The Pulse - 2024 Edition

Photo: Wilfrid Laurier Unviersity

OACUHO PULSE

TABLEOFCONTENTS TABLEOFCONTENTS

President’s Message

2023-2024 Board of Directors

Host’s Welcome

Conference Schedule Conference Keynote

Pulse Articles

Article 1: Fostering Inclusion and Growth: The BIPOC Network's Progress and Future Directions

Article 2: OACUHO Neurodivergent Network Update

Article 3: Reimagining Higher Education: Meeting Contemporary Student Needs

Article 4: Residence Applications Beyond the Binary

Article 5: Be Your Authentic Self: Championing Student Engagement Through Authenticity

Article 6: Developing a Research Program within Campus Housing

Article 7: The Positive Impact of Alumni Engagement: McMaster University’s Women in Leadership Living Learning Community

8: living in residence and academic success: A personal reflection

Article 9: INSPIRE 1PL3: Transformative learning to support student success

Concurrent Sessions

Concurrent 1: Tuesday, June 18 | 10:30 AM

Concurrent 2: Tuesday, June 18 | 1:30 PM

Concurrent 3: Tuesday, June 18 | 3:00 PM

Concurrent 4: Wednesday, June 19 | 9:00 AM

Concurrent 5: Wednesday, June 19 | 10:30 AM

PRESIDENT'S CORNER

Dear OACUHO Colleagues,

Welcome to the 2024 Spring Conference Pulse!

We are thrilled to welcome you to Wilfrid Laurier University for what promises to be an amazing Spring Conference This event marks a special time for us to come together, exchange knowledge, foster connections, broaden our professional circles, and have some fun!

Thank you to each presenter of learning proposals. Your willingness to contribute to our association and share your expertise through presentations, workshops, and discussions brings us so much value! These learning experiences challenge us to think differently and inspire us to advance our profession The Spring Conference is also a celebration of our collective accomplishments over the past year and a chance to dream about the opportunities that lie ahead. The dedication and resilience shown by everyone in the OACUHO community has been nothing short of inspiring. The conference is a wonderful place to celebrate our achievements and honour those who have gone above and beyond in the field!

On behalf of our entire Association, I want to extend our deepest appreciation to the Laurier team for their hard work organizing and executing the Spring Conference. It is no small feat; it was through their hard work and dedication that we can come together. Their diligence ensures that this conference will be more than just a meeting it will be a valuable learning experience all participants. Thank you!

Reflecting on the past year as an Association, I am moved by your unwavering commitment and dedication to our profession. The work you do daily is crucial in fostering a safe and supportive environment that helps our students on their academic journey. I also see this commitment in our workplaces, as we take on considerable efforts to ensure we live up to our core values. As the social and political environment continues to change, the importance of our work grows As we look ahead, we are called to do more and many of us will look for new ways to expand our capacity, improve our services, refine our practices, and support our institutional missions Every functional area of our profession contributes to this success. Our work is deliberate and intentional, uniting us in a shared purpose.

This year, as an association, we have engaged in important dialogues concerning our professional identity, the purpose of OACUHO, and our future as an association. The 2023-2024 Board of Directors has collaborated with many of you throughout the year to help shape our future through the strategic planning process. We are eager to share the Strategic Plan with you at the conference! This represents a significant step in defining the future of our association, and I am excited about sharing the results with you Our joint efforts will guide our Association and our profession for the future!

Significant work lies ahead, and I am hopeful that many of you will play a role in bringing this plan to fruition. To all members, I encourage you to remain engaged with OACUHO, be it through an OACUHO committee, professional development opportunity, affinity network, community of practice, learning experience or other opportunity There is great work going on across our association and there are so many ways for you to benefit and give back to our community.

I look forward to seeing many of you at the Spring Conference - let’s come together to learn, share, connect and honour the dedication of our thriving community!

Sincerely,

Parmveer Mundi President, OACUHO

PRESIDENT

Parmveer Mundi

Queen’s University

PRESIDENT-ELECT & FINANCE DIRECTOR

Dorcas Mensah

University of Toronto Scarborough

MEMBERSHIP ENGAGEMENT DIRECTOR

Allison Keyes

Wilfrid Laurier University

PAST-PRESIDENT

Laura Storey

Carleton University

COMMUNICATION DIRECTOR

Mitchell Prost

University of Toronto Mississauga

CONFERENCE DIRECTOR

Brian Tan

PROFESSIONAL DEVELOPMENT DIRECTOR

Alisha Moosajee

Toronto Metropolitan University

ADVANCED MEMBER AT LARGE

Matt Savoie

Queen’s University

University of Toronto Mississauga

CORPORATE PARTNER DIRECTOR

Chad Mackenzie

Carleton University

MEMBER AT LARGE

Khushboo Khoja

Humber College

ASSOCIATION MANAGER

Carol Ford

WILFRID LAURIER UNIVERSITY!

OACUHO SPRING CONFERENCE 2024

Welcome to Wilfrid Laurier University!

It is with great pleasure and anticipation that we welcome you to the OACUHO Spring Conference at Wilfrid Laurier University! With approximately 200 attendees across 31 institutions, we know it will be an exciting time of growth and development for the association. As we prepare to embark on this journey together, we are filled with excitement for the opportunities that lie ahead and the conversations that will shape the future of our field.

This year’s conference promises to be an enriching experience, featuring a diverse array of concurrent sessions, networking opportunities and socials. As you’ll see in the schedule below, there will be ample opportunities for learning, collaboration and inspiration.

None of this would be possible without the dedication and contributions of our planning committee, sponsors, campus partners and volunteers. Their tireless efforts have been instrumental in shaping the conference and ensuring its success.

