TRENDS: Spring 2025

ABOUTTRENDS

TRENDS is published twice times a year by Great Lakes Association of College and University Housing Officers (GLACUHO) for members of the association.

GLACUHO is a non-profit organization that strives to:

Better prepare housing officers to meet the diverse and changing needs of those we serve with primary concern for students.

Contribute to the improvement of dining services, residential life, residential services, and residential facilities provided by 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)

Provide opportunities for the education and professional development of housing officers.

Advance and communicate professional knowledge and standards in the field of housing.

GLACUHOCommunications&MarketingCommittee

JaCarlaAnderson UniversityofCincinnati

DexterEarney

GrandValleyStateUniversity

CarleyEichhorn

UniversityofMichigan

KelleeSteffen

IndianaUniversity

DavidBinkley

NorthernIllinoisUniversity

BillyMorrissey

MichiganStateUniversity

GLACUHOBoardofDirectors

President

VickaBell-Robinson,Ph.D. IndianaUniversityBloomington

PastPresident

JeremyAlexander EasternIllinoisUniversity

President-Elect

ZacBirch,Ed.D. UniversityofIllinoisChicago

Secretary

AmyBrown UniversityofCincinnati

Treasurer

LaurenTeso

NorthernIllinoisUniversity

ChiefofStaff

SarahMeaney MiamiUniversity

ExhibitorLiaison

LaurenSewell

PurdueUniversityFortWayne

TechnologyCoordinator

TimNickels

EasternMichiganUniversity

CommitteeChairDelegate

AlisonSinadinos

IndianaUniversityBloomington

GLACUHOCommitteeChairs

HealthandWellnessChair

NickSchiller

UniversityofIllinois-Chicago

StudentLearning

JackieWeisenfelder

MiamiUniversity

Inclusion&EquityChair

BrookeMcDaniel

WesternIllinoisUniversity

Communications&MarketingChair

BrandonPerjak

SouthernIllinoisUniversityEdwardsville

ContemporaryIssuesChair

JakeMcLean

KnoxCollege

GabrielleJohnson SouthernIllinoisUniversity-Carbondale

AmarahByakweli

MiamiUniversity

AnnabelLeonova

OaklandUniversity

TravisHill FerrisStateUniversity

MichiganDelegate

AlexisGostlin FerrisStateUniversity

OhioDelegate

OctaviaHubert MiamiUniveristy

IllinoisDelegate

DaveArnold UniversityofIllinoisUrbana-Champaign

IndianaDelegate

AngelThornsbury

IndianaUniversityBloomington

ProfessionalFoundationsChairs

KellyWinters

NorthernIllinoisUniversity

CampusSafety&CrisisManagementChair

CarolineMurray

MichiganStateUniversity

ConferenceHostChair

RodWaters

DePaulUniversity

ConferenceHostAssistantChair

EricMusselman

DePaulUniversity

Facilities&OperationsChair

JimSteingreaber

MichiganStateUniversity

LetterfromtheEditors

Dear Esteemed Readers and Fellow Housing Heroes,

As we sail further into the semester, we wanted to take a quick moment to welcome you to the Spring edition of TRENDS! Also, did you get it?

“Sail”? Because we're the Great Lakes? Excellent. Be prepared for a lot more of these.

This edition of TRENDS aims to keep things fresh like a lake at dawn, where the surface is still and smooth, untouched by wind or waves, glistening with the reflections of a vibrant, colorful sunrise.

Inside, you’ll find articles penned by your fellow housing professionals who have bravely launched into the swells to discover what today’s Higher Ed professionals and college students are thinking and doing (spoiler alert: it involves a lot of memes, caffeine, and very little sleep).

We know it can be tough to stay afloat with emails, watching yourself in virtual meetings, and the occasional surprise visit from your students. But we're only asking you to paddle with us for a few minutes as we share our gathering of articles, tips, organization updates, and good tidings to help you stay ahead in the ever-evolving waves of college housing.

So grab that overpriced coffee from the galley and dive into our Spring edition of TRENDS. We hope it inspires laughter and learning and encourages our Great Lakes housing officers to not just vibe and survive, but THRIVE.

Anchors Away!

Your TRENDS Editors from the GLACUHO Communications & Marketing Committee

LetterfromthePresident:CommittotheJourney

One of my earliest memories of my Mother-in-Law, Mama Pat, is her telling me not to wish my life away. Her words have stayed with me for nearly three decades, and I am continually struck by how fast time passes, with tomorrow quickly becoming yesterday. Now, with just eight months left in my presidential term, I feel as though we have barely scratched the surface of all we hope to accomplish. Yet, we are making progress, and while new habits may seem chaotic or nonsensical at times, they are necessary for moving forward. During the school year, adjustments are rarely made, and it often feels more logical to wait until summer to implement new policies and procedures for the next school year.

When you are in a presidential year, waiting until the next year is not an option. There is no next year as president (unless you are two-time president, Jeremy Alexander), this means that changing in the middle of the term is your only option. It has always been important to me that I leave the presidency with no regrets -- that the Leadership Team work tirelessly to complete the goals that we set out to accomplish and that you, the region, be better off due to our efforts. I know that we have a lot to do and not a lot of time, which means we must adjust.

While many of the adjustments will be behind the scenes, some of the results will be visible to you. In the next couple of months, you should see more opportunities to interact with people from across the region, better clarity into the work we are accomplishing around our strategic plan, and insight into what we have in store for our 2025 conference. The 2024 – 2025 Leadership Team really gets one opportunity to leave an indelible mark, and if we are not careful, we will leave far too many things unsaid and undone, and that is simply not who I am as a leader or who we are as individuals.

You have a similar choice. Whether you are thinking about your work within GLACUHO or how you are ending your year on your home campus, it is important to run the race until it is complete. To adjust as necessary, and, as Liz Wiseman shares in her book Impact Players, to finish stronger. According to Liz Wiseman “In a strong finish, the job not only is done well, the people involved feel well when they finish – physically, mentally, emotionally.” (p.121). Given everything that is going on, and where we are in the academic year, it is easy to throw up our hands and be hopeful for tomorrow instead of trying to thrive today. We must remember that today is important, and we owe it to ourselves and those we serve to finish well.

While I know that it has been three decades since Mama Pat first said, “Don’t wish your life away”, the time between then and now has flown by. The experiences you are having now, whether precarious or precious, are momentary. When your moments are precarious, seek assistance and support to help you navigate successfully through the rough terrain. When moments are precious, savor them. It will not be long before your tomorrows become your yesterdays.

In solidarity and service, Vicka Bell-Robinson

Wiseman, L. (2021). Impact players: How to take the lead, play bigger, and multiply your impact. HarperBusiness.

2025 MID-LEVEL INSTITUTE: KEY

TAKEAWAYS

BY: CATIE DANNER

ASSISTANT DIRECTOR OF LIVING

LEARNING COMMUNITIES AND LEADERSHIP DEVELOPMENT

EASTERN ILLINOIS UNIVERSITY

From January 31 to February 2, 2025, GLACUHO hosted 14 professionals from 11 institutions for the 2025 Mid-Level Institute (MLI) at Indiana State University. Established in 2015, the MLI is a two-day professional development seminar designed for professionals in mid-level roles who are looking to advance to the next level or enhance their skills in their current positions.

The 2025 Mid-Level Institute was generously sponsored by Southwest Contract, allowing participants to attend the event at no cost.

This year’s MLI featured a diverse group of faculty and topics:

Kendra Bumpus

Director of University Housing and Residence Life at Southern Illinois University, Carbondale, presented on Human Resources.

Paige Hicks

Director of Residence Life at the University of Chicago, led a session on Leadership Strategies.

Dan Pedersen

Executive Director of Housing and Residential Services and Deputy Title IX Coordinator at Northern Illinois University, discussed Assessment and Evaluations.

Bridget Reeland

Senior Associate Director at Illinois State University, covered Free Speech and Non-Discrimination.

Following the event, I reached out to participants and faculty on behalf of the Professional Foundations Committee to gather feedback on their experiences. I asked them what motivated them to apply for and attend MLI, what their key takeaways were, and what advice they would offer to potential future participants.

Jailyn Stevenson,

Assistant Director of Auxiliary Services and University Housing, explained: “I chose to participate in MLI to expand my professional horizons and discover valuable insights I might not have otherwise encountered. Working in an environment where I don't have peers as colleagues, I saw MLI as an excellent opportunity to connect with other midlevel professionals across the region and build a meaningful network of likeminded individuals.”

When asked what she gained from having a mentor at MLI, Jailyn stated: “My mentorship experience with Paige was transformative. She truly saw me as an individual, creating a safe space where I could speak freely and express my authentic thoughts and feelings. This genuine connection made our sessions almost therapeutic, allowing for honest conversations that led to meaningful personal and professional growth.”

Jackie Charette, Assistant Director /

Area Coordinator at the University of Michigan, also shared why she chose to participate in MLI and what advice she would give someone who is interested in applying in the future: “I was interested in participating in MLI, because I was interested in making connections with other mid-level professionals in the GLACUHO region, as well as getting the opportunity to learn from seasoned professionals who have so much knowledge to share. I am incredibly glad and thankful to have been a part of MLI this year!

Additionally, I appreciated that our entire MLI cohort felt very engaged in the material. It can be long days of being in one location together, but all our other cohort members continued to stay active and participated, and everyone contributed during discussions. It makes it that more meaningful and impactful when you know that everyone who is attending really is investing their time and commitment to being present for MLI. I am very thankful for the opportunity, and I cannot recommend MLI enough!”

Participants aren’t the only ones who take something away from the weekend. MLI Faculty member, Pedersen, shared: “As I reflect on the experience, I was able to take in a lot of the challenges and victories my cohort was experiencing on their campuses in their current mid-level roles. It allowed me to recall my own experiences in that role, and what I am doing to currently support my own midlevel staff.”

When asked what advice he would give to those interested in applying to be a faculty member, Pedersen said: “MLI is a great opportunity to give back to our region and help invest in the future leadership of our profession. I feel that is a responsibility I have to honor the leaders who invested in me as a young professional and supported my journey. I would encourage any 10+ year professional to consider applying for a faculty role, and challenge yourself to share on a topic you have a passion about.”

The next Mid-Level Institute will take place in February 2027, as it is held biennially. In addition, the Professional Development Institute (PDI) is scheduled for February 2026. This institute focuses on developing leadership qualities and skills in entry-level professionals with at least one year of full-time experience. It is ideal for those passionate about the field, looking to expand their network, and considering a transition to mid-level roles.

If you're interested in participating as a faculty member or attendee in future GLACUHO institutes, please visit the Professional Foundations Committee page on the GLACUHO website or email ProFound@glacuho.org.

Balancing Student Needs and Facilities Constraints in Residence Halls: A Multi-Perspective Approach

By Abigail Adusei, Evynn Rohde, Zachary Smith, and Jim Steingreaber, GLACUHO Facilities & Operations Committee

In today's higher education landscape, residence halls serve as more than just places for students to sleep—they are communities where students live, learn, and develop. Creating optimal living environments requires careful consideration of multiple perspectives: the operational realities faced by facilities managers, the educational and communitybuilding needs identified by residence education professionals, and the preferences of students themselves. As institutions navigate aging infrastructure, budget limitations, and evolving student expectations, finding the right balance becomes increasingly challenging. This article explores how colleges and universities across the GLACUHO region are addressing these complex challenges through the lenses of facilities management, residential education, and student voice—revealing both common struggles and innovative approaches to creating housing environments that support student success despite very real constraints.

The Infrastructure Challenge:

Aging Buildings, Modern Expectations

Today's campus housing facilities managers face a delicate balancing act: meeting rising student expectations while navigating aging infrastructure, budget limitations, and operational challenges. Our recent survey of facilities professionals across multiple institutions reveals a consistent pattern of concerns that transcends individual campuses. The most frequently cited facilities issues include plumbing problems, electrical inadequacies, and HVAC system failures. As one facilities supervisor noted, "Aging plumbing and electrical systems can't keep up with current residential levels" (Facilities Survey, 2025). Another respondent highlighted "water infiltration" as their most persistent concern. These fundamental infrastructure issues aren't merely inconveniences—they directly impact student satisfaction and can damage the residential experience.

These infrastructure challenges extend beyond just student impact, affecting residential staff as well. A survey distributed to residential live-in professionals across multiple institutions showed similar concerns about infrastructure constraints. Professional staff indicated desires for in-unit updates including improved appliances (dishwasher, washer/dryer, stove, larger kitchen sink), better HVAC systems (updated AC units and heating systems), and more functional living spaces (bigger second bedroom, more functional layout, more windows). Many also mentioned the need for new furnishings, including ergonomic furniture, updated kitchen cabinets, new couches, and bigger bed sizes. One staff member notably expressed that they would "love to be in a separate staff building, not living directly among students" (Facilities Survey, 2025).

The Amenity Gap:

Meeting Modern Student Preferences

Today's college students arrive with different expectations than previous generations. They seek accommodations that offer both privacy and community, functional amenities, and environments that support academic success.

According to recent studies, students prioritize functional amenities like reliable Wi-Fi, laundry facilities, and sufficient electrical capacity for their devices over luxury features (Meuller & Havsy, 2020).

Our facilities survey respondents identified several amenities they would like to add, including:

More study and recreational spaces

Enhanced community kitchens

Bottle-filling water stations

Sustainable energy features

Electronic key access

Updated furniture

Similarly, residential staff identified needed amenities, including:

Air conditioning

More private hangout areas (enclosed with doors, study rooms, better seating, engagement spaces)

In-building amenities (workout room, trash room, computer lab)

ADA compliance (ramps, elevators)

However, as one facilities manager pointed out, "There is simply very little physical space, and to gain more, another unit has to give some up" (Facilities Survey, 2025). This space constraint, coupled with budget limitations, creates significant barriers to implementing desired improvements.

When asked about which amenities they would like to see considered, one residential staff respondent noted that although most halls were built prior to ADA compliance standards, converting them to meet regulations would be "a worthwhile investment to allow students with mobility conditions the ability to live in more units across campus or even visit friends that live in these inaccessible buildings" (Facilities Survey, 2025).

Improving Residential Education Spaces:

Insights from Live-In Staff

Our expanded survey of live-in staff provides additional insights into the residential experience. These professionals, who both live and work in residence halls, offer a unique perspective on facility needs that bridge student and staff concerns.

Live-in staff expressed a strong preference for improvements in their personal living spaces, with the most common requests including more windows to allow for natural lighting, the addition of dishwashers or in-unit washers/dryers for convenience, and upgraded electrical outlets with consistent heating systems. These amenities directly impact staff wellbeing and their ability to perform their roles effectively.

When it comes to shared spaces, respondents had mixed feedback. Some were satisfied with the current layouts, while others suggested additional privacy features, such as doors for community areas, and more recreational options, including games and social activities. While some existing amenities were appreciated, including solariums and laundry facilities, respondents expressed a desire for more private study rooms and comfortable seating in shared spaces. Additionally, there was interest in increased access to flexible and energyefficient furniture.

