Septemberpulse

THE PULSE

THE NEWSLETTER OF THE ONTARIO ASSOCIATION OF COLLEGE AND UNIVERSITY HOUSING OFFICERS September 2017

THE PULSE

Board of Directors PRESIDENT

CONFERENCE DIRECTOR

Amanda Ziegler

Kristin Lennan

Brock University aziegler@brocku.ca

University of Guelph lennank@uoguelph.ca

PRESIDENT-ELECT / FINANCE DIRECTOR

CORPORATE PARTNER RELATIONS DIRECTOR

Ian Crookshank

Jessica Nayda

Ryerson University ian.crookshank@ryerson. ca

University of Guelph jnayda@uoguelph.ca

PAST PRESIDENT

SENIOR-LEVEL MEMBER AT LARGE

Daryl Nauman

York University dnauman@yorku.ca

Valerie Bruce

COMMUNICATION DIRECTOR

MEMBER AT LARGE

Kristina Bartold

Wilfrid Laurier University cwebb@wlu.ca

St. Jerome's University kbartold@uwaterloo.ca

PROFESSIONAL DEVELOPMENT DIRECTOR

Andrew Natale

Brock University anatale@brocku.ca

Ryerson University vbruce@ryerson.ca

Carley Webb

MEMBER AT LARGE

Jennifer Tabar University of Waterloo jtabar@uwaterloo.ca

MEMBERSHIP ENGAGEMENT DIRECTOR

ASSOCIATION MANAGER

Nathan Riley

OACUHO info@oacuho.com

Queens University nathan.riley@queensu.ca

Carol Ford

THE OACUHO PULSE September Edition

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New Beginnings

Amanda Ziegler Manager, Residence Life

Well, they are here! We’ve spent our summer hours [If I had a dollar for every 8me I get asked what I do in the summer, I’d have around 15 dollars!] preparing as much as we can for their arrival. New furniture or repairs to the old, innova8ve programming ideas, experien8al training for staff and in many cases new faces at the table, all in hopes of making this September beGer than the last.

As we embark on yet another September, I’m hopeful that everyone will take a moment to explore your campus to catch a glimpse of a new beginning or two.

Speaking of new beginnings, we have had what seems to be a rela8vely smooth launch of the new OACUHO website. As we con8nue to build and launch new site features, I hope everyone will take some 8me to explore the site and offer us sugges8ons on how we might develop the site to best serve your needs. I hope to see as many as can make it at the Fall Business Mee8ng at University of Toronto Mississauga in October.

Best, Amanda

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in house

RESEARCH

with Research Writer Aman Litt

Sexual Violence in Residence and the Impacts of Social Media Sexual violence on campus con8nues to be an areas of ongoing concern for students, faculty, staff, parents and the public. As universi8es are star8ng, con8nuing or enhancing their own sexual assault policies, making commiGees and increasing awareness on the issue, the issue itself con8nues to be a prominent and ongoing maGer for us all.

As the school year near approaches, we are excited and planning for all the wonderful opportuni8es we hope to share with our students. We work on kickoff and orienta8on events which will benefit and enhance their academic porRolio, social lives and mental health, but we need to ensure that educa8on around sexual violence is a mandatory learning requirement for all.

There are three levels of support and educa8on when it comes to sexual violence: survivor, accused and bystander. I feel we all have a clear understanding of the procedures to support survivors in this process, but we cannot ignore the fact that the judicial system sta8s8cally does fail us on the legal implica8ons to the event(s) endured. For maGers around suppor8ng the accused, it is very important to have staff separately suppor8ng each party, so that the support is unbiased and we are not overwhelming one or a few staff with a very large and typically long process. Bystander support is something I feel we have done a really good job advoca8ng for and fostering. Our bystanders are integral to the safety and security of our community; the beGer educated and supported they feel, the stronger we are as a unit.

Does your ins8tu8on have a sexual assault policy? First and foremost, advocate for this to the most senior levels, if this is not a process already in play. This is also not a policy which one can work on from the corner of their desk; there should be individuals direc8ng and chairing these policies whose sole responsibility is the successful implementa8on of said policy.

This past month, I researched mul8ple sexual assault cases across Canada. What really surprised me was how nega8vely the survivor can be accosted in their online social environment, a[er disclosure. Their sexual history and habits become a topic of conversa8on amongst their peers verbally and on social media and, in some cases, are assessed to determine if the event was ‘falsified’ by the survivor to protect their reputa8on. With the close environment students are living in, conversa8ons travel quickly and informa8on is distorted, made-up or comically transferred amongst peers, and this can have extremely detrimental effects on the survivor’s recovery.

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IN HOUSE RESEARCH

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t is no secret that students know who like who, who is in a rela8onship with who, so it would be naive to think that they do not know more in8mate details about their neighbours.

Terms like ‘slut’, ‘easy’, ‘whore’ are cemented onto social media sites, impac8ng the survivor in ways I feel we cannot fully see the ramifica8ons for.

