Wisconsin Lutheran College - Milwaukee, WI
HOUSING THAT SUPPORTS STUDENT WELL-BEING We understand student housing design must address many needs: campus goals, student desires, sense of community, sustainability, future growth, revenue and budget objectives. We also understand that when students are able to live in an environment where they feel supported and safe with access to campus amenities, they thrive. Contact our experts today to talk about how your housing experience supports your campus initiatives.
Chris Gallagher, RA, LEED AP 414.291.8151 : chrisg@eua.com Jonathan Parker, RA, LEED AP 608.442.6681 : jonathanp@eua.com
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Varsity Quarters - Madison, WI
2040 Lofts - Milwaukee, WI
University of Wisconsin-Madison - Madison, WI
University of Wisconsin-La Crosse - La Crosse, WI
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 Dillon Pearson. . ................... Dakota State University Committee Chair Barbara Braga..................... Kansas State University Charlie Potts....................... Gustavus Adolphus College Kathleen Baker. . .................. University of Wisconsin - Stout Kory Theil. . .......................... University of North Dakota Matt Diischer...................... South Dakota State University Nathan Ross. . ...................... Iowa State University Olivia Kopecky.................... University of Wisconsin - Platteville Pamela Lisowe.................... University of Iowa Phil Neuman....................... University of Kansas Rachel Ross. . ....................... University of Wisconsin - La Crosse Timothy Ledna.................... Graceland University Veronica Tabor.................... University of Nebraska - Lincoln
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.
Chair Note Hello UMR-ACUHO! As the Chair of the Communications Committee, I am excited to introduce this issue of Perspectives magazine. The theme for this magazine is, “Recruitment, Selection, Retention: The Ins and Outs of Staff Selection.” As you know, the field of housing has an ever-changing workforce. Therefore, our focus for this issue is to explore the different practices and philosophies utilized on different campuses. Our next magazine will be our pre-conference issue, and the theme, “Toward the Horizon: Mapping our Future,” will match the theme of the conference. This theme was chosen as it connects to South Dakota’s geography and to the milestones of the Organization. The line between land and sky drew the Great Plains’ first inhabitants—members of the Lakota, Dakota, and Nakota Nations—in nomadic circuits across their ancestral lands. For this issue, we hope to draw attendees toward a career horizon that encompasses new ideas and paths in their professional journey. As the Strategic Planning Task Force looks at what is in store for the future of our organization, we hope to gather articles focused on how our members map out the landscape of their own futures, both individually and organizationally. The deadline for submissions for our next magazine is July 11th. If you are interested in writing or have any questions or concerns, please do not hesitate to contact myself or anyone on the committee. If you have any thoughts on how we can improve the magazine, I would encourage you to share those by emailing umracuho.communications@gmail.com. Thank you for your continued involvement in UMRACUHO and your interest in the magazine. On behalf of the Communications Committee, we hope you have a great summer! Dillon Pearson Chair, Communications Committee Assistant Director of Residence Life Dakota State University dillon.pearson@dsu.edu
COVER DESIGN & MAGAZINE LAYOUT Able Printing Company 623 N Manhattan Avenue, Manhattan, KS 66502
Inside UMR
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The 2018 UMR-ACUHO Executive Committee
President Greg Thompson Director of Residence Education University of Iowa 319-335-3700 gregory-r-thompson@uiowa.edu
Summer 2018, Vol. 54, No. 2
Vice President/President Elect Torin Akey Associate Director, Residential Life Minnesota State University, Mankato 507-389-1011 Torin.akey@mnsu.edu
Inside UMR
Immediate Past President Tracy Gerth Assistant Director for Residence Life Programs Marquette University 414-397-0183 Tracy.Gerth@marquette.edu
“Start Digging In Your Trash”: Why Surveys Matter . . . . . . . . . . . . . . . . . . . . . 4
Secretary Becky Wilson Assistant Director for Administration 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 Corporate Sponsorships Coordinator Gaith Hijazin Area Coordinator Hamline University 651-523-2514 Ghijazin01@hamline.edu Inclusion and Equity Coordinator Keniese Evans Assistant Director for Student Success, University of Iowa 319-335-3700 Keniese-evans@uiowa.edu State Membership Coordinator Dana Fritz Coordinator of Assignments & Summer Operations University of Wisconsin-Stout 715-232-1121 fritzda@uwstout.edu State Membership Coordinator Jacque McKenna Assistant Director for Residence Life University of Kansas 785-864-7218 jmckenna@ku.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
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President's Corner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Case Study Corner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Restorative Justice at UWL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
UMR Personal Side Mixed, Not Mixed-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Summer Fun & Getting Things Done! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
UMR Perspectives Help GA Candidates Prepare for the Job Search! . . . . . . . . . . . . . . . . . . . . . . 14 The Platteville Way through Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Student Staff Selection: The Personal Side . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Rethinking the Re-Hire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Lights, Camera, You’re Hired: Shining a Light on My Recruitment, Selection & Retention Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Resident Assistant Success Through Retention . . . . . . . . . . . . . . . . . . . . . . . . . . 24 A New Approach to Interviewing Returning Student Staff . . . . . . . . . . . . . . . . 26 Vonversations, Summer 2018 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
President’s Corner By Greg Thompson, Director of Residence Education, University of Iowa
S
ummer is finally upon us, and if you feel like I do, you probably think it couldn’t have come at a better time! The school year seems to go by like a blur, and while the summer months are a time I find I am able to look back and take stock of what has gone well and what I want to continue to tinker with in anticipation for the upcoming school year. Summer is also the time that I reflect on recruitment of our new staff, as well as roles and responsibilities we are providing our returning staff to make sure they have a chance to put their unique talents to use every day. This issue of Perspectives will be providing you with valuable information from your regional colleagues on recruitment, selection, and retention of staff members; a process we engage in every year for a variety of roles. On my home campus, we continue to have many ongoing conversations about recruitment, selection, and retention of staff of color, both at the student and professional staff level. Through conversations with many of you in the region, I know that we share in the challenges of recruiting staff to come, live, work, and stay at institutions in the “Upper-Midwest” (an area of the country not just “white” from the persistent winter snow!) While our region is home to seventeen Tribal Colleges and Universities, three Hispanic Serving Institutions, and two Historically Black Colleges and Universities, the vast majority of our campuses are historically white institutions in predominantly white states. For many of us that means we are working to create campus environments where staff and students feel safe, but also like they are able to grow and develop their talents and skills. So, how do we go about creating campuses and departments that not only are enticing places for candidates to visit and choose to work at, but also allow employees to grow and thrive? You may recall in my last President’s Corner that I stressed the importance of environments that convey a sense of welcome. This principle applies not only to student homes in the residence halls, but also for the environments we create for our employees on-campus. Do your residence hall spaces for staff, both student and professional, take into a wide range of needs from differing cultural backgrounds? When you furnish and stock your campus apartments for professional staff, do the staff have a say in the furnishings?
Do new staff get to pick what they may need to feel connected to their home through style and accessory choices that may be culturally unique? When you host events that welcome folks to the community, are you doing it in the places only you are comfortable with, or are you seeking out places and people that are welcoming and inclusive for all staff? Who are you inviting to your interviews and why are you inviting them? Could you be potentially tokenizing spaces and folks on your campus when you only invite them to candidate interviews but do not partner with them during the year? What areas and neighborhoods do you take candidates to, and if you avoid some parts of town, why? The importance of connection and mentorship is also fundamental to ensuring success when candidates become employees on-campus. It is imperative as employers that we work to meet the needs of each staff member if they seek assistance in making connections to campus. For staff that come from non-white identities, it is critical to have a conversation about what types of connections and mentorship they may be seeking. Using our campus connections and knowledge of staff, we can identify opportunities for powerful partnerships that could flourish into mentorship opportunities. We have the obligation to not only make promises through recruitment, but to live up to those promises everyday through our staff’s careers. I want to hear about your efforts, UMR! How do you work to create campus climates that help you in the recruitment, selection, and retention of student and professional staff from a wide variety of racial backgrounds? What makes your campus and departments unique? Write me at gregory-r-thompson@uiowa.edu to continue a dialogue and I hope to see many of you registering to talk about these topics at our upcoming fall conference!