Several maintenance and infrastructure concerns were highlighted, including poorly functioning electrical outlets, inconsistent heating, issues with hot water availability, and general upkeep problems in older buildings. These issues echo the broader deferred maintenance challenges identified by facilities managers and directly impact both resident and staff experiences.

Updated building amenities can have a direct impact on the productivity and performance of students and live-in staff. Having access to a comfortable environment can help ensure that they're able to operate with greater focus and efficiency. It can also help improve student-staff interaction in community spaces. Overall, the driving need for updated amenities is about enhancing the wellbeing of students and staff and creating an enriching campus environment.

Deferred Maintenance: The Looming

Challenge

Perhaps the most significant barrier to enhancing student housing lies in the substantial backlog of deferred maintenance facing many institutions. A facilities manager at one major university acknowledged, "We have areas with significant deferred maintenance that we will never address... we are simply solving each issue as it arises and in some cases closing areas down as a cost-savings measure" (Facilities Survey, 2025).

The most pressing deferred maintenance items identified include:

Plumbing systems beyond their lifecycle

Outdated electrical infrastructure

Aging elevator systems

Window replacements

HVAC equipment failures

These critical infrastructure needs often consume a significant amount of available resources, leaving little funding for enhancements that would improve the student experience. As one facilities supervisor noted, "Leaking pipes (past lifecycle) are not only an issue themselves, but the structural damage they cause and the negative perception they give residents" is a significant concern (Facilities Survey, 2025).

Operational Realities

Compounding these challenges are the operational constraints of campus housing. Unlike academic buildings, residence halls operate year-round with minimal downtime for major renovations or system replacements. According to Ehlenz et al. (2024), "The issues of affordability and shortage of supply" in student housing are further complicated by the need to maintain occupancy levels while addressing facilities concerns.

Staffing represents another operational constraint. Multiple survey respondents mentioned the need for additional personnel to handle both routine maintenance and emergency repairs. As one facilities supervisor put it, "As more square footage and expectations are added to staff job duties, it is necessary to have additional full and part-time help" (Facilities Survey, 2025). With limited budgets for additional staff, many institutions are struggling to maintain service levels.

Incorporating Student Voice and Design:

Beyond Simple Surveys

It is not uncommon for departments to survey students to understand what will interest them, what concerns them, and how their experience has been living on campus. These surveys are an excellent way to plan out possible renovations or new construction with student input. However, by leveraging academic partnerships, departments can take this a step further to gain real buy-in from students in the planning process.

As a partnership between University Housing and the School of Architecture at Southern Illinois University Carbondale, students in an interior design class were tasked with reviewing and providing proposals for renovations to residence hall rooms, study lounges, and common areas. Through this exercise, these students surveyed residents, performed site visits, and created full design proposals, renderings, and product recommendations for the department with full consideration for vendor restrictions specific to the institution. As a student-driven process, their findings and recommendations highlight exactly what current residents are wanting to see in their residential spaces.

Survey Findings

The survey conducted by the class found the following:

Two-thirds of residents stated the environment impacted how social they were. Major negative impacts included- dull colors, noise, space size, and cleanliness. Use of the study rooms was varied, with less than one-third of residents reporting they used them often.

When asked what changes could be made to improve the study rooms and dorms [sic], residents responded with different colors, doors for the study rooms, more lighting, more styles of lounge furniture, warmer flooring, and more working space.

Over seventy-five percent of residents indicated they did not often use the recreational areas in the lobbies.

Residents indicated that more games, brighter colors, changes to lounge furniture, and separations for loud and quiet spaces would improve the recreational areas. (Matthews, J.Z., Biegler, L., Elliott, S., Petersen, K., Phillips, N., Klein, J.R., Ruppert, P., Varns, R., Wolff, O., ID391, 2024)

Design Recommendations

Each student created comprehensive design decision booklets, material boards, and presentations to conclude the project. While each student's proposal was unique, common themes arose in their design preferences, especially for addressing resident concerns from the survey, which indicated a general preference for how today's students would like to see their spaces shaped for their needs.

Biophilic Design- each proposal encouraged living green space in common areas, ranging from living moss walls to potted plants.

Sound absorption material- each proposal incorporated material that targeted noise concerns in a variety of capacities, with some prioritizing it for the furniture, lighting, and decor in study spaces to promote quiet environments.

Color theory- while each proposal varied in selected patterns, materials, and color schemes, incorporating color theories and modernization was consistent across designs with vibrant accent walls and colorful furniture.

Bathroom floors and tiling- colorful tiling and flooring in the bathroom, with varied patterns, were consistent across proposals.

Lighting- many proposals updated existing lighting with modern fixtures to place emphasis on sustainability and efficiency. Several proposals incorporated hanging lights with colorful shades in social areas.

Partitioned lobby- most proposals recommended partial or full barriers between sections of the lobby to highlight social areas with different purposes, from games and recreation to studying. These partitions were generally multi-functional, acting to dampen sound while incorporating some aspect of the larger design such as a moss wall.

Flooring- proposals generally favored wood-style LVT, particularly in resident rooms, but was also a consistent suggestion for varied styles across the recreational and study spaces.

(Matthews, J.Z., Biegler, L., Elliott, S., Petersen, K., Phillips, N., Klein, J.R., Ruppert, P., Varns, R., Wolff, O., ID391, 2024)

These student design recommendations align with what residence education staff reported wanting for community lounges, including:

More games (foosball, ping pong, ski ball, board games, community activities)

Better seating (accessible/versatile couches, accommodations for large groups of students)

Bright colors (vibrant, 3D art, natural light)

Snacks available

While most ideas come associated with high implementation costs, not all of them do. An overwhelming majority of residential staff respondents indicated that they'd like more games for their community spaces. Whether that be board games, table games, or video games, these are simple activities that can be implemented at a relatively low cost that will offer opportunities for student engagement.

Finding Balance: Strategic Approaches

Despite these constraints, innovative institutions are finding ways to balance student preferences with operational realities:

Prioritize functional amenities over luxury features: Focus limited resources on improvements students value most, such as electrical capacity upgrades, Wi-Fi enhancements, and study space renovations (Bouchrika, 2025).

2.

1. Implement phased renovations: Rather than complete building overhauls, some institutions are succeeding with targeted upgrades to address the most critical needs first (Ehlenz et al., 2024).

Explore public-private partnerships: According to Lorincz (2024), many institutions are forming partnerships with private developers to construct new student housing communities, reducing institutional capital outlays while meeting modern student preferences.

Incorporate sustainability: Energy-efficient upgrades can reduce operating costs while meeting student preferences for environmentally responsible living options. As one facilities supervisor noted, they would like to add "sustainable energy features like solar panels and smart energy management systems" (Facilities Survey, 2025; Altinay et al., 2024).

Improve communication: Several survey respondents emphasized the importance of better coordination between facilities staff and residence life personnel to set realistic expectations and improve service delivery (Facilities Survey, 2025).

Strategic use of lighting and design: Renovations or strategic use of lighting fixtures should be considered to compensate for a lack of windows and improve indoor brightness. Creating more engaging and interactive community areas with appropriate lighting can boost resident satisfaction and foster a greater sense of community.

7.

Invest in targeted amenities: Based on staff feedback, investing in in-unit laundry, dishwashers, and additional study spaces would greatly enhance the comfort and convenience of residential staff, allowing them to better serve students.

Prioritize critical maintenance: Addressing recurring issues such as electrical problems and heating inconsistencies should be a priority to ensure a better living environment for all residents. 8.

Conclusion

Getting feedback from residents can be challenging, no matter the topic, and narrowing what students today, or ten years down the road, will want in their living spaces can be an expensive task. A partnership between an academic department and housing operation can meet needs for both areas in a profound way. The academic unit can provide their students with dynamic, real-world experience in design, client management, and contract limitations culminating in a formal presentation without needing to go beyond the institution. While the housing operation can gather first-hand perspectives from students on the design of their living spaces with buy-in that will not come from a survey alone, along with data and recommendations for renovations and new construction projects alike. As institutions navigate these challenges, the most successful will be those that engage students in the process, clearly communicate constraints, and develop strategic plans that address critical infrastructure needs while gradually enhancing the student experience. By incorporating the recommendations from live-in staff, addressing recurring maintenance issues, and creating more engaging community spaces, housing administrators can better meet the needs of all residence hall occupants and enhance the overall residential experience. This comprehensive approach, taking into account facilities realities, staff needs, and student preferences, provides a foundation for future planning and development in campus housing despite the very real operational and budgetary constraints they face.

BeingaTownie101: FindingHomeOutsideoftheResidenceHall

By:CarolineMurray

MichiganStateUniversity

A feeling known by many housing professionals: you have just moved into a Midwest college town, the population of which is centered around the university you are employed at. You aren’t a college student anymore, so the on-campus activities are no longer aimed at you, but you don’t have practice in making connections without an academic program’s structure and facilitation. Your coworkers are wonderful, but you know the importance of developing an identity outside of your role. This is difficult when you live on campus and have 900 18-22-year-old neighbors that you have been hired to support. It is time to make the transition from student to townie - but how?

I was there once! When I moved into my Big 10 college town to pursue a hall director role out of graduate school, I had no idea what to do with my 5 to 9. I would sit on my couch and enter what felt like an endless slump of watching TV and waiting for the next workday to begin. When I would spend time with co-workers, it was hard to not feel like I was back at work,

figuring out how to navigate the complexities of supporting students post-COVID. For the first time in 19 years, I did not have the structure of an academic environment to give me validation and social connections. It was awful! After long conversations in therapy and some positive selftalk, I knew it was time to plant roots and find a way to curate my own community that wasn’t centered around my occupation.

Now, almost five years into my profession, I watch new housing professionals navigate the same slump, leading to continuous risk of burnout due to an inability to separate work from homesomething already challenging when your apartment is embedded into your workplace. Seeing these patterns, I thought it would be validating to share my own experience and helpful to share what I learned.

So, here are some of the tips that I have for new professionals in this situation based off my own journey:

Beatouristinyourtown

Part of finding your townie identity is getting to know your town outside of its collegiate lens. Try to look up what your town has to offer and make yourself a bucket list to see what the locals love.

You don’t have to live in a big city to have enjoyable experiences. For example, I made it a New Years resolution to visit every local coffee shop in the city and compare them to determine which one would be my coffee shop. I also began to walk the local trails and parks on the weekends to find my prime locations to catch up on podcasts. I made myself a list of local sporting events, parades, farmers markets, and festivals to check out - and made myself comfortable with doing these things by myself, normalizing that you can be alone without being lonely. Especially if these activities are off campus, it is a great way to dip your toe into local life. Find what makes your town special and make a commitment to exploring it.

to fruition in the middle of January. A struggle that can be faced when making connections is the lack of third spaces - places outside of the home or work where you can exist and socialize, usually for low or no cost. I found myself spending a lot of time at coffee shops, but those costs began to add up, and it felt like I had to pay a “leave the house fee” of a $7 latte, which was not sustainable. One day, my therapist recommended that I get a library card, as my local library was open until 9:00 PM and was a free space where I could work on my laptop or read a book.

Obtain a library card from your local library

One of the first obstacles that I was navigating when figuring out what to do after work was finding a way to leave my apartment. This was made difficult due to the Michigan climate, as my newfound desire to pursue a life after work came

I used to love reading. I was one of those kids who would leave the library with an overstuffed tote bag of each book in the American Girl series. Like many academics, this love of reading took a pause with the busy schedules of college and grad school. I didn’t even know what books I liked anymore, and I had made the assumption that my library didn’t have any of the new books I was seeing recommended to me on TikTok. But I gave it a try.

If you are looking to get a library card, be sure to check if your college employee ID already can be used as a library card. If not, talk to your local librarian to obtain a free card. Mine had to sit through me rambling about how “I can’t really provide proof of address because I send all my packages to my parents’ house still because the student desk workers sometimes lose my mail because I’m not a student but I still live in a dorm” and they still gave me a card! Having my library card gave me access to a cozy place where I could exist for free, and allowed me to rekindle my

love of reading (because they did, in fact, have the new books I was seeing on TikTok).

Developyourownrituals

After college, we have to provide our own structure outside of work. One thing that my therapist recommended that I do to feel a sense of “home” in my city was to develop my own

For me, I kept it simple. Each Sunday morning, I would partake in what I called “Bagel Sunday” which was exactly what it sounded like. I would wake up on Sunday, buy a bagel, and then find an outside spot on campus to eat it. I would then take a picture of my bagel of the day and post it on my Snapchat story. This posting became an unintended accountability measure, as I would have friends inquiring as to where my Bagel Sunday post was if I did not partake that day. I found this to be a supportive practice for several reasons. For one, it made me wake up early enough to get to the bagel store before it closed, rituals or patterns that I felt I could take ownership of. This could include anything that you can do on a regular basis and can be as simple as taking a walk around campus every Saturday morning or as involved as visiting a local farmers market each week.

which helped me not feel guilty about how much I was oversleeping. It also helped me feel a sense of ownership. Bagel Sunday was my thing. The bagel store I went to each week was my bagel store. And that bagel store was never going to ask me to resolve a roommate conflict or make a last-second programming purchase!

Whatever your ritual becomes, allow it to be something that you look forward to and can accessibly incorporate into your world as an aspect of your out-of-work experience.

Participateincommunityserviceopportunities

Before I was a hall director, I worked in student activities and programming. As much as I prefer my role now, there was still a part of me that missed the feelings that came from putting on a successful program. A way that I found to scratch this itch was by finding local volunteer opportunities in my city and signing up for them. These can be hard to find unless you know where to look. Consider following your city’s social media pages or visit their local website to see what upcoming events they have, and see if they are seeking volunteers.

The first thing I signed up for was my city’s annual art festival. I was a booth runner, which meant that I would hop from vendor to vendor seeing if they wanted me to keep an eye on their art while they took a bathroom break. It wasn’t an overly involved role, but it allowed me to practice my small talk, wear a free T-Shirt, and best of all, learn all the drama and lore of the local art community. For example, I learned there was a rivalry between my city’s art festival (filled with

highbrow, expensive art) and the college’s arts & crafts fair (with fun, accessibly priced art), that was held right across the street on the same date and time. As trivial as it was, being brought into this lore made me feel like a townie, like I possessed knowledge only a real local would have. Years later, I would end up working both art shows (a traitor), volunteer at the local zoo’s Halloween activity day, and would serve as an election inspector for the 2024 election. There are many opportunities to get involved locally. There are often even openings on local boards and commissions that would appreciate new

However, something I have learned is that these groups are actually becoming a primary function of the platform beyond single-user posting. As I dug deeper, I began to find various Facebook pages dedicated to making connections in my city. One group I joined was solely devoted to hosting meet-ups for women in the area who were looking for friends, and was filled with people organizing activities and advertising this on the page.

you can find a volunteer opportunity in your city to give you a structured opportunity to flex your student affairs programming muscles in a nonstudent affairs capacity - and you might even get a free shirt!

