TRENDS Magazine- Spring 2019- GLACUHO by Great Lakes Association of College and University Housing Officers (GLACUHO)

PREPARING FOR THE YEAR SPRING 2019

GLACUHO Communications & Marketing Committee GLACUHO Communications & Marketing Committee Megan Corder Megan Corder Eastern Illinois University Eastern Illinois University Kyleen Ammerman Liz Andrews Miami University Jackson College Josh Lemieux Dale Shanklin Purdue University Northwest Purdue University Stephanie Beld Stephanie Beld-Steichen Indiana State University Indiana State University Cassie Govert Lindsay Faulstick Butler University Hanover College Andrew Haugen Andrew Haugen Western Illinois University Western Illinois University Rebecca Borowiak Northern Illinois University

Jessica Kilgore Brandon Perjak Miami University University of Southern Indiana Stu Macki Brittany Krisanda Butler University Bowling Green State University Tim Reardanz Katie Kromer University of Michigan Miami University Derek Savick Joshua Moermond Indiana University- Purdue University Eastern Michigan University Indianapolis Jackie Miller Rita Wiley Michigan University Western Indiana State University Will Avery Hayley Hanger University of Toledo Eastern Illinois University

GLACUHO Board of Directors Technology Coordinator President Jeremy Alexander Eric Musselman GLACUHO Board of Directors Eastern Illinois University DePaul University Technology Coordinator President Exhibitor Liaison Jeremy Alexander PastGonzales President Tiffany Zac Birch Eastern Illinois University Tiffanyof Gonzales University Illinois at Chicago Northern Illinois University University of Illinois at Chicago Exhibitor Liaison Past President Safety & Crisis Management Chair ZacCampus Birch President-Elect Michelle Sujka Michelle Cecil Purdue University Sarah of Meaney University Cincinnati Ohio Wesleyan University Elmhurst College Campus Safety & Crisis Management Chair President-Elect & Marketing Chair RayCommunications Tennison EricSecretary Musselman Megan Corder Layola University Chicago MaryAnne Wilk DePaul University Eastern Illinois University Eastern Michigan University Communications & Marketing Chair Secretary Contemporary Issues Chair Megan Corder Treasurer MaryAnne Wilk JakeIllinois Hughes Eastern University Shandee EwertUniversity Eastern Michigan University of Illinois at Chicago Layola University Chicago Contemporary Issues Chair Treasurer Facilities Krystal Kitten & Operations Chair Illinois Delegate Justin Schuch Gregory Whitmore Indiana Wesleyan University MollieIllinois Rockafellow Western University University of Chicago University of St. Francis Facilities & Operations Chair Illinois Delegate Health & Wellness Chair Ashley Jackson-Williams Indiana Delegate Mollie Rockafellow Yesenia Garcia Layola University Chicago Jocelyn University of Maul St. Francis University of Illinois at Chicago Indiana University Health & Wellness Chair Indiana Delegate Inclusion & Equity Chair Yesenia Garcia Michigan Jacob Knight Delegate Lloyd Graham University of Illinois at Chicago Ashley Knapp Franklin College Indiana University Kalamazoo College Inclusion & Equity Chair Michigan Delegate Professional Michael Rivera Foundations Chair Ashley OhioKnapp Delegate Purdue Kyle University Hovest Northwest Kalamazoo College Kellee Steffen Ohio State University Professional Foundations Chair Ohio University Ohio Delegate Programming Abby Kruszynski & Development Chair 2019 Conference Co-Hosts Kristin Brewer Eddie Koelzer Case Western Reserve University Matea Čaluk and Nick Varner Baldwin Wallace University Ohio State University Programming & Development Chair Michigan State University 2018 Conference Host Chris Beyer Programming & Development Assistant Chair Jocelyn 2020 Maul Conference Host Lovey Marshall Augstana College Shavonn Nowlin Indiana University Bloomington Art Institute of Chicago Programming & Development Assistant Chair Illinois Institute of Technology 2019 Conference Co-Hosts Eddie Koelzer Student Learning Chair Matea Čaluk and Nick Varner Ohio StateIngram University Donta Michigan State University Ohio State University Student Learning Chair Michelle Mason Augustana College

ABOUT TRENDS is published quarterly 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). EDITORIAL GUIDELINES All members of GLACUHO institutions are encouraged to submit articles for publication. Be sure to indicate the names of author(s), institution(s), email address(es) and GLACUHO committee or Board affiliation, if applicable. Articles not received on time or not published will be considered for the next issue. Submitted content may also be published at any time based on editorial needs and focus of the edition. Necessary editorial revisions will be made to ensure publication quality and to meet space requirements. Authors must work with GLACUHO to make necessary edits for publication to TRENDS and to maintain consistency across the publication. Submitted content may or may not be published at the discretion of GLACUHO. 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: Megan Corder GLACUHO Communications & Marketing Chair Eastern Illinois University 600 Lincoln Avenue Charleston, Illinois 69120 ADVERTISEMENTS For information, please contact the GLACUHO Communications and Marketing Chair. GLACUHO reserves the right to reject any advertisement not in consonance with the GLACUHO Diversity Statement (revised 2018). Advertising of a product or service in this publication should not be construed as an endorsement.

From the President Eric Musselman

Take 5: A Guide for Entry-Level Professionals Seeking to Form Partnerships with Academic Affairs  Steven Green

Call for Programs!

2019 Top-Rated ACUHO-I Competencies

Winter Meeting Memories

Is That a Fat Joke? Alexis Hill

Campus Emergency Kits  Campus Safety and Crisis Management Committee

GLACUHO Updates

BW Is Turning Food Scraps Into Energy Robin Gagnow

Building Relationships Across Peer Mentor and Professional Staff Populations: Transitional Impact of Mentoring in Higher Education Systems Brooke Moreland

Beating the Summer Slump Shiori Silver & Sam Martin

Professional Development Institute 2019 Stephanie Beld-Steichen, Lauren Bergholz, Chelsea Fox, & Mayur Gangla

“What I Wish I Knew” Facilities and Operations Edition Tyler Harrison & Kayla Hagerty

The Silent Struggle: Compassion Fatigue in On-Call Positions in Housing Michelle Cecil

Resilience Through Mindfulness Sean Brown

Supporting an Undergraduate Student and Their Journey Into Student Affairs Tyler Portis

A Weekend with the Next Leaders of GLACUHO: The 2020 Professional Development Institute is Looking for Faculty!

