TRENDS Magazine - Fall 2017 - GLACUHO

PRE-CONFERENCE ISSUE

GREAT LAKES ASSOCIATION OF COLLEGE AND UNIVERSITY HOUSING OFFICERS

FALL 2017 ISSUE

President Michelle Sujka University of Cincinnati

Technology Coordinator Jeremy Alexander Eastern Illinois University

Past President Paul Hubinsky Northwestern University

Exhibitor Liaison Zac Birch Purdue University

President-Elect Tiffany Gonzales University of Illinois at Chicago

Campus Safety & Crisis Management Chair Jess Robinson Indiana State University

Secretary Kelsey Cripe Eastern Illinois University

Communications & Marketing Chair Dexter Earney Grand Valley State University

ABOUT TRENDS is published four times yearly by the 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 • Contribute to the improvement of dining services, residential life, residential services and residential facilities provided by housing officers • Advance and communicate professional knowledge and standards in the field of housing • Provide opportunities for the education and professional development of housing officers • Sponsor activities and services which assist housing officers in the exchange and distribution of information and ideas • Support the goals and purposes of the Association of College and University Housing Officers International (ACUHO-I).

Treasurer Justin Schuch Western Illinois University

Contemporary Issues Chair Vicka Bell-Robinson Miami University

SUBMISSION DEADLINES Winter 2018 Submission Deadline: December 31, 2017

Illinois Delegate Aaron Copley-Spivey Lutheran School of Theology at Chicago

Facilities & Operations Chair Robert King University of Illinois at Urbana-Champaign

GLACUHO Board of Directors

Indiana Delegate Jacob Knight Franklin College Michigan Delegate Danielle Merrill Michigan State University Ohio Delegate Kristin Brewer Baldwin Wallace University 2017 Conference Host Sara Dickey Indiana University Purdue University Indianapolis 2018 Conference Host Jocelyn Maul Indiana University Bloomington

Health & Wellness Chair Carianne Meng Denison University Inclusion & Equity Chair Alexandra Fields University of Cincinnati Professional Foundations Chair Abby Kruszynski Case Western Reserve University Programming & Development Chair Laura Williams Lake Forest College Programming & Development Assistant Chair Chris Beyer Augustana College Student Learning Chair Tenisia Adams Northwestern University

GLACUHO Communications & Marketing Committee Kyleen Ammerman Miami University

Caleb Lesley The Ohio State University

Larysa Cohee Baldwin Wallace University

Shane McGoff Southern Illinois University Carbondale

Derek Duzan University of Illinois at Springfield

Meagan Mullen Grand Valley State University

Molli Keller Indiana State University

Thea Smekens Ohio Wesleyan University

Jessica Kilgore Miami University

Nate Tack Indiana State University

Crystal Kitten Indiana Wesleyan University

Marci Walton Xavier University

Josh Lemieux Saint Joseph's College

Rita Wiley Ball State University

EDITORIAL GUIDELINES All members of GLACUHO institutions are encouraged to submit articles for publication. Be sure to indicate author’s name, institution, e-mail address and GLACUHO committee or Board affiliation, if applicable. Articles not received on time or not published will be considered for the next issue.

Necessary editorial revisions will be made to ensure publication quality and to meet space requirements.

Material that has been submitted to other publications is discouraged. Authors bear full responsibility for 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. Printed materials can be sent to: Attn: Dexter Earney GLACUHO Communications & Marketing Chair 300 Holton-Hooker Living Center 1 Campus Drive Allendale, MI. 49401 ADVERTISEMENTS For information, please contact the GLACUHO Communications and Marketing Chair and/or Exhibitor Liaison.

GLACUHO reserves the right to reject any advertisement not in consonance with the principles of the GLACUHO Resolution on Pluralism (1989) or the GLACUHO Diversity Statement (revised 1998).

Advertising of a product or service in this publication should not be construed as an endorsement.

a look at what’s inside…

President’s Letter Michelle Sujka Conferencing for Introverts Kelsey Cripe How to Create Your Adventure Lovey Marshal, Brittany Lemke The Forgotten –Ism and the Negative Impact on the College and University Housing Profession Timothy E. Martin, Jr. Intersectionality and the Women’s March Tasha Roberts, Natasha Young How to Work with Hospitals and Fire Departments Garfield Warren, Rebecca Borowiak

New Year’s Resolution Rexann Whorton, Yesenia Garcia, Jackie Duc 8 Ways to be More Inclusive When Communicating Larysa Cohee, Shane McGoff, Meagan Mullen Uplifting Students’ Potential: The Roadblocks Decreasing Student Opportunities Michael Greco Get Healthy: One App at a Time Porfirio Gallegos Student Learning Stew Amy Bevins & Alyssa Cannella Apply for GLACUHO’s Professional Development Institute 2018 & Where are they Now? Bethany Gary The ABCs of ESAs Leanne Barson, Amy Lorenz LEED Continues to be a Priority: An Entry-Level Staff Member’s Facilities & Operations Exploration Mike Mifflin ACUHO-I NHTI Q&A Kelsey Cripe, Erin Mieskowski, Lisa Walker, Nino Bradley, Kara Zarnoch, Tim Griffin Leaders in the Region Part 2 Tom Welburn, Jody Plahm

FROM THE PRESIDENT

It’s hard to believe it’s already November, and fall has finally decided to make an appearance. As of writing this final letter, we are within just a couple weeks of the Annual Conference in Indianapolis, IN, where many of us will come together again to share our skills, talents, and experiences. Old friends will reunite with hugs and laughter, new colleagues may meet for the first time, and leaders of many kinds will be realized. I have feverishly been adding to my to-do list, checking items off, and sometimes adding things I have already completed just so I can cross them off. But this week, I was reminded to take a moment and reflect on the journey of the past year. I invite you to join me as I think back.

At the closing banquet in Cincinnati, I shared my vision and thoughts with the association. I joked as President-Elect, Tiffany Gonzales, cheered for the World Series Champion Chicago Cubs from the audience, stating “this could be a long year.” I announced the 2017 Board of Directors, introduced the 2017 Conference Host, Sara Dickey, and we all learned about the great location for the upcoming conference. Then I adjourned the conference and thought, “Okay, it’s go time.” I knew there was a lot to be done this year, so I put my head down and started working.

Along the way, I had kind colleagues-turned- friends who shared beautiful insights with me. My dear friend, and Indiana Delegate, Jacob Knight, shared a photo of my daughter, then 19 months old, watching intently from the audience as I gave my address. As I think back about that picture, I realize the power behind being a strong role model for her. I think about the new friends I have made on the Board who have offered unsolicited appreciation, or words of support at just the right moment, even when they didn’t realize it was needed. I think about the role I play on my campus, as the only women in leadership for our department, whose new responsibilities are now more operations-minded, and was reminded of the need to continue to “lean in” for the other women on staff.

I am grateful for the reminder to pause and reflect. It will allow me to approach the Annual Conference with even more intentionality.

Now, I challenge you‌ How will you prepare for your conference experience? Will you attend the Opening General Session with our Contemporary Issues Expert? Will you ask questions of our candidates during State Meetings or Elections? Will you engage with the bylaws revisions conversations? As you prepare for your conference experience, continue to visit the GLACUHO website for schedule information and updates.

Our strategic plan year two task forces have set us up with excellent recommendations for the advancement of our association. I look forward to sharing those with the association through a conference program, as well as at the Business Meeting.

Lastly, I want to take a moment to thank you all for allowing me to serve as your president this past year. As many past president have said before, this has been one of the most amazing professional development experiences of my career, and I will be forever grateful for the opportunity.

I look forward to seeing many of you in Indy!

With GLACUHO Pride,

Michelle D. Sujka GLACUHO President

The GLACUHO Board of Directors is currently seeking housing officers in the states of Illinois, Indiana, Michigan, and Ohio to serve on one of the GLACUHO committees:

Campus Safety/Crisis Management Health And Wellness Inclusion And Equity Professional Foundations Student Learning Facilities And Operations Contemporary Issues Communications And Marketing Programming And Development

Applications are due by Friday, November 17, at 12:00pm EST. Visit www.glacuho.org to learn more info and apply!

Join us for our next

GLACUHO Conference November 12-14, 2017 Hosted by:

Conferencing for Introverts By: Kelsey Cripe

If you are like me, you hear the word conference or training institute, and you immediately think of the following: professional development, learning, group-work, discussion, and networking. What I quickly learned from attending my first of many GLACUHO conferences and many after, as well as attending the National Housing Training Institute (NHTI), was I would be pushed outside of my comfort zone and my knowledge capacity would be broadened. For introverts (speaking as one), conferences and trainings can be exhausting. At the end of the day, you just want to be alone, not speak to anyone, and are mentally checked out from all the discussion and “extrovertness” conferences require. My hope is to provide some tips and tricks for my fellow introverts before attending GLACUHO in November. Whether this is your first GLACUHO conference, or you are a seasoned veteran, these tips can help anyone get the most out of GLACUHO and conferences.

1. Pace Yourself. Conferences and trainings offer a wide

range of options to choose from. If you wanted to, you could go back-to-back-to-back with conference items all day, every day. While I would encourage you to attend as much of the conference as you can, know you do not have to stay the entire time at a social or event, and you do not have to attend everything the conference offers. Most times, you won’t have enough time to attend everything. Making a list of your “priorities” and things that you know you want to attend, before the conference will help you grow as a professional. Then, make a list of things you want to attend because you are interested in them. Tackle things based on priority.

2. It is ok to “hit the hay” early. Many people say “conferences and trainings are about networking,” and that is 100% true. Our field is small and everyone knows someone you have worked with, so it is important to get out there, meet new people, and socialize. This does not mean you have to be out until 1am every night. It is ok to go out to a few socials, or hit the night life, and then go back to your hotel/room and journal, or prepare yourself for the next day. Conferences and trainings are about you, your experience, and your professional development. You have to be mentally ready for the next day, and know your limits.

3. Do things that will re-center you. A good workout in the morning puts me back in the right state of mind after a long day. It is enough “me time” to get focused on what is important and allows enough “quiet time” to relax. At conferences, this is a challenge for some, especially with the long nights. I encourage you to take some time for you in the morning to either grab coffee or breakfast, and recharge or plan out your day. Go to a session alone or

with strangers. This requires you to solely focus in on what is being said, rather than the people you are with. Take a nightly walk before hitting the conference night life. It is crazy how relaxing a 15-minute walk can be after a long day of sessions to re-focus you.

4. Attend the socials. For an introvert, socials can be the worst part of the conference and can make you anxious just thinking about them. As a fellow introvert, trust me when I say they are not bad and I have survived. Some have a lot of people and require you to talk for extended periods of time.

But socials allow you to reconnect with old colleagues, and to expand your own network with professionals around you. One trick I have found is to not go to the socials alone.

Find a friend, or co-worker, and attend together. This way, you have someone to talk to right when you walk in, and once you feel ready, you can break apart.

5. Introverts can serve in leadership roles.

There are several roles throughout GLACUHO that anyone can join and be a part of: committee chair, committee member, taskforce member, or executive board member. I currently serve on the executive board for GLACUHO, and have served on several committees. I can tell you it has been one of the most beneficial things I could have ever done for myself professionally. Your voice matters. Even if you are like me and do not speak up often, your input is needed.

Introverts tend to think, reflect on the conversation going on, and then speak if they feel like their comments will aid in the conversation; and that is ok. Do not be afraid to put yourself out there, and run for a position, or join a committee.

I joined a committee and wanted to serve on the board because of what GLACUHO has done for me professionally and personally. This is my way to give back.

How to Create Your Adventure Lovey Marshal School of the Art Institute of Chicago Brittany Lemke Kalamazoo College

Have you ever attended a conference and thought “this is pretty overwhelming” and weren’t sure how to navigate the experience”? Well, wonder no more. An important way to navigate a conference is to make it small for yourself. Want to know how?

Take a journey with Joe Schmoe and walk a day in the life of a first time delegate at the Great Lakes Association of College and University Housing Officers (GLACUHO) conference.

Joe Schmoe is a Hall Director who works at The State University of the Great Lakes which has approximately 1000 students living in on-campus housing. This is Joe’s first year as an entry-level professional and in his role Joe is overseeing the First Year Experience (FYE) residence hall. Joe also has RA training and student staff development as collateral assignments. With the department having 35 total RAs and 63 other student staff in various roles in the department, Joe has a lot of students for whom he is responsible. Joe was given the opportunity to attend GLACUHO and will be a first time delegate to the conference this year. Joe has registered early for the conference (good for Joe) and is eager to check out Guidebook to begin looking at possible sessions that are of interest to areas he oversees. Joe also wants to check out some opportunities for his own professional development. Joe opens the Guidebook app (which you can download now) and sees all of the programs available and immediately closes the app. He is instantly overwhelmed and decides to contact Alex BoBalex, a seasoned Hall Director who works in the Second Year Experience (SYE) residence hall but has previously worked in the FYE hall. Joe asks Alex for advice on how to get informed about “all things conference” without getting overwhelmed. Alex suggests that Joe “make the conference small” by looking at the guidebook, day by day or even hour by hour to decide what sessions are available. She also encourages Joe to explore other activities that might be of interest to him for socializing with other professionals in the field. Joe takes Alex’s advice and decides that he is ready to go into the guidebook app again. Joe reopens Guidebook and decides to take a self-guided tour around the app to understand its capabilities. In the drop down menu on the app, there are avenues to take that will help him plan his conference. Joe decides to see who the exhibitors are so that he can understand who to make contact with regarding First Year Experience. Joe writes down some exhibitor information in the notes section of the app so he can remember which companies he wants to connect with at the fair. Next, Joe decides to look at social media to see if there are suggestions for programs and fun activities to be involved in during the conference.

