Student Residences Management Journal Volume 11 No 2

THE AUSTRALASIAN

SRMJ

2017 AACUHO StarR

2017 AACUHO StarRez Conference

PP324494/0062

Hotel Grand Chancellor, Hobart • 8-11 May 2017

The Australasian Student Residences Management Journal

NOVEMBER 2016

Volume 11 No. 2

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THE AUSTRALASIAN

SRMJ

AACUHO FEATURED

The Australasian Student Residences Management Journal is published by Adbourne Publishing in conjunction with AACUHO, the Australasian Association of College and University Housing Officers Inc. PO Box 7345, Beaumaris, Vic, 3193 Ph: 03 9586 6055 E: office@aacuho.edu.au

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AACUHO President’s message

7 Communicate, Collaborate,

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41 UTS Housing Futsal

It’s your turn to be heard

44

14 Second Collegiate Way

International Conference Program

18 Mentoring the leaders of tomorrow, today

23

Arriving on a Jet Plane

27

Giving students ‘The Edge’

30 Formalising your head

resident training program

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August Networking Event:!

Celebrate

13 Durham to down under

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Letting ‘em loose

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51 52

Student Village shows how design makes a community On the road again!!

What we don’t hear about residential colleges ACUHO-I Internship Program

54 Dorm rooms, living & learning communities, and faculty integration

56 The only way to showcase your facilities

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PRODUCTION Emily Wallis T: (03) 9758 1436 E: production@adbourne.com ADMINISTRATION Tarnia Hiosan T: (03) 9758 1431 E: admin@adbourne.com

DISCLAIMER Adbourne Publishing cannot ensure that the advertisers appearing in The Australasian Student Residences Management Journal comply absolutely with the Trades Practices Act and other consumer legislation. The responsibility is therefore on the person, company or advertising agency submitting the advertisement(s) for publication.

Adbourne Publishing and The Australasian Student Residences Management Journal reserve the right to refuse any advertisement without stating the reason. No responsibility is accepted for incorrect information contained in advertisements or editorial. The editor reserves the right to edit, abridge or otherwise alter articles for publication.

All original material produced in this magazine remains the property of the publisher and cannot be reproduced without authority. The views of the contributors and all submitted editorial are the author’s views and are not necessarily those of the Australasian Association of College and

University Housing Officers, or the publisher.

Product news

ERRATUM Adbourne publishing would like to acknowledge a production error on page 50 of Student Residences Management Journal Volume 11-1.

The 3rd paragraph in the AlcoCups editorial, written by Ashley Gurney, beginning “It seems clear” was not written or supplied by AlcoCups.

A merging of documents unfortunately caused this error and the paragraph was from a previous Paper Monkey article.

We wish to apologise for any inconvenience caused to AlcoCups for this mistake.

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AACUHO FEATURED

President’s message W

elcome to this bumper edition of the SRMJ, our last edition for 2016, and my first as President of AACUHO. As we near the end of 2016 it is incredible to sit back and reflect on what a year it has been for our industry. Indeed 2016 has been a rollercoaster of sorts, from the highs of the extremely successful 25th Anniversary AACUHO StarRez Conference in April, to the challenges of the continuing and concerning coverage of sexual harassment and assault on campuses locally and around the world. One thing is for sure, 2016 has not been dull!

This edition of the SRMJ marks the official launch of the 2017 AACUHO StarRez Conference, to be held in the wonderful location of Hobar t from the 8th to the 11th of May, and registrations are open now. With the theme of “Communicate, Collaborate, Celebrate!” next year’s conference promises to build on the tremendous success of 2016 in Sydney, and dare I say our 26th conference promises to be even better than last year’s anniversary extravaganza. I can’t wait to see you there!

We are thrilled to be able to announce an incredible conference program, including the following keynote speakers who we are delighted to have joining us from all over Australia and the globe: • Her Excellency Professor the Honourable Kate Warner AM: Governor of Tasmania • Tom Ellett: Senior Associate VP Student Affairs/Associate Provost Univ. Programs at New York University and Past President at ACUHO-I • Adam Ferrier : Consumer Psychologist, and Global Chief Strategy Officer/Par tner at Cummins & Par tners

The Australasian Student Residences Management Journal

• Rob Edwards: “The Health Presenter” and Founder of Its Time Foundation • Allana Corbin: Allana recovered physically and mentally from a fatal plane crash, to become the first woman to circumnavigate the mainland of Australia solo in a helicopter. Her story of adventure, danger, tragedy and love is truly inspirational.

Along with these fantastic keynote speakers, we are pleased to be able to inform readers of the following additional features of the conference program: • Submissions for member presentations are open now, and we are seeking submissions under the three streams of Student Experience, Management & Administration, and Physical Environment. We are confident these streams will offer something for all members, and welcome your submissions.

