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MISSION OF THE UMR-ACUHO MAGAZINE The Communications Committee provides the UMR-ACUHO membership with an opportunity for information-sharing, professional dialogue, and a forum for ideas to increase knowledge, wisdom, and excellence in our field.
COMMITTEE MEMBERS Adam Neveau
Peru State College Committee Chair
Sarah Weiler
Carleton College
Phil Neuman
Minnesota State University, Mankato
Dillon Pearson
University of Nebraksa - Lincoln
Matt Diischer
South Dakota State University
Kristi Preston
University of Wisconsin - Milwaukee
Katie LaSota Jackson St. Cloud State University Pamela Lisowe
University of Iowa
Barbara Braga
Kansas State University
Steven Steinman
Northwest Missouri State University
Bre Sinner
North Dakota State University
SUBMISSION GUIDELINES Articles should be limited to approximately 1500 words long (may be edited for length or content) and include a separate head shot of the author(s). Articles should be sent preferably through e-mail (in Microsoft Word format). If there are particular fonts or graphics that you would prefer, please include them with your submission. To receive feedback on your article, please be sure to submit 15 days prior to the deadline. Please send articles via e-mail to: dpearson5@unl.edu.
UMR-ACUHO NON-DISCRIMINATION CLAUSE UMR-ACUHO promotes and provides an environment of full opportunity and service for all persons regardless of ethnicity, creed/ religion, age, gender, disability, sexual/affectional orientation, or any human circumstance. The Association will not arbitrarily discriminate in its programs, procedures, or activities. COVER DESIGN & MAGAZINE LAYOUT
Chair Note Hello again, UMR-ACUHO! I hope you had a chance to take a break and enjoy the holidays over the past few months. Thank you for continuing to read and support Perspectives Magazine as part of your engagement in UMR-ACUHO. The annual conference in Madison was a great experience for all UMR-ACUHO members. Thank you to the host team for putting on a wonderful event in a phenomenal venue. Also, a big thanks to all the conference volunteers, presenters, moderators, sponsors, and exhibitors. Every year, one of the best parts of the conference is seeing our amazing members come together to help make our conference a success. This is the last issue from the 2016 Communications Committee and my last as the Committee Chair. The committee has worked hard this past year to create three quality issues of the magazine. Through hard work and dedication, we have also been able to reach our goals of reducing the total amount of magazines we print and moving the publication to full color. It has truly been a pleasure to work with each member of this great team. If you interact with any of our committee members listed on the left side of this page, please thank them for their great work. One of those members, Dillon Pearson, will be the new Committee Chair and I know that he will do an outstanding job in that role. Our theme for the next issue is, "Scene and Heard: The Importance of Space." From physical layout to fostering connections, we hope to solicit articles looking at the spaces where we see and hear one another. Please send submissions to the new Committee Chair, Dillon Pearson, at dpearson5@unl.edu by March 15, 2017. Again, thank you for your continued support of Perspectives. I hope you have a wonderful spring semester!
Adam Neveau Chair, UMR-ACUHO Communications Committee Director of Residence Life Peru State College   aneveau@peru.edu
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Inside UMR
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The 2017 UMR-ACUHO Executive Committee
President Tracy Gerth Assistant Director for Residence Life Programs Marquette University (414) 397-0183 Tracy.Gerth@marquette.edu Vice President/President Elect Greg Thompson Assistant Director of Residence Education University of Iowa (319) 335-3700 gregory-r-thompson@uiowa.edu Immediate Past President Aaron Macke Associate Dean of Students Director of Residence Life University of St. Thomas (651) 962-6470 ammacke@stthomas.edu Secretary Becky Wilson Assistant Director for Student Success, Residence Education University of Iowa (319) 335-3700 rebecca-wilson@uiowa.edu Treasurer Nicholas F. Rafanello Director of Residence Life University of Northern Iowa (319) 273-2333 nicholas.rafanello@uni.edu
Spring 2017, Vol. 53, No. 1
Inside UMR President's Corner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
UMR Student Side Looking Through Another Country’s Higher Educational Lens . . . . . . . . . . 4
UMR Personal Side Lessons Learned in Working in and Leaving Housing . . . . . . . . . . . . . . . . . . . 6 The Millennial Job Search: Real Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
UMR Perspectives Rethinking My Student Conduct Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Corporate Sponsorships Coordinator Brian Faust Director of Residential Living University of Wisconsin – Stevens Point (715) 346-3511 bfaust@uwsp.edu
When Conduct & Catholic Social Teachings Collide . . . . . . . . . . . . . . . . . . . . 16
Inclusion and Equity Coordinator Coree Burton Residence Life Coordinator University of Northern Iowa (319) 273-2080 coree.burton@uni.edu
My First Conduct Meeting: Reflections Five Years Later . . . . . . . . . . . . . . . . 22
State Membership Coordinator Beth Miller Assistant Director of Residence Life University of Central Missouri (660) 543-8121 bsmiller@ucmo.edu State Membership Coordinator Jolene M. Esterline Associate Director of University Apartments/ Director of Resident Support Services University of Wisconsin-Madison 608-262-8293 jolene.esterline@housing.wisc.edu Technology and Sustainability Coordinator Jordan Baumgardner Residence Hall Director Iowa State University 515-294-9051 jsb@iastate.edu
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UMR-ACUHO
Inside UMR
I HATE Conduct: The Top Three Things You Can Do to be a Better Conduct Officer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Self-care Practices as a Hearing Officer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Conduct for Care: Being Mindful of Mental Health in the Behavior Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Education through Authenticity, Humor, and Reflection . . . . . . . . . . . . . . . 30 The Long Term Effect a Conduct Hearing Can Have . . . . . . . . . . . . . . . . . . . . 32 Vonversations, December 2016 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
UMR Business Side Conference Fee Waiver Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
UMR Awards UMR-ACUHO 2016 Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
President’s Corner By Tracy Gerth, Assistant Director for Residence Life Programs, Marquette University
G
reetings UMR! Welcome to a new edition of the “Perspectives” magazine and another year of UMR professional development opportunities. This is an exciting time to be a part of UMR; we have made some great progress in the last few years and will be continuing to look forward as we begin to develop our new strategic plan. I would be remiss if I didn’t thank all those who did the work of the association last year. I would particularly like to thanks last year’s Host team, leadership team, and the over 100 individuals who served on various committees to provide a variety of professional development to the region. Thanks to their efforts, members had access to both quality and continuing opportunities such as Perspectives magazine articles, RELI and ACUHO-I scholarships, webinars, and our annual conference. We also saw some outstanding new initiatives, such as our Social Justice and Professional Development and Training Committees collaborating to bring Lee Mun Wah as our keynote speaker for the annual conference. We also had a new program format offered for one programming session at the annual conference and a complete rework of our conference bid book to ensure additional flexibility and opportunities to any institution who wants to bid. Thank you all again for your commitment to the organization! I had intended to write a different article, however yesterday I went to a meeting that provided me a salient and timely reminder. Our campus is exploring the process of becoming a Hispanic Serving Institution (HSI). I sit on a sub-committee for Student Success Initiatives, and we have been asked to look at what support needs to be in place to make this initiative successful. Our committee is comprised of some talented, dedicated, both new and seasoned professionals from across campus, and it is made up of faculty, staff, and most importantly, one student. Our Office of Institutional Research came in to talk about the student profile, breakdown of retention and
graduation rates, along with information from our graduation survey. It was all very informative and interesting; I began to think about processes that needed adjustment or programs that need to be developed, but I really did not emotionally connect with the content until our student spoke up. She shared her story that closely mimicked a lot of the facts and figures that were just shared. As an assessment nerd, I believe facts and figures, but it is the individual stories that change minds and hearts. I was reminded just how much we regularly need to listen to the stories of others in our lives. Never in our lives has it been more important to listen to the stories of others, to remember, see, and respect the individual through the masses. There seems to be a level of incivility to downright open hostility on the rise, and we are not immune to these on our campuses. As we are heading into this new semester, I would encourage all of us to think about how we are listening in staff, conduct, and planning meetings. Are we waiting for our turn to talk, rebut the person speaking, or really listening for understanding? Are we finding ways to hear the stories of those around us, finding personal and emotional connections to our roles and what we can do to positively impact the experiences of those we work with and the students we serve? I promise that as we embark on our strategic planning process, we will strive to listen, and truly hear member feedback. We will take opportunities to ask for the stories of UMR and make this about you, the members of UMR. Please feel free to contact me if you’d be interested in helping with the Strategic Planning process.