Joe notices an event called Monday Night on the Town (MNOT) which seems to be the premiere social event of the conference. Joe reads about the location of MNOT and is excited to see that the event will be surrounding art and culture (and adult beverages) which he loves. Joe is feeling more at ease about the conference.

Now, here is your opportunity to take Joe on an adventure. Choose adventure A, B, or C and check out how Joe continues to make the conference small for himself (while at the conference).

you chose adventure A New Delegate Orientation helps new GLACUHO conference goers, learn about the region, how they can get involved, and meet other new delegates. Being a part of this orientation will help Joe to meet other new professionals and make connections. One of the new delegates that Joe meets is Mason Jason. Mason is a new professional who works at East Western College. Mason has been with the college since the summer and is the only delegate from her institution. Joe and Mason decide to look through the guidebook to see if there are any sessions they would like to attend together. They both decide that learning about self-care as new professionals is very important so they add a session titled “Self-Care and you as an Entry Level Professional” to their Monday morning schedule. Mason asks Joe how closely he works with his hall staff and how those relationships are being built. Joe tells Mason that it's not as easy as he previously thought so they look for a program that might help them to engage the staff who work around the building. They notice a session called “Engaging with Custodial Staff” and add it to their Tuesday afternoon schedule. Joe wants to see how his personal schedule has panned out so he filters the Guidebook app to view “my schedule” to see what sessions he has chosen so far. Joe is feeling more comfortable as an attendee and is excited to fully engage in what the conference has to offer.

you chose adventure B Even after Joe looked at the Guidebook app he wanted to walk around and explore a little bit. While walking around the conference center following the map on the app Joe arrives at the silent auction.

He starts poking around and looking at the items to see if there is anything of bidding interest. Joe comes across a few hand painted state clocks that would go perfectly in his living room at home. Joe definitely bids on the clocks and hopes to win. While looking at other items Joe bumps into Eli Jelli.

Eli is a CHO at Northwest Southern East University. Joe finds out that Eli is taking part in the “Coffee with a CHO” program and discusses how nervous he was to sign up. Eli encourages Joe after having a short conversation and they exchange business cards to meet up later. Joe gets a notification on his phone that the next program session he saved on Guidebook is coming up soon. Joe makes his way across the conference center to attend the presentation, “Brick by brick, building your professional development wall”. While Joe walks into the session he realizes that Eli Jelli is the CHO sitting on the panel and already feels even more jazzed before the presentation has started. Joe takes great notes and even makes friends with Kennedy who is sitting next to him. Kennedy is also a first time entry level professional and they are able to exchange stories and talk about what they do at their institutions. As the session ends Kennedy asks Joe if he wants to grab lunch with a few folks to continue networking! For how nervous Joe was at first to be attending the conference alone he has already met so many new people and it is only the first day. Joe looks forward to seeing what the next few days have in store for professional development opportunities while also making new friends along the way.

you chose adventure C As Joe is in charge of student staff development he looks on Guidebook to see if there are any programs that align to get some ideas to bring back to his institution. While scrolling through programs Joe sees a presentation on “Rethinking Student Staff Training.” Joe thinks this is the perfect opportunity to learn about some new tactics to bring back to the department! Joe is extremely excited after the presentation and even gets the chance to speak with the presenter and exchange information for later questions. A suggestion from the presentation was somehow incorporating some student development theory into student staff training. Joe starts to search for presentations directly related to student development theory. He finds one that sounds perfect and has to do with Astin’s theory of involvement! Joe feels that this could be easy for students to grasp and understand without them having any background knowledge of student development theory. As Joe is on a presentation high after attending some fantastic sessions he decides to go to one more session before dinner. Joe stumbles upon a presentation about to start that is a discussion on newer professionals and how even though they may be new they can still have a ton of experience as well. Joe feels extremely validated in the work he is doing and how he still has experience he can share after going to the presentation. Joe is so excited about the information from this session that he starts making a plan on what he is going to share with his supervisor when he gets back from the conference!

So as you can see, Joe was a person who was looking at the conference as a large experience that could be overwhelming. The advice given to Joe was to make the conference small for himself and when Joe decided to do that, he was able to find ways to enjoy the conference in small pockets instead of a large whole. Through Joe’s experience, we hope that this has provided some ideas for you to create your own “Adventure D” at the GLACUHO annual conference in November.

THE FORGOTTEN -ISM AND THE NEGATIVE IMPACT ON THE COLLEGE AND UNIVERSITY HOUSING PROFESSION Timothy E. Martin, Jr. Saint Xavier University

Which of the “-ism’s” do you include in what you consider diversity? List them out, write them down, and take a look at what you included. Did you include racism, classism, sexism, or ageism? Chances are you included at least one of these. They are commonly mentioned when we refer to diversity or simply “the -isms” of discrimination. When considering this question, did you include ableism? Few people include this -ism at the diversity table, and even fewer actually realize the complexity and pervasiveness of ableism in our society and profession.

In college and university housing, we often consider ourselves advocates for the underrepresented, discriminated, and oppressed. In higher education, we often include ourselves in the demographic of being the “highly educated” and are champions for inclusion. While many college and university housing professionals are on the front lines of positive and progressive change, on the quest for inclusion one area of diversity has been forgotten – ableism.

What is ableism? A short definition would be that it is discrimination or prejudice, either intentional or unintentional, which favors the able-bodied over individuals with disabilities. Most literature related to ableism or disability is focused on students and facilities or housing (Watson, Bartlett, Sacks & Davidson, 2013), course accommodations (Barnard-Brak, Lechtenberger, & Lan, 2010), or curriculum design (Griffin, Peters & Smith, 2007). While these are important areas for research and discussion, there is a gap in the literature. There exists a lack of understanding —or even recognition—of ableist systems, practices, and processes, as well as the impact these can have on the recruitment and hiring of professional staff. Many of the same concepts of inclusive language (Bolt, 2004), reinventing identity (Moriña, 2015), and universal design (Powell, 2014) can be applied when considering the impact of ableist systems, practices, and processes on professionals with disabilities.

Much of the conversation involving people with disabilities and inclusion revolves around access to facilities or employment. The Americans with Disabilities Act of 1990 helps ensure accommodations exist; however, it seems we in our society have settled for minimum accommodations being the norm instead of changing the culture to be more inclusive. We must ask ourselves questions that, for many, may feel uncomfortable.

We must come to the realization that, as college and university housing professionals, simply settling for the minimum is not the same as being inclusive.

Why do we settle for only one bathroom stall being the accessible one? Why do many buildings have only one accessible entrance? Often that entrance is at an inconvenient location or is difficult to find. Is the culture of your department to have extremely long days of work or longer than usual work days during training season? How much time do you give for breaks between training or conference sessions? What physical requirements do your job descriptions include? Do you have restrictions around ability that aren’t really related to the job? Do you require the ability to lift a certain amount of weight for a job that is mostly office work?

If this were to be applied to any other population it would clearly be understood as discriminatory. If the system only permitted those of a particular race or religion to use a specific bathroom stall would we not speak up and call it discrimination? If we required those of a specific sex or gender to use only one entrance to a building would we not be motivated to stand up and call that discrimination? If a job description said only those from a specific socio-economic class could apply would we not challenge that as discriminatory?

If we were told it was acceptable to discriminate in these ways because it was a job requirement would we be advocates or stay silent? Every day we work in a higher education system that reinforces a separate but equal structure through many of these discriminatory practices, and many do not realize it. The civil rights fight for inclusion has progressed over the decades and has expanded over time to include many underrepresented groups; however, we need to realize that the fight for inclusion for people with disabilities is far from over. Ableism is pervasive in our society and in our college and university housing systems, and we must check our able-privilege and examine our departmental processes. It is time we take a step back to critically observe, honestly acknowledge, and passionately work to improve our facilities so ability does not need to be considered for access. Likewise, we should work to ensure our culture, processes, and procedures do not exclude based on ability.

Recognizing that ableism is systemic and deeply ingrained in our processes, we should come to the table unafraid to ask the tough questions and with the goal of helping to spur change. To do this, it is important to ask some crucial questions. How does systemic ableism impact our profession? What is the impact on graduate students with disabilities interested in our profession? Do people with disabilities see themselves represented in our profession?

What are some examples of ableism that you’ve noticed or experienced within our profession?

What are reasons departments might have for avoiding a shift away from systemically ableist practices? In what ways can we progress while considering institutional/departmental constraints?

The next step is to share what you have observed about your own institutions and share ideas for progress with others in our profession so we can move forward with this conversation.

We need college and university housing professionals to: (1) critically examine ableism in the profession; (2) identify examples of ableism within their own institution, department, or culture; (3) consider able-privilege and its impact on professional staff; (4) be willing to openly discuss personal/professional experiences with ability; (5) create innovative and practical ways we as a profession can move towards minimizing the existence of ableism in our field and in the work place; and (6) please help us move this conversation forward by sharing your stories, insights, and examples with us by going to www.bit.ly/saableism.

Barnard-Brak, L., Lechtenberger, D., & Lan, W. Y. (2010). Accommodation strategies of college students with disabilities. The Qualitative Report, 15(2), 411.

Bolt, D. (2004). Disability and the rhetoric of inclusive higher education. Journal of Further and Higher Education, 28(4), 353-358.

Griffin, P., Peters, M. L., & Smith, R. M. (2007). Ableism curriculum design. Teaching for diversity and social justice, 2, 335-358.

Moriña, A. (2015). ‘We aren’t heroes, we’re survivors’: higher education as an opportunity for students with disabilities to reinvent an identity. Journal of Further and Higher Education, 1-12.

Powell, J. J. (2014). From ableism to accessibility in the universal design university. Review of Disability Studies: An International Journal, 8(4).

Watson, E., Bartlett, F., Sacks, C., & Davidson, D. L. (2013). Implementing Universal Design: A Collaborative Approach to Designing Campus Housing. Journal of College & University Student Housing. http://www.nxtbook.com/nxtbooks/acuho/journal_vol39no2/#/160

TASHA ROBERTS, NATASHA YOUNG MIAMI UNIVERSITY OF OHIO

The day following the inauguration of Donald Trump, thousands of women, men, and individuals gathered to March on Washington to resist the current administration’s legislation concerning women’s rights.

This March was met with dissent from Black women and other women of color whose voices have not been included or have been muffled in the conversation of Women’s Rights. During the Women’s Suffrage movement, the rights of White women were at the forefront although Black women were also creating clubs and groups fighting for the rights of all women as well.

Although numbers are inconsistent, a large percentage of White women voted for Donald Trump, leaving the purpose of the Women’s March to be fairly vague and confusing: Was the March anti-Trump? Was the March to celebrate “women”? Was the March to empower any and all that experience oppression? Was the March in protest of current legislation? The purpose of this article is to seek to answer the aforementioned questions and explore the historical implications for the dissent of women of color to this March on Washington.

The name of the March was reminiscent of the March on Washington in 1963 during the Civil Rights Movement, where Dr. Martin Luther King gave his “I Have A Dream Speech.” Some have accused the organizer of appropriating the 1963 march on Washington. In 1963 during the Civil Rights Movement, this march was organized as a stand to fight for the rights for jobs, freedom, and equality for all people. In 2017, the Women’s March sought to inspire this same spirit in Washington on January 21st but fell short by not considering the intersecting identities of race, socioeconomic status, and other identities that contribute to the experience of those who face gender-based oppression.

In addition, even when looking at the title, “Women’s March,” this gives the impression that the march was a space for those who purely identify as “women,” therefore not being inclusive of others who continuously face gender-based oppression and violence, such as gender nonconforming, non-binary, femme, transgender, or genderqueer individuals. The Women’s March mission statement calls for the unifying of communities, while also reminding us that “women’s rights are human rights.” With that being said, is the activism you call for truly enacted? Is the intersectionality you mention truly intersectional?

Expressing dissent in this turbulent time period is important. The Women’s March by far made one of the largest statements in global history, where millions of women and individuals got together to advocate for humanity. But it is important to recognize the voices that did not feel welcome to come out and join in a Women’s March that may not have recognized their marginalization. When interacting and supporting our students in our residence halls and on our campuses, recognizing inclusion within those dissenting spaces is important to educate students on. Considering the inclusivity of university and organizational missions and values is a good place to start. Does your event match with your mission? Is there someone or something that they may be missing?

In addition, consider privilege here: White people have for centuries had the “option� to engage in activism, and many in particular do not choose to do so until something threatens their own existence (which does not happen frequently for White people). Folks from marginalized communities and identities have been coming out since the beginning to stand up for injustice and to preserve their right to exist.

With this, we ask you to consider intersectionality in your day to day work. If you work in a residence hall, are your programs inclusive across the gender spectrum? Do you have gender inclusive restrooms? Is activism and dissent discussed amongst your student leaders? The Women’s March was one of the largest protests in modern history, showing how impactful and meaningful it can be when large groups of people rally behind a cause. However, it is still vital to remember how to make spaces inclusive, accessible, and identifying under a mission.