Joinlocalcommunitypages

For my generation of entry-level professionals, Facebook is considered a dead platform. The only reason I used to keep my profile active was to snoop on my college’s parent Facebook group.

While this was an exciting prospect, going from page lurker to page participant is a big leap that requires some vulnerability and willingness to be thrust into awkward small talk. I learned this when I saw a post advertising a “Hot Girl Walk” meetup, capitalizing on the then-TikTok trend of going on a walk to support mental wellness. As an avid walker, this seemed up my alley. However, when I arrived at the trail walk, I didn’t have a great time. I forgot how to talk about topics outside of my role, and I became the girl walking on the grass to make room for others to be on the paved trail. While I was disappointed, I didn’t want to give up on making non-work friends. One day, I saw a post for a new meet-up group called “Cool Beans: A Coffee Tasting Group” and this seemed right up my alley. It was a new, small group that would meet at different coffee shops each week to chat casually. Yapping and coffee? I was in. I had to hype myself up to go to my first meeting, and I was super nervous to be disappointed again. When I arrived, I found that everyone else was just as nervous, one member even breaking the ice by saying “isn’t it like, so hard to make friends as a young adult?”. For a year since then, I have been meeting up with this group on weekend mornings

to grab coffee and chat. I have started seeing the same people at these meetups, and this has caused me to make friends to make out-ofcoffee-shop plans with. In the summer, I recently became the new admin of the page when our founder moved out of state, and I now get to arrange meet-ups to support other nervous professionals in finding connections.

I encourage you to find these groups for your city and not give up if an attempt to make friends ends up flopping. Just like we tell our students, if you don’t see a club that matches your interests, you can make your own and attract others interested in your favorite things just by making a group on social media!

Look into your community center’s recreation opportunities

One of the biggest things that I did to feel a sense of belonging in my city was signing up for recreation classes through my community center.

I remembered seeing my city post that their quarterly newsletter was released with the recreation class sign-ups. At that moment, it occurred to me that I could take a local rec class without being a 5-year-old or senior citizen. I browsed the newsletter and saw that they had classes for ceramics and pickleball. Mind you, I had not touched clay since my high school art class and was told that pickleball was for an older generation, but something about having a regularly scheduled “thing to do” stuck with me, so I signed up. My first ceramics class, I learned that the vibe was less “each week we will discuss a certain type of pottery” and more “here is an open lab and an instructor, go wild.” I was the least experienced person in the class, but the other potters were kind and encouraging - even when I knew my pots looked terrible. I found it was exciting to have a hobby that was my own, and a skill that I could see tangible improvement on. It filled a gap left by not having access to academic validation. Rather, I could challenge myself to try new things on the wheel, or get excited to use a glaze combination I saw online. It was also nice to have the routine structure of having somewhere to be weekly. A year later, I am a regular in the

studio and have made strong connections with my classmates, always eager to hear the latest about their weekends or studio projects.

My co-workers have also taken part in classes from the community center or their own gyms. My neighboring hall director is the youngest member of her water aerobics class, and I have several other coworkers who take a morning spin cycle class. You don’t have to have proficiency to take a class, just a willingness to show up and be optimistic.

Summary

Especially when you live where you work, it can be challenging to find a sense of identity outside of your job. This is especially challenging in your first role outside of graduate school. If a sense of separation between work and life is not created, it can leave you at risk for burnout, or a lack of fulfillment and connections. Taking the critical steps to develop a world outside of the residence hall is critical for sustainable wellbeing, expanding your social circles, and developing meaningful hobbies that help you transition into a post-academic life. Immersing yourself into a community can take vulnerability and intentionality. However, the connections, experiences, and sense of belonging that you can foster make this effort worth it. Make the leap and take the time to be a local in your city!

BUILDING RESILIENCE THROUGH RESIDENCE LIFE

BY TONI MARTIN, COREY FRIEDRICH, & JENNIFER AGYEMAN

Life presents both college students and graduates with a wide array of challenges. For an undergraduate, this may mean facing a challenging class, fracturing friend groups, uncertainty about their career path, difficulty affording basic necessities and tuition, and homesickness or family issues - possibly all at the same time.

Post-undergraduate life is often no easier. Following graduation, support systems that students attain during a typical undergraduate experience can weaken, leaving recent graduates to navigate graduate school or their first job without a strong community to support them.

Few classes or formal experiences are intentionally designed to help college students learn and maintain the skills to stay afloat when facing this unpredictable barrage of challenges. The good news is that residence life is fairly well-equipped to spark students’ ability to build and strengthen one versatile competency: resilience.

What Is Resilience and Why Is It Important?

Resilience, in simple terms, is one’s ability to respond positively to adversity (Herrman et al., 2011). However, as anyone who has faced significant adversity can probably attest, this is easier said than done. Experts (Heshmat, 2020; Texas Department of Criminal Justice, n.d.; University of Central Arkansas BeWell, 2020) have named several essential elements of resilience, which include: Knowing one’s own strengths, weaknesses, and goals

Taking care of oneself physically and emotionally

Being optimistic about the future Being creative and flexible

Viewing setbacks as a way to learn and grow

Taking action in the face of fear

Building a social network and asking for support from others

“one’s ability to respond positively to adversity”

Besides its broad utility in coping with the challenges of everyday life, resilience has been shown to be a key contributor in allowing college students to avoid academic burnout (Gong et al., 2023). Many of the skills employers most value in college graduates are tied to resilience as well; according to NACE, 88% of employers look for problem-solving skills in candidates, 74% value initiative, and 67% seek flexibility and adaptability (Gray, 2024).

College students have expressed interest in education about resilience (Himmel, 2015), and residence life, with its ups and downs and natural learning moments, should be well-equipped to help students build this important skill. What are some ways that we in residence life can achieve this?

Fostering Resilience Through Student Belonging

At the core of the work we do in residence life, ensuring students feel a sense of belonging is of the utmost importance. Individuals from all walks of life decide to pursue higher education and, in their time at college, face unique challenges. Residence life departments strive to support students throughout their educational journey and provide opportunities for residents to reflect, learn, and grow as people.

One of the initial ways residence life programs facilitate student resilience is by providing the tools and space for residents to build a community and overcome feelings of isolation. Students experience a number of transitions during their time at college, but none is more pivotal than when a student is transitioning to their institution for the first time. Abes et al. (2019) state that such transitions are not only challenges but also opportunities for development. They contend that students build resilience through overcoming this kind of adversity, discovering their identity and capabilities in the process. This research identifies support systems, reflection, and resilient coping skills as student success factors.

In a 2016 student experience survey, 87% of new college students reported experiencing difficulties that encompassed financial stress, feeling isolated, and challenges finding work after moving away from home (Seldon & Martin, 2017). These stressors can negatively impact a student’s academic success and retention without the proper support. While residence life can provide employment and financial aid resources, we work directly to ensure those in our care are engaged by an inclusive and welcoming residential community. The impact of students feeling a sense of belonging may be most noticeable in traditional first-year student populations.

Roommates and Community-Building

Many institutions require that first-year students who live on campus have a roommate. In the 2014-2015 Mapworks Fall Transition Survey, 87% of first-year students had one or more roommates (Skyfactor Mapworks, 2016). While some individuals begin their time at college with friends from high school or other experiences, others may not. In these cases, roommates can be the great equalizer. Having a roommate in college can serve as a built-in social network for many students. Roommate pairs or groups will navigate their fair share of issues while living together but will learn important skills, including communication, conflict mediation, and persistence. Students with roommates reported higher levels of on-campus social engagement, lower levels of homesickness, and were more likely to remain at their institutions (Skyfactor Mapworks, 2016).

Beyond the roommate experience, residence life strives to create opportunities for residents to connect and find their campus community. To that end, resident assistants and student leaders in hall governments facilitate social events that draw students with common interests together, often through food or a shared

Resilience and Student Leadership in Residential Life

Residence life is the glue that helps foster resilience in our residents, but residence life departments also have a responsibility to create environments in which student leaders can build resilience.

We will now focus on how residence life can foster resilience in our student leaders. Student leadership also contributes to students’ resilience by providing them with the skills and attitude to handle challenges. Student leaders can be empowered with resilience by colleges and universities through mental health care, fostering a growth mindset, and guidance and mentorship.

Mental Health Care

Providing mental health support, such as safe spaces and counseling services, is essential for student leaders. Access to mental health resources improves students’ ability to cope with stress and enhances their overall well-being (Brown & Lent, 2019). Supervisors and advisors can create safe spaces for students to process emotions in a non-judgmental environment. While counseling services can provide strategies for managing the pressures associated with leadership.

Fostering a Growth Mindset

Normalizing failure in learning is essential in student leaders’ resilience building. A growth mindset is an attitude through which one perceives challenges as a chance to learn and develop, and can lead to developing persistence and flexibility (Dweck, 2006). Reflecting through journaling, leadership retreats, or facilitated debrief sessions enables students to evaluate their experiences, learn from failure, and improve in the future (Yeager & Dweck, 2012). A growth mindset helps our residence life student leaders view their experiences as an opportunity to grow in different areas. Such as in their knowledge of community-building, inclusivity, crisis management, and other areas. Supervisors and advisors can strive to emphasize the importance of growth and frame moments of defeat as learning opportunities in their work with student leaders.

Guidance and Mentorship

Mentorship is also an important ingredient in building resilience among student leaders. Studies indicate that students’ exposure to mentors who can provide advice, care, and wisdom makes them resilient in the face of adversity (Komives et al., 2009). Regular check-ins with faculty, advisors, or experienced student leaders can provide ongoing support and guidance. Leading to the reinforcement of students’ confidence in their leadership role.

These mentor-mentee relationships create a sense of belonging and help students develop the skills needed to navigate this phase of learning and leadership. This can also help student leaders focus on serving as a resource for their residents.

Conclusion

Supporting students in developing resilience requires multiple approaches. Student leaders can benefit from mental health resources, fostering a growth mindset, and mentorship. These strategies not only enhance leadership skills but also prepare students for future challenges, both academically and professionally. Student leaders can then reflect on their work, academics, and impact in their role in residence life.

Residence halls are uniquely equipped to help students build resilience organically. The process of navigating relationships with a community of peers and taking care of oneself independent of guardians can be an effective way for students to develop resilience. Residents can strengthen their support system through social events and other community-building initiatives put on by residence life. Our role in residence life should be to ensure that students have every opportunity to develop a support system while also taking ownership of their response to adversity.

BuildingStudentSocialCapitalinCampus ResidenceHalls: AKeytoSuccessandRetention

By:KarminMazzocchi

IndianaUniversity

In the evolving landscape of higher education, campus residence halls serve as more than just a place to sleep— they are a critical environment where students develop social capital, impacting their academic success, sense of belonging, and overall retention. This article explores how residence life professionals can foster social capital in their communities through a social constructionist perspective, ensuring inclusive and equitable opportunities for all students.

Social capital, as defined by Coleman (1988), encompasses the relationships and networks that provide students with resources, information, and support. In residence halls, social capital is built through interactions with peers, mentors, and faculty, contributing to academic achievement, positive campus climate perceptions, and a stronger sense of belonging. Research consistently shows that students who engage in meaningful connections within their residential communities are more likely to persist and graduate (Brouwer et al., 2016; Soria & Roberts, 2021).

However, social capital is not evenly distributed. Factors such as socioeconomic background, first-generation status, and racial identity influence students’ access to social networks and institutional support. A social constructionist lens helps practitioners understand how systemic structures and cultural narratives shape students’ experiences and create barriers to success (Burr & Dick, 2017).

TheRoleofSocialCapitalinStudentSuccess

Social capital, as defined by Coleman (1988), encompasses the relationships and networks that provide students with resources, information, and support. In residence halls, social capital is built through interactions with peers, mentors, and faculty, contributing to academic achievement, positive campus climate perceptions, and a stronger sense of belonging. Research consistently shows that students who engage in meaningful connections within their residential communities are more likely to persist and graduate (Brouwer et al., 2016; Soria & Roberts, 2021).

However, social capital is not evenly distributed. Factors such as socioeconomic background, first-generation status, and racial identity influence students’ access to social networks and institutional support. A social constructionist lens helps practitioners understand how systemic structures and cultural narratives shape students’ experiences and create barriers to success (Burr & Dick, 2017).

“Socialcapital,asdefinedbyColeman,encompasses therelationshipsandnetworksthatprovidestudents withresources,information,andsupport.”

Micro-,Meso-,andMacro-LevelInfluencesonSocialCapital

Student social capital is influenced at multiple levels:

Micro-Level: Individual interactions within residence halls shape students' perceptions of belonging and engagement. Encouraging peer mentoring, study groups, and community-building activities can help foster strong connections.

Meso-Level: Institutional policies, residence hall programming, and staffing structures impact how students access support networks. Strategies such as peer mentoring programs, identity-based housing communities, and proactive RA engagement contribute to a more inclusive residential experience.

Macro-Level: Broader societal forces, including economic policies and systemic inequities, shape students' ability to develop social capital. Higher education institutions must address financial barriers, implicit biases, and the structural challenges that influence student engagement in residence halls (Giroux, 2002; Rosinger et al., 2016).

BestPracticesforEnhancingSocialCapitalinResidenceLife

Residence life professionals play a crucial role in fostering environments that support the development of social capital. Key strategies include:

IntentionalCommunityDevelopment– Establish structured opportunities for students to connect, such as affinity-based housing or themed living-learning communities that align with students’ interests and identities.

2.

1. EquitableAccesstoResources– Ensure programming is accessible by offering events at multiple times, providing no-cost engagement opportunities, and structuring support services to accommodate students with jobs or family responsibilities.

3. EmpoweringResidentAssistants(RAs) – Train RAs to be facilitators of social capital by encouraging them to build inclusive networks, connect residents to campus resources, and create environments where all students feel valued.

5.

ProactiveSupportforMarginalizedStudents– Recognize that first-generation, low-income, and students of color often face greater barriers to building social capital. Providing targeted mentoring, culturally responsive programming, and policy shifts (e.g., sliding scale room and board pricing) can mitigate disparities.

4. InstitutionalPolicyChanges– Advocate for systemic shifts that support student retention through housing and residence life policies that prioritize communitybuilding over punitive measures.

FutureDirectionsandResearchNeeds

While existing research confirms the importance of social capital in residence halls, gaps remain in understanding how specific policies and practices affect different student populations. Future studies should focus on the intersections of race, class, and institutional support structures in social capital formation within campus housing. Additionally, more research is needed on how non-traditional residence hall models (e.g., virtual communities, commuter-student engagement) contribute to social capital development

Conclusion

Residence halls are vital spaces for student engagement, and the cultivation of social capital within these environments plays a significant role in student success and retention. By recognizing the social construction of student experiences and implementing intentional strategies to foster equitable access to networks and resources, residence life professionals can create transformative communities that enhance student persistence and well-being. The continued evolution of residence life practices will be essential in ensuring that all students have the opportunity to build meaningful relationships that support their academic and personal growth.