GLACUHO 360 Report  Programming and Development Committee: Assessment Subcommittee

From the President Greetings, colleagues! Itâ&#x20AC;&#x2122;s closing time! By the time most of you read this edition of Trends, you will be well on your way to closing the halls and getting ready for summer. For those of us on a quarter-system academic calendar, just one final push before we close in June. This is certainly a busy time of year for housing and residence life professionals as we close out the academic year, so I wish you all the best during this busy time. Since the Winter Meeting in February, attended by our leadership team and committee members, GLACUHO has been busy working on projects and initiatives for our members, as well as initiatives for the annual conference in October. Are you looking for an opportunity to present at a professional conference? We are currently accepting program proposals and encourage everyone to submit a proposal before the June 6 deadline. Not sure where to begin? This edition of TRENDS has some helpful information, including the top ten most sought-after ACUHO-I competencies to help inspire and shape your proposal. As you know, this yearâ&#x20AC;&#x2122;s contemporary issue topic is Emergency Preparedness: Planning, Implementation, and Training. I selected this topic because emergency preparedness is something that touches all of us in housing and residence life, and is something that often not in the forefront of our minds as we go about our busy daily schedules. However, I am passionate about this topic and understand the importance of having good emergency plans as well as having well-trained staff that can execute those plans in a crisis. Several articles in this edition of TRENDS pertain to this topic, including tips for utilizing emergency kits, fighting compassion fatigue, and resilience through mindfulness. As you read these articles, I encourage you to discuss with the staff members that you supervise as well as your supervisor. The more we talk about emergency preparedness, the more comfortable and prepared we will be when we need to draw on this knowledge. This month is our first ever online leadership elections process for the upcoming year. With the by-law changes that were approved in 2018, our recruitment and elections process shifted to March through May, with voting taking place through the end of May.

From the President Each institution who had a representative attend the business meeting at the 2018 conference is eligible to vote, and we have been contacting those voting delegates to provide instructions. Candidate statements for the elected positions are posted on our website, and I encourage everyone to read these statements and caucus on your campuses to decide how your institutionâ&#x20AC;&#x2122;s vote will be cast for each position. This new earlier elections timeline is beneficial for several reasons. First, newly elected officers no longer jump into the deep end, so to speak, beginning their responsibilities 24 hours after being elected. There is now some breathing room, as candidates will know in June that they were elected but will not begin officially until the Annual Conference. It also allows us a much better opportunity to onboard newly elected and appointed officers ahead of their start, as opposed to during the first 2-3 months of their terms. Our Leadership Onboarding Work Group, led by Kyleen Ammerman from Miami University and Mollie Rockafellow from the University of St. Francis, has worked hard to identify the topics we need to cover during onboarding, and is currently developing online modules utilizing Google Classroom. I am looking forward to our first onboarding process using these online modules. This continues to be an exciting time for GLACUHO! As always, I am interested in hearing from our members on any ideas, suggestions, or concerns you may have. Enjoy your summer! Sincerely,

Eric Musselman GLACUHO President

TAKE TAKE Stephen Green Lake Forest College Student Learning Committee

A Guide for Entry-level Professionals Seeking to Form Partnerships with Academic Affairs

2019 TOP-RATED ACUHO-I COMPETENCIES

Stumped on what to teach us at the GLACUHO Conference this year? Take a look at what members are asking for from our Needs Assessment Survey!

EVALUATION & PLANNING ASSESSMENT & PROGRAM PLANNING

Informed Decision-Making | Assessment and Curriculum Design

HUMAN RESOURCES SUPERVISION

CRISIS MANAGEMENT PREVENTION Mental Health Crisis Prevention and Management | Behavioral Intervention

RESIDENTIAL EDUCATION SERVICESCOMMUNITY DEVELOPMENT Conflict Resolution | Gen Z Communities | Residential Retention | Student involvement

HUMAN RESOURCES ORIENTATION & TRAINING

On=Boarding Techniques | Culturally Competent Training

RESIDENTIAL EDUCATIONAL SERVICES ACADEMICÂ INITIATIVES

Student Affairs - Academic Partnerships | Academic Affairs and Residential Curricula | First-Year Experience Partnerships

HUMAN RESOURCESRECRUITMENT & SELECTION On-Boarding Techniques | Culturally Competent Selection | Differences In Procedures

STUDENT BEHAVIOR STUDENT CONDUCT

Differences in Processes | New Sanction Techniques | Restorative Justice Practices

THANK YOU FOR THE

Memories

Is That a Fat Joke? By: Alexis Hill

BW IS TURNING FOOD SCRAPS INTO ENERGY ROBIN GAGNOW FACILITIES AND OPERATIONS COMMITTEE

Building Relationships across peer mentor and professional staff populations: Transitional impacts of mentorship in higher education systems By Brooke Moreland, Asst. Dir. IUPUI 21st Century Scholars

Pictured above: Chaitanya Einer, IUPUI 21st Century Scholars Alumnus

Building Relationships across peer mentor and professional staff populations: Transitional Impacts of Mentorship in Higher Education Systems By Brooke Moreland, Assistant Director IUPUI 21st Century Scholars Professionals in higher education serve thousands of students, and in serving all populations of people, it can be difficult to know if one has made a lasting impact. Developing systems and programmatic interventions that add personal communication and problem-solving could assist with staff becoming more connected to the student experience. Like higher education systems, students are multi-layered, enduring more than academic challenge as they complete their undergraduate careers. Staff creating programming that is relevant to the lives of students, staff providing counsel and referrals that are accurate, and staff increasing their one-on-one engagement with students could provide a comprehensive support structure for students as they face challenges in college. 21st Century Scholars at Indiana University Purdue University, Indianapolis (IUPUI) has developed systems and programmatic interventions that assist staff in creating programs that are relevant to the lives of their students. Additionally, staff participate in programmatic innovation that assists students in becoming more familiar with staff and the college landscape.