Greg Thompson President, UMR-ACUHO Director of Residence Education University of Iowa (319) 335-3700 gregory-r-thompson@uiowa.edu
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"Start Digging In Your Trash”: Why Surveys Matter By Nick Fulco, Tutt/Fischer Hall Complex Director, University of Wisconsin – Whitewater and Jake Wakem, Assistant Director of Residence Life, Concordia University of Saint Paul
A
dmit it. You do it. We all do it. I’ve done it! Research says more than 75 percent of people do it on a regular basis. Surveymonkey.com estimates that 76.2 percent of email surveys in the United States end up in the recycle bin without a second glance. The Assessment and Information Management Committee (AIM) invites annual conference attendees to submit feedback and only 41 percent (171/410) of attendees completed the survey; the rest were tossed in the trash. In this short article, we empower you to commit to sharing your perspective and to give structure to your voice. We begin by asking you to start digging out those surveys from your trash. We make the decision within 2 seconds of a survey email to take it or trash it (or grudgingly think about it or let it fester in an inbox as it swallows precious space which then, ultimately leads to trashing it anyway. Again, just admit it). Many people do not take surveys because they think “My opinion is not important.” If you so kindly oblige, ▌please allow us to be the first individuals to say, “Yes it does. It absolutely does!” Data illuminates more than trends, numbers, and percentages. Data changes the way people think. Data can be responsible for realizations, epiphanies, restructures, satisfaction, learning, and fulfillment. Data received was a significant factor in the following decisions: 1. Inviting an additional keynote speaker to UMR 2017 2. Adding a UMR networking social called “The Lunch Meet” 3. Restructuring the poster symposiums 4. Altering committee member applications 5. Omitting names from executive resumes to minimize bias 6. Reducing content in the annual conference survey in order to reverse survey fatigue 4
Inside UMR
In addition, data will, without a doubt, guide the overarching direction UMR-ACUHO will take in the decades to come. More specifically, data will impact and influence, not only the future, but the decisions our region makes in the present as we embark on the strategic planning process. Surveys, focus groups, and other informational gathering techniques will continue to shape the present and future of our beloved region and the participating members. But you still haven’t taken that survey out of your trash folder? Well then, let us continue. Qualtrics, a trusted and optimal survey tool on many of our college campuses, frequently publishes articles to assist, motivate, and empower survey respondents, creators, and requestors. In an article titled “Why do people participate as Respondents in a Survey?” the author, Scott Smith, emphasized the point of reciprocity. Responders desire reward. Not always monetary nor praise, but instead, the belief that one’s opinion will be rewarded. Responders want to be proven that they are heard. Once again, allow us to intervene and say “We hear you. We do!” UMR Winter meetings took place on Wednesday, January 24th and ended within 24 hours on Thursday 25th in Des Moines, Iowa. During that short yet incredibly productive time, the AIM Committee hit the ground running with connections, education, tasks, and specific areas of focus to be tackled throughout the upcoming year. The Assessment and Information Management Committee Areas of Focus include: 1. Understanding barriers to involvement throughout a multitude of levels within UMR 2. Expanding opportunities for professional development besides the annual conference 3. Examination of the operating budget 4. Utilization of information gathered from surveys through executive summaries and recommended action 5. Ensuring consistent and proficient communication of results, findings, and conclusions Throughout winter meetings, the AIM committee was
approached by three other committees inquiring about
for awarded grants. We are excited to announce a total
information including demographic statistics, trends that
of $2,500 towards grant funding throughout each year.
weigh in on inclusion, and strategies to make the summer
Apply online through the UMR website. Applications are
and fall meetings effective and efficient. AIM commits to
due October 29th.
partnership and collaborative strategies throughout this year. AIM commits to listening. As we approach summer meetings, AIM will communicate with our respective teams regarding meetings, progress reports, executive summaries, perspective articles, region updates, the annual survey, and other tasks we were assigned to. We challenge you to dig those surveys out of that trash folder. Better yet, stop yourself before you hit the delete button. Our goal is for you to be heard and rewarded for taking those surveys. Still not convinced? Well, what if we sweeten the deal with different types of rewards: monetary and recognition.
Aim High Award for Outstanding Research and Assessment: AIM seeks to recognize individual and group research, assessment, or measured initiative that has had an impact on their campus, community, or the greater field of housing and student affairs. Nominations are due October 29th. AIM committee members have exceptional talent and many years of experience. AIM wants to provide the tools and resources to empower committees, SHOs, graduate students, entry-level professionals, and school affiliates you to “AIM High” towards your own successes. Now is your time! AIM has sent out the annual All Member Survey to all of our colleagues that are a part of
Research Grant Funding: AIM provides grant funding
the Upper Midwest Region. If you haven’t yet: take it! We
for research within the region every year. This year, AIM
ask for your voice, we ask for your opinions, we ask you to
was able to continue the commitment to more money
take those surveys before they end up in your trash folders.
Nick Fulco Tutt/Fischer Hall Complex Director University of Wisconsin Whitewater fulcon08@uww.edu
Jake Wakem Assistant Director of Residence Life Concordia University Saint Paul wakem@csp.edu
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Case Study Corner reviews. The RA has voluntarily informed you they have been, and continues to be, meeting with a counselor. AREAS TO CONSIDER: As a supervisor, how do you respond? Do you allow the RA to have a specified duration of time away from the job? If yes, what do you say to the other members of the team who would have to cover the duty and other responsibilities? Is it with compensation or no compensation? If no, do you require the RA to resign from the job? Do you allow the RA to continue in the job? What campus resources would you utilize for this situation? What assistance would you anticipate each resource providing? What are the employment guidelines/requirements from the perspective of the HR/Student Employment office? What would you expect those guidelines to provide? By Joe Berthiaume, Director, Housing & Residence Life, University of Wisconsin – Parkside SCENARIO: You are working at a mid-sized four-year public University as an entry-level live-in professional. One of your second year RAs expresses that they are dealing with personal concerns. The staff member is cognizant that they are dealing with serious issues and admits to having mental health concerns including being severely depressed. The RA states they need a break from the job to deal with the issues and does not feel duty and other responsibilities can be completed. At the same time, resigning from the RA position would create serious financial hardship for the RA which would worsen the stress and compound the other issues. The RA is an excellent student with an above average GPA and has received excellent performance
If you are not the direct supervisor, what guidance/ support would you provide to the direct supervisor? Would your response be different if you were in an Assistant, Associate, or Director of Residence Life position? What would your responses be if you held one of these roles? Would your response be different if this was a first year RA instead of a returning RA?
Joe Berthiaume Director, Housing & Residence Life University of Wisconsin – Parkside berthiau@uwp.edu
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Restorative Justice at UWL By Rachel Ross, Hall Director, University of WisconsinLa Crosse and Amanda Abrahamson, Hall Director, University of Wisconsin-La Crosse "THE WHY" The University of Wisconsin – La Crosse (UW-La Crosse) implemented a four-year strategic plan in 2017 titled Sustaining Excellence. The four priorities of the strategic plan are: Increasing Community Engagement, Achieving Excellence through Equity and Diversity, Investing in Our People, and Advancing Transformational Education. Within each priority are several goals and action steps that ultimately will help UW-La Crosse "sustain excellence." Within our "Achieving Excellence through Equity and Diversity" priority, Goal 2, Action Step 3 states: “Establish restorative justice as a university-wide model of restoration and reconciliation of conflict.” The goal of restorative justice practice is to repair harm done to a community. Rather than punish, restorative justice looks at the harm that was caused, the direct and indirect impact of the harm on others, and what the group/individual can do to repair the harm and move forward together. This process is voluntary, and there is a strong focus on taking responsibility not only for past actions, but also for future actions to rebuild some
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Inside UMR
community trust. This specific action step propelled us forward to explore restorative justice more intentionally at our university. During the summer of 2017, two groups convened to explore the possibility of a restorative justice program on campus (Restorative Justice Research Team) and determine what the next steps should be, based on the research (Restorative Justice Core Team). There were people from various campus offices involved in these groups, including faculty with an interest or research focus in the topic. The Research Team examined what restorative justice practices currently look like on college and university campuses. The action steps for the Research Team included: Explore the feasibility and viability of restorative justice as a university-wide model Explore restoration and reconciliation of conflict Learn about restorative justice and well-vetted analyses of its viability in university settings Identify the types of conflicts for which restorative justice is most effective, the goals of a restorative justice program for UW-La Crosse, and the methods for evaluating the program Submit a 2-3 page summary of what was found regarding restorative justice and its viability in a university setting through a well-vetted scholarly analysis. While the Research Team was focusing on the viability of a program and exploring what a program could look like at our institution, the Core Team was taking that information to make a recommendation. The Core Team took the report created by the Research Team, made a hearty list of pros and cons for bringing a restorative justice-type program to our institution, and made an ultimate recommendation. The Core Team submitted a final recommendation to incorporate more formal restorative justice practices into the Residence Life area as a starting point. The Core Team thought carefully about the nature of the work in Residence Life and decided it was a natural fit. With the focus of community-building in the residence halls and the restorative nature of the work that already exists in Residence Life, it felt like the most natural place to start, with the hope that we would expand efforts to other areas on campus.
"THE TRAINING" Prior to this implementation, some training was facilitated. Pulled from the Research Team and Core Team, 11 individuals were asked to participate in a two-day restorative justice training in January 2018 led by Rick Shafer, the Associate Director of Student Conduct and Conflict Resolution at Michigan State University. He led the group through a training that explored the foundations of restorative justice, discussed how it can be used on college campuses, provided opportunities to role-play scenarios, and shared what the implementation might mean for UW-La Crosse. The 11 were
“The goal of restorative justice practices is to repair harm done to a community.”
able to experience circle conversations, exhibit vulnerability, and practice different restorative justice models. This training helped the 11 individuals gain an understanding
have been drafted to prepare for these conversations. At this
of how to implement these techniques, and ultimately,
point in time, there have not been any formal restorative
helped them recognize that they have been using some
justice conversations implemented, due to a lack of buy-in
of these techniques already.
from possible participants, but we continue to consider restorative justice when working through conduct.
