The Pulse February 2016

THE PULSE THE NEWSLETTER OF THE ONTARIO ASSOCIATION OF COLLEGE AND UNIVERSITY HOUSING OFFICERS

FEBRUARY 2016

2016 OACUHO SPRING CONFERENCE REGISTRATION IS NOW OPEN WESTERN UNIVERSITY LONDON, ONTARIO

THE PULSE

Board of Directors PRESIDENT

CONFERENCE DIRECTOR

Julie West

Sara Wills

University of Guelph jwest@uoguelph.ca

Carleton University sara.wills@carleton.ca

PRESIDENT-ELECT / FINANCE DIRECTOR

CORPORATE PARTNER RELATIONS DIRECTOR

Daryl Nauman

Jordon McLinden

York University dnauman@yorku.ca

Carleton University jordon.mclinden@carleton.ca

PAST PRESIDENT

SENIOR-LEVEL MEMBER AT LARGE

Laura Storey Carleton University laura.storey@carleton.ca

Chris Alleyne

COMMUNICATION DIRECTOR

MEMBER AT LARGE

Brian Cunha

University of Windsor rawlin1@uwindsor.ca

Western University calleyne@housing.uwo.ca

Diane Rawlings

University of Toronto brian.cunha@utoronto.ca

PROFESSIONAL DEVELOPMENT DIRECTOR

MEMBER AT LARGE

Melissa Steadman

Humber College meaghan.mcneil@humber.ca

Western University msteadma@housing.uwo.ca

Meghan McNeil

MEMBERSHIP ENGAGEMENT DIRECTOR

ASSOCIATION MANAGER

Andrew Quenneville

OACUHO info@oacuho.com

Western University aquennev@housing.uwo.ca

Carol Ford

The Communications Committee DIRECTOR Brian Cunha

SPECIAL PROJECTS Meaghan McNeil

THE PULSE EDITORS Rebecca Mudge Andrea Pape Cory Coletta Jonathan Amanatidis Brittany Reifenstein

SOCIAL MEDIA Mary Stefanidis Brian Millado Thomas Crowhurst RESEARCH Aman Litt

PRESIDENT’S MESSAGE

B

efore you know it, OACUHO Board of Directors nominations and elections will be upon us.

As I am half way through my term of office, I can only say – “my goodness time flies”.

things without your involvement and contribution. Being on the board is a great way to become involved and contribute. Count yourself in before you count yourself out! We need your help to keep moving things forward.

So if you have an interest, I challenge you to contact a board member to learn more. Or feel free to contact me - I'd be happy to chat with you!

Being part of the OACUHO board has provided me with the opportunity over the last 1.5 yrs to meet so many of you, visit several campuses and better understand how our organization can help you succeed.

It is through these connections that OACUHO grows as an organization and each of us grow professionally.

I know that there are many of you who have what it takes to serve on a volunteer board . The board is but 11 members of the association and, as I said at the spring conference, we cannot do

OACUHO President

in house

RESEARCH

with Research Writer Aman Litt

Sexual Assault on Campus

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exual assaults on campus have always been a primary issue of concern for staff and students; it is has generated many great programs and initiatives to try and combat the issue, but sexual assaults persist on our campuses.“Research indicates that there are 460,000 sexual assaults in Canada each year, for every 1000 sexual assaults, only 33 are ever reported to the police; 12 result in charges laid; only 6 are prosecuted and only 3 lead to a conviction” (Ontario, 2015, p. 7).

University administration, the legal system and government are all actively working towards eradicating the issue by continuing to make positive program and policy implementations and changes.

People are paying attention and they want to know about what is being done on campus; the community wants to know what we are doing to prevent assaults on campus and what happens if one occurs (Hartmann, 2015). “Recent studies show that between one-fifth and one-quarter of female university students will experience either attempted or completed rape during a typical undergraduate course of study, which lasts for five years” (Hartmann, 2015, p. 287-288). Our communities are aware of these staggering statistics,

statistics that continually remain a constant area of concern on our campuses.