• Following the success of our Ignite 20/20 session at last year’s conference, this is not only coming back, but there will be two of these fast paced and incredibly engaging sessions this year.

• The Gala Awards Dinner will be bigger and better than ever this year, with award nominations to open soon. Stay tuned for additional awards, a mystery professional MC, and a wonderful celebration of our industry.

• The closing dinner will also be a rather special event this year, and of course there will be many other oppor tunities for networking with friends old and new throughout the conference.

The pre-conference study tour is also back this year, with a new shor t, sharp, four day format and a terrific program taking in numerous institutions across two days in Melbourne, before crossing Bass Strait and continuing on through the impressive facilities of UTas

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AACUHO FEATURED

and wonderful scenery of Tasmania and arriving in Hobart in time to join the half day study tour on the first day of the conference.

Of course, this edition is about more than just a conference, and features a wide range of ar ticles contributed by members around Australia and New Zealand. We all have much we can learn from one another, and I encourage you to read each and every ar ticle in this journal, you never know what you might gain from a colleague near or far. Speaking of which, it has been a busy year for AACUHO networking events, and by the end of the year AACUHO events will have been held in Per th, Geelong, Adelaide, Melbourne, Brisbane, Wellington and Sydney. If you have an oppor tunity, please do attend an event near you, they provide a fantastic opportunity to socialise and learn from one another, covering a range of topics impor tant to us all.

Finally, it would be remiss of me not to touch on the topic of sexual harassment and assault on university campuses around the world.

Whilst the focus on this issue was initiated in the United States with the disturbing film The Hunting Ground, Australia and New Zealand have cer tainly not been immune from the scourge of this behaviour.

Media attention to the issue has continued to build over the course of this year, and whilst this coverage can be at once confronting, insightful, and sometimes unhelpful, we should not let this distract us from the real issue here. Our focus must remain on providing safe environments for our residents to live, preventing violence in all its forms, and promoting positive and healthy behaviours in our residents. All AACUHO members, by vir tue of our work in this wonderful industry, have an oppor tunity and indeed an obligation to continue working towards a better future in this space.

Please enjoy this edition of the SRMJ, my thanks to all our contributors, the AACUHO team, and our publishers. Happy reading!

Vincent Wilson AACUHO President

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Communicate, Collaborate, Celebrate The 2017 AACUHO StarRez Conference Save the date and join us in Hobart,Tasmania 8 – 11 May 2017.The theme for the 2017 AACUHO StarRez Conference is Communicate, Collaborate, Celebrate!

The 26th AACUHO StarRez Conference aims to provide a program that will have relevance across the diversity of roles within the Student Housing sector by addressing three key streams:

T

he Conference provides an opportunity for us to bring focus to the world of student housing and gives participants a platform to exchange ideas, discover new possibilities and celebrate the great work we are doing. The Conference is also an opportunity to reacquaint with colleagues, meet new friends, and broaden our knowledge.

We hope to deliver a wide-ranging program that will have relevance across the diversity of roles within the Student Housing industry. With an underlying theme of Communicate, Collaborate, Celebrate!, the conference will provide a variety of ways in which delegates can engage and interact to ensure they are communicating effectively and appropriately, collaborating by sharing ideas, successes and lessons learnt and, of course, there will be plenty of celebrating!

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AACUHO FEATURED

• Student Experience • Management and Administration • Physical Environment With networking events, pre-conference tour options, the 5th Annual AACUHO Awards for Excellence Gala Dinner, along with the closing celebration dinner, the 2017 Conference provides excellent opportunities to collaborate, communicate and celebrate everything AACUHO! The AACUHO Study Tour is back again in 2017. You’ll have the chance to view a variety of facilities and talk directly with staff and students to learn how they support each other in order to succeed.

The location for this year’s conference is the Capital of the Apple Isle, Hobart, a popular destination steeped in history, sitting on the River Derwent with a stunning backdrop of Mt. Wellington, Hobart boasts a spectacular harbour side location beautiful scenery, food and wine.

Plan your conference trip now!

Registrations are now open via the AACUHO website – http://www.aacuho.edu.au/conference/conference For enquiries, please contact the Conference team at the AACUHO Office on 03 9586 6055 or email conference@aacuho.edu.au

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AACUHO FEATURED

It’s your turn to be heard We need your stories!

Have you considered submitting a conference presentation?

VINCENT WILSON | President/Conference Committee Chair

We are now seeking submissions for the 2017 AACUHO StarRez Conference and are looking to our members to share the great things they are doing around Australia and beyond!

Why you should submit a presentation!

• Presented at a time concurrent with other presentations (usually 3 or 4)

AACUHO need the imaginative input of its members in order to be truly relevant and productive for student housing professionals.