"THE IMPLEMENTATION" From this training, UW-La Crosse's Office of Residence
"THE FUTURE PLANS"
Life staff began reflecting on ways to implement restorative
The future of restorative justice as UW-La Crosse is still
justice into the department. One of the first steps Residence
in the process of being planned. The ultimate hope is to
Life took was to identify a space that could be used to host
take what Residence Life has learned, come back together
restorative justice conversations. Additionally, Residence
as a committee, and talk about the practicality of imple-
Life staff have been encouraged to normalize circles into
menting restorative justice in other departments. As we
their work meetings and interactions. Lastly, the Residence
navigate our implementation in Residence Life, our staff
Life staff explored ways to implement restorative justice
are taking notes and reflecting on the processes we used.
practices into our conduct system. Based on the incident
When the committee comes back together to reflect on the
and/or scenario, different restorative justice models would
practices used, we will work on incorporating more training
be considered and implemented into the student conduct
campus-wide in an effort to help prepare our colleagues
process. Letter templates were created to clearly commu-
for more restorative conversations to rebuild community
nicate the process to future participants, and rough scripts
connections.
Rachel Ross Hall Director University of Wisconsin La Crosse rross@uwlax.edu
Amanda Abrahamson Hall Director University of Wisconsin La Crosse aabrahamson@uwlax.edu
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UMR Personal Side
Mixed, Not Mixed-Up By Melinda Gilliam, Assistant Community Coordinator, Kansas State University
G
rappling with identity development is a common feat for many college students as they dive deeper into academia, independence, and self-exploration. Many cruise right along and are able to find appropriate support and resources; however, many Multiracial students commonly find themselves in complex situations that call for pure grit. Multiracial students are part of a booming population on most college and university campuses worldwide. This group of students is uniquely diverse; however, their identity and experiences are regularly disregarded and invalidated. Who are these students, and what is Multiracial? Multiracial students are students identifying in any number of ways encompassing multiple races. While Multiracial individuals have been traditionally represented as individuals who are Black and White, the modern reality is vastly different. Renn recognized identity patterns among Multiracial college students are fluid, variable, and nonexclusive. Those patterns include Monoracial - choosing to identify with one of multiple races, Multiple Monoracial - choosing to identify with multiple individual races, Multiracial - choosing to identify with a term that suggests a mixing of multiple races, Extraracial - choosing not to identify or adhere to a particular categorization of race, and Situational - choosing to identify race situationally (Patton, Renn, Guido, & Quaye, 2009). Now, you may be wondering what all this means? It means providing an “other” box, lumping these individuals into racial categories that kind of fit, and disregarding their identities as incomplete, are no longer a sufficient accommodation or practice for working with and supporting the multitude of individuals that identify within the community. As student affairs professionals, it is time to educate ourselves on the challenges these students face, and how we can show up to support them. Most challenges for Multiracial college students fall into one of three categories: being forced to choose, not being allowed to choose, and the intersection of life. The challenge of being forced to choose often starts the minute they begin the application process, in that they are
forced to check a box for their racial identity. The classic solution to this problem was to provide an “other” box. The problem with this is many individuals who are mixed with different races are checking the same box, leaving Multiracial individuals feeling invalidated in their identity from the start. Once onto campus, students are added into an environment of new—people, places, experiences, etc. You may be wondering how this is different from the other students also entering the institution? People often gawk at Multiracial students as a need to make sense of things that overwhelm them. In these moments, Multiracial students often end up constantly having to justify their existence and their identity as they are challenged once again by others’ inability to understand or even tolerate difference. Dissonance continues as students are forced to choose pieces of their identity as they look to join affinity groups, battle pushes toward assimilation, and combat identity burnout. Usually tied to visible identity cues, Multiracial students are pushed in the opposite direction if their appearance contradicts their identity. Some common ways this manifests itself are in prescribed identity and the notions of acting White/Black/etc., being light-skinned or dark-skinned, or
"Acknowledgement and validation are powerful, and can do a great deal to perpetuate the momentum of identity development in [Multiracial] students."
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being white-passing. A classic example of this is the Multiracial student who is mixed with Black and White. This student chooses to identify as White, but people keep describing them as “the black student.” Maybe if this student acts or talks a certain way, their culture may be White, but their race cannot be. Again, we arrive at a place of invalidated identity and rejection. Finally, we have the intersection of life. This can range from the experiences students come onto our campuses with, to the intersectionality of identities as they pursue their degree. Also in this category is the inability to explore the Multiracial identity. Being a college student is demanding. While many people say you’re a student first, this in itself proves to be a barrier to traverse when considering the time, space, and support needed to adequately explore identity. When you stack on layers of potential familial rejection for racial mixing, a lack of representation regarding qualified supports, and pressure from other pieces of identity, the possibility of Multiracial identity sinking to the bottom is existent. The harsh reality is most of these students have been dealing with some level of complexity as to their identity their whole life. While the umbrella of challenge is not new, the challenges themselves may be. This is where we step up to the plate by educating ourselves, providing support and resources for Multiracial identity exploration, and overall, aiding in the establishment of grit. Educational resources readily available on the topic of Multiracial college students. Some of the most accessible options include social media, theory classes offered on the campuses which we work, webinars, and campus and community events, to name a few. Start by working with what you have access to. If professional development funding is something that is provided to you, you could attend a conference, buy a book, etc. Find spaces where you can ask informed questions as you are learning and doing research. Support for the student can be examined in multiple ways. Two I feel are especially applicable for Multiracial students are physical and psychological support. Multiracial students are often stumped at the beginning of their racial exploration process as their identities are dismissed. Acknowledgement and validation are powerful, and can do a great deal to perpetuate the momentum of identity development in these students. Another accessible method of support is working with the context of the college environment. While affinity groups can feel polarizing for many Multiracial individuals, they can serve as a space to explore aspects of identity for others. Face-to-face interactions, intentional building and shifting of campus or hall culture, revisiting policies and expectation for identifying 12
UMR Personal Side
race, adjusting curriculum to reflect students, revamping programming efforts, and creating purposeful space for Multiracial students to bring their experiences to the table to work with can be instrumental in successful development. Finally, encourage overall exploration. Talk about current events, connect to others via social media, challenge students to take classes that help them get to know and explore themselves and identity more, and help them find ways to be present and invest in themselves. Gone are the days that it was acceptable to view these individuals as mixed-up in their Multiracial identity. It is valid and should be explored.
https://youtu.be/21H9lA6MLHM U.S.: Young and Mixed in America https://youtu.be/GLnO1--sRow The Struggle of Being Mixed Race https://youtu.be/ob-qmfvnQVo NASPA Multicultural Knowledge Community https://www.naspa.org/constituent-groups/kcs/multiracial/ resources Shutting Down Bullsh*t about Multiracial Identity https://youtu.be/sYt_XQg4i3Q Recognizing the Need to Support Multiracial College Students http://www.insightintodiversity.com/recognizing-the-need-to-support-multiracial-college-students/
Resources for Article Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016) Student Development in College. San Francisco, CA: Josey-Bass. Additional Resources for Multiracial Identity Development in College Students Multiracial Students Discover Identities in College
Melinda Gilliam Assistant Community Coordinator Kansas State University mmgilliam@ksu.edu
https://www.usatoday.com/story/news/nation/2013/04/04/ multiracial-students-college-identity/2054529/ Being Multiracial in America
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Help GA Candidates Prepare for the Job Search! By Alan Nordyke, Director, Residence & Greek Life, University of Central Missouri
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his edition of Perspectives is focused on hiring, recruitment and training for various levels in Housing. I am writing this article from the perspective of a senior level housing officer who is responsible for staff selection. Over many years I have seen a lot of positive and not so positive aspects of hiring, especially for Graduate Assistants. Although this article specifically references undergraduates who are pursuing graduate assistantships, actions are needed at all levels. This is a call for attention to issues and challenges that lead to mis-steps in the GA selection process and a call to action among UMR housing professionals. Before I can discuss missteps and actions needed, it is important to start with some background about who is applying for Graduate Assistantships. Most candidates for graduate assistantships are our undergraduate staff and student leaders within housing. These are students who have been successful in our undergraduate hiring processes and/or our student leadership selection processes. They tend to be highly involved, high achievers, and motivated to help others. These are all good traits we want in graduate assistants; however, their skills for the job search are not usually as developed. They are a generation not used to being as self-reliant in decision making as the job search requires. They are not accustomed to talking about themselves as opposed to others talking about them. They have not typically made large decisions on their own and have not had regular opportunities for soul-searching. These factors lead many seeking graduate assistantships to make some missteps that hurt them in the search process. 14
UMR Perspectives
What are some missteps in the GA search that I have noticed?? The most common misstep is not recognizing that, as candidates for a Graduate Assistantship, they must be admitted to the graduate school and program of the institution in which the assistantship is available. This step requires attention to timeline, processes, and details of the admissions process. Many candidates see a listing at OPE or other places and assumes that expressing interest and completing materials for the GA position takes care of all parts of the process. This mistake has lead to candidates not being eligible for assistantships because the missed program and graduate school deadlines. The next most common misstep is candidates uncertain of what type of program they wish to pursue for their master’s degree. This is especially true for those looking at higher education related programs. Candidates don’t know that there are different types of degrees, emphases of degree study and philosophies of education regarding a master’s degree in higher education. Candidates don’t know the difference in counseling, administration and higher education based programs. This can lead to ending up in a program that doesn’t fit their desired learning and outcomes from their experience. This lack of knowledge leads candidates to waste time interviewing, researching, and exploring options that are not suited to what they wish to pursue as a career. It is critical for candidates to understand they should be seeking an education program that best suits them. A third common misstep is the lack, and timeliness, of communication. In the hiring process, employers send messages out to candidates, and expect that all candidates will not be interested in our position. However, we do expect the common courtesy of a reply/response to the message. Many candidates assume that if they do not respond the employer will know they are not interested in the position. While the lack of response will lead an employer to determine the candidate is not a viable candidate, it is inconsiderate to the employer not to reply. This lack of communication can lead employers to draw conclusions about a candidate
which may not be the most positive. In the Housing profession, one never knows where paths will cross again or who will talk to whom. The lack of communication can hurt a candidate because of these networks. Timeliness of communication is closely tied to lack of communication. As employers we expect our employees to be timely with communication and the same applies to candidates. When we send messages to candidates, we again are expecting they will respond within a reasonable time. If there is no out of office automatic response set when the e-mail is sent, employers don’t know why the candidate is not responding. Again this lack of attention to timeliness draws employers to make conclusions about a candidate’s skill that is not favorable. Other missteps include lack of attention to detail in cover letters (not changing school or employer’s names), mistakes
“As Housing professionals in UMR- ACUHO, it is our responsibility to know our undergraduate staff and students who are seeking graduate assistant positions.”