The 21st Century Scholars program is a state of Indiana initiative that started in 1990 by then Indiana senator Evan Bayh and his associates. The tuition-based award pays four years toward a bachelor degree at any Indiana college or university. At Indiana University Purdue University Indianapolis (IUPUI), student affairs professionals serve over 2,600 active scholars on campus, providing education about maintaining their scholarship award and delivering developmental programming that assists students to become better acclimated to the college landscape. Many 21st Century Scholars are firstgeneration college students, come from low-income backgrounds, and are students of color. Among the many challenges that high-risk student populations face while attending college, the lack of social capital could impact their overall success and ontime graduation from college. Students may not have the knowledge to effectively navigate university systems, university policies, and university processes needed to maintain their 21st Century Scholars award. In the spirit of providing a comprehensive support structure to assist students with challenges that they face in college, there is a peer mentoring program that first year, 21st Century Scholars complete. Students attend group sessions led by peer leaders that explore topics like diversity, career development, and time management. First year students also meet one-on-one with peer leaders who are peer mentors.

First year students also meet one-on-one with peer leaders who are peer mentors. Peer mentors coach first year students through concerns, questions, and areas of discovery that surface during their first year in college. Each year, 300-400 first year 21st Century Scholars complete the program during their first and second semesters at IUPUI. Students attend two campus programs of their choice, motivating them to get socially involved on campus. Students must also attend a student-driven intervention sometime during the academic school year. Students meet to ask questions and to receive advice on how to better navigate university systems, university policies, and university processes needed to maintain the 21st Century Scholars award. The comprehensive support structure of the 21st Century Scholars office purposes to not only promote the retention of students, but to also make them feel more connected and a develop sense of belonging to the collegiate landscape. Students who feel more connected feel a part of a community (Laden, 1999, p. 5859). 21st Century Scholars at IUPUI may initially visit the office to ask questions about their award, but after either participating in personally relevant programming, receiving accurate counsel or referrals, or engaging one-on-one with staff, they begin to build relationships across the peer mentor staff and professional staff.

Students return to share the developments of their personal and academic lives. Students identify faces of advocacy as a part of their support network, discussing ideas with staff about their futures and even keeping in contact with staff after completing their degree maps.

Chaitanya Ejner (pictured above, at left) is the scholar alum highlighted for this article. He completed the peer mentoring program during his first year in college. After participating in personally relevant programming, receiving accurate counsel and referrals, and engaging one-on-one with staff, he began to build relationships across the peer mentor staff and professional staff. In building relationships across peer mentor and professional staffs, Ejner communicated feeling a sense of belonging, a sense of connection with his undergraduate experience at IUPUI. He had identified faces of advocacy in the 21st Century Scholars office who then became a part of his support network as he navigated university systems, university policies, and university processes needed to maintain his 21st Century Scholars award.

Chaitanya then served as a peer mentor leader for two years, mentoring future classes of 21st Century Scholars. He also served as the IUPUI 21st Century Scholars office assistant during his last year of his undergraduate experience, publishing a successful article in the IUPUI Mentoring Bulletin and assisting staff with collecting data to complete a qualitative study that helped the office understand how scholars are impacted by the leadership practices of professional staff working at IUPUI 21st Century Scholars. Beyond the many professional and personal connections Ejner made while at IUPUI, he still periodically shares the developments of his personal and professional life with 21st Century Scholars staff. Chaitanya recently moved to New York City in July of 2018 after completing his Masterâ&#x20AC;&#x2122;s in Technology Management at the University of Illinois at UrbanaChampaign and his Bachelorâ&#x20AC;&#x2122;s in Engineering at IUPUI. He started as an R&D tax associate for KPMG, serving as an engineer in the Business Tax Services Accounting Methods and Credit Services practice. Ejner says he joined the firm during a busy season. He is a part of an intramural volleyball team, has a hobby in creative writing, and actively volunteers with the KPMG firm. Ejner is also working to launch a nonprofit organization called Vision48. Ejner is a success, someone who will continue to succeed in his professional practice.

Brooke Moreland, Assistant Director of the IUPUI 21st Century Scholars program recently attended a student affairs conference in New York City and had the opportunity to visit with Ejner. He shared his positive developments and aspirations for his professional practice. It was inspirational to hear his developments and to see the transition he has made as a graduate of IUPUI and the 21st Century Scholars program. Chaitanya is one of countless scholars who reach out to professional staff, providing updates about his personal and professional life post his undergraduate experience at IUPUI. Professionals in higher education serve thousands of students and in serving all populations of people, it can be difficult to know if one has made a lasting impact. Witnessing the successful transitions of graduates of IUPUI and the 21st Century Scholars program, like Ejner, provides staff with a feeling that they have made a substantial, positive impact. This further emphasizes the importance of staff executing comprehensive support structures that not promote the retention of students. Staff also make students feel more connected and they develop a sense of belonging to the collegiate landscape. Citation Laden, B. V. (1999). Socializing and mentoring college students of color: The Puente Project as an exemplary celebratory socialization model. Peabody Journal of Education, 74(2), 55-74.

