any advertisement not in consonance with the GLACUHO Diversity Statement (revised 2018). Advertising of a product or service in this publication should not be construed as an endorsement.
GLACUHO’S NEW BOOK CLUB
-ANDA BOOK REVIEW FOR RADICAL REIMAGINING FOR STUDENT SUCCESS IN HIGHER EDUCATION
By: Jeff Fabus and Josie Palitzsch
The Student Learning Committee for the Great Lakes Association of College and University Housing Officers (GLACUHO) decided to lead a book club this year to promote student learning within the region. The book was undertaken by Complex Director Jeff Fabus from Eastern Michigan University and Assistant Director Josie Palitzsch from Southern Illinois University Edwardsville. BothFabusandPalitzschwerelookingto become more involved within GLACUHO andhadpersonalgoalsofreadingmore professionally
Thebookthatwasselectedwas
RadicalReimagining forStudentSuccessin HigherEducation
by Jo Arney, Timothy Dale, Glenn Davis, andJillianKinzie(2023).
This book was selected due to the focus on student learning, length, and relevance, and it has been a diving board into some great conversations withthoseinvolvedacrosstheGLACUHO region. Fabus and Palitzsch compiled a book review for those who may want to catch up with the book club or may be curiousaboutthecontentofthebook
In Radical Reimagining for Student Success in Higher Education (Arney et al,2023)theauthorsdiscusstheethical obligation of institutions to do all they can to help students succeed after collecting tuition dollars The book seeks to answer the question “What would our institutions look like if students really mattered?” While this may not seem radical the book states that this thinking is not always at the forefront of decision making. The book is broken into three parts with the focus on Reimagining Institutional Change, Reimagining the Student Experience, and Reimagining HigherEducation.
InPart1:Reimagining InstitutionalChange,
the authors focus on some improvements that can be made to create a culture that centers on student success. There is a focus on institutions participating in the American Association for State College & Universities’(AASCU)ReimaginingFirstYear (RFY)Frameworkproject(Arneyetal.,2023, p.5). The project was launched in 2016 under the assumption that campuses did not have knowledge problems, but rather an implementation problem The project encouraged colleges to implement initiatives that demonstrated a positive impact for students of color, firstgeneration students, and students from low-income backgrounds (Arney et al, 2023, p5) This led book club members to discuss how everyone plays a role in retention and how one would hope that focusingonstudentsuccesswouldimprove retention efforts. The book, and subsequently the book club, discussed how to foster a sense of belonging among students from resource sharing to affinity groups. The discussion led to breaking down institutional silos and working in conjunction with other offices, revisiting student development theory, and relooking at policies to make sure they were helpful and inclusive. The conversation at the book club seemed to have a natural flow, and the subject matter generated lots ofideasfortheparticipants
InPart2:Reimaginingthe StudentExperience,
the authors moved to a focus on student learningthatnaturallyexcitedtheGLACUHO committee with their focus on student learning This may have felt more targeted at professors but many professionals who work in housing may teach First Year Seminar classes or Resident Assistant (RA) classes in addition to their roles. The topics would also lead well to student staff training. This section talked about different ways to engage student. The reading presented active and experiential learning, authentic learning, collaborative learning, and other ways to engage students. The sectiononactiveandexperiential
learningfeaturedChickeringand Gamson (1987) and their well-known “Seven Principles for Good Practice in Undergraduate Education” The text said that “for authentic learning to occur learners must be engaged in inventive and realistic tasks that provide opportunities for complex and collaborative activities” (Herrington et al., 2010, p.1). Finally, this section shared collaborative learning, describedbyLoresetal(2018),“shiftsaway from an instructor-centered classroom to an education environment that emphasizes students teaching one another under the guidance of an instructor who provides materials and ideas in an effort to facilitate learning”(p935).
Part3:ReimaginingHigher Education
will be discussed at the GLACUHO annual conference in Fort Wayne, Indiana, November 5-7 Fabus, Palitzsch, and GLACUHO’s student learning committee invite all to attend regardless of whether you have read the book or participated in former discussions In hopes to not give too much of the content or discussion surrounding this topic away, the conversation will include questions such as thefollowing: Howdofolksdescribetheirrolesin coordinationwithstudentsuccess? Howdoadministratorsidentify problemsandrootcausesfor barrierstostudentsuccess? Whatrolesdostudentplayinthe successoftheirpeers?
Overall, the book proved a rewarding read for those involved with the book club. The concepts and ideas have helped refocus professionals to a student focus and the materials have been great at prompting new ideas among the book club participants. The book club contains professionals at various levels from graduate assistants to housing directors and draws participants from multiple institutions in the area. The last book club discussion will take place at GLACUHO’s Annual conference, and all are welcome to attend.