Educa8on and support around bystander interven8on, consent and believing with the survivor are plen8ful, I feel, especially living in Alberta and working at the University of Alberta, but we need to really dig into the power of the social network society and ensure we are using the tool as posi8vely as we can. Social network sites are dangerous in the fact that people can hide themselves and their viewpoints, but s8ll be able to voice them. The sad truth is that some individuals take advantage of this situa8on and use it to single out, harm and bully an individual, with no personal consequence.

“If vic8ms feel their social networks are betraying them by responding nega8vely to their assault disclosure, they may engage in greater maladap8ve coping to escape feelings of anger, sadness or anxiety. Nega8ve social reac8on to assault disclosure might also nega8vely affect posi8ve coping, by discouraging vic8ms’ aGempts to seek help from friends or talk to others about feelings related to the assault” (Ullman & Peter-Hagene, 2014, p. 2-3). Just like anything else in our lives, if we are being judged nega8vely, we tend to change our ac8ons or change who we go to for support. If a survivor feels that they are not being supported, this changes how they deal with their stress, the situa8on and the legal procedures.

As an individual who did not grow up with social media and does not engage with social media on a regular basis, it is easy to forget the detrimental impacts of this ‘tool’. Many 8mes survivors choose to stop, back out or not engage with the process of legal ac8ons because of what might happen to their social

status. I, as many professionals, spend so much 8me focusing on student’s physical environment that I feel inadequate on how the social realm affects them.

Whenever this happens in my professional career, a weakness or lack of educa8on, the best solu8on, I seek out, is crea8ng support and educa8onal programming for staff and students. By crea8ng and working on such opportuni8es you allow yourself to become more of a specialist along with everyone else.

Research studies have shown that posi8ve experiences tend to result in posi8ve future rela8onships, hope for the future, posi8ve outlook on life and confidence in one’s own abili8es (Borja, Callahan & Long, 2006). What does posi8ve reac8ons look like? Posi8ve reac8ons we can educate students on are: believing the survivor, not associa8ng any form of blame or responsibility on the survivor, not bringing up other areas of their past and providing or offering support and resources. Though many of these things, if not all, are being done and promoted on your campus are all of the realms students live in being u8lized? I think by really integra8ng social media into these discussions, instead of recrea8ng the wheel, we can simply enhance the support which already exists.

The strength and support we already receive from our bystanders is something I feel that can be easily transferred to the online medium.

Nega8ve experiences on social media would be things, such as: telling the survivor to ‘get over it’ or to ‘move on’, accusing the survivor of being obsessive about the subject. “...[N]ega8ve reac8ons following sexual assault have been associated with greater psychological distress and are predic8ve of poor adjustment” (Borja, Callahan & Long, 2006, p.

906). The a[ermath trauma of online comments can having long las8ng nega8ve impacts to mul8ple aspects of one’s life. Also, with the protec8on of anonymity with many online sites, individuals are free to bully, ridicule, objec8fy and denegrade survivors with liGle no consequences for their ac8ons, let alone ownership of responsibility.

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IN HOUSE RESEARCH Nega8ve social media can also make the individual feel as though their friends do not care about the situa8on and the pressure to ‘move on’ can be detrimental to all aspects of their life.

On the flip side, not all social media usage has nega8ve results. Like any powerful tool, when used effec8vely it can have a posi8ve and educa8onal world wide impact. If we recall the Stanford University case, involving Brock Turner, this was an example of how social media was the plaRorm which shared the survivor’s message to millions of people within a very short period of 8me. “In the case of Brock Turner, social media has amplified the many thoughts of the public on all sides of the story. Feminists and rape survivors have been vocal in support of the vic8m, but so too, have ‘meninists’ and rape apologists in undermining [the survivor’s] claims” (Li, 2016). In the Brock Turner case, the internet allowed the survivor a place to tell her story and to share it with millions of people. This is powerful and empowering, but it also put the survivor in a situa8on to be judged and commented on by an even larger community.

Like everything in life, this is complicated situa8on. Sexual assault awareness is something we all know is very important and something we wish we could eradicate from our environments, but without proper educa8on, we will con8nue

1. Assess the sexual assault education provided for your students. Is the social media aspect integrated into the education and support? Imagine bystander intervention training, in real life and online; simple changes like this will help students find their voice and feel confident to support their peers in even more types of situations.

2.What are your student communities most used online sites? How many are anonymous? Do research and see what can be done to ensure that students are being aware of how their actions on these sites has lasting impacts. Create programming around the harms of comments and imagery posted without thought.

3.Specialists do exist. We do not have to do it all; there are wonderful speakers, educators and programs already in use, so see what you can learn from what is already being done.

Also, be sure to call your colleagues; see what other people are doing and work on collaborating together. Social media, when used well, is such a powerful tool and without educating individuals on said power, sometimes students do not fully understand the ramifications of a simple action online.

References Borja, S.E., Callahan, J.L. & Long, P.J. (2006). Positive and Negative Adjustment and Social Support of Sexual Assault Survivors. Journal of Traumatic Stress, 19(6), pp. 905-914.