on the resume, not submitting complete applications or not providing all materials required, not accounting for time changes in phone calls, and lack of preparation for interviewing. My thoughts on common missteps may seem harsh given undergraduates don’t know the processes as well as employers. Given this fact, I want to offer one simple suggestion for how to help undergraduates avoid these and other missteps. The one best method for undergraduate candidates to avoid missteps in the GA hiring process is to seek help and work with their supervisors, mentors, and housing professionals on their campus! This is where the CALL TO ACTION comes into play. As Housing professionals in UMR- ACUHO, it is our responsibility to know our undergraduate staff and students who are seeking graduate assistant positions. We must reach out, meet with them, and discuss the process to better serve as a resource/mentor/instructor for their search. In these conversations with potential graduate assistant candidates, it is critical to: Ask questions that make the candidate reflect on what they are seeking from the education and work experience Offer cover letter and resume reviews
Share how the processes work from an employer’s point-of-view. Review the methods they are using for researching institutions, graduate programs and assistantship work Discuss timelines, processes, and tracking methods of important information I recognize that not everyone is able to serve in the official employer’s role of facilitating the hiring process, but everyone has experienced a job search. We are all prepared to assist our undergraduates in this process. I recognize that this call to action takes time and energy, but I believe that there is not a better way to spend your time and energy then by investing in the future of our staff and the profession. Please join me in this work and accept this call to action! Alan Nordyke Director, Residence & Greek Life University of Central Missouri nordyke@ucmo.edu
Conduct mock interviews both by phone/Skype & in-person Review their planned interview attire UMR Perspectives
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The Platteville Way through Selection By Kyle Herberg, Resident Director, University of Wisconsin- Platteville and Olivia Kopecky, Resident Director, University of Wisconsin – Platteville
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ith student staff selection, there are always a certain number of obstacles to overcome: from marketing, to timeline, to hiring a well-rounded staff. Understanding that there is no perfect selection process that works for every institution, we wanted to share and highlight how the University of Wisconsin- Platteville selects student staff members. As two live-in professionals, we have a combined seven years of experience in hiring student staff members. To add some perspective to our process, UW- Platteville has an on-campus population of 3,700 students. The university has thirteen different residence halls of varying needs. Out of those thirteen halls, ten are traditional style with interest communities or living learning communities with topics varying from First Year Experience to Engineering. The other three are suite-style primarily made up of upper-class students and student athletes. Now that you know more
“Throughout our process, each step provides individual attention to students by following up, providing resources, and being available for questions along the way.” 16
UMR Perspectives
about us, let us talk about our process. Our selection process for the following academic year begins in November. In November, each residence hall has an in-hall information meeting where students have the opportunity to ask questions and hear immediate answers from their live-in staff professional and current student staff. After the in-hall informational meeting, applications are made available in our department’s front office. In early December, the department hosts an RA Marketing Night. During this evening event, applicants receive information on how to interview successfully and what to expect during the interview process in general. The second half of the event exposes applicants to all current professional staff in the department, allowing them to ask questions and learn specifics about each of the residence halls. To encourage attendance, snacks and prizes are provided during RA Marketing Night. Both of these informational events are a crucial step in our practice to see which students are interested and offer them support and resources throughout the application process. An aspect of the application process we appreciate are the personal reference forms from the live-in professionals. The reference forms, to be turned in prior to the student’s interview, are an important tool for the student staff selection process as they encompass a holistic view of the student gaining feedback surrounding involvement in the hall, communication, and how the student adapts to feedback. Fast-forward to interview day in late January. We are intentional about this timeline as room sign-up for students begins in February. Applicants for student staff positions are asked to sign up for two different interviews. In our process we labeled it “blue” and “orange.” The two interviews have their own set of questions, one set of questions focusing more on personality and the other set focusing more on problem solving. Having two thirty minute interviews provides the student staff an opportunity to meet more staff members and rest comfortably knowing that their potential employment opportunity is not based off of one interview. Each interview has a professional staff member and two student staff members conducting the interview and taking
notes. It is important in our process that applicants are not interviewing with their current live-in professionals, so more staff members have the opportunity to speak to the skills and experiences of the applicant. The next step in selection is file review. File review for us happens in February. Each live-in professional staff member reviews all applicant files (reference forms, interview sheets, resume, etc.) and is asked to provide three applicants per vacancy in their building to address the specific needs of the hall and students who will reside there. After file review is complete, we compile a departmental list in preparation for our selection meeting. As we all come with a list, we understand that we hire for the department as a whole. Throughout the selection meeting, each candidate is discussed in-depth and receives either a hall placement or an alternate status for review when openings occur. Throughout our process, each step provides individual attention to students by following up, providing resources, and being available for questions along the way. Word
Kyle Herberg Resident Director University of Wisconsin Platteville herbergk@uwplatt.edu
of mouth and making personal connections is our best form of marketing to potential student staff members. We understand that all processes are different based on institutional needs. We hope that the framework of the UW- Platteville selection process is beneficial and provides perspective to cultivate knowledge sharing about selection processes across UMR. Good luck with planning your selection process at your institution! Reflection Questions:
• What does your institution do that is similar or different from the process outlined above? • How could you implement some of these strategies in your selection process? • What are some tips and tricks from your interview/marketing process that you have found beneficial?
Olivia Kopecky Resident Director University of Wisconsin Platteville kopeckyo@uwplatt.edu
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Student Staff Selection: The Personal Side By Maddie Smart, Hall Director, Minnesota State University - Mankato
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his past spring was my first true experience with student staff selection. I am in my first year as a full-time hall director at Minnesota State University, Mankato. When I was in graduate school I worked with a team to select students I thought would be good for our area, so this year was my first go of it all on my own. Let me just say this - it was really hard. I struggled for weeks thinking about the ins and outs of selecting my team for next year. I couldn’t quite figure out where my focus should be, and was having a hard time identifying what the process should look like. There are so many facets to this process that every department across the nation, and world, go through. It’s tricky, and I know I don’t have it all figured out. Here’s what I do know: Staff selection is incredibly personal. I was sitting in my supervisor’s office as we discussed candidates and I was struggling to identify how I was feeling. I said to my supervisor, “This feels really hard, and kind of weird.” I talked with him about the competitive feeling that I was warring with - I wanted my team to be the best, for me and for my students. I wanted students that will build incredible communities, who will want to connect with me and who have a desire to make our university just a little better. But here’s the rub - everyone wants that. So, I felt this competitive nature coming out in me that felt strange when placed in this environment. My supervisor said it best, “It feels so important because this is a big part of your life.” And that hit the nail on the head. Your staff is a HUGE part of your life. I supervise 8 community advisors. I meet with them for one-on-ones, staff meetings, and programs. They stop by on a daily basis to
update me about a test they took or a roommate situation going down on their floor. In terms of my work life and work responsibilities, I spend about forty percent of my time focused on them and their success in this position. I care deeply about the students on their floors, the programs they put on, and how they are managing their time. I put my heart and soul into my job and want my students to feel that I have their back, 100%. Selecting my staff felt incredibly personal because I want a staff who will accept my 100% and give it back to me. I don’t want to feel drained. I don’t want to feel like I have to nag them to do their job. Most importantly, I don’t want to choose a staff with whom my students won’t connect. I had to think about what mattered most to me and vocalize my hiring values so I could begin to think about my team. When thinking about my hiring priorities, I thought about a lot of different things. Fit - how would they mesh with my returning staff members? Would they get along, would they laugh at the jokes, would they want to discuss current events with us? Representation - students should be able to connect with their community advisor and see that there are people that look like them and are successful in college. Academics- who would be able to handle the additional responsibilities of a community advisor while at the same time maintaining their grades and focus on school? But mostly, I considered a candidate’s ability to build relationships. I wanted candidates whose strengths lay in their ability to connect with a variety of people. I want to connect with my staff and I want them to connect with our residents. Writing it down makes it sound selfish. I know the world doesn’t revolve around me (though my fiancé says I think it does). I know that I am not the most important person in
"Because my staff is important to me, and it should be important to you. Your staff can make or break your job." 18
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a community advisor’s life, nor should I be. However, they are an integral part of the residence community and they matter a great deal to the students who will become their residents. Thus, I scoured interview sheets and looked at their definitions of community. I searched for hints of humor and the desire to make a positive impact on a student’s life. I combed through evaluations to see what strengths and weaknesses students had. But mostly, I trusted my gut. I would read through a file and do a gut check. Did I think they could do it? Were they kind? Did I “feel” it? If yes - it was a go. If I had the slightest bit of hesitation I told myself to put them as a maybe. I don’t know that my process was the best way to do things, but it felt right for me. I felt like by evaluating candidates with my gut and with my heart, I was looking out for my students and for the candidates. I don’t want them to hate their supervisor. I don’t want them to hate their job. I want them to love their job. I want to build a relationship with them, defined by their boundaries. I want to be a confidant for them if they want it, a sounding board and a giver of tough love. I want to give them my all and see it returned.
