The Pulse September 2014

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

SEPTEMBER 2014

IN THIS ISSUE President’s Welcome [4] Op-Ed: Evolution of Intentionality [8] Starting off on the Right Foot [10] OACUHO Research [13]

Trent University Oshawa, Oshawa, ON Location of the 2014 Fall Business Meeting

Board of Directors ! ! !

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PRESIDENT Laura Storey | Trent University! laurastorey@trentu.ca!

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MEMBERSHIP ENGAGEMENT DIRECTOR Brian Ingoldsby | University of Guelph bingolds@uoguelph.ca

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PRESIDENT-ELECT / FINANCE DIRECTOR Julie West | University of Guelph jwest@uoguelph.ca

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CONFERENCE DIRECTOR Brittany Gawley | McMaster University gawleyb@mcmaster.ca

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PAST PRESIDENT Chad Nuttall | University of Toronto Mississauga chad.nuttall@utoronto.ca

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CORPORATE PARTNER RELATIONS DIRECTOR Colin Ryrie | Brock University cryrie@brocku.ca

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COMMUNICATION DIRECTOR Brian Cunha | University of Waterloo b2cunha@uwaterloo.ca

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SENIOR-LEVEL MEMBER AT LARGE Glenn Matthews | Western University glenn@housing.uwo.ca

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PROFESSIONAL DEVELOPMENT DIRECTOR Matthew Harris | York University maharris@yorku.ca

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MEMBER AT LARGE Mike Porritt | Huron University College mporritt@huron.uwo.ca

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MEMBER AT LARGE Samantha Wiebe | University of Waterloo swiebe@uwaterloo.ca

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The Communications Committee DIRECTOR Brian Cunha CONTRIBUTORS Drew Simon Heather Lang

THE PULSE EDITORS Victoria Gadon Alison Kavanagh Lyn-Marie Farley Katie Calcaterra Laura Mammone

THE HISTORY PROJECT Glenn Matthews Matt Waghorn Andrew Quenneville

Table of Contents

EDITOR Brian Cunha SEPTEMBER EDITORS Katie Calcaterra Lyn-Marie Farley

5

WANTED: Pulse contributors

6 fall business meeting

7

national college health assessment

8 the evolution of intentionality

10 13

starting off on the right foot OACUHO Research

President’s Message

Back to School with my Backpack

W

ill my backpack +it all my books? I'm packing up my belongings and heading on a

new adventure. Part of my packing process is sorting through the books that I've

acquired over the last bunch of years. I'm not sure if all of these books will +it in my backpack. There are probably over 100 books that I'm looking at and deciding if they're in the "stay" or "go" pile. The "go" pile is too lengthy to write about and, frankly, if they're in this pile then they're likely not worth mentioning.

Those in the "stay" pile, however, are pretty great.

I know what you're thinking... why would Laura recommend books for us to read during the busiest time of year? My response: why not!? There is always time for a good book and the magic of new ideas.

Here are 5 hot books from my "stay" pile. They aren't particularly "textbook-­‐y" so that may entice you to pick them up: Managing Transitions: Making the Most of Change by William Bridges (2nd edition; Da Capo Press, 1999, 2003)

“

Leaders Eat Last by Simon Sinek (also the Author of Start with Why) (Portfolio/Penguin, 2013)

If you were able to +it only one book in your backpack, what would it be?

The Art of Possibility by Rosamund Stone Zander and Benjamin Zander (Harvard Business School Press, 2000) The Doodle Revolution by Sunni Brown (Portfolio/Penguin, 2014) The Tao of Leadership by John Heider (Humanics Limited, 1985) Besides the fact that most of these are yellow (note: by book shelf is not colour sorted), they're all books that have helped me harness my passion for working for/with people, making and dealing with change, and creatively looking at the world I'm faced with in Housing.

If you were able to +it only one book in your backpack, what would it be?