Tracy Gerth Assistant Director for Residence Life Programs Marquette University (414) 397-0183 Tracy.Gerth@marquette.edu
Inside UMR
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Looking Through Another Country’s Higher Educational Lens By Jacque Jankiewicz, Assistant Complex Director, University of Wisconsin – Whitewater Aracelis Figueroa, Residence Hall Coordinator, East Carolina University
“T
he world is a book and those who do not travel read only one page” (Philosiblog, 2012). This referenced quote by St. Augustine speaks volumes to the experience we were able to have in Ecuador over our Spring Break in March 2016. Collectively we have been to numerous places both in and out of the country. When the opportunity to study abroad and learn about higher education in Ecuador presented itself, we were eager to submerge ourselves in a new culture to learn and grow as upcoming Student Affairs professionals. Through our experience we learned about the value of studying abroad and how Ecuador’s education system differs from the United States. This article seeks to give contextual background to things we learned about the higher education system in Ecuador and serve as an encouragement for all to study abroad! To prepare for our trip abroad, we took a class that opened our perspectives on higher education, started to
“Despite the differences in cultures, languages, and demographics; all college students across the world have experiences that shape their decision-making and lives after college.” 4
UMR Student Side
engage us in the broader outlook of student affairs, and challenged us to compare our education system to another country’s. From the moment we stepped off the airplane, we were immersed in a culture that places a high value on family and sees education as a right for everyone. We saw this through the interactions we had with our host families and the tours that were provided to “showcase” their free higher education system. The Ecuadorian government values their efforts to make higher education free, but many citizens are unable to reap in the benefits as systematic oppression hinders their ability to succeed. One of Ecuador’s main goals is to increase the quality of education to the diverse population of their country. To do this, the government implemented an education reform that would affect both public and private institutions in different ways. In order to attend a university, however, students must take an exam and achieve a certain point value on the exam to be considered for the profession they want. If the students do not receive a high enough score, they can choose to retake the test until they pass or pursue a profession that requires a lower score. We had the opportunity to visit Universidad de Cuenca, a public university. All public universities had to make changes to their environment and infrastructure to meet the requirements of the reform. In addition to remodeling campus, services for students have become free, such as the counseling center and health service. Ecuadorian students know that higher education is one way they can create a better lifestyle for themselves and their family. Public education has been made free for those able to afford the lifestyle of living near the university they wish to attend. With the reform and availability of education to all, more indigenous, women, and coastal students have started to attend school. The institution’s demographic is changing and increasing the number of students in attendance from a low socioeconomic background. A change in atmosphere and resources could be seen when we visited Universidad del Azuay, a private university. Since private institutions do not follow under the reform, it costs a student an average of $3,000 a year to
attend classes. As students are paying more for their education, private universities have more resources and services available to students when compared to public institutions. These private universities are also able to provide other opportunities for their students, such as online elements, practicum opportunities, and internships. For example, there are internships available for law students that allow them to practice by providing free consultations to those at the university or in the community, and medical students have opportunities to work at nearby hospitals. During our tour and during the processing time afterward, we discussed how the reform neglects giving supports to natives who are looking to be a doctor or lawyer, but don’t get the high score on their test. We talked about how this shows the privilege imbalance in their education system, only allowing those with good test-taking skills and more education the right to a higher status long term. Due to the reform, more of Ecuador’s students are able to attend college, but the experience they have can be altered by either attending a public or private institution. In Ecuador, students attending public institutions do not pay for their education unless they fail their classes. While students in the US pay for their education at public institutions, many students receive financial assistance from the government to help pay for college. However, if students in the US fail a certain number of classes, they will eventually have to pay for their classes out of pocket. Both the Ecuador and the United States higher education systems utilize standardized tests as a criterion for admission, but in Ecuador, an individual’s score on the standardized test may be the only factor in determining admission to higher education institutions. Both countries also have a variety of different types of institutions available to students including two-year, four-year, and technical institutions, as well as public and private. One of the major differences that we noticed between the schools in Ecuador and in the United States was that
Aracelis Figueroa Residence Hall Coordinator East Carolina University figueroaa16@ecu.edu Twitter: celly_fig
Ecuador only had one institution that provided space for students to live on campus, while most US institutions have student housing options on campus. While this difference was noticeable, we learned that those working at this institution shared many of the conduct issues we experience in the United States. Seven days. Our group had seven days to learn more about a country’s culture, educational values, and perspectives on life beyond what we could read in a textbook. Our field, and how it works with students, is only a chapter in a book. We should try, experience, and learn about other countries and their culture in order to broaden our understanding of students we are working with to develop ourselves professionally and personally. Throughout the study abroad experience, in just seven days, we were able to learn about a new culture, ourselves, and how higher education impacts students in another country. This trip also provided the opportunity for us to reflect on how to incorporate new lessons into the work we do with students. Despite the differences in cultures, languages, and demographics, all college students across the world have experiences that shape their decision-making and lives after college. As Student Affairs professionals, we should seek to understand beyond the surface level of our students’ lives to help improve and guide their collegiate experience. This trip had a major influence on us and the work we do. We encourage anyone who is able: study or travel abroad to take advantage of that opportunity and do the same. REFERENCE Philosiblog. (2012). The world is a book and those who not travel read only one page. Philosiblog: Home of the Examined Life. Retrieved from http://philosiblog.com/2012/12/26/the-world-is-a-book-and-thosewho-do-not-travel-read-only-one-page/
Jacque Jankiewicz Assistant Complex Director, University of Wisconsin – Whitewater jankiewij14@uww.edu
UMR Student Side
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Lessons Learned in Working in and Leaving Housing By Linda Varvel, Co-Director for Women in Science and Engineering (Former Residence Education Coordinator), University of Iowa
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t was never my intention to leave housing. Even with the late nights, high-intensity student needs, and overwhelming to-do lists, a career in student housing felt like the perfect fit for my mixture of strong administrative skills, energy, and creativity. But I did. I left housing and accepted my new role as the Women in Science and Engineering Co-Director for On Campus Programs in August. I started “on the academic side” the first day of fall semester. To say it is different would be an understatement. My life is drastically different in a variety of ways since moving into my new role. And as the UMR-ACUHO 2016 conference came to a close, I was left feeling a flood of emotions. UMRACUHO 2016 marked my “final act” as a housing professional, if you will. I had negotiated with my new employer to finish a year in the UMR-ACUHO Secretary role before transitioning out of the position. The fall conference was a bittersweet time for me. And now, a few weeks after the conference, I’ve had time to reflect, cry, and grieve the loss of what I thought would be my lifelong profession and a professional association I will always hold dear. But don’t get me wrong, I love my new job! And, realistically, we know to never say never. I might be back in a housing gig someday down the road if the time is right, the position is right, or an opportunity dances across my path that I can’t pass up. And see, here is the reason I’m writing this article. These first two paragraphs sound as though I’ve left the most extraordinary niche in our field known to humankind – and I’m not even leaving student affairs. If we’re being honest with ourselves, we know student affairs jobs that work specifically in student housing are not the most glamorous roles in higher education (there is a reason you are trained on bloodborne pathogens and know exactly where the OSHA vomit clean-up kits are in your building). Is my new role glamorous? It is too soon to tell. Maybe? Some might say that having the word “Director” in your title is automatically glamorous. However, I’m guessing the Directors 6
UMR Personal Side
in the UMR-ACUHO region reading this article would be the first to say their role is not (always) glamorous either. As someone with over ten years of experience working in student housing, and over five years of involvement in UMR-ACUHO, I know a thing or two about work-life fusion, leveraging your involvement in UMR-ACUHO, and taking care of yourself – even if it means making a decision to leave the housing field. I want to share this wisdom with you as I walk fully into this fresh adventure. In my new position I run a program to increase retention of women in fields where they are a minority, namely science, technology, math, and engineering. But since making the decision to move into a different role on our campus, I have experienced a variety of verbal judgments and questions regarding this decision. Is it because the woman everyone thought would stay in housing forever has left it? Is it because I went from working 40-60 hour weeks (or more during training/move-in, am I right or am I right?) and now I work a solid 24 hours dropping to part time to be home with my kids a bit? Is it because I moved to the academic side of things and my job isn’t seen as “student affairs-y” enough? I don’t know. I have a hunch, though. Recently an article popped up on my Facebook feed titled, “These four words that may offend you…may also just save you,” written by Louis Profeta, MD. Dr. Profeta is an Emergency Physician in Indianapolis at St. Vincent Emergency Physicians Inc. His article outlines a recent talk he gave at a conference where he discussed his role in medicine as “just a job.” He stood in front of a group of accomplished physicians and nurses and told them that their work wasn’t any better than the work of others in their community such as bartenders or farmers. He emphasized the fact that our lives involve much more than our job title. I think our work in housing can dance dangerously close to this unspoken expectation that your job should be your life, and if it isn’t, you’re not a good professional. I’ve seen this mindset deteriorate bright-eyed young professionals when they can’t be everything to everyone and they can’t turn off work at the end of the day. I have also seen this mindset break down seasoned professionals who are doing
everything in their being to live up to this expectation; an expectation put on them from superiors who, themselves, haven’t learned work-life fusion and inadvertently lead those they supervise to believe their position should be a number one priority in their life. Profeta is speaking about medicine here, but this is so relevant to our work too: “Our role is to be there, provide comfort, alleviate suffering, listen and be engaged. We don’t HAVE to feel every bit of it viscerally but certainly there will be times where we truly connect and we will. But it’s also OK when we don’t. We don’t have to take every single emotion home, internalize it and make it part of our being.” At this point in my career and my tenure at my current institution, I was in a place where I was ready to do more. I wanted more responsibility and I was ready for it. Additionally, I wasn’t feeling that connection Profeta talks about as much as I wanted to feel it. I was really good at my work and could do it effortlessly, but it began to feel robotic. That, accompanied with the fact that my family and I love Iowa City and don’t have plans to move anytime soon, meant that I needed to explore other professional opportunities. And when you’re in a situation like this, you have to be creative. You have to think outside the box about the kinds of jobs you want to do and the kinds of jobs you are qualified to do. When you like where you live, you’ve laid down roots, and it’s not just you anymore, it creates a variety of factors that impact your professional life. And single professionals, listen to me. This is not just about having a partner and children. When you’ve been somewhere a while, and you’ve built a community of people you call friends, and you’ve invested time and energy into your community it can become just as challenging to make a decision to leave. When either circumstance presents itself, you have to think about how to advance your career
without compromising your priorities and values. When will you know it’s time to get creative about a job search? You (and/or your partner) like where you live. And you don’t want to move (again. Ahem, housing.) but you are ready for something new. If partnered, your partner might have a job THEY love. And your partner has graciously followed you around the country so it’s your turn to sit tight. The opportunities you seek for new responsibility or a change in job tasks are not available in your current department. You love what you do, but the job has lost its spark. Job tasks have become robotic. These are all things you might identify with if it is time to look at new opportunities either at your current institution, or elsewhere. And please don’t hear me saying, “Leave housing! Get out while you can!” Housing is fantastic. I will always be thankful for the time I spent in my various housing roles at every institution I’ve worked for. I am the professional I am today because of every great (and not so great) supervisor I had, for all of the professional challenges and the victories, and for the students I interacted with on a daily basis who challenged me and created opportunities for me to support them in unexpected ways. I am also the professional I am today because of UMR-ACUHO. I owe so much to this organization. I have friendships that will last a lifetime because of UMR-ACUHO. I have learned SO much from the numerous conference sessions I’ve attended over the years at our annual conference. I’ve been continually inspired by those on the UMR-ACUHO Executive Board year after year. And some of my best professional development sessions at UMR-ACUHO were even via conversation at the hotel bar after sessions had ended for the day. Whether clichéd or not, UMR-ACUHO became my professional home. But it didn’t happen overnight. I didn’t just snap my fingers and make UMR-ACUHO feel right. I had to work for it. UMR Personal Side
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Wisconsin Lutheran College - Milwaukee, WI
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University of Wisconsin-Madison - Madison, WI
University of Wisconsin-La Crosse - La Crosse, WI
“You bring something to the table that no one else can provide because you are unique and your professional zest is created by the lenses you’ve lived your life through and the experiences you’ve had.”
Let me share three tips with you for making UMR-ACUHO work for you: Talk to people. People you know. People you don’t know. People you WANT to know. When I attended UMRACUHO for the first time I stuck closely to the delegation from my home institution. We had a big group, and it was easy to find a familiar face around the conference. The next year, I had transitioned to a small private institution and I was the only housing professional at my school. I attended the conference alone and I felt very isolated as I walked around the conference passing pockets of people who were chatting, hugging, and laughing. I realized that I was the only person who could help change that, so I talked to people. Back then, phones were “less smart” so it was easier to connect. People didn’t have their faces buried in their phone while they waited for sessions to start or while we were eating at the banquets. I introduced myself to people, and stepped a bit outside of my comfort zone. It’s amazing how NICE housing professionals are! Get involved. You probably heard this 83 times at the conference. Get involved. Get involved. Get involved. We say it because you should. That second conference I attended as the only delegate from my institution ignited a fire to get involved. I knew that doing the association’s work with professionals from around the region would help me build relationships and also provide some professional development. Through my committee work I have met so many people, found mentors, and have broadened my resume. It doesn’t just have to be committee work. It can be getting involved in our professional networks, serving as a program moderator, or a variety of other things. Get involved. ENGAGE with the association. This might mean engaging at the conference, or when you are home. Pay attention to the people you don’t know giving long speeches at the UMR-ACUHO Conference. They are people you should know. Attend UMR Webinars, and share what you
learn with those around you. Write articles for the magazine. Apply for the AIM Research Grant. Apply to be a committee chair or run for an executive board position. Write awards for your colleagues. Just engage. Because I implemented the tips I gave above, my involvement was an enriching experience for me. It was a refreshing departure from the day-to-day work I was doing on my campus. Am I sad to “leave” UMR? Absolutely. But was it time to seek new opportunities? Absolutely. You are an important part of your professional team at your institution. You bring something to the table that no one else can provide because you are unique and your professional zest is created by the lenses you’ve lived your life through and the experiences you’ve had. But I want you to know that it is okay to be creative in a job search if it means you have to take a job outside of housing. It is okay to dig your heels in and stay right where you are doing what you love. The take-away is that this is just a job. And there are SO many things to value and experience in this life. Don’t let this job eat away at your spirit. Figure out what worklife fusion means to you. Engage with UMR. Find mentors. Challenge yourself. At the end of his article, Louis Profeta says, “Listen, no matter how we like to hold up ourselves as the pillars of compassion, the keepers of the public well-being, we are just one profession out of countless others that keep our world moving.” Yes. This. All of this. Thank you, housing. Thank you, UMR-ACUHO.