Last year, Premier Kathleen Wynne launched It’s Never Okay: An Action Plan to Stop Sexual Violence and Harassment in Ontario. It covers the notion that, as a country, we do not have a thorough understanding of what constitutes sexual harassment or assault; it discusses this topic within the environments of social activities, dating ritualistic expectations, the workplace, campus life and the educational system. One of the goals of the Action Plan is to assist in bystander intervention and any ‘grey area’ individuals feel, which prevent them from doing their role in assisting and stopping unwanted sexual advances by education and deletion of any rape mythology.

Rape mythology perpetuates the idea that victims usually do not know their attacker, but research has shown that on and off campus this is not the case. Rape on campus tends to occur by a friend, a floormate or classmate of the victim (Hartmann, 2015).

Institutions are aware of this information and make a strong effort to keep our student population informed on keeping themselves and their peers safe.

IN HOUSE RESEARCH

Often during research, training or discussions, we exclude the impacts on our heterosexual male and LGBTQ students. “...6.1 percent of male university students were victims of completed or attempted sexual assault during college and the LGBT population experiences sexual assault at rates similar to the general population” (Hartmann, 2015, p. 290). The Action Plan is a great resource because though the primary focus is support for women, who statistically, are targeted the most, it addresses men, sexual minorities as well as issues within our Aboriginal communities. It is a strong resource to help add to currently used programs to ensure they are inclusive.

students. By utilizing the fundamentals presented in the Action Plan, we can see that we are a part of a community, city, province and country. A bystander could be a student on campus, it could also be a staff member, but what if it is the local restaurant server, Uber driver or bartender at a club? Our resources do not reach these individuals, but these individuals could very well have relationships with assault survivors.

“The educational and primary prevention aspects are proactive interventions designed to challenge rape myth acceptance and build active bystanders to prevent sexual assault.

Sexual assault response policies are inherently reactive, they come into play after a student has been sexually assaulted, and define the steps university administrators will take following the report of a sexual assault” (Hartmann, 2015, p. 318). This is a direct reason as to why education needs to be created with the envisionment of the entire person; we cannot be teaching individuals about consensual sex at university orientation, and this being the first introduction to it. This needs to begin being addressed at the start of their academic career to ensure that our entire society is learning and growing together.

I believe that the training and education we are providing our students is constantly improving and growing, but the overarching connection, which is missing, is working together with educators at primary and secondary levels to break the cycle; the Action Plan discusses this issue. Education is a collaborative building block and by the time we receive students, cultural, societal and personal beliefs have been created, and some of them cemented into their being, such as rape mythology. “Rape mythology perpetuates ideas about the personal and situational characteristics that make a “good victim” through victim-blaming and situation victim-blaming stereotypes, such as the belief that a woman is manipulating a sexual encounter to avoid the negative social consequences of admitting to consensual sex” (Hartmann, 2015, p. 289).

This is an intimidatingly large idea; implementation of bystander intervention training from kindergarten and teaching students about the foundational ideas behind sexual assault, harassment and consent from the age of six. We want to evolve the culture of our community, so that means, as we try to ensure the safety and security of our students, we need to push the scope of who we deem as our target audience for training on these matters.

The other issue with the post secondary approach to bystander intervention and assaults on campus is that sometimes the focus is as though we are living on an island.

We see our university and college campuses as students interacting with students, majorily, and the focus of our programming and initiatives are thus mainly directed towards

As mentioned in the Action Plan, “we want to challenge and change the deep-rooted attitudes and behaviours that contribute to THE OACUHO PULSE FEBRUARY EDITION

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IN HOUSE RESEARCH

sexual violence and harassment. Because these take root at an early age, it is important that our young people learn about gender equality and respectful relationships from the start” (Ontario, 2015, p. 2). Issues of power dynamics, gender roles, heterosexual and queer relationship dynamics, ideologies of male toughness and what it means to be a ‘real’ man within our culture need to start being discussed at the beginning of one’s academic career and should not be something reserved for the privileged population which is able to attend university. Bystander intervention, respect and gender equality is not higher level learning--it is base learning and we need to start treating it that way.

Build your programming on a more right-based approach or scrap it.

Within our post secondary institutions, we need to be talking about sexual assault more than during orientation. Visual representations of resources and contacts should be mandatory placements within our residents and sexual assault training refreshers should be available throughout the academic year. Friends, counsellors or peer leaders may be the first contacts for a sexual assault survivor, which again shows the importance of adequate information and learning of processes for all individuals who work in any capacity with students on campus.