BY SHIORI SILVER, AREA COORDINATOR - UNIVERSITY OF ILLINOIS, URBANACHAMPAIGN & SAMM MARTIN, COMMUNITY DIRECTOR MICHIGAN STATE UNIVERSITY

As the halls empty for the summer, there is a shift in energy as conferences begin, fall trainings are finalized, and a sense of downtime to enjoy the summer break unfolds. However, just because the students are away does not mean there is nothing to do. When the end of May and June is on the horizon, summer turns into a vision board of goals for various projects to better the next academic year. But, where does one’s own self-learning and teaching of diversity, inclusion, and social justice go? In thinking about all the projects and improvements, it is important to ensure inclusion and equity work is still being implemented whether individuals are learning, teaching, or living the work that helps create a more inclusive environment. To help you be a goal setter, the Inclusion and Equity Committee of GLACUHO has provided some advice and resources to help you be an active diversity, inclusion, and social justice go-getter. Summer tip #1: Never stop learning. While people are learning 365 days a year, summer provides a great opportunity to slow down and really dive into a topic. Webinars and conferences are great strategies to gain more knowledge but are limited to a timeframe and serve as catalysts to spark interest. So, do not shy away from diving deeper into that session topic from last October. Seek out more resources to really research that passion topic and invest in how to best implement them in your department. Summer tip #2: Take the lead. Inclusion and equity work is a large field and an endless wealth of knowledge. While listening and self-work are key components to inclusion and equity work, it is okay to also take opportunities to educate, facilitate, and/or lead others. An opportunity may be facilitating dialogue with colleagues around current climate and event of the environment. Also seek out opportunities to present at conferences or trainings on inclusion and equity such as the annual GLACUHO conference.

Summer tip #3: Live it. It is vital to infuse diversity, inclusion, and social justice into everyday work, but it is important that it does not simply become a checkoff item. As shared previously, the Inclusion and Equity Committee’s focus this year is to operationalize inclusion for housing officers. The summer would be a great time to embody that focus. For example, take the time to comb through the data collected throughout the academic year and implement the change. Self-advocacy is also another practice that will help to live out inclusion and diversity. Summer is a great time to act on self-care which may require advocating for yourself. The academic year can be stressful and can take toll on one’s self and others. In order to support and assist others in the work of inclusion and equity, it will be important to take time to recharge yourself. There are numerous resources out there that are accessible to make the three tips tangible. One resource from University of Michigan provides a list of activities and templates on privilege, power, and oppression that are simple to carry out yet impactful. Through the Suzanne Dworak-Peck School of Social Work at University of Southern California, a whole toolkit for identity, power, and privilege facilitation for groups anywhere from 10 – 60 participants is available (Goldbach, 2017). Layla F. Saad (2018) offers a free workbook, me and white supremacy workbook, of self-reflection, education, and awareness on white supremacy in a challenging yet eye-opening way. The Inclusion and Equity Committee will also be working through the summer and will be taking its own advice to better the region. Our committee has dedicated individuals working to operationalize our mission through providing opportunities for our larger delegation to learn, lead, and live inclusion and equity work. Through the work that we are doing this summer, we hope that we can spark something in you to continue doing this work, and make progress and growth seem more tactile and measurable. To further our learning, we are working extensively on our Learning on the Go initiative and finding ways to incorporate more action and learning about the Flint Water Crisis in Michigan. Additionally, our web resources team is revitalizing our blog, so learning can directly come from members of our amazing delegation! Our blog will feature members of our community and the awesome resources that they have to share in the ways of learning and implementing initiatives surrounding diversity, inclusion, and social justice work. We are also working to collect some timely and pertinent data from member institutions on their own initiatives through the Needs Assessment so we can learn how to better serve our delegation and our students.

Our committee is working to create a mentorship program for new and entry level professionals to connect with GLACUHO members that share their identities which furthers our step in leading. Mentorship and leadership are amazing ways that we can learn and grow from one another, and it is extremely important to build community with people in the delegation no matter what identities we carry with us. GLACUHO Cares and the Affinity Social are being examined and revitalized through a critical lens focusing around opportunities that will better our community and better our organization which allows us to better live out inclusion and equity work. We will be working to increase engagement throughout our delegation and to increase buy-in to participate in an opportunity that could not only benefit GLACUHO, but the communities that GLACUHO serves. Each member of GLACUHO and the surrounding communities have so much to give each other, and we want to make sure that we challenge folks to do that in a critical and impactful way. So what will you do this summer? How will you learn, lead, and live equity and inclusion? The Inclusion and Equity Committee will look forward to hearing more from the rest of GLACUHO on their journey of diversity, inclusion, and social justice work. References Goldbach, J. (October 25, 2017). Diversity Toolkit: A Guide to Discussing Identity, Power and Privilege. Retrieved from https://msw.usc.edu/mswusc-blog/diversity-workshop-guide-todiscussing-identity-power-and-privilege/ Saad, L. F. (2018). me and white supremacy workbook. Available from https://www.meandwhitesupremacybook.com/get-book Sample Activities & Templates for Exploring Privilege, Power, and Oppression [University of Michigan page]. (n.d.). Retrieved from https://sites.lsa.umich.edu/inclusiveteaching/sample-activities-templates/

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PROFESSIONAL DEVELOPMENT INSTITUTE 2019

Stephanie Beld-Steichen | Indiana State University Lauren Berholz | Eastern Illinois University Chelsea Fox | Northwestern University Mayur Gangala | University of Southern Indiana

PDI BACKGROUND Due to generous sponsorship with Southwest Contract, PDI is a two and a half day institute for housing professionals with 3-5 years full-time experience. This was the 11th year of PDI and over 200 participants have engaged with seasoned housing professionals as faculty members. The faculty members have covered topics from supervision to crisis management to assessment and everything in between. Each year there is a returning faculty member to support the four new faculty members from across the region. When February 10th came around, we had 20 participants graduate the 2019 Professional Development Institute (PDI). After spending the previous 2 days creating standard operating procedures with Dr. Kelly Thacker, accepting feedback and managing resiliency with Marci Walton, crisis management and approaches with Sara Dicky, going through the weeds of budgets and occupancy with Dan Pederson, and looking at our personal and professional next steps with Dr. Qiana Smith, the 2019 PDI Cohort was excited to take what we had learned back to our respective campuses. Between the faculty sessions, one on one mentor time and small group sessions, PDI provided an experience which each cohort member to engage and network with both seasoned and fellow professionals from across the region, gaining valuable skills, knowledge, and tools to impact their current roles.