THE CURRENT STATE OF
changed As things continue to change for our students and universities, so do the requirements for these particular positions, but at what cost? For most new professionals, the live-in position within housing and residence life is their first full-time job post graduate school. As a new full-time professional, it can be a love and hate relationship when it comes to creating boundaries, but also wanting to ensure that you are doing everything you can to be a great employee. There is the want to create and build relationships with students, but also feeling as though you don’t have much separation from your day-to-day responsibilities. The current state of being able to manage the work/life balance while living in/on, serving on call, and also recognizing that we are not a therapist for students has changed and is constantly changing within our field
Being in a live in/on position can make it difficult to manage and maintain a healthy work/life balance. Janosik (2017) cited the highest concern among entry-level professionals is the obligation to act or to respond to a situation whenever needed For most universities, the apartments for live-in professionals require staff to enter through the building, walk past the front desk, or interact with students when trying to go home for the day. This makes it difficult to feel as though there is
any real separation between the position and everyday life This can cause professionals to feel as though they have to be “on” at all times, even when at home. It’s the constant struggle of feeling as though you need to rush in and out of your apartment just so that you won’t be seen by students, or stopped and asked a bunch of questions by staff when you’re not technically working. We all know that there is that unsaid expectation that if you see a situation you should respond to it even if you are not the one on call, although inside we just so desperately want to go home or go about our day. So, how do we create a healthy work/life balance if this is an unsaid expectation that most feel? It starts with asking why this is the unsaid expectation to begin with when there is a duty structure in place. Entry-level professionals get stretched thin within the first few years of their position because of how hard it can be to feel separated from work which can cause individuals to leave higher education and not seek higher level opportunities in the field.
On top of not having much separation from day-to-day responsibilities, there is the oncall aspect of working in housing and residence life. Now, we all know that this is something to expect when working within this functional area, specifically, but the question is whether universities, departments, and those in higher positions are recognizing the toll that being on-call can take. At some universities, the entrylevel full-time staff person is the next person on-call after the RAs and for others, there is the extra layer of graduate-level students that are on-call in between However, does this limit the amount of calls or how exhausting being on-call can be? There are times where the phone rings non-stop and there are other weeks where the phone barely rings. Nonetheless, being on-call can
be anxiety inducing, cause exhaustion from lack of sleep, and create feelings as though there is no structure in their schedule. Being on-call can cause a lot of uncertainty for people and can make people feel as though they need to plan out the whole week ahead because there is very little that most can do when they are on-call. For example, in conversation with other entry-level professionals, it was discussed how many will go grocery shopping before being on-call because of the fear of having to leave a cart full of items in the middle of the aisle. This also ties into how it can be difficult to create a sense of work/life balance within the position. As many people become more aware of their mental health,
BEING ON-CALL IS ONE OF THE THINGS THAT MANY HOUSING AND RESIDENCE LIFE PROFESSIONALS HAVE SAID GENERATES THE MOST ANXIETY.
This is partly because you never know what the call on the other end will be, but also because sometimes you wait around for a call that never happens So, the question is: what can departments and universities do to support their staff who serve on the front line of being on call?
Another aspect of the live-in position that can make it feel as though there is little separation is the expectation that live-in staff are around campus even when not on call For some universities, it is an expectation that a certain number of live-in staff members are around and available on campus should a larger emergency occur. It can oftentimes give staff the feeling that they
are initially hesitant in accepting these positions due to the effects they can have on quality of life (Belch & Mueller, 2003; Bender, 1980; Lagagna, 2007). Many universities have moved to allowing full-time live-in staff to have an animal and partner to improve the quality of life of their staff members, but is it enough?
The question that most ask is why work in a field that can ultimately be taxing or draining? According to Belch and Mueller (2003), student contact was high on the list of reasons for pursuing jobs in residence life. For many professionals, the reason for entering into student affairs is to be able to be a mentor and guide for young adults and college students; as that someone was most likely there for us during our own college experience. As we look at the current generation of college students, we know and are learning that the needs of students have broadened and they are requiring more guidance throughout their college experience It is being recognized that sometimes students will want to open up and tell housing professionals everything that they have ever experienced in their lives. Although we value the trust they have in us and do not ever want to turn away a student in a time of need, this is becoming increasingly difficult to manage because as student affairs professionals
WE DO NOT HAVE THE QUALIFICATIONS TO BE A THERAPIST FOR STUDENTS.
Reflecting on both, the current state of the live in/on position and also the current Contemporary Issue, the constant question that comes into play is “As student affairs professionals, what can we do to ensure that we are creating our own self-care plan to fortify ourselves?” It starts with professionals on all levels having these difficult and sometimes uneasy conversations about the needs of the position and how things can change. This field, the students, and the professionals are not the same as it was many years ago, so it is important that we are keeping up the constant change and demands of our positions, departments, and universities.
As student affairs professionals, especially as a new professional, we want to do everything that we can to support our students but do not always realize how much that can pull from ourselves at the end of the day
IT IS ALSO IMPERATIVE THAT AS ENTRY-LEVEL PROFESSIONALS THAT WE ARE TAKING THE NECESSARY TIME FOR OURSELVES BECAUSE WE CANNOT DO OUR BEST WORK IF WE DON’T. THE DEMANDS OF THE LIVE IN/ON POSITION ARE HIGH, BUT SO ARE OUR NEEDS AS HUMANS.
GREAT EXPECTATIONS: AN INTENTIONAL TOOL FOR TEAM MEMBER SUCCESS
CarolineMurrary
Aguaranteedagendaiteminanyfirststaffmeetingorteamtrainingisthedisseminationof expectations.Ifcreatedanddeliveredwithintention,expectationscanbeatoolthatkeeps yourteamrunninglikeawell-oiledstudentsupportmachine.Additionally,expectationsthat are clear, transparent and provide a sense of predictability can be a key trauma-informed practice. Providing a clear understanding of what is needed for your team members can work to reduce ambiguity, and therefore reduce anxiety This is especially critical in the dynamic environment in which student affairs professionals and student team members operate.