Linda Varvel Co-Director for Women in Science and Engineering (Former Residence Education Coordinator) University of Iowa linda-varvel@uiowa.edu UMR Personal Side
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The Millennial Job Search: Real Talk By Erik Heller & Danielle Paris, Area Coordinators, Gustavus Adolphus College
T
he job search is an exciting, high energy time for new student affairs professionals and employers. On the other hand, it can also be difficult and frustrating at times for both sides. As you embark on your upcoming job search, it is important for candidates to be prepared and consider what employers are experiencing, talking about, and looking for in the candidates they are seeking. Taken from a session presented at the UMR-ACUHO Conference in La Crosse, Wisconsin, this article explores thoughts and tips from current professionals who have experienced both the
“I want to be hired” and “I want to hire you” sides of the job search working with millennial student affairs professionals. PEOPLE MATTER. Everyone you meet is important on your interview, but don’t forget that you also have connections to a variety of people. During your interview you will have the chance to meet many people, from students to faculty to upper level administrators. Do your research about who is in your network, or extended network, to talk with about the people and environment of an interested institution. Everyone you meet is important, so be sure to leave a positive impression. WHEN INTERVIEWING. Some may think that phone interviews and on-campus interviews are separate entities, which is inaccurate. Your interview begins the second you submit your application. From that point, you should treat all communication as part of the interview process: keep it professional with everything you say. When you do get a phone and on-campus interview, the setting changes as more people are listening and critiquing you for the position. Keep it real: giving the employer the wrong idea of who you are just wastes everyone’s time. If the employer is looking for an outgoing and boisterous individual, and that is you, show that side. If you are a more introverted and internal processor, don’t pretend you are something you aren’t. You won’t be happy or last long in that position or setting if you are hired. Bring a couple copies of your resume with you - a copy for yourself to quickly review, and others, as you may need one to hand some out to others you meet during your day that may not have had a copy sent to them before your visit. The moral of the story: keep it real from the moment you submit your application and prepare to help you feel confident.
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Inside UMR
ETIQUETTE TO CONSIDER. An interview can be stressful, but it can also be a fun experience to show others who you truly are. One thing to remember is that you are always “on” during an interview. Etiquette is actually a thing, it does exist. If you ask a question during an interview and then gaze off while the interviewers are responding to your question, that doesn’t send the greatest message. Many interviews in one day can be exhausting, so be sure to stay poised and engaged in the process. Slouching your shoulders, lack of eye contact, continuously looking at the clock, or exhibiting impatience or disinterest can be very loud non-verbals. It is also proper etiquette to follow up your interview with a thank you note. The choice to use an email or paper note is up to you. However, it is not appropriate to delay your next interview to finish writing thank you notes. Take notes during your interview or jot down a few items you want to remember after your interview concludes. The few minutes between interviews should be used for a break, debrief, or conversation before the next interview. THE AWKWARD MOMENTS. There are moments during an interview you might not have thought about yet. How will you approach the travel time between airport to campus? When is the appropriate time to ask for a restroom break? Do you take every restroom break offered? If you have a late flight, or early morning pick up, think about how you can engage with the individual(s) on the drive to/from campus. This can be a great chance to learn more about their experience with the institution, life in that particular city, or explore how you might have common connections. When on campus at the interview, recognize that a restroom break can be a glorious thing. Potential employers may show some radical hospitality by asking multiple times, or before/ after each interview, if you need water, coffee, a restroom break, or anything else. Don’t shy away from accepting these opportunities to refuel or take a few minutes to yourself. If you’re not getting these offers, don’t hesitate to ask! FLEXIBILITY & TIMELINES. In the chaos of the interview process, for both you and employers, being flexible is important. Yes, everyone is busy, especially during the job search season. Employers and prospective applicants are all working around timelines and restrictions. When offered an on-campus interview, be flexible and consider what items on
“Remember that people matter, interview processes can be time consuming, and students are the focus of our work.”
your schedule can be moved around to accommodate this on-campus opportunity. Sometimes on-campus interviews are offered a few days or weeks in advance, so prepare yourself, your current supervisor, and calendar for some flexibility. Thinking about the hiring process as a whole, both you as the interviewee and the interviewer will have a projected timeline for hire. It is important to navigate these timelines as a parallel and consider all of the factors at play: institutional happenings, placement exchanges, and other on-campus interviews for both you and the employer. The employer will know you are applying for more than the one position, so be transparent, respond to emails regarding interview logistics, and keep the employer updated should you no longer wish to be in the process. Most employers will do the same for you in return. ARE YOU IN HIGH DEMAND? The field of Student Affairs is growing, mostly because we are awesome at recruiting students to join us in the field. Every year there are more and more graduates vying for entry level positions. Employers do want to hire candidates with the best qualifications and fit, but keep in mind you may not be as “one in a million” as you think. Inside UMR
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FIND YOUR FIT...BUT BE UPFRONT AND HONEST. Finding your fit with the institutional goals, values, and stakeholders is important to your success and happiness. However, if you don’t find that throughout the interview process, it’s a good idea to let your interviewer know so you don’t string anyone along. When thinking about your fit, consider factors like institutional and department goals, attitudes and information gathered from those you meet throughout the day, proximity of campus, things you value (family, friends, hobbies, etc.), and the interaction you’ll have with students. Things like parking proximity, quality of the food, and the size of your office are more like the accessories to complete an outfit - important to help decide between two perfect positions, but not the make it or break it factors to decide fit.
along your journey to think before you speak. Interviews are a two-way street, so be sure that you have your questions prepared for every interview on your schedule. Be prepared to interview, or interact with, students, co-workers, campus partners, faculty, and upper level administrators. Likewise, be ready for related and practice-based examples for your interview. The “oh-so-favorite” student development theory question is one to prepare for or be able to incorporate in an answer. Don’t just spout out Chickering or Baxter Magolda because they are seemingly popular theories. Not all professional staff recall every theory at the drop of a hat; rather, share experiences of how you have incorporated or utilized theory in your practice. If you have not put theory to practice yet, let the interview know how you might go about using theory to inform your work.
KEEP IT CLASSY, FRIENDS. There are often things that come up during an interview that you may not expect. You will be engaging with various campus stakeholders throughout your visit, in both formal and informal environments. Use caution, as you never know when you’ll be waiting for your next interview in a lobby and the respected, and opinionated Director of Campus Activities may be watching and critiquing from afar. Another component to consider is how you will eat and talk at the same time. If you can master this, please write a book. Meals are a great time to get some nourishment, refuel your energy supply, and also listen to potential future co-workers about what it is like to work at the institution. Utilize meals to let others talk more than you, and ask questions to hear more about their experiences to help get a better idea if you see yourself in this environment.
THE STUDENT VOICE MATTERS. The reason we are in this field is the work we do with students. You should listen to the student voice and take notes throughout your interview and in the questions you ask. Students will typically give you the most honest feedback and reaction to your questions as you learn more about that institution. Consider how many times you see, interact with, or hear the student perspective during your interview. Based on your interactions you may get a better feel for how “student centered” that institution may be. You’ve now heard multiple perspectives of the job search from the “I want to be hired” side and the “I want to hire you” side. There will be other variations of these approaches, but at the end of the day, decide what will be best to help you in your search. Remember that people matter, interview processes can be time consuming, and students are the focus of our work.
USE YOUR SMARTS. Use the knowledge you’ve picked up
Erik Heller Area Coordinator Gustavus Adolphus College eheller@gustavus.edu
Danielle Paris Area Coordinator Gustavus Adolphus College dparis@gustavus.edu
Inside UMR
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Rethinking My Student Conduct Philosophy By Dillon Pearson, Hall Director, University of Nebraska - Lincoln
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still remember my senior year of college when one of my Area Directors at the University of South Dakota came up to me and said, “Have you ever thought about going into Student Affairs?” This is something that I had never thought about, mostly because I did not know that it was an option. Once I was asked about it, I thought, “I can go into a career that is focused on building relationships with people, while also helping them through their time in college. Sign me up!” Once I got into my first year of graduate school, I was introduced to the student conduct process, and I can comfortably say that, at first, it was not my cup of tea. I felt that
“This may just be another conduct meeting for you, but for any given student, this can be a turning point in their lives.”
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conduct would only provide the opportunity to meet with students who did not care. Needless to say, these were students that I did not want to be around as I felt they were a waste of my time. As such, I approached these conversations like any dreaded item on my to-do list. That is to say, I put it off until I couldn’t any more, and then I hammered it out as fast as I could. My typical conduct meeting would last 15 to 20 minutes, and most of my students left without doing any self-reflection or consideration of the impact of their actions. During my second year of graduate school, my conduct process was changed one day, by a student who we will call Mike. I had a conduct meeting with Mike, who was involved in a pretty typical, low-level alcohol situation. When Mike arrived for his meeting (five minutes late), I quickly sized him up and figured that he was the typical college partier, at school to have as much fun as possible before taking whatever job they could find. We went to my office, and I was ready to get the meeting done and move on with the rest of my day. However, when we got to my office, I noticed that Mike seemed a bit down. For whatever reason, I threw my playbook out the window and engaged him about his demeanor. In that moment, Mike broke down. It turned out that Mike had just gotten off the phone with his mother, who said that she did not support Mike’s lifestyle. I sat there, slightly uncomfortably, and I watched this first year student cry in my office. At that point in my career, I had never dealt with a student crying during a conduct meeting, so I was unprepared. I just sat there and watched him cry. Mike did not expand on his statement, and to this day I have no idea what had happened that led to this interaction between Mike and his mother. Mike and I sat there and talked for about 45 minutes about everything and nothing at the same time. Mike was from Florida, and he had never been to the Midwest before he arrived on move-in day about three weeks earlier. He was a Business major, but he had no interest in going into business. He was a fairly talented musician, and he really wanted to pursue music but worried about his ability to make a living with a degree in music. Mike struggled in
his transition to college because he did not know many people and was involved in the alcohol situation because he was trying to meet other people and get out of his shell. We looked at resources for Mike to be able to get financial assistance as he feared that his mother may cut him off financially, and he did not want to leave school. We looked at part-time jobs in the area that he could look into if he needed to make some extra money. We talked about counseling services that were available if Mike needed someone to talk to. We talked about tutoring services to help him meet the rigors of college coursework. We talked about a local coffee shop that I had heard about that had an open mic night. Through this conversation with Mike, my entire philosophy around the student conduct process changed. Mike was not a student who did not care, he was someone who did not know where he fit at school and was trying to connect with others. Mike was a student who had goals and dreams, but did not know how to pursue them. Mike was a student with drive, but he lacked motivation and direction. Throughout the following months, conduct went from something that I dreaded to my favorite part of the job. I was able to recognize the true value and importance of meeting with students in a conduct setting and the opportunity that it would provide for me to connect with and assist students. Through this and following experiences , I have developed (adapted from colleagues) four main tenets of my conduct philosophy: Our students are not jerks, they make jerk-like decisions. Much like anything else in life, one action does not define a student. If a student has been through the conduct process before, this does not mean that they are trouble makers. Our students are often testing their boundaries and exploring the newfound level of independence that college has provided them. It’s okay for students to sit in their ick. For many of our students, their first policy violation is the first time that they have ever gotten in any type of “trouble.” Due to this, many of our students start reflecting and thinking about how their decisions can impact their future from the moment that the Resident Assistant first knocked on their door. It is okay to not meet with the student immediately or to give out any sanctions immediately. I am not saying to let them get into a shame spiral or fall into a depression, but they will often use this time to think about their future and what may happen.