Tweet us to talk about it @oacuho #backpack

Laura Storey OACUHO President -4-

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WANTED: Pulse Contributors Interested in writing for the Pulse? Perhaps you are working on an exciting project, have advice to share or exciting findings from your latest research. We are looking for anyone from new professionals to seasoned vets to share their stories. We are interested in all functional areas of student housing.

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Send articles or inquiries to Brian Cunha b2cunha@uwaterloo.ca on or before the 15th of the month prior to the release date.

Check out the editorial schedule for monthly themes!

The Pulse Editorial Schedule 2014/2015 October | Balance November | Winding Down December | Thinking Back and Thinking Ahead January | Campus Community Partnerships

OACUHO Needs Assessment Survey

Closes on Monday

September 15 -­‐ 11:59pm

February | Residence Life Conference

Make your OACUHO

March | Checking Out

voice heard

April | It’s Hiring Season May | Special Conference Edition

The OACUHO Needs Assessment helps the OACUHO Board of

Directions get an idea of what you want from your association.

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Join us at Trent University’s Oshawa campus to connect with your colleagues and collaborate on transformative and innovative ideas at the OACUHO 2014 Fall Business Meeting.

The field of student housing is evolving at a fast pace. OACUHO and its members are in a unique position to connect and learn from one another, share, partner and pool resources and set new standards that ensure student success and satisfaction.

THE LINE UP: Our keynote facilitator, Dr. Dan Lang - Professor Emeritus from the Department of Leadership, Higher and Adult Education of OISE at the University of Toronto, will be providing an engaging keynote that will focus on upcoming trends in post-secondary education and how these challenges and opportunities will transform the post-secondary housing field.

The OACUHO Professional Development Committee is finalizing an afternoon of workshops that will engage all levels and divisions of OACUHO and promises to bring about some fresh approaches and stimulate intriguing discussions to promote more effective practices within the housing field.

To cap off the busy day, we’re planning a post-conference social at a local restaurant. Avoid rush-hour traffic and enjoy a complimentary meal on us!

FOR MORE INFORMATION: Details including schedule, travel, accommodations, and registration information can be found at

www.fbm2014.com Additional questions can be directed to Justin Fisher - Director, Student Affairs, Trent University Oshawa (905-435-5102 x5054, justinfisher@trentu.ca, @justinfisher).

Register before September 12th, 2014 to receive the early-bird fees.

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National College Health Assessment Julie West

Research & Special Projects Manager University of Guelph jwest@uoguelph.ca In March of 2013, more than 30 Canadian post-­‐ secondary ins:tu:ons took part in the Na:onal College Health Assessment (NCHA). This survey, sponsored by the American College Health Associa:on, was developed to assist Colleges and Universi:es in collec:ng data on a broad range of topics related to student health on their campuses. This was the first :me for such a large Canadian con:ngent (more than 30,000 students) took part and it allows us to compare local results with the Canadian (and in many cases) a provincial cohort. Check with your own on-­‐ campus health service to determine if your campus par:cipated and if you can get a sense of the results.

On our campus, we have used the results of our local administra:on as well as the Ontario and Canadian results to educate staff on student health issues and concerns.

Our student staff was surprised when they learned the actual and perceived use of alcohol sta:s:cs, marijuana and cigareNes (use within the previous 30 days). For illustra:on, the Canadian results show the following:

While 68% of Ontario students surveyed indicated they had consumed alcohol in the previous 30 days 96% of students surveyed believed that their peers had consumed. Our staff was surprised at these types of numbers and even more surprised at the difference in the marijuana numbers.

Pairing this data with similar ques:ons on the housing EBI (Educa:onal Benchmarking Inc) survey that many schools did in Winter 2014 provides you with an opportunity to debunk some myths about alcohol and other substance use.

Canadian and some provincial results can be found at: hNp://www.cacuss.ca/health_data.htm Perhaps the best learning (and most reassuring) of all was that students across the country are really not that different from each other.

