winter 2020
INSIDE THIS ISSUE Post Annual Conference 2019 Research And Resources Coming Up Next
Photo Credit: Rebecca Stringham
TABLE OF CONTENTS FROM THE LEADERSHIP President’s Letter
7
Vice President’s Letter
8
Past President’s Letter
9
ANNUAL CONFERENCE 2019 Redefining A Legacy: Honoring The Contributions Of Lisa And Tom Pierce
10
The VIPS Experience - 2019-2020
13
Finding A Professional Home: My Reflection On The 2019 MACUHO Annual Conference
15
Annual Conference 2019 - Program Award Winners
16
Annual Conference 2019 - Recognition Award Winners
18
RESEARCH & RESOURCES Burnout In Campus Crisis Responders
24
Cultural Competencies For Privileged Poor And Doubly Disadvantaged Students
26
Managing Trauma And Engaging Self Care
28
Mental Health Inclusion: Students And Professionals Need More Than Your Awareness
30
Money Honeys: The MACUHO Wellness Journey
32
Small Is All: Emergent Strategy And Advising
35
Supporting First-Year Students During Their Exams
37
COMING UP NEXT How To Submit A Program Proposal
38
The MACUHO Grad Corner
40
Update From The Director Of Membership Development
41
2 | MACUHO
Dear MACUHO Family, We are all going through a lot right now, both professionally and personally. I hope this magazine edition can help return some good into your world, whether it brings back some fond memories or reminds you of the strong connections that we have with each other and our students. This may be the winter edition coming out after the first day of spring, but I wanted to make sure our contributors still got their moment to share their articles with all of us. Thank you to my magazine team for getting this edition together, and thank you for taking the time to read this magazine. Take Care, Rebecca Stringham Editor
MACUHO | 3
MACUHO Magazine Committee – 2019-2020 MACUHO MAGAZINE EDITOR: Rebecca Stringham Montclair State University
DIRECTOR OF BUSINESS OPERATIONS & COMMUNICATION: Dillon Eppenstein Villanova University
DESIGNER: Arcadia Hewins
EDITORIAL TEAM: Alex Reynolds Wilkes University
Tara Mellor Monclair State University
Brian Root University of Pittsburgh at Greensburg
Tory Elisca Montclair State University
Danushi Fernando Vassar College
Winston Branch III Ohio State University
Janine M. Weaver-Douglas University of Pennsylvania Jen B. Ciaccio Penn State - University Park Kerri Johnsen Montclair State University
MACUHO Executive Board & Leadership Council 2019-2020 PRESIDENT Johnny Kocher West Virginia University
DIRECTOR, ANNUAL PROGRAMS Carey Haddock Delaware Valley University
VICE-PRESIDENT/PRESIDENT ELECT Tiffany Hughes West Virginia University
DIRECTOR, INFORMATION TECHNOLOGY Amanda Slichter Kutztown University
PAST PRESIDENT Stephen Apanel Bucknell University
ANNUAL CONFERENCE COORDINATOR Ray FeDora Wilkes University
SECRETARY Tory Elisca Montclair State University
SOCIAL TRANSFORMATION & ADVOCACY (STAC) Jinai Gordon Lincoln University
TREASURER Brandon Chandler Temple University
SOCIAL TRANSFORMATION & ADVOCACY (STAC) La-Riese Eldridge Chestnut Hill College
DIRECTOR, MEMBERSHIP DEVELOPMENT Misty Denham-Barrett American University
HOUSING & FACILITIES OPERATIONS Tim Moran Seton Hall University
DIRECTOR, BUSINESS OPERATIONS AND COMMUNICATION Dillon Eppenstein Villanova University
HOUSING & FACILITIES OPERATIONS Thor Banks Delaware Valley University
DIRECTOR, STRATEGIC INITIATIVES David Clurman University of Maryland - Baltimore County
PERSONAL & PROFESSIONAL DEVELOPMENT Allie Triglianos Rutgers University - New Brunswick
DIRECTOR, TRAINING AND DEVELOPMENT Nailah Brown The College of New Jersey
PERSONAL & PROFESSIONAL DEVELOPMENT Michaela Bishop Marshall University
4| MACUHO
RECOGNITION AND CONNECTIONS (RAC) Chancey Page Holy Family University RECOGNITION AND CONNECTIONS (RAC) Gwendolyn Stevens Carnegie Mellon University SSLI - STUDENT STAFF LIVE IN CONFERENCE Olivia Naugle Bucknell University SSLI - STUDENT STAFF LIVE IN CONFERENCE Becky Ream York College of Pennsylvania VIPS - VOLUNTEER INCENTIVE PROGRAM FOR STUDENTS Zack Neil Indiana University of Pennsylvania VIPS - VOLUNTEER INCENTIVE PROGRAM FOR STUDENTS Max Shirey Saint Joseph's University MAPC - MID-ATLANTIC PLACEMENT CONFERENCE Jackie Cetera Bucknell University MAPC - MID-ATLANTIC PLACEMENT CONFERENCE Pooja Daya ANNUAL PROGRAM Lauren Way George Washington University ANNUAL PROGRAM Alex Wehrenberg The College of New Jersey LEADERSHIP AND VOLUNTEER RECRUITMENT COMMITTEE CHAIR Sean Killion Temple University
ENTRY-LEVEL ENGAGEMENT COORDINATOR Vacant MID-LEVEL ENGAGEMENT COORDINATOR Liz Ali St. Joseph's University MID-LEVEL ENGAGEMENT COORDINATOR Vacant SHO ENGAGEMENT COORDINATOR Colleen Bunn Susquehanna University SHO ENGAGEMENT COORDINATOR Vacant ARCHIVES COORDINATOR Brian Medina University of Maryland - College Park MAGAZINE EDITOR Rebecca Stringham Montclair State University STRATEGIC PLANNING COORDINATOR Julia Collett Millersville University EXHIBITS & DISPLAYS COORDINATOR Lawrence Morgan LaRoche College SPONSORSHIP COORDINATOR Tracey Eggleston Marshall University WEBMASTER Joanne Powser Wilkes University SYSTEMS ANALYST Judy D'Souza Rutgers University - New Brunswick
FINANCIAL ADVISORY BOARD Olan Garrett Temple University
SOCIAL MEDIA COORDINATOR Dan Wright The George Washington University
GRADUATE ENGAGEMENT COORDINATOR Angela Delfine West Virginia University
ACUHO-I REGIONAL AFFILIATION DIRECTOR Shana Alston Temple University
GRADUATE ENGAGEMENT COORDINATOR David Shanks University of Maryland - Baltimore County
ACUHO-I FOUNDATION REP FOR MACUHO/ FINANCIAL ADVISORY BOARD Crystal Lopez Caldwell University
ENTRY-LEVEL ENGAGEMENT COORDINATOR Vacant
MACUHO | 5
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6 | MACUHO
3/20
President’s Letter FROM THE LEADERSHIP Johnny Kocher He/Him/His Program Coordinator - Residential Learning West Virginia University President Johnny.Kocher@mail.wvu.edu It is a great privilege to be able to serve you as your president and provide an exciting outline of the state of the association as we enter into a new decade. As I outlined in my speech at our recognition dinner at the Atlantic City Annual Conference last October, my goals for the association for the year center around three items - Purpose, Foundations, and Future. Our purpose as an association remains to serve our region of Housing and Residence Life professionals by providing affordable and quality professional development opportunities. One of the major tools we unveiled this year to help accomplish our purpose is a MACUHO Webinar Series that will be a free resource for all MACUHO members. This series will feature live broadcasts of educational program sessions facilitated by experts throughout the region on various relevant topics. Participants will be able to interact with presenters, ask questions, and network with other professionals who are passionate about similar material. These webinars will be stored in a central location on the MACUHO website for easy access for future reference and use. As we continue to find new and innovative ways to provide professional development for our region, we encourage you to visit our website often so that you can stay up to date on our latest offerings and get the most out of your MACUHO membership. (https://www.macuho.org/) Work on the MACUHO foundation so far this year has centered around a substantial revision of the MACUHO Executive Board and Leadership Council manual to remove outdated language and provide revisions that properly reflect the operations of the association after its recent restructure. It has been a difficult task, and many members of the MACUHO leadership team have spent long hours working through the manual to ensure we have a solid foundational document to operate from. Another major update to MACUHO recently occurred with our website. Our Director of Technology Initiatives recently reorganized and updated the MACUHO website to provide a much more user-friendly experience that allows visitors to easily navigate to the various tabs listed on the website banner and quickly see the major MACUHO events and resources available to its members. As we continue our work on our purpose and foundations, it is perhaps most exciting to be a part of the planning for MACUHO’s future. One of the biggest initiatives concerning our future that we are currently engaged in is wrapping up the selection process of a MACUHO 50th Anniversary Committee. This committee will lead a multi-year planning process to celebrate the 50th anniversary of the association. As the committee begins its work, expect to see many great things as we near our 50-year anniversary in 2022. Best, JWK
MACUHO | 7
Vice President’s Letter FROM THE LEADERSHIP Tiffany Hughes She/Her/Hers Residence Hall Coordinator West Virginia University Vice President tmhughes@mail.wvu.edu Hi MACUHO! As your Vice President/President Elect, I am thrilled to start this new year off with all of you. We are excited to kick off 2020 with our site visit in Lancaster, PA. During the site visit, the Executive Board and Leadership Council was focused on solidifying our plans for the conference in October. We had a mixture of returning and new members present to make sure you have a great conference experience. As the VP/PE, I have been working with our friends in the NEACUHO region on our 2021 joint conference which will be located at the Kalahari Resort in the Pocono Mountains. Together, their VP/PE, Matthew Foster, and I have been starting our initial planning for the conference. We are focused on integrating both organizations’ traditions and conference characteristics that are unique to each region. We, along with many others, will be working diligently over the next year to make sure this conference is an experience you won’t forget. I hope you will reach out to me if you want to get more involved in MACUHO and are interested in being a part of the leadership team. MACUHO has a variety of different events and opportunities for you to participate in to gain more knowledge of the organization and our profession. I encourage you to go to our website to learn more about and participate in our upcoming opportunities and events. I hope to see you at the 2020 Annual Conference in Lancaster, PA! Best, Tiffany
Call us at 1.800.525.7307 to discuss a program to fit your institution’s needs.