A few participants were able to reflect on their experience and are excited to share their insights:

WHAT WERE YOUR EXPECTATIONS GOING INTO PDI? Chelsea Fox: Going into PDI I expected to learn about supervising full-time staff so I could prepare for an Assistant Director Role. Common AD roles are conduct, staff/student development, residence education, etc., but we went beyond that. We had a holistic view that often only Directors/AVP’s see. Stephanie Beld-Steichen: I wasn’t really sure what to expect, to be honest. I was looking for a way to network with fellow housing professionals in a new setting and a previous coworker (and PDI alum) encouraged me to go. So I submitted my application and hoped this would be the thing that would help me decide if I wanted to stay in housing or not. P.S. it was.

HOW DID PDI MEET OR EXCEED YOUR EXPECTATIONS? Mayur: I recognized what I wasn’t doing well as a supervisor and how I can communicate with my staff about the improvements that I am trying to make in myself as a supervisor. Lauren Bergholz: PDI greatly exceeded my expectations, I honestly thought that sitting through presentations and constantly talking to new strangers was going to be more draining than it actually was. It was invigorating to hear from professionals at different levels across the field facing the same struggles and experiencing similar successes as well.

WHAT WAS YOUR FAVORITE PART? Mayur: How to give and receive feedback. I struggled with the balance of being honest and yet caring for peopleâ&#x20AC;&#x2122;s feelings when I gave or received feedback, but now I am better at having the balance. Stephanie Beld-Steichen: I really enjoyed my one on one mentor time as well as our time in a small group. I was able to build connections but also create friendships with my fellow cohort members and the faculty at PDI.

WHAT IS SOMETHING THAT YOU LEARNED FROM PDI THAT WILL IMPACT YOUR CAREER? Chelsea Fox: One thing that will impact my career is definitely understanding the need and importance of documenting standard operating procedures for practices or policy updates. Often times with change comes a loss of information that requires rebuilding. We could save so much time if we had standards to guide us.

WHY SHOULD OTHERS ATTEND PDI? Chelsea Fox: If you are interested in working your way up the ranks to become a Director/Executive Director, PDI is a must. You learn so many things that cannot be understood from the traditional RD role. Lauren Bergholz: I believe everyone should attend PDI because you are given the chance to have some real and raw conversations about the future of student affairs and housing. You are able to voice your fears and struggles in a space where you are heard and acknowledged, but you are also challenged and supported at the same time. It is a safe space to grow and better understand what the world of housing looks like beyond the entry level.

Thanks to the cohort of 2019 and our wonderful faculty members. It was a wonderful experience getting to spend time with you, share our struggles and strengths, and come out stronger housing professionals on the other side. Applications to be part of the 2020 GLAUCHO PDI cohort will be live mid-October and accepted until December 2nd.

: e l g g u r : t e l S g t g n u e l r i t S S TThhee Silent Compassion Fatigue in On-Call Positions in Housing Compassion Fatigue in On-Call Positions in Housing By: Michelle Leona Cecil, M.P.A. By: Michelle Leona Cecil, M.P.A. Residential Life Coordinator Residential Life Coordinator Ohio Wesleyan University Ohio Wesleyan University

If you have served in an on call capacity, you understand how difficult that job can be. It includes interacting with students at their best and at their worst. However seeing students at their worst often leaves the biggest and longest impact on us as professionals. When interacting with a student in crisis, on-call professionals work hard to support the student through the time that they need someone the most. But, what do on-call professionals do when they get home from the situation? What do they do after witnessing the aftermath of domestic violence, sexual assault, hospital transports for alcohol poisoning or suicidal ideation? Do they go home and try and forget about it? Or, do they take action? It is these situations that can cause burnout for those that live on and serve in an on-call rotation. Which leads to the question, how to professionals work through the situations they are dealing with? Compassion fatigue is a theory that clearly identifies what on-call professionals go through in the aftermath of working through these high trauma situations. Compassion fatigue is best explained by the American Institute of Stress (AIS). On their website AIS defined compassion fatigue as, “also called “vicarious traumatization” or secondary traumatization (Figley, 1995). The emotional residue or strain of exposure to working with those suffering from the consequences of traumatic events. It differs from burn-out, but can co-exist.” (2012). One of the most comparable fields when looking at comparable similar situations that on- call housing professionals go through is social work. It is important to understand the definition of compassion fatigue in order to truly understand why it is important to work through and process the situations on-call individuals witness in order to take care of themselves. If you want to know if you are facing compassion fatigue you can take a self-assessment at https://proqol.org/uploads/ProQOL_5_English.pdf When working in an on-call capacity, compassion fatigue can look like many things. As we interact with students, we never know what obstacles or crises we are going to face. While it is hard to anticipate what you are walking into each time that duty phone goes off, it is common for professionals to think the worst. Why? As professionals on call we are often one of the last lines of defense because our student staff respond first. When we are called it may be something simple such as getting clarification from a student staff member, however we also know that it may end up being something more critical and serious. When we arrive at the situation whether it is suicidal ideation, genderbased violence, or any other array of circumstances our first instinct is to help the student. We make sure they are safe, that they are connected to resources, and that they are able to be successful once we leave the situation. Yet, what do we do when we leave those situations? We go home, we try to forget about it, keep work and those situations separate so that we can enjoy our lives at home. But, not processing the traumatic situations we interact with can have long term consequences. An important question to answer is what could happen if you are affected by compassion fatigue? What are some of those long term consequences? As a result of compassion fatigue there are many things that could happen to a professional. The American Institute of Stress (2018) on their website explains that some of the effects can be, “sleep disturbance, emotional intensity increases, cognitive ability decreases, behavior and judgement impaired, isolation and loss of morale, depression... , loss of self-worth…, identity/ worldview/ spirituality impacted…, loss of hope and meaning, angers toward perpetrators or causal events”.

While it can impact you in a variety of physical ways it can also have an impact on your professional life. In a presentation from American College Personnel Association (ACPA) in 2016 Beech and Dickson explained that when it comes to a professional quality of life in work compassion fatigue is the outcome when burnout and secondary trauma meet (p. 10). This was further outlined by Lynch (2017) in their graphic which brilliantly shows the dangers of the merging of the areas that lead to compassion fatigue.