Li, W.M. (2016). Stanford Sexual Assault: How Social Media Gave a Voice to the Victim. The Conversation. Retrieved from http://theconversation.com/stanford-sexual-assault-how-social-media-gave-a-voice-to -the-victim-60814 Ullman, S.E. & Peter-Hagene, L. (2014). Social Reactions to Sexual Assault Disclosure, Coping, Perceived Control and PTSD Symptoms in Sexual Assault Victims. J Community Psychology. Retrieved from http://pubmedcentralcanada.ca/pmcc/articles/PMC4043331/pdf/nihms533538.pdf

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Fall Business Meeting happening on Friday October 13th at the University of Toronto Mississauga. Don’t forget to register and check out the website: www.fbm2017.com

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ACUHO-I 2017 Reflections

Andrea Pape Residence Life Coordinator Seneca College

This June I had the opportunity of aGending ACUHO-I’s Annual Conference in Rhode Island as the recipient of the New Professional Award Scholarship. It was a privilege to aGend a global knowledgesharing conference filled with opportuni8es for connec8ons and exposure to newer hot topics in residence life. It was invigora8ng to absorb and discuss the successes of our global co-workers, from a session on how a university residence in Australia reduced cri8cal mental health incidents in the first six weeks of the year to zero by introducing an innova8ve mental health orienta8on to a roundtable session on best prac8ces in student staff training.

The context of current polarizing global poli8cs, controversial recent guest speakers at delegate’s ins8tu8ons, and increasing ac8vism and rallies on campuses inten8onally contributed to main conference themes that ACUHO-I presenters were willing to tackle with their global counterparts: addressing contesta8ons of freedom of speech and safe space on campuses, crea8ng safer founda8ons for conversa8ons about inclusion, and crea8ng stronger campus response to incidents of hate or safety concerns.

The annual new professional case study compe88on I took part in tackled responses to an escalated incident surrounding a poli8cal guest speaker on campus. One formal session focused solely on how to navigate a situa8on with a staff member arguing their right to have a confederate flag hang in their room for the year. The closing panel at ACUHO-I featured two Americans poli8cians deba8ng the future of residence housing from republican and democrat viewpoints.

For me, the largest takeaway was that we need to be consistently re-evalua8ng the toolkits we provide our staff with. Are our inclusivity toolkits from one or two diversity training sessions advanced and detailed enough, or do we need to integrate ongoing training throughout the year? Will our staff walk into the year knowing how to address disagreement with the need for safe(r)/brave space or inclusive language in residence? Will our staff be able to recognize hate speech towards minori8es or privileged advantages that are hidden behind words such as poli8cs and freedom of speech, versus when poli8cs and freedom of speech are truly what the conversa8on is about? Are our staff prepared to go into an academic year being able to bridge peaceful and friendly connec8ons between people who have polarizing poli8cal views?

It was also a reminder to re-examine what professional development is standard in our departments. Many delegates and presenters shared a hope that every ins8tu8on would stop relying on the assump8on that every professional staff member in their office have a strong educa8onal background or experience in naviga8ng diversity, inclusivity, and hate speech incidents, or that knowledge gained five or more years ago is fresh enough to be applied in September 2017. It was invigora8ng to see the passion behind resources and standards ACUHO-I presenters and delegates are crea8ng and sharing to ensure that fellow professional staff are truly ready and able to navigate complex incidents and support specific communi8es including minori8es, interna8onal students, and ‘targeted’ student staff.

ACUHO-I was a wonderful opportunity for formal learning, connec8ons to con8nue knowledge-sharing, and adding addi8onal excitement for this upcoming September. If you would like to explore your interests in housing and bring back fresh new ideas for your home ins8tu8on, I hope you consider applying for OACUHO/ACUHO-I’s New Professional Award Scholarship this upcoming year.

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The Value of Presenting as a New Professional

Katherine Fowley Residence Life Coordinator Glendon College

Before I first began my role as Residence Life Coordinator at York University’s Glendon Campus in July 2015, I had aGended OACUHO conferences as a student leader, but not yet as professional staff.

That changed in June 2016 when much to my surprise, I had the pleasure of presen8ng “Step Out of Your Closet and Into Empathy” at OAUCHO in London, ON. It was a workshop I developed to make empathy more accessible to professionals.

One year later I found myself preparing to present this workshop again, but this 8me at the AUCHO-I 2017 conference in Providence, Rhode Island. Had anyone told me when I first began working that in just two years I may be aGending, let alone presen8ng on an interna8onal stage, I would not have been able to envision how that could possibly feel or look.

Though, despite the short 8me I have been in this field, through the incredible opportuni8es I have had while presen8ng, and the people I have been lucky to meet along the way, I have learned 3 things.

Submit Your Idea.