8 | MACUHO
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Vice President’s Letter FROM THE LEADERSHIP Welcome to the spring semester and potentially the early start of spring, as so predicated by a groundhog from western Pennsylvania. My hope is your semester has started off smoothly, and all the preparation for student staff hires, room selections, open houses, summer projects, and whatever else higher education can toss your way is coming along nicely. In my MACUHO work as your immediate Past President, I serve at the pleasure of our association’s President, Johnny Kocher. I look forward to supporting our Leadership Council and Executive Board over the next few months as we prepare for our annual conference in Lancaster, PA. With one year of our new organization structure behind us, we have already begun seeing not only the items we have accomplished with our collaborations, but areas where we can focus more energy. With a highly motivated group of volunteer leaders, I am fully confident we will continue to grow as an organization and provide our region with some great professional development opportunities. Over the summer months, I will have the task of asking for nominations for our Executive Board positions. Even though the summer may seem like it is not within reach, I suggest keeping your eyes on a possible leadership opportunity in MACUHO. If not the Executive Board, maybe a role on the Leadership Council! The opportunities and relationships I have enjoyed over the years have been in large part to my involvement in MACUHO. If someone nominates you, know I will be making an effort to reach out and see how we might add to your professional development toolbox. Best, Stephen J. Apanel He/Him/His Director of Housing Services Bucknell University Past President sapanel@bucknell.edu
MACUHO | 9
Redefining A Legacy: Honoring The Controbutions Of Lisa And Tom Pierce ANNUAL CONFERENCE 2019 This article features text from Living A Legacy, Leaving A Legacy by John D. Stafford (He/Him/His) – 2001 MACUHO Host Co-Chair While most of you have likely heard of the Volunteer Incentive Program for Students, or VIPS, you likely don’t know the story of how it started. We’re honored to share the story and the woman behind it, Lisa A. Pierce. Lisa Pierce attended or worked at several schools in New York and New Jersey, including Siena College, Russell Sage College, Stony Brook University, Drew University, and the New Jersey Institute of Technology (NJIT). In 1999, Lisa’s involvement with MACUHO took off when she was part of the 1999 student staff conference, hosted at NJIT. Two years later, during the spring and summer of 2001, Rider University and The College of New Jersey were selected to host the annual MACUHO conference. Lisa decided to join the host committee and shared that her only “requirement” was that she be given a project to run. She became the chair of the volunteer committee with a simple goal set by the committee: to garner enough volunteers to support the operations of the annual conference. Lisa, however, had much more planned.
Tom’s Daughter, Kathy And His Granddaughters, Kayla And Emily
Lisa and her committee designed a volunteer schematic to provide the most support to the most important events at the conference utilizing a volunteer force to provide assistance to every sub-committee. Achieving this goal fairly quickly, Lisa set her sights on a new idea: to create a pilot program where undergraduate or graduate residence life staff at MACUHO institutions could volunteer at the conference. Lisa’s outcome was very simple: to encourage the growth of the residence life/student affairs field by engaging young leaders in our regional organization. During 2001, there was much conversation regionally and nationally about growing and maintaining competent professionals in our field. In true Lisa spirit, she responded to this need by creating a vehicle to get her there with a passion and a vision to get the job done and encourage people and our field to grow. Lisa created and implemented the Volunteer Incentive Program or VIP. VIP was Lisa’s creative genius at work: a way to make volunteering fun at the conference, a way to provide structure to the volunteer efforts, and, most importantly, to her and MACUHO, an innovative way to engage students in the housing field. Lisa’s proposal was to recruit ten students from MACUHO institutions and provide a waiver for their registration fees in exchange for ten hours of volunteer time. Lisa then provided the developmental mechanism to make sure that each of these volunteers was doing more than just “grunt work”, and that they had the opportunity throughout the conference to be engaged as potential housing professionals by exposing them to the field, providing networking opportunities, and personally encouraging them to go to program sessions. Lisa created a proposal for the MACUHO Executive Board, talked to whom she needed to, the MACUHO officers provided the financial support, and then an idea was set to grow. Lisa’s dedication to “doing this right” with VIP made it a success in its first year. This program continued at the annual conference in 2002. In 2003, MACUHO moved the program to the Recruitment and Retention Committee. Then in March 2004, Lisa was a victim of the Baltimore Water Taxi accident. Lisa had been in Baltimore to escort a group of NJIT students to a leadership conference, and had invited her parents to spend a weekend of fun with her in the Inner Harbor. On that day, Lisa’s mother, JoAnn, was also taken as a victim of the accident. Her father, Tom, survived. After the accident, Tom was supported by his other daughter Kathy and his granddaughters Kayla and Emily, and later by his companion, Gert.
Tom’s Companion, Gert
10 | MACUHO
With Lisa’s untimely death, the host committees from 2001 and 2003 felt it was important to honor her life at the 2004 annual conference, and it was at that conference in Wheeling, WV that VIP was dedicated in her honor and renamed the Lisa A. Pierce Volunteer Incentive Program (Pierce VIP).
Additionally, a small group of friends and colleagues put together a plan for an endowment to support the program. The MACUHO executive board agreed to a $5,000 contribution with a remaining $5,000 to be collected through fundraising over three years, so that we could achieve the $10,000 minimum to create the endowment through the ACUHO-I Foundation. We didn’t have to wait long. Tom attended the 2004 conference and, after engaging that year’s VIPS group, Tom provided the additional $5,000 to secure the endowment. However, his involvement was only just beginning. At each annual conference that followed, Tom would greet the new cohort of Emily, Kathy, And Gert At The students that was excited to learn about the field that his daughter was so 2019 MACUHO Annual Conference passionate about. He would explain what happened in March of 2004 and his extraordinary life after. He would tell stories about his wife, JoAnn, and the love they shared. Tom and JoAnn were married on August 13th and to celebrate their love on the 13th of every month, without fail, he would give her a yellow rose. Additionally, Mr. Pierce gave his memoir The Last Rose: A True Celebration of Eternal Life to each student who attended the VIPS program. Along with books for the VIPS, Tom supplied books for the basket raffle to help raise money for the Lisa A. Pierce Endowment. If you happened to get one of these books at a conference, he would write an inscription that summed up his work and the work of residence life perfectly: “With love, all things are possible.” What was magical about Tom was that his love for his daughter was the driving force for his continued involvement with MACUHO. To many, he will be remembered as the example of selfless service. What Lisa probably did not imagine was possible in 2001 would be the lasting impact that she, and this program, would have on so many people. In 2001, the program began with 10 undergraduates and has since grown to its current size of 18. However, the impact of this program reaches far beyond the 18 students selected to participate in this program each year. Over 19 years, countless people have served as mentors, coaches, or co-chairs for VIPS, presented to VIPS, and purchased basket raffle tickets helping to support the endowment. This program has had an impact well beyond the 238 undergraduate participants who have gone through this program since it was founded. In June of last year, MACUHO and his family lost Tom. Tom was a fixture of the MACUHO family ever since Lisa’s passing. He attended our annual conference for 15 years regardless of whether it was as far away from his home in New Jersey as Washington, DC in 2017 or Erie, Pennsylvania in 2018, where he was the first non-housing person to be awarded our association’s highest honor, the David Butler Distinguished Service Award. As you can see, both Lisa and Tom have had a lasting impact on the individuals of MACUHO and the organization of MACUHO. Without Lisa, this program would not exist. Without Tom, it wouldn’t be what it has become today. We are thankful and grateful for their presence in our lives and thankful for the legacy they have given us. It is in this spirit of gratefulness and honor that we have decided to rededicate the program as the Pierce Volunteer Incentive Program for Students. This is to recognize Lisa starting the program and the additional impact that her father provided to this program. It is now on us to carry on their memory, and you are welcomed to be part of their legacy in one of three ways. First, you can support and encourage undergraduate students to apply to become a VIPS. Second, you can sign up to be a coach for our VIPS at a future conference. Lastly, you can contribute to the Pierce endowment by making a direct donation at https://www.acuhoi.org/foundation/give. By contributing your time, money, and support, we can continue to impact future generations of this profession which Tom and Lisa cared so much about. Stephen J. Apanel He/Him/His Director of Housing Services Bucknell University Past President sapanel@bucknell.edu
Zach Neil He/Him/His Residence Director Indiana University of Pennsylvania Pierce Volunteer Incentive Program for Students (VIPS) Co-Chair zneil@iup.edu
David Clurman He/Him/His Assistant Director of Residential Education University of Maryland, Baltimore County Director of Strategic Initiatives Clurman@umbc.edu
Max Shirey He/Him/His Residential Area Manager St. Joseph’s Univeristy Pierce Volunteer Incentive Program for Students (VIPS) Co-Chair mshirey@sju.edu MACUHO | 11
The VIPS Experience 2019-2020 ANNUAL CONFERENCE 2019 Shannon Revelant She/Her/Hers Rider University Secondary Education and English ‘20
Kevin Smyth He/Him/His Rowan University Instrumental Performance (Classical Guitar) ‘21