As Co-Chairs, we are committed to fostering an inclusive and welcoming environment where all attendees feel valued and respected. We encourage you to actively participate in discussions, share your insights, and engage with your fellow colleagues.

Whether you are a seasoned veteran or a newcomer to the field, we hope that you will find this conference to be a valuable and rewarding experience.

As you read through all the opportunities, please do not hesitate to reach out to us with any final questions at oacuho2024@wlu.ca.

Thank you for joining us on this journey. We can’t wait to welcome you to Waterloo in just a few short weeks!

Melissa Pratt Morgan & Gill McCrudden Co-Chairs, OACUHO 2024 Spring Conference

MONDAY JUNE 17

DELEGATE CHECK-IN 9:00AM - 4:30PM

AFFINITY GROUP RECEPTION 4:30PM - 6:00PM

NEW DELEGATES RECEPTION 6:00PM - 7:00PM

OPENING RECEPTION

7:00PM - 8:00PM

TUESDAY JUNE 18

BREAKFAST 7:00AM - 9:00AM

OPENING KEYNOTE 9:00AM - 10:00AM

CONCURRENT SESSION 1 10:30AM - 11:30AM

11:30AM - 1:00PM SHO MEETING/ ADVANCED MEMBERS MEETING 11:30AM - 1:00PM

TRAVEL TIME

CONCURRENT SESSION 2 1:30PM - 2:30PM TRAVEL TIME

CONCURRENT SESSION 3 3:00PM - 4:00PM DINNER 4:00PM - 7:00PM

WEDNESDAY JUNE 19

BREAKFAST 7:00AM - 9:00AM

THURSDAY JUNE 20

COMMUNITY OF PRACTICES BREAKFAST 7:00AM - 9:00AM

CONCURRENT SESSION 4 9:00AM - 10:00AM SHO BUYERS BREAKFAST 9:00AM - 10:00AM

BEST IN SHOW PRESENTATIONS 9:00AM - 10:00AM

BREAKFAST 7:00AM - 9:00AM DELEGATE CHECK-OUT 7:00AM - 12:30PM

BREAK

CONCURRENT SESSION 5 10:30AM - 11:30AM

HOT TOPICS IN HOUSING 10:30AM - 11:30AM

CLOSING REMARKS

BOXED LUNCH

OACUHP STRATEGIC PLAN 12:00PM - 1:00PM

LUNCH & EXHIBITORS FAIR 1:00PM - 3:00PM

ANNUAL GENERAL MEETING 3:00PM - 4:30PM BREAK 4:30PM - 6:00PM

PAST PRESIDENTS’ RECEPTION 5:30PM - 6:30PM BREAK 4:30PM - 5:30PM

TRAVEL TO BANQUET

BANQUET 6:30PM - 11:00PM

HEAD HOME OR TRAVEL TO SOCIAL 12:30PM - 1:30PM

OPTIONAL SOCIAL St Jacob’s Pre-Registration Required 1:30PM - 5:00PM

SEÁN KINSELLA

In this year’s exciting keynote, Seán Kinsella, a long-time alumni of Student Housing will pose the question “is it possible or even desirable for us to work to a decolonialized Student Affairs practice?” This question will guide later reflection at the conference, as we begin to understand the role that student housing has in addressing and confronting the legacy of dispossession of educational institutions across Turtle Island.

Tuesday Night Off-Campus Social

Join us at Maxwell’s Concerts & Events venue for an evening of networking and catching up with friends and colleagues! This event will feature live music from Black Water Trio, featuring Laurier alumni Fred Hale. The evening will also feature a late-night snack at the venue following the off-campus dinners at local restaurants scheduled for earlier in the evening.

Wednesday Night Banquet

As we near the end of the OACUHO Spring Conference, we are excited to host the OACUHO Spring Conference Banquet at Whistle Bear Golf Club. This evening will include a cocktail reception on the terrace, a delicious dinner (including a dessert specifically chosen by the planning committee), awards, a DJ and photo booth. Join us for a night of celebration and fun!

FOSTERING INCLUSION AND GROWTH: THE BIPOC NETWORK'S PROGRESS AND FUTURE DIRECTIONS

Victoria Medley-Parkins | McMaster University Alake Mills | Western University

The BIPOC Network continues to play a crucial role in creating a supportive and inclusive environment for Black, Indigenous, and People of Colorprofessionals in student housing and residence life. As the co-chairs of the BIPOC Network, we are excited to share our mission, learning goals, and the significant initiatives we have undertaken to foster a sense of belonging and professional growth among our members.

Mission Statement and Learning Goals

We believe that the BIPOC Network provides Black, Indigenous, and racialized professionals a safe and inclusive space that fosters a sense of belonging while encouraging the development and understanding of decolonization, wellness, and resilience skills.

Learning Goals:

1.

Safety: Ensure that staff feel safe to share their identities, challenges, and tips within the network.

2.

Sense of Belonging: Foster a sense of belonging among network members, which translates to a sense of belonging at their respective institutions

3.

Well-being: Support the well-being of staff by providing a space to share, learn, and practice wellness and resilience strategies.

4. Reflecting on 2022-2023

Decolonization and Indigenous Awareness: Promote engagement with Indigenous ideas and practices, working towards decolonizing mindsets and spaces.

In the 2022-2023 academic year, the BIPOC Network experienced moderate success with attendance fluctuating throughout the year August to December saw an average of 7-10 professionals joining the meetings, while attendance dropped to 3-5 attendees in January and February and to zero in March. April and May witnessed a resurgence, with approximately 6-8 members attending monthly meetings.

Recommendations from 2022-2023:

2.