Even if you’re not convinced or confident you will be accepted, take the plunge and hit “submit”. If you have an idea and think others may even be mildly interested in, go through the process of crea8ng a proposal. Even just the skills you will build or refine by researching your topic are worth the 8me you need to invest in developing your proposal and refining your idea, such as developing the tools to create succinct, clear, and effec8ve learning outcomes, and how to market your workshop a well worded short abstract. The research I did and the learning which came from alone was monumental. Had I not decided to apply, I know I would not have had the opportunity to have conversa8ons with colleagues that I did, and be exposed to their stories. Learning from them was cri8cal in expanding my own ideas and understanding about what empathy is, its value to our profession, and its place in our daily prac8se.

Invite Feedback Do not get too aGached to your first dra[! Feedback is integral to your investment in the success of your proposal.

Have your colleagues, peers and/or mentors see your proposal before you send it off to be reviewed by the OACUHO selected panel. This group is comprised mostly of Student Affairs professionals, so take advantage of the fact you are surrounded by them! I personally find it daun8ng and vulnerable to have my content edited by those around me, so pick people who are invested in your growth, who will provide construc8ve posi8ve feedback and work with you step by step in efforts to have your proposal be the best it can. My wonderful colleagues Amanda Sartori and David Ip Yam were instrumental in my proposal being accepted by both the Canadian and Interna8onal panel. They both have extensive experience presen8ng in the field of Student Affairs and shared their insights which influenced, informed and later transformed my presenta8on.

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Enjoy the Experience “There are two types of speakers: Those who get nervous and those who are liars.” – Mark Twain.

Presen8ng can be nerve wracking even if you love it! At ACUHO-I this year I didn’t present un8l toward the end of the conference which meant being blown away every day by the calibre of the professionals in aGendance. I took notes on their styles, networked with many professionals to hear what they liked about what they had seen so far, and I reviewed my material every night so that it was comfortable.

However, I was determined to not let nerves and “imposter syndrome” take the reins, as a new professional amongst incredible leaders in the field. I found myself in a city I had never imagined before going to, surrounded by inspiring professionals who are doing amazing things on their campuses. I picked their brains about trends they were seeing, why the entered into the field of Student Affairs, and what it was like to work in this field outside of Canada. I was able to meet new and seasoned professionals and explore the neighbouring ci8es as well which was certainly a highlight of my experience at ACUHO-I. Standing up in front of a group of professionals you admire, to discuss relevant topics in a field you love is an experience I have appreciated immensely, and from which I have both professionally and personally grown. I hope to return to the OACUHO and ACUHO-I conference communi8es soon with new ideas to spark innova8on, and to keep the conversa8on always moving forward.

#RoadToCACUSS

Ian Crookshank Director, Housing & Residence Life Ryerson University

In June 2017, we were part of a team of nineteen Student Affairs (SA) professionals from Ryerson, including one from Western, that participated in a nearly 500 km bike ride from Toronto to Ottawa to raise awareness and money for mental health and wellbeing. This campaign and adventure, known as #RoadtoCACUSS, stemmed from a first iteration where five SA professionals from Ryerson drove an RV from Toronto, through the USA, to Vancouver’s 2015 CACUSS conference. Both #RoadtoCACUSS journeys connected to the same idea: getting to know our work in SA at a grassroots level, connect passion to a project outside of our everyday work, and make meaning of our work for students in a new way.

Brandon Smith Manager, Residence Life & Education Ryerson University

We were two members of a five-person team that developed this project since the fall of 2015. This group consisted of Jen Gonzales (Director, Student Life and former OACUHO President), Kait Taylor-Asquini (Leadership Development Facilitator), and Troy Murray (Student Affairs Sponsorship & Fundraising; most of whom were involved in the first #RoadtoCACUSS experience.

What is #RoadtoCACUSS? #RoadtoCACUSS 2017 was a wellness journey that brought a handful of SA professionals who are committed to supporting students, empowering their growth and learning, and encouraging their success related to mental health and wellbeing. While we came from all walks of life, backgrounds, academic, and life experiences, we shared a desire to support the development and education of the students we serve outside of the classroom related to this important subject.

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Our larger team of cyclists and road crew consisted of psychologists, administrators, and practitioners. This all has a connection to mental health, illness and holistic wellbeing, which connects to all of our positions, and is particularly relevant within our 24/7 environment in Housing as a profession.

Why mental health, illness, and wellbeing?

Mental illness impacts everyone. As Student Affairs professionals, we see first hand the need to engage in discussions and programming related to enhancing student wellbeing on our campuses. That’s why we did this bike ride, and chose to team up with Jack.org for our fundraising efforts, which resulted in nearly $40,000 raised for this cause. All of this money goes directly from Jack.org to student-led chapters on campuses across Canada, allowing students to fully lead how this money can influence awareness for student mental health initiatives on our campuses across the country. As we know, mental wellbeing continues to have a significant impact on students, and our roles as Student Affairs professionals, across all functional areas.

What happened?

Day 1: Toronto to Cobourg (121 KM) Day 2: Cobourg to Picton (108 KM) Day 3: Picton to Queen’s University, Kingston (64 KM) Day 4: Kingston to Smiths Falls (107 KM)

This experience did not start as planned.