Reaiah Rutherford She/Her/Hers McDaniel College Sociology - Specialization in Criminal Justice ‘20 1. WHY DID YOU APPLY FOR THE PIERCE VOLUNTEER INCENTIVE PROGRAM FOR STUDENTS (VIPS)? I applied for the Pierce Volunteer Incentive Program for Students because I was interested in pursuing a career in higher education and student affairs. Everyone in Residence Life at my school talked about how it was a great program to be a part of, and that the experience would be one that would push me to grow both individually and professionally. I wanted to find out the next steps in achieving my goals and following a career I'm so passionate about, but also take the opportunity to network with other individuals in the field, make friends who had a common love for it, and hear about how other schools differ from my own to gain more perspective. -S.R. I was recommended to apply by a staff member, but as I was introduced to the program, I grew more and more interested. I thought it was a really great program and I also thought it could give me a lot of direction. -K.S. Student Affairs and Higher Education (SAHE) is an important profession to me. I loved connecting with other students, residents, and coworkers. I did not want my only experience in the field to be a Resident Assistant and Head Resident Assistant. My goals for the field were focused on helping other minorities and underprivileged students. The program helped me to get a better understanding of what Student Affairs included and how I fit into it. -R.R. 2. HOW DID YOU HEAR ABOUT THE PROGRAM? Originally, I heard about the program from a past VIP. She, like me, had a love of higher education and a passion for student affairs. She told me all about how VIPS had helped her learn how to apply for graduate programs and assistantships, network with other professionals, and learn new information through various workshops/presentations. -S.R. A professional staff member in Rowan’s Housing Office told me about it. -K.S. My previous Head Resident Assistant at McDaniel was a part of the 2018-2019 program. Knowing this was something I was serious about, I began to work closely with her on campus. She encouraged me to apply. -R.R. 12 | MACUHO
3. WHAT HAS YOUR EXPERIENCE BEEN LIKE IN THE PROGRAM SO FAR? The experience I had in the program was phenomenal! All of the sessions that I had the opportunity to take part in as a VIP were extremely beneficial to my personal and professional growth. I learned a lot of new things about a field that I love, and I had so much fun learning them. It truly was an experience that I couldn't be more grateful for. -S.R. The program has been absolutely amazing. I came back from the conference so educated and informed, but it didn't stop once I got back to Rowan. The amount of emails, messages, and information still coming my way is great and I am continuing to develop and learn more about student affairs and higher ed. each day. The impact is a lasting one, and I'm so thankful for all the wonderful opportunities that have come my way. -K.S. Everyone in the program, from the other VIPS to the Pierce family to MACUHO, have been very helpful and supportive. The VIPS are close. Often, we reach out to each other, checking in on life and where we are in the process of applications. Many of the programs and schools I know about came from conversations we have had and information we've shared with each other. If I have any issues or confusion about my campus position in Residence Life, as well, I can ask them how they have handled similar relationships. They have become my Students Affairs family and I am lucky to have them. -R.R. 4. WHAT WAS YOUR EXPERIENCE LIKE AT THE ANNUAL CONFERENCE IN ATLANTIC CITY, NJ? My experience at the Annual Conference in Atlantic City, NJ was such a positive one. There was not a single person in attendance at the conference with whom I didn't feel comfortable having a conversation with and getting to know more about. VIPS, conference attendees, presenters, mentors, and vendors alike were all so personable and kind. Whether I was in a VIP session or a session that was a part of the larger conference, I was able to gain so much insight about student affairs and the people within it. -S.R. The conference was such an informative and developmental experience. Beyond all the fun, meeting new people, and learning, I feel that the conference really helped to give me some direction with how I could proceed with a career in student affairs and housing. The amount of information I soaked up in those three days was immense, and being a junior in a group of mostly seniors was very interesting. I got to see what others a year ahead of me were doing, what steps they were taking, and how I could go about the ball rolling myself. Max and Zach were also great; they were so dynamic and they really gave a lot of positive energy to the group. Our group chat is still active and it's nice to have such a positive group of amazing individuals in my pocket. -K.S. The conference was eye opening. We were given opportunities to speak with and ask questions to professional staff from others schools. I was able to learn about the various paths taken. My personal concern, going into the conference, was not being able to combine two of my passions, law and higher education. I made it a point to network and find someone to help understand my route, and possibly plan ahead. After speaking with my mentor, Isaiah Thomas, and hearing the journey of Crystal Lopez, I have the understanding, guidance, and confidence that I was looking for. -R.R. 5. WHAT HAS BEEN YOUR FAVORITE PART ABOUT BEING A VIPS PARTICIPANT? My favorite part about being a VIPS participant has been all of the connections that I have made. My cohort provided me with an amazing group of friends and future colleagues who I know will always be there to support me. Some of us attended MAPC together and reconnected as if no time had passed, cheering each other on as we got called in for interviews and encouraging one another if we were nervous due to preinterview jitters. I also noticed how easy it is to connect with past VIPS due to a sense of a shared experience. At MAPC, someone overheard me talking about the program and shared that she was a past VIP. We immediately bonded over the experience and talked about the similarities and differences of it over the years. That type of instantaneous connection is something that made me realize I'm a part of something so much bigger than I could ever even imagine. It felt like being a part of an amazing student affairs family. -S.R.
MACUHO | 13
This is a tough question, having to choose between all the amazing people, amazing experiences, and amazing opportunities, but I feel that the things I learned were the best part. Still having a year left in my undergrad, I have plenty of time to consider all my options and paths, and what I learned through VIPS is helping me immensely. I learned so much about career development, higher ed., grad school, assistantships, and so many other things. Everything I learned was super useful and I am very grateful for it all. -K.S. There are not many undergraduates around me as passionate about SAHE as I am, so being able to be in a room full of students and adults was amazing. Everyone was there because they wanted to be. The best part of the program was meeting other undergraduates who understood where I was in the process. Conversations with professional staff members can only help me so far. Sometimes, it is difficult to explain where my head was at or how I was feeling. There is also the added pressure to be professional all the time, when sometimes it would be easier to just take a breath and be an undergraduate student. Going to a conference with people my age, it was a relief to be able to turn off the "rising graduate student" speech. -R.R. 6. HOW WOULD YOU RECOMMEND THIS PROGRAM TO OTHER UNDERGRADUATE STUDENTS INTERESTED IN PURSUING A CAREER IN HIGHER EDUCATION/STUDENT AFFAIRS? I would give this program all of my praise. To recommend it to other undergraduate students interested in pursuing a career in higher education/student affairs, I would just talk about all of the wonderful opportunities and friendships that it provided me with. I would tell them that there is no other experience quite like this, and that if they were willing to go for it, I could say with 100% confidence, that they wouldn't regret a moment of it. -S.R. I would recommend it to anyone who mentioned that they are interested in higher ed. I feel that the program is better suited for those with a year left in their undergrad because I have plenty of time to think over all the information and decide my path. Most of the seniors in our group had to get the ball rolling right away, where I could sit back and take my time. That being said, I think the program is excellent for anyone interested. It was a great experience full of great information, great people, mentors, advice, professional development, and new friends. -K.S. For other undergraduate students considering going into the field, the Lisa A. Pierce Volunteer Program is a great way to learn more about it. Student Affairs is not a field to go into if you don't love it. It is an opportunity to network, but also an opportunity to decide whether this is the field you really want to do. -R.R.
14 | MACUHO
Finding A Professional Home: My Reflection On The 2019 MACUHO Annual Conference ANNUAL CONFERENCE 2019 Angela M. Delfine She/Her/Hers Residence Hall Coordinator West Virginia University Graduate Engagement Coordinator angela.delfine@mail.wvu.edu As professionals, it is critical that we find ways to incorporate professional development into our careers. This year I had the privilege to attend my 3rd MACUHO Annual Conference in Atlantic City, NJ. In addition, this was my first year on the Leadership Council. Here are a few of my takeaways from the conference:
FIND YOUR PEOPLE IN THE FIELD Over the past year on Leadership Council, I have had the privilege of connecting with a network of some of the most competent, caring, and dedicated professionals that I have ever met. I have found a sense of family in the MACUHO organization. My advice to all professionals in student affairs is to find an organization that focuses on an area that you feel passionately about. Find ways to get involved in that organization and embrace the incredible network of people that you connect with.
GET INVOLVED As mentioned above, getting involved with an organization is critical not only at an annual conference, but throughout the year as well. I volunteered and presented multiple times at this conference. When you get involved, you add an additional way to network with colleagues in the field. This is also a great way to give back to an organization.
NETWORK WHEN YOU CAN (EVEN IF YOU HAVE A JOB) One of the most critical parts of being a professional or aspiring professional in the field is networking. Although I currently have a job that I love, I created space to engage with other professionals and to network with vendors that contribute to the organization. Networking with vendors is great practice for those who want to become directors of Residence Life & Housing some day like myself. This is also a simple way to practice networking with someone whom you may not necessarily be interviewing for a job. I cannot stress this enough to new professionals and graduate students.