The another great value of the Action Plan is it is built off of the shoulders of Ontario’s Sexual Violence Action Plan 2011, so you can review adjustments, changes and accomplishments between the two plans. These plans have done a lot of work for colleges and universities, so that we are not starting from scratch.

Recreating the wheel in post-secondary is time consuming, arguably, a waste of work hours and can produce a weaker, less cohesive final product. We should be encouraging one another to have our colleagues and staff review this article, previous research, and work being done at neighbouring institutions, to build three and five year plans, with clear targets and goals.

What does your departmental training look like? A great addition, if your organization is not already doing so, is learning to teach and talk about the ‘what if’ situations, which are not so black and white. For example, a student being afraid of discussing a negative sexual encounter for fear of backlash from the rest of the community or being labelled a liar; how would we address this? By opening these ideas up, with focus groups for front line staff or student groups, you can create a valuable resource, which students and staff could turn to, for the matters which fall into the grey area.

“Although providing officials with training about how to respond to sexual assault is a familiar concept, the emphasis of a rights-based empowerment approach to sexual assault training for officials shifts away from the zerosum game concept of victim versus accused student. A rights-based empowerment approach uses a feminist lens to build an educational disciplinary process that rewards students for exercising their rights by building communities that reject rape mythology, and hold students accountable to the community” (Hartmann, 2015, p. 315-316).

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Eradicating sexual assault on campus is not going to happen overnight and it is not a one time discussion, but we are on the right track.

We need to challenge our educational system and make large changes, so that sexual assault is a part of overall curriculum and not an ‘add-on’. We all believe in providing our students with the safest environments and by continually challenging ourselves to keep the discussion of sexual assault in the forefront, we are heading in the right direction.

My Time on the BOD

In House Research References Hartmann, A. Reworking Sexual Assault Response on University Campuses: Creating a Rights-Based Empowerment s Model to Minimize Institutional Liability.

Washington University Journal of Law and Policy, 2015, Vol. 48, p. 248-320.

by Meg McNeil, OACUHO Member at Large

This past August I was lucky enough to be asked to sit on the Board of Directors as a Member at Large. Given the upcoming elections, I would like to share how positive my experience has been thus far.

picture. Recently we’ve discussed task forces, developed the Strategic Plan and explored emerging trends and issues within our field. Where my mind is typically focused narrowly on my role, within my department, at my institution, my time with the board is focused more broadly on post-secondary student housing in Ontario. I’m reminded of the issues our students face province-wide, the trends emerging in our field and pushed to think strategically about how all of these align and where I fit. I leave Board meetings feeling invigorated and inspired and always have a valuable piece of information to share back at my institution.

It’s Never Okay: An Action Plan to Stop Sexual Violence and Harassment.

(2015).

[Toronto, Ontario]: Ontario, 2015.

In my position as Member at Large, I have been involved in the Communications Committee, the development of the Strategic Plan (which will be rolling out at the Spring Conference) and various other projects the Board has been working on. Being on the board has given me the opportunity to visit three institutions across the province and meet with colleagues in the field. I’ve learned what each of their i n s t i t u t i o n ’ s p r o g r a m s o f f e r, t h e challenges they face and what they hope to gain from OACUHO. My time with the Board has been an incredible opportunity and has had many highlights, two of which stand out for me.

Feeling connected to the field

When I attended my first Fall Business Meeting (only a short time ago – at Trent in 2014), I was blown away by the amount of people engaged in OACUHO; NPTI reunions were in full force and everyone seemed to know each other.

Though I was excited by the calibre of conversations and inspired by the bonds people had, I ultimately felt isolated.

Coming from the east coast, I had one connection outside of those attending from my institution. Since my time on the board, I’ve met so many incredible and dedicated people within the field. My network of colleagues has tripled, making it significantly easier to find answers to questions, supportive ears and problem solving assistance.

An Opportunity to Focus on the Bigger Picture

Often in the busyness of my role, I find myself getting caught up in the day-today challenges we face at our institution.

My time is typically spent responding to issues and putting out ‘fires’ (mostly figurative, sometimes literal). Any opportunity to focus on strategic planning for our department is a welcomed breath of fresh air, unfortunately these projects are often pushed to the end of a neverending to-do list.