I am sure that my staff selection method wasn’t perfect. I know I could have been more intellectual or professional about it, but I did what I thought was best. I figured, if I am going to spend about half of my time supervising, mentoring and listening to these students, it was in my best interest that I see the potential. Because my staff is important to me, and it should be important to you. Your staff can make or break your job. They can make coming into work a nightmare or a dream. Pick a staff that feels right for you. Because your work life is important and having a good team can make all the difference.
Maddie Smart Hall Director Minnesota State University Mankato Maddie.smart@mnsu.edu
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Rethinking the Re-Hire By Grace Becker, Graduate Assistant, Northern State University
to ensure that students have the time to embrace and
and Kathryn Cochran, Area Coordinator, Northern State
complete it in an effective manner. The timeline that was followed at NSU was to introduce the idea in the middle of October 2017. The Professional and Graduate Staff worked together to create a mock portfolio to present in our first conversation that we had about the process. In October 2017, an email was sent to staff with the mock portfolio. Following October 2017, roughly every 2-3 weeks, updated emails were sent to ask for any questions that have come up. At the Fall Finale Supper, the portfolio was discussed heavily, and time was allowed for fluid, open conversations about the portfolio process and expectations. In Spring 2018 training, one session was devoted to the portfolio process. In this session, we unveiled our expectations to the new RAs and were able to answer their questions and have an open round-table discussion from the Professional staff and the RA staff. The RAs and Pro-Staff found this conversation to be highly beneficial, offering an opportunity for each side to voice and clear up any concerns and questions. In an attempt to maintain consistency, we had the RAs submit their portfolios on the final day that new RA applications were due. We then had the RAs present their portfolios two weeks later to their Area Coordinator and one other Professional Staff member. In these presentations, we allowed RAs to be as free and open as they wished to be. If they wanted to present it as a song, a skit, or any other
University
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ne of the most stressful, yet rewarding, times of the year is the Resident Assistant hiring and rehiring process. A time filled with what seems like interview after interview of asking the same questions over and over again; evaluations of current RAs’ statuses with the same blank stares, ‘I-Will-Do-Better’s, and signing on the dotted line while hoping for the best for the next year, and hoping you made the right decision on not re-hiring a particular RA that has been on the fence since the beginning of the year. In the hopes of getting the decisions right and ensuring that equality and consistency are found in hiring and re-hiring processes, it is important to consistently examine the steps that are taken in the decision-making process and to offer transparency and deliberate, thoughtful outcomes. Therefore, it is imperative that each year, institutions examine their processes and alter them to make them more effective in the sense of the student’s success, time management for the professional staff, and a beneficial process for the students that are participating in the process. This year, Northern State University’s Department of Residence Life did just that- taking a hard look into our re-hiring processes. After going through multiple options and examining how it has been done in the past, we decided to change the entire procedure. We created a portfolio process, where the Resident Assistants could reflect on the year, their accomplishments, and their failures in hopes of creating a proper two-way evaluation and allowing room for self-reflection. Changing your re-hiring processes is easy for your new RAs that haven’t known any other process, but for your returning RAs, it can be a nightmare to wrap their head around a new style of re-hiring. It can be downright intimidating to think that what they have done in the past may be changed to something that can be challenging. Navigating the process to unleash your new re-hire process is tedious and should be handled with delicacy and intentionality. The first step to unleashing your new process is to develop the process with a well thought out timeline 20
UMR Perspectives
"it is imperative that each year, institutions examine their processes and alter them to make them more effective"
measure, we allowed them the freedom of owning their presentation. In this, we gave the RAs autonomy, freedom, and a sense of ownership over the presentation and their specific portfolio. While working on the portfolio timeline, we found that giving the returning RAs room to question as much as they want, giving them the time to think of their questions and concerns, and allowing them that freedom in the timeline was the most effective strategy. Consistently updating them on the process and keeping the conversation open and fluid was the most important aspect of the timeline process. Through the implementation of this new process, we found the following tips to be crucial: Maintain clear expectations about a new hiring process. This makes it easier to provide consistent information to both new and returning staff members, and helps to provide a solid base for all interested applicants. This includes expectations about deadlines, the contents of the portfolio for returning staff members, and supplemental application pieces such as a resume, cover letter, and reference letters for new applicants. Give deadlines as far in advance as possible. It’s important to remember that students are dealing with midterms, semester projects, student teaching, and other academic obligations during the typical hiring timeframe. Providing enough time – and a big enough heads up – allows students the chance to plan ahead and manage their schedules accordingly. This also allows you to be more flexible with dates and deadlines if needed – you never know what could happen to throw your plans off course. Giving the applicants enough time to meet the expectations also allows the professional staff enough wiggle room to accommodate things as needed. Maintain communication with staff about upcoming deadlines and expectations. Throughout the process
Grace Becker Graduate Assistant Northern State University Grace.Becker@wolves.northern.edu
we reminded our student staff about the portfolio at every weekly staff meeting leading up to the deadline, and provided time for them to ask the leadership staff questions about the process and expectations. We also reminded them about the timeline for new RA applicants, as they are often the ones their residents go to with questions about the process. Provide professional development opportunities. For returning staff, in-service presentations about job skills can provide a helpful brush-up on interviewing as well as resume and cover letter skills. We invited representatives from our Career Center to present on interviewing, resumes, and cover letters, as well as general job interview etiquette. We received feedback from RAs that these in-services helped them prepare for their portfolio presentation. Graduating RAs also told us that it was helpful for them as young adults going into the “real world” as many of them were in the process of their first post-graduation job search. As we completed the portfolio process and reflected on our new process, we were pleased with the outcome of our new hiring process for both returning and new RA applicants. Returning RAs were provided the opportunity to present on the hard work and dedication they do every day during the academic year in order to make the lives of our students better, and the leadership staff got the opportunity to hear their stories and experiences in greater detail. It also provided all RAs the chance to practice their job interview skills, making it worthwhile for those who were graduating or did not intend to re-apply for the position. Don’t be afraid of hiring time! Take it as a chance to examine your current process, evaluate that process with a magnifying glass, and don’t be afraid to sometimes completely change it! With change comes opportunity for growth... not only for us, but for the students we serve.
Kathryn Cochran Area Coordinator Northern State University Katie.Cochran@northern.edu
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Lights, Camera, You're Hired: Shining a Light on My Recruitment, Selection & Retention Experience By Andrea Rivera Casul, Area Coordinator, St. Ambrose University
A Part of the Cast March of 2013 was the start of what was going to be the path I would choose to go in professionally… I became a Resident Advisor. I started my undergraduate career at St. Ambrose University in 2011 when I came from Puerto Rico. I chose to come to SAU in Davenport, IA (a place I had never heard of ) because I wanted to grow and have an independent college experience away from my family. In 2013 when I became a Resident Advisor it had become such a fun experience through the Recruitment & Selection process. I was a Theatre major who just wanted to be more involved in the campus community and I was able to meet a lot of new people and grow my leadership skills as an RA and later on as an Assistant Hall Director. In 2014, I decided that I wanted to pursue Student Affairs professionally! I was excited since this was something I never knew that I could do
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professionally; usually we don’t see this profession in Career Day in high school. I had an on campus interview with SAU and knew that I would face challenges: I was graduating from there, and knew many students and RAs that I would potentially work with and manage. I was ready for the challenge. The day before my graduation I was offered the Hall Director position for our second year population.
Backstage Help I have worked three years as a full-time professional in the Student Affairs field, specifically at my alma mater, and there are things that as a woman of color I’ve noticed now that I might have not really paid much attention to during my first year. During my first year, I was the only POC in my department. I had transitioned from having 2-3 friends in a staff of 60 that identified as POC to having 0 POC professionals that could relate to me. I struggled to find someone around me that I could confide in, I wasn’t my authentic self and even at times felt like I couldn’t say anything towards microaggressions that were being dealt to me during staff meetings. I enjoyed my time being a mentor to my students and helping those around me, but couldn’t find someone that could help me. In the end of my second year, the staff I was on disbanded, and I was named co-chair of the professional staff search committee. During this time, I had a blast conducting phone and on campus interviews. The search wasn’t easy, since we were told to focus on a strategic goal to increase the recruitment of underrepresented students, faculty and staff to SAU. Through the many candidates that we interviewed I kept thinking on how we did need more underrepresented identities to be held at the level I was at, that I needed allies by my side, to be heard but also
"When you recruit students of color, professionals of color, professionals that hold underrepresented identities or even professionals or students who have a disability, you have to make sure that your institution has the resources available for them to be successful." thought about what resources we could provide to those individuals on our campus.