You want to make sure that your expectation documents set you up for a year of success. Herearesometipsfordevelopingsustainableandactionableexpectations:
KnowtheDifferenceBetweenExpectationsandGoodAdvice
WhenfacedwiththeAugustheatandlongdaysofResidentAssistant (RA)training,youmayfindyourselfwantingtowrite“drinkwater”and “getplentyofsleep”underyourtrainingexpectations(IknowIhave!). However, nowhere in the RA contract is drinking water a requirement. Whileitiswell-intentionedadvice,itisnotsomethingwecantangibly hold our team accountable to. What we are focusing on is the outcome: that our students need to sustainably maintain their focus duringtrainingsotheycanlearn,whichweknowcanbesupportedby wellnessactivitiesthathappeninandoutofthetrainingenvironment.
You might consider presenting this outcome as an expectation that reads: “Come to training prepared and ready to focus.” You can still provide this advice but keep it as a supportive tip rather than an expectationfortheirrole
Specify,Specify,Specify!
Having expectations that remain up for interpretationdoesnotsupportyourability to hold your team accountable. For example, stating to your team that they should“followupwithresidentconcernsin atimelymanner”leavesthepotentialfora wide window of understanding Is within a week considered timely? Within the month? Within the hour? When providing time-centered expectations, they should dictate a clear objective. For example, you might rephrase this expectation to read: “When assigned to check-in with a resident concern, perform this check-in within5businessdays.”Thisway,thereisa clearunderstandingofwhentheseactions need to happen, and what would be considered late in accordance with this expectation
WatchOutforTonePolicing
Expectations that are well-intentioned, such as “maintain a positive attitude” or “be friendly with your teammates” can actually be harmful, and center comfort rather than positional requirements This can be a form of tone-policing, which is a form of oppression that disproportionately impactsteammemberswithmarginalized identities. An emphasis on adhering to specificstylesofcommunicationrelatedto perceptions of attitudes, moods, or tone, can be rooted in white supremacy culture. If your goal with these expectations is to create a supportive team dynamic, you can do so without dictating a need for a specific tone or perceived attitude. You might try phrasing your expectations with these goals in mind, like stating “RAs are expected to maintain a working relationship with all staff members and addressconcernsbydiscussingconflict,
listening to multiple perspectives and offering potential solutions,” or “It is imperative that staff actively contribute to anenvironmentwhereteammembersare listened to and have the opportunity to participateequally.”
WhatCanStaffExpectofYou?
As you list expectations for your team members, it is helpful to be transparent about what your team can expect of you. For example, what can your team expect your response to be if they come to you withamistaketheyhavemade?Whatcan they expect from you regarding your own response time? Your ability to be transparent when tasked with departmental directives? Being realistic and honest about what your team can anticipate from you, supports them in managing up (a way of shaping their own practices to better get what they need from you). This also gives you an opportunity to discuss your leadership style,thevaluesyoubringtoyourrole,and an understanding of why you may do thingsthewaythatyoudo.
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In your current or previous roles, you may have had your staff set expectations for youasasupervisor.Whilethispracticecan beseenasteam-centeredandsupportive, be wary of this practice losing its purpose. For example, if your team asks for an expectation of you to be “lenient and understanding” but your role requires you to hold your team accountable to deadlines, you may be setting yourself up for positional conflict. You do not want to navigate a scenario where the expectations of those you supervise counteracttheexpectationsofthosewho
supervise you. Additionally, this practice may open the door for supervisors with marginalized identities to be asked by supervisees to navigate their leadership style differently than supervisors with predominantly privileged identities. For example, a woman-identifying supervisor may be inadvertently expected to take a softer approach, or “be less strict” than theirman-identifyingco-workersinsimilar roles due to the implicit bias of team members. As you seek to make your expectations something your team can take ownership of, keep in mind what you alsoneedtotakeownershipof.
WhatNottoExpectisAlsoanExpectation
With student-led roles like resident assistants and graduate hall directors, there may be an undue expectation that these team members will be looped into each and every happening that you as a hall director, assistant director, or beyond isprivyto.
REALISTICALLY, THESE STUDENTS WILL NOT BE NOTIFIED OF EACH SITUATION HAPPENING WITHIN THE RESIDENCE HALLS,
especially if there is a need to maintain privacy, protect student dignity, or prevent rumors or gossip. Be clear with your team to expect that they will not have all the answers, and cannot be looped into every detail – especially when it comes to crisis response.Forexample,ifthereisastudent in a medical crisis in a neighboring building that is being handled by on-call staff, your RA team in your building does not need to know which student is being transportedandwhy,inthesamewaythat youwouldnotsharethisinformationwitha resident in passing. Additionally, the more thatyourstudentteammembersknow,
the more removed they are from their residents' experience. It may be more supportiveforanRAtoshare“Idon’tknow whatishappeningeither,butIcansitwith you as we process not knowing” in an authenticwaythanforanRAtoshare“Ido know what is happening, but I am not allowed to tell you.” It can be hard for student team members to hear that they won’t be notified of each detail, and some may view this as an attempt on the administration’s end to evade transparency. Navigating this concept in the beginning of the year during your expectations-setting discussion will be easierthantryingtodosointhemoments followingacrisis.
ArticulatetheAccountability
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It is common for a student to process a large amount of stress and anxiety when theymakeanerrorintheirrole.Ananxious mindcanmakeusassumetheworstinour processes if those processes have not been clearly disclosed. For example, your department’s process may dictate that a resident assistant who forgets to fill out their duty log may receive a written warning However, if the RA is not aware of this process, their mind may create a narrative where they anticipate being yelled at, shamed, or fired – even if your leadershipstylewouldrealisticallyindicate the opposite approach to performance management This action of processing the anxious narrative can lead to additional stress beyond what the action in question warrants. For team members navigating trauma, this can be exacerbated. Clearly articulating your department’s accountability process is a trauma-informed practice, as it reduces theambiguityof“whatisgoingtohappen
to me” when a team member makes a mistake. As you are setting expectations for your team, it is also critical to clearly outline what team members can reasonably expect if those expectations are not met, not for the intent of scaring, but rather to inform and reduce undue stress.