Ontario Actual Perceived

Canada Actual Perceived

Alcohol

68.3

95.5

70.8

95.6

Marijuana

11.0

79.9

16.0

83.8

Cigare3es

16.3

84.1

11.6

79.7

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Op-Ed: Intentionality

The Evolution of Intentionality Dave Shorey

Associate Director, Residence Education Wilfrid Laurier University dshorey@wlu.ca

W

hat value does residence add to a student’s

post-­‐secondary experience? Why would a

student choose residence over living off-­‐ campus? The answer to each ques:on is cri:cal to the future of housing on college and university campuses. We o`en refer to ourselves as educators that contribute to each student’s post-­‐secondary journey, but as a collec:ve we struggle to clearly ar:culate our value to internal and external stakeholders.

Not that long ago, we felt it sufficient to place students with known differences together to create learning opportuni:es. As we saw it, our responsibility ended once students moved in. We felt that by simply living close to people from varying backgrounds, greater understanding and apprecia:on for each other’s differences would take root. We now know that exposure alone does not translate into learning. Par:cipatory environments where learning is situated at the core of the experience need to be facilitated on an ongoing basis.

We have o`en viewed sa:sfac:on, or more specifically customer sa:sfac:on and student learning as conflic:ng priori:es, exis:ng on opposite ends of a developmental spectrum. However, much of the value that students and guardians see in on-­‐campus accommoda:ons is rooted in the addi:onal support, proximity to resources and inten:onal learning that takes place. Just this past week, guardians from across the

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province helped move what is most precious to them on to our campuses. There are hopes and dreams that can be realized with the right balance of service, challenge and support.

Our lived experiences should not be the sole source of informa:on to rely on when structuring residence environments. However, for reasons that range from the need to have ownership over the crea:ve process to a discomfort in situa:ng research in our prac:ce, we can o`en ignore the mass texts that could help us do our job beNer. It is for that reason that the informa:on available to us be used to inform our work.

Coupled with our professional abili:es and the unique knowledge we each possess of our campuses, we stand to create rich experiences where the trajectory of student lives can be drama:cally altered.

The Student Learning Impera:ve and Learning Reconsidered 1 & 2 posi:oned on-­‐campus housing as a substan:al contributor to healthy student transi:on and progression. Research, including the seminal works referenced above, increasingly point to the inten:onality with which these environments need to be shaped. No longer can we feel our task complete by simply moving students into residence without facilita:ng learning experiences that promote success.

The Planned and the Unplannable Physical evidence of the value-­‐added offerings that require a great deal of inten:onality includes living-­‐learning programs, residen:al curriculums and leadership programs.

Staff training has become more sophis:cated with the implementa:on of learning outcomes and assessment tools to measure learning. Processes have been refined based on the findings of industry experts and new knowledge of student needs. With that said, many including myself have experienced either passive or ac:ve resistance to such ini:a:ves, largely due to discomfort when aNemp:ng to apply structure to the residence experience.

I believe there is a genuine concern that the planning process removes agency from our residents to be co-­‐authors in their own experience. In such resistance comes misunderstanding. There is a need to draw the box, to frame the experience by inten:onally planning par:cipatory living environments. The alterna:ve is en:rely spontaneous, which would surely yield some posi:ve outcomes, but would not maximize the poten:al of our halls.