CREATE SPACE FOR FUN! One of the most important things I learned early in my career is that conferences are also a time for selfcare. Although I was running around constantly, I still made time to nap before long evenings and signed up for the fun excursion, which included a trip to the Ripley's Believe It Or Not Museum! Yes, this is a professional development experience, but it is also a time for growth. Stay committed to growth post-conference. One of the greatest things that we struggle with is staying motivated after that post-conference high goes away. It is critical that we use what we learned at the conference to continue to develop ourselves. In addition, since I have a leadership role in the organization this year, it is critical that I continue to create space to work on the big ideas that came from the conference. I am feeling energized now, and I need to create ways to keep up that energy. Although I am sad that it is over, I am eternally thankful for the relationships that I've developed within the MACUHO organization over the past few years. I work in a region with an incredibly passionate, dedicated, and competent group of professionals. I look forward to continuing with my Leadership Council role in the organization and cannot wait to continue to develop myself through this organization. I am thankful to have found my professional home. MACUHO | 15
Top 10 Program Winners 2019 ANNUAL CONFERENCE
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OUR ANNUAL PROGRAM AWARDS The Region’s Best Award 2019: Curricular Connections: Re-Designing Student Staff Selection To Meet New Outcomes Eric Cottrell, Temple University Andrew McDermott, Temple University The Best Presentation By A New Professional Award 2019: Why Can No One Stop Talking? Rebranding Introversion Ashley Booth, Rowan University OUR TOP 10 PROGRAMS WINNERS Are You Ready For? A Good Crisis Offense Is The Best Defense Brandon Chandler, Temple University Curricular Connections: Re-Designing Student Staff Selection To Meet New Outcomes Eric Cottrell, Temple University Andrew McDermott, Temple University Dear Abby: Am I A Healthy Professional? Isaiah Thomas, Swarthmore College Faculty Mentors: A Missing Link To Student Success? David Clurman, University of Maryland - Baltimore County Leveraging Technology To Improve Student Experience And Drive Accountability Christina D’Aversa, Lehigh University Jay Sensi, My College Roomie Packing Your Professional Suitcase Nailah Brown, Rutgers University - New Brunswick POC Directors - Challenges And Opportunities Brandon Chandler, Temple University Olan Garrett, Temple University Crystal Lopez, Caldwell University Isaiah Thomas, Swarthmore College Sage Advice: Senior Housing Officers Share Their Wisdom Joanna Goldwater, St. Mary’s College of Maryland Brian Medina Students As Teachers: Undergraduate Multicultural Advocates In Action In The Residence Halls Benjamin Beltran, University of Maryland - College Park Mary Breaker, University of Maryland - College Park When Crisis Hits Home Jon Conlogue, University of Bridgeport Joanne Goldwater, St. Mary’s College of Maryland Why Can No One Stop Talking? Rebranding Introversion Ashley Booth, Rowan University
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David G. Butler Distinguished Service Award: Crystal Lopez Caldwell University
James Hurd Outstanding Service Award: Ray FeDora III Wilkes University
Ann Webster New Professional Award: Zach Neil Indiana University of Pennsylvania
Not Pictured: Mid-Level Professional Award: DaVaughn Vincent-Bryan University of Pittsburgh
Business Affiliate of the Year Award: Adirondack Solutions
Excellence in Operations Award: Katie Buehner Frostburg State University
Annual Recognition Winners 2019 ANNUAL CONFERENCE 18 | MACUHO
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Commitment to Social Justice Award: Nailah Brown Rutgers University New Brunswick
Joanne Goldwater Distinguished Senior Level Professional Award: Debbie Scheibler Wilkes University
MACUHO ANNUAL RECOGNITION AWARDS - 2020 The MACUHO Annual Awards honor and recognize professionals who contribute to the MACUHO organization and the housing profession. Honorees are nominated by their peers, selected by the Executive Officers, and presented to the association at the Annual Conference. The award nomination forms are active on the MACUHO website and open for 2020 nominations. All nominations are due by Monday September 7, 2020. All awards will be presented at the 2020 Annual Conference in Lancaster, PA on Thursday October 22, 2020. The Ann Webster New Professional Award The Ann Webster New Professional Award is presented in recognition of significant institutional and/or regional contributions to our field over the past year by an individual who has worked in housing and residence life for fewer than 4 years. Requirements: Maximum of 4 years full-time experience in housing and/or residence life. Mid-Level Professional Award The Mid-Level Professional Award is presented in recognition of significant institutional and/or regional contributions to our field over the past year by an individual who has worked in housing and residence life for a minimum of 4 years and currently serves in the position of Associate/Assistant Director, Area Director, Coordinator, Manager, or equivalent. Requirements: Minimum of 4 years full-time experience in housing and/ or residence life; currently in a mid-level equivalent position. No maximum years of experience. The Commitment to Social Justice Award (Student Staff) The Commitment to Social Justice Award is presented in recognition of outstanding work in fostering diversity and social justice education, competency, and/or action among students, staff, and/or faculty at their institution or in the region. The Commitment to Social Justice Award (Professional Staff) The Commitment to Social Justice Award is presented in recognition of outstanding work in fostering diversity and social justice education, competency, and/or action among students, staff, and/or faculty at their institution or in the region. Excellence in Operations Award The Excellence in Operations Award is presented in recognition of excellence and innovation in the areas of housing operations, assignments, and/or facilities management. Business Affiliate Of The Year Award The Business Affiliate Award recognizes outstanding contributions and commitment to the work and mission of MACUHO by a business partner. David Butler Distinguished Service Award The David G. Butler Distinguished Service Award is MACUHO’s highest honor. This award is presented in recognition of contributions to MACUHO which are lasting and significant over a period of years. The recipient should be a consistent participant in and supporter of MACUHO activities. James Hurd Outstanding Service Award The James Hurd Outstanding Service Award is presented in recognition of outstanding contributions to MACUHO by an executive board or leadership council member over the past year (since the last Annual Conference). Requirements: Served as Executive officer or Leadership Council member during the past year. Joanne Goldwater Distinguished Senior Level Professional Award The Joanne Goldwater Distinguished Senior Level Professional Award is presented in recognition of significant institutional accomplishments and/or contributions to the region/the housing and residence life field over the past year by a seasoned or senior housing/residence life officer. Requirements: Minimum of 8 years full-time experience in housing and/or residence life or currently a senior-level housing/residence life officer or equivalent. Questions about the Annual Recognition Awards? Contact our MACUHO Secretary, Tory Elisca, at eliscav@montclair.edu.
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Snapshots Of Annual Conference 2019
Our Annual Conference 2019 Business Meetings are available for our membership’s viewing at https://www.macuho.org/page/AssociationArchives. Meeting minutes are available for review and will be shared prior to the next annual conference for approval at the Annual Conference 2020 Business Meeting.
Burnout In Campus Crisis Responders RESEARCH AND RESOURCES Melissa DePretto Behan, Ed.D. Senior Executive Director of Student Life Drexel University mdepretto@gmail.com
Burnout is defined as ‘‘a state of physical, emotional, and mental exhaustion that results from long-term involvement in work situations that are emotionally demanding’’ (Schaufeli & Greenglass, 2001). It is now also a diagnosable medical condition as of May 2019 according to the World Health Organization. Higher Education in general is known as a field with high burnout. There are whole social media groups with thousands of professionals devoted to getting out and staying out due to the unreasonable hours, low pay, and a general lack of a supportive work environment. Campus crisis responders have been, anecdotally, one of the most burned out populations within Student Affairs. Most often working in Residence Life, these staff members live on campus, serve in an on-call crisis management rotation, and are expected to be constantly interacting with students to provide resources and build community. Campus crisis responders are critical to ensuring the safety of students on a college campus. However, attrition in student affairs and specifically in the field of residence life continues to be a concern (Marshall et al., 2016). I have worked in Residence Life in some capacity professionally for the past thirteen years, and have been working in crisis response for the duration. The literature on burnout in Student Affairs backed up my own personal experience, and so I decided to look at this phenomenon for myself as I completed my doctorate. My goal was to identify some clear best practices in how to hire and retain these staff members and, hopefully, encourage them to continue in the field. With crises on campuses escalating, it is critical that we have executive campus leadership who have crisis management experience, but if we are burning staff out on the ground, the field of higher education as well as the students we serve are going to suffer. For my doctoral research, I conducted a quantitative study using an anonymous survey on the Qualtrics platform that was distributed to staff members who serve as campus crisis responders at institutions of higher education. The effective sample size was 233 and participants were all individuals who serve in an on-call rotation on a college campus. The survey instrument was comprised of demographic questions, as well as questions from the Live-In/Live-On Report (Horowitz 1997) and the Copenhagen Burnout Inventory (Kristensen et al., 2005). The mean burnout score for this sample was 54.78 with a standard deviation of 11.44. The authors of the Copenhagen Burnout Inventory report that the mean for their norming sample was 30.9 with a standard deviation of 17.6. A one-sample t-test was computed comparing the sample mean to the population mean. The result was highly significant (t = 31.98, p = .000). This is comparing campus crisis responders to populations including prison wardens and emergency room nurses, and campus crisis responders are significantly more burned out than any of those groups. It can be easy to dismiss the claim of being burned out as poor time management or being a whiny millennial, but my research makes it clear that these staff members are incredibly burned out in a very legitimate way, and as a field we need to intervene. I also found that there is no significant relationship between job factors and burnout, which is quite concerning. Job factors such as compensation, allowance of a pet or partner to live in residence, hours worked per week, or number of students on campus do not make any difference to the extreme level of burnout these staff are experiencing. This indicates that although there are generally accepted best practices in the field of student affairs regarding job amenities for this type of staff, those factors seem to be ineffective at ameliorating burnout and have no impact on the attrition that occurs as a result. The job factors that are part of the Live-In/On Report (Horowitz, 2018) are generally factors that are controlled to some extent by hiring managers or department heads. Factors such as whether a staff member is allowed to have a pet in their apartment or a partner or dependent live with them, stem from an attempt at promoting work-life balance. For the data to say that these controllable factors do not significantly impact burnout is disheartening. This fact aside, I am clearly not advocating to do away with any of these generally accepted amenities. Whatever we can do in leadership to treat our staff members like people who have lives and a need for privacy beyond the job should be done. Further understanding that factors such as salary, living
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arrangements, or workload cannot be manipulated to help lessen burnout should be reason for the field to really stop and assess what is happening in these positions. Additional research into the work environment itself looking at factors of connectedness, support, purpose, etc. should be conducted as I would hypothesize a stronger connection between these factors and the job factors looked at in this study. An argument can be made that burnout is, in fact, a good thing. As in any organization, in student affairs there are fewer senior level positions as compared to entry level positions. Some argue that burned out employees drop out of the field paving the way for stronger, more resilient staff members to take on senior leadership. While some attrition is objectively positive for organizational stability and momentum, turnover that does not feel like a choice can have dire consequences for not only the organization, but the individuals who are suffering in a toxic environment. This high burnout score paired with the data showing that job factors are not significantly related to this burnout should raise the alarm for the field of student affairs. Having a population of staff that are so significantly burned out is enormously concerning, and there needs to be an immediate and critical intervention around the expectations of the professionals in these roles. Staff members are leaving the field as a result of burnout leave because they feel they must for their own physical and mental well-being. They are not necessarily leaving because they are not passionate about the work, or are not talented as their other staff in their roles. If we are weeding staff members out by putting their mental and physical health at risk, then we are doing a disservice to the students on our campuses, the field of higher education, and most importantly, the professionals who are serving in these roles.