Becoming the Stage Manager In any student or professional recruitment search efforts, you have to keep your resources in mind. “Do we have the proper resources to support people that hold diverse identities?” The first thing that we should understand is that “recruitment of diverse faculty and staff is not retention (Kayes, 2006).” In many institutions you may be able to give the appropriate support and access to these resources but in an institution such as the one I am at, the resources might be scarce. We hired an amazing staff and I have been able to engage in meaningful conversations on social justice issues, hiring practices, microaggressions and the many different things that myself and my two other counterparts who identify as POCs have to face every day. Rev. Dr. Jamie Washington stated that we must look at the intent vs. impact during a meeting or within staff because we should avoid the “meetings after the meetings.” When you recruit students of color, professionals of color, professionals that hold underrepresented identities or even professionals or students who have a disability, you have to make sure that your institution has the resources available for them to be successful at the place that you are. “Most search committees are not given professional development on diverse hiring except for the most general guidance on personnel issues (Kayes, 2006).” Reach out and ask for your department to find
those professional development opportunities. Reach out to those departments around you and ask for guidance and help for professional development opportunities that your department might not be able to give you. Make sure that if you are an ally that you are listening in a staff meeting or even in passing for those microaggressions or comments, if something feels off make sure that if your employee, co-worker or student doesn’t feel comfortable speaking up that you give them the proper tools to speak up. For my fellow POCs, keep searching for that institution who will value your ethnic identity and will allow you to be authentic at work. “I’m through accepting limits ‘cause someone says they’re so. Some things I cannot change but ‘til I try, I’ll never know.” -Wicked References: • Kayes, Pauline. (2006). New Paradigms for Diversifying Faculty and Staff in Higher Education: Uncovering Cultural Biases in the Search and Hiring Process.
Andrea Rivera Casul Area Coordinator St. Ambrose University riveraandreay@sau.edu
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Resident Assistant Success Through Retention By Quinneka Lee, M.S., Director of Residence Life, Wayne State College and Tyler Bacon, Assistant Director of Residence Life, Wayne State College
E
ach year, residence life departments begin the process of selecting student staff for the next academic year. These individuals are eager and excited to step into a leadership position centered on helping others. As Student Affairs professionals, our paraprofessionals, known as Resident Assistants, are vital to a department’s function. Without them as our front line to students, engagement, programming, and relationships that are vital to community development would be lost. Yet, we do not spend enough time discussing the importance of retention and maintaining motivation within the resident assistant role. Retaining Resident Assistants should be as important as efforts to retain students associated with the institution. Implementing retention strategies to aid in turnover can help keep valuable employees within your department. Retention efforts should be focused on four key areas. The first area focuses on completion of a successful selection process. Let’s face it: hiring is not an easy process. Between multiple interviews and reviewing a large candidate pool – recruiting the right candidate can be long and time-consuming. As a department, selecting individuals to form a cohesive team involves bringing together unique skills and talents within your residential program. The successful selection process does not mean hiring the best student leader. The selection process requires an understanding of team dynamics and how they can support building a solid and viable residential program. The second area of retention is creating a strong department culture. A strong culture can be a key influencer in building student staff buy-in and trust. As professionals, it is important to live out your department’s mission and values in your everyday actions. This role modeling can communicate to your team what is significant. In return, you are able to build a student staff that is motivated and has a desire to succeed. Culture can be defined in a multitude of ways, through behaviors, customs, and office celebrations. Impacting your student staff culture can be done through boosting morale. 24
UMR Perspectives
Boosting morale can come in many different ways in your program. One of the ways to boost morale is through successful programming and socials in the residence halls. You want to ensure that the programs you put on are fun, but also educational to develop your residents as well. Residents come to college to help develop themselves to prepare for a successful future. The programs and socials we offer the residents should help shape them as students and as future successful workers in society. We can offer those programs that advance their life skills, personal well-being, professional development and also the bonds they will build in college. Creating a program that encourages positivity produces appreciation for your team. When your Resident Assistants feel appreciated, they will work hard to ensure the program is successful and the residents are supported. Showing appreciation can come in many different forms. The first form is through spoken words. Verbally expressing to your Resident Assistants your appreciation for them will go a long way. You want to ensure the verbal appreciation is genuine and not overused. Acknowledge the hard work they are doing and the unique skills they bring to the team. Everyone will have their own skills that make the program successful, so when you acknowledge their unique skills it shows that you are paying attention to them and being sincere. Providing Resident Assistants with professional development opportunities can assist them in taking initiative in their own leadership experience. These opportunities can help in understanding transitional skills and implementing these skills after graduation. Committee engagement, conference attendance, and presentations are all developmental methods that assist Resident Assistants in getting the most out of their position and understanding the department functions. Development is not just through these means; it occurs one-on-one as well. One-on-One meetings are valuable for engaging staff performance, providing feedback, and listening. Having one-on-ones allows professionals to assist Resident Assistants with understanding role concerns, addressing areas of growth, and provide a structured plan for development. The fourth area of importance in retention efforts is to provide effective communication with your staff. Ineffective
communication can lead to loss of time, patience, and a lack of understanding. This can often lead to conflict within a team and unclear objectives. Teams that have successful communication have increased productivity and provide a clear understanding of one’s roles and expectations. Being honest and open with your staff is crucial for building rapport with your team and connecting with students. Your staff can be instrumental in providing creative ideas and strong voices to empower not only department changes but also residents in your buildings to prosper. Residents come to college to help develop themselves to prepare for a successful future. This is no different than
Quinneka Lee, M.S. Director of Residence Life Wayne State College qulee1@wsc.edu @quinnekabeth
the student staff who join our teams year after year. The programs and socials we offer the residents should help guide them as they transition into college and adulthood. Our student staff need support as well to mature, improve, and grow within their leadership role. If you want to have a staff that is committed and perform their best, as a department you need to implement key strategies to develop your team and decrease burnout and turnover. Retention is one of the most important areas to think about in your department’s recruitment efforts. You may have the most amazing staff members, but if you don’t focus on retention then you will not be able to keep those talented leaders around.
Tyler Bacon Assistant Director of Residence Life Wayne State College tybacon1@wsc.edu
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A New Approach to Interviewing Returning Student Staff By Melissa Shugarman, Assistant Director of Residential Life, Gustavus Adolphus College
E
very year I see requests for information about interviewing, selecting, and hiring returning student staff members. Do they have to reapply? Do you interview them? Should they do a presentation? Returning student staff at my institution have to reapply for two reasons: (1) Their appointment letters are working agreements for one academic year and (2) As a returner, they have a new position description with increased responsibilities and receive more compensation. For the past few years our returning student staff applicants completed two components as their interview: a 5 - 7-minute presentation about an aspect of their position of which they are most proud and how they will maintain motivation, and a 15-minute individual interview. Two professional staff members sit in on each portion of the interview, allowing the returning applicant to be seen and heard by the four student staff supervisors in our department. The process worked well, and while the presentations were fun to hear, the interviews didn’t give us much more information than what we already knew from the application and one-on-one conversations. In response, this year, we changed things up. In the fall of 2017 I read a news article about a reverse job fair, in which candidates stood at tables with their resumes displayed on poster boards and recruiters engaged with the candidates they chose. In talking with our professional staff, we liked this idea and wanted to utilize it in some way; further conversation had us convinced our returning staff interviews was the best opportunity. Thus, the concept was born for our Returning Student Staff Leadership Poster Fair. All candidates were notified of the date and time of the fair when they applied (we are fortunate that our institution does not have academic commitments after 2:30 on Fridays). The candidates were asked to create a display answering the same two prompts used in the former presentations. To set up the fair, we use a large conference room with tables in a large square, with the candidates’ displays facing inward. In addition to the professional staff from our Residential Life office, we also invited campus partners from 26
UMR Perspectives
departments in the Student Life Division to engage with our staff. Each campus partner was responsible for scoring seven candidates, but the majority of the partners engaged with more candidates than those for which they were responsible. Scoring by the campus partners was done using a rubric reflecting the prompts the candidates were given, as well as general communication skills. We planned for our Residential Life professional staff to speak to all the candidates and rate them with the same rubric. All of the professionals engaging with our candidates were instructed to do brief introductions with each candidate they talked to, then ask, “Tell me about your display.” This allowed for candidates to take initiative to explain their project and respond to the prompts. Throughout the 90-minute event the room was filled with excitement and an energy that was noticeable by the professional staff in the room. One professional staff member stated that they “felt a lot of energy in the room. Perhaps it was nervous energy but nonetheless, it added to the importance of the process.” Another commented that the student staff “fed off each other’s energies and got each other excited.” Along with this energy, the professional staff observed that “the fair motivated our returners to prepare and try harder than they would have with traditional interviews, as they knew they would be in a room with their peers who could see their work.” The candidates enjoyed the process as a whole. One candidate stated, “It was nice to be able to see the creativity of other [staff members] and be able to talk about our jobs. I enjoyed learning about other [staff members’] accomplishments and watching them take pride in what they had accomplished.” Multiple candidates, who are applying for a third year on staff, also felt the fair felt less stressful and allowed them to be more creative, compared to the previous interview model. In addition to enjoying the process, the candidates also saw benefits to this process, such as talking to people outside of the Residential Life office about their experiences. One candidate stated, “I get asked a lot by people outside of Gustavus what I do as a [Residential Life staff member], given that it's on my resume. . .I got the opportunity to learn to practice how to articulate what I do and
what I like most about it.” Another stated, “I felt like I could really express my current achievements and future goals as a [staff member] in a way that was meaningful for me and easy-to-follow for others.” Not only did this process benefit our student staff candidates, but the campus partners who participated also appreciated the experience. A campus partner from Title IX stated, “I am aware that [student staff ] are required to do certain programming and awareness raising, but the variety of topics and ideas that I saw were new to me. It made me think about opportunities to collaborate with them in the future.” Another partner, who is new to the institution, stated that they appreciated “the thoughtfulness that goes into commitment to their residents. It’s not just about making an attractive bulletin board, but really getting to the heart of some very important issues.” All of the campus partners who participated enthusiastically said they would participate again in the future. Aside from the benefits of the effort staff put into their presentations and including campus partners, one major benefit for the professional staff was the efficiency in time. We were able to complete approximately 30 interviews in 90 minutes, compared to the 7+ hours this would have taken in the traditional model. Logistically, the fair saved us from having to schedule around classes and other commitments, as the time offered was one we knew candidates did not have class and the interview date and time was given with the application, so candidates knew to block that time off well in advance. In feedback, candidates stated they appreciated having ample time to prepare for the fair. Our staff is looking forward to utilizing the poster fair method next year, but are also looking at how to improve this process. One major area of improvement we will implement is dividing the candidates among the Residential Life professional staff. While our campus partners were each given a finite number of candidates with whom to engage, it was a hope that Residential Life staff would be able to speak with all candidates. In reality, each professional staff member was able to speak with about half of the candidates within the time. While all candidates spoke to at least two professional staff members, some spoke to upwards of five. We also plan to add a few structured questions that the professional staff will ask the candidates during their interactions. Another planned change is finding a physical space and set-up to better suit our needs. Using assigned tables and a map will help our campus partners better navigate to find the candidates with whom they are assigned. One campus
"The new format provided an excitement and energy from our returning candidates that seemed to be missing in past years."