After over one year of planning, countless hours put into developing Road Rules, assessing and managing risk, working with lawyers and other stakeholders including the Jack.org organization, forming/storming/norming/performing as a team of riders and road crew, and physically training ourselves, we started day one with a constant downpour of rain.

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How did this impact us?

From Brandon: This ride was definitely the most challenging thing I’ve ever done before - time-wise, physically, and mentally. The idea of ‘jumping on a saddle’ and pedalling – ‘clipped in’ – for nearly 500 KM seemed like something I could never do. These terms meant nothing to me initially, but now are contributing to this great endeavour, which was only possible through a combination of training, reflection from challenges, and support from the team around me.

It took me a while to fully commit to this idea.

While I was part of the first incarnation of #RoadtoCACUSS, the thought of cycling to Ottawa from Toronto seemed far too daunting.

Sure, the idea of spending time with friends and colleagues from Ryerson and beyond seemed like a fun opportunity – but why cycle?

Having Jack.org as our fundraising initiative really hit home and answered this question for me. More and more, we are seeing significant conversations related to mental health happening in the news, on our TV shows, in our schools, and in our homes. Whether it’s stories about suicide, reports on lack of resources or the state of the world, mental health is usually focused on from a negative lens.

In my role, I work with teams who support both students who are thriving, and, at times, students who are in need of support or perhaps coping with a crisis. I wanted to be part of a different, positive story related to mental health; one that pushed others to challenge their own perspectives and focus on their own well-being in order to bring attention to a cause that hits everyone – including those who work within SA, and especially Housing.

Once I finally committed, the only way through was to begin with small ‘cycles’. The Ryerson team, specifically, started with weekly spin classes to help us get into a routine and come together as a team. From week 1 to the day we left for Ottawa, we have evolved with the seasons to cycling in the sunshine (and rain) on the open road. Through our connection as a larger team – spanning from Ryerson, Western and Queen’s – and representing CACUSS, our goal became clearer as our #RoadtoCACUSS approached.

Regardless of how big and bizarre any idea is, you can turn the idea into action if you really connect to it.

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From Ian: I took up riding a few years back as it was the best way for me to commute to work at York University. When I moved down to Ryerson, I continued to ride several times a week to and from transit. I had never ridden longer than 25 kms, so when we decided this was something we were going to do I jumped at the chance.

Beginning in June of 2016, I started going on weekly long rides putting 1200 km behind me by October..

Staying in shape through spinning over the winter I was excited to get back on the saddle in the spring and when Brandon and I rode our first century (100 km) three weeks before the trip it felt great (a little tired but

One week before the ride, I was riding with a group of colleagues along the exact route we had planned to take when I got caught up in some wet railway tracks, separating my shoulder, bruising my hip and tearing muscles in my rib cage. For the entire week leading up to the ride I was in a sling and worried about not being able to fulfill my commitment. Thanks to support of the team and my wonderful family, I was able to remain positive and recognized that my journey to Ottawa would happen but perhaps a little differently than planned. I took each day of the ride as it’s own challenge and was surprised by how the energy of the team lifted me and gave me strength to push through the pain. Each night at our reflection circle, I took the time to reflect and connect with how I was feeling, my connection to the land we were riding over, and my relationships with our team. By days 4 and Day 5 we really hit our stride as a team and you could feel the difference as we pushed and supported each other. My favourite moment from the trip was when my family met us for lunch and then at Parliament Hill on the 5th day. Their support with my new found passion and understanding when I take off for a few hours on the weekend is the only reason I could have considered going on the trip.

I have been privileged to work in this field for 15 years. In that time, I have seen the impact of mental health on individuals and the communities around them. I also know from my own personal experience how interconnected physical and mental health are. So when we were deciding why ride (beyond just having an awesome experience), it made so much sense to connect what we would be going through physically to an organization that supported mental health. Working with jack.org was incredible. They lent us expertise in organizing the ride, demonstrated a huge desire to work together, expressed how each dollar we raised would directly impact student mental health, and now that we are finished, expressed incredible interest in a continued connection. As a partner in this journey, I don’t think we could have asked for anything better.

Conclusion Like Seligman’s PERMA-V model, which grounded the reflections before, during, and after this experience, our team channelled our inner positivity, engaged with others, leaned-in on relationships, reflected to make meaning, and readied ourselves to set forth to our target of Ottawa, while trusting our inner vitality to make it in the best way we can.

In spin, our bikes’ wheels are heavy and solid. On the open road, our bikes’ wheels have many spokes of support. Our hope is this experience will add more spokes to other wheels – whether it’s a student in need of a reminder that there are folks here who care or a staff member who is inspired to take on a new personal challenge.

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Evidence & Authenticity:

Keys to Surviving in Student Housing

Josh Duarte Administrative Project Coordinator University of Waterloo

Student data and survey results play an increasing role in how we conduct our everyday efforts in student housing. Compared to a decade ago, we now know so much more informa8on about our students, even before they set foot on our campuses.