Conduct meetings can be a great tool for RA recruitment. In fact, some of the best RAs that I have had were involved in a policy violation early in their collegiate careers. These meetings can be a great opportunity to challenge students’ thoughts about their collegiate experience and their short- and long-term goals. For many students, their involvement in the student conduct process provides a great opportunity for them to refocus and buckle down. It also provides them with a great conversation point with residents if they have to document them. Bring your A-game. Even if you have dealt with hundreds of alcohol situations or the twenty other students involved in a situation, don’t discount your conversations with the other students you will meet with. Each of our students respond differently to the student conduct process. Be prepared for what they are going to bring with them and the experience that they are having. Engage with your students and listen to what they are saying. This may just be another conduct meeting for you, but for any given student, this can be a turning point in their lives. Learning is a two-way street. We like to think of ourselves as educators, but we are also learners. Going into conduct with an open mind and a willingness to engage can help us continue to grow as professionals and provide better support to our students. I went into my conversation with Mike planning to just tell him what to do and send him on his way. However, by truly engaging Mike, I learned more about myself personally and professionally. Conduct can be a messy, time-consuming part of our day. Dealing with the same thing over and over can get physically and emotionally draining. However, learning how to utilize conduct as a way to connect with students who may not seek us out can be a useful tool and an alternative method of supporting students in our residence halls.
Dillon Pearson Hall Director University of Nebraska - Lincoln dpearson5@unl.edu
UMR Perspectives
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When Conduct & Catholic Social Teachings Collide By Beth Steffen, Area Director, St. Catherine University
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e’ve all had those cases: the ones where the student is difficult to work with, doesn’t understand why what they did wasn’t right, shows a lack of respect for staff and community, or ends up in our offices over and over again. And ultimately we spend a large chunk of time trying to figure out how to work with these students in a way that helps them understand the repercussions of their actions while also helping them be the best student they can be. At St. Catherine University we look at our conduct process as one that supports and challenges students living in our communities in their personal and academic development by partnering with residents to create a respectful community environment that encourages shared learning. The Department of Residence Life supports and challenges students in their personal and academic development in light of the Catholic social teachings which guide the University. The values upheld in these teachings are:
PRINCIPLES OF CATHOLIC SOCIAL TEACHING—ETHICAL GUIDEPOSTS Dignity of Every Person – human dignity is the essential foundation of a moral society Solidarity in Community – to be human is to be a member of societies; we are all one human family in interdependent communities; everyone has a right to participate
“With the guidance of these teachings, we are able to work with students to find how their actions have impacted all areas of their lives.” 16
UMR Perspectives
Commitment to the Common Good – co‐responsibility for the quality of our society is necessary for us to achieve individual and social goals Rights & Responsibilities – my rights carry responsibilities to help guarantee those rights for others Universal Purpose of Material Things – all is a gift and meant for the good of all; private property is a conditional right carrying moral responsibilities for self & others Care for Earth/Sustainability – Earth is a sacred trust for future generations Priority for the Poor & Vulnerable – meeting the basic human needs of all has a moral urgency, which must have a priority among our values Transformation of Sinful Social Structures – social justice includes the obligation to work to change structural causes of injustice Subsidiarity in Governance – no unnecessary hierarchies; decisions should be made as much as is possible by those who are affected by the decisions Cooperation Rather than Conflict – violence has become too costly; we must learn non‐violence and peaceful methods of change Dignity of Work/Workplace Justice – to work is a basic human right; the dignity of work comes from the dignity of the worker Active Citizenship – action for justice is a constituent element of love of neighbor; it is critical for a just society Spirit of Hope – work for social justice has to be rooted in “God’s dream” of the kingdom of justice and peace for all people All of these in combination are essential for a just & humane world for all people. Amata Miller, IHM—2/16/11 With the guidance of these teachings, we are able to work with students to find how their actions have impacted all areas of their lives. We work through the following diagram with the students to truly look at the full picture. Conduct Philosophy Adapted from: “Moving Toward Social Justice” Model
So, where does the student fall into all of this? I’ve found that they really fit into every area of it. Spending time with the student to truly find what it was that instigated the conduct issue from the beginning often will expose areas of other concern that may not have come out otherwise. Taking the time with the students to find where things may have broken down allows for the full story to become evident. We are then able to talk through the ways the actions may have impacted those around them and help the student think through what some other decisions could have been. And then, together, we are able to create an action plan that allows for growth. We like to look at conduct as more of a teaching tool than a punitive one. We enjoy spending time with the students to hear about how things are going in their classes, how their living experience is going, what social opportunities they’re involved in, who their favorite professors are, what they are most proud of, etc. This time allows the student to know that we truly feel that they are the purpose of our work and that their success is what makes us successful, not the other way around. Taking the time to have heartfelt conversations truly changes the way I look at conduct. It has allowed me to connect better to what our students are going through in their day-to-day lives. This way of handling conduct has truly opened my eyes to remembering to look for the dignity of every person. We often talk, here at St. Catherine
University, about loving others without distinction. When I turned my way of looking at conduct around, it truly allowed me to do that. It allowed for more meaningful, fruitful conversations that resulted in lower repeat conduct cases. I’ve been at St. Catherine University for almost four years now and have had only a handful of repeat conduct cases. I can’t say that it is all attributed to the way we view conduct and handling it in this way but I have a hard time believing that it doesn’t play a large role in it. While they may not walk out of my office with a sanction or consequence, they do walk out of my office with a deeper understanding of their actions and how they can make different choices in the future. I will admit that I was very lucky to come into an institution that had this conduct philosophy, and am thankful for the individuals before me that spent countless hours working to make the model what it is today. I am also very grateful that our student population responds well to this type of model.
Beth Steffen Area Director St. Catherine University ejsteffen@stkate.edu
UMR Perspectives
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I HATE Conduct: The Top Three Things You Can Do to be a Better Conduct Officer By Becky Peterson, Assistant Dean of Students University of Wisconsin – Stevens Point
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kay, I get it. Really… I get it. I was there once too and knew that having a lot of incident reports in my inbox on a Monday morning would mean that I would have a lot of conduct hearings later that week. If you don’t like conduct, this can make it quite challenging, and if you do like conduct, it is still difficult at times. As someone who has been a professional hall director in a building with a lot of conduct, has served as an appellate officer while being an assistant director, as a director met with students who were about to be removed from housing, and now as an assistant dean meeting with students who might be separated from the institution, I really do get it. If we are going to be really honest with ourselves, it can be challenging to be a conduct officer . It is difficult to put on a smile and welcome a student into your office when you can clearly see that their choices are leading them down an unproductive path that may impact their college career. It is also hard to stay on top of the administrative elements. How is one person supposed to stay on top of scheduling meetings, having hearings, sending outcome letters, and then following up on sanction completion? It can be a lot to manage at times, especially when the conduct load is higher than normal. One of my professional blessings is that I have now been able to see student conduct through a different lens. My traditional background has been in housing, but I now work as an assistant dean overseeing the campus conduct process. I get to help hall directors work through tricky situations and see the process from a 10,000foot viewpoint. If you ever want to grow, and I mean REALLY grow, as a professional, take a position that requires you to view the work from a different angle. It will force you to
think differently about situations and, in a lot of cases, may change your perceptions. This new position has allowed me the opportunity to have new perceptions about student conduct. Specifically, what you can do to be a better conduct officer. Spend time doing the administrative tasks. This is often one of the most challenging for people and is often cited as a reason why people “hate” doing conduct. You need to spend the time doing the administrative work so you can have the meaningful meetings with students. This means learning more about your working style. I know that I get distracted when I have my e-mail open. So, I write in time on my calendar to work on conduct and get the letters done and I shutdown my e-mail. If you have a lot of students who like to drop in and chat, shut your door. You will get more work done in that hour than you would with the constant interruptions. If this still doesn’t sound like this will work for you, then I would encourage you to set a timer. Set up a timer on your phone and work on conduct for 20 minutes without distractions. You will be amazed at what you can accomplish. Spend the time proofing your letters,
“It is so hard to actually hear them when you have your mind made up already.” UMR Perspectives
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knowing your software, and understanding the process. It is hard to do work that is confusing and difficult, so spend the time getting to know your software, learning your process, and asking questions. Even though you had training in July, no one expects you to understand the process fully as a first year professional. Speak with someone who understands it and can help you. Returning staff, you should be willing and able to help your peers. You know the process best. Knowing how to navigate things quickly will help make it easier for you. You want to show that you are smart, competent, and professional. Nothing says that more than having a well-written, clear letter. Remember that for you this is probably the 100th time that you have sent out this letter. For a student it is their first time they have received one (hopefully!), and the information needs to be clear and understandable. Provide feedback. Students spend a lot of time with you in meetings and on their sanctions. Giving students feedback assists in the learning process. In your meetings with students, spend time reflecting back their statements, challenge their assumptions, and give them something to think about. These skills are learned and are not mastered overnight. However, if you begin to truly listen, this will get easier. You might not be able to reach every person, but you can give feedback on their actions. A perfect example is when a student shares that all students drink at the institution and that their behavior is not really a big deal. Know your institutional data. Do all students really drink at your institution? If you have hard data, share it. If you do not have the data, then spend the time talking about how this is an assumption that they have made and more likely than not, a false one. This is an opportunity for you to help them move beyond dualistic thinking. The second place where you can provide feedback is through the sanction process. One of my first sanctions was having a student make a bulletin board on responsible
decision-making for the lobby of his residence hall. This student spent a lot of time and effort putting the board together and then nicely hung it in the lobby. I was able to chat with the student during a program, and he proudly showed me his board. I would like to tell you that I was able to give him some critical feedback beyond just “this is so nice!”, but I was not there yet as a professional. It would have been nice to talk through his rationale for choosing the things he did for his board or spending the time proofing his sentences. It would have helped him, and it certainly would have helped me. When you assign a sanction, there has to be a purpose behind it beyond, “I want you to think through your actions.” Spend the time assigning intentional sanctions and then spend the time reading, reflecting, and providing feedback on the sanctions. How would you have felt if you worked on a four-page paper and then received no feedback? Take the extra ten minutes and write back feedback to the student. You are showing that these sanctions actually matter and are meaningful to you too. This is your opportunity to continue the relationship and give the student something to work towards. You are in this together; spend the time giving them a thoughtful reflection on their work. Be all there. Being present with students is probably one of the things that I see missing in our work. The first step in being present is to prepare ahead of time for the conduct meeting. Read the incident report, make sure you have all of the information from your staff, and review any other relevant student information prior to the meeting. Even though you will probably ask “what is your major?” in the meeting, you should already know their major before they walk into your office. You lose precious time in a meeting when you are looking for the incident report, filling out paperwork, etc. One of the things that I do is read through all cases the day before they meet with me. This allows me to get focused, gives
“Student conduct has the power to shape a student’s collegiate career and is a great way to utilize student development.” 20
UMR Perspectives
me time to process the information, and then I know that I have done my due diligence in getting ready for meeting with the student. The second step in being present is to make sure you are focused. It is very easy to get distracted by the ding of an e-mail, a messy desks, or the list of things we have to do that is running in our heads. However, for the student who is only getting a half hour of your time, it is important to be fully present. Shut down your monitor, grab a pad of paper to take notes, and spend the time fully listening. You may be able to get to know more about that student in a short half an hour than you had originally thought. It might also be an opportunity to find out if something else is going on and get them connected to valuable campus resources. Being present also means not making pre-judgements before you actually meet the student. It is so hard to actually hear them when you have your mind made up already. Take the time to listen, ask good questions, and focus. If you know that you do better with conduct meetings in the morning, then schedule them then. Use your time wisely and efficiently. So, when given the opportunity – be present.