Perhaps what many are concerned about, either at a sub-­‐conscious or conscious level, is that the magic we see and hear in our buildings will be lost. Perhaps there is a belief that we are over-­‐structuring, that we are becoming too methodic and are stripping the spirit out from our buildings. The reality is that for as much labour as we may put into the planning process leading up to student move in and during the academic year, a great deal will occur that is unplannable. We cannot predict a snowstorm that forces the cancella:on of a well-­‐designed program with a faculty member. Equally, we cannot plan for the spontaneous jam session that crops up in a lounge on a seemingly random Tuesday night. What we can and should do is view our efforts to inten:onally form living spaces as leverage to posi:vely influence the unplannable.

do have a word for something that defies reduc:on to words: ineffable.” (p. 3) The ineffable can be found each year that we move students in, where true signs of transforma:on are seen and felt but rarely ar:culated. We feel it in our aging buildings, which despite outward appearances rou:nely inspire pride. We experience the ineffable in :mes of crisis, where communi:es of students and staff band together to serve a cause greater than any one person. The ineffable is what draws many of us back year a`er year to serve students on our campuses. We will not lose the magic of our halls by applying the best prac:ces to our residence environments. There is a good chance we will elevate the opportuni:es for students to experience something they could not have dreamt possible and are unable to explain.

-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐

American College Personnel Associa:on. (1994). The student learning impera:ve: Implica:ons for student affairs. Alexandria, VA: Author Keeling, R. P. (Ed.). (2004). Learning reconsidered: A campus-­‐wide focus on the student experience.

Washington, DC: Na:onal Associa:on of Student Personnel Administrators, American College Personnel Associa:on.

Keeling, R. P. (Ed.). (2006). Learning reconsidered 2: A prac:cal guide to implemen:ng a campus-­‐wide focus on the student experience. Washington, DC: American College Personnel Associa:on, Associa:on of College and University Housing Officers-­‐Interna:onal, Associa:on of College Unions Interna:onal, Na:onal Academic Advising Associa:on, Na:onal Associa:on for Campus Ac:vi:es, Na:onal Associa:on of Student Personnel Administrators, and Na:onal Intramural-­‐Recrea:onal Sports Associa:on.

Sexton, J., Oliphant, T., Schwartz, P.J. (2013). Baseball as a road to God: Seeing beyond the game. New York, NY: Gotham Books.

I believe that our growing capacity to integrate research into prac:ce, share in professional communi:es of dialogue, and use data to inform our response to student needs elevates the possibili:es for such magic to occur.

That is, the moments that are beyond descrip:on, where growth is palpable and the warmth of the human spirit can be intensely felt. Dr. John Sexton (2013) believes that “we

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Off on the Right Foot

Starting off on the Right Foot It’s perhaps the busiest time of year.

We have some professionals sharing what they have been doing during the most exciting time of year.

Small school dreams BIG Courtney Hughes

Residence Life & Admissions Coordinator Nipissing University courtneyh@nipissingu.ca

NOTHING SMALL ABOUT OUR MOVE IN

A

lthough a small university, the Nipissing

University Residence Life department dreams

BIG when it comes to welcoming our students

to their new home. We pride ourselves on having some of the best residences in Canada and we strive to make our students, and their supporters, experience the very best from day one.

With every big dream comes planning. Months prior to move-­‐in day our department created a move-­‐in commiNee, this commiNee was made up of professional staff within our department, staff responsible for 5 different areas that contributed to our successful move-­‐in processes; administra:on, facili:es, welcoming, volunteers and assessment.

SNAP SHOT OF MOVE IN When students arrive they go directly to their assigned complex, this means we have 5 different check-­‐in loca:ons instead of one common space.

When they first pull in they are greeted by parking volunteers that will direct them to where they need to park for unloading.

Students will then go directly into the complex to check in and receive their keys. This is a very quick process that only involves 3 sta:ons; check in and get their student ID card, sign a waiver for Residence Orienta:on Weekend (ROW) and then pick up their keys. As one of the parts of our assessment, we determined that the check in process took the average person 3 minutes.

From there, a member of our Residence Life Student Team walks them to their new room, and briefly orients them to their space before our volunteers

The newest component to our move-­‐in plans this year was reaching out to campus partners to volunteer on move-­‐in day for both support for our processes, and to ensure students had connec:on points to various offices beginning the first day. It is exci:ng to report that we had volunteers from our Nipissing University Lakers basketball and volleyball teams, our student union leaders, counsellors, alumni rela:ons staff, and even recent alumni of the ins:tu:on. For a small ins:tu:on moving in 1,000 students, we had for the first :me over 150 staff and volunteers par:cipate in helping students successfully move in.

every big dream “ With comes planning. ” assist them with moving in their belongings.