Presenting your work at conference is a way to explore new ideas, receive feedback on your work, develop your professional confidence and standing and open new discussions. It is important to note that not all presentations are formal or require expertise in public speakingenthusiasm and willingness to share information on a topic of choice is all that is required.

• Formal lecture style presentation in front of a smaller audience

As part of your application you will need to provide the following:

• Content must be evidence based (via industry or institutional research, qualitative or quantitative data)

• Title (this can be changed at any stage)

Styles of presentations available in 2017 Member Presentation (45 Minutes):

• Effort should be made to encompass any challenges, key learnings and transferability as part of the presentation • Must include an opportunity for questions (10 minutes) • May include 1-3 speakers • Eligible for the ACUHO-I My Favourite Student best presentation award

Roundtable/workshops (45 Minutes): • Presented at a time concurrent with other presentations (usually 3 or 4) • Informal and interactive facilitated discussion and group-work • The facilitator will usually introduce the topic (no more than 20 minutes) and then encourage smaller group discussions/brainstorming • Provide an opportunity for the group to reconvene to debrief

• Abstract (300 words) • Nominated stream (Student Experience, Management & Administration, Physical Environment) • Biography of Speaker (150 words) • Target Audience (50 words) • Learning Outcomes (at least 3 outcomes which will highlight the aims of the session and what participants will take away from the session) (150 words) All submissions will be reviewed by the AACUHO Committee and/ or Conference Committee with relevance, presentation style and adaptability to other housing operations taken into considerations as part of the selection process. The AACUHO Committee and/or Conference Committee reserve the right to reject any presentation it does not feel meets the conference criteria, and in submitting your proposal, you consent to your presentation being published on the AACUHO website for AACUHO members to access following the conference, should your proposal be selected.

• May include 1-3 facilitators

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AACUHO FEATURED Multiple presentation submissions per person will be accepted.

We are seeking a varied range of topics in the 3 broad streams of the conference program: • Student Experience • Management & Administration • Physical Environment

All submissions are due Monday 9 January 2017 at 10 am Members of the ACCUHO Committee are happy to speak with members to discuss potential topics and provide advice. Potential sub-topics can include, but are not limited to: Health and Wellbeing

Community Standards and Discipline

Social Programming

Later Year learning

First Year experience

Staffing

Crisis Management

Professional Development

Organisational Structure

Higher Education

Strategic Planning

Regional Operations

Student Demographics

Cleaning and Housekeeping

Facilities

Campus Planning

Off-Campus housing management and support

IT

Health and safety

Applications

New Builds/Development

Sustainability

Catering

Contracts

Customer service

Social Media

Conferences

Communication and Marketing

Systems and Processes

Example of best practice

Student leadership models, training and remuneration

Finance

Innovative programs, events or activities

Research

Academic support All those who submit for a member presentation will be eligible to receive the ACUHO-I Award for Best Paper and $1000 towards attendance at the next ACUHO-I Conference in the US. Eligibility is subject to the following: • Authors will be asked as part of the selection process if their institution is willing and able to provide the nominee with support to attend the ACUHO-I conference the following year

• Applicability to the ACUHO-I strategic plan and body of knowledge is desired

Registration The presenting author/s is required to register for the conference and pay associated registration fee. Please note if registration and payment is not received by the Early Bird date the presentation will automatically be withdrawn from the conference program.

• The primary presenter must be a member of AACUHO • Membership of ACUHO-I is not required to be considered

The Australasian Student Residences Management Journal

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Durham to down under:

UCA FEATURED

The second Collegiate Way International Conference incorporating the biennial conference of University Colleges Australia

‘Collegiate Communities – Global Contexts’

University House, the Australian National University, Canberra, Australia 13 – 17 November 2016 In changing and challenging university contexts across the globe, what do collegiate residential and campus communities offer to the student experience? Is the ‘collegiate way’ just one way, or can it be expressed in different forms to meet new demands and opportunities? What are some initiatives, approaches and programs contributing to best practice in collegiate life?

Following the inaugural Conference at Durham University UK in November 2014, Heads, Deputies/Deans and Chairs of university residences from across the globe are warmly invited to share in this exciting opportunity of continuing the Durham conversation ‘Down Under’!

Be part of developing a worldwide association of collegiate learning and life by attending the second Collegiate Way International Conference at the Australian National University in Australia’s capital city Canberra, from Sunday 13 to Thursday 17 November.