1. Assessments and Professional Development: Implementing various assessments to track valuable topics for the network and incorporating professional development opportunities such as panel discussions and keynote speakers were recommended. Additionally, targeted meetings for future young Black, Indigenous, and racialized student staff were suggested to aid in retention and recruitment

Network Name Change: It was recommended to change the network's name due to negative connotations associated with the acronym "BIPOC." A suggested alternative was "Black, Indigenous and Racialized Network."

Progress and Initiatives in 2023-2024

Slack Workspace Implementation:

In October 2023, we introduced Slack as our primary communication platform. This decision was based on member feedback and aimed to enhance engagement and connectivity. The Slack workspace includes various channels such as:

General: For meeting updates and Humans of BIPOC features.

Inspiration: For monthly self-care tips and multicultural highlights.

Knowledge Share: For reading and content recommendations from members.

Despite some initial engagement challenges, Slack has proven to be a valuable tool for fostering a sense of community and ensuring continuous communication among members. Humans of BIPOC:

Inspired by the popular photoblog "Humans of New York," this initiative shares personal stories and experiences of our members. These features are included in our monthly newsletter, aiming to build connections and understanding within the network. The initiative has been well-received, with consistent submissions from November to May 2024.

BIPOC Network Newsletter:

Launched alongside the Humans of BIPOC initiative, our newsletter highlights our activities, OACUHO Board updates, and celebrates diverse cultural events. To enhance its effectiveness, we plan to establish a more consistent format for the newsletter.

Diversity/Multicultural Calendar:

Recognizing the importance of cultural awareness, we developed a calendar featuring key multicultural dates. This resource has been widely used within our network and institutions, serving as a valuable tool for supervisors to appreciate the cultural diversity among their students.

Virtual Panels:

We hosted virtual panels for both professional staff and student staff, providing valuable insights and promoting professional development. Feedback from these events has been instrumental in planning future initiatives.

Reflections and Future Directions

Program Success and Areas for Improvement:

Humans of BIPOC: This initiative has been successful, with many members sharing their stories. A structured system for selecting features and consistent sharing on Slack and OACUHO’s social media platforms is recommended.

Event Feedback: Collecting feedback promptly after events can improve participation and provide immediate insights for future planning.

End-of-Year Assessments:

Our end-of-year survey provided limited feedback on the network's impact on members' sense of inclusion and engagement. However we still hope for future initiatives and improvements, ensuring that the BIPOC Network continues to support and uplift its members.

Conclusion

The BIPOC Network has made significant strides in promoting inclusion, well-being, and professional growth among BIPOC housing professionals. By continuing to refine our programs and initiatives based on create a more inclusive and supportive environment within OA rs to actively participate in the BIPOC Network and contribut fostering a sense of belonging and driving positive, sys

Victoria Medley-Parkins BIPOC Network Co-Chair

Alaké Mills BIPOC Network Co-Chair

OACUHO NEURODIVERGENT NETWORK UPDATE

Rebecca Smith | University of Toronto

Sam Williams | Queen’s

University’s

Hello, fellow OACUHO members!

On behalf of OACUHO Neurodivergent Network Co-Chairs Rebecca Smith and Sam Williams, thank you so much for taking the time to engage with this update We have broken down the updates into a few digestible sections for you to follow along. We have included bios at the end about each of us as well.

How We Got Here

Rebecca and Sam met at the New Professionals Training Institute (NPTI) in May 2023, and after connecting, realized that this would be a great opportunity for folks in the entire OACUHO network, regardless of level of role, to connect on a relatable topic that affects their day-to-day lives in the work setting In creating the framework of this network with great support from Savannah Sloat, our intended outcomes are:

Foster community and connection amongst neurodivergent members of OACUHO.

2.

1. Provide peer-to-peer support opportunities concerning various student housing roles in tandem with the neurodivergent experience.

3.

Create space for socialization and discussion about developing a more accessible student housing field.

Who Are We?

The Neurodivergent Staff Network is a dedicated space for neurodivergent staff in student housing (formally diagnosed or self-diagnosed). Here, members can connect with peers, share experiences, form a supportive, inclusive, and engaging community, and learn from each other in a safe and affirming environment. The network values neurodivergent perspectives being heard.

Our Inaugural Meeting

Rebecca and Sam got underway with the Neurodivergent Network’s inaugural meeting back on May 2nd, 2024.

It was a momentous day for this network as it formally marked the beginning of what will hopefully be many more meetings in the future. This first meeting was an opportunity for folks to get to know one another more and talk about ways in which we can engage in future meetings. It was a fantastic time – in the inaugural meeting, various folks joined from institutions across Ontario. It was a time full of discussing what we each do in our roles at our home institutions, sharing any stories of our journeys thus far as neurodivergent folks, celebrating recent successes, exploring what our next few months look like and what’s on our minds as those times come, and more.

Where Do We Go Next?

As a follow-up from this meeting, at the request of those present, Rebecca and Sam created a survey that you are more than welcome to provide feedback on, regardless of whether you attended the first meeting. The goal of this first survey is to gather thoughts on topics for future meetings and methods for engaging in them. Some feedback that we have received already regarding future topics includes discussing how folks navigate busy workflows whilst being neurodivergent, navigating accommodations in the workplace, masking, where to find resources, and more. Some feedback regarding types of engagement in the future, some ideas included group activities at the upcoming OACUHO conference in June, virtual game nights (with games such as JackBox), and more.

Our hope in promoting this survey is so that, as a collective membership, we can all work together to engage in opportunities in the future that meet a diverse set of hopes, desires, and needs of those involved. Rebecca and Sam are committed to creating and fostering a space with the OACUHO Neurodivergent Network where you can feel supported, engaged with, heard, and included.