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Cultural Competencies For Privileged Poor And Doubly Disadvantaged Students RESEARCH AND RESOURCES Daksha Khatri Resident Director Stevens Institute of Technology The institutional structure in the United States is already set up where uppermiddle class students are favored or considered to be the ideal students whose way of navigating college is the norm. Scholar Anthony Jack states that colleges favor middle-class norms and behaviors where the authority figures positively respond to the middle-class interaction and communication styles. On the other hand, student success depends on how they navigate through college with or without the help of authority figures and the resources for academic success. How will students who identify as privileged poor or doubly disadvantaged succeed in college on their own, if the teachers respond and favor more students from middle-class backgrounds? The structure of aiding students to navigate college is not inclusive of those who come from diverse backgrounds with cultural capitals. This is my call for action: Student affairs professionals should equip students with cultural competencies to help them succeed in college. When you help students from working-class families, it is important to first acknowledge the capitals that they already bring to college. In contrast to Pierre Bourdie’s Social Capital Theory, Taro Yosso’s Community Cultural Wealth Model highlights the idea of community cultural wealth, grounded in critical race theory, which challenges the idea that students of color from lower-income class “lack” social and cultural capital required for social mobility as they navigate through college. She emphasized on six cultural capital that students from low-income class and working-class bring to college: Aspirational Capital, Linguistic Capital, Familial Capital, Social Capital Navigational Capital, and Resistant Capital. Yosso’s theory will help student affairs professionals to acknowledge and appreciate the value and cultural wealth these students already bring, which will make it easier to add onto their cultural competency toolkit. Jack (2016) elaborates on some mechanisms through which youth gains access to institutional support and resources such as “asking for help to developing mentoring relationships, engaging authority figures in academic contexts--a form of dominant cultural capital.” We can develop student’s cultural capital by actively reaching out to students from working-class families to boost their self-confidence and train students on how to approach professors, write an email to schedule a meeting, or connect them with their field experts to advance their academic and professional development opportunities. In particular, doubly disadvantaged students often lack the skills to approach or engage with the faculty, and out of those who have interacted, many of them have reported negative encounters with the faculty (Jack, 2016). As their (non) academic advisor, we can provide guidance and resources through proactive approaches because a majority of doubly disadvantaged students go through the “most disruptive transitions to college than do their middle-class peers” (Jack, 2016). Often times, this can be achieved through non-academic interactions with low-income class students from minority backgrounds through which we can learn more about the non-academic challenges faced by these students. Through well-intended and sustained contact with these students, you can help them by building their cultural capital by connecting them with the professors who are often the gatekeepers to internships, fellowships, graduate school, jobs, and study abroad programs. You will elevate these students with cultural capital through learning the art of socializing and networking with authority figures or professionals. Don’t wait for that student to stop by your office, but extend an arm and commit to know their story. So the next time you see that student on campus, you should say: “Hi, would you like to chat over a cup of tea or check out my dark chocolate collection in my office?” References Jack, Anthony A. (2016). (No) harm in asking: Class, acquired cultural capital, and academic engagement at an elite university. Sociology of Education 89(1), 1-19.
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Managing Trauma And Engaging Self Care RESEARCH AND RESOURCES
Brian Medina Ze/Hir/His University of Maryland - College Park
Let me start as we often do with a trigger warning. While I will not go into depth about specific trauma, I recognize that the topic itself can invoke memories, flashbacks, and general discomfort as we yearn to be whole again. I will make sure to provide resources at the end, but know from the start that you are not alone. While I will not share my full story here, I do want the reader to know that I am a survivor of sexual assault in college and of childhood abuse, which clearly makes this work personal as much as professional for me. I would like to think that my own healing journey has been augmented by many of those within our field who have provided long-term support or even an acknowledgement of our common experiences. Given that every day has its own unique challenges, know that I am here for you if ever you need someone to talk to about anything you’ve experienced. It is important to note that we all have different pain thresholds and that there is a spectrum of trauma, whereby our immediate or lingering reactions cannot be compared effectively to others’ experiences. For many, child abuse may be pushed aside as a defense mechanism in order to go to school, interact with friends, and grow to be an adult with the means to address past trauma. Relatively few children and adolescents are able to manage themselves financially or be believed by police, court systems, and others to readily confront abuse directly. Likewise, trauma can impact individuals for a few months, or years, or their entire life. Perhaps someone experienced immense trauma 40 years ago, but never was supported to share this with others, as has been the case with many sexual assault survivors. Maybe there are language, cultural, or religious barriers for discussing trauma or the systems meant to protect them were the very ones causing them pain in the first place. While we would all hope that society helps those in need, most of our social systems are often underfunded or short staffed. Furthermore, so many myths and misinformation exists in our world regarding trauma, making it harder for people to get the real and honest assistance they seek. I have had the honor to serve the RAINN National Hotline as a volunteer crisis advocate for eight years. In that time, I have assisted nearly 1,000 survivors experiencing a wide range of trauma and from all around the country and the world. The hotline has expanded to serve Spanish-speaking individuals, military service members, and specifically engaging male survivors through the 1-in-6 program. Hundreds of thousands of survivors are supported every year through RAINN, who also provides countless referrals to local crisis centers and long-term therapists. It is through my service to RAINN that I have learned the essential nature of self-care. Without taking care of myself before and after hotline chats, I could not help those going through the most painful of experiences imaginable.
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Self-care comes in many forms. Day-to-day, it is always important to understand your own individual needs. Sleeping well and eating regular, healthy meals go a long way to creating stability in a day. Some individuals are avid walkers or engage in regular exercise while others prefer relaxation techniques like meditation or prayer. Maybe you are very artistic and love to draw, color, or paint. Maybe you prefer another art form in music, learning to play an instrument, singing along to songs, or just enjoying a good tune as you do chores or start your day. Maybe you are a great cook, providing both sustenance and enjoyment in your culinary creation. Others use journaling and reflection as an outlet to process how they feel, while many also see a counselor or therapist to talk through their challenges and past trauma. Whatever healthy method(s) you choose, establishing a routine can be immensely helpful as you navigate your healing journey. For many, specific situations or periods in life cause immense pain and emotional turmoil. Sometimes focusing on breathing, counting to three as you attempt to breathe slowly, not only slows your heart beat, but it can also enable you to concentrate on the present. Another useful method is what we call ‘grounding,’ whereby you make yourself comfortable in your space and observe your immediate surroundings. Saying out loud what you see, smell, hear, or feel can return you to the moment, rather than maintain a flashback or other painful memory. Having a robust support system can make the difference for most people seeking healing. Empowering friends or compassionate family members go a long way in feeling affirmed and able to make it to the next day or week. Because trauma may derive from loved ones, it is also important to have other outlets such as teachers, co-workers, neighbors, or counselors to be a part of that support system. Some individuals maintain a connection with us through our entire lives while others assist us for a few months or years, advancing us to the next step toward recovery. I would be remiss if I didn’t mention an excellent book that has helped me to re-contextualize this work. Judith Herman’s Trauma and Recovery has been something I’ve come back to year-after-year to better understand how past suffering bears similarities across populations. Judith Herman not only focuses on survivors of sexual violence, but also PTSD for veterans, those grieving the loss of a loved one, or someone managing suicidal ideations. This and the other resources below can be useful when trying to understand others’ trauma or your own: Self-Care After Trauma: https://www.rainn.org/articles/self-care-after-trauma Effects of Trauma on Mental Health: https://www.rainn.org/news/effects-trauma-mental-health What is Consent: https://www.rainn.org/articles/what-is-consent Helping A Loved One: https://www.rainn.org/articles/help-someone-you-care-about Elements of Good Therapy: https://www.goodtherapy.org/what-is-good-therapy.html Psychology Today – Find A Therapist Tool: https://www.psychologytoday.com/ Find Your Local Crisis Center: https://centers.rainn.org/
If you or a loved one is struggling with suicidal thoughts, please reach out to the National Suicide Prevention Lifeline: 1-800-273-8255. If you or someone you know would like to discuss their experience with sexual assault, domestic violence, stalking, or child abuse, please contact RAINN at 1-800-656-4673 or enter an anonymous 1-on-1 online chat at hotline.rainn.org.
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Mental Health Inclusion: Students and Professionals Need More Than Your Awareness RESEARCH AND RESOURCES Amanda Slichter She/Her/Hers Assistant Director of Residence Life Kutztown University Director of Technology amandaslichter11@gmail.com Trigger Warnings: Mental Health Conditions, Mental Health Slurs, Suicide Mental health awareness on college and university campuses has come a long way in the last decade. The stigma, although still present, is slowly fading. More students are seeking resources, and fewer students are hiding their experiences, struggles, or diagnoses. People are starting to be more open about their mental health, and the people they are sharing their symptoms with are exhibiting more understanding and less judgement. It would be careless, however, to gloss over the reality that these experiences differ among racial identities. For example, Black students are still statistically less likely than their white peers to report a mental health crisis or thoughts of suicide (Reinberg, 2018). Overall though, the climate surrounding mental health awareness has notably improved. Students are having more of these tough conversations, and more students are seeking the appropriate resources. So why is suicide still the second leading cause of death among college students (Reinberg, 2018)? Why has more awareness not naturally led to more life-saving action? The simple answer is this— acknowledging something exists does not address it. Sometimes, when it comes to advocacy, we confuse awareness with action; they are not synonymous. Awareness is the first step in affecting change, but it is useless if we do not keep mindfully walking toward supportive solutions. We think that because we are having the conversation that we have arrived at a more inclusive destination. However, we have barely started the journey; we do not even have any semblance of a roadmap in most cases. It is no secret that colleges are struggling to meet the demand of students’ mental health needs. It is increasingly common for counseling centers to be understaffed and underprepared for the influx of students who are now seeking their services (Bauer-Wolf, 2019). How available are counselors at your institution? Not at all? Is there a two-week wait? Are they booked for the rest of the semester? This has become commonplace because many colleges and universities have not adequately caught up to meet students’ evolving needs. Although this has been a common campus experience over the last decade, there is hope: “In 2019 alone, college presidents reported spending 72% more money on mental health concerns than in the previous three years” (Chessman & Taylor, 2019). From this data, one could optimistically discern that campus administrators are finally moving past awareness and into much-needed action. But I implore you to do more than hope. Yes, much of this battle for resources and adequate support will be fought above and beyond the Residence Life or Housing Offices. Presidents, VPSAs, Provosts, and other senior administrators will be accountable for meeting these needs at an institutional level. Nonetheless, what are you doing at a departmental level with your own staff members and the students you work with closely? How can your office be a more supportive space in this regard, and how can you and your staff be more mindful of mental health conditions?