Resources: http://www.vox.com/identities/2017/1/17/14267766/womens-march-on-washington-inaugurationtrump-feminism-intersectionaltiy-race-class https://www.womensmarch.com/mission/ http://globalcomment.com/the-womens-march-on-washington-a-lesson-in-intersectional-failures/ http://everydayfeminism.com/2017/02/inclusive-effective-protests/ http://www.shishirose.com/blog/2017/1/23/q3tdgg73913w1lmvc5az9eqa8qls1m

BEHIND CLOSED DOORS Designed by two Residence Life professionals, BCD is the low pressure discussion card game companion to your live-action scenarios and is packed with cards inspired by real incidents. Use BCD to prime prior to your live-action, to further process afterwards, or as a pick-up refresher periodically during the year.

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Learn more and try our free sample at CHOU-Games.com/BCD At over 70+ schools across the US and Canada! Created by Alex Fiks. Designed by Alex Fiks and Daniel Chou. Editing by Marci Chou. Behind Closed Doors Š 2017 CHOU! Games. Contents: (90) cards, (1) manual. All rights reserved.

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How to Work with Hospitals and Fire Departments Garfield Warren, Michigan Technological University

Rebecca Borowiak, Northern Illinois University GLACUHO Campus Safety & Crisis Management Committee Emergency Personnel and Hospitals are a very integral parts to the growth of college-aged students because it teaches students how to take care of themselves and how to practice self-care. When working with outside parties and local municipalities, it is important for universities and colleges to reach out to those parties and include them at the table when discussing emergencies that happen on campus.

Theses relationships are important because you must have a set of guidelines and an understanding of how the process works when a student is admitted to the hospital, and what communication lines will be in place to notify the college or university when a student has been released from the hospital, or needs to have a long or short term stay. When you have students on campus there will inevitably be a time where you will have to call or interact with emergency personnel due to student sickness, mental health, and Injury. We will explore the best practices of how to establish a relationship if you do not have one and how to improve your current relationship with emergency personnel.

Michigan Technological University Best Practices by Travis Pierce; Chief Housing Officer When trying to establish a positive relationship with emergency personnel, you first have to look at the size of your institution and the population of the town in which the institution is located. This is important because if you are in an urban area you may have a harder time establishing those relationships because the call volume is usually high in urban areas and also schools in these environments sometimes have a high turnover rate of college or university personnel so established relationships may go away when that person leaves the institution. If you are in a rural area a challenge you may encounter is the sharing of often times limited resources between students and local residents. Budgets are a key example.

“When I first came in to this role in 2008, I wanted to figure out a way for ambulance personnel to get into the building after hours. One thing I had to effectively communicate to both resident assistants and ambulance personnel was where to meet in order to get into the building and respond to resident medical concerns in a concise way. After this relationship with ambulance personnel was established, we were able build on to that relationship and ended up developing our own on campus Emergency Medical Services, comprised of students who work closely with police officers and personnel from the department of public safety during every call. This allows us to make quick and coordinated responses at a moment’s notice.

Once our EMS program was established we gained a better relationship with emergency personnel, ambulance services and hospitals because we brought all the stakeholders to the table and discussed what the needs for each department were. Here is a link to learn more about Michigan Tech’s EMS program: https://www.mtu.edu/ems/.” ~Travis Pierce CHO

Tips on how to build that relationship • Make sure you first establish a great relationship with your campus police department if you have one or your local police department because they usually get the call first and can notify you what is happening on campus in real time.

• Talk to all your stakeholder police, fire, medical, counseling services, etc. to see what their needs are and if there is any challenges that they are facing when servicing students.

• It is important to compromise and to find a solution to make sure local residents are not losing resources or are experiencing an increase in call response time, you also have to make sure that your local ambulance service is not losing money when you develop your own EMS program.

• You also have to make sure that students have resources available to them if you are in a rural area

Northern Illinois University Best Practices by William Nolan-Lamm; Complex Coordinator Responding to medical transports, something that not all housing and residential service departments have as protocol, tends to be an area of mixed experiences. When a resident within the halls is transported, and mid-level housing professionals are sent to respond to the hospital, to provide support from the housing side, interacting and building a relationship with hospital personnel can be a difficult task; often times, due to the on call rotation, the responder is not the same, and likewise, the hospital staff will never be the same.

The hospital personnel have their own protocols and regulations to follow, which often times, involve denying access to the student.

Here are some tips on how to approach and build a rapport with hospital personnel when making those hospital visits where, we as housing professionals, only have a small time frame to work with: • State your name, that you are part of the institution, and that you are following up on the matter in which you were present, and that you are requesting to visit said individual.

• If access to go back is denied, the next best option is to leave a business card with hospital personnel, for the student to contact you once they are able.

• If a business card cannot be left, leaving your contact information with hospital staff is the next best thing.

• Ultimately, if nothing above occurs, following up with the student once they return will be best.

Building a rapport and relationship with external partnerships such as fire departments and hospitals are no easy task for individuals within housing and residence life; but it is possible. The most important piece to understand and grow from when working with these partners is researching and gaining a better understanding of their processes. We all have our protocols, and the best way to build a positive relationship with both personnel, is to show respect for their processes, speaking with representatives within each department to gain that knowledge and asking what it is we can do for them that would allow them to get what they need, as well as, how we can get the information we need. Each hospital and fire department is different, there is no one size fits all, but building connections and gaining understanding are the quickest and easiest ways to relationship building.

If you also see August and September as prime times to commit to new goals, both professional and personal, we encourage you to consider the goal of running or walking the #GLOWCUHO 5k with us in Indianapolis on November 12th.

This year the Health and Wellness committee is sponsoring a Couch to 5k (C25K) support group that you will be able to sign up for through the website. If you sign up you will receive weekly emails with tips and encouragement as well as guidance through the program. Couch to 5k is also available through many free apps for iPhone and Android, which prompt you to walk or run as appropriate and most are compatible with playing whatever rocking tunes in the background you need to motivate yourself.

You might ask “A 5k isn’t so long, what if I just want to show up and do it with no training?” To that I would respond that the Couch to 5k system is so popular because it works, you will be able to cover the distance, faster than when you started it, and with much less risk of injury. The C25K is designed to start out gradually, because the tendons and muscles in your lower body need the time to adjust to the new demands that you are asking of them. Instead of spending the first full day of the conference praying there are no stairs, you will be telling everyone what an awesome time you had at the 5k and how they should definitely do it in 2018 at Bloomington!

Along with guidance through the C25K program, the group will be providing guidance in other ways to stay healthy while completing the program. We will include helpful tips around hydration, fueling your body, and a simple active stretching routine called the “Myrtl” routine recommended by many who work with runners.

My final thoughts are the usual disclaimer that C25K is not going to be right for everyone. You should always consult with a medical professional before embarking on a fitness routine that is new for you.

Also remember no fitness plan is absolute, many people will repeat workouts and even weeks on the C25K program as feels right for their body. What is important is that you feel good, healthy, and confident that the program is accomplishing what you need physically and mentally, remember #ProgressNotPerfection!

Please enjoy the following personal pieces from some members around our region who have added running to their lives.

Resident Director at University of Illinois Chicago My first 5K run was the 2016 Ditka Dash; I ran it alone. The Ditka Dash is a relatively new race in which Chicago Bear fans dress up as legendary coach Mike Ditka and run 3.1 miles along the lakefront ending at Soldier Field. I figured if I would start running races I would tackle the ones tied to my affinity for something else that I love: my teams.

My first race day was dreadful. It was the first snow of the season and I was running in negative degree weather compounded by this new thing I had never experienced called “wind chill”. Just before the start of the race and Mike Ditka’s motivational speech (yes DA COACH was there), I met a woman that had run a total of fifty 5K races. She wished me luck and stated the most important thing was to surprise yourself.

Indeed, I did.

I thought the race would never finish – my back cramped up, my knees hurt in odd places I had never felt before, and I lost my new friend in the shuffle. At the beginning of the third mile, we were reunited. This wonderful experienced runner was cheering me on to finish before her. I obviously fought tears the entire way there. But I surprised myself and finished faster than my very aspirational race pace.

I couldn’t have done it without the kindness afforded to me by a stranger. The stranger that welcomed me into a community of runners and the new chapter of my personal and professional wellness. If I were to accomplish anything from now on, I would have to do it with the patience, kindness, and determination I had on that race day.

I have since run the 2017 Race to Wrigley (#GoCubs) and have registered to run the 2017 Hot Chocolate Run 15K race (#WillRunForChocolate). Wish me luck!

Graduate Residence Director at Oakland University I ran my first 5k on May 7th, 2016 and it was the annual Mind Over Matter (MOM) 5k for Mental Health Awareness & Suicide Prevention. A few months before the 5k my family lost one of my younger cousins to suicide and many of us participated in the run as a part of the Corbin's Crusaders team. I’ve been running leisurely for over ten years now but I’ve never considered myself to be any good at it. I normally ran about two miles tops and could never seem to push myself past that point. When I signed-up for the 5k I figured I would run part of it and then walk the rest with my family, knowing that 3.2 miles was well past my normal distance.

The day of the race came and my older brother (who does not run at all) told me he would run as far and as fast as I did. Lo and behold, we both ran the whole race! I’d never had anybody who wanted to run with me and who was willing to go at my pace, which truth be told is not very fast. Having someone else to run with helped me push past that two mile mark all the way to the finish line. It was awesome to see so many people running and walking alongside of me. It wasn’t necessarily easy to run the distance but it gave me the confidence to know that I’m able to.

I still normally run by myself but I am able to push myself to that three mile mark and it gets easier every time. Running has become one of my favorite coping skills and leisure activities in the last few years and I try to make a point to make time for it each week to stay balanced. Next, I hope I’ll be trying to push myself to that 10k point!

Residence Director at Lake Forest College My very first 5k was the GLOWCUHO 5k at GLACUHO 2015 in the great little city of Peoria. My coworkers and I signed up and with no training I went out and finished it. Afterwards I wondered what would be different if I actually tried and trained, and eventually I discovered and completed the C25K program. Two years later I have managed to shave over 11 minutes off my 5k time and completed two half marathons.

None of this was easy, I nearly failed PE in high school, and generally hated most physical activity for years.

A diagnosis of exercise induced asthma contextualized my discomfort, but did not make me want to work out anymore than I had in the past. What changed when I began running races was the feeling of accomplishment, of working towards a goal to better myself in some small way every day. Once I developed a habit of running and training for races it turned into an activity that centered me after a long day. I found that a frustrating day could fuel an amazing training run, and that runners are an amazing group to be around. I joined a running club in my area recently and it has allowed me to connect with people outside the field in amazing and healthy ways.

I am so happy that GLACUHO offers the GLOWCUHO 5k as a no pressure option to experience running/walking races at our conference. I know for a fact that if it wasn’t for my experience in Peoria I would not have ever considered running as a hobby. I hope it continues to be a tradition to offer the 5k and other healthy lifestyle options at our conferences for years to come.

8 Ways to be

More Inclusive When Communicating Larysa Cohee, Baldwin Wallace University | Shane McGoff, Southern Illinois University Carbondale Meagan Mullen, Grand Valley State University | Communications & Marketing Committee Communication is one of the most important skills for many professions, and Student Affairs is no different. As SA professionals, we must learn to communicate with a variety of populations -students, colleagues, faculty, administration, etc. In order to be effective, communication should be intentional and inclusive. Here are some tips from your wonderful Communications and Marketing Committee!

1

Less is more

With social media platforms such as Twitter, it’s no surprise that communication has become much shorter in length. People are being bombarded with information, and the competition for attention is high. We recommend you keep it short, sweet, and to the point.

When thinking about what to say, Derek Halpern from Copyblogger suggests using mental schema and word association. Mental schema uses words your audience already understands to explain the notion you’re trying to portray, such as the word “library” in the term Wine Library (Halpern, 2009). Word association is similar; think carefully about what emotions are connected to the words used in communication and how that can affect your message. Business school professor Chris Haroun suggests using pictures to explain more complex concepts, because we all know pictures can say much more than any written explanation (Haroun, 2016).

2

Think about your fonts

It matters not just what you say, but how you say it as well! That includes the decision on fonts for your communication. Janie Kliever, a designer, suggests that you create a hierarchy for your fonts. This means determining what you want your audience to see irst and how to make it stand out.

Start with large fonts for the most important information! Nigel French from Adobe warns users that being too similar can be a mistake as well; make sure if you’re combining fonts that they’re different enough that they look intentional instead of by accident.

It’s also important to know the difference between serif and san-serif fonts! Serif fonts have little feet attached to the ends of letters (i.e. times new roman), and sans-serif are blunt and do not contain extra pieces (i.e. century gothic). Serif fonts are usually used for print or block text because of readability; sansserif fonts are used for headings and online texts because of their simplicity. Lastly, make sure you choose a font that is easily distinguishable. This means checking the differences between similar-looking characters such as the “8” and the capital “B” or the “0” and capital “O.”

3

Meet people where they are

Our reliance and attachment to our mobile devices doesn’t appear to be going anywhere, so as the adage goes, “if you can’t beat them, join them.” A multi-faceted mobile marketing plan is not only sustainable, but meets people where they are: their phones. According to the Mobile Marketing Association, mobile marketing includes advertising, apps, and messaging on all mobile devices like smart phones and tablets. These items are essentially the items that consume students’— and let’s be honest, professionals’—lives.