Primary Trauma Victim

Job-Related Stressors

Secondary TraumaticÂ Stress

Burnout

Organizational Trauma

Compassion Fatigue

When it comes to managing compassion fatigue what can we do? One suggestion is to see a counselor/ talk to someone to process the situations. Not talking about it or processing through the impact of these situations on you can cause negative consequences. There are many benefits to speaking with a counselor outside of the university. The first is that it allows you to processes the situations in a confidential manner allowing you to understand the impact the situation had on you. The first is that it allows you to processesÂ he situations in a confidential

manner allowing you to understand the impact the situation had on you.Speaking with a professional outside of the field will provide the space for you to reflect on the situations you work with and how you can grow from them to get better. Another way to manage compassion fatigue is getting lots of rest and being kind to yourself. Remembering that you cannot always control what is going on and to give yourself a break in what you are doing. Use your comp time (if it is provided to you) or your vacation time and get away from campus. Take the time to do something nice for yourself to reflect and rejuvenate yourself. Self-care is critical so that you can continue in a successful manner. If you have a rough call the night before, work with your peers and supervisor, see if you can talk to someone to process through the situation. Then see if you can get some time away, even if for a few hours to make sure you are able to take care of yourself. In the end this is a very complicated matter and there is no perfect solution. However it is important to remember that we all have different needs. So work with your peers, work with your institution find things that work for you and create a plan. This will help aid in your long term success at the institution and in the field. Find what you need and use your voice to make sure that you are able to succeed in your role. You will find that you are able forgive yourself more and find yourself more able to support students. References: Beech, R. A., & Dickson, T. (n.d.). Caring too much: Compassion Fatigue in Student Affairs.Lecture presented at ACPA in Canada, Montreal. Compassion Fatigue. American Institute of Stress, (2018). Retrieved from https://www.stress.org/military/for-practitionersleaders/compassionfatigue Lynch, R. J. (2017). Breaking the Silence: A Phenomenological Exploration of Secondary Traumatic Stress in U.S. College Student Affairs Professionals (Doctoral dissertation, Old Dominion University).

MINUTES TO FITNESS THE GLACUHO HEALTH & WELLNESS COMMITTEE INVITES YOU TO TRACK YOUR ACTIVE MINUTES! EVERY MINUTE YOU LOG WILL BE CREDITED TO OUR STATE TOTAL! STATE COMPETITIONS RUN FROM MARCH - OCTOBER! START LOGGING YOUR MINUTES TODAY!

QUARTER 1: MARCH & APRIL QUARTER 2: MAY & JUNE QUARTER 3: JULY & AUGUST QUARTER 4: SEPTEMBER & OCTOBER Participants with the highest totals and new MTF members will be highlighted throughout the year. Consistent participants and winners receive recognition at the Annual Conference. State competitions highlight the importance of contributing to the region with a bit of friendly competition. Every minute logged will be credited to a state total! State competitions run from March - October! Start logging your minutes today!

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Resilience Through Mindfulness SEAN BROWN | MICHIGAN TECHNOLOGICAL UNIVERSITY On occasion, university professionals find themselves affected by disasters or crises that have the potential to cause lasting trauma or harm. It is important to try and remain mindful of one’s own well-being in these times, which can be difficult when we find ourselves confronted with highly stressful situations. One technique that can prove helpful is to learn from the experiences of others and how they managed situations that you may find yourself in one day. The following narratives are from professionals confronted with highly stressful events and how they showed resilience through those challenging times.

Experience #1: Father’s Day Flood Houghton, MI During the night of June 15, 2018, a massive thunderstorm hit the Upper Peninsula of Michigan. The storm dropped roughly seven inches of rain between 11pm and 8am. Roads were destroyed and many people found themselves stranded as homes were swept away when hillsides washed out. Alexandra Marshall was three weeks into her new position as Associate Director for Residential Life at Michigan Technological University when the storm hit. During the flood, Alexandra helped to provide leadership for the residential population and supported community relief efforts by housing clean-up volunteers and displaced community members in the residence halls.

1. What was this experience like for you? I got up the morning after the flood and it felt like a normal morning until I checked my phone. That was when I started seeing the news alerts. That was when the full scope set in. I was lucky there was no damage at my house. I texted our director and asked if there was anything I could do because I didn’t know what campus looked like.

I started to do a walkthrough of the buildings to check for damages, but I didn’t really know what I could do in terms of how to actually help. I was so new to the institution and the area. It was this weird feeling of helplessness. I spent a good part of the day checking our facilities, but when I went home it was hard to know what to do. The town and the community were such a mess, I wasn’t sure how to help. This was a very surreal experience. It was amazing to see the community come together and help each other, plus the people who came from across the nation to help. It was just a really moving experience.

2. Were you able to find time to take care of yourself during this experience? If so, what did you do? If not, what did you do afterwards? What I remember doing the most is just sitting in the backyard, not doing anything, but trying to process through the situation and how people were impacted. It was so intense for what felt like such a long time that I needed to take some time to process it all. At the same time balancing it with starting a new position and trying to support a community Become Goal-Oriented that I hadn’t been a part of for very long. For me it was a lot of quiet time and taking time to process as an introvert.

3. The American Psychological Association defines resilience as “the ability to adapt well to adversity, trauma, tragedy, threats or even significant sources of stress.” What does the term resilience mean to you? Did resilience play a role for you during this situation? To me, resilience is standing up every time you’re knocked down. I saw this in the community, at no point was there a question of if people would get through this situation, instead it was a question of when they could start helping. There were stories from the first minute of people gathering together and helping their neighbors. The community really came together. It seems to be built into the fabric of where we live.

4. Is there anything you’d like to share regarding your experience that may help other professionals prepare for a similar situation? A lot of times we don’t know what to do in situations like this. It’s important to ask what you can do. Nothing I did really made a world of difference, but instead it helped contribute to the spirit of helping others during such a rough time. For me, the willingness to drop everything and having a spirit of selflessness can go a long way. Building those habits of selfcare to rely on when everything else seems uncertain is important.