Getting Connected with the OACUHO Neurodivergent Staff Network

If you are interested in joining the OACUHO Neurodivergent Staff Network, you can do so by clicking the link at the bottom of our OACUHO webpage. Once you are registered, you will be able to receive email updates from Rebecca and Sam regarding future meetings and more. Should you have any questions or concerns, please don't hesitate to reach out to Rebecca (rebeccaf.smith@utoronto.ca) and/or Sam (sctw@queensu.ca).

Rebecca and Sam can’t wait to meet you! Take care, and have a wonderful summer!

Rebecca Smith Neurodivergent Network Co-Chair

Sam Williams Neurodivergent Network Co-Chair

The most up-to-date sessions can be found here.

REIMAGINING HIGHER EDUCATION: MEETING CONTEMPORARY STUDENT NEEDS

John Maclachlan | McMaster University

It is often felt that in our rapidly evolving society, change within higher education institutions is often slow. This was the assumption that brought together myself and researchers from McMaster University to assess current institutional norms and explore how they may adapt in the recently published peer-reviewed paper Re-Imagining Higher Education: Time, Learning, and Risk (Collins-Nelsen et al. 2024). Within this paper, evidence illustrates the student body makeup and the demands of the labour market have shifted significantly. Gone are the days when ‘traditional’ students recent high school graduates with post-secondary education as their primary focus dominated campuses. Instead, we now see a diverse student population with various responsibilities and needs. The labour market seeks graduates who possess broad knowledge and a commitment to lifelong learning. To address these shifts, all aspects of higher education (housing, services, teaching/learning) must be reimagined as the definition of student success evolves. This article explores changes to institutional norms, focusing on time, learning, and risk.

The Changing Landscape of Students

Demographic data for post-secondary students reveal significant changes over the past few decades. No longer confined to the traditional idealized model, today’s students juggle multiple roles Many work part or full-time, carry substantial debt, and balance family or caregiving responsibilities. Notably, most undergraduates now participate in the paid labour force while pursuing their education either for reasons of acquiring work experience or due to increased costs of education.

Rethinking Institutional Norms

To address these challenges, institutions must rethink their approach. Here are some key considerations:

Flexible Learning Paths: Recognize that students’ lives are multifaceted. Offer flexible learning options, such as online courses, evening classes, and part-time programs. This accommodates working students and those with family commitments.

Holistic Support: Beyond academics, provide comprehensive support services. Mental health resources, career counseling, and financial aid can alleviate stress and enhance student well-being.

Interdisciplinary Learning: Encourage interdisciplinary studies Graduates need adaptable skills to thrive in a dynamic workforce. Exposure to diverse fields fosters creativity and problem-solving.

Risk-Taking: Embrace calculated risks. Allow students to explore unconventional paths, take internships, and engage in experiential learning. Failure can be a valuable teacher.

Timing: Acknowledge the traditional school year (September to April in Canada) may not align with the needs of the modern student Explore the idea of utilizing universities and colleges more fully in the summer months, making higher education a year-round endeavour.

This paper brings together expertise from across the McMaster University campus and the authorship represents this. Bringing together the varied expertise of a sociology researcher, an (at the time) undergraduate student, and a McMaster Housing & Conference Services staff member allowed this article to bring together ideas and thoughts in a unique and important way. This type of collegial research is necessary if higher education is going to fully adapt to an evolving society. Bringing together the expertise of faculty researchers, instructors and student affairs staff brings a holistic view of future directions towards student success.

Reference

Collins-Nelsen, R., Hill, M. & Maclachlan, J. (2024, June). Re-Imagining Higher Education: Time, Learning, and Risk. Journal of Teaching & Learning, 18(1).

RESIDENCE APPLICATIONS BEYOND THE BINARY

Paige Julian | Western University

It was my first year as a student staff member, sitting in a circle with all my new peers, and we were asked to introduce our name, program, and pronouns. At the time, I was only a year into university and only out to a couple of friends about being genderqueer. As it got closer to my turn, it was hard enough to remember my name and the program I was studying, let alone trying to decide how comfortable I was with declaring my pronouns. This was the first time I had ever been directly asked! When the proverbial talking stick landed in my lap, I didn’t share how I really felt (and it wasn’t until three years later that I came out in the workplace), but I still remember that moment as a pivotal one. Though things have changed a lot since then, and many people are confident in their gender identity, this story highlights that sometimes a statement of your gender and what happens to that information can be momentous.

For students, their first interaction with their residence is often their application form. This process usually begins with their name, contact information, and some identity labels for room sorting. This selection and placement will significantly determine their experience for the upcoming year! With that in mind, it is crucial that application forms, and the resulting placements, create a first impression representative of the inclusive and welcoming environments that we advertise.

To explore this experience, I polled thirteen universities about their application processes The most common identifier options are: Male, Female, Non-Binary, Two Spirit, or some variant of “Other” (i.e. unspecified, prefer not to answer, neutral, etc). In my research, 4 out of the 13 universities polled also had a specific category for transgender men/male or transgender women/female, with only one school having “Transgender Person” as an option. Including “Nonbinary,” 9 out of 13 schools had gender-neutral options, either in place of or in addition to transgender options. On average, schools had 4.5 options total, with one outlier having 13 choices to select! Below is a word cloud of the variety of terms that are used in our application selections from the schools polled:

* The above graph shows a word cloud of 13 universities in Ontario. Information was collected by contacting the housing offices or residence websites for inquiry about what students see in their application. To share your school’s options, or ask about my research please email paige.julian@uwo.ca.