CommonSenseisnotCommon… oranExpectation
It is challenging to hold team members accountable when there is no document indicating that their behavior warrants accountability There are some practices that those creating expectations, typically professional staff members, may assume are common knowledge and not needed to be included in an expectations document. However, an expectations document should not just be a space to learn new understandings of the role, but rather should also reaffirm the practices thatneedtocontinuethroughouttheyear. A space where this is especially important is that of boundary setting between team membersandstudentstafforresidents As a professional staff member, it may seem like common sense to not go out to the off-campusbarswithresidentswhoare21 yearsofageduetothefracturethatit
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could place on positional boundaries. However, if you expect your team not to engage in this behavior, but don’t have that expectation clearly written down, you cannoteasilyholdyourteamaccountable ifthisbehavioroccurs.Withever-changing understandings of boundaries and responsibilities, there is no commonality in common sense. Therefore, if you have expectations for certain behaviors to not occur, this needs to be reflected in your expectations documents. It is important that you also articulate the “why” or the purposebehindtheseexpectationssothat your team members understand and can buy-into the experience you want them to have. Review your position contracts to seek any gaps of understanding that may bemissingandmayneedtobecoveredin additionaltrainingmaterials.
In conclusion, expectations can be a critical support tool for your team to lean on as they navigate the year Rather than being punitive documents full of rules and requirements,viewclearexpectationsasa trauma-informed practice that will support your team members in finding success in their role. If you start the year withgreatexpectations,youcanexpectto navigatetheyearwithgreatsuccess!
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STUDENTLEADERSHIP ADVISINGGUIDE
Zach Wilson & Jackie Weisenfelder
Have you recently been selected as an advisor for a Housing and Residence Life (HRL) organization at your institution? Your dedication to fostering a vibrant and inclusive residential community is admirable, but you may also find yourself wondering where to start on this endeavor. This guide is designed to equip you with the essential tools and knowledge to support your HRL organization in creating a welcoming and enriching environment for residential students As an advisor, you'll play a pivotal role in mentoring student leaders, facilitating personal and professional growth opportunities, and ensuring the organization's alignment with the institution's mission and values Whether you're a seasoned professional or new to the world of student affairs, this guide will provide you with valuable insights and best practices to help your HRL organization thrive
What is NACURH, NRHH, RHA, Hall Councils?
NACURH is the National Association of College & University Residence Halls It is the governing body of RHA and NRHH chapters across the country. NACURH is broken down into eight geographical regions, listed below.
RHA is the Residence Hall Association RHA may also be called Inter-Hall Council (IHC), Residence Hall Council (RHC), or Residence Life Association (RLA) among other names RHAs serve as the governing bodies for all residential students on their campuses
Some RHA organizations have a programming focus, while others focus primarily on advocacy or funding support for campus programs and events.
The Honorary represents the top 1% of leaders living on their college campuses.
NRHH is the National Residence Hall Honorary NRHH places an emphasis on recognition and service. Recognition efforts are spearheaded by Of-The-Month awards, or OTMs, that can be written and submitted on the NACURH website to recognize commendable students, programs, professional staff, and more
Hall Councils are often small programmatic bodies that operate inside of individual residence halls Their primary goal is to build community for residents and provide leadership opportunities for the students who choose to get involved
Transferable Skills Outcomes
We know that student leaders are picking up on several soft skills through their involvements in their organizations; however, students don’t always realize all of the growth opportunities these involvements are providing them with
Soft skill development:
Teamwork & Collaboration
Working with other leaders towards a shared goal (student advocacy, programs, etc ) provides students with strong teamwork and collaboration skills This opportunity also helps them with conflict resolution skills, as team environments are seldom without bumps in the road
Time management
Students learn to manage having multiple responsibilities and other people depending on them to meet deadlines
Event planning
In organizations with a primary focus on programming, student leaders learn the logistics of event planning They learn making and following a budget, requesting funds, advertising strategies, collaboration, and debriefing once the event has concluded
Budgeting
As part of event planning, students learn how to adhere to the limited financial resources available to them to put on programs. They learn to be resourceful and innovative with how they implement events to still respect their organization’s budget.
Self-confidence
Students grow into themselves through their leadership experiences They become more self-assured and comfortable holding leadership titles. The longer they stay involved, the more students are able to develop into strong and confident leaders.
Student advocacy
If their organizations focus on student advocacy efforts, students can also gain experience in gathering feedback from their peers, sharing this information with administrators, and working collaboratively to reach a solution that supports the student body.
Depending on what position they hold, student leaders may gain public speaking skills through their leadership involvement.
Problem solving
Creative thinking and innovation skills help students navigate challenges when they arise Whether a program isn’t going as planned or conflict has arisen with a teammate, determining an appropriate solution is a skill essential to their success
Support for On-Campus Student Organizations
How to start an HRL Organization Chapter:
Gauge Interest:
Talk to fellow students passionate about the leadership industry
See if there's enough interest to warrant starting a chapter
Connect with National HRL Organizations:
Reach out to the national HRL organization
They'll provide guidance, resources, and official recognition
Form a Founding Team:
Gather a group of dedicated students to lead the chapter formation. Assign roles
(EX: President, Vice President, Secretary, Treasurer, etc )
Develop a Constitution:
Outline the chapter's mission, goals, membership requirements, and operational structure. This document will guide your chapter's activities.