I realize that these three points might seem a little too simple or too common sense. I would encourage you to reflect upon your practices and see what areas you can improve upon. Talk with your supervisor about doing an inventory of your skills. If you want to really challenge yourself, ask them to sit in and give you feedback on your conduct hearings. Student conduct has the power to shape a student’s collegiate career and is a great way to utilize student development. Use your influence as an educator in a way that is meaningful for you and for your students.
Becky Peterson Assistant Dean of Students University of Wisconsin – Stevens Point Becky.peterson@uwsp.edu
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My First Conduct Meeting: Reflections Five Years Later By Alfred V. Beseler, Area Coordinator, Luther College
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remember the first conduct meeting I ever held when I was a Graduate Assistant at Saint Mary’s University of Minnesota. My building housed 120 first year residents, and this meeting was for a rather simple alcohol violation. Being my first conduct meeting, I had read the incident report numerous times and felt extremely prepared. I would go through the facts in the incident report, explain sanctions, and that would be it. None of this prepared me for what would happen shortly after taking a seat in my office, when the resident broke down in tears, consumed by fear of being thrown out of college. What I had thought would be a simple conduct meeting would have a profound impact on my life. For many young residence life professionals, the conduct meeting is something to be dreaded. Enforcing policy and confronting residents who disregard policy is not a common reason we enter this field of work. Speaking in general terms, we enjoy and find meaning in helping young adults be successful and grow. College is an amazing time for our residents as they begin to grow and learn in so many ways. Along with that growth comes discomfort and challenges; they experience cognitive dissonance, the building block of all higher level learning. While it is important to enforce policy, our greater goal should be to
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guide our residents through this discomfort to help them realize a new understanding of themselves and their place in the community in which they live. The conduct meeting offers a substantial opportunity to assist in the development and growth of our residents, which is the very reason we do this work. While there are many theories that guide us in student affairs, the idea of challenge and support is at the core of what we do. I am often reminded of that first conduct meeting that occurred five years ago, and now that I have more experience and knowledge, I feel that I could have handled it much better. The policy that was broken was consumption of alcohol under the age of 21. At the time I didn’t even think about investigating the residents motivation for consuming alcohol, the residents past experience with alcohol while in high school, or the influence their friends may have had in motivating them to consume alcohol. If I had investigated these questions, I could have discovered that the resident had a deep need to find a place where they belonged, and they had consumed alcohol out of fear of being seen as the “other.” I could have also discovered that the resident had zero experience with alcohol use and, as a result, didn’t realize that having one mixed drink would affect them so greatly. I could have had a very honest conversation with the resident about how their friends’ actions had influenced their own decisions and how their friends’ influence may not always be a positive force in their own personal growth. One of the most important elements to a successful conduct meeting is giving the resident a clear picture of the conduct process and the consequences of further violations of policy. My resident was fearful that as a result of their documentation they would lose scholarship money and be thrown out of school. I explained that the sanctions were relatively minor and would include completion of an educational program and a twenty-five dollar fee that helps pay for the program itself.
I explained that sanctions generally don’t become more severe until the third or fourth violation, depending on the circumstances. At this moment, the resident calmed down, knowing that their status as a student was not in jeopardy. Residents like to have a clear road map in front of them, and the conduct process should be treated in the same manner. Each student comes to college with their own background and experiences, some of these have to do with getting in trouble. My resident’s fear of their parents being notified should have sparked a deeper conversation had I noticed the resident’s apprehension. While I am in no way suggesting that hall directors should play the part of a counselor, I do support trying to gain the best possible understanding of each resident. At that moment, I could have gained insight into the resident’s family life and developed a better understanding of where the resident was coming from. Reflecting back, this would have given me a better grasp of why at each break the resident was apprehensive about going home and seeing their folks.
As a result of the conduct meeting, the resident and I built a strong relationship. During the next two years at Saint Mary’s the resident remained in my area, and I continued to assist them in answering life’s questions. You never know the impact a conduct meeting may have on a resident or on yourself. This past spring, I was able to watch the resident’s graduation ceremony online and was proud to see my former resident receive their degree, still with tears in their eyes but for a much more positive reason. I cannot think of a better result to a conduct meeting than that.
Alfred V. Beseler Area Coordinator Luther College Beseal01@luther.edu
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Self-care Practices as a Hearing Officer By Alison Chapman, Hall Director, University of Wisconsin - Stevens Point Becky Peterson, Assistant Dean of Students, University of Wisconsin - Stevens Point
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onduct. One of the many words within student affairs that can elicit a physical response. For some, that response may be pure torture and for some it’s refreshing. Even if someone enjoys hearing conduct cases and working with students during some of their lowest points; conduct is not fun. By making a decision after hearing a conduct case, you are making a choice that can have developmental, financial, and educational consequences for the student. We would be lying to you if we said that conduct did not take mental energy and stamina. Conduct is taxing on professionals and can lead to major episodes of burnout. Burnout unfortunately, is a part of the profession and most of us have been there or understand the feeling One tenant of the profession is utilizing self-care effectively. This is especially important when managing high conduct loads or extremely taxing cases. It is important to utilize self-care proactively, however we know that this is not always the case for most Student Affairs professionals. If you have felt burned out you must be able to recognize burnout and know how to recover effectively. How do you know if you are burned out? For me, it is when I tune students out and do not listen to what they are saying. I am not able to be present and I do not spend the time asking intentional questions. I rush to get the meeting done and consider that good enough. Unfortunately, that’s not good enough. Do you know when you’re burned out on conduct? Is it when you let your incident reports get two weeks deep? Is it when you choose to avoid asking difficult questions? Or is it something more than that? Are you missing work and taking a sick day when you are dreading a meeting that’s on your calendar? Spend some time seriously reflecting upon what you being burned out looks like. If you’re unsure, ask your supervisor or a trusted colleague. Chances are they will be able to point it out faster than you are able to. It is important to recognize that self-care can be a part of the conduct process. This means knowing how you will 24
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manage difficult meetings. For some this is only scheduling three hearings a day or only having the hearings when you are the most attentive. For others, it might be devoting a whole morning to conduct once a week so you do not have to look at it multiple times throughout the week. The point is, you need to find what works best for you. It will take some time, but knowing your style and how you work best will avoid burnout. Self-care is especially important before, during, and after a conduct meeting or hearing. Many students feel a great sense of the unknown when they receive their letters to meet with us and frankly, we feel the same things too. Conduct cases are the parts of our jobs that lead to the most vulnerability. We become vulnerable because we don’t know how the student is going to react and we must listen intently to their stories, which can be painful to hear. I’ve served as the chair of the university administrative hearing board and have had to make tough decisions regarding the future of students remaining on campus. This can be especially burdensome because it requires me to think critically on how this student will contribute to the campus environment. These decisions are not made lightly and can really take a toll on everyone involved in the case, especially because it’s not easy to desensitize yourself. From my own experience, as well as talking with other conduct hearing officers on my own campus, many of us have felt the unease of worrying that we may run into the student that we just made a life altering decision for. I’ve also experienced a great deal of anxiety and trouble sleeping because I knew that I would be the person sending the outcome letter for the case. These feelings are normal, however, it is extremely important to have a good support system in place so you can get all of your uneasiness out there so you don’t have to sit with it alone. I found it helpful to fall back on hobbies and other interests to occupy my mind outside of work so I could try my best to not bring work home with me. So, now that you’re burned out what do you do? You need to consider taking a step back and looking at what brought you to this point. Have you been able to identify it yet? If so, find some strategies that will help you avoid
“Helping get our students back on the right path doesn’t mean that we need to go down our own burnout path.” getting to this point. Reflect upon a time that worked well for you. What made it successful? Were you getting enough sleep, taking care of yourself, or simply spending your free time in a way that was meaningful to you? If you need help with self-care strategies, here are a few that might get you started: Take a day off – You have leave, use it in a meaningful way. Read for fun – Spend time immersing yourself in another world, this will help you get perspective. Reflect – Remember a student that you helped through the conduct process that you were able to impact as a result of your meeting and try to find the joy in that experience. Write – Journal it out. Set a timer for five minutes and go. This is a great way to get out some of the frustrations in the moment.
Alison Chapman Hall Director University of WisconsinStevens Point Alison.Chapman@uwsp.edu
Get help – Carrying heavy stuff all day is hard. Find a professional counselor to listen to you. Use your insurance or contact your employee assistance program. Conduct is a part of the profession that isn’t going to go away. It’s extremely wishful thinking but we all know that students are going to continue to make poor choices and we are going to be the ones to help them get back on the right path. Helping get our students back on the right path doesn’t mean that we need to go down our own burnout path. These high stress times for professionals can be a great avenue to reflect on why you chose this profession and to start regaining the balance that may be temporarily lost. One of the keys to helping students be successful is helping them find the ways to take care of themselves. It’s time that we also start to take care of ourselves in order to be successful for our students.
Becky Peterson Assistant Dean of Students University of WisconsinStevens Point Becky.Peterson@uwsp.edu
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Conduct for Care: Being Mindful of Mental Health in the Behavior Process By Rachael Amick, Residence Life Coordinator, Kristi Preston, Residence Life Coordinator, Ethan Sykes, Residence Life Coordinator, University of Wisconsin - Milwaukee
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here are continual conversations happening nationally about how to address mental health. A balance needs to be found between providing support to the students, challenging them to advocate for themselves by seeking appropriate resources, and ensuring the safety of the larger communities. At the University of Wisconsin - Milwaukee (UWM), this discussion happens frequently. Through the concern and behavior process, many mental health issues (both diagnosed and undiagnosed) are discovered and addressed. According to research conducted by the National Alliance on Mental Illness, one in four college students have a diagnosable illness, with 40% of those students denying or neglecting to seek help. This rise in mental health has a profuse effect on how we approach our conduct, provide support for the individual and affected communities, and offer resources for student and professional staff to execute effective crisis response with proper self-care follow up. UWM has seen several cases involving mental health since the start of our fall semester in September. As a large, urban institution in the state of Wisconsin, there are several factors that impact the resiliency of our students. UWM serves students primarily from Milwaukee and the surrounding area. It is the most diverse in the UW System, and is applauded for the plethora of resources available for
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the high number of non-White, first generation, LGBT, and variously able-bodied students. Out of our 27,000 students, 38% identify as first generation. From personal experiences, many of the students we see in our offices lack full parental support, or have support systems that do not fully believe in mental health. In a campus survey, depression and anxiety disorders are among the top four responses when asked about health conditions students were diagnosed with or treated for, 33% of students stated that in the last 12 months they have felt so depressed it was difficult to function, and 58% reported they had felt overwhelming anxiety (Mental Health Resources, 2016). Negative coping skills such as excessive alcohol consumption, drug use, self-harm, and suicidal ideation are only a few examples we see when interacting with students of concern in our behavior process.