Conference:

T

his Conference will continue the conversations held and further the connections made at the inaugural Collegiate Way International Conference hosted at Durham University UK in November 2014. There will be opportunity to share experiences of a diverse range of scholarly communities as well as to learn about different approaches in developing new ‘college style’ communities to meet the challenges and demands of changing university environments worldwide. It will provide stimulating plenary speakers, panel and group discussions, delegate presentations/papers, and the special opportunity to meet people from across the globe who share common responsibilities and goals. The Conference will incorporate the biennial conference of University

The Australasian Student Residences Management Journal

Colleges Australia (the association of heads of Australian university colleges and halls), as well as provide opportunity to enjoy the beauty of the ANU campus and of Australia’s unique ‘bush capital’!

Collegiate Way: The inaugural Collegiate Way International Conference was drawn together at Durham University in 2014 to give opportunity for faceto-face connection and discussion about a range of issues concerning the importance of collegiate life, and to give impetus for an ongoing structured association of leaders in and supporters of collegiate universities and residences. An International Advisory Board has been formed, currently chaired by Dr Michael Eamon, Principal, Catharine Parr Traill College and Director of Continuing Education, Trent University, Ontario, Canada. http://collegiateway.org/news/ For further details about the conference contact: Ian Walker ian.walker@anu.edu.au Alicia Watson ajwatson@netspace.net.au

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UCA FEATURED

Second Collegiate Way International Conference Program Sunday, November 13, 2016 2.00pm – 5.00pm

Registration – University House (Hall Foyer)

4.00pm

Optional Ecumenical Chapel Service – Chapel of St John the Evangelist, John XXIII College ANU

5.00pm – 7.00pm

Welcome Drinks & BBQ – University House (Fellows BBQ)

Monday, November 14, 2016 7.00am – 8.45am

Breakfast – Fellows Café

8.00am –

Registration

Plenary Session

Conference Opening – University House Hall

9.00am – 10.10am

• Welcome to/Acknowledgement of Country • Welcome to the University – Professor Richard Baker (ANU Pro-Vice-Chancellor – University Experience) • Welcome to University House – Professor Peter Kanowski (Master of University House) • Greetings on behalf of Collegiate Way International – Dr Michael Eamon (Chair, CW International Advisory Committee and Principal, Catharine Parr Traill College, Trent University, Canada) • Opening of Conference – Professor The Honourable Dame Marie Bashir AD CVO (the former & second longest-serving Governor of New South Wales and at times Administrator of the Commonwealth of Australia; former Chancellor of the University of Sydney and Chair of The Women’s College; Professor of Clinical Psychiatry and founder of the Rivendell Adolescent Unit, Sydney) • Vote of Thanks – Ms Rose Alwyn (Vice-President UCA and Master, St Mark’s College, Adelaide)

10.10am – 10.40am

Morning Tea

10.40am – 11.10am

Overview of the Foundation of Colleges in Australia and of the Australian National University – Dr Ian Walker (Head, Toad Hall ANU; President, University Colleges Australia)

11.00am – 11.30am

Reflections on Durham 2014 (Panel)

Some Global Perspectives 1 11.30am – 12.45pm

• The Collegiate Way Forward: choices on the road ahead – Prof Tim Burt & Prof Martyn Evans (University of Durham UK) • Colleges on the Cusp of the World’s Largest Metropolitan Area – Prof Kit Thompson (University of Macau)

12.45pm – 1.45pm

Lunch – University House

Some Global Perspectives 2 1.45pm – 3.00pm

• Singapore’s Curricular Colleges: building teaching and research into the residential college model – Assoc Prof Greg Clancey (National University of Singapore) • Collegiality, Compromise & Cooperation: a Canadian perspective on striking a balance between centralised university services & college autonomy – Dr Michael Eamon & Ms Melanie Sedge (Trent University, Canada)

3.00pm – 3.20pm

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Afternoon Tea – University House www.adbourne.com

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Concurrent Sessions

Drawing Room

Common Room

Hall

3.20 – 4.00pm

Strategising a College’s Future with Multiple Stakeholders: the value of team production theory in producing a cohesive outcome from a complex set of interests – Rev’d Dr Anita Munro (University of Queensland)

Engendering systemic and cultural leadership practices in residential college communities: the Global Leadership Program at International House, University of Sydney – Dr Bradley Kunda (University of Sydney)

The Honors Collegiate Way: excellence, innovation and engagement – Dr Francois Amar (University of Maine USA)

4.10pm – 4.50pm

Learning and Living: collegiate life at Tembusu College – Dr Margaret Tan (National University of Singapore)

Seizing the potential of globally based postgraduates for the global context – Dr Kerry Bennett (University of Melbourne)

Residential college self-governance as an incubator for leadership and problemsolving – Prof John Hutchinson (Rice University USA)

5.30pm (Optional)

Tour of Daley Road Halls/Colleges

6.30pm – 9.30pm

Dinner at Burgmann College

Tuesday, November 15, 2016 7.00am – 8.45am

Breakfast – Fellows Café

International Students 9.00am – 10.10am

• His Excellency Mr Navdeep Suri (Indian High Commissioner to Australia) • Ms Anne Baly (Director, International, ANU) • Panel discussion..