My intention is not to specifically call out any one university or college. Still, I hope this article generates reflections about your processes as we run towards another year of placements. In studying for my current Master’s in Media studies, I have learned that language and word choices are instrumental in shaping one’s overall message. For instance, in the word cloud, you can see that there are several different ways transgender students are represented. When do we ask for “Cis-Man” vs. “Transgender-Man” vs. “Man (Including Transgender Men)”? Are we advertising gender-inclusive housing and asking for a student’s birth sex as a part of that placement? Are we providing options for identities beyond “Other”? Especially in an era of questionable internet data collection, making sure students can clearly see why information is being collected This transparency can strike a balance between feeling seen, knowing where their data is going, and feeling like another marketable data point.

Two-spirit was also one of the more consistently present selections, but how is that information being used to support students? Many universities are working on decolonization and Indigenous representation, but what happens to that information once it is collected?

I am proud of the ways that our housing operations and student life practices have sought to support students. Hopefully, this snapshot of a student’s first steps into residence can be a helpful mirror to our collective institutions for consideration on how we continue to create gender inclusion on our campuses.

BE YOUR AUTHENTIC SELF: CHAMPIONING STUDENT ENGAGEMENT THROUGH

AUTHENTICITY

Shelby Bolitsky | University of Waterloo

I have a whiteboard up in my office that in big multicoloured block letters reads “bring your authentic self” - and this isn’t just some decorative motivational visual, but in fact a clear request I make of the students who enter my office: be you, bring your authentic self, you don’t need to pretend to be someone you’re not when you’re in this space. Not only do I make this request, but I also model this myself. I dress in expressive ways, I show off my tattoos, I talk about the music I’m into and causes I’m passionate about, and I have my favourite stuffed toy shark on my couch.

It wasn’t always this way. I’ve been in other positions where I have felt unable to bring my authentic self to work. I covered my tattoos. I didn’t talk about my personal interests or hobbies. I closed off parts of myself in hopes it would make me more professional or be a better role model. But I saw the glimmer. I saw the glimmer when I went to adjust my sleeve and a student saw my tattoo. I saw the glimmer when my phone buzzed and a student could see the paused punk rock song on my lockscreen. I saw the glimmer when a student saw a part of themselves in me – something we could bond over that wasn’t just our shared institution, department or residence building.

I am so incredibly thankful to work in an environment now where I can bring my authentic self to work. But the gratitude isn’t just on behalf of myself, but our students too. By bringing my authentic self to work, not only am I able to make genuine connections with students based on our identities – instead of just our proximity and duty – but I am also able to create a space for students feel safe and comfortable to be their authentic selves too. I have students stop by my office to share with me their new favourite band, talk about the most recent horror movie they watched or ask about the best place to thrift clothes just as often as I have them dropping by to discuss their conflict with their roommate or request wellness resources.

The foundation of our work is to support students as they navigate post-secondary and more often than not, also the excitements and challenges of early adulthood. Identity development is foundational during this time – especially for students who couldn’t truly be themselves until they moved away from the home they grew up in. By modelling authenticity and creating spaces for students to be their authentic selves, we are creating safe spaces for students to discover and explore their true identities and what really makes them who they are.

If you’re not already, I encourage you to find ways to bring your authentic self to the workplace. Whether it’s how you set up your space, how you present yourself or the conversations you have with students – or a mix of all three – there is always a way to bring a little bit more “you” into the work you do. This will not only positively impact you, but it will also remind the students that you interact with that they can bring their authentic self as well

Shelby Bolitsky

Residence Life Coordinator

University of Waterloo

The most up-to-date sessions can be found here.

The most up-to-date sessions can be found here.

The most up-to-date sessions can be found here.

DEVELOPING A RESEARCH PROGRAM WITHIN CAMPUS HOUSING

Melissa Gallina | McMaster University

In 2023, McMaster University’s department of Housing and Conference Services (HCS) established a goal to become recognized as a hub for campus housing research in Canada and beyond. The research aims to be peer-reviewed, published and recognized by both housing professionals and the larger higher education community. Since 2023, McMaster HCS leadership has provided the resources, structure and dedicated staff to pursue this goal. HCS’s current research priorities include examining the role of housing in first-year student success and understanding the impact of McMaster’s Living Learning Communities. HCS facilitates six Living Learning Communities (LLCs): Creative Expressions, Health & Wellness, eSports & Gaming, Innovation & Society, Women in Leadership, and Leaders & Influencers. In an LLC, students live in the same building and participate in exclusive activities and events throughout the year, which support their education outside the classroom.

While related, it is important to note that this new research direction is separate and distinct from assessment. Both are valuable and maintain a respected place within McMaster HCS. Assessment of individual activities, processes and broader programs occurs on a continuous basis and is managed by a separate unit within McMaster HCS. Whereas assessment aims to evaluate if something is working, research looks to create new knowledge (McGillin, 2003).

Research is rigorous and replicable, it follows defined methods, standards and protocols that are recognized by the academic community. This includes, for example, obtaining ethical approval for any research involving human participants and following accepted qualitative and quantitative methodologies. Research is informed by larger theory and the existing body of scholarly literature. It is shared through academic conferences and peerreviewed journals.

Research is the “language” of higher education. By conducting and sharing research, housing professionals can be part of larger academic discussions about student success, first-year transition and more. Research also helps to demonstrate the value of our work in a concrete and defensible way. Through research, we can share ideas, collaborate across institutions, and assess broader trends in the student housing landscape to best support students.

Developing a research program within campus housing has posed challenges and opportunities Research is not something that is typically done within housing departments. Indeed, the research coordinator position appears to be relatively unique in this context. With this comes the challenge of establishing and maintaining buy-in from within McMaster HCS, the broader campus community and beyond. A review of the academic literature indicates that there is an opportunity to investigate the experiences of students living in residence in Canada – providing an exciting rationale for our work. McMaster HCS looks forward to sharing our research findings with OACUHO members and academic communities in the coming years.

Reference

McGillin, V. (2003, December). Research versus assessment: What's the difference? Academic Advising Today, 26(4).