The 2016 Trends in Higher Education Marketing Enrollment, and Technology, outlines three key priorities in Mobile Marketing.

1.) Fast. Whether it’s downloading, looking something up or performing some other action, students should be able to do it quickly.

2.) Reward. The platform should deliver the intended result, whether it be finding the information that was needed, or in the event of a contest, a tangible benefit for utilizing the site.

3.) Easy. When people are looking up or receiving information on their phones, they want to be able to get what they want without having to work hard to get it.

Making our websites and advertisements fast, rewarding, and easy can go a long way in engaging our students and meeting them where they’re at.

5

Advertise in threes Advertise in threes Advertise in threes

Not only is it important to have an attentiongrabbing flyer, but it’s also important to think about how many times you’re reaching your students.

At Baldwin Wallace, our Director finds it important to notify students at least three times. This rule of three is effective because not only are you providing your initial advertisement, but you’re also thinking of creative ways to pull your audience in. Be creative with your ideas; think outside of the typical flyer and informational email.

4

Placement is important!

When thinking about advertising for any oncampus event, it is important to think about who, what, when, where, and why. We all know how to make flashy and attentiongrabbing flyers, but are we all thinking about the placement of these advertisements?

Something to consider: is the advertisement eye level for just able-bodied students? Or even, how are you advertising for students who are visually impaired?

Not only is it important to make your advertisements accessible for all students, but what about your actual event? Is the event being held in a space that students feel welcomed and safe? It is also wise to think about using spaces that are wellknown by all students and using buildings that are ADA accessible. Knowing the audience of your advertisement will make a difference on where you place the advertisements.

6 3

Think about Meet people where they are language

Our reliance and attachment to our mobile Language is, bar none, the most important piece devices doesn’t appear to be going anywhere, in marketing. What language we use, or don’t use, so as the adage goes, “if you can’t beat them, affects who we are marketing to. The language join them.” A multi-faceted mobile marketing plan we use in our marketing should be both inclusive is not only sustainable, but meets people where and appropriate. they are: their phones. According to the Mobile Marketing Association, mobile marketing includes Inclusive language is, at a base level, language advertising, apps, and messaging on all mobile that does not exclude. Often when we think about devices like smart phones and tablets. These items inclusive language, our minds jump to gender are essentially the items that consume students’— neutral language (language that uses neutral and let’s be honest, professionals’—lives. pronouns such as ‘they’ rather than gendered ‘he’ or ‘she’), but it’s more than that. Inclusive The 2016 Trends in Higher Education Marketing language is person-first language; a person Enrollment, and Technology, outlines three key with a disability rather than a disabled person priorities in Mobile Marketing. because the focus isn’t the disability, it’s that they are a human person. Inclusive language 1.) Fast. Whether it’s downloading, looking also considers historical context as well as racism, something up or performing some other action, sexism, heterosexism, ableism and all other forms students should be able to do it quickly. of bigotry. Marketing for a Valentine’s Day event 2.) Reward. The platform should deliver shouldn’t assume that someone who identifies as a the intended result, whether it be finding the man is interested in dating a person who identifies information that was needed, or in the event of a as a woman. contest, a tangible benefit for utilizing the site.

3.) Easy. When people are looking up or receiving The language we use should also be appropriate. information on their phones, they want to be able Beyond just making sure that we avoid offensive, to get what they want without having to work hard triggering language, the language we use should to get it. be reflective of our audience. If we are marketing to students in a living learning community, our Making our websites and advertisements fast, language should reflect that. The language we use rewarding, and easy can go a long way in should also be easily understood by our audience. engaging our students and meeting them where they’re at.

8

Think Advertise outsidein threes Advertise the flyerin threes

5

Advertise in threes

How many flyers does your campus post Not only it important to have too an attentiondaily?

The is number is probably high it’s about. also important to to grabbing count or flyer, evenbut think There are think about many times you’re multiple wayshow to advertise that will peak a reaching your students. student’s interest.

One idea is to include At Baldwin Wallace, for our your Director finds it creating a #hashtag event. important to notify students at least three Students arerule constantly social media, times. This of three ison effective because so not create a #hashtag and they will come. only are you providing your initial Another creativebut way is simply advertisement, you’re also writing thinkingwith of ancreative expo marker in the bathrooms (with ways to pull your audience in. Be permission of course).

Students use the creative with your ideas; think outside of the restrooms multiple times a day email. and this typical flyer and informational creative idea can reach a larger audience than expected.

7 4

LOOK at your graphics Placement is When it comesimportant! to marketing, books are often judged by their covers. Our marketing When about advertising for any onshouldthinking always be visually appealing to our campus event, it is important audience, especially in regardtotothink fontabout and who, what, when, where, and why.

We all color. know how to make flashy and attentiongrabbing flyers, to but areitwe all thinking about When it comes font, should be clean, the placement of these advertisements? crisp, and easy to read. Using a cursive font Something to consider: is the advertisement makes your content difficult to read and eye level for just able-bodied students? Or your audience will likely give up on reading even, how are you advertising for students it. Fonts like the one above are difficult to who are visually impaired? read, (also painful to type in) thus muddling what might be great content. Sans-serif fonts Not only is it important to make your like this are good choices as they are stylish, advertisements accessible for all students, easy to read and stand out. but what about your actual event? Is the event being held in a space that students With font and graphics, it’s important feel welcomed and safe? It is also wise to consider your color scheme as well. to think about using spaces that are wellEverything in your marketing should have a known by all students and using buildings consistent theme to it. Selecting a color and that are ADA accessible. Knowing the working with it’s shades and complementary audience of your advertisement will make colors can allow you to get creative while a difference on where you place the staying consistent. Staying within these advertisements. color and style guidelines can also help you avoid visually jarring displays in your advertisements.

UPLIFTING STUDENTS’ POTENTIAL: The Roadblocks Decreasing Student Opportunities

Michael Greco, Resident Assistant & Student Coordinator for Campus Tours, Central Michigan University Photo Credit: Nathaniel Tomson, Central Michigan University

The perception of the ever-evolving college students is constantly changing as society advances in a plethora of aspects. With innovations in technology, an enlarged demand in the field of education, and an increase in tuition rates, a college student’s goals, foci, and stressors are constantly under a microscope as professionals try to understand what makes the current college student tick. As an undergraduate resident assistant looking to work in the field of higher education, studying student development has been key in understanding why my residents, and students alike, are succeeding at an institution or are struggling overall. With controversial occurrences in society today including decreasing federal funding for education along with the plethora of people living in poverty or on government assistance programs, there are various aspects we need to review as professionals, experienced and/or beginning, in order to understand the concept of student potential.

By reviewing the following major specifics, we can improve our own communities and better understand barriers students may face in reaching their full potential.

Malcolm Gladwell’s Human Potential Research

Stupidity: In Other Words, Ineffective Allocation

Through Central Michigan University’s Leadership in Student Affairs minor, numerous courses are taken in preparation for graduate school and the field of higher education. In one of these courses, College Student Development taught by Dr. Matthew Johnson, the classmates learned about Malcolm Gladwell’s ideas in regards to how and why a student’s potential is being squandered. Malcolm Gladwell is a Sociologist as well as a best-selling author who has contributed research towards studying human success. In his research, he lists three important areas that serve as barriers towards students gaining educational opportunities and fair chances to succeed versus other students. Gladwell terms potential as capitalization, or the rate that people capitalize on achievements (Gladwell, 2012). In the United States, the capitalization rate, especially in higher education, is relatively low. In his conclusion and deduction of his research, there were three key barriers towards low capitalization rates in society: Poverty, stupidity, and most importantly, cultural constraint (Gladwell, 2012). Each one of these aspects is important to consider in helping students in the field of higher education.

These 3 barriers not only limit people trying to capitalize on opportunities in higher education, but it limits those who are already attending college at this point. As we look into each area, consider how each one of these affects our current students.

This aspect focuses on how an institution creates barriers to developing student potential. An example of this involves Gladwell’s research findings with a hockey team. He found that a Canadian hockey team would recruit players based on if they were born closer to eligibility dates versus those born in other months (Gladwell, 2012). An example seen in higher education could involve an institution accepting students with a higher standardized test score versus students with a higher grade point average. An effect of this could be that the student with a higher grade point average does not get a scholarship to a school due to a lack of test scoring.

While these are just some examples, there are a plethora of things a university can do to hold back the potential of students. Even something as simple as a lacking of scholarship funding can create barriers towards students capitalizing on opportunities. As professionals in the field, we need to understand and figure out how we can best advocate for students who face these barriers. In addition, we need to notice how to fight for more equal opportunities in these situations.

Poverty and Higher Education Poverty affects many people throughout the world, and can have an everlasting effect on future students. In some cases, students attending a university may have more privileges in life such as having a place to call home, to sleep, and to eat while enjoying life. The majority of students I have met in my college experience gravitate more towards this realm of identity. However, some people I have encountered come from a background with ever-changing addresses, financial concerns, and most importantly, are escaping poverty by attending university. Most of these students go through high levels of stress in regards to health, home life, finances to afford college, and more. I’ve had the opportunity to support them by creating GoFundMe pages online to fund the next semester of school and by helping them register for payment plans. Poverty can be a challenge to students when attending college as well as for those who are trying to attend a school.

Photo Credit: Michael Greco, Central Michigan University

Cultural Constraint: The Most Important of All Even outside of higher education, the barrier of cultural constraint is seen the most overall.

Through discrimination and stereotypes, it can be harder for people to succeed or even have the desire to succeed. For example, a student who is a first generation college student may not know as much about how a university runs, nor the resources that a university has to offer to help one succeed.

In addition, if a student is harassed in an educational environment, this could impact development and learning based off of one’s identity. As a resident assistant this past year, one crucial area where I have seen cultural constraint is in regards to students expressing political views. What some may see as a “point of view” or a “sharing of ideas,” others see as hostility in an environment because of views, a constraint towards equitable conditions and an unwillingness for others to learn about another identity. This limits a student’s desire to be involved in the world around them because they end up feeling like they cannot succeed for these reasons. As professionals in the field, and even as human beings, we need to create a welcoming environment that involves inclusiveness, originality, and learning to make sure students of all identities and background have just as much of a chance to capitalize on opportunities and achievements.

Photo Credit: Keisha Keaton, Central Michigan University

How This All Matters in Higher Education Especially in the world of Higher Education, everyone has a story they share in their own unique way. We, along with our students in and outside of the classroom, are all puzzle pieces in a grand mosaic that values life, love, history, and advancement. While some students may not share their stories with us, it is our job to ensure we do what we can to advocate for all students whether they are highly vocal or overwhelmingly silent to make sure everyone has a fair and equal opportunity to be successful. Especially in Residence Life, professionals are the first responders to assess and assist student’s needs. Every university has a barrier that can affect a variety of students. While poverty, stupidity, and cultural constraint are the most common towards preventing capitalization, or achieving opportunities, it is true there are more components that create roadblocks to achieving success. As professionals in the field of Higher Education, we need to continue to study the ever-changing college student and understand what new challenges they may be facing.

As our world continues to advance into an unknown future, we are not going to understand what every student is going through. This is because we each grow up with different experiences, relationships, and upbringings. However, by taking the time to listen, assess, and assist, we can be the bridge to connect students with achieving what they feel may be the unthinkable or impossible. This brings the ultimate challenge: Do not be afraid to learn about student development. Many people hear the words “student development” and begin to think of assessment, measuring goals, and more. However, student development focuses on looking at the barriers and the fuel that contribute to one’s success. By continuing to challenge ourselves to learn more about the student development experience, we can change the rates of capitalization using social education and intuition. As professionals, we need to encourage ourselves to research challenges our students face towards capitalization, and continue to develop our mindsets to make sure we are assisting students in the best ways possible.

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How to Use White Privilege to Combat Racism as a White Practitioner Amy Bevins, Case Western Reserve University I preface this article with owning my identities (white, female, queer) and acknowledging that this is an opinion piece based on my lived experiences. I am not an expert, or anything close to it.

I grew up in a town of nine hundred and fifty people; nine hundred and forty-five of them were white. I was exposed to almost no diversity growing up, therefore college was an important time for me to learn about diverse identities, experiences, and backgrounds.

Attending an undergraduate institution where half of the students were from rural areas like me and the other half were from Chicago or the suburbs created a really interesting opportunity for the exchange of diverse viewpoints. This also bred racism, prejudice, and conflict.

My experience at college was eye-opening and humbling, I learned so much about race and culture. However upon reflection, I have realized most of my learning experiences came from my friends and mentors of color. I have learned almost nothing about racism in America from my white friends. While those friends were very supportive of my queer, feminist viewpoints, they tended to shy away from topics surrounding racism, police brutality, and white supremacy.

At my current institution, I have again noticed this same trend; I continue to learn so much about different cultures and ethnicities, but almost always from people of color. This was especially pronounced recently with the Charlottesville, VA terrorism attack and the DACA announcement by our wonderful President (read: sarcasm).

As I watched these events unfold, I felt many different emotions, but realized that my feelings didn’t matter in those moments. I realized that white student learning happens at the expense of the feelings and experiences of people of color , and I want that cycle to stop. I have realized one way I can help take some burden, however small, off the shoulders of my friends and colleagues of color is to prevent these tragedies from serving as a learning opportunity for my white colleagues and students.