Empathy or No Empathy: That is the Question

Eric Juzkiw, Bowling Green State University

Take a moment before reading on and think about the traits and skills that you look for in Housing and Residence Life professionals. I am sure many of you are thinking of task-based traits such as budget management or programming. Some probably think of organizational skills like time management or prioritization. Others may think of the people skills required, such as customer service and helping skills. Did you think of empathy? I certainly did. As such, you can imagine the level of imposter syndrome I felt entering this field as someone who struggles with that skill. This article is designed to help show you what I do to combat my weaker ability with empathy and how I have utilized my strengths as a way to offset this.

Before moving on I want to clarify that these thoughts are merely a reflection of my own work within the profession and are not empirically supported methods. That said, I have been working full time as a Hall Director for three years now. I also was previously a Graduate Hall Director and I got my start in Residence Life as a Resident Advisor in 2011 (just saying that makes me cringe at how long ago it was).

I was also heavily involved across campus, aiming to build up my leadership skills and competency for the future. What I didn’t know at that time was that I did not possess the ability to intuitively understand people’s feelings or attitudes. The amount of embarrassing social situations or regrettable leadership moments are too high to count. I received feedback multiple times that I came off bossy, mean, rude, power-hungry, and that I couldn’t read the room. So I got to work, aiming to fix these issues.

I was able to work on most of these issues throughout the remainder of my undergraduate time and in the first few years post-grad. It wasn’t until I started as a Graduate Hall Director that I was really able to begin working on my empathy. In my first year of grad school, I took the CliftonStrengths assessment. Learning my top five strengths was empowering and helped me grow (Ideation, Maximizer, Strategic, Communication, Competition –for those curious). What was more empowering, though, was learning where I was not as strong. Empathy was my lowest strength. At that moment, a lightbulb went off in my head in relation to how I do my work.

You see, one of the tricks of working with college students, at least at BGSU, is that students will seldomly tell us what is actually on their mind and we, as the Hall Directors or Grads, have to find ways to understand if what we are being told is whole truth, partial truth, or false. People who excel at empathy, especially people who are genuine empaths, often find this task easier or simpler. Me? I was awful at it. If I was not told something directly, I would never actually understand what was going on. I remember having spats with co-workers over issues that genuinely did not matter simply because I couldn’t understand the purpose of their decision. My current supervisor even tailors her supervision accordingly to help me, where she will go out of her way to explain to me “why” the decision happened so that I can understand it.

But I want to highlight the simplest thing that I have done that has helped me combat this issue. I address it head-on. Every year, when working on setting expectations for my team, I explicitly tell them that I am not skilled in that area and that if they want me to understand something is going on, they must directly tell me. Otherwise I struggle to know that something is wrong. I also set the expectation with staff that, if they are coming to me with a problem, it is helpful for me to know if they want me to fix the problem or just listen. As you might have guessed given my top five strengths, I like solving problems. So, when an RA comes to me venting about their professor not responding to their email or about a petty disagreement with a coworker, my

instinct is to help them resolve the issue when, a majority of the time, they simply need to vent to somebody.

With all of that said, I want to empower any and all aspiring housing professionals to explore the field regardless of your strengths and weaknesses and I implore our current professionals to be mindful of this in relation to hiring choices. There is no special set of traits that aspiring housing professionals must have. Just because you are not skilled in something does not mean you cannot use your strengths to make up for it. I utilize my ability to craft creative solutions to problems to get the most of each situation, helping me seem like I am better at empathy than I really am. If it is the inverse, people may utilize their ability to understand how people feel as a way to help foster bonds and connections that can lead to more strategic solutions. In relation to GLACUHO’s Contemporary Issue (Fortifying Our Future), we may then find that we are recruiting and retaining more fantastic professionals into the field to continue our important work.

FILTER FOR SAFETY: STAFF

CONVERSATIONS ON MANAGING SOCIAL MEDIA RISKS IN UNIVERSITY HOUSING & RESIDENCE LIFE

By: Bekka Zawisza, Universityof

Illinois at

Urbana-Champaign & Liz Hornyak, OhioUniversity

Why we wrote this article

Social media is a forever-growing body of communication, information, and socialization. Each day, students are sharing new information and forms of inside interactions, trends, and memes. These interactions follow trends, create new slang, and represent shorthand for students who are looking for connection. Because of this, so many students turn to social media to bridge connections and feel less alone. We chose to write this article to examine how social media interacts with duty, crisis management, and student care. To answer this question, we turned to the region to gather their thoughts and experiences working with social media and crisis management.

As noted above in our survey results, there are many housing officers from varying levels of service, state, and institutions that have responded to crises or incidents occurring via social media. Whether this is something that sparks the Incident Report or

gets added to it, we must examine our relationship as housing officers to the care that we provide students outside of the office. Especially in live-in positions, we are always “on,” so what does it mean to be “on” in personal spaces of socializing and relaxation via social media? As students continue to self-report and post things that grow their digital footprints out of control, where does the line between what is, and is not, “our responsibility” get drawn?

Survey methodology & findings

Within our survey we received twenty-two completed responses from members of the GLACUHO Region. Nine individuals from the state of Illinois, five from Ohio, five from Michigan, and three from Indiana. The respondents also included one graduate student, twelve entry-level professionals, and nine mid-level professionals. The individuals also spanned instruction both public and private, various sizes.

Our survey asked six questions related to social media usage for staff members and their respective school and departmental policies and procedures regarding social media.

Question 1: What (if any) monitoring do you have responsibility for over student social media?

It was consistent with all 22 respondents that there is no direct responsibility for monitoring social media. However, it was mentioned by four respondents that if they came across something that should be reported, that a report was filed or there was follow-up from staff. A respondent from Michigan shared “I avoid being on social media with any students or professional staff.”

Question 2: Do you follow students on social media? Do you follow student accounts (Examples: Barstool, Chicks, YikYak etc.) which ones, and reasonings for or not following.

It was consistent across 11 respondents across the region that they did not follow current students and staff on social media. Many shared that they only add students once a student has graduated or is no longer their supervisee. A respondent from Illinois stated “Students can request to follow me once they are no longer enrolled at the school. If they send it to me prior it is denied”.

The common account mentioned was institutional-based Barstool accounts with 6 respondents sharing they follow the account. In addition to this, 6 additional respondents shared they do not follow any student led social media accounts. A respondent from Ohio stated, “I personally do not follow any students or student accounts on social media.” They go on to say, “I personally have no interest in being connected with students in this manner”.

There were additional social media pages mentioned, which included university official accounts, the app YikYak, parent pages, etc.

Question 3: Have you ever had to respond to an incident involving social media?

Within this question, 16 individuals noted that they personally have responded or reported an incident that was discovered first on a social media platform. 2 individuals noted that they had not personally seen/reported incidents but peers at their institutions had. 4 individuals responded no.

The incidents responded to via the social media posts ranged from mental health concerns to weapons, to general conduct/policy violations. A respondent from Michigan shared “I saw a TikTok of students throwing snowballs at a window and had to report on it.” Additionally, a respondent from Illinois shared, “(There was a) Snapchat getting forwarded to me of student having weapons. We needed to involve the police and located the student. Luckily, it worked out well in the end”.

Question 4: Do you have any policy or language around social media concerns? What is your responsibility in those situations?

All 22 respondents responded “no” to having any formal written policies or language regarding students/resident’s social media posts. There were several respondents that shared that student staff expectations are to represent the university and the department in a positive manner.

Ten respondents shared that though there is no written policy for addressing social media post that violate state, university, and/or housing policies, that there is still some form of expectation to report violations and/or student concerns. A respondent from Indiana shared, “If our team sees something that break policy or could endanger a student we report and respond accordingly.” Additionally, a respondent from Ohio shared, “If something is seen on social media and screen captured or an image of it is taken then an IR can be written.”

Question 5: What other protections do you have for your students on social media either from your institution or your department?

17 of the 22 respondents shared that there are no added protection from institution or the department. Of the 5 who did, 4 shared that there were recommendations for full-time and student staff not following students and student staff respectively on social media. A respondent from Indiana stated, “We do have a retaliation policy, and I think that would cover social media posts as well. We also have bias responses if there is suspected bias on a social media post. We take those situations very seriously.” One respondent from Illinois shared a communication requirement stating, “We are not allowed to use GroupMe for RA group chats, we require them (staff) and residents to download Microsoft Teams to ensure that their chats can be monitored.”

Question 6: Are there any state laws that impact the way you interact with social media as a professional?

Five respondents mentioned various laws, including One-Way Consent laws for recording, FERPA, and the Freedom of Information Act (FOIA). An additional 17 respondents were unaware of any state laws that impact interactions with social media as a professional.

Overall Findings:

It was consistent across all questions that there are no written policies for professional staff regarding social media monitoring or use. However, it was consistent that though there are no policies, if you see something, you report it.

Social Media Monitoring: What are we looking for?

As ideally as we may want (or not want) to monitor social media presence of our students, there are risks to keep in mind when writing policy or setting personal boundaries in relation to staff social media presence and responsibility. What would we be looking for when potentially monitoring student social media?

Privacy Concerns

Students post everything – from “A Day in the Life” content to their exact location and personal details of their plans for the day, they are consistently exposing themselves and others in ways that open them up to risk. Students are also at risk of becoming background characters in others’ posts without knowledge or consent. Because everyone around them is always posting, it is inevitable that students will be caught in a post with their face or their location or their personal information that they did not consent to, growing their digital footprint without their knowledge. Students share their location with others or will tag locations in posts, allowing anyone on the internet to access their patterns of movement and current/past locations. This poses a significant risk for student safety as it makes them easy to track and find. These choices can lead to crises for the student aligning with harassment and Title IX, increasing the liability and protection responsibilities for housing officers.

Cyberbullying and Mental Health

Because everyone has access to social media and it is not frequently monitored, there is an increased risk of cyberbullying and cyber harassment, particularly for college-age students who are all interconnected and know each other through branching contacts. The anonymity provided through social media via fake accounts and lack of verification also makes it easier for bullies to say cruel things that they would not be bold enough to communicate off the internet. These risks can severely impact students’ mental health, leading to crises for housing officers.

In addition to the mental health risks associated with cyberbullying, there are the risks associated with social media comparison as students post curated and idealized content that leads others to doubt themselves and compare their experiences. This can damage a student’s sense of belonging and security on campus and make them feel lonely. This should concern all housing officers as it could damage the effectiveness of our responses to student loneliness and belonging.

Phishing, Scams, and Data Security

Students are more likely to receive communication containing malicious links and other scams designed to steal their information. Students can also be swindled into sending money or information that can endanger themselves or their peers. These scams can lead to serious data breaches through account hacking and other security risks. Depending on how much information students have put into their account, it creates serious identity and financial risk and consequences for students, which can cause crises on the back end for Housing Officers.

Digital Footprint and Addiction

Long-term, what students post on social media becomes part of their digital footprint. This footprint can impact their life forever as everything that has been put out on the internet under their name remains available for future employers, opportunities, and educators to find later. Depending on the content, this can lead to a loss of opportunity or loss of trust with internships, scholarships, and their education.

Social media is also a huge point of distraction for students, shortening their attention spans and shifting their focus from schoolwork and other responsibilities. As housing officers, it is important that we interact safely with students via social media and are aware of some of the possible shortand long-term consequences for social media use.

What is the Harm in Monitoring Students’ Social Media?

In the event we create policies and responsibilities to monitor students’ social media presence, what are the risks to us as housing officers? What are the risks to the institution in examining liability?

Privacy Concerns

Invasion of Privacy: Monitoring

students’ personal social media accounts can be seen as an invasion of privacy, even if the posts are public. This can lead to legal challenges and damage the trust between students and the institution.

Data Protection: Handling and storing data collected from social media monitoring must comply with data protection laws. Any breach or misuse of this data can result in legal consequences and reputational damage.

Legal Compliance

Clery Act Violations: The Clery Act requires universities to report certain crimes and issue timely warnings. Failure to properly handle information gathered from social media monitoring can lead to non-compliance and potential fines.

Discrimination Claims: If monitoring practices disproportionately target certain groups of students, it could lead to claims of discrimination. Ensuring that monitoring is conducted fairly and without bias is crucial.

Ethical and Psychological Impact

Student Trust: Excessive monitoring can erode trust between students and the university. Students may feel that their privacy is being violated, leading to a negative campus atmosphere.

Mental Health: The knowledge that they are being monitored can cause stress and anxiety among students, impacting their mental health and overall well-being.

Resource Allocation

Overwhelming Staff: The volume of data generated by social media monitoring can overwhelm staff, leading to missed threats or delayed responses. This can increase liability if an incident occurs that could have been prevented with proper monitoring.

Misinterpretation: Automated tools used for monitoring can produce false positives, flagging harmless posts as potential threats. This can lead to unnecessary scrutiny and disciplinary actions against students.

With all these risks to Housing Officers and the institution, we are walking a thin line between trying to find and mitigate harm and eroding the trust of our students in us and the institution.

Implications & Call to Action

As so much in housing is, examining social media when it has now existed in some form, or another for decades feels reactive. How many students or situations of concern have we missed due to lack of social media presence? How many students are crying for help and looking for support, but only know how to do so on platforms that we are not using as housing officers to limit liability? Where is the line between the duty of care that we have for students and infringing on social media usage and free speech?

Questions to ask yourself and your team:

As social media continues to expand its role in higher education and in students’ lives, it is imperative that as housing officers we examine what role social media will have in our relationship with students and in our everyday responsibility for students. Ask yourself the following questions to determine what the next steps look like for you in your role and for your institution. For ease of reading, we broke down the questions by service level, but all housing officers can benefit from all levels of questioning.

Senior Housing Officers – examine

what your institution’s policy on social media usage is. Is it effective? Is it clear? Survey your supervisees and staff in your department to determine what should be included in a policy if you are building one from scratch.

Mid-level Housing Officer – what does it look like to support entry-level staff members to build their own relationships and boundaries with students and social media? What is your role in interacting directly with students. Does this impact how you support them and any full-time staff you supervise?

Entry-level Housing Officers – what are your own personal thoughts, interactions, and beliefs surrounding social media? What role did it play when you were a student? How is that going to impact what role you let it play as a professional?

Care

Teams

Embedded

within Housing – what is your responsibility for peer-reported concerns? Are there ways to make it easier for students and residents to report and care for their peers? When responding to care incidents over social media, how do we determine community impact? What is the reporting responsibility of bystanders? Students who threaten themselves or others via social media often would not engage in the same behaviors in a public forum away from social media—how are we helping these students?