Your institution’s student organization office may have a template to use and might even require certain language to be added
Register with Your Institution:
Officially register your chapter with your college or university. This might involve submitting paperwork and meeting certain requirements.
Things to Consider:
Constitution
A well-crafted constitution is essential. It should include:
Name of the organization
Purpose and mission statement
Membership requirements
Officer positions and responsibilities
Election procedures
Amendment process
Elections
Hold fair and transparent elections for executive board positions. Consider:
Nomination process
Voting procedures
Term limits
Financial Support: How to Get Funding
University Funding
Many schools allocate budgets for student organizations.
Research available funding opportunities through your student activities office
Fundraising
Organize events like bake sales, raffles, or themed dinners
Seek sponsorships from local businesses or industry partners. Explore crowdfunding platforms. Be sure to check with your institution’s student organization office prior to conducting fundraising
Executive Board: Rules
A typical exec board might include: President Vice President Secretary Treasurer
Event Coordinator
Marketing/PR Officer
Executive Board: Responsibilities
Each officer should have clearly defined roles and responsibilities to ensure the chapter runs smoothly These responsibilities should be outlined in the governing documents of your organization
Funding Opportunity Examples: Programming Grants
Student Government/Council Grants Departmental Funding
Grants
Research and apply for grants specific to hospitality education or student organizations
Membership Dues:
Consider charging a small membership fee to cover operational costs
Operational Support
Office Spaces & Collaboration
Provide your student organizations with a dedicated office space if your institution is able to Having a designated meeting space, a spot for storage, and general office space assists in boosting productivity because students are better able to focus on the work they’re doing in these specific locations
Having offices for your student organizations in close proximity to one another can also foster stronger partnerships and increase willingness to collaborate Students gain greater knowledge and perspectives on their campus and are also able to expand their personal and professional networks.
If folks at your institution are willing, provide your students with opportunities to be mentored in their leadership roles These mentors can be other professionals at your institution or their more seasoned peers in the organization
Technology
The university recognizes the importance of technology in the success of student organizations As an advisor, you can connect your organization with the following resources: Discounted Hardware and Software:
Computer Labs: Many campus computer labs offer student organizations discounted rates on computer usage and printing services.
Software Licensing: Explore university-wide agreements for discounted software licenses (e g , Microsoft Office, Adobe Creative Cloud)
Student Discounts: Many technology companies offer special student pricing on hardware and software
Training and Workshops:
IT Help Desk: The university IT department often offers workshops and training sessions on various software platforms (e.g., website design, video editing, social media management) Encourage your organization's members to attend
Student Technology Consultants: Some universities have programs where tech-savvy students offer peer-to-peer technology assistance
Troubleshooting and Support:
IT Help Desk: The first line of defense for technical issues. They can help with everything from Wi-Fi problems to software glitches.
Online Resources: Many universities have online knowledge bases and tutorials for common technology problems
Specialized Support: For complex issues, advisors can reach out to IT staff on behalf of the organization
Legal & Compliance Guidance
Understanding and adhering to university policies and legal requirements is essential for the smooth operation of student organizations As an advisor, you can provide the following support: Understanding Campus Policies:
Student Handbook: The student handbook is the central resource for university policies. Familiarize yourself and your organization's leaders with campus group guidelines.
Student Life/Activities Office: Staff in this office can answer questions about specific policies and procedures
Advisor Training: Attend workshops or training sessions offered by the university on policy updates and compliance
Risk Management:
Event Risk Assessment: Help organizations identify and mitigate potential risks associated with their events and activities.
Liability Insurance: Ensure your organization has appropriate liability insurance for its events
Incident Reporting: Know the procedures for reporting any incidents or accidents
Intellectual Property and Copyright:
Copyright Guidelines: Educate your organization on copyright laws and fair use guidelines
University Resources: Many universities have offices or staff members specializing in intellectual property law who can offer guidance
Licensing Agreements: Help organizations secure necessary permissions for using copyrighted material
Examples: Showing TV Shows, Movies, etc.
Development & Programming Support
As an advisor, it’s important to consider how you are working to intentionally develop the leaders on your team(s)
Are you providing your students with adequate levels of challenge & support?
Do you provide your students with opportunities to participate in developmental activities, whether they’re facilitated by you or others?
Do you have funds available to support the development of your students through attendance at conferences?
In what ways (if any) are you recognizing your students for their hard work and contributions?
Visibility & Marketing Support
As an advisor, it’s important to consider how you are working to intentionally develop the leaders on your team(s)
Are you present at events your students are putting on?
How loud is your voice in the planning process? Do you tend to guide the conversation, or do you only intervene when necessary?
How do you support your students through controlled failures?
Do you assist in budgeting, obtaining supplies, and finalizing other programmatic logistics?
Campus-wide Communication Channels
Develop a relationship with communications staff
Meet with the people who handle the HRL main website, news channels, newsletters, and social media accounts
Create a standard process for student organizations to submit events or announcements
Map out existing channels. Get clarity on these questions: How often are newsletters sent?
What are the content submission deadlines?
Are there specific social media accounts for HRL/student life?
Does the university have digital signage systems that could be used?
Create a "how-to" guide: Make a simple resource for student organizations explaining the different communication channels and how to best use them.