10.10am – 10.40am

Morning Tea

Concurrent Sessions

Drawing Room

Common Room

Hall

10.40am – 11.20am

Using Boards and Councils to drive innovation – Mr Tasmin Trezise (Tanda, QLD)

Developing student leadership: building a culture of a ‘Home of Possibilities’ – Dr Kelvin Pang (National University of Singapore)

Ustinov College Global Citizenship Programme & Scholarships: benefits and challenges – Dr Rebecca Bouveng (University of Durham)

11.30am – 12.10pm

First Year at Jane – Dr Helen Cameron (University of South Australia/University of Tasmania)

The Fellow’s role in a ‘living/learning’ college in 21st century Asia – Dr Catelijne Coopmans & Assoc Prof Lina Lim (National University of Singapore)

Creating an innovation hub, creating a shift in thinking – Ms Fiona Crowe (University of Western Australia)

12.15pm – 12.45pm Affiliate/Partner Organisations AACUHO (Mr Vincent Wilson, President), ACUHO-I (Mr Colin Marshall, Globalisation Director), NAAUC (Mr Lachlan Power, President) 12.45pm – 1.45pm

Lunch

1.45pm – 2.15pm

Focus on respectful collegiate communities Mr Matt Hall – Senior Adviser Respect.Now.Always Project & Survey

2.15pm – 3.00pm

Alcohol Harm Minimisation • Dr Marie Leech & Dr Rose Leontini (University of Sydney) • UCA National Working Group/Panel

3.00pm – 3.20pm

Afternoon Tea

Concurrent Sessions

Drawing Room

3.20 – 4.00pm

Tembusu: realignment of college orientation On being the ‘Fridge on the Ridge’: in Singapore – Dr Kuan Yee Han (National the (dis)empowerment of a virginal University of Singapore) stereotype for young women in a residential college setting – Rev’d Dr Anita Monro (University of Queensland)

6.30pm – 9.30pm

Dinner at University House

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Common Room

Hall Respectful Relationship: residential life at St Andrew’s College – Mr Wayne Erickson & Dr Hester Wilson (University of Sydney)

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UCA FEATURED Wednesday, November 16, 2016 7.00am – 8.45am

Breakfast – Fellows Café

Some Developments & Initiatives @ ANU Ms Lynda Mathey, Registrar Student Life ANU 9.00am – 10.10am

• ‘College’ & new student accommodation • Non-residential Hall/s • Inter-Hall/College training

10.10am – 10.40am

Morning Tea

10.40am – 11.20am

Wellbeing/Mental Health Panel Mr David Segal, Head, Ursula Hall ANU

Concurrent Sessions

Drawing Room

Common Room

Hall

11.30am – 12.10pm

Consent and Sexual Violence Management in a Collegiate Environment – Rev’d Tim Harling (Queens’ College, Cambridge University)

Piloting Apps: A College’s response to student Colleges partnering across the Globe: the Tembusu College and University of Maine mental health needs – Miss Jane Dove & Honors College experience – Dr Jill Tidmarsh (University of Durham) Dr Francois Amar (University of Maine) & Assoc Prof Greg Clancey (National University of Singapore)

12.15pm – 12.45pm The ‘New’ Colleges Mr Trevor Hamilton (Nettletontribe Architects) 12.45pm – 2.00pm

Lunch

11.30pm – 2.00pm

UCA Annual General Meeting

2.10pm – 3.00pm

What makes a good college? – Student Panel

3.00pm – 3.20pm

Afternoon Tea

3.20pm – 4.00pm

Alumni & Philanthropy Mr James O’Brien, Senior Consultant, ‘AskRIGHT’ Fundraising Consultants & Researchers Panel

Concurrent Sessions

Drawing Room

Common Room

Hall

4.10pm – 4.50pm

The model of collegiate communities; challenged, unrestricted and developmental – Mr Eddie de Wet (University of the Free State, South Africa)

‘Civi Et Republicae’: The Residential College and the ‘Architecture of Democracy’ in the Civic University – Prof Keith Gaddie (University of Oklahoma USA)

The College in the University: issues of autonomy and governance – Dr Mark Ryan & Prof Tim Burt (Yale University & University of Durham)

6.30pm

Conference Dinner – Old Parliament House Special Guest: Professor the Hon Gareth Evans AC QC (Chancellor ANU and former Australian Foreign Minister) Tours of the old House of Representatives and Senate Chambers prior to dinner.