Our suggestions/ recommendations

Stay Vigilant: many staff members from a variety of institutions indicated that they do follow some public student accounts including their school’s “Barstool” account to keep an eye on students. This can help university staff monitor student and university activity for safety concerns and potential risks without specifically targeting individuals.

Engage with Students: provide resources and have conversations with students surrounding social media usage. Preventing a social media crisis starts with engaging in social media in healthy ways. It also requires us to be somewhere safe for students to report the concerns, actions, and behaviors occurring online.

Provide Training: : ensure that a portion of your staff training includes how to recognize and respond to social media issues. Case studies or workshops should be included with clear expectations of what the staff’s role is in managing the crisis and what should be done to prevent and avoid liability for the staff member and the institution.

Conclusion

As you walk through the list of questions and recommendations, it is important to acknowledge and form a game plan on how you are going to keep students, staff, and yourself safe when interacting with social media. This could change based on institution size, state requirements, and potential liabilities. However, if we miss this opportunity, we could wind up reacting to social media’s impact rather than anticipating it.

SHADOW LOSSES SHADOW LOSSES

Eva Steepe, Residence Hall Director, Cenral Michigan University

What’s a Shadow Loss?

As students transition to their first years on campus, the increase in connection with others comes at a cost of the loss of their pre-college life. While there are many new and rewarding experiences first-year students have, this may be the first time some students are experiencing this type of specific loss. Cole Imperi has defined this loss in life as a, “shadow loss,” or a loss of an experience, relationship, or phase of life. Shadow loss is experienced by many first-year college students as a result of their changing relationships with peers and growing adulthood and independence.

Shadow Losses can come as a result of losses in phases of life, loss of opportunities (i.e. global pandemic), or loss of relationships (Imperi). Particularly given the context of current students, student staff, and professional staff all being impacted by the COVID-19 global pandemic and the potential losses of specific milestone experiences as a result of this, shadow losses are relevant to every individual who experiences change and has to reconcile it.

So Why Is This a Crisis?

On average, studies have found that first-year college students only “somewhat agree” that they feel connected to others on their campuses (Gopalan & Brady, 2020). While this is a positive response, considering the significant financial investment made by students and their families into campus life, this response lacks some necessary conviction that may be needed by students to commit to multiple years of on-campus living. Therefore, gaining a better understanding of what shadow losses are and their impact on students is important for housing professionals in order to increase the positive experience of students we serve as well as increase and maintain the number of students.

Additionally, social isolation and the general sensation of loneliness is highly correlated with psychological distress and emotional dysregulation, which can lead to the increase of the necessity for emergency and after-hours mental health response of housing professionals (Conti et al., 2023). In the field of housing, many of us serve in an afterhours on-call rotation, which means we will be responding to elevated mental health concerns which find their roots from shadow losses and other forms of grief. Through gaining a better understanding of shadow losses, we will see how some of the contributing factors to mental health crises may have their intensity decreased or avoided all together.

What Can I Do as a Housing Professional?

As housing professionals, we work face-to-face to support students through the changes they experience in daily college life. These changes and challenges include large and small-scale griefs students might experience in their time on campus. By supporting students through active listening and offering additional mental health and wellness resources when they need it most, we can work to support students through both shadow losses and grief in general.

When Should I Get Mental Health Professionals Involved?

In the same way as mental illness can present in students in elevated levels (i.e. change in relationship to food, reduced hygiene, negative perspective on life), shadow losses can also be elevated to higher levels depending on the scope of impact, number of losses, and other situations that may have arisen in students’ lives at that time. If at any point the student of concern expresses a need for help, thoughts of self-harm and/or suicide, and/or prolonged sadness/depression, it is time to get a mental health professional involved and get the student’s well-being assessed (Radford, 2024). If none of these concerns are present but the student has expressed withdrawing from social interactions or other changes in typical habits/behaviors (i.e. not sleeping or sleeping far more than usual or eating or eating far more than usual), it is time for students to get connected to additional mental health support such as counseling or therapy (Radford, 2024).

Conclusion

Overall, shadow losses are a normal part of a student’s transition to life on campus. By becoming more aware of them as housing professionals, we ensure that we can assist students through these life transitions and provide access to the care the students need to thrive.

Sources:

Conti, C., Lanzara, R., Rosa, I. et al. Psychological correlates of perceived loneliness in college students before and during the COVID-19 stay-at-home period: a longitudinal study. BMC Psychol 11, 60 (2023). https://doi.org/10.1186/s40359-023-01099-1 https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-023-010991#citeas

Gopalan, M., & Brady, S. T. (2020). College Students' Sense of Belonging: A National Perspective. Educational researcher (Washington, D.C. : 1972), 49(2), 134–137. https://doi.org/10.3102/0013189x19897622

https://pmc.ncbi.nlm.nih.gov/articles/PMC11156233/

Imperi, C. (n.d.). What is ShadowlossTM? developed by American thanatologist, Cole Imperi. coleimperi.com. https://coleimperi.com/shadowloss Radford University. (n.d.). Parent’s guide: Processing grief with your student. Radford University. https://www.radford.edu/student-counseling/resources/parent-guide.html al

ALEX ASTIAZARAN, NORTHERN ILLINOIS UNIVERSITY

GLACUHO, it’s that time of year again. Time to think about what program to submit for the annual conference! Whether you’re a seasoned conference attendee or presenter, or this is your first conference, the Programming SubCommittee wanted to offer some tips and things to consider when it comes to submitting a program for the 2025 Annual Conference in Dayton, Ohio. You can think of planning a presentation in four stages:

1.CHOOSING YOUR TOPIC

Selecting the area of focus for your program can be the hardest part of the entire process. The Conference Host Committee has provided resources to help you get started. The Programming Sub-Committee aims to be transparent about the program review process by providing the rubric used to evaluate program proposals. GLACUHO recommends using the ACUHO-I competencies when developing your proposals. ACUHO-I gives sample presentation themes for each competency. The chart can be found here.

One competency area the association would like to learn more about is Facilities. Our facilities provide the foundation our students call home. Consider presenting on the trends, current issues, or ways in which we are making meaning of our campus housing for today’s college students and our University administration.

One competency area the association would like to learn more about is Facilities. Our facilities provide the foundation our students call home. Consider presenting on the trends, current issues, or ways in which we are making meaning of our campus housing for today’s college students and our University administration.

Presenting on or tying in your topic into the contemporary issue is also recommended. This year’s Contemporary issue is “Fortifying Our Future in Higher Education and Campus Housing”. A detailed description and intent for the contemporary issue can be found here.

If you or someone you know has experience working in facilities and would like to give a presentation, we encourage you to submit a proposal or submit a nomination for a potential presenter.

3.SUBMITTING YOUR PROPOSAL

Once you have chosen the focus for your proposal, it is time to write and submit your program. After choosing your ACUHO-I competency focus, consider your intended audience and what style of presentation would be most effective for the program. Is your intended audience mid-level professionals (someone who has at least 3 years of professional experience and potentially supervises full-time staff members)? Is your presentation intended for graduate students (someone about to enter the field and is eager to get involved)? Your competency focus and intended audience should work together to provide a targeted development opportunity that is catered towards that audience specifically with where they are in their career. With an audience identified, what style of presentation is the best method to deliver the content?

Presentation Formats:

60-minute presentation: Lecture style with moments of engagement Workshop: Facilitation with participant interaction and engagement in small groups

Next are the most important sections of the proposal: the program summary and the brief outline. The program summary is a quick, 150 words or less description of your program. This information will be entered directly into the conference schedule and will be what the conference attendees read to determine whether to attend your presentation. It is important to be concise and accurate with how you describe your presentation, while being engaging to hook attendees.

The brief outline is where you will put all the meat and potatoes. The outline should be detailed, time stamped, and offer a step-by-step guide of your presentation. A good outline should be able to be given to another person and they should be able to give the presentation on your behalf. You are given 750 words within the outline submission box.

Lastly, the final section of the program proposal is the inclusivity reflection. A primary value of GLACUHO is providing an inclusive and equitable environment where professionals can be themselves and seek professional development that is pertinent to their careers. This section is an opportunity to write 2-3 ways about how you are incorporating inclusive and equitable practices into your presentation.

4.CREATING THE PRESENTATION

The hard part is over! You have submitted the proposal, been accepted to present at the conference, and it is now time to show off your expertise. For accessibility, the Programming Sub-Committee provides a PowerPoint template for all presenters to use. This template has been designed to be caption friendly, has accessible font type and color and is required for use in all presentations. Presenters will receive this template in an email during the months preceding the annual conference. It will also be available on the GLACUHO website. The Programming Sub-Committee also requires the use of microphones throughout the presentation when available.

When planning your presentation, think back to your intended audience and the focus of your presentation, and make sure to include engaging activities or a chance for participants to interact with one another, if appropriate.  Presentations are evaluated by the attendees and the top 10 programs will earn an award. The top scoring program from those 10 will win the Great Lakes All Star Session (GLASS) Award and will have an opportunity to present their session at the ACUHO-I “Best of Virtual” conference. For a presentation to be eligible to win an award, there must be 10 evaluations submitted, so it is important to remind your attendees to evaluate your session. The feedback from the evaluations will also be sent out after the conference for presenters to review.

Program proposal submissions are open and will close on June 6, 2025 at 11:59 PM (CST). If you know someone who you believe is knowledgeable about a certain topic and would be a good presenter, we encourage you to nominate them to submit a proposal. We look forward to reviewing your presentations!

LINKED WEBSITES:

Programming Rubric: 2022_-_glacuho_program_propo.pdf

ACUHO-I Competencies: ACUHO-I_Competencies.pdf

Contemporary Issue: 2024 Contemporary Issue AnnouncementGLACUHO

Learning Outcome Resource: Beyond Bloom: Writing Progressive Learning Objectives – Roompact

MY SUMMER LUXEMBOURG INTERNSHIP EXPERIENCE

EXLINE SHELBY EXLINE

SHELBY

MIAMI UNIVERSITY

MIAMI UNIVERSITY

MASTER'S STUDENT STUDYING

MASTER'S STUDENT STUDYING

STUDENT AFFAIRS IN HIGHER STUDENT AFFAIRS IN HIGHER EDUCATION EDUCATION

After completing my first year as a Graduate Resident Director, I was given the incredible opportunity to step away from my graduate assistantship and pursue a summer internship in a completely different role. Driven by a deep desire to explore and learn about universities beyond the United States, I sought an experience that would blend work, education, and preparing students for success with my passion for travel. Fortunately, I was introduced to Dr. Stephanie Shaheen, our Associate Director in the Office of Global Initiatives, through the supportive mentors I had met during my time at Miami University. Miami has a distinctive appeal, with three campuses in the U.S. and a location in Differdange, Luxembourg—a small, prosperous nation situated between France and Germany. Upon learning that I would have the opportunity to make this country my home for the summer, I began reading

travel guides and learning all I could about the beautiful country. I was really fascinated by the mention of castles, local food spots, and trails. While Luxembourg is full of adventures and sights to see, it also serves as an ideal hub for exploring neighboring countries, offering endless opportunities for spontaneous weekend trips and cultural excursions throughout Europe.

The chateau that the campus is based in.

During my six weeks in Luxembourg, I was afforded the opportunity to also explore France, Germany, Belgium, U.K., and The Netherlands. Dr. Shaheen and her dedicated colleagues operate full-time in Luxembourg, providing classes and experiences for Miami University students who are eager to expand their knowledge while pursuing their academic goals. They also foster an environment that encourages students to truly dive into the cultures and experiences offered uniquely within Luxembourg and its surrounding countries, which is something I really valued during my stay.

Through my connections and conversations with Dr. Shaheen, I found that the office wanted to start an annual internship in which they bring a student from our Student Affairs in Higher Education Master’s program for the summer. The goal of the internship would be to help with various aspects of curriculum design, administrative assistance, and quantifying data from survey and paper responses. Additionally, presenting in and assisting with hosting the Trans-Atlantic Dialogue Conference. The conference allowed me to meet so many incredible individuals, from activists to artists to students willing to jump in and learn more from those who came to speak about their various experiences, research projects, and spiritual practices. As I arrived in Luxembourg expecting to do more work around administrative support, I was hit with an unexpected and invaluable opportunity to grow in different ways professionally and personally.

Quickly upon my arrival, I learned how close the team within the Dolibois European Center is. Each member of the community works tirelessly towards making the Luxembourg campus a success while also making the students feel at home in a new country. As soon as I touched down at the airport in Luxembourg I was greeted with a giant Miami flag from several members of the team picking me up to bring me to the chateau. I immediately felt a sense of home in seeing that flag, and began to feel excited as I looked out the van window and saw Luxembourg for the first time. I was invited to join a dinner my first week in Luxembourg where I was able to try new foods, meet the founder of the University of Luxembourg, and many stakeholders of Miami’s campus abroad.

It was clear from this first week that each person cared greatly for seeing the students succeed and learn about new cultures through hands-on experiences while ensuring they felt welcomed. A few days into my experience, the housing coordinator’s current interim was stepping away from the role, leaving the office without anyone to maintain the position’s tasks and responsibilities. This turn of events presented an opportunity for me to more tactfully apply the knowledge and skills acquired during my assistantship and my studies.

I was entrusted with two large-scale projects that would not only shape my understanding of our community but also make a meaningful impact on the lives of others. My first mission was to ensure that the expectations for resident assistants were fair, equitable, and harmoniously aligned with our main campus's guiding policies. This was more than just a task; it was an opportunity to advocate for an inclusive environment where every resident assistant who came to Luxembourg could thrive in their role. The second project involved facilitating the placement of students in local apartments designated as dormitories for study abroad participants or with host families in the area. It was truly amazing to see how many Luxembourg citizens were eager to open their homes to students and create an unforgettable opportunity. This task became a gateway to a deeper appreciation for the diverse needs of our student body. Through this process, I uncovered valuable insights into addressing varying accessibility and comfort requests, all while enriching my understanding of the vibrant local culture.

By reviewing reports from previous students' experiences with host families, I was able to weave together a tapestry of connections and shared experiences, paving the way for future students to embark on their journeys with confidence and support. One of the coolest host experiences I read about was a family that held a tradition of “family game night,” which allowed our students to learn about Luxembourgish games. Each step of this endeavor reinforced the importance of empathy, understanding, and community, reminding me that even the smallest efforts can create waves of positive change.

While I have encountered various platforms that assist universities in placing students, the actual experience of reviewing student requests, understanding the daily lives of students and host families, and hearing the diverse stories related to their studio apartments have been profoundly enlightening and unforgettable. Two key skills I acquired from this experience, which I hope to apply in the future, are the ability to discern the needs of students—even when they struggle to articulate them —and the capacity to hold space for an individual's experience while remaining focused on task objectives. I believe the first skill will enhance my capacity to be an active and empathetic listener as I transition into a full-time practitioner. The second skill will enable me to comprehend a person’s experience, even when difficult decisions must be made that ultimately benefit the individual student and the larger group, despite their immediate perception or feelings about them.Overall, my opportunity to travel to Luxembourg afforded me the opportunity to learn so many things that are valuable to my position in residence life and that will be transferable to any role that I have in the future. Alongside the tangible work and tasks that I completed in my internship, I was also blessed with the opportunity to travel to six different countries throughout Europe.