To do this, I have to start educating them myself; I have compiled a list of tips for white student affairs practitioners to help advance racial equity and social justice in the white community.

1. Black Lives Matter This doesn’t mean white lives don’t matter. It means black lives are under attack, as they have been for centuries. This nation was built on the exploitation of black bodies, and if we don’t acknowledge that and look for opportunities for reparation, we are contributing to the problem.

2. Speak Up Saying nothing, and doing nothing is not a neutral act. If we don’t act in the face of racism, we are contributing to the problem.

3. Stop Tokenizing It is not the responsibility of the person of color in your department to serve on every diversity committee and to educate the rest of the department on issues of race. That person is more than their skin color, and they don’t speak for everyone with that skin color. If we do this, we are contributing to the problem.

4. Stop Minimizing We will never understand what it is like to be a person of color; even if we have family members or close friends of color, we cannot truly understand. It is not up to us to determine what is and is not an appropriate reaction or emotion for a person of color to express. If we minimize their lived

broug stude

experiences, we are contributing to the problem.

5. Never Stop Learning We can never know enough about other cultures, ethnicities, religions, sexualities, gender identities, political ideologies, etc. If we become complacent in our knowledge, we are contributing to the problem.

Racism is real and so is white supremacy. Let’s take responsibility for our privilege and use it to break down the institutional barriers to our colleagues and students of color. If we don’t, we are only contributing to the problem.

What a Difference a Year Can Make: A letter to first-year graduate students Alyssa Cannella, Baldwin Wallace University 1 year, 365 days It is incredible how much can happen in that short time span. If you would have asked me this time last year, where I saw myself a year from now, I would have been 100% wrong. From my first year of graduate school to my second is a world of a difference. I started the Leadership in Higher Education program at Baldwin Wallace University last year and had absolutely no idea what was in store. I took a position as a Hall Director in the Office of Residence Life without any prior Residence Life experience and the rest has been all a part of the journey.

In that one year I have presented at 3 conferences, joined a GLACUHO committee, advised an Alternative Spring Break trip, made lasting friendships, found incredible role models and mentors, accepted an ACUHO-I Housing Internship and lived in Baton Rouge, Louisiana for 3 months, and have found a confidence that I never imagined I could have.

ght to you by the glacuho ent learning committee

If I had to give one piece of advice to first-year graduate students, it would be to say yes to as many things as you can. Step out of your comfort zone, experience new things, and don’t let the fear of the unknown stop you. Grad school is such a unique time in our lives because we have ample opportunities to really dig our hands into the world of Student Affairs and the support to help us make meaning of those experiences. We have the support behind us when we fail (because everyone does, and IT’S OK!) and the cheerleaders behind us when we succeed. Take every opportunity presented to you during these next few years, but remember to take care of yourself as well. Burning out is of no help to anyone!

This past summer I took an ACUHO-I Housing internship at Louisiana State University. I saw this as an opportunity to get out of Ohio and experience a new city while testing my limits of how far I could go from home. What I got was so much more than that. I had the time and the opportunity to ask questions, meet with professionals in the areas I’m interested in, and learn more about myself than I ever thought possible. Not to mention, I got to live with a pretty incredible new colleague who I now call one of my greatest friends and I get to see at the GLACUHO conference! There’s something about leaving your comfort zone behind and stepping into the unknown that will do that for you. When I jumped in my car and drove the 17 hours from Cleveland to Baton Rouge, I never would have imagined that I would come back a different person. Thanks to my experiences throughout my first year of graduate school and my summer internship, year two feels like a whole new ball game. My supervisors expect more and I expect more of myself, but I have this newfound confidence that makes it way less intimidating and scary. So, firstyears…you may not know what this year will hold for you, but get ready, hang on, and enjoy the ride. You won’t be the same on the other side.

A Student Learning Stew story is an inspirational, true story about ordinary housing professionals having extraordinary experiences. It is a story that opens the heart, rekindles the spirit, and teaches a lesson. It is a simple piece that touches our readers and helps them discover basic principles they can use in their professional lives. These stories are personal and often filled with emotion, drama, humor, and ah-ha moments. Student Learning Stew for the Soul stories have heart, but also something extra—an element that makes us all feel more hopeful, more connected, more thankful, more passionate and better about life in general.

Student Learning Stew for the Soul stories are written in the first person and have a beginning, middle and an end. The stories often close with a punch, creating emotion, rather than simply talking about it. Student Learning Stew for the Soul stories have heart, but also something extra—an element that makes us all feel more hopeful, more connected, more thankful, more passionate and better about life in general. A good story causes tears, laughter, goose bumps or any combination of these.

GUIDELINES FOR A STUDENT LEARNING STEW FOR THE SOUL STORY 1. Tell an exciting, heartwarming or funny story about something in your professional life that has happened to you or someone you know. Your story should be written in the first person and should be about yourself or someone close to you.

2. The story should start “in the action” and draw in the reader. Do not start your story with an introduction about what you are going to say, or end with a concluding paragraph about what you just said.

3. Keep your story to 500 words or less. Tighten, tighten, tighten!

4. Your story must be true. No fiction, no creative writing.

WHAT 1.

2.

3.

4.

5.

A STUDENT LEARNING STEW FOR THE SOUL STORY IS NOT: A sermon, an essay or eulogy.

A term paper, thesis, letter or journal entry.

About politics or controversial issues.

A biography or testimonial.

A journalistic article about a third party that reads like a newspaper article.

If you are interested in sharing your stories and submitting a student learning stew, please email Alyssa Cannella at acannell@bw.edu.

BROUGHT TO YOU BY THE GLACUHO STUDENT LEARNING COMMITTEE

GLACUHO 2017 SUNDAY 11/12 8:00PM

PDI participant applications open

Monday, October 30

and close

Friday, December 1 Visit glacuho.org/?PDI for more information

Stacy Oliver-Sikorski (returning faculty)

Senior Associate Director of Residence Life, Lake Forest College Stacy Oliver-Sikorski serves as the Senior Associate Director of Residence Life for Community Standards and Operations at Lake Forest College, where she has worked since 2011. Prior to assuming this role, Stacy was the Associate Director of Residence Life for Student Success at LFC. Stacy previously worked at Indiana University South Bend, where she was instrumental in the transition of the campus from an entirely commuter campus to opening a 400-bed residence life operation. She also worked as a Residential Learning Coordinator at Valparaiso University. Stacy earned her B.S. in journalism and M.Ed. in college student personnel from Ohio University in Athens, Ohio. She is a past-president of GLACUHO and is actively involved in ACUHO-I, including frequent article contributions to the Talking Stick magazine.

Josh Lawrie

Interim Director of Residence Life, Bowling Green State University Dr. Joshua Lawrie, interim director of Housing and Residence Life at Bowling Green State University (BGSU) moved to northwest Ohio in 2012 after five and a half years of service at Eastern Illinois University as the assistant director of housing and dining services. Lawrie brings more than 13 years of full time housing and residence life professional experience, and throughout his experience at BGSU has provided leadership and service on initiatives related to public-private partnership, a division strategic plan, the alternative resolution and title IX board, the management and administration of 6,000+ housing assignments, and utilization of occupancy data to inform staff hiring and budget performance. After earning a bachelor and master’s degree at Ball State University Lawrie earned his Ph.D. from Indiana State University.

Dr. Lawrie had the distinguished privilege of serving as GLACUHO President 2014-2015 and during his tenure worked to develop and implement a five year strategic plan for the association. The GLACUHO organization will always be considered one of Dr. Lawrie’s professional homes, and he is honored to return as PDI faculty, an institute he helped to create 10 years ago. Joshua is married to Kelly Basden Lawrie and they have two daughters, Anneliese and Emmeline.

Shruti Desai

Assistant Vice President, McKendree University Shruti Desai currently serves as the Assistant Vice President at McKendree University, overseeing the functional areas of counseling, health services, residential life, and performance teams. In this role, she also serves as the Deputy Title IX Coordinator for the university. Shruti graduated with her Bachelor of Arts degree in Psychology in 2003, and then continued on to The University of Georgia to earn her Master of Education in College Student Affairs Administration. Prior to her current position, Shruti served as the Associate Director of Residential Life at Washington University in St. Louis from 2011 – 2016. In this role, Shruti served on the CARE team to provide support for students in behavioral or emotional crisis and served on several assessment committees. During her time at Washington University in St. Louis, Shruti was also a part of the Provost Commission on Diversity and the inaugural Bias Report and Support System. From 2009 – 2011, Shruti served as a Complex Director at the University of Kansas, and prior to that was a Residence Life Coordinator at Texas Tech University from 2006 – 2009. Shruti has expansive knowledge in the areas of assessment and social justice and in 2016 was awarded the NASPA Asian Pacific Islander Outstanding MidLevel Professional Award.

Kelly Thacker

Associate Director Finance & Data Management, Indiana University Bloomington Dr. Kelly Thacker started her housing career as an RA her sophomore year at the University of Wisconsin-La Crosse. After a semester detour into an Industrial Organizational Psychology graduate program, Thacker returned to higher education administration and had the opportunity to attend Kansas State University and work in apartment housing. After completing her master’s degree and Ph.D. coursework, Thacker felt it was important to gain work experience and began her professional career at Indiana University in July 2006 as an Assistant Residence Manager. Now in her fifth role at IU, Thacker supervises the Application Administration team that is responsible for the maintenance, development, and management of access to all dining and residence hall technology systems. Previously Thacker has supervised and worked in residence hall assignments (Assistant Director) and administration (Associate Director, Residence Manager, Assistant Residence Manager) and has worked to build effective and efficient processes and procedures that are also student-centered. Since completing her Ph.D. in 2012, Thacker has utilized her research and presented to colleagues on ways to reduce barriers for under-represented student populations, especially low socioeconomic students. Additionally, Thacker values giving back to the profession, helping colleagues think about their professional persona, and staying involved in regional and national organizations. Thacker has served on the Great Lakes Association of College and University Housing Officers (GLACUHO) board, Bloomington Professional Council, and is the current chair for the Association of College and University Housing Officers-International (ACUHO-I) Professional Standards committee. A native Wisconsinite, Thacker enjoys spending time with her family, friends, her dog Pennie, as well as cheering on her beloved Green Bay Packers.

Amanda Knerr

Executive Director, Residential Life, Indiana State University Amanda R. Knerr currently serves as the Executive Director, Residential Life and Housing at Indiana State University. Amanda Knerr received her Bachelor’s degree in Psychology from Wittenberg University. From there, she taught high school students with severe and profound disabilities at Marion Abramson High School in New Orleans, LA as part of the Teach for America Program. Amanda pursued her master’s degree in Student Affairs Administration in Higher Education from Ball State University. After completion of her degree, Amanda moved to the University of Alaska Southeast in Juneau, Alaska where she served as the Residence Life Manager. Amanda moved to Penn State Erie, The Behrend College in Erie Pennsylvania in February 2004 where she served as the Associate Director for Student Affairs. In this role, Amanda oversaw Residence Life, Student Conduct, Freshman Interest Groups, Senior Year Experience Programs, and Substance Abuse Prevention Programming. After three years, Amanda transitioned to Penn State’s University Park Campus as the Senior Associate Director of Residence Life at Penn State University’s University Park Campus. In this role, she worked with the University Park Residence Life program as well as with the other 9 residential Penn State Campuses throughout the Commonwealth. During this time, Amanda began work towards a Ph.D. in Higher Education Administration from Penn State University which she recently completed. Amanda has participated in a variety of ACPA leadership roles including Chair of the Commission for Assessment and Evaluation, invited faculty for the ACPA Student Affairs Assessment Institute and ACPA Residential Curriculum Institute. In the Spring of 2017, Amanda was recognized as ACPA Diamond Honoree. In the summer of 2017, Amanda served as a faculty member for ACUHO-I’s NHTI program. Personally, Amanda remains very busy trying to keep up with the various activities of her four children. She volunteers as a CASA (Court Appointed Special Advocate) for children and serves as a preschool teacher at her local church.

10> Develop relationships with peers and seasoned professionals.

“It strengthened by professional network - some of the participants I went to PDI with are now my go-to peers when issues arise and I need to bounce ideas off of them.”

–Jim Hague, PDI Alumnus

9> Jump-start your professional development plan.

“PDI was the catalyst for my professional journey.”

–Megan Thurston, PDI Alumnus

8> Build your professional confidence.

“I gained the confidence I needed as a professional by attending PDI. It allowed me to really hone in on my interests and passions.”

–HerBrina Shepherd, PDI Alumnus

7> Reflect on your purpose in the field.

“I walked away from that experience with a renewed purpose for working in Residential Life, as well as a more global view of working on a college campus.”

–Alex Dressen, PDI Alumnus

6> Encourage your professional growth.

“PDI helped me think deeply about how I can stretch myself professionally and to not stay in my comfort zone with my areas of concentration professionally and personally.”

–Ben Daleiden, PDI Alumnus

5> Prepare for your next job search. “[Mentoring during PDI] encouraged me to job search when it was right for me, and helped clarify what I was interested in and what my values were for my next professional position.”

–Kristin Brewer, PDI Alumnus

4> Discern your career path.

“It is a chance to really focus on planning for [the] future within the profession while learning from resources not on [your] campus.”

–Mollie Rockafellow, PDI Alumnus

3> Re-energize yourself for your current and future roles.