THE POSITIVE IMPACT OF ALUMNI ENGAGEMENT: MCMASTER UNIVERSITY’S WOMEN IN LEADERSHIP LIVING LEARNING COMMUNITY

Kristin Taylor | McMaster University

From generous donations to mentorship programs, to sharing traditions and stories, alumni can have a profound impact on first-year university students living together in campus housing.

In 2014, McMaster University received a generous alumna donation to support the growth and development of first-year students living in Wallingford Hall – an all-female residence, rich in history.In addition to being one of McMaster’s oldest residential buildings, Wallingford Hall is home to the Women in Leadership Living Learning Community (LLC) The Women in Leadership community connects students who are passionate about leadership, identity, and success. Due to the donation, students have been given the chance to participate in various impactful leadership opportunities. In the 2023-24 academic year students attended a leadership retreat, had a formal dinner with professional female leaders from the McMaster community, and took a trip to Toronto to see SIX the musical, where they attended a private Q&A with the all-female cast. These opportunities empowered the first-year students of Wallingford to be strong and confident female leaders. Students were also able to lend support to community members in need, through organizing Valentine Day gift baskets and writing notes for individuals in a local women’s shelter. They built core memories and developed critical skills as they engaged with diverse groups of women in leadership, all made possible by the funding of a generous alumna donation.

The Women in Leadership (WiL) Mentorship program has been another instrumental element exemplifying the positive impact of alumni engagement at McMaster University. Mentorship programs have been shown to improve culture through support and collaboration, provide protection and inclusion for new members, and retain and develop the community (Cunningham, 2016). Each year, the WiL Mentorship program intentionally matches recent graduates who previously lived in Wallingford Hall, to current first-year Wallingford students. Mentors and mentees are guided through monthly discussions around topics relevant to both the student life cycle and women’s leadership development. In addition to monthly discussions, mentors and mentees have attended social events such as paint nights, cooking classes, and tea and chocolate tasting

Mentees voiced that the program allowed them to feel supported and reassured by their mentors. One participant stated, “I felt very comfortable around my mentor to share my struggles during first year and find effective solutions that will set me up for success.” In addition to receiving emotional and mental support, mentees felt “ more prepared to tackle the next few years of schooling.” Through alumnae engagement, mentees have improved skills such as time management, networked with individuals in a field of interest, built confidence, and gained insight into the many valuable resources McMaster has to offer End of year reflections revealed that the mentorship program also had a positive impact on the mentors. One mentor shared, “ …we formed such a natural connection and had so many similar experiences in our first year that I learned I did have some 'wisdom' or helpful advice to offer the next generation… the mentor/mentee relationship helped me grow as a person.” The WiL mentorship program is an excellent example of the full circle experience and lifelong impact of alumni involvement.

Students who have come through the doors and lived in Wallingford Hall have described it as having “ some sort of magic to it,” a magic that is carried on through traditions and stories of those who have lived there. As the 2023-24 academic year came to an end, the most recent group of Wallingford women held a special formal to celebrate their triumphs, create new traditions, and reflect. They gathered around to read a letter from a 1994 Wallingford alumna, who shared her photos, retro sweaters, and experiences – good and bad – and challenged the women to reflect on tradition and innovation. While reflecting on her letter, the group wrote notes for future residents, stocked the newly built Wallingford library with meaningful books, painted a teapot to commemorate their time in residence, and captured memories for their yearbook. As one Wallingford resident proudly noted, “ we have created a safe place for students to be comfortable enough to express their own beliefs and proudly exist as whoever they identify.” In a few years’ time, today’s first-year residents can continue to have a positive impact, as alumnae of Wallingford Hall.

Reference:

Cunningham, A (2016) What are the Benefits of Mentorship Relationships? ILR Student Works. https://ecommons.cornell.edu/items/5f4a7d4a-8f49-4ef6-9658-2b4da001058b

LIVING IN RESIDENCE AND ACADEMIC SUCCESS: A PERSONAL

REFLECTION

Sam Friesen

The literature consistently shows a positive correlation between students living in residence and their overall academic success (Ganser & Kennedy, 2012; Garvey et al., 2020; Long, 2014; Pidgeon & Rogerson, 2017; Samura et al., 2021; Taylor et al., 2019; Tolman, 2017). However, when considering intersecting identities, such as my experience as an openly bisexual woman living in residence for four years while working as a Residence Advisor (RA) and Residence Coordinator (RC), the picture becomes more complex.

Fortunately, my personal experience in residence was positive, largely due to my undergraduate university's supportive environment for queer students. In my first year, my RC was openly transgender. He would talk about his transition process, and answer any question posed. This simple act of opening the dialogue set a precedent of safety and acceptance in our entire house. This seemed to be the case across our small campus as well – of the five RCs that year, two were openly transgender and one identified as queer. However, my professional experience revealed a mix of positive and negative experiences for queer students in residence.

Despite the positive correlation between residence life and student success, queer students often face discrimination and hostility in these supposedly supportive environments (Robinson, 1998). Surprisingly, little research has been conducted specifically on queer students in residence (Erdmann, 2020; Taub & Fanucce, 2010), despite the significant number of queer students residing in these halls.

A key factor in the positive correlation between residence life and student success is the crucial role of Residence Advisors (RAs) (Blimling, 2015; Ganser & Kennedy, 2012; Garvey et al., 2020; Samura et al., 2021; Tolman, 2017). RAs serve as mentors, advisors, and social monitors, playing a vital role in creating a safe and inclusive community. Studies have shown that when RAs are open, caring, and intolerant of homonegativity, queer students report a more positive residence experience (Evans & Broido, 2002; Kortegast, 2017; Mollet et al., 2021). This positive experience often translates into a more enjoyable postsecondary education overall.