One of the most significant lessons was the importance of cultural sensitivity and adaptability. Luxembourg, with its rich history and diverse population, taught me more in-depth about how to embrace different perspectives and foster an inclusive environment. I also gained insights into effective communication, witnessing firsthand how language and expression can bridge gaps between people from various backgrounds. Additionally, the experience highlighted the value of networking and building relationships. Meeting individuals from all over the world, both personally and professionally, enriched my understanding and provided a global perspective that I can apply to community building in residence life. Additionally, managing logistics and navigating a new city improved my problemsolving skills and resilience, qualities that are essential in any professional setting. This journey not only broadened my horizons but also reinforced my commitment to creating supportive and dynamic communities, a principle that I will carry forward into every future endeavor.

OTHER DUTIES AS ASSIGNED: THE NEED FOR

HOUSING TO STOP BEING THE CATCH

ALL FOR ALL STUDENTS ALL THE TIME

JACKIE CHARETTE, UNIVERSITY OF MICHIGAN

EarlyintomyStudentAffairscareer, Ioftenfoundmyselffallingintothe trapofthinkingthatIneededtobe abletomeeteveryneedthatmy studentshad.Iftherewas somethingthatIcouldn’tprovide,I sawthatasafailureofmyabilities andmeantthatImustnothave reallybeenhereforthestudents.I spentmanylatenightsresponding toemailsandGroupMemessages andevenholdingimpromptu“life chats”inmyofficethatoftenfelt liketherapysessions.Ifastudent toldmetheyneededsomething,I dideverythingIcouldtobe involvedinthesolution.

Tobehonestwithmyself,alotofit wasself-inflicted.Mysupervisor wasn’ttellingmethat hadtostay lateorthatIhadtoworkwell beyondtherequired40hoursa week.Instead,Ifeltthisinternal pressurethatwastellingmethat

thiswastheonlywaythatIcould provejusthowmuchIcared.IfI didn’tstaylateoranswertheemail atmidnight-whowould?

MyexperienceasanewerHousing professionalisnotunique.Manyof usoftenfindourselvesstruggling tobalancewhatdroveusintothe workthatwedo,supporting collegestudents,withafeelingof, “IsthisreallywhatIsignedupfor?”. Inmanyofourjobdescriptions, thereislikelyafinalbulletpoint stating,“OtherDutiesasAssigned”. Ifyouweretopromptaroomfullof Housingprofessionalswith“What doesOtherDutiesasAssigned mean?”,youwouldhearmany chucklesandtheexchangeof storiesabouthowthisphrasehas shownupinourworkthroughthe years.

Someofmyownstoriesinclude chasingahamsterthroughoutthe lobbyofaresidencehallor managingafacilityemergencyat 3AM.I’mconfidentthatyoucan insertyourowninterestingstories andexperiences,too.Evenour campuspartnersarewellawareof thewideassumedscopeof Housingprofessional’swork.They wouldoftenredirectstudentstous becausewehavea24/7on-call staffwhowouldbeavailablefor emergencies(butdefinitionsof “emergencies”arenotalways consistent).Itisoftennotdone maliciously;usuallythereasoning isthatpeopleknowthatHousing professionalscare,wearecapable, andwewillfindasolution-itis whatwedo!

However,withallthechangesin theworld,Housingprofessionals haveknown(whetherwehavesaid itoutloudornot),thatthislevelof scopeandcapacityisnot sustainableforthefuturesuccess ofHigherEducation.Wecannot continuetodoitall,andwecannot continuetodoitalone.

We Can’t Be Therapists

Aquicksearchon HigherEdJobs.comfor“Hall Director”positionswithinthe GLACUHOregionprovided11job matchresults.Reviewingthosejob postings,all11positionseitherhad aMaster’sdegreerequirement, withnospecificitytoaHigher Educationdegree,ortheydidnot requireaMaster'sdegreeatall (HigherEdJobs,2025).Witha greaternumberofHousing professionalsjoiningthefield withoutatraditionalHigher Educationdegree,itisnowmore importantthanevertoshiftour thinking.Wemustnowcritically thinkaboutthewaythatHousing professionalssupportstudents throughtheirmentalhealth journey.InatypicalHigher Educationgraduatedegree,you mayhavesomevariationofa CounselingTheories/Counseling Practicescourse.Thesecourses reviewlessonsthatarehelpfulina varietyofsettingswhenworking withstudents,highlightingskills suchasactivelistening,rapport building,clarification,etc.Withonly asmallportionofthedegree

focusedonthisspecificskill development,itdoesnotconstitute aformalCounselingdegreebut providesafoundationforworking withstudentsinavarietyof capacities.Someonewitha Master’sinBusinessorHealthcare Administration,wouldhavean incrediblefoundationofknowledge thatisveryapplicableand transferabletoHousingroles. However,weshouldaskourselves someimportantquestionsabout howbesttoapplythatknowledge. Isitinthebestinterestof professionals,orthestudent,toask someonewithnotypeofformal education/trainingaround counselingtomeetwithstudents todiscusstheirsignificantmental healthconcerns?Wasiteverbest practicetohaveourHousing professionals,evenwithaHigher Educationdegreetodothat?

Collegestudentsarealsono strangertoconfrontingand discussingtheirmentalhealth.In theannualHealthyMindssurvey, forthe2021-2022academicyear, 96,000U.Sstudentsacross133 campusesreportedthesestatistics surroundingtheirmentalhealth: 44%reportedsymptomsof depression,37%saidthey experiencedanxietyand15%said theyhaveseriouslyconsidered suicide.Thesefiguresrepresentthe highestratesrecordedinthe15yearhistoryofthesurvey(Alonso, 2023).

15yearsago,theconversation aroundmentalhealthwith studentswasmuchmore introductory.Topicsaround depression,anxiety,orother mentalhealthconcernswerenot asdiscussedoraswidely accessibletoreadandlearn about.Now,collegestudentsare comingontoourcampuseswith upto10+yearsofworkingwith mentalhealthprofessionals, regularlytakingmedication,and havingconsistentsessionswitha therapist.Studentstodayneed suchadifferenttypeofsupport. Thissupportshouldcomefrom thosewhoareproperlytrainedand havetheappropriateeducation, trainingandability.Whilethere maynotalwaysberobustand accessibleon-campuscounseling resources,aretherelocal communitycounselingcenters thatpartnershipscouldbecreated withforcrisissupport?Withcollege

students’mentalhealthinamore complexstateoverall,itmay requiremorethoughtfulornontraditionalsolutionstoensurethat theyareconnectedtothebest supportpossible.

We Can’t Be the “Know It All’s”

Whenstartingatanewuniversity,I findoneofthemostdifficultpartsofa transitionisbeingaskedquestions thatIfeelIshouldknowtheanswerto butaren’tabletoansweryet. Seeminglysimplequestionssuchas: “Where’sthedininghall?”or“HowdoI openmymailbox?”.Inaprofession drivenbyservantleadership,the inabilitytoansweraquestioncanat timesfeellikeyouaresendingthe studentoffwithoutananswer.Which thensendsthestudenttocontinue wanderingaimlesslyuntiltheyeither findwhattheyarelookingforor someonewhoknowsmuchmore thanyou.“Iamnotsure,butlet’sfind outtogether,”tendstobemytypical response,asIenjoynotonlylearning theanswertoaquestion,Isurelywill beaskednumeroustimesagain,but alsotheopportunityforconversation andcommunitybuildingwitha studentaswefindtheanswer together.

Inthedigitalage,information changesatsucharapidratethat tryingtokeepupwiththecorrect answerscanmakeyourheadspin. FromJanuary2025toMid-March 2025therehavebeen89executive federalorderssignedbythe president(TheUnitedStates Government,2025).Manyofthem occurredonthesameday,andthe informationofimplementation causedconfusionnotonlyonthe federallevelbutalsowithinour campuscommunities.Schoolslike theUniversityofMichigancreated websitestokeeptrackoftheeverchangingfederalorders,memos andagencyguidelines(University ofMichiganPublicAffairs,2025).If ithasbeensodifficultforuniversity administratorstokeepupwiththis typeofever-changinginformation, howcouldaHallDirectorora ProgramManagerbeexpectedto knowwhattheanswersare?

Itmayhavepreviouslybeena reasonableexpectationthataHall Directorcouldtalkaboutgeneral academicorfinancialaid questions,whenoftentimesthe answerwouldn’tchangefor multipleyears.Now,wecannot assumeinformationthatweheard lastweekisapplicablecurrentlyor isevenstillrelevant.Additionally, eachofourstudentsaresounique andhavesuchdistinctsituations thatinformationcannotbe generalizedfromonestudentto thenext.

Weneedtolearnaboutwhatthe studentshavequestionsonand givethemtheresourcestofindthe informationthemselves.Itdoesnot serveourstudentstoguessorgive informationthatweheard,orthink istherightanswer,especiallyasit pertainstoimportanttopicslike scholarships,eligibilityforstudent employment,orstudent’svisa status.Thesequestionscanhave significantconsequencesif studentsactoninaccurate information.Thisdoesnotmean thatweshouldsimplypass studentsalongwithoutthought andcareorshutourofficedoorsin astudent’sfacesaying,“Sorry!

Notmyjob!”.Itispossibleto redirectstudents,whilealso maintainingcareandcompassion.

Inmyrole,Ioftengetquestions fromstudentsduringourRAhiring process,abouteligibilitytoworkas anRA.Ialwaysstartmyresponse with“Ineverwanttogiveyouwrong information,sohereisthepersonto contact.”Itrytomanage expectationsfurtherbysaying,“You mayhavetowaitforaresponse, butI’dratheryouwaitlongerto hearthecorrectanswerthanhear somethingimmediately,butwrong, fromme.”Often,studentsarefairly appreciativeknowingthatthe reasonwearen’tansweringtheir questionisn’tbecausewedon’t care,itisthatwecareenoughto notmakeupananswer.

We Can’t Be Students’ “Google”

Studentshaveendlessaccessto informationrightattheirfingertips throughtheirdevicessuchastheir phones,laptops,tablets,etc. Collegesanduniversitieshave websiteswiththeirownsearch enginesorknowledgebasesthat directyoutojustaboutanycampus resourcethatstudentshaveaccess to.

Whilethelikelihoodofacollege student“poppingby”anoffice unexpectedlytoaskaquestionis lowthesedays,Iamnotalonein receivingmanyemailsfrom studentswhereittookmoreenergy andefforttofindmycontact informationandemailtheir questiontomethanitwouldhave tolookuptheirquestiononthe universitywebsiteorGoogle.

Wecareaboutourstudents,and sometimesitisnecessary,ifnota bitself-serving,tosendaquick responsetotheirquestiontoclear outourinboxtomakewayforthe mountainofroommateconflicts androomchangerequests eagerlywaitingtobeaddressed. However,areweactuallybeing educatorsifweareneverteaching studentswheretofindthis informationontheirown?

Answeringthequestionof“What timeisthefrontdeskopen”forthe 10thtimethissemesterby providingthedeskoperationhours, doesn’tteachourstudentsmuch.It teachesthemthatwewillbetheir ownversionofGoogle,andwe’re likelytoreceiveaflurryof frustratedcommunicationwhen

heydonotgetaresponsetotheir nextquestionsentonFridayat 11:30PM.Housingprofessionals needtostopbeingourstudents’ searchengineandrememberthat weonlyinteractwithourstudents inashortwindowofyears.Ina post-campusworld,whowill studentsturntowiththeir questionsabouttheiroff-campus apartmentsoratworkwhen Housingprofessionalsarenot there?

Itismoreworkandtakeslongerto replytotheirfrontdeskquestions byexplainingthatthereare beautifulCanvaflyersthroughout everyfloorofthebuildingthat clearlystatethehoursandgiving thefrontdeskcontactinformation forfurtherquestions.However,itis soimportantforustoteachour studentshowwegotthe informationtheywerelookingfor tohelpcombatthenormsof digitalcommunicationand expectationsofanimmediate answerforthesakeofboth studentsandthesakeofHousing asawhole.

Conclusion

Therearealwaysgoingtobe externalforcesthatpullonusand askustodothingsoutsideofour scope.Whetherit’scampus partners,thesupportsystemsof students,orthestudents themselves.Oftentimes,theseare well-intendedandnotmeantwith malice.Peopleareoftengenuinely unfamiliarwiththeactualscopeof Housingprofessionals’work-even Housingprofessionalsthemselves areoftenconfusedandunsureof whatthetrueboundsofourwork are.Wearethefriendlyfacesthat studentsseeindininghalls,attheir frontdesks,oftenlivinginthesame buildingtheydo,makinguseasily accessible.We’reusuallythefirst personthatcomestomindtoask whenthinkingofaquestionrelated totheircollegeexperience.

WithineachofourHousing departments,itisessentialthatwe examinethescopeoftheHousing professional’srole,andwhatour staffabilityandcapacitiesare.Itis notrealistictosaythat“Other DutiesasAssigned”willnolonger beapplicableinthefuture

ofHigherEducation,butweshould beabletofeelconfidentin determiningwhetherornotweare thebestandmostappropriaterole torespondineverysituation.Ina fieldfilledwithpeoplewhojust wanttohelp,themosthelpfulthing wecanoftendoforbothHousing professionalsandthestudentswe serveistocriticallythinkabout whetherwearethebestsourceof informationfortheproblema studentneedssolved.

References

Alonso,J.(2023,March16).Studentmental health worsens,butmoreareseekinghelp. InsideHigherEd.https://www.insidehigered.com /hered.com/quicktakes/2023/03/17/studen t-mental-health-wrsens-more-are-seekinghelp

HigherEdJobs(2025).https://www.higheredjobs.c om/search/advanced_action.cfmJobCat=38& PosTye=1&InstType=1&Keyword=Hall+Director& &OnlyTitle=1&Remot=1&Region=4& Submit=Search+Jobs

TheUnitedStatesGovernment.(2025).Presidential actions.TheWhiteHouse.https://www.white house.gov/presidential-actions/

UniversityofMichiganPublicAffairs.(2025). Updatesrelatedtofederalorders,memosand agencyguidance.https://publicaffairs.vpcomm .umich.edu/key-issues/updates-related-tofederal-orers-memos-and-agency-guidance/

Rising Stars: Graduate Student Reflections on Committee Involvement

CarolineMurray,GLACUHO CampusSafety&Crisis ManagementCommitteeChair

CommitteesareattheheartofGLACUHO’swork.Fromtheseteams, engagingpresentations,tangibleresources,andmeaningfulconnections arecultivatedandshared.Oneuniqueopportunitythatourorganization offersisforprofessionalsatthegraduateleveltobedirectlyinvolvedinthis workandgainhands-onexperience,networkingopportunities,anda chancetomakeanimpactontheprofession.