“It helped me re-focus my work and have a better understand that there are many others who I can relate to.”

–Joseph Binkley, PDI Alumnus

2> Learn new things.

“Between 1:1 time with seasoned professionals and sessions that are created to prepare you for your current and future positions, you cannot walk away from PDI without learning something new.”

–Jackie Miller, PDI Alumnus

1> Receive mentorship from senior housing officers.

“There's something unexpectedly moving about hearing about other professionals' journeys.

We often see our professional mentors as they are today, forgetting that they had their own experiences including missteps, mistakes, and quiet successes.”

–Stacy Olive-Sikorski, PDI Alumnus and 2018 PDI Faculty Member

Where are they now?

Reflections from PDI Alumni By: Bethany Gary

As we gear up to celebrate the 10 th annual Professional Development Institute in February of 2018, we took the time to catch up with some previous PDI participants to see how the institute has shaped their careers. PDI Alumni have been eager to share their experiences and have spoken very highly of the opportunities and perspective that PDI has provided them. The following six individuals attended PDI between the years of 2009 – 2015, they currently serve in various roles within higher education, and they represent many diverse types of institutions across our region. The one thing they have in common though, is that PDI was a major stepping stone in their careers.

When attending PDI in 2011, Chris Beyer worked as an Area Complex Director at Eastern Michigan University, and in the few years following served as the Upperclass Manager at Case Western Reserve and was quickly promoted to Assistant Director. Chris currently serves as the Director of Residential Life at Augustana College, overseeing a residential system that houses 1800 student with the help of eight professional and 60 student staff.

He loves his job and wants to continue until he stops learning or until he runs out of ways to contribute to his institution. Chris gives PDI credit for helping him learn to think like an administrator and for giving him the frame of reference to achieve his career goals.

Chris Beyer

Director of Residential Life Augustana College

Did you learn anything specifically at PDI that has impacted your career?

I learned lots of important things at PDI. It shook me out of "hall director brain" and got me to start taking a wider view of the work we do in Res Life. I learned about how rapidly emergency situations can evolve and new information and misinformation spreads. I learned strategies for creating change in an organization and also developed respect for the forces that resist change. I learned how to take a creative and entrepreneurial approach to budgeting.

Why should other Housing professionals attend PDI? PDI will help you forge relationships with colleagues that you will draw from for years to come. It will also challenge you to think beyond the day to day challenges of your immediate area.

Stacy attended PDI as a participant in 2010, but has since returned in 2017 to serve on the faculty and will be the returning faculty member for PDI 2018. Stacy currently serves as the Senior Associate Director of Residence Life for Community Standards & Operations at Lake Forest College, but back in 2010 she was an assistant director who directly supervised resident assistant staff. Stacy describes her position at the time as, “firmly entrenched in leadership of our department and very much a generalist, but not yet supervising entry-level staff. I wasn’t sure what my next career steps would be. PDI helped me clarify my goals and identify opportunities that would be meaningful.”

Stacey Oliver-Sikorski

What keeps you coming back to PDI as participant, faculty and now returning faculty?

I love the cohort model of PDI. It’s invaluable to spend a few days in community with people who share common experiences and are in similar places professionally. Being able to sit around a fire and discuss the challenges and opportunities of our field is a beautiful thing.

No matter what type of institution we work at or who our students are, there’s a common thread that keeps us all connected. Being able to share those experiences and learn from one another is inspiring.

Lake Forest College

Are you still in contact with any with whom you attended PDI? The people with whom I attended PDI as a participant are still my colleagues and friends.

They're friends I can connect with at conferences or call when I need to bounce an idea off of someone or ask for feedback. It expanded my network considerably, which in turn expanded my understanding and perception of our work.

Senior Associate Director of Residence Life for Community Standards & Operations

Stacy has shared that she is excited and honored to be asked to serve as the returning faculty member for PDI 2018. She has thought very intentionally about what she would like to give to the participants and is also looking forward to being a “coach and cheerleader for the new faculty members.” In her day-to-day work, Stacy has said that her experiences at PDI have helped her to gain a better understanding of what it's like to be an entry-level professional and has given her a new appreciation for her own staff and the work they do daily.

When Crystal attended PDI in 2015, she had seven years of experience as a Resident Director at various institutions, and PDI helped her to better understand the profession and give her the confidence she needed to pursue further opportunities. Several months after leaving PDI, she secured the Director of Housing position at Indiana Wesleyan University and has been serving in that role for the last two years.

Why should other housing professionals attend PDI? Other housing professionals should attend PDI because it's easy to feel stuck as an entrylevel professional; however, PDI helped me see beyond my position and my institution. PDI participants will walk away with deeper insight in the intricacies of the housing & residence life profession. Thanks to peers and mentors, participants will have a broader lens in which to view their work and their future in the profession.

Crystal Kitten

Director of Housing Indiana Wesleyan University

What did you learn at PDI that has impacted your career?

I learned so much about areas that I had only had limited experience with as a hall director, such as budget management, marketing, university politics, professional ethics, workplace social strategies, and more. The key takeaways that have had the greatest impact on my career come from advice from some of our PDI Faculty. I went into PDI with a list of what I needed from a future job and university and after PDI, I realized that my list was aiming for absolute perfection and that’s simply unrealistic. John Biernbaum said, “Suck it up and put on a helmet.” and Jacque Bollinger said, “You can weep, but you can’t whine.” These conversations helped me understand that if I seek diverse relationships, enhance my level of resilience, and focus on my sphere of influence, I can truly succeed in any housing position at any university.

Currently, Crystal oversees all of the housing operations at a mid-size faith-based university with over 2500 beds. She handles departmental communications, such as marketing, welcome packets, and social media accounts, and also serves on a variety of university committees dealing with customer service and retention. After serving seven years as a Resident Director at four different universities and now two years directly with housing operations, Crystal is confident that she has found her home in residence life.

Nathan Tomson was part of the inaugural class of PDI in 2009, and at the time he was a Residence Hall Director at Central Michigan University. When asked what it means now to have participated in the first PDI, he shared, “there is much pride in being part of the inaugural class. We were able to be the first to take part in such a wonderful experience offered by our regional association.” Since his time at PDI, Nathan has remained at CMU, but has served in various roles in the department from manager of apartments to his current role as the Assistant Director of Residential Education.

Nathan Tomson Assistant Director for Residential Education

Central Michigan University

In what ways has PDI impacted your professional career?

This experience was my first opportunity to really think about the next step in my career.

The friendships that you make with other participants is amazing and the potential contacts you can make with the faculty members is also very important. Additionally, I remember our presentation on crisis management and the importance of practicing for the real life events and not taking the training for granted. I also remember a presentation on campus politics and how to try and navigate those experiences – so important to get that training early.

Why should other professionals attend PDI? This is an economical professional development opportunity that is located within our region that allows for new professional staff to start thinking about the next step. Participants will also get individual and group time with their faculty mentor and this is invaluable as a young professional. While I have yet to serve as faculty, I know this is just another way to give back to the profession and the PD experience that gives you so much as a participant.

Sharing your own experiences with new professionals is so important. There is no reason that seasoned professionals should not be sharing their knowledge to make our profession even stronger.

Currently as Assistant Director for Residential Education, Nathan manages the residential curriculum at CMU, as well as a residential experience called Learning in Community. He also coordinates the departmental assessment efforts and works directly with the living and learning communities. Moving forward, Nathan plans to finish his EdD and stay at CMU to learn more from the current director, Kathleen Gardner. Long term, he would like to continue working his way up in student affairs administration and one day be a VP for Student Affairs or even a University President. There is also a possibility that someday, when Nathan retires from higher education, we will see him working at the happiest place on earth, Walt Disney World Resort in Orlando, FL.

As a PDI participant in 2012, Yoel was serving as a Living Center Director at Grand Valley State University. Since attending PDI, Yoel has moved into a different area of Student Affairs, and is currently serving as the Assistant Director for Orientation and New Student Programs at Oakland University. Yoel explains that his PDI experience, though, allowed him to create connections that helped him to secure his current position.

Yoel Joa

Assistant Director for Orientation and New Student Programs Oakland University

Briefly describe your career path since attending PDI. After attending PDI in 2012 my wife and I were expecting our first child and she wanted to move closer to our family and I was also on the look for a different job. During my adviser interview (my current supevisor) noticed I had a lot of housing experience including extensive GLACUHO involvement. She too was a GLACUHO person as she was a Hall Director at Ball State and knew these experiences to be very valuable. She decided to bring me back in for an interview for my current position which is Assistant Director for Orientation and New Student Programs. What I learned from this experience is what you learn in your current role always has transfer-ability in another role and make sure to market that as you never know what people are truly looking for.

Did you learn anything specifically at PDI that has impacted your career?

The biggest piece I took away that has impacted my career from PDI is understanding that relationships are currency at our work places and networks. Invest in them, maintain them and they will pay dividends to you personally and professionally, and those dividends can be jobs, promotions, connections or even life long friendships but in the end they all benefit you in some way or another.

In his current position, Yoel is responsible for all orientation programs at Oakland University, he supervises 2 professional staff members and 26 student employees. His office also helps to facilitate New Student Convocation, Academic Open Houses and an Involvement Fair.

His ultimate career goal moving forward would be to work as a Student Affairs Academic program director, helping students apply, get accepted and graduate from a Student Affairs program.

HerBrina has described her 2014 PDI experience as life changing in that it helped her to gain professional confidence and hone her interests and passions. At the time she attended PDI, HerBrina was an Area Coordinator and Coordinator for Multicultural Services at Muskingum University, and she was at a point in her career where she was deciding whether or not to stay in housing. HerBrina currently serves as a Student Life Advisor at Cuyahoga Community College, and although she is no longer in residence life, she explains, “I built some great friendships/connections at PDI that I still use till this day…”

What did you learn at PDI that has impacted your career?

The Law of Higher Education Session that was offered during my PDI was so good!!! I learned more in that session than I did in my grad class. I just totally appreciated how all the mentors took the time to share with us their expertise.

HerBrina Shepherd Student Life Advisor Cuyahoga Community College

Are you still in contact with your faculty mentor or any of the other participants during your PDI? Yes and yes! I feel as though social media makes it easier to stay in contact with everyone.

My Faculty Mentor helped me with my job search preparation. He even called to make sure my phone interview voice was good. I also stayed in contact with a lot of the participants.

We would run into each other at different conferences or local organizations outside of GLACUHO. In her current role as the Student Life Advisor at Cuyahoga Community College, some of HerBrina’s responsibilities include student organizations, programming, and student leadership. While she is not positive what the future holds for her career, HerBrina is currently focusing on making an impact working for a college that gives access to students who never could imagine themselves in higher education or even furthering their education past high school.

The ABCs of ESAs By: Leanne Barson and Amy Lorenz

Approximately 43.4 million adults in the United States, 17.9% of U.S. adults, have a mental illness (National Institute of Mental Health, 2015). An estimated 9.8 million, four percent of all U.S. adults, have been diagnosed with a serious mental illness that impairs their daily functions in some way. With the growing prevalence of mental illness, there have been an increasing number of college students requesting to have emotional support animals (ESAs) reside with them in college and university housing.

The controversy around emotional support animals stems from institutions' questions regarding the nature of a student’s disability, the necessity of the animals, and where the animals are allowed on campuses. As requests for emotional support animals in campus housing increase, it is important for housing professionals to have a better understanding as to what emotional support animals are and their benefits. Additionally, it is crucial for housing staff to have a basic understanding of their legal responsibility toward students and their emotional support animals.

Overview of Laws Laws that protect the use of emotional support animals as it pertains to Residence Life include the Fair Housing Act, the Americans with Disabilities Act and its Amendments, Section 504 of the Rehabilitation Act, and even some state laws that have been put into place in order to support college students on campuses (Phillips, 2016, p. 96).

Ultimately every higher education institution has a responsibility under at least one of these laws to accommodate students who require emotional support animals. In this section, we will provide a brief overview of the laws; please consult with your university counsel, supervisor, and state resources to learn more.

Section 504 of the Rehabilitation Act of 1973

• A civil rights law that places emphasis on endorsing equal access to individuals with disabilities (Bauman, Davidson, Sachs, & Kotarski, 2013, p. 145).

• Forbids any recipient of federal financial assistance, public or private, from discriminating against individuals with disabilities (Bauman, et al., 2013, p. 145).

The Americans with Disabilities Act (ADA) of 1990

• Prohibits discrimination based on disability, physical or mental, in programs receiving federal funding (Kogan, Schaefer, Erdman, Schoenfeld-Tacher, 2016, p. 269).

• Original definition defined disability as a “physical or mental impairment that substantially limits one or more major life activity, a history or record of such an impairment, or being perceived by others as having such an impairment” (Thompson, 2015, p. 2296).

• The early definition made it challenging to prove that an impairment is a “disability”, therefore the added amendments in the ADA Amendments Act of 2008 (ADAAA) widen the definition of “disability” by broadening the meaning of “major life activities”, redefining who is “regarded as” having a disability, and specifying that a “disability” includes episodic or in remission impairments (ADA Amendments Act, n.d., para. 4).

• Ensures that people with disabilities have equal opportunities to participate in all functions of public life (Thompson, 2015, p. 2296).

• There are several subsections to the act, but for the purposes of housing and institutions of higher education, Title II applies to public institutions, and Title III applies to private institutions (Bauman, et al., 2013, p. 146).