Thursday, November 17, 2016 7.00am – 8.45am

Breakfast – Fellows Café

9.30am – 10.30am

Collegiate Way International – Future Directions Dr Michael Eamon, Chair, Collegiate Way International Advisory Committee and Principal, Catharine Parr Traill College, Trent University, Ontario, Canada

10.30am – 11.00am

Morning Tea & Conference Photo Conference Conclusion (Open Session to members of ANU Community)

11.00am – 12.00pm

• Lieutenant General David Morrison AO Australian of the Year 2016 and former Chief of the Australian Army, Introduced by Professor Richard Baker, Pro-Vice-Chancellor (University Experience) ANU • Close of Conference

12.15pm – 1.00pm

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Mentoring the leaders of tomorrow, today

LINLEY WILKIE

Director of Federation University’s Campus Life, Colin Marshall is in the business of supporting our future leaders.

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A

re our leaders in business and the community born or made? While it’s a question that no doubt divides opinion, at Federation University a successful program is giving all prospective leaders the opportunity to shine. Campus Life provides a broad a range of services and support to the entire university community, giving every student the opportunity to achieve their personal goals and ensure the best start possible for their future careers. www.adbourne.com

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Colin says students strongly value opportunities to be mentored by staff and their peers and that observing the subsequent growth and development in their self esteem and ability to analyse and solve problems is pretty powerful.

Enthusiasm for the Campus Life programs comes from all directions, from prospective employers who benefit from the graduate attributes, to the students who also appreciate the outcomes. “I see a strong willingness in our students to serve and support, which is why we are often inundated with offers by our students to become involved and contribute,” says Colin. “Many of our students actually play an active role in terms of representation and decision making processes across the institution, giving them a taste of what it takes to lead. This extends to the wider community and businesses with whom our students interact, either in paid work or through volunteering. Countless Fed Uni students spend thousands of volunteered hours every year in service and support of others.” Students have a loyal and national affinity with NGOs, including Unitingcare, Red Cross and beyondblue, who Colin says are all excited at what the students have to offer.

“Student success is a priority for all staff of the institution and we focus on this in all that we do,” says Campus Life director, Colin Marshall.

“My colleagues and I see ourselves as partners in our student’s success.

To that end and through our student-centred philosophy, many go above and beyond the call in the work they do. This of course inspires others and so the positive culture that is created in and around our students is motivating and infectious.”

The Campus Life program sees Colin and participating colleagues interact with students (prospective, current and alumni), parents and members of the community across all Fed Uni campuses. They also lead a number of key initiatives and programs across the institution, including the Christmas in July program (supporting local, national and international charities and support agencies), the Blue Tie Ball (supporting beyondblue and the national depression and anxiety initiative), and the Kokoda program, which sees participating students walk the infamous Kokoda Track. “The Fed Uni program provides a rich Papuan experience, as well as a demanding and physical one,” says Colin. “Those involved in the trek are exposed to the stories or endurance and sacrifice, giving them incredible insight and appreciation into those who fought to defend Australia. What strikes participants in the program each year is the extent to which our students stand up and lead very effectively. In such a demanding and stressful environment it is a testament to their grit and determination.”

The Australasian Student Residences Management Journal

“Many Ballarat schools, our hospitals and countless businesses also provide valuable opportunities for students to contribute to their enterprise,” says Colin. “Fed Uni graduates work to support local, national and international organisations in a variety of ways, including special project work, fundraising, personal development programs and more. They are just so and ready wiling to put their hands up and experience and share their passions.”

According to Colin, there is a unique strength, resilience and optimism in Fed Uni students which bodes well for them in terms of their ability to influence and lead in the future. “Of course this is often cultivated in the many regional and rural communities in which they have grown up, and the institution benefits from the strength that exists in these communities when our students join us.”

On the subject of whether leaders are born or made, Colin says the leadership potential and capability exists on a spectrum. “What I often observe is a strong determination and unwavering focus to make the most of the opportunities that are presented to them, particularly as it relates to leading. I often see a high level of self-awareness in our students which is critical success factor for effective leadership. I certainly think the next generation of leaders are ready and are already making their mark across the community.”

This article first appeared in Enterprise magazine, which is produced by The Courier.

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www.adbourne.com

SPECIAL INTEREST

Before

After

Partnership Overview Drawing on our existing site knowledge and market segment experience Chartwells embarked on a refurbishment strategy for the Glenn Dining Hall and Bistro in 2015. This project was mobilised in readiness for the 2016 year and has resulted in tangible improvements in the servery and dining spaces, student flow, menu choice and quality, student satisfaction and cash sales. A key element of our partnership with Glenn College has been working with relevant stakeholders to design, construct and launch a fully refurbished front of house dining hall, food service and the implementation of the Chartwells operating standards.