One of our programma:c outcomes for this event was to ensure a welcoming experience for students and supporters. One of the strategies we used to do this was having photo booth and selfie sta:ons at each of our complexes so students could capture the big day on camera. During the first week of classes our students will get a copy of their photo in their mailbox as a keep-­‐sake from their first day.

We have been thrilled with the posi:ve comments from students, and their supporters as a result of the inten:onal planning and changes to our move in process. Our assessment data has shown that upwards of 98% of our students had a posi:ve experience on their first day living with us. We look forward to keeping the posi:ve momentum going.

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Off on the Right Foot

Transitioning to a New Role Victoria Gadon

Coordinator, Residence Student Conduct Queen’s University victoria.gadon@queensu.ca

H

aving transi:oned to a new role at a new

ins:tu:on over the summer, I have had the Think about the less obvious things

opportunity to reflect on the transi:on process Certain things were obvious items on my list of things

as a professional staff member. We spend a lot to learn: residence rules, the student conduct process, of :me and thought on the transi:ons that our or different points of contact in the department. I tried students go through, but it can be easy to move to think of the things that were not as obvious and through our own transi:ons without giving added them to my list: how student staff it the considera:on it deserves. Transi:ons are compensated, what the staff evalua:on (into your first professional role, to a new It can take process was like, or the general trends of role at your current ins:tu:on, to a new time to adjust each residence building. This helped me to role at a different ins:tu:on, or to a similar get a beNer sense of our department as a to a change. role at a different ins:tu:on) can be whole, feel like a more well rounded Be r ealistic exci:ng, stressful, interes:ng, challenging, resource for our staff, and beNer see the and a whole host of other emo:ons and with your challenges and opportuni:es between my experiences. expectations. posi:on and others in the department.

“

For me, it's been an interes:ng experience to be working alongside individuals in my old role while switching my focus to my new, more specific area of Housing. Along with the natural departmental and ins:tu:onal differences to learn and adjust to, my current role did not exist in the same way at my previous ins:tu:on. Training student staff members has been a great opportunity for me to see how my own transi:on is going, and with the help of a great team I'm feeling preNy seNled in my role.

Here are some of my transi:onal :ps for star:ng the year off on the right foot: Take the (me to educate yourself I wanted to start staff training with a solid foo:ng-­‐ feeling comfortable and confident with the policies and procedures at my new ins:tu:on, as well as learning more about my new field within Housing.

”

Be realis(c It has been very valuable for me to be realis:c in my knowledge and reach out to my teammates when necessary. It is very difficult to an:cipate every possible 'what if' situa:on or grey area to a policy.

Give yourself (me It can take :me to adjust to a change. Be realis:c with your expecta:ons. Fortunately, we work in a great field with wonderful people who will help by welcoming you to your new team.

I'd be happy to engage in conversa:ons around the topic of transi:on as a professional staff member with those who are currently transi:oning roles, thinking about or preparing for a transi:on, or interested in the topic!

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OACUHO Research

Trevor Corkum

with OACUHO Research Writer

Housing University and College Athletes: Best Practices

L

iNle research has been conducted in Canada on

best prac:ce approaches to housing student

athletes on university and college campuses. While

a somewhat larger body of literature exists exploring the issues and trends in housing student athletes on American campuses, key differences in the scope and organiza:on of athle:cs departments, bylaws for housing athletes, and eligibility requirements between the two countries make clear comparisons difficult.

Nevertheless, a review of both the available academic and “grey” literature (primarily media reports) suggests a certain consensus concerning good prac:ces for housing and residence life staff to consider when housing student athletes. The following summary synthesizes a number of these sugges:ons.