Evaluation & Recognition
Awards and recognition programs
Recognize outstanding student organizations and individual leaders for their contributions to the campus community
Recognition timelines
Recognition should not just be taking place at the end of the academic year; awards banquets and end-of-year celebrations are nice, but they don’t adequately show our students how valuable the work they do is or how appreciated they are by advisors and the rest of their team Simply put, students who do not feel valued for their contributions will likely choose to leave or decrease the quality of their work because they will see no point in contributing beyond the bare minimum.
Feedback and Evaluation Tools:
Establish feedback mechanisms and evaluation tools to assess the impact of student organizations and tailor support accordingly
Having a consistent feedback and evaluation system is crucial to ensuring student leaders are meeting the expectations of the team and the responsibilities of the position A designated evaluative measure allows for better progress-tracking for the growth and development of student leaders
When gathering feedback for evaluations, it is also important to consider all stakeholders in the process. This includes other advisors, remaining members of the leadership team, and student representatives if applicable.
As you embark on this journey as an HRL advisor, remember that your role is pivotal in shaping the residential experience for your students By fostering a sense of community, encouraging leadership development, and promoting personal growth, you'll be leaving a lasting impact on the lives of those you mentor This guide is just the beginning; your passion, dedication, and willingness to learn will be the true driving forces behind your success as an HRL advisor Embrace the challenges, celebrate the victories, and continue to inspire the next generation of student leaders within your HRL organization. Here are some additional resources you may also find beneficial on your journey.
GLACUHO Cares
Inclusion&EquityCommitteethroughthe GLACUHO Cares initiative is excited to partner with Fostering Hope for Children (FHC) at Fort Wayne this year for the annualconferencephilanthropyinitiative. FHC’sgoalistofillinthegapsthatareleft after a child comes into foster care. Furthermore, they are dedicated to meeting the basic needs of children in foster care, kinship care and children in need. FHC also supports foster parents with monetary support when they are ableto.AsofApril2024,115childrenhave benefitedfromFHC’sprogram.
To support FHC, we will be collecting donations of personal care items listed below while also promoting monetary donationstoFHC.Atconferencecheck-in, please drop off donations at the GLACUHOCarestablenexttoregistration. If you have questions about GLACUHO Caresinitiatives,pleasereac Castanedaatcastanj@miam
Unsafe or Uncomfortable? Interpersonal Conflict Challenges for College Students
Evan Bonello
InthewakeoftheCOVID-19lockdownsandcontinuing pandemic, college students are experiencing negative changes, less contact, disconnectedness, and increased tensions in social relationships—a concept known as emotional distancing (Dotson et al, 2022) This emotional distancing contributes to increased anxietyandchallengesrelatedtointerpersonalconflict, particularlywhenitcomestoconflictbetweenstudents and their peers. Many student affairs professionals, faculty, and staff on college campuses can relate to experiences where students express feeling unsafe. Studentaffairsprofessionalsmusthelpstudentsexplore the difference between feeling unsafe—which means experiencing mantal, physical, spiritual, or emotional harm andfeelinguncomfortable. Undoubtedly, students are allowed to feel unsafe, and this feeling can have merit depending on the circumstance. However, when students express feeling unsafe in situations regarding real or potential interpersonal conflict, they risk conflating unsafe with uncomfortable.Whenstudentsfeeluncomfortable,they experience a “crisis” or dissonance that forces them to reconsider their worldview. Schuh et al. (2016) argue that dissonance emerges from environmental factors, internalprocessing,oracombinationofboth.
For students who experience challenges withinterpersonalconflict,thedissonance that they experience emerges from the emotional distancing that has impacted their development and maintenance of social relationships According to Dr Cheryl Ingram, an expert on diversity, equity, and inclusion practices, feeling uncomfortable means feeling incompetent, at an experiential disadvantage, or out of one’s element (Ingram, 2020). As a result of the impacts from the pandemic, incoming college students are lacking experience and competence related to navigating social situations and interpersonal conflict. To somestudents,thesefeelingsmanifestas dissonance and a threat to emotional stability and safety as they have not had tomanageemotionsandrelationshipson theirown.
The issue of unsafe vs. uncomfortable is common in on-campus residence life settings In particular, incoming students struggle with interpersonal roommate conflict because of emotional distancing. When confronted with when an unfavorable roommate situation or conflict with a relatively unknown stranger, students may consider their experience to be unsafe rather than uncomfortable Furthermore, students recognize the weight that the word “unsafe” has when communicating their needs. Students who consider interpersonalconflicttobeunsafemaybe conflatingsafetyandcomfortabilityeither unknowingly, or to elicit a prompter response from university officials. Residence life professionals may find themselves in challenging situations where students consider their living situation to be unsafe, when in fact, they aresimplyuncomfortable.
However, residence life and other student affairs professionals may risk invalidating students’ feelings if thestudentsinterprettheirsituationasunsafe.
The issue of students conflating unsafe with uncomfortable risks more than just the invalidation of their feelings; it also risks putting students who are actually being harmed in legitimately unsafe situations.
While common notions of domestic violence involve intimateorromanticpartners,collegeroommatescan also be victims of domestic violence. According to the U.S. Department of Justice’s Office of Violence Against Women, domestic violence can take forms unrelated to sexual abuse, such as emotional, economical, psychological,andtechnologicalabuse KaiMcDonald, Peer Educator at Texas Tech University, outlines some indicators of dorm-specific violence such as taking control of a roommate’s access to their living space, making false claims to residence life staff about their roommate, and creating a living space that holds tension. However, McDonald (2023) notes that a distinctionmustbemadebetweenconflictandabuse.