Everything I have discussed so far has been general, so, contextualizing the experiences, and existing literature, regarding queer students in residence within transition theory is effective for highlighting any implications for practice and future study. In looking at transitions, Schlossberg defines three types of transitions: anticipated transitions are major life events that are usually expected; unanticipated transitions are major life events that are unexpected; and nonevent transitions are expected events that fail to occur (Schlossberg, 2011). She further explains that “it is not the transition per se that is critical, but how much it alters one's roles, relationships, routines, and assumptions. This explains why even desired transitions are upsetting” (Schlossberg, 2011, p. 159). The features that are common to all event or nonevent transitions can be clustered into four categories, the 4 Ss: situation, self, supports, strategies (Schlossberg, 2011, p. 160).

Situation, as it is so named, refers to a persons situation at the time of transition (Schlossberg, 2011) For queer students in residence, their situation is layered as there may be multiple transitions happening. First, they have moved out, are living in residence, and beginning post-secondary education. This is a significant transition, but as Evans and Broido (2002) explain, many queer people come out during their time at post-secondary. This is another significant transition that is layered on top of moving out and being a student in higher education.

Self refers to ones inner strength when dealing with the situation (Schlossberg, 2011, p. 160). Students deal with multiple identities simultaneously (Fassinger, 1998; Mollet et al., 2021) This can include one’s queer identity In a study conducted by Mollet and colleagues, the salience of one participant’s gay identity “contributed to his understanding of self and his desire for a space to exist as a gay man during his transition into college and residential life” (2021, p. 7). On the other hand, another participant sought a space “where he could exist authentically, which included life beyond his queerness” (Mollet et al., 2021, p. 7). The participants living communities allowed for their sense of self to relate to their situation, and “their self-awareness directly interacted with the context in which they lived” (Mollet et al., 2021, pp. 7-8).

Support refers to the supports that are available to an individual at the time of transition This is critical to one’s sense of well-being (Schlossberg, 2011, p. 160). In one study conducted, participants identified queer community visibility as important to their sense of mattering in residence (Mollet et al., 2021). For example, one participant’s involvement “provided supportive space with other queer students while enhancing the opportunities for engagement with others” (Mollet et al., 2021, p. 8). In addition to queer-focused supports, it has been found that students also seek general support systems from people who either did not identify as queer or where that was not the primary focus of their connection (Mollet et al., 2021).

RAs also contributed to students support network. This includes small acts such as checking in and talking, and efforts to develop a positive climate for queer students (D’Augelli, 1989; Evans & Broido, 1999, 2002; Mollet et al., 2021).

Strategies refer to various coping strategies one can implement when undergoing change. Coping strategies involve those that try to change the situation, those that try to reframe the situation, and those that help reduce stress (Schlossberg, 2011, p. 161). For queer students in residence, it is highly beneficial to have resources with strategies available and visible (Mollet et al., 2021). Strategies for navigating roommate relationships include students choosing a roommate already known to them, coming out in a more passive way (i.e., writing a letter), or choosing to conceal their queer self (Mollet et al., 2021). It seems to be the case that residence, on its own, has varied results for queer students. Navigating multiple transitions and identities makes the transition to post-secondary education, and residence halls, more challenging for queer students. Overarchingly, there is one theme that repeatedly comes up in the literature in relation to the success and enjoyment, or lack there of, of students in residence halls – RAs.

The success of queer students in residence is multi-faceted but primarily relates directly to their experience with Residence Life staff. Looking at Schlossberg’s transitional theory, RAs directly influence support and strategies available for students. If a student has a solid support system, in addition to visible and accessible strategies, their transition may be less challenging. Those who reported positive interactions with their RAs tended to also report a more positive overall residence experience, which allowed them to focus on academics, and other aspects of their lives. On the other hand, students who were not provided with RA support, or accessible strategies would have a more challenging transitional experience. Students who reported negative interactions with RAs reported an overall negative residence experience. This led to students withdrawing from the residence community, feeling anxious and stressed, and their academics suffered as a result. This seems to have major implications for future training programs for residence staff at all levels. By knowing their direct correlation to the lives of queer students, Residence Life staff at all levels should, at the very least, be aware of the recommendations put forward in these studies, or reform their training to implement them.

Sam is an aspiring student services professional. She has recently completed her Master of Education at the Ontario Institute for Studies in Education (OISE), specializing in student services and student development in higher education. Sam’s interest in student housing first blossomed during her time as a residence advisor and flourished further as a residence coordinator. Her commitment to the field is reflected in her involvement with the OACUHO PD Committee, where she actively contributes to the development of professional standards.

BIPOC Network

Neurodivergent Staff Network Beyond the Binary Network

COMMUNITIES OF PRACTICE (COPS)

Communities of Practice (CoPs) exist as a forum for members to engage in solving common challenges across institutions.

Our COPs includes:

Residence Education & Curricular

Approach

Student Conduct

Admission & Business Operations

Small Residences & Housing Units

Training & Assessment

Grad Student and Family Housing

To join, please visit the OACUHO website. AFFINITY NETWORKS

COMMITTEES

Within OACUHO, we have three unique committees that members can join to support the larger membership.

Our committees include: Professional Development Communications Memberships Engagement

To join, please visit oacuho.com/committees.html

For all ways to get involved, please visit www.oacuho.com

The most up-to-date sessions can be found here.