Miller and Kerr (2002) have conducted a review of the athle:c, academic, and social needs of high-­‐performing student athletes in Canadian universi:es. While the bulk of their research does not address housing issues, they do make a number of important findings that impact the overall wellbeing of Canadian student athletes. They find, for example, that liNle or no support services exist tailored exclusively to student athletes on Canadian campuses (:me management workshops specifically for athletes, as one example). They quote anecdotal research that finds that the five-­‐year eligibility rule for Canadian student athletes might place gradua:ng student athletes at a disadvantage when exploring or pursuing career op:ons. They also probe

mo:va:on among Canadian student athletes to find that while success in one arena (e.g. athle:cs) can encourage athletes to pursue success in another (e.g. academics), the packed schedule of student athletes can place great strain on :me and life management and hinder the development of rela:onships among non-­‐athle:c peers. In terms of rela:onships, while fellow athletes provide an early and cri:cal support network, the lack of outside (non-­‐athle:c) rela:onships in middle years means student athletes rely heavily on their athle:c peers. Miller and Kerr suggest further study on the role of informal athlete residences, given the concern within the United States on isola:ng student athletes in insular, athle:cs-­‐focused residence halls.

Bond (2013), Boyle (2005), Phelps (2011) and Scally and Scally (2008) are concerned with deepening rela:onship between athle:cs and housing/residence life staff in order to nurture the posi:ve development of student athletes.

For Bond, communica:on between the two departments is cri:cal. She advises maintaining a schedule of regular mee:ngs between athle:cs and housing staff and counsels housing staff to be aware and know key contacts in athle:cs departments. Specific communica:on channels with student athletes, she feels, should also be pursued.

Like other researchers, Bond suggests that student athletes, given heavy training and travel schedules, may deserve some degree of flexibility in terms of residence life considera:ons (ie. later hall mee:ng :mes).

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Boyle echoes this call for flexibility and makes a number of concrete sugges:ons for beNer integra:ng student athletes into residence life. One par:cular prac:ce she explores involves “clustering” athletes from a par:cular team into one wing or area of residence in order to minimize disrup:on due to training schedules. Another, more feasible op:on might be placing two athletes from the same team in one room, again to minimize disrup:on due to early prac:ce schedules. She believes establishing healthy communica:on paNerns with student athletes is key, and feels that living-­‐learning communi:es can be a healthy strategy for integra:ng non-­‐athlete and athlete students in residence life. Service learning ac:vi:es can also help bridge the divide.

Phelps focuses on how residence life staff can bridge gaps in the life skills of student athletes. Tailored programs for student athletes living in residence may include :me management or life skills programs. Boyle suggests crea:ng focus groups among student athlete alumni to best determine the par:cular needs of athletes living in residence. Phelps also says considera:on must be given to athle:cs and housing staff planning joint events or workshop, possible under the broader umbrella of “Student Life”, that emphasize team-­‐building and serve to create a holis:c learning experience for student athletes. Emphasis should also be placed on encouraging student athletes to pursue addi:onal, non-­‐athle:c extra-­‐curricular ac:vi:es, he advises.

Scally and Scally consider the need to develop harmonious, produc:ve working rela:onships between housing and athle:c staff. Challenges may arise due to differences in ins:tu:onal cultures, cultural :ming issues (e.g. “evolving” v. “pre-­‐planned” no:ons of :me), and different opera:on and planning horizons. Ideally, both partners will agree to key communica:on :melines and develop an annual communica:on or opera:ons planned that can be memorialized in wri:ng. Such a plan might cover wellness, discipline issues, recruitment and placement :melines, and key communica:on contacts. Ideally, each partner will have one key contact for rou:ne communica:on issues.