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HERE IS A FIVE-POINT CHECKLIST TO CONSIDER AS YOU REFLECT ON YOUR EXPERIENCE IN YOUR CURRENT OFFICE: Does your supervisor check in with you after dealing with something difficult, sensitive, or possibly triggering? Do you do that for your students or staff — every time? If you are a full-time professional, have you been told what mental health resources are available to you? Are there any? Do you know what to do if you or a colleague experiences a mental health challenge at work? What proactive and reactive training do you offer students and staff? You likely offer training about what to look for and who to call— basic procedural responses and referral skills (Mental Health First Aid, QPR Training, etc.) This is incredibly important and no one would minimize how critical this is, especially in a crisis. However, do you also offer training, resources, and opportunities that are solely proactive? Are there departmental offerings or training sessions on self-care, mindfulness, and coping strategies? How do you and your colleagues talk about the most challenging mental health cases you encounter? Do these conversations evolve from a gossip-driven angle of “Can you believe a student did that?” or do they come from a trauma-informed, sensitive approach that only speaks about the individual in a helpful and productive manner? I have heard way too many professionals from other campuses “vent” and laugh at a “crazy situation” from the weekend, their voices laden with judgement. This happens often with concerning substance abuse or mental health transports. Has our work hardened us? Or are we just not thinking about the root causes behind these incidents, and the very real pain that person may be experiencing? Lastly, what words are you and your colleagues using? Does your language downplay the reality of mental illness? Terms like “crazy” and “insane” perpetuate a negative, judgmental perception of an array of mental health conditions. Furthermore, when these words are used to describe minor inconveniences or interesting tidbits about your weekend, it minimizes real mental health struggles a student or colleague may be quietly experiencing. If you are not legitimately concerned about exhibiting symptoms of a diagnosable mental illness, do not tell me that the duty phone ringtone gives you PTSD or that your desk is always tidy because you are “so OCD about stuff like that.” These medical conditions can be incredibly difficult to live with, and your seemingly innocuous statements could inadvertently display a lack of care and concern for folx with these lived experiences. As you reflect on these questions, please consider your growth areas. Make commitments to do better individually, and push for mental health inclusion at your departmental level. As with most systematic shifts, this awakening to mental health needs will not happen overnight. Even so, small shifts in language and practices can impact more immediate change. Do not underestimate the impact of moving just one item on the above checklist to a more positive, inclusive place. As an example, when doing expectations and introductions with my team of Resident Directors at a new campus last semester, I shared how personally triggering the word “crazy'' is for me. We had one good conversation around it, and they instantaneously removed the word from their vocabulary. I noticed in the following weeks that not only did they start saying “wild” instead of “crazy,” but their peers and student staff members were also quickly starting to do the same. In a new work environment, this immediately signaled to me that my identities were respected, my feelings were validated, and I could trust my team to promote inclusion. Never underestimate the impact of real changes— it does more than awareness ever will. References Bauer-Wolf, Jeremy. “College Presidents Prioritizing Mental Health More than in Previous Years, New Study Finds.” Inside Higher Ed, 12 Aug. 2019. Chessman, Holly, and Morgan Taylor. “College Student Mental Health and Well-Being: A Survey of Presidents.” Higher Education Today, 12 Sept. 2019. Reinberg, Steven. “1 In 5 College Students So Stressed They Consider Suicide.” CBS News, 10 Sept. 2018.
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Money Honeys: The MACUHO Wellness Journey RESEARCH AND RESOURCES Michaela Bishop She/Her/Hers Area Coordinator Marshall University Personal & Professional Development Co-Chair Bishopmi@marshall.edu
Allie Triglianos She/Her/Hers Residence Life Coordinator Rutgers University - New Brunswick Personal & Professional Development Co-Chair Allie.triglianos@rutgers.edu Welcome to the MACUHO Wellness Journey! We are excited to discuss financial wellness with you as you enter into the new decade. Before we get started, we’d like to begin with a disclaimer: We are not financial experts, coaches, or advisors. We’re just two women who were experts at spending our money and finally decided to do something about it. What we hope to help you understand is that even if you haven’t been managing your finances up until this point, it’s still something you can work on and find success and joy in. We’re going to share our personal journeys with you. They are journeys that we ironically both began at the same time last year. With just a year under our belts of taking our finances seriously, we have both found more confidence and financial freedom. Creating A Savings Plan: Allie’s Journey People hate talking about money. I, on the other hand, think it’s vital to our survival in a capitalist society. Let me know how much the salary is on a job posting. Tell me how much you make. Explain your investment strategy. Money isn’t going anywhere anytime soon, so it’s about time we sit down and talk to each other about it. I have never had a savings account until this past year. To be honest, I’m not sure how I ever let that happen. I always thought I needed to hoard my money in my checking account, even if it was only $50.47. But I’m a hardcore millennial who loves technology, which means I rarely carry cash. I have debit and credit cards, my Apple wallet on my phone, and money-sharing apps. Money is literally at my fingertips. When your money is at your fingertips without a physical visual (like an empty wallet) to remind you to slow down your spending, you end up with overdraft fees and an empty bank account. It wasn’t until I realized how much debt I was in and how much I was spending that I needed to get my life together. I’m going to share some of the things that I did to fix my finances and feel at ease about money. Last February, I took out a personal loan to consolidate and pay off my debt. It was the best decision I ever made. I had about $12,000 in credit card debt that I desperately wanted erased. Getting a consolidation loan was super beneficial for me. I had some money saved up and immediately made my first payment. Now I pay $200/month for my loan instead of $500+ for my various debts. I also live below my means. At my last institution, I was making about $800 bi-weekly ($1,600 monthly) - which is great, but also not great. It was my first adult job, and I thought I was rolling in the dough (Fun Fact: I was NOT). Now, at my current institution in a different state (with higher taxes), I make about $1,200 biweekly. Even though that’s about a $400 difference, I still try to live off of $800. I live on campus for my role in Residence Life, so thankfully I’m not paying rent/utilities/cable/etc. This allows me to immediately put that extra $400 into my savings account. If I wasn’t living on campus, I’m not sure if I would have been able to do this, so I’m very grateful.
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The next step was to open a second savings account. I had opened a traditional savings account with my current bank, but let’s be honest, the interest rates on savings accounts at traditional banks are trash. That’s when I opened another account with Ally that had a higher interest rate of almost 2% a month. This means my new savings account was accruing more cash at a faster rate than my traditional savings account.
“The goal isn’t more money. The goal is living life on your terms.”
Now let’s talk about subscriptions. I’m talking about Netflix, Hulu, Spotify, Apple Music, that makeup box you get - Dave Brogan every month, and that gym membership that’s collecting dust. I took a true inventory of what I was actually using and kept those things, then unsubscribed from anything unnecessary. This was tough, but I was no longer in a place to pretend that my money was monopoly money. In fact, I do not get $200 for passing GO. So I looked to see if there were deals about bundling, online coupon codes, and teaming up with friends/family on costs. Now, I pay for Netflix, Spotify, and Amazon Prime, but I split those costs with my partner and my family. I also want to talk about apps. Not the endless kind at a chain restaurant, I mean the digital kind on your phones. I use several to help me keep track of my finances. I use CreditKarma (free) to see what my overall debt, credit score, and credit history look like. I have also used Digit, a free savings app that rounds up your purchases and saves the extra coins. Mint is a cool, free app that shows what your spending looks like via categories. Yes, it will indeed show you how much you’re spending on takeout. Using these apps is helpful because I can check in on my phone at any time and see what I was doing financially and if I needed to readjust my strategy. It’s important when you start saving money, that you actually put the money into a savings account. If you collect change in a jar, deposit it into a savings account. Do a $5 challenge (like this one I found on Pinterest). Do whatever you can to start investing in yourself and your wallet. You’ll thank yourself later when an emergency happens, when you want to buy something big and new, or when you realize it’s time to move off campus and need to start paying rent. Hiring A Financial Coach: Michaela’s Journey I got my first job when I was 14 years old and have been making money ever since. Wait, scratch that, I’ve been spending money ever since. Up until this past April, I’ve lived my life thinking that there would be a magical day in my future where money would suddenly make sense, I’d be super disciplined, and I would never worry about money again. I would tell myself that as soon as I get my first real job and make real money, I would be better. In April 2019, when I was finishing up my first year in my full-time job, I realized I was no better with my money. In fact, I was probably worse. I’ve been anxious and afraid about my financial situation most of my life, but it finally hit me that nothing was changing, and I was sick of living paycheck to paycheck. I was tired of feeling embarrassed about not having money and my poor management of it. A colleague of mine had recently started Financial Peace University, a product of Dave Ramsey, where she met with a class each week to discuss financial literacy. In theory, it sounded beneficial and fun. In practice, I knew I still wouldn’t hold myself accountable with the class. I went to the website to research the class, and in my browsing I found something about hiring a Dave Ramsey-certified financial coach. I read up on it and realized it was a more personal journey where I’d be working consistently one-on-one with someone who works in finance for a living. Someone who would hold me accountable. I immediately assumed it would be hundreds of dollars and unaffordable, but I reached out anyway just to see how much I’d need to save for it. Imagine my surprise when I realized it was cheap enough (anywhere from $80-$150 a month depending on the coach) that I could have afforded it during my undergrad days. I quickly interviewed a few different coaches and picked the one who was the firmest with me--my light, my rock, Mr. Ross McCutcheon. Ross didn’t play any games. He gave it to me straight without making me feel guilty. He took time to understand how I got to where I was, help me set realistic goals, and make a plan to dig myself out of personal debt and begin saving. He joked with me and made a subject that used to make me sick seem MACUHO | 33
fun and exciting. By the end of my 6-month period with Ross, I paid off my $3,000+ in debt, saved up another $1,000 for an emergency fund, and bumped my credit score up by 100 points. All of this on the same salary I’d been earning and wasting for almost a year. During my initial six months with Ross, I learned a lesson, aside from simply how to budget and manage my money, which I think was one of the most important success tools in me taking control of my finances. Talk openly with someone about your journey. I was excited about starting my budget and wanted to talk about it, but I had to overcome the hurdle of letting someone know how bad my finances had really gotten. Now that I could tell someone I was actively taking steps towards financial wellness, though, I found it wasn’t as embarrassing anymore to tell someone I had over $3,000 in credit card debt. As the weeks went by, I grew more confident and told more people about the ebbs and flows of my journey. A month in, basically everyone on my Residence Life team knew not only that I was working with a financial coach, but they spoke of Ross as if they knew him personally. They would say, “What would Ross say about that?” or “Would Ross be okay with you doing that?”. We created a culture in our staff of discussing our finances, setting goals, and holding each other accountable. Ross and my staff supported me in my journey and made sure to check in, or help me get back on track if I strayed. The physical benefits of feeling secure in my money were very unexpected. My anxiety levels significantly decreased, and I lived in fear less. I slept much easier and quit feeling guilty anytime I set foot into a store. I had a family medical emergency arise and for the first time my immediate thought wasn’t “How am I going to swing this trip?” I took money out of the emergency fund and went. I felt confident and at peace with my money for the first time in my life. To be clear, Ross’s guidance during those six months was a large driving force of helping me take control of my finances. As someone who struggled to hold themselves accountable, the one-on-one approach that a financial coach provided was instrumental to my success. If you’re able to afford a coach, I would highly suggest looking into one. It’s not a necessary thing for everyone, but if you struggle to hold yourself accountable like I did, it may be worth the price. Being able to talk with my friends and co-workers, though? That is what helps me continue to maintain my financial wellness. For a more practical look into what it was like setting up a budget and learning to manage my money, check out this video from Bank of America. So, what now? Like we said, we are not financial professionals. We just realized we needed to start planning for our futures. We hope that by sharing our stories, you feel inclined to start sharing yours. Money doesn’t have to be a taboo subject if we start to normalize the conversation. Financial wellness is a journey, so don’t worry how long it takes. Follow along with the MACUHO Wellness Journey and learn about all eight dimensions of wellness by checking out the Personal and Professional Development Committee page on the MACUHO website.