IinterviewedsixgraduatestudentswhoserveonourGLACHOcommittees tolearnmoreabouttheirexperiencesandhowtheirinvolvementhas impactedthem:

JenniferAgyeman:Jennyisa graduatestudentatNorthernIllinois UniversitystudyingHigherEducation andStudentAffairs.Sheworksasa GraduateResidenceHallDirector andservesontheStudentLearning Committee.

DavidBinkley:Davidisastudentat NorthernIllinoisUniversitystudying HigherEducationandStudent Affairs.HeisaGraduateAssistant HallDirectorandservesonthe Communications&Marking committee.

JessCastaneda:Jessisastudent atMiamiUniversityofOhiostudying StudentAffairsinHigherEducation. TheyareaGraduateAssistantinthe OfficeofResidenceLifeandserve ontheEquity&InclusionCommittee.

MirandaOwens:Mirandaisa graduatestudentatNorthernIllinois UniversityintheClinicalMental HealthProgram.Sheworksasa GraduateAssistantforWell-Being andservesontheContemporary IssuesCommittee..

BreannaCook:Breannaisagraduate studentatIndianaStateUniversity studyingStudentAffairsandHigher Education.SheworksasaGraduate AssistantatRose-HulmanInstituteof Technologyandservesonthe ProfessionalFoundationsCommittee.

CamdenWebb:Camdenisastudent atEasternIllinoisUniversitystudying politicalscience.HeisanAssociate ResidenceDirectorandservesonthe ContemporaryIssuesCommittee.

Inourinterviews,wediscussedtheworktheyaredoingontheir committees,whattheyloveabouttheirmembership,andwhytheythink othergraduatestudentsshouldgetinvolved.Fromourconversations,it wasclearthattheconnectionsandopportunitiestobeapartofwider studentaffairsconversationswereimpactfultoourgrads.Inaddition,their committeeworkprovidesalastingdevelopmentontheirprofessional journey.

What drew them in?

Iaskedourgradswhatinitiallymadethemdecidetojointheirrespective committees,andGLACUHOasawhole.

Cook(ProfessionalFoundations)sharedthathercommittee’stopicdirectly alignedwithherlong-termgoals."Ireallyneededsomemoreexperience withprofessionaldevelopmentandlike,howtobringthattotheresident assistantsandsophomoreassistantsthatwehaveatRoseHolman."She planstointegratewhatshehaslearnedintotrainingprogramsinher assistantshipandhasalreadyappliedideasfromthecommitteetoher coursework.

Owens(ContemporaryIssues)sharedthatthecontemporaryissuefor 2025,FortifyingOurFuture,caughthereye.“Whatinterestedmeaboutthe committeewasthefactthatitisbasicallytakingeverythinginsociety, everythingwithinthefieldofhousingandlookingattrends,lookingatwhere thefieldofhousingiskindofgoingtowards,andIreallylikebeingapartof thatdiscussionandtryingtofigureoutgapsthatwearen'tseeingwithinthe fieldofhousing.”

ForWebb(ContemporaryIssues)the2025ContemporaryIssuecalledhim toserveaswell.“Ireallyliked[2025GLACUHOPresident]Vicka’s contemporaryissuethisyearbecauseitreallydoesfocusonwherewe’re goingandwhatwecandotosetourselvesupforitandhaveactiverolesin building,forgingaheadandgoingintothefuture.”Webbreflected:“Iwas reallyinterestedinlearningmoreaboutthefieldbecauseinordertolearn aboutthefuture,youhavetolearnwherewe'reatnow.”Hesharedthatthe contemporaryissue’sexpansivereachgavehiscommitteeplentyof materialtohelpwiththeplanningoftheirprojects.

Agyeman(StudentLearning)wasinterestedinafewcommittees,but ultimatelyfoundherselfenjoyingstudentlearning,specificallythe opportunitytodirectlyaddresstrendsthatshehasbeenseeingher studentsnavigate.Shealsoenjoysthatshehasmetmanyother professionalswithdifferentpersonalities.

Binkley(CommunicationsandMarketing)haredthathebecame interestedinhiscommitteethroughthe2024annualconference’s committeeshowcaseandsawaconnectiontohistalents:“assomebody whoinhighschoolwasinadigitalmediaartsprogram,Iloveeverything aboutdigitalmedia,allthosedifferentkindsofmarketingcomponentsofit! Andsocialmediakindofspoketome.Iwenttothesubcommitteeatthat firstwintermeetingandithasstuckwithmeeversinceandIhavegreat, greatconnections!”

Castaneda(Inclusion&Equity)sharedthattheircommittee,Inclusionand Equity,isatthecenteroftheirworkbackhome.“Iusealotofcriticaltheory whenI'mworkingwithmystudentsinconjunctionwithstudent developmenttheoryandallthatfunstuff,”Theyreflected.“AtfirstIjoined thecommitteeforlikea,whatdoesthisworklooklikewithinresidencelife andhousing?Like,howdoweimplementtheseonabroaderscale, whetheritbeprogrammingeffortswithinresidentoneonones,RAs,like, whatdoesitlookliketodoinclusionandequityworkwithinourown institutions?”

Seeingthatsevenoftheninetotalgraduatestudentsinvolvedin committeeworkhailfromNorthernIllinoisUniversity,Iwantedtoaskwhat washappeningtheretocurateastrongdelegation.Binkley (Communications&Marketing)reflectedthatseeinghisExecutiveDirector ofHousingandResidentialServicesandDeputyTitleIXCoordinatorat NorthernIllinoisUniversity,DanPederson,involvedasaMid-LevelInstitute facultymemberwasacoolexperienceforhim.Binkleyalsoheardof previousGLACUHOinvolvementfromothergraduatestudentsatNIUand learnedthattheinstitutionwashighlysupportiveofthisengagementand fosteredacohorttoattendconferenceswith.“Wereallyhithomewith GLACUHO.”Binkleyreflected.“GLAUCHOiswhereeveryonehasthesegreat connectionsandgreatexperiences,greatworkshops,greateverything.”

Owens(ContemporaryIssues)sharedthatpreviousNIUgraduatestudent involvementfosteredacommunityofGLACUHOengagementforher.She saidthateveryyear,moregraduatestudentsattendtheannualconference andpassdownthisexcitementtoincomingcohortsofstudents.Thus, creatingatraditionofengagementwithintheirprogramhasledtoalarge numberofNIUstudentsservingonGLACUHOcommittees.

What have they been working on?

Iaskedeachofourgradstosharealittlebitabouttheprojectstheyhave beentacklingintheircommittees.

Castaneda(Inclusion&Equity)connectedtheircommittee’sworktothe greaterclimateconcernswithstudentaffairs."ThisyearI'mdoingworkon virtuallearninganddevelopment.Inclusionandequitywork,especiallynow withourpoliticalclimate,isreallyimportant.Havingtheseconversationsis reallyintegralwiththeworkthatwedoandthewaythatwesupport students.”Castanedaisspecificallyworkingondifferentspotlightinitiatives, lookingtoshowcaseblackhistorywithinstudentaffairs.Castanedais passionateaboutde-centeringwhitenessinhighereducation,which directlyconnectswiththesocialjustice-orientedworktheyaredoingintheir coursesbackatMiami.

Owens(ContemporaryIssues)isworkingonaroundtableconversation withgraduatestudentsandseniorhousingofficers,withagoaltobridge thegapbetweenthetwo.“Ifeellikethere'ssomuchtolearnoneitherend,” sheshared.“There'ssomuchtolearnfromusasgraduatestudentsfrom theseniorhousingofficesandthere'ssomuchforthemtolearnaboutus, especiallyaswe'retryingtobuildamoresustainableequitablediverse housingprofessioningeneral.”Owensstatedthatshehopesatakeaway fromthisprojectisforbothentitiestoseewhattheycangainfromone anotherandunderstandhowtobebettercollaborators.

Agyeman(StudentLearning)isworkingonaTrendsarticleaboutstudent resilience.Hermotivationforwritingaboutthistopicstemsfromherown experienceasaninternationalstudentandobservationsshehasmade withherstudents.Shesharedthatshehasnoticedatrendofstudentsin herhallstrugglingwithfindingtheirmotivationanddirection.Thisinspired hertopushforbettersupportandresources.Sheconnectedtowhather studentshavebeenfacingthroughherreflectionsontransitioningintolife intheUnitedStates.“Beinganinternationalstudentinthestates?It’snot easy!IthinkmyfirstmonthIwaslike,"I'mdone.”Buthey,hereIam,eight monthsin!”

Binkley(CommunicationsandMarketing)reflectedthataprojecthe enjoyedcompletingwasaTrendsarticleonemergingtrendswithsocial mediainterviewswithinresidencelife.Socialmediaworkisatthecenterof alotofBinkley’scommittee’sworkashetriestoreachdifferentaudiencesin theregion.Agoalofhisattheupcoming2025annualconferencein Dayton,Ohio,istocreateapresentationthatdiscussessocialmediamore deeply.

Webb(ContemporaryIssues)isworkingonaprojectthatlooksattherole thatsocialprogramminghasonstudentbelonging.Thisideacamefroma committeeconversationontheroleofresidentassistants.“Arewe expectingRAstobemastersorexpertsineverythingthattheywork studentsthroughoraretheyjustkindofstudentswhoaredealingwiththeir ownthingsaswell?”Hesharedthatthisworkdirectlyconnectstohis graduateassistantship.“IsupervisemyRAs.Ihelpadvisehallcounselat ourinstitutionandthebelongingofthestudentsatourinstitutionsisoneof thethingsthatkeepsthemcomingback,”Webbreflectedonthe importanceofthisinanhistoricallytumultuoustimeforhighereducation. “It'simportantforustolearnhowtomakestudentsfeelathomehereso theywanttokeepcomingbacktous.”

Cook(ProfessionalFoundations)iscurrentlyworkingonupdatingthe GLACUHOwebsite.Sheshineshere,asherundergraduatedegreein biomedicalengineeringhasprovidedherwithexperienceindifferent softwareandweb-basedwork.“Assoonasthey[committeeleaders]were like,doessomeonewanttoupdateit?Iwaslike,absolutely.Thatsounds likesomuchfun!”Cookconnectedthisworktoherassistantship.“At IndianaStateUniversity,Igettohelpwithpreviewdayandgettingstudents pairedwithgraduateassistantshipsandIgottoworkontheformsandthe behindthescenesforthataswell.Sothatwasprettycool.”

Eachofourgradswereexcitedtoshareabouttheconnectionsand tangibletakeawaysthatmadetheircommitteeworkmeaningfultothem. What do they love about their committees?

Binkley(CommunicationsandMarketing)sharedtheconnectionshehad madewithinhiscommitteemakeshisinvolvementworthwhile.

“Communication&Marketing,notonlydoweconnectwithothercommittees, butourowncommitteeisclose,andthatreallyhelpswiththework[wedo]. Andourchairreallydoesareallygoodjobaboutbringingthoseconnections togetherandreallymakessurethateverybodyhasagoodimpactandgood rolewithinthecommitteeandthateveryone’svoiceisheard.”

Cook(ProfessionalFoundations)echoedtheimpactofhavingher perspectiveheardonhercommittee.“IwasverynervouswhenIfirststarted.I waslike,‘oh,I'mtheonlygraduateassistantinmycommittee’like,thisisgoing tobesupersupernerve-wracking.Ilovethatthey'vejustembracedmeand they'relike,‘we'rejustgoingtotakeyouunderourwing.”Shesharedthatthis warmembracefromhercommitteehasempoweredhertospeakupin conversationsandreinforcedtheimportanceofherseatatthetable.

Castaneda(Inclusion&Equity) sharedthatparticipationintheaffinity socialsthattheircommitteehostshasbeenamemorableexperiencefor them.UsingthesespacestoaffirmothersintheLGBTQIA2S+communityand offersupporthassolidifiedtheirpassionfortheircommittee’swork.“Igettobe aroundlike-mindedpractitionersinthefield,inhousing,andwegettohave theseconversations.Ithinktheconnectionelementisjustcritical.Absolutely critical.”Theyofferedacalltoaction:“Howdowekeepconnectionsrolling after?”

Agyeman(StudentLearning)haslovedtheorganicnetworkingopportunities thatherteamhasprovidedher.Shereflectedonthewidearrayofreferences shecannowleanonasshetakesonthejobsearch.Thisnetworkhasalso supportedherownlearningtotakebacktoherinstitution.“Mypersonalreason whyIalsojoinedthisgroupisIwantedtomeetpeople!Iwantedtomeet people,IwantedtobecomebetteratwhatIdo,Iwantedtolearnwhatother peopleweredoingintheirschools,whatotherpeopleweredoingintheir complexes!

Webb(ContemporaryIssues) sharedthatthelearningopportunitieswithinthe committeearemeaningfultohim.“Ihavelearnedmoreaboutthefieldasawhole andlikeourrolesinthefieldasawholeatthewintermeeting.”Hereflectedthatthe opportunitytohaveavoiceinbroaderconversationsabouthighereducationisnot alwaysaccessibletograduatestudentsoutsideofGLACUHO,andthathis committeehastakenhisperspectivesseriouslyandsupportedhiminfeelingheard.

Thisnotionoffindingaprofessionalhomewhereeveryone’svoiceiscenteredwas echoedaswellbyOwens(ContemporaryIssues).Shesharedthat,“Iabsolutelylove thefactthat,especiallyonmycommittee,Ifeellikethereareavarietyofdifferent peopleinavarietyofdifferentlevelsofroles.AndIneveroncefeltlike,‘oh,you'rea graduatestudent,likeyoudon'thaveasayinthis’oryou’relike,lessvaluable becauseyou'reagraduatestudent.”Shecontinuedtosay,“Ineverfeltlikethat.I immediatelygotinandIfeltlikemyvoicewasbeingheardandencouragedand nurturedandeverythinglikethatandthat'swhatIlove.”

Why is involvement important?

Iaskedourgradstoreflectonwhyothergraduatestudentsshouldconsider involvingthemselvesinGLACUHOwork.

Owens(ContemporaryIssues)sharedthatGLACUHOisasafespaceforgraduate studentstodiptheirtoesintoprofessionalinvolvement,citingtheunderstandingand welcomingnatureofotherorganizationmembers.“Ithinkit'simportantbecauseweneed thosesafespacesforlearning.Weneedtohavethoseopportunitieswherewecanjustask veryorganicquestionsandnotbeexpectedtobeanexpertinthefield.”