Kalra, G. & Bhugra, D. Sexual Violence Against Women: Understanding Cross-Cultural Intersections.

Indian Journal of Psychiatry, 2013, 55(3), p.

244-249.

My time with the Board of Directors always draws me to think of the bigger

In conclusion, my Board experience has been incredible and I would highly recommend it as a must-do for anyone within our field.

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Off Campus Housing Molly Raffan Queen’s University

Melyssa Kerr Queen’s University

In thinking

about the topic of off-campus housing, we figured we should talk to someone who deals with this topic on the job every day. This led us to speak with Joan Jones - Joan is the Student Community Relations Coordinator at Queen’s University in Kingston, Ontario.

What is a Student Community Relations Coordinator?

As a part of the Division of Student Affairs at Queen’s, the Student Community Relations Office strives to assist students with community-related matters including support with off-campus housing issues.

I provide confidential guidance about how to evaluate off-campus housing, tenant rights and responsibilities, resources to help with the move in/ out, information about City services, like recycling, and property by-laws.

Many students are not quite sure how to navigate the “getting-a-house” process in Kingston. They may never have rented a house before, or they may be from another province or country.

A large amount of my time is spent on lease-related questions. A common one is “what is a good lease?”

There is no cut and dry answer. It is important that

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students understand what it is they are signing, and there are many resources available to help them feel good about their housing-related decisions and their lease.

Do you have “tips and tricks” you share with students?

Focus more on the functionality of a space rather than look when you are looking at a potential home.

Ask yourself: - Are there closets? This is commonly overlooked!- - Separate any mess you see from the condition of the space itself. Picture it empty.

- Watch for general wear and tear: Think “Can this be cleaned, or does it need to be replaced?”

Speak to current tenants to get a sense of their experience with the space and the landlord Call the City to find out what the cost of utilities is for the address. This can have a big impact on the price!

OFF CAMPUS HOUSING

Are there any noticeable gaps that Residence Life can address?

One common issue among students living offcampus for the first time is housemate conflict. This is partly due to the fact that some students are not taking the time to find the right people to live with.

Often, housemates are chosen based on geographical proximity – they are residence floormates, for example. This does not always make for the most positive living situation when the group is in one house, off-campus.

Residence Life can help students think through their decision-making process by talking about it at floor meetings as early as the first term.

There are many resources to help students decide whether a group of individuals is compatible. I post a Housemate Hunting worksheet (http:// www.queensu.ca/studentcommunityrelations/ resources/housemate-hunting-worksheet) on my website, which allows potential co-tenants to make sure their priorities match.

I also have a Housemate Agreement (http:// www.queensu.ca/studentcommunityrelations/ resources/housemate-agreement) which students can use to set standards with each other prior to the start of the year.

Dons and other student leaders are key in facilitating these conversations among their residence students before they make decisions about housemates, and directing them to resources like the Student Community Relations Office.

Final thoughts?

It’s easy to find a place to live, but hard to find the right people to live with and the right landlord to work with. Students should be encouraged to take their time, ask a lot of questions of their potential housemates and prospective landlords. Get informed and take advantage on on-campus resources. This will help students maximize the chance that their post-residence housing situation will end up being a happy one.

Joan Jones - Student Community Relations Coordinator at Queen’s University

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Using Hiring to Bridge the Gap between Academics and Residence Life Mary Stefanidis Coordinator, Living Learning University of Waterloo

It’s

that time of year again when applications begin to roll in, sparking conversations about what kinds of qualities our departments are looking for in a student-staff member. Typically in my experience, the hiring process mainly involves student-life professionals organizing and executing operations. However, my recent transition into a coordinator position in Living Learning at the University of Waterloo has shown me a unique way hiring can be done. At UW Living Learning, the process of selecting student staff (or peer leader) candidates greatly involves the partnerships of academic faculties.

In Living Learning, we have a fifty-fifty partnership with many of the faculties including Science, Applied Health Science, Arts and The School of Accounting and Finance. This creates a stake in one another’s success. Faculty events are promoted and attended by our student staff and their clusters of students. As well, Living Learning events are often strategized with and include faculty members and staff. When it comes to hiring, both Living Learning and faculty members execute everything from the job description to the actual interviews in conjunction. Including faculty so heavily in most steps of hiring has given me a unique lens to analyze these processes through.