Finally, Hollan (2013) is similarly concerned with deepening communica:on between athle:cs and housing staff. She

suggests holding an ini:al needs assessment mee:ng involving all par:es, and also supports the development of a wriNen LeNer of Agreement highligh:ng the responsibili:es and working rela:onship of both sides. This leNer should focus on recruitment and planning :melines, and be signed by senior directors in each department.

A review of the grey literature reveals a number of emerging trends on American campuses in recent years.

Ongoing concern has been raised about isola:ng student athletes in primarily athle:cs housing, either formal or informal (See, for example, Barker (2006) and Helms (2014)). The involvement of public-­‐private partnerships and issues around accessibility in schools with elite athlete programs highlight the poten:al for crea:ng divides between athletes and non-­‐athletes, if athletes are seen to be privileged at the expense of other students. Ensuring athletes on larger campuses are housed closed to training and athle:c facili:es (See Emig, 2011; 2013) has also been raised. The debate around par:cular “quotas” in housing for athletes (for example, UConn reserves 8% of its rooms for athletes) con:nues. Finally, the con:nued focus on the par:cular physical, emo:onal, academic and social needs of student athletes and developing programs or supports to address these needs has been flagged.

Moving forward, it is clear that updated research on the needs of student athletes on Canadian university and college campuses is cri:cal. In par:cular, understanding whether student athletes in housing have specific social, emo:onal and other needs is paramount, so residence life and housing staff can determine how to best work with athle:cs departments and other staff address these needs and fill gaps.

Trevor Corkum is OACUHO's Researcher-­‐Writer. He has worked in senior interna=onal educa=on and public affairs roles at a number of Canadian universi=es and is the former Director of Research and Communica=ons at the BC Council for Interna=onal Educa=on. He is currently a Joseph-­‐Armand Bombardier CGS scholar in the collabora=ve Adult Educa=on/Compara=ve Interna=onal and Development Educa=on MA program at OISE.

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OACUHO Research

References Anonymous. (2009, October 28). University of Kentucky renames residence hall that houses basketball team. American School & University. Retrieved from: hLp://myaccess.library.utoronto.ca/login? url=hLp://search.proquest.com.myaccess.library.utoronto.ca/ docview/212729130?accounTd=14771

Harper, M. (2007, February 12). DBCC may buy athlete housing.

D a y t o n a B e a c h N e w s . R e t r i e v e d f r o m : h L p : / / myaccess.library.utoronto.ca/login?url=hLp:// search.proquest.com.myaccess.library.utoronto.ca/docview/ 382979073?accounTd=14771

Barker, J. (2006, November 9). UM athletes also have fears about housing security; but off-­‐campus, school’s hands are Ted: colleges. The Sun. Retrieved from: hLp://myaccess.library.utoronto.ca/login? url=hLp://search.proquest.com.myaccess.library.utoronto.ca/ docview/406141090?accounTd=14771

Helms, C. (2014, January 23). New policy prohibits student athletes from living off-­‐campus. University Wire. Retrieved from: hLp:// myaccess.library.utoronto.ca/login?url=hLp:// search.proquest.com.myaccess.library.utoronto.ca/docview/ 1491020917?accounTd=1477

Bond, K. 2013. Best pracTces: Athlete populaTon in housing. SEAHO Report – Winter 2013. Retrieved from: hLp://www.nxtbook.com/ nxtbooks/seaho/2013winter/index.php?starTd=35

Hollan, M. 2013. Housing student athletes at a Division I insTtuTon. PresentaTon to 2013 Business OperaTons Conference. Retrieved from: hLp://prestohost08.inmagic.com/inmagicgenie/caniles/ 2013/11/802Hollan.pdf

Boyle, E. 2005. IntegraTng student athletes into residence life. ACUHO Talking STck, 23(1). Retrieved from: hLp://prestohost08.inmagic.com/ i n m a g i c g e n i e / c a t F i l e s / 2 0 1 0 / 1 1 / T S %20SeptOct05%2023-­‐1%20IntegraTng%20Student%20Athletes %20into%20Residence%20Life.pdf The Canadian Press. (2003, May 1). PacificSport plans athletes' residence. Kamloops Daily News. Retrieved from: hLp:// myaccess.library.utoronto.ca/login?url=hLp:// search.proquest.com.myaccess.library.utoronto.ca/docview/ 358399794?accounTd=14771 Cerve, K. (2011, February 7). USCB looking to add student housing.