Experience #2: Camp Fire Chico, CA On the morning of November 8, 2018, the Camp Fire ignited just above the small northern California town of Paradise. The Camp Fire burned for 18 days destroying 18,804 structures, killing 85 people, burning 153,336 acres of land, destroying the town of Paradise, and threatening the town of Chico - home to a branch of California State University where Connie Huyck is the Executive Director for University Housing. During the fire, campus was closed and many students left for home. Roughly 300 students were unable to leave due to lack of transportation or destroyed homes. Connie provided leadership for the residential population and professional staff who had to remain on campus during this time.

1. What was this experience like for you? It was really surreal. I had been at a Senior Housing Officers meeting the day before the fire for all of the California State University institutions. At this conference we heard about the experience from Sonoma State about how they’d responded to the massive fires that had threatened their university the year before. On the drive back I was talking with my two associate directors about what we needed to do to prepare in the event of a disaster like the one Sonoma faced. The next morning the fire hit. With the fires so close to town, campus closed and many students left, but we had about 300 of our students out of 2,200 who were unable to leave due to lack of transportation. One of the things we did was to hold Obstructive meetings with all of the Name students and provided updates and plans for evacuations. Behaviors The students kept asking why we didn’t move them out now. What they didn’t realize was that every bus in the city was being used for emergency evacuation from Paradise. Even our campus shuttle was being used. We’d decided if we did receive an evacuation order or warning we’d move them to a nearby town to one of the Red Cross shelters. The students were relieved to hear we had a plan. One student came up thanking me in tears for not forgetting about them. They were scared and felt stuck. So many of them didn’t know the geography so they had no idea where the fire was in comparison, and many were first year students who had only been in the area a couple months.

We kept the dining hall open with a minimal team. We told Confront Competing our RAs they could leave if they needed to, butCommitments tried to keep some around to maintain support for residents. All of our res life staff continued to work, although we told them if there was a personal emergency then they should go. A number of our facilities staff lost homes in the fire or had family actively evacuating. One of the things we found was one of the off-campus residence halls in town had all of its staff and RAs leave the residents without warning. We also found that students in the community couldn’t get to the store due to We had a student whose mom died in the fire. She’d been traffic and lack of transportation. We opened up our dining up with her trying to convince her to leave, but wasn’t able to hall to all students free of charge. We opened up some of and her mom perished in the fire. That student is graduating our vacant rooms for emergency spaces, so we were able to this semester and that’s true resilience. In the face of house about 20 students who had been displaced due to the everything that’s going on, being able to say “I am going to fire. For those two weeks that campus was closed we took make it. I am going to figure this out. This is not what I care of as many of the students who didn’t have anywhere to planned or wanted, but I am going to persevere.” There go. many people who are dealing with PTSD. Some who experienced the fire by going through flame tunnel coming 2. Were you able to find time to take care out of Paradise or others who watched the sky turn black and of yourselfChallenge during this experience? If so, experienced the worst air quality in the world. Watching the Your Big Assumptions pull together to support each other was pretty what did you do? If not, what did you do community amazing, but I think we’re going to see the effects for a long afterwards? time. I monitored myself and did take time to regroup, get rest, and come back refreshed. My team and I did take turns with the 4. Is there anything you’d like to share heavy lifting. It’s so important during an event like this to take regarding your experience that may help stock of where you are personally. This allows you to be the other professionals prepare for a similar best you can and assist those in your care, those in need. I took winter break off and pushed my staff to take time off as situation? they needed it. It helped that I didn’t have any personal Our staff has done a good job of checking in with each other tragedies to worry about. Our residence halls close over and really intentionally saying “how are you?” If you are break so that helped to clear campus completely. dealing with your own personal trauma, you may need to someone take over from you. We had people who 3. The American Break Psychological Through Assumptions andhave into Action were trying to help others deal with the loss of their homes Association defines resilience as “the while they themselves were dealing with the loss of their ability to adapt well to adversity, trauma, home and animals. You had people trying to help people with their trauma who have trauma. You need to figure out tragedy, threats or even significant when someone else needs to take over. We made sure we sources of stress.” What does the term were tag teaming issues by having people take a few days at a time instead of one person taking the whole week. We’re resilience mean to you? Did resilience looking forward to how we can prepare for something like play a role for you during this situation? this in the future. It’s so important to do training with ourselves and campus partners to best handle these That word has really resonated with so many of us here and situations. The biggest thing we needed to do was just that word means more to me than ever. So many of us in sleep, sometimes you just need to leave for 6-8 hours to go the Housing field are used to dealing with emergency home and sleep. It helps with making clear decisions and situations, but that’s how we deal with emergency situations. handle the situation in the best way possible The difference with this experience was to see how the community demonstrated resilience and all they’ve done.

Reference:Resilience Guide for Parents & Teachers. (n.d.). Retrieved from https://www.apa.org/helpcenter/resilience

SUPPORTING AN UNDERGRADUATE STUDENT AND THEIR JOURNEY INTO STUDENT AFFAIRS By Tyler Portis

Picture this: Summer Break is over, and you are welcoming your RAs back for Fall Training. The RA that you supervised last year reflected over break and discovered they want to work in Student Affairs. They share their epiphany with you as you are their favorite SA Pro. You are excited for them because you always saw them as a future colleague. Now what? How do you support the professional development of an undergraduate student interested in Student Affairs?

As a senior at the University of Illinois at Chicago, I have expressed interest in Student Affairs since my sophomore year. Thanks to my NASPA Undergraduate Fellows Program (NUFP) Mentor, I had an invaluable 3-year experience in my undergrad that will lead to my success as a new professional. By providing a snapshot of my SA Story, I hope to enrich the development of other undergraduates like me. Why Are We Doing This? The HESA Masterâ&#x20AC;&#x2122;s degree does not exist just for show. Show your student that everything your ResLife department do is intentional and how it might relate to their coursework. Giving the background on decisions and other departmental procedures will help. Discussing the rationale behind your RA requirements or the theories used to develop programming gives undergraduate students a glimpse into your world as a SA Pro. Having a conversation about our annual Project LEAD program and the usage of the social change model as the backbone for the program helped me better understand Project LEAD. I also now knew a theory/model before even entering graduate school. Plus, I was given greater insight into the construction of large departmental initiatives - increasing my appreciation for student affairs.