Considering the impacts of the pandemic, emotional distancing,andstudents’challengeinengaginginand resolving interpersonal conflict, student affairs professionals must be prepared to help students clearly and effectively delineate between feeling uncomfortable and unsafe. While student affairs professionals should avoid situations in which they invalidate a student’s feelings, they also must be prepared to have open and effective conversations with students about what these feelings mean One impactful way that student affairs professionals can encourage dialogue and reflection for students is to have themaskthemselvesthefollowingquestions:
Am I in immediate danger or being threatened?
Am I actually afraid, or just confused and I don’t like the feeling of being in a space of uncertainty?
When students reflect on these questions, rather than being told that their feelings regarding safety are invalid, they can understand the greater impact of unsafe vs uncomfortable, and they can begin to put words to the feelings that they are having. To help prepare students to engage in interpersonal conflict, some questions that student affairs professionalscanposealsoinclude:
What happens if I make a mistake? Are they going to accept me as I am?
What steps do I need to take to make sure I am not harming anyone? (Ingram, 2020).
Ultimately, students who experience challenges and discomfort related to interpersonal conflict may need additional support and guidance from student affairs professionals who can helpthemworkthroughthedissonance. Overall, the impacts of the COVID-19 lockdowns and continuing pandemic continue to plague college students and student affairs professionals alike Because of emotional distancing and the unique challenges faced in social interaction for incoming students, challenges and discomfort with interpersonal conflict is becoming more prevalent. Specifically, students conflate feelingunsafewithfeelinguncomfortable. In order to combat the conflation of safety and comfortability, and to ensure that students have their needs met, student affairs professionals must take steps to help students who have experienced emotional distancing work through interpersonal conflict in ways that are empathetic and understanding ofthecircumstances.
THE ART OF THE SOCIAL MEDIA INTERVIEW
DAVID BINKLEY
NORTHERN ILLINOIS UNIVERSITY
Social media and housing go hand in hand. They are like peanut butter and jelly, Bonnie and Clyde, Thelma and Lousie (you get the point). Residents within our residence halls use social media consistently while on campus. From Instagram to Tiktok, it seems like our students are constantly connected one way or another. One TREND (hehe get it…trend…nevermind) that we have seen adopted within school social media has been student interviews. These interviews come in many diff t formats, but one thing is for are wickedly popular. So, wh different kinds of soc interviews, how can we be them, and why are they so da
THE “CLASSIC” INTERVIEW STYLE
This form of social interview is as direct as it sounds. Somebody, usually on the student staff or the social media team, selects students, usually randomly, and interviews them on the spot. Some examples of questions that can be used in this interview style are “What building/complex are you a part of”, “Why did you choose this school/institution”, or “How are you involved on campus/in your building/complex”. These types of interviews can be helpful to try and get a survey of your student population and to see what your students are invested and interested in. This is especially true when students or residents are “randomly” selected so that you get a good mix of perspectives and interests for your social media.
The GLACUHO social media team has even used this interview style on their Instagram stories. By interviewing GLACUHO committee members and asking them about their personal experiences, the average follower of the GLACUHO social media page is able to have a better understanding of what a committee member does and might even boost applications to be a part of a committee (that’s the goal!).
“Can we have a tour of your dorm room” is something we probably have all heard endless times on our social media feeds. This interview style gives a direct look into a student’s living space, their housing experience, and a taste of what daily life might look like for a student on campus. We might see this interview style surge going into late Fall Semester or early Spring Semester when room selection time is high for incoming students and returners. Some housing websites now even have 3-D views of some of the rooms in their residence halls. With this available, some might say that the “room tour” interview style is obsolete. However, it’s a way to show what a room looks like decorated and with someone living in it. It not only gives a hopeful student a view into a room with personality, but it also gives a current student an opportunity to show off their interests on a large platform.
THE “ASK ME ANYTHING” INTERVIEW STYLE
If there is one thing that student staff love to take part in, it’s a good Instagram Takeover. An “Instagram Takeover” is usually utilized through Instagram stories in which a student staff or professional staff member will have access to the social media page for a period of time. We see this happen more towards movein season in the Fall Semester, or during recruitment season in the Spring Semester. These Instagram Takeovers are intended to have a student/resident get to know their staff in the halls a little bit better and to understand what exactly they do in their role. A popular tool that staff like to use during these takeovers, is the “Ask me a question” feature. This tool allows anyone who follows
the social media platform to submit a question or comment on the Instagram Story. This flips the narrative and now puts the student or resident in the interviewer’s seat. Whoever is doing the takeover can answer and reply to any of the questions or comments that were given to them by posting a photo or video on the story; this way everyone who is following the takeover can benefit from the answer to the question that was given. This not only promotes student engagement on the social media page but gives students another way to get in contact with housing staff for any general questions they might have.
WHAT MAKES SOCIAL MEDIA INTERVIEWS SO TRENDY?
Social Media Interviews are at an all-time high for social media pages, both inside and out of the Higher Education and Student Affairs sphere. These social media interviews could be trendy for a number of different reasons. One reason could be that it gets students engaged and even possibly featured on the social media page. There is nothing quite like seeing yourself on an Instagram post or seeing your question get answered in an Instagram Takeover. That excitement and chance to get picked for an interview could be a driving factor of popularity. Another possible factor could be the product of the interview itself. Students can get an answer to a question they had, get a little sneak peak into what it is like to be a student on that campus, get to see a residence hall room, etc. These interview types just scratch the right part of the brain that students are looking for in a social media interview.
We hope that this article has helped spark some inspiration and curiosity for you to bring back to your housing social media teams. These interview types have proven to be successful in many different settings and contexts and we hope it can be successful in yours. Good luck and Happy interviewing!