T r i b u n e B u s i n e s s N e w s . R e t r i e v e d f r o m : h L p : / / myaccess.library.utoronto.ca/login?url=hLp:// search.proquest.com.myaccess.library.utoronto.ca/docview/ 849433419?accounTd=14771 Dodd, R. (2014, January 10). Self says current KU athlete housing is ‘way, way, way, way behind’ compeTtors. University of Kansas.

Retrieved from: hLp://www.kansascity.com/sports/college/big-­‐12/ university-­‐of-­‐kansas/arTcle336051/Self-­‐says-­‐current-­‐KU-­‐athlete-­‐ h o u s i n g -­‐ i s -­‐ ‘ w a y -­‐ w a y -­‐ w a y -­‐ w a y -­‐ b e h i n d ’ -­‐ compeTtors.html#storylink=cpy Emig, G. (2013, July 29). New housing opens for Sooner athletes.

T r i b u n e B u s i n e s s N e w s . R e t r i e v e d f r o m : h L p : / / myaccess.library.utoronto.ca/login?url=hLp:// search.proquest.com.myaccess.library.utoronto.ca/docview/ 1413175176?accounTd=14771 Emig, G. (2011, March 25). OU plans for new athletes home. Tulsa World. Retrieved from: hLp://myaccess.library.utoronto.ca/login? url=hLp://search.proquest.com.myaccess.library.utoronto.ca/ docview/858657163?accounTd=14771

Kellogg, K. (2005, June 8). Residence plan for bona athletes an issue.

Buffalo News. Retrieved from: hLp://myaccess.library.utoronto.ca/ login?url=hLp://search.proquest.com.myaccess.library.utoronto.ca/ docview/381654943?accounTd=14771 Ladan, L. (2014, April 9). Athlete calls for preferenTal housing. The Miscellany News. Retrieved from: hLp://miscellanynews.org/ 2014/04/09/sports/athlete-­‐calls-­‐for-­‐preferenTal-­‐housing/ Lewis, F. (2012, July 29). UH athletes will get more money for housing.

H o n o l u l u S t a r -­‐ A d v e r T s e r . R e t r i e v e d f r o m : h L p : / / myaccess.library.utoronto.ca/login?url=hLp:// search.proquest.com.myaccess.library.utoronto.ca/docview/ 1030071188?accounTd=14771 Miller, P. S. & Kerr, G. 2002. The athleTc, academic and social experiences of intercollegiate student-­‐athletes. Journal of Sport Behavior, 25(4), 346-­‐367.

Phelps, S. 2011. Res life: At home off the fields. ACUHO-­‐I Talking STck, 28(4). Retrieved from: hLp://www.nxtbook.com/nxtbooks/acuho/ talkingsTck_20110304/#/18 Quest University Canada-­‐Elite Athlete Program. Retrieved from: hLp://www.questu.ca/admission/applying_to_quest/ elite_athlete_program.php Scally, E. & Scally. 2008. Dream of a beauTful partnership between athleTcs and housing. [PPT SLIDES]. PresentaTon to 2008 ACUHO Annual Conference. Retrieved from: hLp://prestohost08.inmagic.com/ P r e s t o / c o n t e n t / D e t a i l . a s p x ? q=c3R1ZGVudCBhdGhsZXRlcw==&ctID=YzAyZDQwOGEtMjM2NS00OW ZkLTgzNjgtZTdhMTBjYjg0YTA2&rID=NDgx&qcf=&ph=VHJ1ZQ==&bckTo L=VHJ1ZQ==&

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