Addressing Mental Health Concerns At UWM, every situation that happens within University Housing is documented, from alcohol to facilities issues. Professional staff members spend between 4 and 12 hours a week hearing student behavior or concern meetings, dependent on what happened over the previous week/ weekend, and which building they oversee. For the majority of mental health cases processed, we typically schedule concern meetings to simply touch base with the resident, make sure they understand their resources, and see if there is any further support we can provide to them. However, at times, some mental health concerns have a behavioral component as they affect the greater community. This type of situation can be very difficult to navigate as it is important to ensure you are not sanctioning someone based on mental health concerns, but rather behaviors that are impacting the overall community. For example, there was an incident where a resident had some ongoing mental health issues and had been in constant contact with University Housing staff. One evening, she asked her roommate to hold her prescribed medication because she “did not trust herself with them”. Her roommate did not feel comfortable with this and reported this interaction to our staff. When having follow up conversations
with this resident, it was important to stress the negative impact of her actions on the community rather than her mental health diagnoses. Mental health issues should not be a policy violation, but rather negative actions should result in housing professionals helping educate students on how to make better choices in the future. These types of considerations also occur when residents make decisions that may be affected by their current mental health state. Sometimes situations are not as clear-cut as they originally present themselves. One recent example is a student who falsified a police report about losing their wallet and keys. Falsifying reports is taken very seriously through both the conduct and legal process, and on the outside the situation looked cut and dry as far as responsibility and possible educational sanctions. Upon meeting with the student and asking why they acted as they did, much more information came to the surface. The student disclosed that they had severe anxiety, wereon the autism spectrum, and had OCD, which contributed to their behavior. The student explained that upon returning to the residence hall, a friend saw them crying and asked what was wrong, and the student disclosed that their wallet and keys were taken rather than deal with the embarrassment of losing the items. The friend then took the student to the desk to report the stolen items, and the student stated they were unable to voice concerns about the lie - that “everything escalated so quickly.” While the student is clearly responsible for their actions and took responsibility for their decision making, the information is relevant when addressing how to help the student overcome the situation and make smarter choices in the future. The student does not need special or preferential treatment, but the additional information is relevant when considering how to help students be successful. Consulting mental health professionals, conduct supervisors, and other campus resources is necessary at times to help make the best determination of how to move forward.
Behavior to Mental Health: Asking the Right Questions Aside from mental health meetings, we have encountered many behavior meetings with underlying mental health concerns. Like any institution, it is easy to go through the motions of the behavior process. Ask “What happened?” “Was there alcohol in the room? How much?” “What are your typical marijuana habits?” or “What did you learn?” to determine if a student should be held responsible for a policy violation. But one question which is not vital in the
“It is clear that mental health issues are on the rise and are extremely important for University Housing officials to address in a caring and prompt manner.” determination of the responsibility of a policy violation, but holds more gravity in the long-term treatment of students, and is too often forgotten is… “Why?” “Why” is a simple question that often leads to not-sosimple answers. You can ask “Why did it happen” and you get answers about how they were in the wrong place at the wrong time. But sometimes, especially for students who need to be heard, asking the right questions can lead to the real issues. During a behavior meeting last spring, a student went through the behavior process because their room smelled like marijuana, and during a police search of their room marijuana and drug paraphernalia was found. The student stated they smoke multiple times a week. This could have easily been dismissed as a student who likes to get “lit” throughout the week for simple enjoyment, and a quick paper reflecting on their actions would have sufficed. After gathering more information, I discovered that the student was struggling to sleep, was very stressed out, and had personal issues they were not addressing. I did this by asking the ever important “why?” After a quick conversation with the right questions, I was able to see the student needed to find a more positive coping mechanism. While the student is held to the same standards as others, the motivation still needs to be addressed in order to really help the student UMR Perspectives
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long-term. The meeting concluded (after being found responsible for having drugs in the room) with the student accepting help and calling over to the campus counseling center to set up an appointment. Another tactic that eases conversations through the behavior process is the framing of the behavior process, which explains why we do what we do. We are lucky to work somewhere that has a behavior process and police department that values educating students over fines or punitive treatment. When framing conversations with students, it is vital to address the reason students are there. The overarching framework is to address the students’ behaviors – not to punish, but to help educate them and ensure negative or harmful behaviors do not continue. We must explain to students that we want them to be successful, but that a one-time conversation cannot change the course of their actions and it must come from within if they want to make better choices; you are there to help with that process. These conversations do not magically fix all mental health concerns, but they do light a fuse, or spark awareness, that students do not have to live feeling as low as they do sometimes.
Moving Forward with Care It is clear that mental health issues are on the rise and are extremely important for University Housing officials to address in a caring and prompt manner. With the Fair Labor Standards Act (FLSA) potentially going into effect, it is important that individuals and institutions understand how to prioritize their time and focus areas. Residents need to know they have support within their living environment. Even though we as professional staff may have to change the way we operate and might struggle to get through the administrative tasks on our lists, we cannot let that negatively affect our student populations in need.
Rachael Amick Residence Life Coordinator University of Wisconsin - Milwaukee amick@uwm.edu
It is also important to remember that we are not in this fight for students’ mental health alone. Although it seems on most campuses that counseling services are underfunded and consistently utilized, it is imperative that housing professional staff teams have a positive rapport with these mental health professionals in order to provide seamless service to our students. Additionally, Accessibility Services should be a familiar resource, as mental health is a unseen ability issue and many students can register for additional services to help them be successful. We encourage professional staff members to create a positive relationship with these offices, and others, simply by stopping by their offices, bringing them in for training sessions, and having continual conversations. Professional counselors and resource center providers know how tough this part of our job can be, are highly trained and specialize in these areas, and are willing to help us navigate this increasingly significant issue on college campuses. In order for us to keep doing our jobs well and dealing with the high volume of mental health concerns, we must also take care of our staff members, each other, and ourselves. At UWM we support our student staff through bringing counseling services for training on emotional resiliency and dealing with emotional burnout. We must also enact our espoused values and process situations ourselves, through discussions with colleagues, supervisors, members of our support systems, or professional counseling services. Most importantly, we cannot take care of others if we do not take care of ourselves. CITATIONS: • For Faculty and Staff. (n.d.). In Mental Health Resources. Retrieved from https://uwm.edu/mentalhealth/for-faculty-and-staff/ • Gruttadaro, D., & Crudo, D. (2012). College Students Speak: A Survey Report on Mental Health. In National Alliance on Mental Illness. Retrieved November 17, 2016. • Facts and Impact (n.d.). In University of Wisconsin Milwaukee.
Kristi Preston Residence Life Coordinator University of Wisconsin - Milwaukee prestonk@uwm.edu
Ethan Sykes Residence Life Coordinator University of Wisconsin - Milwaukee sykese@uwm.edu UMR Perspectives
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Education through Authenticity, Humor, and Reflection By Amanda Krier-Jenkins, Assistant Director – Staff & Academic Development, University of WisconsinWhitewater
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have heard conduct cases for over a decade, and one of the questions typically asked of me from my colleagues has been, “Why is there always so much laughter coming out of your office?” My response has typically been simple – in treating students respectfully and honestly, many of them were able to find humor in the choices they had made. Breaking that ice, so to speak, allowed us to have more authentic and reflective conversations. It was no longer about trying to figure out what had actually happened; it was now about learning from what had happened. It is critical that learning occurs from our conduct meetings. Education needs to be at the forefront of what we do. Over the years, I have both worked within and coordinated multiple conduct systems from public to private and from 1200 beds to 4500 beds. Two keys to my professional happiness and success have been to maintain a goal of education and an integrity-filled process throughout. It is not our job as hearing officers to be punitive. It is our job to stop the negative behavior by helping the student self-reflect and gain the skills necessary to be both engaged
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and positive community members. Building trust amongst all of our residents is a form of community development. A student should leave our office feeling heard, regardless of the case outcome. They should feel like a valued member of the community. They should know that we are there to advocate not only for them as individuals but also the community as a whole. A few pieces of advice, in no particular order: The conduct process should be neither secretive nor difficult to understand. At my current institution, I value the fact that our residents know the policies. They also know what the likely sanctions would be if they choose to violate the policies. We regularly use one of our institution-specific questions in the EBI benchmarking survey to assess their knowledge of likely sanctions. It is not uncommon for 85-90% of our students to be extremely aware of the possible outcomes. They are able to make an educated decision prior to violating a policy. Let’s face it. Sometimes the possible sanction is “worth the night of fun.” At least they knew in advance what they were risking. In addition, the hearing officer provides them with an entire outline of the conduct process (including appeals) when initially scheduling the conduct meeting. Post-meeting, there is a short survey that all students have the ability to complete which helps us assess the effectiveness of the process and our sanctions. The students consistently feel heard and valued, even if they are found responsible. Do your homework. What else do we know about the student? If your campus uses an early alert system, what information can be gleaned? Yes, the conduct meeting is about one event, but our students did not experience that event in a vacuum. What else is going on in their life? What are other hearing officers discovering from their meetings about the situation? Having a baseline, no matter how small, can help prepare you for what tone your meeting should take. It helps you set the stage for the conversation. As you create the open-ended questions you will eventually be asking, it helps you navigate which direction to travel.
“A student should leave our office feeling heard, regardless of the case outcome. They should feel like a valued member of the community. They should know that we are there to advocate not only for them as individuals but also the community as a whole.”
Small talk can be beneficial. Starting out a conduct conversation, like any other conversation, in a non-threatening way can lead to information-sharing gold. It builds rapport and can be used to further explain the purpose of the meeting. In addition, and while our students would never be untruthful, it also can help you determine if lying does occur throughout the more critical pieces of the conversation. You need to determine an individual student’s baseline. More likely than not, when they are recounting their story, wavering baseline behavior could be a lie indicator. Small talk does not always need to be in the beginning of the conversation either. One of my favorite things to do is to insert a “small talk” question in the midst of a somewhat intense conversation. It brings the student back to baseline. It can be extremely calming to a situation. Your role is never to escalate the conversation; if you sense that is occurring, asking a “small talk” question can refocus the conversation. Parents/guardians can be our allies. They want what is best for their students. It is as easy as that. Oftentimes though, parents/guardians just do not have the same language as many of us in student affairs. While it is not their fault, it is our reality. We cannot assume they know why we are doing what we are doing. I have found that I get furthest with seemingly angry parents/guardians by first listening and empathizing with them. Once I have a grasp on what the real issue is, I can then formulate a response. The key to working with difficult parents/ guardians is to respond, not react. They too just want to be heard. Ask them questions about their student and/ or what they have heard about the situation. Not only does it help the parent/guardian feel validated, but it also helps you garner useful information that can be used to help the student succeed. They are students. One of my greatest professional pet peeves is the phrase “conduct student.” In virtually no
other aspect of our profession do we ignore person-first language. Label the meeting however you want, but please be cautious about labeling the actual student. Be true to you. Real talk here, we each have our own styles, strengths, and weaknesses. All of us. Own them, but try not to let them hold you back. It is more than OK to show your vulnerability by seeking council from more seasoned hearing officers. I have learned so much about myself by observing others and accepting honest feedback. Your style will evolve over time. Some of us are natural hearing officers, and for some of us it is that bullet point of the job description that we dread. For all of us though, it can lead to developed skill that will benefit us throughout our careers: administration, prioritization, de-escalation, reading body language, detecting honesty or lack thereof, conversational directness, critical listening, critical thinking, mediation, and restorative justice. Conduct does not have to be scary. If we can think about it as a critical part to the development of our community, as an educational component, and as a high impact practice, we will likely be able to remove the perceived antagonist relationship between the student and the hearing officer. We have conversations with students daily that some may see as difficult or awkward. The conversations that result from an incident report are simply one category of conversation. At the heart of it, the goal of student development is still the same.