2) The divide between what we do, and what they think we do shrinks

After immersing myself in this hiring system, and observing the partnership at work, I have

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identified three major benefits:

THE OACUHO PULSE FEBRUARY EDITION

1) We have a broader range of diverse applicants

Many of the applications we receive are from students that were urged by professors and students advisors to apply. These are students who often stand out in class, and participate highly in their faculty activities. Without this faculty connection we would be limited to a pool of students we know or have the easiest access to. With this partnership we’re able to cast a much larger net into the pool of potential applicants.

The value that residence life offers to student development is often not relayed to faculty. To me, it doesn’t make sense to separate residence life and academics in the hiring of student staff, since these are two of the biggest factors influencing the development of first-year students. It is clear that both residence life and faculty have a stake in one another’s success, and including faculty in the hiring process promotes conversations surrounding the importance of balance and collaboration between the two entities. Ultimately, these discussions lead to a better understanding and appreciation for one another.

LLC INVOLVEMENT

3) The ultimate stakeholders, the students, are better off for it To put it simply, Living Learning wants to hire competent staff in order to create a solid community within residence and ultimately ensure students feel supported both personally and academically. On the other side, quality staff are desired by faculty in order to enable connections between students and the faculty itself, which lead to the overall academic support of their students. As a student life professional, my experiences include the holistic wellbeing of students, however faculty members and staff are the real specialists when it comes to academic success. It’s the combination of these two

realms, support by experts in both academics and residence life, which will lead to a well-rounded hire and overall supportive environment for students to flourish in.

If we really want to give students the most wellrounded university experience, then perhaps taking into account both residence life and faculty staff perspectives throughout the hiring process is a step in the right direction. Bridging the gap between these two entities ultimately benefits the lives of our institution’s most important stakeholders – the students.

Living Learning at the University of Waterloo

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A Look Into Hiring at Trent University Andrea Pape Residence Life Coordinator Seneca College

T

his month I had the opportunity to speak with Cory Coletta, College Residence Life Coordinator of Trent University on his reflections of Trent hiring practices. Trent’s Colleges system and recent incorporation of assessment into hiring practices has engaged professional and student staff in different ways in 2016.

LOOKING FOR LEADERS

governments’ knowledge of key student leaders to target with recruitment. Trent’s Residence team performs its hiring for student staff in early January if possible, because Trent’s Residence team found that candidates applying to be a Don were also applying to be in other leadership roles. As the only role on campus that places restrictions on having a second role, Residence hiring has to close before other hiring processes across campus begin.

Cory highlighted that Trent begins recruitment and advertising earlier than many institutions, in October, and engages in an advertisement campaign both in Residence and on the rest of campus. Wanting to ensure recruitment of students with leadership experiences outside of Residence, Trent’s Residence recruitment engages the four colleges on campus through

ASSESSMENT INTEGRATION

the four student governments. Being some of the most engaged leaders on campus, Trent Residence staff highly value the student

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Cory has found that Jen Coulter, bringing her education and experience from Nipissing, Humber, and Michigan State University, challenges Residence staff to assess how Residence processes translate into outcomes.

Cory summarizes this as a focus on the question: ‘What are staff getting from ______?’

The Trent Residence team are seeking correlations and removing redundancies to ensure that their hiring practices translate into successful staff performance.

HIRING AT TRENT

The Round Table at the Fall Business Meeting reaffirmed the need to examine the stations in Trent’s hiring process, and to highlight or eliminate stations that proved through assessment to be a determiner or not of successful staff.

TRENT PRIDE Focusing on consistent assessment during Carousel this January, Trent moved away from student staff assessing one candidate per session to assessing one skill in a session for all six candidates. Having the same staff member focus on one skill to assess in a station provides more consistency and unbiased marking.

The shift into continuous assessment of student staff processes will happen 2016-2017.

Cory and the Trent team will be incorporating assessment into hiring, training and staff

appraisals. Cory is quite excited to see Lauren Silvestro’s (Residence Life Education Coordinator) focus on developing skills assessment flush out this year. The focus on assessment will come to be the norm at Trent.