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Small Is All: Emergent Strategy & Advising RESEARCH AND RESOURCES Aaron Hood He/Him/His Coordinator for Student Leadership Development University of Maryland - College Park Adrienne Maree Brown’s work on Emergent Strategy (2017) is something that I recently read. I read Brown’s work in the context of organizing work that I’m doing outside of my role as an advisor to RHA and NRHH at the University of Maryland, College Park. But as I continue to reflect upon the concepts that are presented in it, I realize how relevant it is to my work as an advisor and as an educator. Brown defines emergent strategy as “building complex patterns and systems of change through relatively small interactions” (Brown, 2017, pg. 1). For me, this encapsulates what so many of my advisor colleagues have said about advising. We’re building complex systems of change through the small interactions we have with our students. Throughout the book, Brown emphasizes that this work is not hers alone and is influenced by experiences working as an organizer and the movement leaders she looks up to. She describes the book as “written and gathered” by her, which emphasizes that she cannot solely claim the concepts herself. This is important for me to share as an educator because we individualize ideas and ascribe them to a singular person rather than recognizing the variety of ways we are all inspired by the work of our students, colleagues, and mentors. This alone reminds me of how important emergent strategy is as I continue to refine my work as an advisor. As advisors, we are collaborative supporters and provide guidance to those we advise. It is difficult for us to define our work as advisors in isolation from the work that our students do. We are purposefully intertwined with our students and their work much in the same way that Brown presents her work as intertwined with her mentors and her experiences. The principles of emergent strategies that Brown outlines also speak to me and the work that I think the best advisors do. And as I reflect on applying these concepts to advising, I’m struck by how little we talk about how to do it effectively. We can only really discuss it in contrast to supervision, and therefore it becomes a less valued skill set. I believe that if we can align our work as advisors with a work-like emergent strategy, then we’re more likely to be able to recognize the value that we provide to our institutions and the profession at large. Small is good, small is all. (The large is a reflection of the small.) “How we are at the small scale is how we are at the large scale.” When we focus on the interpersonal relationship development with our students, we role model the importance of relationships within their organizations. We start to shift organizational culture to be less insular and encourage them to do the work of relationship development. This reflection of the small scale in the large scale means we can lead our students to consider how they build culture within their organization through the goals, expectations, and processes they establish for each other and that can be repeated throughout their membership. When we centralize purposeful goals, expectations, and processes for them, we help them establish the kind of culture they would want to build in the small scale and help them see how it applies to the larger scale. Change is constant. (Be like water). Our students are always adapting to the ebbs and flows of change on our campuses. They react to inconveniences that change our plans. When we can help them be adaptable to their processes, we can help them lead more effectively toward their purpose. There is always enough time for the right work. Building a successful RHA or NRHH takes a lot of time. We frequently find ourselves short on time as do our students. But when we center the goals we have established, we find that we can always find time to do the work we need to do to get there. When I get tired toward the end of a long week, I know that I can still muster the energy to get the work done for my students in RHA or NRHH because I know that I’m helping them work toward the goals they have set for their organizations.
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There is a conversation in the room that only these people at this moment can have. Find it. Our students come together at random. They bring a wide variety of talents and experiences with them. We need to embrace those talents and experiences to how they can come together to accomplish something that only this group of people can accomplish. They will create things together that only that group of people could have developed in the same way. Finding ways to encourage that as an advisor is one of my guiding principles. Never a failure, always a lesson. We will fail. Our students will fail. There is purpose in failing when we can use it as a way to learn something about ourselves. We have to pull those lessons out and absorb them and then move on to the next goal. As advisors, we do this all the time. This concept has also been helpful to me when I have had to have difficult conversations with students about behaviors that are rooted in racism, sexism, heterosexism, classism, and/or ableism. We make mistakes because we’ve been socialized in our privileges to never have to acknowledge the humanity of the stories outside our own. When we as educators can understand that, we can move into a space of partnership with our students in rooting our oppressive norms in our relationships and organizations. Trust The People. (If you trust the people, they become trustworthy). I could not tell you how many times I’ve heard a student tell me that they were going to do something themselves because they didn’t trust someone else to do it. When we do this, we refuse to allow other people to become trustworthy. We refuse to give people space to make mistakes and learn from them. When we trust people, we give them the ability to be trustworthy. Move at the speed of trust. Focus on critical connections more than critical mass—build the resilience by building the relationships. Building a culture takes time. We have to help our students not scale things up too far too fast. The reality here is that we are bound by timelines of an academic calendar. But if we use this principle as a guide, then we’re recognizing when to launch new initiatives. Not just when the executive board thinks it’s ready to go, but when the membership might be ready to receive it. Less prep, more presence. When we over prepare, it means we are not focused on being present with the needs of the situation in front of us. I acknowledge that there is comfort in preparation and I know that my best work with my students happens when I’m open to improvising based on our context. I think about it in the context of jazz musicians. They all know the melody and the rhythm, but they have space between them to create something new. Effective advising for me is leaning into improvisation. What you pay attention to grows. The stuff we give our time and attention to grows. As an advisor, this means I need to pay attention to the things that are my priorities for the group’s development, but I also need to be paying attention to what the group wants to develop. Keeping my pulse on how the organization is using the energy of the whole group helps me guide the group back to their stated mission and goals. These core principles of emergent strategy have provided me with a renewed view of my work as an advisor and, more broadly, an educator. These concepts help challenge the aging vertical hierarchies that we still cling to in student affairs. They can help us focus on our values as educators who are working with the whole person. Much in the same way the emergent strategy is a guideline for activists and organizers to find ways to integrate into their own work, I think we all have to find our own ways to make sense of these core principles and apply them to our own contexts. I believe anything that emphasizes relationships, trust, presence, and learning is something we should consider incorporating into our profession as these practices resonate deeply with what I believe is at the core of the values of our profession. And if we did incorporate these into our work with more purpose, I’m curious what kind of change we could make in ourselves, our relationships with and to our students, and in our institutions. References Brown, A. M. (2017). Emergent strategy: Shaping change, changing worlds. AK Press.
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Supporting First-Year Residents During Their First Exams RESEARCH AND RESOURCES Tara Mellor She/Her/Hers Associate Director of Residence Life Montclair State University mellort@montclair.edu “You’ve got this!” “Just be confident!” “You’re ready!” As our first-year residents approach their midterm exams, faculty, tutors, resident assistants, friends, and parents across the country are probably giving pep talks hoping to assuage text anxiety and offer support. What these well-meaning people may not realize is these particular words of encouragement may cause more harm than good. A group of researchers from Stanford University decided to examine the myth that stressing about exams will cause students to perform poorly. What they found is that the actual stress about the test was not the problem. Rather, the problem was students worrying about their exam stress levels. What did help students perform well on their exams? The researchers found that emails from faculty that acknowledged and validated the students’ emotions and worries and shared the benefits of exam anxiety helped first-year students succeed on their exams. When we hear the words “stress” and “anxiety,” we may have negative associations. However, stress can run the gamut from harmful to neutral, and, at times, it can even be beneficial. When students believe their responses to upcoming exams are bad, it causes them to question themselves. However, when we tell students that their emotions and concerns are normal, healthy, and can actually be positive predictors for test performance, they ultimately feel more confident and achieve better academic outcomes. In their article in the Journal of Educational Psychology, Shannon Brady, Bridgette Martin Hard, and James Gross examined two things. First, how did college students feel about exams, and were there differences in anxiety levels between first-year students and upper-level students? Second, how did students respond to interventions that validated their feelings of stress and anxiety? The researchers conducted the first phase of their experiment with over 200 college students in a psychology course at a private university. The students were diverse in terms of class status, gender, race, and ethnicity, and the majority of the students were traditional college-aged students. Participants completed a questionnaire that asked them how they were feeling about an upcoming exam. As predicted, first-year students expressed higher levels of stress and anxiety than their peers from upper levels. The next portion of the research included over 400 college students who were similar to the students from the first study regarding demographics. The evening before their first exam, all of the students received an email that included reminders and words of encouragement. Half of the students received an additional paragraph that acknowledged that exams were stressful, debunked the idea that nervousness before an exam would make them fail, and shared that test anxiety might produce positive results. The email wrapped up by letting students know it was okay to feel anxious and that their feelings of stress might actually help them the next day. The study found that first-year students who received the second email scored better than their peers who received the first email. A simple email alleviated worry and led to better exam results. At the end of the semester, these students also performed better in the course. Interestingly, sophomores, juniors, and seniors did not exhibit any change in performance based on the emails they received. What does this tell us? First-year students are experiencing unbelievable amounts of change in a very short period. From living on their own and making new friends, to completing college-level work for the first time, everything they do is uncharted territory. At the same time, they are comparing themselves to their friends’ curated Instagram stories that often portray confidence and success rather than anxiety and self-doubt. Instead of saying their emotions and worry are inappropriate, first-year students need us to tell them it is okay to be stressed about tests. So, if academic support is part of your curriculum or programming model, or if you are working with first-year populations, tell them to embrace their emotions and help us normalize healthy levels of stress and anxiety. Moreover, let them know that those pre-test jitters just might be a sign that they are ready and will do just fine.