Amanda Krier-Jenkins Assistant Director – Staff & Academic Development UW-Whitewater kriera@uww.edu
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The Long Term Effect a Conduct Hearing Can Have By Jesse Briscoe, Area Coordinator, Pittsburg State University Bradley Wolfe, Area Coordinator, Pittsburn State University
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freshmen student from a sheltered background explodes on the college scene of alcohol and drugs within the first days of being on campus. In swoops the university housing staff to encourage healthy behaviors, impose educational sanctions, and build a lasting impression on the student’s life. This all stems from a conduct meeting. Allow us to share a story of how one student’s fear turned into a transformational experience. Throughout the fall semester, staff had noticed on many occasions a student making some obvious concerning decisions, many of which occurred off campus. One night, this student returned to the residence halls highly intoxicated causing quite the disruption. The staff knew they needed to contact University Police, who responded and issued the student a citation. In following up, a conduct hearing was scheduled. The day of the hearing, the student nervously came into the housing office. What could have been a quick open and closed case meeting turned into a meaningful relationship building conversation. The Area Coordinator had been suspicious of the student’s decisions for a while, but had never had an opportunity to talk to the student in a formal setting. Without judgment and having an open mind, the Area Coordinator asked to hear the student’s story. The student opened with sharing how they had never participated with alcohol or drugs prior to college, but became interested when their peers were experimenting as soon as the semester began. They quickly became infatuated with partying off campus. Since receiving the citation from University Police, the student explained that their mother had disowned them and wanted nothing to do with them anymore. As the student continued to share their story, many tears were shed. The Area Coordinator listened intently and expressed empathy. Eventually, the Area Coordinator began to share his concern in how the decisions the student was making were affecting their 32
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academics, relationships, reputation, and possible career opportunities. In tears once again, the student stated, “You’re so cool! I thought you were going to be a scary person mad at me.” Within days, the Area Coordinator received a phone call from the student’s father who had never truly been involved much in the student’s life. The father began asking questions to the Area Coordinator in regards to helping his student change their behaviors, so much as to being willing to go to counseling with them. Weeks later, the student chose to withdraw from the university just prior to the end of the fall semester. At that time, the father had once again reached out to the Area Coordinator thanking him so much for helping his student and for bringing him and his student closer together. The father added that he and his student had been going to counseling together to improve the student’s life. While some people view the withdrawal of a student as a failure, the Area Coordinator viewed this as a turning point in a student’s life as well as the Area Coordinator’s approach to conduct. Student conduct hearings provide opportunities for relationship building between staff and students. Professionals in the field often engage in meaningful and sometimes hard conversations with students. In order to have these conversations we must work to build a rapport and relationship with students. In order to build this bond, the professionals must engage with students outside of the office and on campus to establish a foundation of relationship development. Various examples may include being active participants in programming efforts, eating in the dining hall with students, casually hanging out in the lobby with students, or even participating in intramural sports. While it is important to casually engage with students it is equally important to establish clear boundaries. Practical boundaries may include not having students in your place of residence, being sure students understand when you are in a formal working capacity, and being conscious of the fishbowl effect. All of these efforts will help ease the student and professional staff’s transition into a formal conduct hearing.
“What could have been a quick open and closed case meeting turned into a meaningful relationship building conversation.”
While the relationship building process is crucial, it is still very important to consider the conduct officer’s training and background when developing a student conduct philosophy. Grounding our conduct approach in theory and conversation starters is crucial to the success of the educational sanctioning process. For example, Schlossberg’s theory of transition discusses the 4 S’s (Goodman et al., 2006). The self refers to personal and demographic factors that affect how the individual views the world. The situation refers to what has caused the transition and what the individual has control over as well as transition details. Support refers to the system of support. For example, does the individual have a strong family unit, a strong peer group, and institutional support? Lastly, strategies refer to how the individual copes with the situation, how the individual gathers information to deal with the situation, and how the individual changes behavior (Goodman et al., 2006).
Jesse Briscoe Area Coordinator, Pittsburg State University
It is important as a conduct officer to provide the student with multiple strategies to correct behavior as well as considering all background information about the student. As professionals, we must not view theory as a textbook on dealing with students but as a framework to see the world through the student’s perspective. At the end of the day, students will not care what we know until they know that we care about them. We must continue to develop our relationships with students after conduct hearings. Follow up is key to ensure that students understand that we genuinely care about them. When students know how much we care about them, it changes everything. REFERENCE Goodman, J., Schlossberg, N.K, & Anderson, M.L. (2006). Counseling adults in transition (3rd ed.). New York: Springer.
Bradley Wolfe Area Coordinator, Pittsburn State University
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Vonversations, December 2016 By Von Stange, Assistant Vice President and Executive Director, University of Iowa, facilitator
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he approach to this issue’s Vonversations is two-fold. In keeping with the theme of student conduct, I asked for responses to conduct questions I posed. In light of the recent UMR-ACUHO conference, I thought it would be nice to hear from members of the 2017 UMR Executive Board as practitioners at their home institutions. These professionals were kind enough to take time out of their busy schedules to thoughtfully respond to my query. Student conduct has become a larger part of a university’s workload, with more dedicated staff needed in Dean of Students offices (as campuses look to expand their influence regarding behavioral concerns in the local community), as well as becoming a larger percentage of time for our live-in residence hall staff. Federal/state regulations, additional compliance, mental health issues, and student unrest have made the job of providing accountability and guidance to students more “gray” and thus, more difficult. The housing professionals who responded to my questions have provided some excellent perspectives on this conundrum. Today’s lineup for Vonversations includes (along with their UMR responsibility): Jordan Baumgardner, Hall Director at Iowa State University, serving as UMR Technology and Sustainability Coordinator; Jolene Esterline, Director of Residence Support Services at UW-Madison, serving as UMR State Membership Coordinator; Aaron Macke, Associate Dean of Students and Director of Residence Life at the University of St. Thomas, serving as UMR Immediate Past President; Beth Miller, Assistant Director of Residence Life at the University of Central Missouri, serving as UMR State Membership Coordinator; Nicholas Rafanello, Director of Residence Life at the University of Northern Iowa, serving as UMR Treasurer; Greg Thompson, Interim Director of Residence Education at the University of Iowa, serving UMR as Vice-President/President-Elect.
Q:
How has student conduct changed over the past 5 years?
Esterline - Certainly more of my time was spent last year responding to sexual assault reports, bias/hate incidents, and mental health concerns than it was five years ago. The balance of federal requirements, student expectations for outcomes, and public attention to incidents is also much greater than it was five years ago. Rafanello - We continue to struggle to find a way to balance reality with student development. As our student population changes, we have continued to find ways to keep pace but, with the influx in other demands on our time, it is difficult to dedicate the time to those conduct conversations that need to be a part of what we do. We have continued to embrace student development but so much of our time is dedicated to compliance that the balance has shifted away from development and toward compliance, mitigating negative outcomes for the university, etc. Macke - Student conduct, like much of what we do in Residence Life and Student Affairs, has begun/continued to focus on learning outcomes. Our institution still provides punitive sanctions like fines and probation, but the focus on the conversation, connecting students with resources, meeting students where they are at, motivational interviewing, helping students understand the impact on community and exploring a restorative justice approach are all of greater importance. Miller - Personally, I am seeing more parental involvement. Parents want to be phoned in to a meeting, or will call after the documentation or about a conduct hold being placed on an account, or they show up to be present at the meeting. I think it’s important to embrace this, as UMR Perspectives
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there is nothing that can be done to change it. I hope they feel like I’m on their team when it comes to helping their student succeed. It also makes them feel better to know that we are focusing on their behavior and not making a judgment about who they are as a person. Parental involvement, direct or indirect, has caused me to be very careful with my language in meetings with students so nothing I say is seen as a personal attack or is misinterpreted. I also like to use the phrase that the student was “not their best self” during the incident, and that is something that everyone can agree on.
Q:
Have you noticed a difference in civil responses by students over time?
Macke - Unfortunately, the response of students (and at times parents) to our Public Safety staff and to our Residence Life staff has grown more judgmental and critical. Students and parents will interpret “legal” or “law enforcement” terminology and practices to the student conduct process as a means to combat or discredit or critique the staff involved. For the most part though, students are still civil and cooperative to the process. Thompson - I am not sure that I have noticed a discernible change over time, but I continue to see a range of civility in response based on student identity and privilege that comes with the various identities a student holds.
Q:
Based on the volume of conduct to which staff are responding, have you considered sending policy reminder letters instead of meet with a student in some cases?
Rafanello - Currently we do not handle conduct by sending letters without meeting with the student. I have recently been asked by staff to revisit the conversation, as we manage the demands of conduct, student concerns, etc., there is little time to be meeting with students for minor policy violations. Looking ahead, my hope is that for a list of minor policy violations, that are first time violations, would be handled via a letter only with no meeting. 36
UMR Perspectives
Miller - We have informal meetings with low level offenses (such as first noise violations). Usually the RHD knocks on the resident’s door or sends them an email just to check in and make sure they understand the policy. Baumgardner - When a policy is broken and documented, I meet with each of those students to provide them due process. I have found that, in many instances, the small policy violations are just the surface of what is going on in the student’s life. These meetings allow for me to engage the student in dialogue and hopefully create a relationship that they feel comfortable coming to me with issues or to serve as an additional resource for them. Thompson - At Iowa we have traditionally met with students for nearly all infractions, which we hope conveys that all policies are important to observe and that we are invested in students learning from all experiences. We reserve policy reminder letters for simple violations, such as illegal appliances found over break periods or first time noise violations. However, with an eye toward FLSA and better balance of work tasks, we have been evaluating if there are other types of violations that could be addressed through policy reminder letters.
Q:
What impact, if any, has the legalization of marijuana had on incidents in your halls?
Macke - We have not seen an impact on the incidents in our halls, but we as an institution have made changes to our sanctioning of marijuana to bring it more in line with alcohol. The sanctions are still greater than alcohol, but we have narrowed the difference. Esterline - In the last five years, UW-Madison Residence Hall data shows an increase in use, an increase in citations from the police, and an increase in meetings. As such, we have streamlined the sanctions to mirror those of underage alcohol usage. More than an increase in use, the perception of the students we meet with has changed. It’s challenging to talk with a student about why they should stop the behavior when the country is clearly moving in a direction of legalization.
Miller - I think people are more open about their usage now, and that has led to more incidents. I do think it’s changing the landscape about how we respond. We don’t have time to do such an intensive process for every marijuana violation due to the volume. It also seems inevitable that marijuana usage will be legalized nationwide in the coming years, so it causes us to pause and consider what the purpose of our meetings should be. It seems to be shifting more towards educational and away from just kicking people out for a couple violations. Thompson - I think legalization in other states has continued to normalize marijuana usage for our students. While it is still illegal in Iowa, a more tolerant attitude nationally continues to accompany our students to campus, which allows them to experiment and use more frequently than they may have in the past. Our county policies on arrest and citation around marijuana have also been relaxed over the past 5-7 years, which also contributes to normalization towards usage.