We have also increased our understanding of student development theory, allowing us to support students more holis8cally than we have in the past. Despite the benefits we reap from having access to more thorough student data, I believe it is more difficult for new leaders to discover their authen8c leadership style: their ability to feel successful by doing what comes naturally to them. If you are a new leader working in student housing, you will undoubtedly work with student data to help inform your decisions. Though student data is important, it can at 8mes, impede your ability to let your authen8c leadership style shine through. I would like to share some insights I have gained throughout my journey to help you see how your authen8c leadership style can compliment the student data, metrics and key performance indicators that will inevitably play a role as you help support your students and develop your residence communi8es.

When I started my journey working as a student staff member in housing at the University of Waterloo, I was completely overwhelmed. Having never lived in residence, I tried to take as many notes as possible to make sure I did not miss a thing. I found myself pouring over my notes a[er each session, and asking the experienced staff for advice to make sure I knew how to do everything by the book and to ensure I checked off all of the metaphorical boxes. When it came 8me for the senior leader of the Residence Life unit to present at our staff training, they shared one message that has stuck with me ever since, “You are here to build rela8onships with students; do that and you will succeed in your role”. Hearing that message did a few things for me. In addi8on to allowing me to bring my individuality to the table and not feel as though I needed to check off all of the boxes all of the 8me, it reminded me why I applied to the job in the first place: to build rela8onships. Simple enough, right?

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It further affirmed that my purpose aligned with that of the department’s, and gave me permission to approach the role in my own way, a way that helped me uncover my unique and authen8c leadership style. Despite everything that I have since learned while working in student housing, I always try to remind myself and the people that I work with that, at the end of the day regardless of the project or task we are working on, we are in the business of people, and must always strive to be rela8onship and people-focused.

Another piece of the senior leader’s message that stood out to me was its simplicity. They could have talked about how increasing student sa8sfac8on in residence generally leads to higher reten8on rates, which of course is good for business. They also could have shared all of the data from the latest Skyfactor benchmarking assessment, or pointed to student development theories to support their claims. What they did instead, however, was cater the message to the audience and break it down to its simplest, most relatable form. This made it easy for someone with liGle context and experience in housing, like the 2010 version of myself, to get on board with the department’s business objec8ves. Applying the lesson of keeping it simple eventually helped me when training and suppor8ng my own staff.

Regardless of the ques8ons they had, by keeping it simple and encouraging them to approach the problem from a people-centric perspec8ve by putng themselves in the shoes of another, we were able to find posi8ve solu8ons. In the coming year, you will work with various data sources, and these will provide you with invaluable insight. You will be in a posi8on to offer helpful feedback to your staff, make beGer hiring decisions, and tailor the ways in which you support students. As you work with this informa8on, consider thinking about how to translate the message to its simplest and most relatable form and maintaining a rela8onship focused mindset while doing it. Doing so will require you to have a beGer grasp of the informa8on you are working with, but will go a long way to getng others on board to support a vision, a plan, or a goal.

In addi8on to maintaining a rela8onal focus in your work, and striving to keep things simple wherever possible, I also encourage you to keep it real. What I mean by this is to trust your gut, be true to who you are, and do the right thing (which is not always the easy thing). Though making evidenced-based decisions is important, as I previously alluded to, the evidence does not always translate well to you or your audience. Part of maintaining the peoplecentric element of our industry is not to lose sight of the old adage of “trus8ng your gut”. As a new leader, there may be 8mes when you have data and evidence on one hand, with your gut telling you something else on the other. The trick is to work to bring the two together so that you are able to speak both languages. For example, during my 8me leading student staff in Residence Life, I had a staff member who was failing to meet some of the basic expecta8ons of the role, and this became evident in their student and peer evalua8ons. The evidence was telling me that this staff member was underperforming and may not be suitable to carry on in their role. My gut was telling me, however, that there was more to the story, so I approached the staff member with an open mind to find out what was behind their outward ac8ons. By using a rela8onship-focused approach and trus8ng my gut, I allowed my authen8c leadership style to come through. The data helped me perceive the issue and my gut helped me uncover the root cause, which allowed both myself and the staff member to come to a solu8on that enabled us both to feel successful in our roles.

Your journey will look different than mine. Your authen8c leadership style will look different than mine. In fact, you may s8ll be figuring out what that means for you, and I would be lying if I said I had it all figured out. It is okay if you have not figured out what your authen8c leadership style is. Just remember to keep an eye out for it amidst all of the other influences that will impact you on your journey.

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Off On The Right Foot: Leadership Through Change

Rachèle Marshall Residence Manager McMaster University

Working in a housing opera8on requires an incredible amount of adaptability. Every spring, we begin to take stock of what went well, and reflect on how we can deliver a beGer experience for our students and our staff.