Services Provided •

Catering for the residential community of three hundred and eighty students

•

Operation of the University Bistro and most recently the Eyrie Bistro and Eagle bar

•

Provision of La Trobe University function and event catering

residents

Achievements •

Completion of a strategic catering services review of existing operation where the finding’s supported a review of the current service style and environment

•

Worked in partnership with key University stakeholders to understand shared objectives and short and longer term goals

•

Considered student feedback, trends and changes in the demands of the residential environment

•

Built in flexibility and potential for further change and expansion of services in the future

•

Considered the requirement for extensive refurbishment of dining hall and servery, with the objective of creating relevant, engaging and modern spaces with a focus on student choice, quality and variety

•

Promotion of the Chartwells “smart food” program throughout our menu design, designed to educate students in making nutritionally sound and balanced food choices

•

Refreshed menus that focus on fresh, quality and seasonal ingredients.

•

Further training and development of the ‘back and front of house’ catering services team, including minimum Chartwells standards and operating procedures

CASE STUDY Glenn College, La Trobe University The Australasian Student Residences Management Journal

partners since

JANUARY 2007

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ith rising energy costs it can be a balancing act keeping costs down and productivity high. LPG is an extremely cost efficient method of water heating with little energy loss from its production or use. The fast recovery rate of LPG hot water units means the hot water storage tank size can be kept to a minimum too. Because LPG is cleaner burning, lower exhaust emissions make it far healthier for the environment and lowers maintenance costs for your equipment.

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There are many different applications for LPG hot water and Elgas will offer you an energy efficient heating method to best suit your requirements.

Hot Water Systems • Your LPG system will work even at freezing temperatures • No worries about peak and off-peak rates with LPG • Space efficient with little visual pollution for better aesthetics Some of the benefits include: • Never have customer complaints about the lack of hot water • LPG hot water systems are quiet. They won’t keep your guests awake at night • No worries about peak and off-peak rates with LPG • No pumps and motors that can break down and require servicing, as is the problem with heat pumps • Even multiple units take up little space and are typically mounted outdoors to save valuable interior space

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Arriving on a jet plane: Simple ways to welcome your new International students on campus

B

ack in the history books when I was a student (sigh….where has the time gone?) travelling overseas on study abroad or exchange was a luxury few students could afford or even consider.

Some fifteen years on, the situation is dramatically different, with over 4 million students jet-setting across the globe to undertake their studies in 2012 – double the number recorded in 2000! Now three years on from these stats, and with ongoing changes in mobility, technology and the availability of exciting new destinations, it is undoubtable that these figures have continued to increase, making it exceedingly important for higher education providers to ‘up their game’ when it comes to catering for the needs of such students.

Based on my time working in student services, here are my simple and creative ways, to ensure your newly arriving international students have the best possible experience on your home soil.

Pre-Arrival Provide detailed and specialised information in advance. It sounds obvious, but it’s also critically important. Students are packing up their lives to move and study abroad for 6 months to up to three or four years. Having as much information as possible in a variety of formats (brochures, webpages, Apps, and podcasts in a variety of languages where possible) prior to their departure will help allay their worries and ensure they are prepared for what’s ahead. Importantly, whilst detail is important, keeping it simple is equally so – don’t overwhelm with unnecessary details that can be conveyed on arrival or once they’ve settled in. Furthermore, make sure expectation = reality and you’re not presenting a picture that isn’t accurate.

Offer the opportunity to connect. Who better to talk to students prior to their departure than those who have been there before – other internationals – or even better, with some of the students they will meet and socialise with upon arrival. Work out ways you can connect students together in advance – by email, Apps, Skype, Q & A sessions, or social media. Keep it simple by letting students drive The Australasian Student Residences Management Journal

LAURA BURGE | Residential Education Manager, AACUHO Past President

conversation (their concerns may not be what you necessarily expect!) or ask your local students to provide information about common themes – what to bring, what to expect, what the weather will be like, what to see when you get here… the list goes on.

On Location Make them feel welcome. This means, where possible, meeting them at the airport (this is generally standard practice for most universities), ensuring their room is ready to go (if they are living on residence consider providing linen – there’s nothing so unwelcoming as a completely empty room) and offering basic essentials free of charge or at a minimal cost (think a day or two’s worth of groceries/snacks, an adapter or charger, and a phone SIM card). Many universities, including my own, provide fantastic little ‘welcome bags’ which include a basic toiletry kit, a few snacks, maps, drink bottle, vouchers for food outlets, and information about the local area. Bear in mind too that in many cases international students will arrive at odd hours – often the middle of the night or early in the morning – so it’s critical to know exactly when they’re arriving and where they need to be taken.