partner suggested color coding candidate name tags, so they can easily decipher who is in their assigned group. This year the large meeting room we used felt somewhat cramped and confined; in the future, we will utilize a larger room, as it will also allow for more space for each candidate. The Returning Student Staff Leadership Poster Fair was a strong addition to our staff selection process this year. The new format provided an excitement and energy from our returning candidates that seemed to be missing in past years. It is easy to get into a rut of “this is how our interviews are done,” but I recommend looking at your process and seeing where you can invigorate new energy and ideas.
Melissa Shugarman Assistant Director of Residential Life Gustavus Adolphus College mshugarm@gustavus.edu
UMR Perspectives
27
Vonversations, Summer 2018 Facilitated by Von Stange, Assistant Vice President and
What do you see as the most important skills when
Executive Director, University of Iowa
recruiting live-in staff?
R
John: When I am looking at candidates there are a ecruitment is necessary in our roles, and can
couple of things I look for. First, do they have the ability
be considered the life force of your organiza-
to lead a staff and command a room. I need to know that
tion. While it’s hard to see staff leave your institu-
when someone is the only professional staff member in
tion, it’s normally because they have found an opportunity
their building that they will be comfortable leading in that
for advancement. That should be a proud moment for you!
environment. Second, I need to know that they are ok
But recruitment is not easy; it’s a time of matching the
with failure. For a first-time hall director, there are going
skills of the candidates with the needs of the department
to be some things that go wrong. I need to know that
and university. It’s replacing a skilled and well-loved staff
the person can respond to that with a growth mindset
member with an unknown quantity. It’s improving your
and attempt to learn from it. Additionally, administrative
unit’s commitment to diversity and inclusion through staff
skills are important. Our Hall Directors manage budgets,
recruitment. It’s playing the waiting game of determining
complete room changes, and conduct a lot of other very
which offer a candidate will take – hoping it’s yours.
important administrative tasks that impact their job and
If your recruitment season is over by the time you read this, congratulations! As I tell my staff, recruitment and
many others. I need to know that they can competently conduct those tasks.
selection of professional residence life staff has multiple
Heidi: It is not so much a skill as much as it is a good
waves. Being fully staffed at the end of the first wave
understanding of the diverse nature of our work, in addition
doesn’t mean you will be fully staffed by the end of the
to the demands that can be placed on us based on what-
second or third wave. Unfortunately, we are like Minute-
ever unexpected situations may come up. Flexibility is key!
men – we need to be ready at a moment’s notice to hire a
Marcus: When recruiting live-in staff, a few of the skills
new professional staff member at any time of year. I reached out to the following people to share their
that I look for are a foundation of passion for working with students, ability to hold a conversation and prob-
perspective on professional staff recruitment:
lem-solve, communication, and background of leadership
Heidi Anderson-Isaacson, Director of Residence Life,
abilities. Even if a candidate may not be strong in one of
St. Catherine University, over 16 years of recruiting
these areas, one key thing that I think about is if the skill
experience;
missing is trainable.
Marcus D’Iorio, Residence Hall Director, Dakota State
Quinneka: Grit, which may seem like a unique
University, one year for recruiting entry-level staff as a
response. A lot of entry-level professionals burn out
professional, and more as a student;
and lose motivation after the first year quite frequently.
John Gardner, Director of Residence Life, Truman State
Taking on an inherited staff, learning a new campus,
University, who has been directly involved in recruit-
transitioning from graduate to professional staff, under-
ment for over 8 years;
standing politics, frustrated by late hours, and the desire
Quinneka B. Lee, Director of Residence Life, Wayne State
for more pay can create a negative mindset. It is important
College, who has recruited professionals for 6 years;
to understand how to persist in multiple situations, build
Abby Sylvia, Associate Director of Residence Life, Uni-
boundaries, and establish self-care practices to succeed.
versity of Wisconsin Oshkosh, with over 4 ½ years of professional recruitment experience.
28
What is your biggest impediment to recruiting on
I present to you, Vonversations on Professional Staff
your campus?
recruitment and selection.
Heidi: As a Catholic institution, some people make
UMR Perspectives
assumptions about what it is like to work at a Catholic
LinkedIn, all of the higher education job portals and sites,
University and often do not take the time to research
and other regional networks have been instrumental in
the culture and community. As a progressive institution
sharing professional opportunities . These means have
that was founded by the Sisters of St. Joseph over 100
assisted in recruiting a broad candidate pool. Finally,
years ago, we are blessed to have their leadership and
knowing who we are as a department and engaging
their guiding principles of “love of dear neighbor without
candidates to understand not only the institutional
distinction”.
brand, but what we value is important in the successful
Quinneka: Location! Being in a rural setting, it’s
recruitment of professional staff. Knowing your brand or
extremely hard for entry-level professionals to find con-
worth is important to tell and instill in your candidates
nections and support outside of the department. Proximity
so they know your desire to commit and create a high
to a large mall, favorite restaurants, etc., is a drive.
performing team.
John: We are in a somewhat rural part of Missouri. For
Heidi: As a member of our newly created recruitment
a young professional, our location is not always the most
and hiring task force specifically designed to develop
enticing place to want to land. That being said, once folks
and ensure inclusive hiring practices at the University, I
visit Kirksville, it is not a hard sell.
had the opportunity to attend a workshop conducted by
Abby: Certainly, many campus have been impacted
Cris Cullinan. In that workshop she suggested giving the
by budget cuts and UW Oshkosh is no different. Because
interview questions to the candidates at least 30 minutes
of this, all vacancies are heavily scrutinized to determine
prior to the interview to create an even playing field in
whether or not they need to be filled. While our depart-
which all candidates had the opportunity to shine. We
ment has been very fortunate to be able to recruit for
shouldn’t look at it as an opportunity to throw someone
positions (not all departments have been as fortunate),
off-guard or pose a trick question. Many people need
it does mean that the process from vacancy to posting a
time to reflect on the questions, so why not give them
position has become much longer due to the additional
that opportunity by setting them up for success? We
levels of approval necessary.
implemented this change at OPE for the first time this year and gave them the questions in their welcome
What promising practice has your department
folders the day before interviews began.
adopted that has increased the level of inclusivity?