Moving through the summer into formal assessment inevitably brings about change to our programs. These can be small shi[s, like upda8ng a job requirement for student staff, all the way up to massive cultural shi[s by ins8tu8ons in rolling out a residence curriculum. If change is believed to be necessary and for the beGer, then regardless of the type or scale, we need to think cri8cally about how we are leading our teams through change.

For context, this perspec8ve is coming from someone who has worked to introduce and support major change very recently, something I know many others can relate to. Last year, I stepped into an ins8tu8on that was going through significant updates to residence curriculum and the code of conduct. In my role, I understood the vision and purpose for these updates, and I was working with a great team, so I was excited to be a part of making it happen. This drive made it natural to push forward and model those changes as I was learning my role. I focused on managing the change with my student staff team in training, and kept tying it back to those conversa8ons as we went along through the year.

That said, when I got through this year and began reflec8ng on staff engagement through these changes, I realized that many did not experience the same excitement that I did. A[er speaking to folks who had similar experiences during conference season, I spent 8me this summer really reflec8ng on why this this is a problem for many, and what could be the root of this issue. From my perspec8ve, it came down to how we manage our staff through the constantly changing landscape of our field.

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I want to challenge those who are pushing forward updates to their program (especially the larger updates) to think about how you are going to manage change to start this year on the right foot. Change management is about ensuring there is buy-in from par8cipants and that things stay under control throughout the process. The constant pace of higher educa8on requires adap8ng to con8nuous changes in legisla8on, strategic mandates and student popula8ons.

In this environment, we frequently take these changes in stride, reac8ng to them and managing responses to keep pace. Change management is a helpful strategy for reducing impact when making a smaller change, but for students or staff facing a larger shi[, u8lizing this type of reac8ve change management – as opposed to establishing proac8ve change expecta8ons – can feel like last minute damage control. If you are a manager, this approach might also make you feel like there is no point to jus8fying a change, because you know that just as you address one issue, another will arrive on your doorstep.

In addi8on to these issues, you will also be setng yourself up for a tougher transi8on into start to the year if you only focus on minimizing the impact of change once it has happened. Func8oning in this way will lead to lower staff engagement in the change effort and to a reduc8on in employee trust in management. This is par8ally due to the returning team members that resist change thinking that there is no point because management will just mix things up again for the next year. That kind of belief can easily spread across teams, especially if change has been frequent and poorly communicated for a couple of years in a row. It results in student staff having no trust that their work is valued, and no personal stake in what they’re being told to carry out. The larger the change ini8a8ve, the greater the impact this resistance will have. We some8mes tend to take on a lot of change, and it is pushed forward all at once, then requires several follow-up itera8ons to get to something that works. The problem with exclusively prac8cing change management in this environment is that our employees can’t gain a full understanding for why the change has taken place. Students who are working on the ground need to have a clear understanding of the bigger picture to effec8vely support their communi8es. They need to see the point of it all. This is why it is important to ensure that along with managing change, we also need to demonstrate change leadership.

Change leadership is language from the business world that is used to describe the development of an “engine” for change. It is much more proac8ve and purposeful than change management. For leaders, it means taking a step back and looking at what you are really hoping to achieve. Once that vision is established and clear, you can look at what you’re already doing to work toward achieving that vision and what changes can be made to start getng closer to it. You can be very inten8onal and s8ll take a chance on experimental ideas that push the needle forward, as long as they are working towards achieving the vision. We need to work towards assessing the impact of a change over mul8ple cycles, and avoid completely overhauling every year so that we can really learn from the ideas that don’t s8ck.

Organiza8ons with strong change leadership won’t have to work as hard to manage expecta8ons around updates, because they’ll be able to jus8fy and explain them before they happen. Even in 8mes when change is mandated or it is reac8ve due to an update in policy or law, it is helpful to have people who can ar8culate how it all fits into the “why” so they can rally the resources necessary to make change happen.

Many ins8tu8ons within OACUHO have change leaders within them already. They are the people in your organiza8ons who are able to ar8culate a clear vision for the future of your students, staff or department, and they keep it in mind with every step they take. They are able to stay resilient and posi8ve in the face of change because they see it as working toward achieving the bigger purpose. I encourage you to look at your department’s vision statement, think about how your role fits into that and write some notes to keep in your desk. Revisit it throughout the year if you ever need a sense of perspec8ve. It also doesn’t have to stop with you. Wouldn’t it be amazing if we could that kind of understanding and resilient mental attude in our student staff too? To truly start the year off in a posi8ve way, think about how you can coach your team to fully understand the “why”. If you’ve made changes, don’t get too far into the term without explaining the bigger picture they are coming from. The people working on the ground are those with the most connec8ons in your community, and will be the most impacRul in driving your departmental progress. Make sure you can find and mobilize the change leaders in your ranks, help them feel supported, and I’m confident you’ll have a great year.

For more informa8on about the research and resources I used to develop this content please feel free to reach out to me at marshr1@mcmaster.ca!

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Have we set our Residence Hall Governments up to fail?