“I don’t want to Talk to my
Roommate”:
The Impact of COVID-19 on Social Development in Housing and Residence Life
With the COVID-19 pandemic, many college students missed massive opportunities to enhance their development. Colleges and universities have been able to return to what was deemed normal. But many forget the psychological detriment caused by COVID-19. Social Theories about loneliness, social disconnect, and cognitive development help elaborate the effects COVID-19 still causes. Through a model poised by Daniel Perlman and Letitia Anne Peplau, it establishes that when characteristics of a person and what is considered normal is combined with precipitating events it leads to changing levels of social relations that can lead to loneliness if it does not meet the individual's wants or needs (Perlman & Peplau, 1998). The new generation of college students have now gone through high school and/or college during COVID-19 when the expectation created by the pre COVID-19 experience is not what their predecessors have seen This loneliness can then lead to larger problems as it can raise levels of stress, harm the body, and even increase depression or anxiety (Novotney, 2019). People affected by adversities, such as the lockdown, quarantine, illness, or even death, endured loneliness. These areas of concern are often seen as students have undergone massive changes in their developmental journey through COVID-19, but a way to improve one’s development is front and center. Undoubtedly, when it comes to one’s self-development, it is noted that social interactions between college students are missing something. Vygotsky’s Sociocultural Theory focuses on sociocultural learning and how social interactions factor in cognitive development.
Haley Smalec, Western Michigan University
Michael Ozga, Lawrence Technological University
Zachary Potts, Western Illinois University
Social interactions often differ but provide the learner a greater opportunity to develop. “[A] learner actively acquires new culturally valuable skills and capabilities through a meaningful, collaborative activity with an assisting, more experienced other. It is critical to notice that these culturally mediated functions are viewed as being embedded in sociocultural activities rather than being self-contained” (Rogoff, 1990, as cited in Palm, 2024, Chapter 10.3). This means that without social interactions, students are not able to learn about tasks or thought processes firsthand. COVID-19 caused many to isolate and not have the opportunity to socially develop. Vygotsky believed that it was through guided participation, or scaffolding, that a learner can develop their cognitive skills within a certain range (Palm, 2024, Chapter 10.3). Without scaffolding, there are no social interactions or cues; and without social interactions it is shown that cognitive development is limited. This goes to show that having students confined via lockdown or quarantine with limited social interactions ultimately caused harm to their development Even if it may have been the best course of action, they were not able to learn from their peers and/or educators directly. It is the responsibility of educators to take steps in regard to making the necessary changes to improve the student experience. Colleges and universities need to provide the necessary time and care to assist in the development of students as it pertains to social interactions
Educators can provide different opportunities than before but ultimately it comes down to providing similar social opportunities that there was before the COVID-19 pandemic in the classroom and around campus. Change is important and it may not be necessary to return to how things were before COVID-19, but the cognitive disparity caused by COVID-19 hampers the student population as they are preparing to enter the workforce. Providing students with the chance to develop via their peers and educators will allow them to further their self-development and maybe provide them a more positive outlook on the college experience.
Due to the decreased number of social events that took place during the COVID-19 pandemic, many of today’s college aged students are seeing an increased difficulty engaging in appropriate social interactions amongst peers such as attending events on campus This can be seen not only in the classroom, but outside of the classroom as well. In the classroom, more have a dislike of group discussion, increased dependency to technology such as headphones, and are more likely to be un-attentive to deadlines. Students are having a more difficult time being able to effectively communicate problems they may have with their roommate. Leading to a higher chance of a physical or verbal altercation. Many of these communication problems have led to an increase in interaction with campus police.
Many believe that this is potentially due to students thought to be always in “survival mode.”
With the increase in disagreements between students, it is becoming clear that students need to learn how to communicate effectively with each other. One method student affairs professionals can utilize is a restorative justice approach. Restorative justice is where all parties involved in a situation come together to discuss community, the impact and possible harm, and how the community can move forward (Sullivan & Witenstein, 2022).
Additionally, restorative justice has roots in indigenous teachings and knowledge (Gregory & Evans, 2020). Restorative justice meetings take place using a circle model, in which all parties can come together to address harm or issues in an equitable manner (Gregory & Evans, 2020). While restorative justice techniques are becoming more popular in student conduct, it can also be used in roommate mediations. What makes restorative justice different from a traditional mediation approach is that restorative justice focuses on mutual concern for all members and highlights equity within the community (Gregory & Evans, 2020). In this case, the community could be a roommate pairing or could even be utilized on an entire floor. The benefit to a restorative justice approach is that those involved in the process have more active roles in the decisionmaking process, which leads to higher recognition of the ethical responsibilities of everyone involved (Sullivan & Witenstein, 2022). Through this process, students are not only creating a way to move forward with their current situation, but they are learning communication skills that they can utilize in future relationships.
In order to implement restorative practices in residence halls, professionals must first teach student staff how to utilize these principles. The Guide to Roommate Conflicts, published by the GLACUHO Campus Safety and Crisis Management Committee is a good start in doing so. This document addresses how to center conversations around human needs and addressing equity in roommate mediations (Murray et al., 2023).
Student affairs professionals can also teach student staff by role modeling restorative justice practices, for example by using a circle model to focus on the staff community and group norms for the staff. Through these approaches of instituting restorative justice practices, student affairs educators can provide opportunities for social engagement that was lost during the COVID-19 pandemic, and hopefully learn to solve conflict with their roommates in a healthy manner.
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