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How To Submit A Conference Proposal COMING UP NEXT Lauren Way She/Her/Hers Area Coordinator for Residential Education The George Washington University Annual Programs Committee Co-Chair lway@gwu.edu
Alex Wehrenberg He/Him/His Residence Director The College of New Jersey Annual Programs Committee Co-Chair wehrenba@tcnj.edu
We are looking forward to seeing everyone in Lancaster, PA, at the annual conference in 2020! As you prepare for the conference, we want to share some information about our call for programs and how to properly submit your program proposal. This Assistance Guide will help you in fully developing your proposal. An official Call for Programs will be sent to our MACUHO members in April. Accepted programs will be notified sometime in the summer. Submission of a proposal does not automatically guarantee participation in the program. Program proposals are reviewed by the Annual Programs Committee. This article is designed to both strengthen your proposal and your presentation. Before you submit your proposal, here are a few thoughts and questions to consider: - Don’t be afraid to ask questions. We are happy to help and can provide more information and insight throughout the proposal submission process. - As you develop your presentation, consider your audience. The conference brings in professionals of all levels, from grad students starting out in the field all the way up to seasoned senior housing officers. There is more to the conference than Resident Education, which makes it important to diversify your subject matter. Who falls in your target audience? Who would benefit most from what you have to share? How can you focus your presentation to make it most effective? - It is great to be able to learn from your colleagues at your home campus. However, it is critical for presenters to help their audience connect the content of the presentation to their home campus. Use and generalize your unique experiences to help each participant relate the information to their situations. - What makes your program educational? We ask that you adhere to and utilize the ACUHO-I Core Competencies to craft your program proposal and presentation. Examples include crisis management, equity and inclusion, facilities, and leadership and resident education, among others. - Have fun! We are looking for unique, crafty, exciting, energizing, thoughtful, and fresh ideas to help all of our members develop. We want you to be just as excited as we are. Next, please review the information below carefully, and ensure you have read and understood it when you begin your submission form. Program Title This is the title of your program that will appear in the program guide and conference applications. Make sure that your program title is both attention-catching and accurately portrays what the program is about. Program Competency All submitted programs must be aligned with one of the specified ACUHO-I Core Competencies.
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Program Length All submitted programs should be 60 minutes in length. In addition to presenting at MACUHO, each presentation will be eligible for Our Region’s Best Award, which is submitted to ACUHO-I. Program Target Audience It is important to our attendees that they are attending sessions that will best help to inform their practice. While your session may be applicable to all professional levels, please select a maximum of two levels that it is most applicable to – Graduate Level, Entry Level, Mid-Level, or Senior Housing Officer. Learning Outcomes Each program proposal must have three stated learning outcomes. Learning outcomes are statements that identify what participants will learn or be able to do as a result of attending your program. Your learning outcomes should guide your detailed outline of the program. These learning outcomes are used extensively in the review process and help ensure that programs are selected that meet the needs of conference attendees. Program Abstract The program abstract is a summary of your program, with a maximum of 100 words. It should accurately portray what attendees will experience in the session itself. The abstract is what will appear in the program guide and conference app. (If your program is accepted, you may have the opportunity to revise this description prior to the conference.) Detailed Outline Of The Program When submitting your program proposal, you should have a strong idea of how your program will flow and the content that will appear. This outline should address your learning outcomes and demonstrate how your session will achieve those. Be specific – include activities, literature references, content areas, etc. Be intentional with your strategies to ensure attendees are engaged with your content. Please submit in outline format, including how long you plan to dedicate to each specific activity or section. Program Application It is imperative that all programs provide applicable knowledge and information that attendees are able to utilize outside of the conference setting. Sessions should not be focused on highlighting a campus-specific initiative without spending significant time demonstrating how attendees could implement components at their home institutions. Be clear on how your program and content can be used at a variety of other institutions or settings. Presenter’s Relevant Experience Indicate the relevant experience the presenter has as it relates to the specified program topic. This should adequately address how the presenter is appropriately qualified to present on the selected topic. Please note that all presenters must be registered conference attendees. Audio/Visual Needs If a presenter needs specific audio/visual accommodations, please indicate this. This information will be used when assigning rooms for presentations. The conference committee can provide a projector, wireless internet, and speakers. The presenter will always provide their own laptop and connection cords. Limit Participants If there is a limit to the number of attendees who are able to attend the presentation, please indicate the maximum number. Awards and Recognition As stated above, every presentation will be considered for Our Region’s Best Award, which will be submitted to ACUHO-I. In addition, the Best Presentation By A New Professional Award is presented to a new professional (no more than three years full-time experience) who presents at the Annual Conference and meets the following criteria: The new professional must be the primary presenter and contribute at least 80% of the program content and presentation. Additionally, the nominated program must be the new professional’s first program presentation at a professional-level regional or national conference. We hope this Assistance Guide will help your proposal submission process move smoothly and quickly! If you have any questions or want to join the Annual Programs Committee, please feel free to reach out to us at macuhoannprogs@gmail.com! MACUHO | 39
The MACUHO Grad Corner COMING UP NEXT
David Shanks He/Him/His Community Director University of Maryland, Baltimore County Graduate Engagement Coordinator shanks@umbc.edu
Angela M. Delfine She/Her/Hers Residence Halls West Virginia University Graduate Engagement Coordinator Angela.delfine@mail.wvu.edu
Greetings MACUHO Grads! We’re excited that you’re joining us for our first MACUHO Grad Corner. We will be featuring fun tips, opportunities, and words of wisdom for our current and incoming grad students. Before we talk about some of our exciting new opportunities, we want to introduce ourselves. We’re Angela Delfine and David Shanks, your Graduate Member Engagement Coordinators! Angela is a Residence Hall Coordinator at West Virginia University and graduated in May 2019 from Indiana University of Pennsylvania’s Student Affairs in Higher Ed. program. David is a Community Director at the University of Maryland, Baltimore County and graduated in May 2017 from the Rowan University Higher Education program. As engagement coordinators, our role is to get grads excited and involved about the MACUHO region. We have a lot of amazing opportunities and ideas for our MACUHO grads. We are currently coordinating a mock Skype interview program where grads can connect with a professional in our region to go through a mock Skype interview and seek feedback regarding their interview. This program will allow grads to ask questions that will help build video interview skills. If you are interested in participating, please contact us! Getting started with your MACUHO professional development experience as a grad student is a great way to meet professionals in our region and to kickstart your student affairs resume. MACUHO has a number of committees that you can join, such as the Personal and Professional Development or the Social Transformation and Advocacy Committee (STAC). Be sure to check out our website for all committee opportunities and how to get involved. In addition, MACUHO provides a few great writing opportunities. Our MACUHO Magazine accepts submissions throughout the year. This is a great way to get published and to highlight some areas of interest in the field of housing and residence life. You can also submit to one of our MACUHO blogs by checking out our Resources tab on the website! We look forward to getting to know you and to supporting you through your grad journey. If you have any questions or ways that we can support you, don’t hesitate to reach out to either one of us.
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Update From The Director Of Membership Development COMING UP NEXT
Misty Denham-Barrett She/Her/Hers Associate Director of Residence Life American University Director of Membership Development
Heyyy MACUHO! My name is Misty Denham-Barrett and I’ve had the pleasure of serving as your Director of Membership Development this year! In my role, I oversee our Engagement Coordinators (ECs). The ECs work with their respective groups (Graduate Students, Entry Level Professionals, Mid-Level Professionals, and Senior Housing Officers) to create space for fellowship, networking, and development. Our ECs have hosted socials, webinars, and round tables over the last year providing opportunities for you to connect with one another, learn, and share about your experiences so that MACUHO can better connect and engage its membership. Our area has been very busy this past year! We’ve revamped a few annual conference traditions to better suit the needs of our association including the Engagement Expo. In previous years, this was called the “Committee Expo” and was an opportunity for our various committees to recruit and share their initiatives. This past year in Atlantic City, we redesigned this experience to include all the ways in which you can engage with MACUHO including engagement groups, RELI, MAPC, the VIPS program, and many others! Whether new to MACUHO or a returning attendee, this was a great way to connect with our association and find new, fun ways to engage! A new initiative that we launched this past year was the “New to MACUHO” session. Previously known as the “New Member Orientation”, this session provided new conference attendees with an overview of our association and the ways to best engage both at the conference and overall. As you know, MAUCHO is much more than just an annual conference. We encourage folks to connect all year long! To supplement this session, we also staffed a “New to MACUHO” table near registration to serve as one stop shop for questions related to the conference or MACUHO. This is just a sampling of the many exciting things to come from our engagement team and we look forward to connecting more with you all in the months to come! If you are looking for ways to get connected with MACUHO or with any of our Engagement Coordinators, please email directorofmembershipdevelopment@macuho.org.
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Hello MACUHO, The MACUHO Magazine Team has a vision of helping our members share their experiences and become published professionals in our field. We encourage you to consider joining the magazine team and/or writing a submission for the magazine today! If you are interested, check out our page on the MACUHO website to learn more about what to submit to the magazine - https://www.macuho.org/ We will take submissions at any time throughout the year. We are also happy to look at any rough drafts if you need some guidance. And if you have any questions about the magazine, please email magazine@macuho.org!