Jacqueline Mellish Residence Life Coordinator University of Windsor

Leadership opportuni8es in residence have evolved from Residence Assistant/Don roles, to student posi8ons pertaining to degrees, engagement in ci8es, and academics. This list is ever changing because in housing we have the chance to create opportunity. When we look at the opportuni8es all around our programs where do we see our Inter-hall, Inter-Residence, Hall Council, and Residence Hall Associa8on (RHA) fitng into plans to create leadership opportuni8es? Why are these student leaders forgoGen? There have been many programs across the country such as Windsor’s Inter Residence Council, U Alberta’s RHA, UBC’s RHA and Guelph’s IHC that have made notable contribu8ons to RHA in Canada. However, when we look at the current status of our RHA’s in Canada, where do we see them fitng in, and have we done all we can as professionals to set them up for success? The answer is no – as professionals we can do beGer. I never thought my career would be impacted by RHA. I was fortunate enough to do my undergraduate degree in Windsor where bridging the gap between Residence Life and RHA is very important. I then worked at the University of Guelph and advised the well-established Interhall Council, and further gained an apprecia8on for the RHA.

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The University of Guelph Interhall Council has a long history on Guelph campus and its student leaders not only make an impact on Residence Students, but on the greater campus community with their contribu8ons in orienta8on, Campus Student Government, and the mul8ple commiGees that make an impact on campus. Based on the RHA model created in the early twen8eth century in the United States, Residence Hall Associa8ons were created in the interest of crea8ng student government in the residence system focusing on residence specific programming, but more significantly advoca8ng for those living in residence. That advocacy and student input is an important part of our Residence Life Programs, most significantly in suppor8ng exemp8ons from the landlord tenant act.

With the fall of ORHA (Ontario Residence Hall Associa8on) due to the lack of par8cipa8on, quality of content/training has fallen, and professional advisors of RHA’s have no professional development opportuni8es outside programs provided on campus. Addi8onally, with current financial hardship at ins8tu8ons across the country, fees to support the development of these groups has either been re-allocated, miss managed within the student organiza8on, or not increased to meet the standard of living costs.

On many campuses, RHA’s have been second choices for students wan8ng to stay involved in the residence. Thus, the knowledge, historical background and func8on of the organiza8on become largely dependent on what experiences these student have at the moment they are elected, rather than from a learned and mentored process that our RA/Don’s par8cipate and learn in. Sadly, we see these student groups failing, and harboring a lack of func8onality due to the lack of training and understanding of RHA. We as professionals a crucial part to the development and success of these organiza8ons. Our level of involvement and engagement in RHA is what guides students on the right path to making the right choices for our residence popula5on.

There is a misconcep8on that in some bodies of student government, residence life and RHA are two separate bodies, and that advisors are really chaperons to bridge the gap between the two groups. However, this is far from the truth: being an advisor for RHA lets you make a difference, create an impact, and make a quality program for these student leaders.

The University of Windsor, Guelph and UBC have stepped outside the comforts of their campuses and have been ac8ve par8cipants in NACURH (Na8onal Associa8on of College and University Residence Halls), the interna8onal equivalent of AUCHO-I, and also the largest student run organiza8on in the world. NACURH not only provides opportuni8es for students, but also a training program for advisors in the field at all levels of a residence life career. The Advisor Resource Training program (ART) is run at each conference and is run by seasoned advisors in the field who have completed the basic ART program and are moving onto the masters level cer8fica8on which requires a publishing component.

Many of us come with a founda8on of student leadership prac8ces, and therefore many see the ART program as basic skills.

However, with a curriculum that expands over 28 courses and conference requirements, there are ample opportuni8es to learn and develop as an advisor, and to take this knowledge and apply it back on campus. Many of the networking and sub commiGees offered for advisors at the NACURH level allow you as a professional to be engaged in new ways that will enhance your role as an advisors on campus and on an interna8onal level.

Currently there less than five Canadian Schools affiliated with NACURH and/or their specific region. Consequen8ally, our advisors and our students are not gaining access to professional development, networking and growth opportuni8es. Many professionals today may not have RHA experiences heading into their professional career, and this involvement in NACURH can begin a training ground and a star8ng point to make advisors, student leaders and RHA programs successful.

As we head into the new semester we already have the Residence Life Conference in our sight. The regional affiliates for NACURH will be moving forward with their Regional Conference and New Schools interested in aGending can aGend up to two years before making the choice to affiliate with NACURH. This two year window will allow you the opportunity to try out the conference and see if it will enhance your program on campus. The Regional Conferences are also open to any student in residence, regardless of their role, with the goal of recrui8ng poten8al leaders into RHA or other student leadership programs.

Although taking a step into a regional conference may seem like a small contribu8on to your program, it’s a new beginning for your RHA in providing them and advisors with the tools they need to create a func8onal and established program. We are not here to set our RHA’s up to fail; we are here to provide opportuni8es and make the commitment to their development.

For more informa8on about NACURH or your Regional Affiliate head to www.NACURH.org or Contact myself Jacqueline Mellish at jmellish@uwindsor.ca THE OACUHO PULSE September Edition

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