• States that institutions must make reasonable accommodations for an individual’s disability, as long as the accommodations do not prove to cause undue hardship to the institution (Thompson, 2015, p. 2296).

The Fair Housing Acts (FHA)

• Initial purpose was “to provide, within constitutional limitations, for fair housing throughout the United States.”

(Ferder, 2003, p. 1).

• The original Act of 1968 prohibited discrimination based on race, color, religion, or national origin, it was later amended in 1974 to add sex discrimination, and amended once again to add discrimination based on physical or mental handicap to the list of barred practices (Ferder, 2003, p. 1).

• Similar to the ADA, the FHA requires institutions to make reasonable accommodations, including the modification of institutions “no pets” policies to allow service animals (Bourland, 2009, p. 202).

• This Act considers service animals to include emotional support or therapy animals (Dermott, 2012).

While it is beyond the scope of this article to provide a full, detailed, legal overview, staff at institutions of higher education have a responsibility to educate themselves on their legal obligations to serve the needs of their students. Specifically, housing and residence life department staff must understand that emotional support animals are an accommodation supported by the law.

Pets, Service Animals, Emotional Support Animals: What is the Difference?

Since the inclusion of emotional support animals as a therapeutic treatment is a relatively recent phenomenon, many professionals may not necessarily understand how they differ from service animals and more generally, pets.

Pets are companion animals, and as such, provide no particular medical and/or therapeutic support to their owners (Von Bergen, 2015, p. 22). Many people adore their pets, and their pets provide great comfort, however, an animal designated as a pet is different than an ESA or service animal. Many campuses and housing facilities do not allow pets.

A service animal is defined as “any dog [some exceptions for a miniature horse] that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability” (Von Bergen, 2015, p. 20). According to the Department of Justice (DOJ), the work or tasks performed by the animal must directly relate to the individual’s disability. For example, a guide dog may assist a person who has low vision. Service animals also assist people with psychiatric disabilities, such as post-traumatic stress disorder and anxiety disorders. In these cases, the animals may calm their handlers and/or prevent destructive behaviors. Service animals can be trained by a variety of people, including their handlers, family members, or an organization. Institutions must accept service animals. Staff may only ask questions about the animal if it is unclear what service the animal provides. In other words, if it is obvious that a dog is providing service for a person with low vision, then it is illegal for someone to ask the handler about the service animal’s purpose. If the animal’s purpose is unclear, staff can only ask two questions: 1) Is the service animal required because of a disability? and 2)What work or task has the animal been trained to perform?

Emotional support animals (ESAs) differ from service animals in a few different ways. First, ESAs are not trained in a specific task to support or assist a person with a disability (Kogan, et al., 2016, p. 271). The purpose of having an ESA is to relieve and/or reduce psychological or emotional pain in individuals who have a mental impairment (Von Bergen, 2015, p. 21).

An important note regarding ESAs is that there are no laws restricting the species, size, or weight of the ESA. That said, an ESA could be an animal other than a dog, such as a cat, rabbit, or any species allowed under local laws (Kogan, et al., 2016, p.

272).

ESAs have proven to have many positive impacts on the emotional wellbeing of individuals with mental impairments such as depression and anxiety. A study done by Barker, Pandurangi, and Best (2003) found that contact with a therapy dog or animal reduced an individual’s anxiety and depression (p. 38). Additionally, other sources state that the presence of animals has a positive effect on social behaviors and the general health and well-being of the individual (Pet Partners, n.d). Furthermore, spending time with animals was shown to combat feelings of isolation and loneliness and provide a sense of comfort (Jau & Hodgson, 2017).

Although there may be other students who oppose the use of ESAs on campus due to possible phobias or allergies, the Department of Justice does not recognize these as valid reasons to deny access to individuals using service animals (Dermott, 2012). As stated by the Department of Justice, if a person with an allergy to dogs must be in the same room as a person with a service animal, they both should be accommodated.

Moving Forward Although the laws pertaining to service and emotional support animals are complex, it is important for institutions to have a basic understanding of them and how they apply to their institution. Moving forward, there are a few recommendations for higher education institutions in handling emotional support animal requests. First, it is important to establish a common language in regard to the definitions of disability, service animal, and emotional support animal while also adhering to the guidelines provided by ADA (Kogan, et al., 2016, p. 277). Another helpful tip is to treat federal laws as a floor, not a ceiling (Dermott, 2012). Laws are representing the bare minimum that is expected from an institution in accommodations for students. Finally, as stated by Bauman, et al. (2013), be sure to share the accommodative process with students openly so they can learn to advocate for themselves (p. 152). There is still a stigma surrounding mental illness and revealing a disability is likely difficult, therefore being transparent about options and procedure will only benefit students. Remember that all our work should return back to our focus, student learning and development.

If emotional support animals provide a better experience for our students who face difficulties as a result of mental impairments, it should be a priority to accommodate to them.

Moving forward, institutions should make an effort to think progressively about this subject. Some questions that administrators can think about include the following: 1) How can my institution be proactive about this matter?, 2) How does this play a role in the planning of new buildings on campus, such as residence halls?, 3) What kind of responsibilities are placed on the students with ESAs?, 4) How does having an ESA affect the residential community, as well as the campus community? and 5) Which office will have the responsibility for receiving requests, answering questions, and making decisions concerning accommodations?

References The ADA Amendments Act of 2008: Frequently Asked Questions. (n.d.). Retrieved June 29, 2017, from https://www.dol.gov/ofccp/regs/compliance/ faqs/ADAfaqs.htm#Q1 Barker, S., Pandurangi, A., & Best, A. (2003) Effects of animal-assisted therapy on patients’ anxiety and depression before ECT. The Journal of ECT, 19(1), 38-44.

Bauman, M., Davidson, D., Sachs, M., & Kotarski, T. (2013) Service, comfort, or emotional support? The evolution of disability law and campus housing. The journal of college and university student housing, 40(1), 142-157.

Bourland, K. (2009). Advocating change within the ADA: The struggle to recognize emotional-support animals as service animals. University of Louisville Law Review, 48(197), 197-220.

Dermott, J. (2012) Update on accommodating service and assistance animals on campus: Making heads or tails of federal disability laws. NACUANOTES, 10(6). Retrieved from http://counsel.cua.edu/fedlaw/ nacuanoteserviceanimalsupdate.cfm Feder, J. (2003). The fair housing act: A legal overview. Congressional research service.

Jau, J. & Hodgson, D. (2017) How interaction with animals can benefit mental health: A phenomenological study. Social work in mental health, 1-14.

Kogan, L., Schaefer, K., Erdman, P., & Schoenfeld-Tacher, R. (2016) University counseling centers’ perceptions and experiences pertaining to emotional support animals. Journal of college student psychotherapy, 30(4), 268-283.

National Institute of Mental Health. (2015). Retrieved from https://www.nimh.nih.gov/health/statistics/prevalence/any-mental-illness-ami-amongus-adults.shtml Pet Partners. (n.d) Benefits of the human-animal bond. Retrieved from https://petpartners.org/learn/benefits-human-animal-bond/ Phillips, M. (2016) Service and emotional support animals on campus: The relevance and controversy. Research & teaching in developmental education, 33(1), 96-99.

Thompson, A. (2015). The Americans with disabilities act: The Americans with disabilities act (ADA) was signed into law in 1990. This year marks the 25th anniversary of this landmark act. JAMA – Journal Of The American Medical Association, 313(22), 2296.

Von Bergen, C. W. (2015). Emotional support animals, service animals, and pets on campus. Administrative Issues Journal: Connecting Education, Practice, and Research, 5(1), 15-34.

LEED

CONTINUES TO BE A PRIORITY:

An Entry-Level Staff Member's Facilities & Operations Exploration

My interest in Facilities and Operations stem from a desire to understand the inner workings of facilities and be informed about what the future holds for institutions. As a Complex Director at Eastern Illinois University, I am responsible for the operations of three residence halls on campus, and that includes being informed about the facilities where our students are living in the complex. While the complex has excellent building services workers that work to provide our students with a well-kept home, I know that facilities can and will always be improved and updated when possible. Coming from an undergraduate institution that opened a residence hall my freshman year that focused on clean energy, (Starin Hall, University of Wisconsin-Whitewater), I slowly learned that the operations of facilities has multiple components to them, beginning with the planning stages of construction and how a building can be sustainable. The driving force towards green facilities is the rating system devised by the United States Green Building Council called Leadership in Energy and Environmental Design, or LEED. Established as a pilot program in 1998, LEED is a certification program focused primarily on new, commercial-building projects based on a points system. The levels for LEED are certified, silver, gold, and platinum, and the more points you earn, the higher your overall rating. All buildings must have minimum programming requirements (MPRs), stated as: the building that is being built or certified must be in a permanent location on existing land, the building must use reasonable LEED boundaries such as not excluding portions of the building, space or site to give the project an advantage in the accreditation requirements, and the building must comply with project size requirements. This is done on another rating scale ranging from space use of 250 square feet to a minimum of 1000 square feet.

Facilities & Operations Committee Mike Mifflin, Complex Director,Eastern Illinois University

The LEED Home Rating System mentions that the LEED project must be a “dwelling unit” including space for living, sleeping, eating, cooking, and sanitation”, all areas in which a residence hall can fall under. The newest version of LEED, LEEDv4, specializes in building projects all across the world, boasting the following flexible and overall better experiences: focus on better materi-

als for building better buildings, more performance based approach for occupant comfort, water efficiently for clean water usage, and a smart grid beneficial approach for better overall design. The LEED certification is constantly being evaluated and examined for improvements to provide an overall better ratings system.

Some have criticized the LEED certification system, saying that earning points on the system can be granted too easily for checklist items such as the public transportation proximity, location to a densely populated area, or the amount of money that is being offered to build the structure. Furthermore, tax breaks can be offered for LEED certifications hanging victoriously on the wall, resulting in the savings of millions of dollars over time. Those who criticize the LEED program say that the buildings are not becoming certified for the purpose of becoming green and sustainable, rather, being used for the tax breaks and financial benefits.

Nugent Hall (above) from the University of Illinois Urbana-Champaign, which was awarded a LEED Silver Certification on January 20th, 2011. Nugent Hall received 34 of 69 possible LEED points on the Scorecard, and was noted for its strong construction in the Indoor Environmental Quality. For more information on Nugent Hall: https://icap.sustainability.illinois.edu/project/nugent-hall-leed-silver

Universities that have gone through the LEED certification process, such as the University of Wisconsin-Whitewater (Starin Hall was Silver Certified upon opening in 2010, Gold Certified in 2011), have said that finding an architect that is LEED credentialed is extremely beneficial. The process will then involve a presentation by the architect on the building plans, cost of pursuing certain LEED certifications, and the timeframe that the process can be done in, usually over the course of many years. Great planning goes into the building of a LEED certified building, and the results can bring positive financial implications along with merit of a “green building�. As the LEED program grows, the number of universities that aspire to become certified will grow as well. As an entry level professional in housing, I know that becoming informed about the future of facilities and operations is key to staying on track to providing students with a great and comfortable living environment, and the LEED program will be a driving force in the efforts on campus to go green.

&A

CUHO-I

The National Housing Training Institute (NHTI), hosted by ACUHO-I, is annually held in the summer for staff members with 3-7 years of professional experience. Two sites host this institute, and GLACUHO was fortunate to have seven participants attend either the Michigan State University or the University of South Florida location for their experience. I had an opportunity to learn more from some of the GLACUHO participants, and wanted to pass along the knowledge they so kindly shared.

GLACUHO cohort members who participated in this article include: Kelsey Cripe (KC) Eastern Illinois University Erin Mieskowski (EM) Davenport University Lisa Walker (LW) Ball State University Nino Bradley (NB) Ohio University Kara Zarnoch (KZ) The Ohio State University Tim Griffin (TG) Loyola University

What and/or who inspired you to apply for NHTI? KC: My current supervisor Jody Stone. He brought up the idea after I saw the main publication for it and thought, no I wouldn't get in. He reassured me that if I didn't, I could apply the next year, but that I should let my experiences speak for themselves.

EM: I was ultimately inspired by my friend Lovey Marshall who is an NHTI alum from 2016. I have quite a few friends and colleagues who have completed the Institute and they all raved about it. I was excited that I finally had the opportunity to apply to see what it was all about.

LW: I first applied to NHTI several years ago because I was inspired by looking ahead in my career. I continued to apply because that forward-drive remained each year.

NB: The idea to apply came from a good friend of mine, Trevor Mannausa. He participated in NHTI in 2016. The other motivation was my love for what we do in our field. I was so eager to learn more and enhance my understanding of Housing and Residence Life. I felt I had to apply and give myself the opportunity to do just that. I also had the opportunity to shared my future goals and interest in the institute with my supervisors. Their support gave me the final push that I needed to apply.

KZ: As I reflected on learning environments that I thrive within, I realized that NHTI aligns with spaces I find meaningful. It creates an opportunity for deeper, focused learning in small groups while developing impactful relationships. Furthermore, I welcomed the opportunity to step outside of my comfort zone in order to explore units within housing outside of Residence Education.

TG: As I entered my fourth year in the Resident Director position, I had already begun to consider ways in which I could prepare for the next steps of my professional career.