INSPIRE 1PL3: TRANSFORMATIVE LEARNING TO SUPPORT STUDENT SUCCESS

Monica Palkowski | McMaster University

Many of us working in the student affairs and housing fields share a strong belief in the power of co-curricular programming to positively impact and add value to the student experience Across Ontario, many campuses have adopted a curricular approach to their community development models and developed more intentional assessment practices. However, the challenge of building and sustaining student engagement in co-curricular activities and meaningfully tracking and assessing student learning remains a struggle for many. In response to these challenges, we at McMaster have developed the course Inspire 1PL3: Personal Leadership through University Transition. Developed collaboratively by Housing & Conference Services and the Student Success Centre, INSPIRE 1PL3 is a pioneering 3-unit, for-credit open elective interdisciplinary course that focuses on three core themes: Student Success, Personal Well-Being, and Community Impact. These themes align with the learning goals outlined in our first-year curriculum strategy. Through a combination of experiential and active learning, students engage in critical self-reflection, exploring their positionality and roles as emerging leaders.

Development

The genesis of Inspire 1PL3 stemmed from a collective acknowledgment within the university community of the need for students to develop essential skills to support their success at university and beyond. There was a palpable need to address gaps in students' readiness for university life, encompassing crucial competencies such as time management, self-regulation, and interpersonal skills. While the Student Success Centre and Housing & Conference Services departments both offered co-curricular opportunities for students to learn and develop these skills, student uptake was often a significant challenge. We began to ask ourselves how we could enhance the co-curricular activities that we offered in a way that appealed to students and drove higher engagement In 2019, the establishment of the Inspire Office of Flexible Learning provided a platform for innovation in curriculum design and delivery, creating a space to develop a course offering that was interdisciplinary in nature and leveraged the co-curricular work that our departments were already doing.

Recognizing that student affairs staff are uniquely positioned to deliver educational experiences that support holistic student development, two permanent full-time administrative staff members co-teach Inspire 1PL3. When the course first ran in winter 2022, it was taught by Sean Beaudette, Associate Director, Outreach, Transition and Academic Success from the Student Success Centre. At that time, about 150 students were enrolled. The following year, we moved to a co-teaching model where I was hired as a second instructor and we have since increased enrollment to 250 students. Inspire 1PL3 is now a permanent offering on our course calendar that has seen nearly 600 students pass through its doors, and will run for its fourth consecutive year in the 2025 winter term.

“I really enjoyed that the class is engaging and teaches things that are truly valuable in my life. I have grown mindsets that are healthier and more optimistic about my future as a student.”

Inspire

1PL3 student

Course Overview

Inspire 1PL3 offers an interdisciplinary exploration of personal leadership, guiding students towards success in their university journey. Following introductory lessons on each theme, students are required to sign-up for "Choose Your Own Adventure” workshops, which explore topics related to that week’s core theme. This provides a way for students to exercise some agency in the learning process Workshops are based on cocurricular activities our departments already offered to students and are taught by staff from across campus and guest facilitators from the broader Hamilton community. Examples of past workshops range from ecotherapy sessions on local trails and learning life skills through Indigenous games, to exploring principled community engagement practices and improving financial literacy. Because workshops are scheduled both during and outside of our regular class time, students can adjust their schedules to suit their needs. Workshops also allow for learning in smaller groups, fostering deeper understanding and providing essential opportunities for relationship building. Following workshops, students take part in tutorials where they practice critical reflection skills

It is our hope and intention that the impact of Inspire 1PL3 extends beyond the classroom, empowering students to become leaders in their own lives and communities. By leveraging existing co-curricular learning already happening at McMaster, we aim to address a critical gap in many students’ essential skills development and equip them with the tools they need to thrive in university and beyond.

IINCOMING NCOMING BOARD OF DIRECTORS BOARD OF DIRECTORS

2024 - 2025 2024 - 2025

PRESIDENT

Dorcas Mensah

University of Toronto Scarborough

PRESIDENT-ELECT & FINANCE DIRECTOR

Becky Shillington

Loyalist College

PAST-PRESIDENT

Parmveer Mundi

Queen’s University

MEMBERSHIP ENGAGEMENT DIRECTOR

Allison Keyes

Wilfrid Laurier University

PROFESSIONAL DEVELOPMENT DIRECTOR

Melissa Chaffe

COMMUNICATION DIRECTOR

Mitchell Prost

University of Toronto Mississauga

CONFERENCE DIRECTOR

Brian Tan

University of Toronto

Mississauga

Western University

CORPORATE PARTNER DIRECTOR

Andrew Harris

Humber College

ADVANCED

MEMBER AT LARGE

Matt Savoie

Queen’s University

MEMBER AT LARGE

Shelby Bolitsky

University of Waterloo

MEMBER AT LARGE

Alison Elford

University of Toronto Scarborough

ASSOCIATION MANAGER

Carol Ford

2023-2024 OAKUDOS

ANNIKA TAWIAH

SENECA COLLEGE - NEWNHAM

HART MCFARLANE

UNIVERSITY OF GUELPH

ERIN LI

UNIVERSITY OF GUELPH

BRYANNA FELDMAN

UNIVERSITY OF GUELPH

STEPHEN LOURENCO

UNIVERSITY OF GUELPH

MITCHELL PROST

UNIVERSITY OF TORONTO MISSISSAUGA

CARLIE THOMPSON

UNIVERSITY OF BRITISH COLUMBIA

CASSIDY MCGUINNESS

UNIVERSITY OF BRITISH COLUMBIA

MAURA FRUNZA

QUEEN'S UNIVERSITY

PARMVEER MUNDI

QUEEN'S UNIVERSITY

MATTHEW METCALFE MCMASTER UNIVERSITY

ALLISON JEWELL

WILFRID LAURIER UNIVERSITY

SARAH REMANI FLEMING COLLEGE

SABRINA LA CARLETON UNIVERSITY

OACUHO PULSE

ONTARIO ASSOCIATION OF COLLEGE AND UNIVERSITY HOUSING OFFICERS