Professional Organizations Professional development opportunities should not just be for professionals. Get your student involved in professional organizations and the undergraduate initiative they may host. If your office can spare some institutional funds, consider investing money for our future colleagues to attend programs and conferences during their undergraduate years. I have friends that went to the NODA conference and learned more about Orientation at other colleges. ACUHO-I hosts the STARS College enabling undergraduate students to connect with each other and learn more about the role as a Housing officer. NASPA also hosts the annual Undergraduate Student Pre-Conference. If your student holds a marginalized identity, send them the application for the NUFP. I created relationships with other undergraduates who I am excited to call my future colleagues in the fields. I also connected with professionals that are doing work that I see myself doing - expanding my mind on student affairs.

Thereâ&#x20AC;&#x2122;s More Than Res Life We do not know what we do not know. Many SA Professionals discovered their interest in student affairs through their RA experience during undergrad. However, when these students graduate, all they know is Housing.If you have an RA interested in Student Affairs, consider connecting them to other professionals outside of Res Life because Student Affairs is more than just Res Life. Give them the opportunity to explore other ways they can do our work.During my undergrad, my mentor connected me to our AVP for Student Affairs Planning & Assessment, AVP for SA Academic Services, Associate Vice Provost for Academic Affairs, Associate Vice Provost for Admission, Senior Director of Public and Government Affairs, Assistant Director for Advancement and other people across the University. These chats enabled me to have a greater understanding of how all the units in a college (not just Student Affairs) work together.

It is beneficial to see how the Academic Services work affects the story that Student Affairs research can report, further affecting the two revenue generating offices - Office of Advancement and Office of Admission. The talks impacted my view of the work student affairs professionals (and higher ed generally) do and made me appreciate it even more. Plus, I discovered functional areas I did not even know existed - like Assessment and Research and Government Affairs.

Encourage the Creation of Their Own Professional Development Journey Help guide your student in their journey, but let your student create their own Student Affairs story. Every semester, I crafted a professional development plan and shared the components with my NUFP mentor. My NUFP mentor suggested people to connect with or other activities I can incorporate to heighten my obtainment in a CAS standard. The plan listed what I hoped to accomplish to improve my knowledge, skills, and abilities in some way. For example, last semester I focused my attention on myself to better understand my strengths, areas of growth, accomplishments, and other insights helpful in completing interviews for graduate school programs and assistantships. I held the interest in actually completing the professional development plan because I wrote my own plan and my mentor helped me with pieces I needed assistance on. Other activities could include the completion of the Student Affairs MOOC Colorado State University organizes or enrolling in a specific course that helps in the future as a SAPro. All in all, your role as a professional is to simply serve as an advisor for your student. Open their minds and allow them to further explore the field. Providing insight now can lead to a better future professional.

A Weekend with the Next Leaders of GLACUHO - The 2020 Professional Development Institute is Looking for Faculty!

Thoughts from Past Faculty!

GLACUHO 360 REPORT PREPARED BY PROGRAMMING AND DEVELOPMENT COMMITTEE: ASSESSMENT SUB-COMMITTEE â&#x20AC;&#x201C; LEAH WHEELER, MICHAEL GRECO, TIM GRIFFIN, EMILY KRABACH, AND SHANNON MULQUEEN

REPORT SNAPSHOT This is just a small portion of the 20 page full 360 report. We have specifically explored data from the needs assessment, webinar evaluations, program proposals, Guidebook conference program evaluations, and the programming slate from the 2018 conference. From the previously mentioned documents, our team then figured out what comparisons and stand-alone data we wanted to know more about and then what would be helpful to move GLACUHO forward in the coming years.

Styles of Conference Programming Wanted vs. Offered Data: To create table 1, we looked at what respondents said they wanted to see at the conference based on results from the needs assessment vs what was offered at the 2018 annual conference.

Overall Session Attendance during 2018 Conference Data: To create table 2, we looked up each program and categorized it to what session it was presented during. Then we calculated all evaluations submitted for each session.

Table 2 shows that 2018 conference attendees identifying with an â&#x20AC;&#x153;otherâ&#x20AC;? title gave the highest overall average score. This could be because these attendees were non-traditional members (is. Student Staff Members, outside contractors, etc.) and represented a smaller data-pool -- offsetting our average data. Graduate Students were our next highest overall average score which may indicate that they were more impacted by the presentations offered and the topics covered than Entry Level professionals and Senior Housing Officers (SHOs).

ACUHO-I Competencies Wanted vs. Provided vs. Attended at the 2018 Conference

OVERALL TRENDS

Overall Average of Conference Program Evaluations based on Job Level Data: To create the data in the associated graph, we took each program evaluation from throughout the entire conference and calculated the average based on the evaluatorâ&#x20AC;&#x2122;s position title they identified with on their program evaluation. The highest rating would be a 5.00

One trend from this data that is consistent from the previous yearâ&#x20AC;&#x2122;s data is that Mid-Level professionals still have the lowest overall average score. As was considered last year, this could be due to a lack of presentations offered or topics covered that are needed by this population. Especially considering the difference in averages between Graduate Students and Mid-Level professionals.

Overall Session Ratings - At A Glance Data: To create the table below, we looked at all of the Guidebook program evaluations based on the session it was presented during. The highest rating would be a 5.00

WHAT'S NEXT Moving forward, we are enhancing our assessments to gather data not just specifically related to the annual conference, but how GLACUHO can better serve its members throughout the year and for members who may not be able to attend the conference. As our assessments have and will change for 2019, we hope to gather the diversity and inclusion topics people want to learn more about through GLACUHO opportunities throughout the year. We also hope to expand this 360 report next year to also do comparisons based on data from the 2019 conference registration data. As we continue to intentionally look at assessment data results each year, we hope to enhance the GLACUHO member experience.

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