I was encouraged by my supervisor, Shandee Ewert, to apply for NHTI. She had previously participated in NHTI and spoke of the valuable professional development it provided. Hearing about her experience and receiving the support of my departmental leadership team inspired me to apply and pursue the Opportunity.

What expectations were you given after you returned from NHTI? KC: I wasn't given many. I talked with my director and supervisor about my experience, but it was more on me to make sure I was applying what I learned, which I have been able to do through training presentations.

EM: I wasn’t given many expectations from my institution on what I had to do when I get back, and I am still getting

together some sort of resources to share with my department, but one of the biggest expectations I was given actually came from my faculty, Aaron Lucier of Eastern Carolina University. That expectation was to always enter everything you do with gratitude and to remain confident in my role and in life in general. I am learning that remaining positive and gracious goes a LONG way (especially during the month of August) as it can aid in making situations better than they seem to be on the surface.

LW: Expectations that I was given was to apply my skills and share my knowledge for the benefit of the field. The mentality was a "pass it on" mindset to encourage budding professionals and to remain motivated in the work we do contributing to the success of those we serve.

NB: I was expected to come back to my institution and share my overall experience with my colleagues.

Everything from the application process to the continued support we get from our cohort and in particular our cluster group. This is in hopes to inform colleagues about this professional development opportunity and to encourage them to apply. My hope is also to facilitate a few of the activities from the sessions that impacted my learning experience at NHTI. It will be impossible to match our faculty in knowledge and passion, but I will try to do them justice.

KZ: My institution did not outline formal expectations upon my return from NHTI. However, I feel a responsibility to share the learning from this professional development opportunity. Therefore, I continue to meet with staff members interested in future careers within different areas of housing to share knowledge gained. I also meet with staff members to encourage and support them as they consider NHTI in the near future.

TG: The most direct expectation I received after returning from NHTI was “what was I going to do with the experience I received”. During each session, I made note of things I wanted to follow-up on or questions about how the information we were discussing related to my home institution so that in returning I could continue the learning that started at NHTI at USF. Since returning, I have completed some of the followup items and have founds ways to share the learning with my colleagues and others in the region.

What is the most valuable lesson you took away from a faculty presentation?

KC: That your professional development and your

career path is guided by you and what you choose.

You shouldn't think of anyone in your choices besides you and your family...You have to do what is best for you and what your heart is telling you to do.

EM: Everyone has something to bring to the table, whether it’s a literal table or a figurative one. Figure out what it is you have to contribute, and make sure to actually do something with it. Also, as a woman of color, I need to make sure that when I am offered a seat at the aforementioned, I need to take it. Often times, our voices are silenced, but when we have the ability to speak to those that have the power to make change (or even just sitting in a meeting to listen and take notes), take that opportunity.

LW: The most valuable lesson that I took away from one of the faculty presentations was that every professional's path is different and that one's success cannot be compared to another's. Each faculty member talked about their values, influences on drive, and roadblocks along the way that impacted their careers and career trajectories. I think everyone in the room breathed a sign of relief in receiving the reassurance that they were on the right track because they got to choose the track and are capable of navigating their path.

NB: If I had to choose one valuable lesson it would be from by faculty member, Gretchen Brockmann.

She said “Do the job that you have now...well. These skills are building a foundation for your next/future role.” Many younger professionals, like myself, have the tendency to always be looking for a new and exciting experience that is going to get them ahead, another committee to join, the next job, etc. I appreciate Gretchen’s words so much because if we strive to be the best that we can be in our current role, all of those other experiences will come along. If you are forming genuine relationships your good work will not go unnoticed. It would be difficult for a supervisor to promote someone who is overly involved and ineffective in their role. This is the exact concern that has led me to have had candid conversations with my overly involved student staff members. Mastering one’s job description is one of the most important things one can do for their own professional development. I recognize that this is a challenge for myself, therefore, I regularly have to check my over ambitious perception of what I believe I should be doing outside of my position to advance my career.

KZ: Strategic planning related to housing renovations and expansions is complex as students

often feel the impact of these decisions, in fee increases, for decades. Opening several new buildings and/or renovating several new buildings simultaneously can be problematic. All of these facilities will need the same costly, routine maintenance at the same time.

TG: The most valuable lesson I received from a faculty presentation came during the politics session in relation to the role of relationships. Since power in politics can be positional or relational based, it highlighted the importance of maintaining the relationships one has established on their home campus. These relationships inform our sense of work and being, determine the type of influence we have, and inform what our priorities will be. A nugget of knowledge discussed in the session was that if everything is a priority than nothing is. Our ability to understand priorities or when they have changed is what allows us to remain mobile in our work and use our influence to better the student experience. Without developing political relationships within our department, division or institution, our ability to influence, impact, and mold the experience is limited.

What is the most valuable lesson you took away from an interaction with a colleague/participant?

KC: Networking is key. It is important to have relationships, build those, and continue to foster those in years to come. Also that you can learn from others more than you can learn in a classroom.

Listening to people and their stories is such a great way to get new and innovated ideas.

EM: I learned that I wasn’t the only one who lacked confidence in my abilities. I wasn’t the only one who feels like I’m making up my job on a regular basis.

But, I also learned to lean on my education and experience, and that I DO have the ability to make changes on a University-wide level if I use this education and experience.

LW: The most valuable lesson that I took away from an interaction with one of my NHTI fellow participants is that we each have a passion that is at the forefront of our minds, but a passion-area does not directly translate or indicate expertise. What I value about the NHTI experience is that we get to navigate, challenge, and grow together.

NB: The most valuable lesson that I took away from my overall interactions is that we all have different strengths that we bring to the table. I entered the experience with imposter syndrome. I even felt so humbled that I was selected to attend to the point where I almost felt like I did not belong amongst such a group of amazing individuals. The only thing I can compare the feeling to is being invited to the NBA All-Star game, but the only reason I was invited was because Lebron James was injured and couldn't be there. After all of the encouraging conversations I had over the 5 days at Michigan State University, I left feeling reassured that Housing and Residence Life is definitely the field that I want to continue to pursue. I was able to take pride in my strengths and recognize those gaps in my experiences. We all have strengths. We all have gaps. We just have to embrace them and grow from them. The relationships that manifested out of the NHTI experience have truly surpassed my expectations.

KZ: NHTI creates an opportunity to learn with and from professionals at various institution types. You learn about the different cultures, values, and decision-making processes utilized at these different institutions. As a result, NHTI helped me solidify institutional types that align with my professional values and priorities TG: Though there were certainly lessons and knowledge shared by my fellow participants, what I found most valuable was having the space to learn and be in community with colleagues from such varied places. Being able to begin relationships with colleagues from across the country and in Canada, while learning from one another’s experience, was the largest benefit in attending NHTI.

What recommendations do you have for someone interested in applying for NHTI in the future?

KC: If in doubt, just do it. Don't hesitate and don't second guess yourself. But also know that it is work.

You won't be expected to go there and not participate and not be engaged. Be invested in the program and you will get a lot out of it!

EM: DO IT! Just do it, and when you get there, dive head-first into the experience. Bring business cards and network. Get to know the entire cohort, the faculty, and soak it all in.

LW: Apply now before the opportunity escapes you, and arrive ready to be engaged regardless of what is happening everywhere else.

NB: The greatest recommendation that I can contribute is to reflect on your professional journey and be able to tell your story. It is so easy for us to stay busy, do the day-to-day tasks, but never reflect on our experiences. Relying on your resume to do that is not enough. There are going to be a ton of other people who have experiences similar to those of your own: hall council advisor, conduct experience, student staff supervision, etc. The question is are you able to articulate the steps you took from beginning, middle, to end regarding that student staff member that challenged you as a supervisor, or the successful initiative or committee that you had the opportunity to take the lead on. Being able to list off the bullet points on your resume is one thing, but demonstrating that you have a deeper understanding of their collective impact on the student experience sets you apart. Take the time to reflect on your experiences and how they all contribute to the greater good of the work we do. Then piece all of those experiences together to create your own professional story. If you feel like you are missing parts of your story, start talking to your supervisor/ colleagues about how you can enhance that part of your story.

KZ: Take a risk and apply! The connections with other participants and faculty mentors are not only refreshing, but expose you to new perspectives and problem-solving techniques within housing. Finally, invest time in the assignments prior to NHTI. These articles and reflections lay a solid foundation for more nuanced, effective learning during the institute.

TG: Don’t doubt applying and submit your application. You may think, “Is this the right opportunity for me?” or “Should I apply now or wait?” If you are reflecting about the experience that way then you are ready to take the chance and apply.

If anyone wants to discuss the opportunity more, please do not hesitate to reach out.

ACUHO-I is currently seeking institutions interested in applying to serve as the Host Partner Institution for the James C. Grimm National Housing Training Institute (NHTI).

Visit acuho-i.org for more information.

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Leaders in the Region Pt. 2

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t the beginning of each fall and the transitions throughout the year, the importance of facilities and operations staff is magnified.

The work they complete so that our students can arrive each year on campus is invaluable. From complete renovations to cleaning and refreshing old residential spaces, the work of facilities and operations staff sets the tone for the year. The Facilities and Operations Committee continues the year of celebrating facilities and operations staff with the second edition of Facilities and Operations profiles. The Last Trends issue featured Jay Barden of Miami University of Ohio and Joe Glass of the University of Illinois-Urbana- Champaign. The current issue features Tom Welburn of Michigan State and Jody Plahm of University of Illinois-Chicago. Tom Welburn - Interim Associate Director of Facilities, Residence Education and Housing Services, Division of Residential and Hospitality Services at Michigan State University.

Tom Welburn is the most recent winner of the Facilities Manager award in the GLACUHO Region.

He is a leader on facility issues in his department at Michigan State University and he is a mentor to other professionals within the area of facilities management. Tom is noted as being a well-liked professional, eager to get the job done and lend a hand. Here are a few of Tom’s thoughts on Facilities and Operations: How long have you been in F&O? I have been involved with facilities most of my working career, 16 of which have been on the Michigan State Campus.

What was your first job?

My career path is as follows: I started on a paper route then on to a gas station attendant before becoming a wrecker driver at age 16 (my parents were very thankful that I learned how to tow cars behind a one ton wrecker before driving their cars).

From there I moved on to become a restaurant manager, night club manager, University culinary services food manager. All of this has led me to my current role as a facilities manager.

Biggest challenge as a leader?

The biggest challenge that I face as a leader is getting the team to all understand the direction.

Getting the team all on the same task/mission is a challenge. Finally one of the biggest challenges of them all is getting everyone to buy into the plan or direction. Buy-in is a major challenge.

Your greatest leader inspiration?

My greatest inspiration as a leader would be honesty. You have to say and do what you mean.

What kind of advice would you give someone who is just getting started? To professionals just getting started it’s important to get comfortable working to support others. Work on giving the best customer service you can every time. Each interaction you have is independent from each other. You may say something that is simple to you yet very memorable or impactful to the person you are interacting with.

Jody Plahm - Assistant Director for Facilities, Superintendent of Buildings, University of Illinois at Chicago. Jody is the Superintendent of Buildings at the University of Illinois-Chicago. She was nominated by staff from the University of Illinois-Chicago, who noticed her work and dedication. They wanted Jody to share stories of leadership with the region. Here are a few of this facilities veterans thoughts: How long have you been in F&O? I have been working in Facilities and Operations for 35 plus years. The majority of my early experience was in private sector work.

One of your interesting pet peeve?

I really dislike the lack of follow-up communication.

This could be a potential deal breaker that is such an easy thing to accomplish.

Judy Plahm, Assistant Director of Facilities, Superintendent of Buildings// University of Illinois, Chicago

How do you define a job well done?

A job well done is one that satisfies the end user. The end user could be the students, the staff, or the parents. A job well DONE is done to total completion with no loose ends.

What kind of advice would you give someone who is just getting started?

Listen before you speak, always strive for excellence, continually work hard, and, most especially, communicate.

Any thoughts on diversity and Facilities and Operations?

Diversity offers a richness of character and culture to any experience.

The GLACUHO Facilities and Operations Committee would like to thank our Facilities and Operations professionals and we encourage future F & O professionals to consider attending the upcoming Preconference workshop that will take place at the GLACUHO annual conference. Please visit the GLACUHO site for more registration information to come. The Preconference will be a great opportunity for F & O professionals to network and here from regional experts about F&O related topics.

What was your first job?

My father owned a moving company specializing in library work. As a child, I spent my first “working hours� on some of those jobs. This is where my love of facilities began. My first big girl job was with a real estate developer at the Illinois Centers in Chicago.

I was a Project Coordinator overseeing all nontechnical renovation work.

Biggest challenge as a leader?

One of the biggest challenges we face today is the lack of financing to fix aging infrastructure.

Your greatest leader inspiration? Who do you model your leadership style after?

My father taught me to work hard and to consistently strive to be principled. His hard working attitude, impeccable work ethics, leadership qualities, organization skills, people/social skills, management style and personality are what I strive to achieve and emulate.

If you would like to highlight a Facilities and Operations Leader at your Institution, please send their contact information to Robert King - GLACUHO Facilities & Operations Committee Chair at Facilities Operations@glacuho.org.

READ OR WRITE FOR TRENDS

APPLY FOR AND ATTEND AN INSTITUTE PARTICIPATE IN DISCUSSION FORUMS ONLINE ATTEND THE ANNUAL CONFERENCE

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