Castaneda(Inclusion&Equity) sharedthattheirownGLAUCHOinvolvementwashelpful forbroadeningperspectives.“Ithinkformetheconnectionandbeingabletogetoutofthe bubbleofmyinstitutionhasbeenreallyhelpfulandreallyimportantformetogrowasa practitioner.”Theysharedthattheircommitteegroupchatsallowthemtobrainstormnew waysofapproachingprojects,tacklingcomplicatedproblems,andfosteringasenseof communityamongstorganizationmembers.”

Webb(ContemporaryIssues) reflectedonthevalueoforganicnetworkingthatcomes withcommitteeinvolvement.“IthinkGLACUHOisreallygoodforreinvigoratingyour passionforthefieldbutalsoshowingyouwhatthefieldcanlooklikeoutsidelikeyour currentpositionaswell.”Henotedthatmanygraduatestudentsgrapplewiththequestion ofiftheirfutureprofessionwillremaininhousingandresidencelife,andhebelieves committeeinvolvementhelpsprovideanswerstothisquestion.

Binkley(Communication&Marketing)alsoidentifiedtheneedforsupportivenetworking asagraduatestudentreadytotaketheirnextstep.“GLACUHOislike,oneofthegreatest placestobuildthoseconnections,findoutwhereotherinstitutionsyoumightwanttogoto postgraduation,andreally,like,putyournameoutthere,right,andsaythat,‘thisiswhoI am,thisisthecommitteeworkthatI'vedone.’”

Agyeman(StudentLearning)sharedtheadvantagesforgraduatestudentstolearnand connectviacommitteework.“Graduatestudentsneedtogetinvolvedbecauseitgivesus roomtobeselfishwithourneeds—tonetwork,askquestions,andexposeourselvesto resources."Shediscussedhowshehasconnectedwithhercommitteememberstolearn practicesthatshehasappliedtoherwork.

Cook(ProfessionalFoundations)echoedthisvalueaswell.Shesharedthat, throughGLACUHO,shehasmetmanyprofessionalswhohaveopenpositionsat theirinstitutions.Shesharedthattheseconnectionsareempoweringforherasshe approachesthejobsearchaftergraduation.Cookalsosharedthatshehasused thetangibleskillsfromhercommitteeinhercourses,specificallywhensheis presenting.

Key Takeaways & Reflections on Involvement

Iaskedourgradstoreflectonwhattheyanticipatetakingawayfromtheir GLACUHOexperience,andwhattheymaysaytoanothergraduatestudent curiousaboutcommitteeinvolvement.

Owens(ContemporaryIssues)sharedthatGLACUHOsolidifiedherpassionfor residencelife.“HadInotgotteninvolvedinGLACUHO,Idon'tthinkIwouldbeas passionateabouthousingasIam.”Shealsosharedthatherworkindiscussingthe futureofhousinginhercommitteehashelpedhertoprocesssomeofthemajor topicsthatcanbeworrisome.Thosetopicsincludetheenrollmentcliffandthe statusoftheDepartmentofEducation.“Ithinkhavingthatreassurance,havingthat likeintra-institutionalcommunicationandsharingofideasissomethingthatIdidn't knowhappenedasmuchasitdoes.”

Owens’adviceforgraduatestudentsheadedtotheannualconferencethisyear istobeopenminded.“Gotopresentationsthatyouaren'tfamiliarwith.That'skind ofwhatItriedtodo.IfIalreadyhadknowledgeonatopicthatwasbeing presentedon,Iwouldgotoadifferentpresentation.Justtokindofseewhat'sout there,understandotherperspectives,understandwhatotherpeoplearetalking aboutandreallydevelopthatcriticalthinkingmindset.”Shesharedthattakingon thisperspectivewasmademoreaccessiblebythefriendlyenvironmentthe2024 conferenceprovidedherthispastyearinFortWayne,Indiana.“Ifeellikeeveryone atGLACUHOissuperfriendly.EveryonethatIwouldwalkbywouldsay‘hi’orsmile atmeorlike,complimentmeonmyoutfit.It’sjustareallysweetandnurturing environmentthatIreallyenjoy.”

Binkley(CommunicationsandMarketing)echoesthisadvice,encouraging graduatestoattendsessionsthattheyinitiallywouldnotconsiderattending.Healso offersthiswisdom:“Connect,connect,connect!Especiallyatthatexhibitorfair. GLAUCHOiswhatyoumakeofit.”Forthosenervousoftakingthisstep,Binkleyshares “Beyourself!Iknowit’sthemostclicheanswer,butreally,beyourself.Peoplewill connectwiththatandgraspontothatandyou’llfindyourpeople.”

Agyeman(StudentLearning)encouragesinterestedgraduatestudentstogive GLACUHOcommitteeinvolvementatry.“Myadvice,mysoleadvicewouldbe,like,go forit!Youmightneverknow!Youmightenduplikingwhatyoulike,andifyoudon't liketheexperience-youalwayshavethechoicetowalkaway.Sointhatmoment whenyouarepresent,inthatmoment,giveityourbest!”

Webb(ContemporaryIssues)sharedthathisconnectionsfosteredwithin GLACUHOwasameaningfultakeawayforhim.“Forme,it'stheconnectionswith otherprofessionals,”Webbreflected,“justgettingtoknowthediversityofroles,the personalitiesinhousing,thewaythatourdepartmentslook,justtheconnections bothtootherinstitutionsorotherprofessionalsatotherinstitutionsthatwewouldn't otherwisehavethesameopportunitiestoconnectwith.”Herecommendsthat curiousgraduatestudentsshouldgivecommitteeinvolvementatryandsuggests thatitisnotnearlyasdauntingasitmaysound.

Cook(ProfessionalFoundations)sharesthatthisconnectionisakeytakeawayforheras well,andsheencouragesothergraduatestotakeadvantageoftheopportunityto connect.“Mybiggestadvicewouldbetohavethatconfidencegoinginandbelike,heyI deservetositaroundthisroundtableandtalkasmuchaseveryoneelsedoes,even thoughIamagraduateassistant.”Cooksharedthattheprojectsshehasbeenworkingon inhercommitteehasalsoproducedtangibleprofessionaldevelopmentopportunitiesthat sheprovidestoherstudentleaders.

Castaneda(Inclusion&Equity) sharedexcitementforencouragingothergraduatesto connectwithGLACUHO.“Justdoit,”theyexclaimed.“Everythingconnectstocourseworkthat wedoinsomeway,shape,orfashion.Italsogivesyouabroaderperspectiveon,like,the thingsthatyoulearnintheclassroomandtheworkthatyoudoinyourassistantship.Ilike tothinkthattheconnectionsthatI'vemadeatGLACUHOandtheconversationsI'vebeenin onmycommitteeandevenjustattheconferencehavekindofbroadenedmy perspective.”

Theyreflectedontheimpactoftheseconnections.“IthinktheconnectionsthatI'vemade willlastareallylongtimeformebeinginthefieldandevenjustbeingapersonbecause I'velovedthepeoplethatI'vemetatGLACUHO.IknowthatifIleave,like,theregion,Iknow thatI'lltakeourconversations,thethingsthatwe'vetalkedabout,thevaluesthatthey've shared,andthewaythattheydotheirworkwithme.”

Ready to get involved?

Ifourgraduatestudents’experienceshavemadeyouinterestedinjoiningaGLACUHO committee,Ihavegreatnewsforyou!GLACUHOhascommitteeapplicationsopenon arollingbasisforyoutobeginyourownprofessionaldevelopmentjourney.Tolearn moreaboutgettinginvolvedwithoneofourninecommittees,visitthewebpagehere: https://www.glacuho.org/general/custom.asp?page=Committee_Info

Understanding & Addressing Burnout

Among Housing Professionals in the GLACUHO Region

By Benuel Post and Rowan Andrews

"I define burnout as being utterly hopeless and dreading one's work environment or tasks" (entry-level). “There’s a healthy tired, like [when] you go home sore. But when you’re burnt out, you go home broken or weary. And the recovery time is much longer” (Senior Housing Officer ). These statements reflect the emotional and physical toll experienced by housing professionals in the GLACUHO region when they are experiencing burnout.

To better understand this issue, the Health and Wellness Committee surveyed 18 housing professionals from across the GLACUHO region. Participants self-identified as graduate students, entry-level professionals, mid-level professionals, or senior housing officers (SHOs). Most respondents completed a Google form distributed by the committee, while others participated in an in-person interview at the GLACUHO Winter Meeting.

What is Burnout?

Burnout, as defined by the American Psychological Association (APA), is a state of physical, emotional, and mental exhaustion. It's characterized by reduced motivation, decreased performance, and negative feelings towards oneself and others. This condition arises from prolonged stress and tension, often due to excessive physical or mental exertion, or an overwhelming workload. The APA highlights that mental health professionals are particularly vulnerable to burnout due to their repeated exposure to others' trauma (American Psychological Association, 2018). While most of us are not mental health professionals, housing professionals may face a high risk of burnout because our work frequently involves witnessing and responding to the traumatic experiences of others.

Our survey did not provide a predetermined definition of burnout; instead, participants were asked to define it in their own words. Their responses aligned closely with the APA’s definition, emphasizing themes of exhaustion, loss of motivation, and overwhelming stressors.

Exhaustion and Fatigue

“Exhaustion built up over time with no form of wellness or self-care practices to alleviate the emotional, mental, and physical fatigue created through certain actions, mindsets, or responsibilities” (graduate student).

"Burnout to me is when I feel drained, unmotivated, and unable to cope with daily tasks." (graduate student).

Lack of Motivation and Apathy

"Not having any excitement or passion for a job" (entry-level)

"Burnout to me is when an individual is going through the motions at work while not putting forth strong effort for quality [because] they have lost interest in their work, even if for a short period of time." (SHO)

Overwhelming Feelings and Stressors

"When a person is having consistent stressors in their work that is negatively affecting their overall health or an aspect of their overall health." (SHO)

"The feeling when you just can’t take it anymore. Becomes hard to do everyday tasks. Similar to a depression episode." (entry-level).

Fortifying Our Future - Action Steps

To explore potential solutions for burnout, we asked participants to consider this year’s contemporary issue–Fortifying Our Future in Higher Education and Campus Housing–and reflect on what changes are needed in housing and residence life to better manage burnout. Their responses highlighted key areas of improvement: work-life balance, mental health support, supervision and training, and broader institutional changes.

Work-Life Balance and Boundaries

Many participants stressed the importance of setting clear boundaries between work and personal life. Seven respondents shared that they avoid having work emails and apps on their personal devices. Others emphasized not taking work home or checking emails outside of business hours.

Additionally, participants encouraged using paid time off, including vacation days, mental health days, and other sick leave. Flexible scheduling and compensatory time were also mentioned as beneficial strategies. As one mid-level participant noted, "PTO is a benefit that should be used. Having flexible workdays and respecting employees’ time—such as in scheduling, email etiquette, and last-minute requests —can help navigate burnout."

Mental Health and Wellbeing

Participants emphasized that institutions must do more than acknowledge the importance of mental health; they must actively support it. This can include open conversations about mental health days and fostering a workplace culture where rest is encouraged.

At the individual level, respondents highlighted the importance of setting aside time for restorative activities, such as hobbies and socializing with friends and family. Here is a non-comprehensive list:

Board games

Hanging out with people who do not work in housing

Connecting with family, friends, and other loved ones

Making time for rest

Reading

Scrapbooking

Pets

Journaling

Getting enough sleep

Running, yoga, and other physical activities

Practicing mindfulness about what isn’t restorative for you (one response mentioned social media) and doing those things less Going to counseling/therapy

Support and Training

Strong supervisory support is a crucial factor in reducing burnout. Many participants stressed the importance of supervisors fostering open conversations about workload and mental health. A graduate student noted, "support within the work we do leads to lower levels of burnout.” Earlier in the survey, the same individual noted “I think if I had more supervisory support in my first year of grad school, I would have had better time management."

Supervision is a skill that does not always come naturally; everyone can benefit from learning how to be an effective supervisor. The authors believe that developing supervisory skills should be an ongoing process throughout one’s career. If a department lacks the capacity to provide supervision training, professional organizations such as GLACUHO, ACUHO-I, and others offer valuable developmental opportunities. Additionally, many responses indicated that entry-level staff often feel unprepared for their roles, highlighting potential gaps in current training programs. While any structured training plan is better than none, it is essential to continuously assess and refine these programs. If your department is unsure where to begin, consider gathering feedback from current staff on areas where they felt underprepared when starting their roles. Benchmarking against similar departments at other institutions can also provide insight into best practices. Professional organizations like ACUHO-I, GLACUHO, NASPA, and ACPA also serve as excellent resources for training and development.

Institutional and Structural Change; Cultural Shifts and Values

Participants emphasized that while the landscape of housing and residence life has evolved, many institutional practices remain outdated. A mid-level participant noted,

“We often are in the mindset that we have to continue doing the same things over and over again, even when we are not seeing any positive outcomes. We cannot continue to do what we did 10 years ago, our student staff are different, residents are different, and the state of the world is totally different today.”

Several respondents also called for reconsidering traditional expectations in the profession, such as latenight work, personal cell phone use for work calls, and on-campus housing requirements. An entry-level participant remarked, "I feel that several agreed-upon standards within our profession just seem to be taken as the way it is. [However], I think there are some very radical changes that we could do that don't really change the work but would help us make leaps and bounds in our lives."

Another participant questioned the necessity of requiring in-hall staff to work from the office during school breaks when residence halls are largely empty: "It would be beneficial to allow people to work from home during school breaks. The breaks are a time when I feel more depressed because there is not constant interaction. If I could be at home in comfortable clothes with a cup of coffee, my mental health would be through the roof." (entry-level).

Conclusion

Burnout continues to be a significant challenge for professionals in housing and residence life, across all position levels. Professionals are feeling the pressure of the work we do, which contributes to the turnover that many departments experienced during the Great Resignation and are still experiencing today. When considering how we can Fortify Our Future this year, addressing burnout is a crucial topic. However, it is important to note that effectively addressing burnout cannot only come from the individual experiencing it. Addressing burnout requires a collective effort. While individual strategies are essential, systemic and cultural shifts —led by department leadership—will ultimately shape a more sustainable and supportive work environment for housing professionals.

Advocating for change cannot rest solely on those experiencing burnout. Meaningful improvements require support from departmental leaders and policymakers. Several Senior Housing Officers affirm the importance of leadership’s role in this area. One of them noted the need for housing departments to conduct a “Stronger evaluation of what we do and the bandwidth that we have to complete the work. Have we provided enough resources for the task at hand, or do we need to make adjustments accordingly?”

2024 GLACUHO GLASS Award Winners

Congratulations to the 2024 GLACUHO Conference Glass Award Winners on their presentation "Beyond the Checkbox: Transforming Lives through Social Mobility in Residential Communities.

Roshona Porter, Gigi Ward, Jackie Miller and Valaree Kyser from Western Michigan University

Pictured:

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