Q:
Share with the membership a novel practice in working with student conduct cases.
Thompson - At Iowa we have been fortunate to partner with our Student Conduct Office to offer the Critical M.A.S.S. program, which pairs students with a campus mentor to provide them with guidance and support. For students who have a policy violation, but may have other issues impacting their ability to succeed, the mentor becomes a valuable partner in helping them tackle issues and obstacles to their success. Esterline - I don’t think it’s novel, but students are extremely connected to their parents, so I have found myself calling/involving parents much earlier in the conduct process than I have in the past. If you can get the parents on board as an ally in changing behaviors, it will make your work much easier. Baumgardner - Many of my conduct meetings end with me asking how the student is going to make amends with their community. I have the student play a role in their own learning and development by assisting me in
coming up with their sanction(s). This has been extremely helpful in minimizing repeat offenders because they understand that they themselves must play a role in their own behavioral development.
Q:
What advice would you give to new professionals who may be struggling with student behavior issues in the residence halls?
Baumgardner - Continue to build relationships with those students. Don’t let the entire conversation revolve around their behavior. Get to know them and let them get to know you. Esterline - It’s good to pay attention to what’s contributing to the behavior. Is it an individual person? Is it a theme? Is there something structurally or institutionally that’s contributing to the behavior (ie: a “campus tradition”). Identify who your allies in addressing the behavior might be and give them the tools and support they need to address it. Maybe your student staff member is best positioned, but maybe not. Often in communities that have gone “off the rails” so to speak, I’ve found that the residents have little tono respect for their student staff member, so continuing to position that person front and center is actually not the best approach. Pay close attention to the dynamics happening in the community and don’t be afraid to say “this isn’t working, let’s try another tactic.” Rafanello - There has to be a balance in student development and reality. Be honest and open with students. If a decision was not in their best interest, tell the student that. If they are clearly struggling with their decision or behavior, dig deeper, work with the student to find a beneficial outcome. Most importantly, approach each student conduct conversation prepared; this does not mean you have determined the outcome, but do your homework and take your time to make a connection with that student. Macke - Good old fashioned “time” and “presence” are still the best strategies for addressing behavior and building a community. Staff presence in and around critical areas and critical moments in the hall/community, along with spending appropriate amounts of time/energy in UMR Perspectives
37
and around the critical areas/moments is so important when working with a traditional aged population in traditional styled residence halls. Clear and sometimes over-communication, along with personal care/attention are also crucial, but staff must be present and must put in the time/energy. Thompson - Don’t let little things slide until they become big things. Call community meetings to address systemic concerns on a floor or in buildings. Be consistent in enforcement and sanctioning. Above all, remember this is a learning process for students and for you as well. Be confident in addressing behavior concerns and always remember that holding students accountable is an important step in their learning and growth. Miller - You don’t have control over someone else’s choices, so if you are going to bed with the weight of the world because of their choices, it’s time for some reflection and talking to someone so you can learn to let go of the things you cannot control. When it seems as though
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there is no end in sight, remember that it will get better and at some point everyone will move out. Sometimes you just have to persist and do the best you can. Keep learning from professionals who have been doing this a long time. At my first full-time job, Buzz Bares at UW-Oshkosh taught me so much about what conduct meetings should be like, and gave me permission (through her role modeling) to have really honest conversations with students. She also taught us to find humor in the stories, and a sense of humor is vital to this type of work. It’s impossible to spark change without full honesty, and she is so naturally good at having these conversations. Find a mentor and role model and sit in on some meetings with them to learn about their style, and then think about how that might inform how you present yourself in your meetings. PS from Von: I’m interested in hearing about what Vonversations you would like to read about. If you have a topic you would like me to explore with members of our region, e-mail me at vonstange@uiowa.edu with the idea. The names of some people whose thoughts you might find valuable would also be welcomed.
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Conference Fee Waiver Experiences UMR-ACUHO 2016: Madison, Wisconsin Wednesday, November 9 – Friday, November 11, 2016 By Kayla Peters
F
irst off, I would like to say thank you to the committee that made it possible for me to attend the UMR-ACUHO Conference this year. What an
incredible experience it was! The UMR-ACUHO Conference was wonderful to say the least. I met many professionals in our field and had many takeaways from the sessions I attended. I attended sessions that provided me with information in dealing with parents, having developmental conduct conversations, not being a “problem thief” in taking away valuable student development, and being an intentional and effective supervisor. I also attended the six pechakucha presentations. These sessions were wonderful and each one helped me bring back at least one idea to help me improve as a supervisor and professional. Not only did I learn valuable information that is
in the weekly meetings that I have with my staff. I also realized this is an area where I could use a little guidance, which is how the mentorship came up; I am so excited to connect with these professionals. I also participated in the case study competition. I really enjoyed the case study because it challenged me to get out of my comfort zone. I do not typically like presenting and I am definitely not a person who is good at impromptu presentations. Despite the short amount of time to prepare for this case study, I found that I actually did surprisingly well. The case study challenged my thinking and I was able gain some valuable experience by participating in this competition. I really appreciated the judge’s feedback; they brought up valid points to think about and asked good questions for more information. Again, thank you so much for this opportunity! I plan to attend UMR-ACUHO again next year!
applicable to my position as a Graduate Assistant Residence Hall Manager, but I was able find two mentors who are willing to help me grow as a professional - shout out to Kenney White and Tanya Hartwig! I attended their session called “Strengthening your Style Through Synergistic Supervision” and this session really opened my eyes. I realized that there are many more ways to be intentional
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InsideBusiness UMR Side UMR
Kayla Peters
By Jordan Grier
M
y first UMR-ACUHO Conference was one to remember for several reasons. The interactions were genuine and the content delivered at the
conference was great in helping me to understand more about the field of housing and the people that work in it. One of the things I enjoyed most about the conference was learning about the experiences of other people. For me, it was interesting to hear about the challenges and triumphs from professionals at other institutions. The conversations I was able to have with so many different people allowed me to gain insight as to how and why these individuals entered the world of Residence Life. I also loved being a part of so many learning experiences at the conference. Sitting in the program sessions allowed me to gain a better understanding of the impact housing professionals have on a college campus. As one of the only undergraduate students at the conference, I initially felt slightly out of place, but I was welcomed
The learning that occurred at the conference ultimately helped me to understand my position better and how I can be of better service to different communities on campus.
and treated with respect. It was awesome to have the opportunity to ask professionals in the field for their advice and opinions. I am currently majoring in Education at Hamline University and working towards my teaching license, but I have also considered a career in housing or student affairs after graduation. Experiencing the UMR-ACUHO conference and speaking with professionals from hall directors to directors of housing, gave me insight that will help me determine exactly what I want to do with my future. This experience solidified my desire to enter this field. It was great to have the opportunity to participate
I am grateful for my first UMR-ACUHO conference, the experience opened my eyes to this profession. It also allowed me to meet and talk with professionals and share openly regardless of my position at Hamline, and for this, I am grateful. It was a positive experience that supplemented learning and allowed me to step out of my comfort zone. I had an unforgettable experience!
in so many sessions that were relevant and informative concerning the work I do on campus. I could really tell that the speakers put a great deal of preparation and passion
Jordan Grier
into their presentations. As an undergraduate student, the learning that occurred at the conference ultimately helped me to understand my position better and how I can be of better service to different communities on campus. It also opened my eyes to the impact I can have on the diverse population of students who live in our residence halls. Inside UMR
41
By Jacob Alexander
T
his essay is to show my appreciation for the opportunity to attend this year’s UMR-ACUHO conference through a conference fee waiver. This conference
helped me tremendously. As a new staff member, having a conference where I can meet and build relationships with a multitude of people who are or have been in my position is one that I value. This experience helped me
from across the region that I now have a network to reach out to when I need advice or just an ear to listen. Without going to UMR, I do not think I would have developed this peer network. In conclusion , I feel like this conference was very beneficial in my development as a professional in Residential Life. I am excited to attend future conferences and also give back to it any way I can. Thank you!
understand the importance of my role and the importance of continuing to educate myself as a professional. Learning from my peers at UMR provided the insight that
Jacob Alexander
I needed to be a better staff member for my team and my Resident Assistants. The time I spent in the sessions and social opportunities really taught me what it means to be in student affairs. Seeing everyone’s passion for student affairs inspired me to hopefully present at one of the next conferences. I gained so many new friends
Do you have a beautiful campus? We bet you do! We want to feature photos of your campus or staff on the UMR Webpage head banner. Photos must be a sized specifically at 750x258 pixels in a format such as JPG, GIF, or PNG. The maximum size is 100kb. So take those pictures of your new residence hall in summer, or your favorite building in winter. Send a great staff photo along and we will try to feature it on the homepage for UMR. All photos should be submitted to Greg Thompson at gregory-r-thompson@uiowa.edu. 42
Inside UMR
UMR-ACUHO 2016 Awards ROBERT E. MOSIER PROFESSIONAL ENRICHMENT AWARD
TERRY TUMBARELLO University of Wisconsin-Whitewater
BACHELORS LEVEL
MASTERS LEVEL
OUTSTANDING NEW PROFESSIONAL AWARD
ALAN JONES University of Kansas
KERRI JENSEN University of Central Missouri
DRAKE MARTIN COMMITMENT TO SOCIAL JUSTICE AWARD
SOCIAL JUSTICE IN ACTION AWARD TUNNEL OF AWARENESS
SUPPORT STAFF RECOGNITION AWARD
MEGAN BRITT University of Wisconsin-La Crosse
ALYSSA BOLANTE University of Wisconsin-Stevens Point
LYNNE LEMERT University of Northern Iowa
UMR Inside Awards UMR
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TOP FIVE PROGRAMS
COMPASSION FATIGUE: HOW TO HELP THE HELPERS
PROBLEM THIEVES
CARLY WOLLMAN, STEVE HAWKINS also won the TOP NEW PRESENTER GROUP AWARD University of Kansas
SAMANTHA HYLAND, CHRIS MUELLER Kansas State University
THE MISSING LINK BETWEEN MERIT AND SUCCESS
A TALE OF TWO TOWERS: FIGHTING THROUGH STIGMA AND CRISIS
CONFLICT, COLLEGE STUDENTS AND LOTS OF QUESTIONS!
DANIELLE DECUIR Kansas State University
NICK MULHOLLAND, KENIESE EVANS University of Northern Iowa
CHRIS MUELLER Kansas State University
44 44 UMR Inside Awards UMR
CASE STUDY 1 - WINNERS
CASE STUDY 2 - WINNERS
DYLAN KERSTEN, University of Wisconsin - La Crosse GIO ESCALERA, University of Central Missouri
DAYONA NETT Fort Hays State
TOP ROUND TABLE WOMEN OF COLOR AND ALLIES ROUND TABLE
DANIELLE DECUIR, Kansas State University CHRISTINA HURTADO, Fort Hays State University
Congratulations to all nominees and recipients of the 2016 UMR–ACUHO Awards Inside UMRUMR Awards 45 45
Dillon Pearson Committee Chair 1120 N 14th St. Lincoln, NE 68508
Please deliver to the housing office if undeliverable.