Abby: For us, this has started at the student staff
John: We have worked on how inclusivity and lead-
level. We have been very intentional about reaching out
ership can be linked. We are looking at different leader-
to underrepresented student groups on campus when
ship styles that might connect with our student staff in
we are beginning the Community Advisor selection
particular and considering how those styles can be used
process. Having strong relationships with the advisors
to make more inclusive environments. We have also
of groups like the Multicultural Education Coalition, for
connected that leadership component with dialogue
example, has been very positive in getting a candidate
skill development. Increasing the ability of our staff to
pool that is truly representative of our student popula-
facilitate dialogue in contrast to discussion or debate has
tion. I think this, along with sharing with our candidates
served our communities well.
our diversity efforts - including our response to bias
Quinneka: The first step is being strategic in how we
incidents on campus, shows our effort to support all
communicate the value of the Assistant Director of Resi-
underrepresented students on campus. These practices
dence Life-Hall Supervision role, and the understanding
have had a positive impact on our candidate pool for
of the position. The title makes the role seem mid-level,
professional staff as well.
but it is equivalent to an Area Coordinator. Making sure to provide that information to candidates and explain the position in detail has been a must. Platforms such as
What is your favorite interview question? Abby: There are so many, but I do like to start out UMR Perspectives
29
interviews, not necessarily with asking candidates to tell us about themselves or why they want to work at
What are the ways you role model for your staff how to create an inclusive work environment?
our institution, but asking how they prepared for the
Marcus: Role modeling starts from the very beginning
interview. I have found this is really insightful into their
even before first round interviews are offered. If we are
thought process and how they handle difficult situations.
to create an inclusive work environment, there needs to
I’ve learned a lot about candidates from that simple
be an understanding that we are going to evaluate each
question.
candidate the same. Just because someone may not have
Marcus: What defines you as an educator on a college campus?
worked as either an undergrad or through graduate school in some area of student affairs does not mean we should
Quinneka: I like to ask a question that will show me
overlook them. When looking at a preliminary review
a personal side. I will ask the following: If I were to invite
of entry-level staff applications, one area that we look at
you to a department potluck, what item would you bring
when reviewing candidates is transferable skills. Many
to represent you? Everyone has a connection to food. The
times in job postings preferred and minimum qualifications
question gets the candidate to think about what item
could list a certain amount of time working on a college
resonates with them. Perhaps it’s family chicken wing
campus. By doing so, candidates with skill sets that are
recipe, maybe it’s soda because I am a horrible cook, or
desired can be overlooked or not offered an interview
I love baking.
simply because they have little or no experience working
John: Tell me about your greatest failure and the aftermath.
on a college campus. These candidates have outside experiences or skills that a traditional applicant may not have but could be helpful to our departments. To make
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UMR Perspectives
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sure we are creating and role modeling inclusive work
often most clearly articulated by how they spend their
environments, we need to start at the beginning by making
financial resources. Also, I try to be present in those uni-
sure we give all candidates the same level of review.
versity events that matter in relation to inclusivity. The
Quinneka: Being aware of my own perceptions, bias
physical presence of Residence Life at the Black History
and how I respond to situations is crucial as a supervisor
Month Dinner or at a Multicultural Affairs Speaker matter.
and what my staff may perceive. It is important for me to
Heidi: I tend to gently question assumptions and
stay on top of current events and engage my department
really help them focus on the skills a candidate brings
in a conversation regarding the impact, not only to them
to the position.
but our students. I think most importantly is assessing myself. It is okay to admit your shortcomings, as long as
How do you identify skill differences between
you remain authentic to who you are. I will never ask an
entry-level and mid-level staff? What indicators
employee to do a task that I will not do myself. I want to
do you look for that someone may be ready for
role model what I say so they can build trust with me.
the “next level” in their support of diversity and
John: A couple of intentional efforts I make in this area
social justice?
are looking at how professional development should be
Quinneka: Differences in the entry-level and mid-
about identity development as much as about skill devel-
level staff include the skill to initiate projects without
opment. Our ability to understand ourselves serves us in
being asked, ensuring all tasks are completed with fol-
every aspect of our job. I attempt to support our stated
low-up. These are key skills that show me the separation
values with financial investment. An entity’s values are
between my entry-level staff versus mid-level. I look to
ocm.com
Wanna trade? UMR Perspectives
31
see the correlation between the person’s interest and
impact how we approach the different situations that we
passion. I then try to match it, whether it’s encourag-
encounter in our work.
ing development through joining a committee, doing
Marcus: When reviewing the differences between
an office book club, participatingin campus events, or
entry-level and mid-level, one area that I look at when on
advising a club.
hiring committees is progressive supervision and respon-
John: One of the biggest indicators is how they work
sibilities. As experience in the field grows, someone who
with the folks they supervise and advise in this area. Addi-
is ready for a mid-level staff position should be able to
tionally, how they respond to challenge in regards to
show how their growth has taken place, and be able to
inclusivity and social justice. When someone is open to
articulate how their growth has helped them build their
being challenged in this area, rather than being defensive,
skill set. One indicator I look for when seeing if someone is
it shows a maturity and willingness to be ready for the next
ready for the next level in supporting diversity and social
level. I also think when someone is comfortable challeng-
justice is their ability to not only hold a conversation with
ing me about this topic that is also a sign. Mid-level folks
everyone about the importance of diversity and social
need to be able to appropriately challenge Senior Housing
justice, but also how they have that conversation. If
Officers about a variety of topics.
someone can guide a conversation about why the work
Abby: One thing that I see is growth in the approach to
around diversity and social justice is important, I think
diversity and social justice education. It’s not about simply
that shows a growth in that area of understanding. If
having “diversity day” during training, but weaving it into
someone can have these conversations while recogniz-
all that we do. It’s also examining how our own identities
ing how their privilege has influenced them, I believe it
32
UMR Personal Side
provides a level of insight into how they are an advocate
staff members outside of the traditional recruiting period!
for the need of diversity and social justice.
It can be done! Marcus: After the search had ended during one recruit-
Tell me about a recruiting success story.
ing season, a few candidates thanked the committee for
Abby: Since I have been in this role, I have only had
their level of communication by sending regular updates
one year which followed the traditional “selection cycle”
about the status of the process and what to expect moving
of having an opening for an Residence Hall Director at
forward. The candidate who was hired said that one reason
OPE. I have typically had at least one opening, but have
they took the position was due to the level of communi-
had up to three, during August Training. We have been
cation that took place during the search process. For me,
fortunate to recruit wonderful staff during this time and,
this was a success as it showed how communication on all
while we might not have had an RHD in the hall on open-
levels is important during a search process. Even an email
ing day, we have developed good systems to handle these
sent saying that they are still reviewing applications can
unanticipated vacancies. We’ve had a very experienced
show the commitment an institution has to the success
RHD staff who have had amazing opportunities to move
of the search and the success of a new colleague.
to mid-level positions in late summer. While it is never
Quinneka: It’s not a story, but more of an approach.
convenient for us as an institution, I believe it would be
Never be afraid to look outside the box. Wonderful entry-
wrong to deny a valued staff member the opportunity
level staff members can be found who do not have the
to take a position they have been working toward simply
higher education background. You can teach someone
because of the time of year. We have recruited excellent
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33
the functions of the job. You can’t teach the desire to help
ally successful as a housing professional. Any professional’s
others and have passion. This concept has led to us have
success largely depends on the amount of training, support,
wonderful professionals join our team.
and personal guidance supervisors provide to these people. You know what skills you can train to be successful, and
Von’s closing thoughts: A candidate’s ability to be a great
which are innate to be successful. Sometimes your final hire
professional is not dictated only by their resume or their
of the season can be, in the long run, your best professional.
cover letter or their initial interview. I am an example of a second wave undergraduate who, perhaps more by desper-
Until next time…
ation by my hiring institution than my skill set, was eventu-
34
Heidi Anderson-Isaacson Director of Residence Life, St. Catherine University
Marcus D’Iorio Residence Hall Director Dakota State University
John Gardner Director of Residence Life Truman State University
Quinneka B. Lee Director of Residence Life Wayne State College
Abby Sylvia Associate Director of Residence Life University of Wisconsin Oshkosh
Von Stange Assistant Vice President and Executive Director University of Iowa Facilitator von-stange@uiowa.edu
UMR Perspectives
Summer, Fun, & Getting Things Done! Hannah Bendroth, Area Director
Now for some planning ideas…
Minnesota State University, Mankato
Figure out how many work days/hours you have
hannan.bendroth@mnsu.edu
I
over the summer. Example: (this is simply an example with fake
do not know about all of you, but I get so excited about the summer and always have big dreams about all the things I will get done before the students come
back in August/September. Then after taking time to
numbers)
o Work Days until Pro. Staff Departmental Training – 48 days
breathe once closing is done, working on your summer
o Work Days until Student Staff Training – 63 days
work assignments, and taking the much-needed vacation,
o Work Days until Opening – 71 days
it is already July, and we are weeks away from student
o Vacation Days/Out of the Office – 14 days
staff returning and magically my big dreams have to get adjusted again.
n You
then have 57 working days until you
open for Fall Figure out how many hours your summer assignments
When thinking about your summer and what you want to
and dream list projects are going to take? What are
get done here are some helpful tips and tricks to creating
your priorities?
a to-do list and prioritizing that list!
Things to Think About Vacation Time | When are you out of the office and for how long? Are any of your projects time sensitive or need the help of others that might also have vacation plans?
If you are a list maker or planner, you can begin by mocking up your weeks or creating benchmarks for your tasks during the summer. I find this helpful so I am working towards something or know what I need completed before going on vacation and know where I will be picking up when I return.
Summer Assignments | What are your summer tasks that need to get completed before students
I understand we don’t all work in this way, but I hope
return? How much time will those take out of your
this was able to provide you with some things to think
work week? Are they team assignments?
about to help prepare you for your summer and getting
Work Week | Do you have 40 hours each week? Do
those dream projects completed!
you work less in the summer each week? Dream List | What are your dream list items? How long do you expect them to take? What do you need to complete them? Do you need help from others? Is there research to do conducted? When do you need to have it completed by? Have you thought about those things? You might need to add to the list as everyone’s situation is different!
Hannah Bendroth Area Director Minnesota State University Mankato hannah.bendroth@mnsu.edu
UMR Perspectives
35
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UMR Personal Side
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