Better practices are not only coming from assessment – they come from Trent’s student staff. Cory and the Trent team highly value their student staff’s perspective and particularly proud of the level of engagement his student staff display in the hiring process. Trent’s student staff take their involvement in the hiring process very seriously, and their heavy involvement in hiring has allowed the professional team to challenge them in very unique ways.

Peter Gzowski College, Trent University

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A Look into Hiring at Durham/ UOIT and Niagara College Marc Athanas

Liz Rodrigues

Residence Life Manager Durham College/UOIT

Residence Life Coordinator – Welland Campus Niagara College Residence

“How do you market with a small population?”

“How do you review your student staff hiring practices?”

MA: We begin our marketing strategy in November.

The Residence Life team gets together and plots out our key dates, and methods. This comprises of a themed campaign, with posters, social media posts and a in person information session. We start in November to remind students of the opportunity and the applications go live as of December 1st. We find this process allows those who have been waiting all year to apply early and then in January prior to the final deadline for our hiring we get our final push, followed with a second in person information session.

MA: We begin with a review of our process and dates. We go over what worked previously and some of the things we would like to see changed. A large part of this review is the organization of how each step is structured; verifying the online application is working and being sent to the right staff member, collecting the data onto our interview tracking sheet, arranging for staff and supplies for our carousel, an overall review of the carousel activities, right down to feeding the staff working the hiring weekend.

LR: The best results I have seen are with personal, and direct marketing. Our current RA’s (Resident Advisor) hand out “Next Step Cards” which they handwrite to a particular student telling them why they think they will make a good RA. The back of the card has the information about how to apply. In addition we hold information sessions with both myself and current staff to better inform potential applicants of what being an RA looks like on a day to day bases.

LR: We have a framework with various options regarding the interview process that acts as our framework for the application. Our review process begins just before applications open as we determine what areas we could strengthen. This review is a general look at the process. Once the application closes we look at the number of applicants, our applicant pool varies year to year, and we determine the best specific activities that will meet our need for getting to know the applicants.

Niagara College Residence

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“How do you involve your returner/ senior staff in hiring?”

MA: This step begins with our information sessions.

These sessions are a general overview of the role and quite often the first formal Q&A sessions for those applicants interested in applying. Our Community Advisors (who are senior supervisors for the RA team) host each of these sessions. Then for our carousel we get our team to help facilitate the sessions, and become group leaders on the day of the carousel. Once the hiring weekend is complete those candidates who have successfully gone through are then paired with a current RA to do some light job shadowing where they help promote, run and evaluate an event for a night. Once we hire the CA for the upcoming year we ask their input prior to making a decision on the final team.

LR: We involve our returners a great deal in the recruitment phases of the process, attempting to recruit the best potential candidates. We do not involve them in the hiring process for new RA’s as we have enough full time staff who can run and evaluate the carousel.

“What are you most proud of with your staff hiring practices?”

system (value exercise may be worth 20% but programming is worth 30% etc). This allows us to keep good notes and records on how candidates performed in each section, and really informs follow up conversations for those who may not have been successful. The second thing is the way the current RA team steps up to contribute to the process. We wouldn’t be able to have a successful hiring process without their energy, passion and creativity. The process can be long, and the hiring weekend can be gruelling but the hard work the team puts in to make it a success is something that makes me want to write a bunch of warm fuzzies over!

LR: I am most proud of our carousel activities. Each one allows for the opportunity for the candidates to show off a different part of what makes them unique.

We have one activity where we ask participants to build the tallest tower they can out of ju jubes and tooth picks. Half way through the activity we tell each team that the tower now has to support a bottle of water from its’ tallest point. It is a great indicator of who is willing to be adaptable, who can work as a team, and who tends to lead. We then perform the activity again with the same goal, but each member of the team now has a disadvantage. One cannot talk, one cannot see, one cannot use their dominate hand etc. It is a really quick and apparent way to see how/if candidates overcome obstacles. Some will power through, and others will struggle with finding their way. It’s a fantastic way to judge who can make it through the long haul.

MA: Two things really stand out to me; the first is the evaluation sheets we use. It assesses each section of the process based off of rubrics and a weighted

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Ontario Association of College and University Housing Officers 312 Oakwood Crt, Newmarket Ontario, L3Y 3C8 
 Telephone: 905-954-0102 Fax: 905-895-1630