Provide local flavour. International students are craving the opportunity to see what life is like in the country they are visiting so ensure you’ve provided plenty of opportunities to showcase what makes your home special. Plan a tailored welcome or ongoing social or cultural immersion program, including trips to local shopping

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AACUHO FEATURED

centres, opportunities to travel via public transport (getting the hang of sometimes complicated ticketing systems) and excursions to must-see iconic locations around your area. One of our most popular events here in Melbourne is a trip to the Queen Victoria Market, Australian Rules Football match or our Australian reptile show which enables our students to get extremely up close and personal with snakes, frogs and crocodiles! Why not host a competition for the best photos taken during these events – great for publicity and a fantastic souvenir!

Help them to make new friends. Ensure that part of your programming involves some form of peer support – this might mean one-to-one buddy programs, or one-to-more ambassadors/student leaders, who host activities or door-knock in the early days of arrival to make sure they’ve settled in to their new home. Don’t forget to consider the training and development needs of your leaders – it’s worthwhile hosting cultural awareness or communication training prior to their role commencing to make sure they also feel comfortable undertaking these roles.

Make it easy for them to get involved. It’s easy to automatically assume that students who choose to travel abroad for study are the extroverted and confident type – willing to put their hand up to participate in everything and anything on offer. However, this isn’t always the case, so it’s important to provide multiple avenues and opportunities for them to get involved across a diverse and varied range of activities and events. Encouraging active participation is as much about them feeling part of the community, as it is about helping them to develop essential soft skills so desired by future employers. Think social events (involving both alcohol and alcohol-free), extracurricular

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and sporting activities, career development sessions, networking opportunities, internships, volunteering in the local community, and undertaking student leadership positions themselves. You can also make the most of their unique backgrounds and life experiences by inviting students to share their culture with others through dinners, foreign movie screenings, festivals and holiday celebrations.

Offer support. A final critical component of their time on campus is ensuring they are connected with various support departments both within the University and the local community. This includes, but is not limited to, counselling, your equality and diversity unit, student union or social clubs, sports centre, international office, accommodation team and academic support staff who can provide mentoring, specialist skill and English language tutoring.

Homeward Bound Keep the bond strong. Finally, when it comes time to say goodbye, make sure you’re providing plenty of opportunities to stay connected.

Consider sending them an email or letter acknowledging their impending departure and their contribution, host a farewell gathering, and make sure you’re linking them in with social media or your alumni team if they’re finalising their studies. Keep in mind that these students are one of your best marketing tools, so why not explore ways for them to share their positive experiences via your webpage or social media sites.

Keep the conversation going: Share what special activities, events, programs or services you offer to your international student cohort to make them feel at home on our AACUHO Facebook or Linked In Page.

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Giving students ‘The Edge’ MICHELE DUNN | Marketing and Development Manager, Sancta Sophia College

Academic support is one of the key offerings at Sancta Sophia College.The dedicated academic program adds value to the resident experience and provides inspiration, motivation and support for students to succeed.

T

he College is located on the campus at University of Sydney and celebrated its 90th year in 2016. Residents comprise 180 undergraduate women, housed in single and twin share rooms with shared facilities; and 128 postgraduate men and women, who live in ensuite rooms in Graduate House, which opened in 2014.

The Principal, Dr Marie Leech, Vice Principal, Maryanne Pidcock and one of the Senior Tutors reside at the College. The physical heart of the College is the Dining Hall, where all meals are provided to residents, whilst the figurative heart is the strong academic and pastoral care.

The academic program is headed by the Vice Principal, who is assisted by two Senior Tutors. The holistic approach aims to equip residents to succeed in their studies by developing skills, enhancing study techniques, focussing on areas requiring additional attention, building networks for future professional experiences and facilitating the transition beyond university. Key aspects of the program include workshops, peer to peer mentoring, a speaker series and networking events.

The College tutorial offering is at the core of academic life at Sancta Sophia. Undergraduates have access to a wide ranging tutorial program,

aimed at ensuring residents maximise their academic potential.

The offerings are tailored to the specific subjects that Sancta’s residents personally identify as requiring support. If three or more students request a tutorial in a particular subject, then a weekly tutorial is established at the College.

In semester 1 2016, 34 tutorials were offered. The majority of tutors are sourced from the postgraduate community, who must have attained a Distinction in the subject to be tutored and attend a training session to ensure they have the required skills and can draw on each other’s support and experiences. Attendance of each of the tutorials is monitored and feedback from all students is sought at the conclusion of the semester. This feedback is then extensively analysed and adapted to improve the overall tutorial experience.

This year the College offered tutorials in subjects ranging from Human Biology and Speech Disorders to Engineering and Music Theory. Furthermore, the College offered postgraduate tutorials in Pharmacology, Dentistry and Law. Students also benefit from the intercollege tutorial network, which allows them access to tutorials being held at other University of Sydney residential colleges. In student feedback, 73% stated that the tutorial program helped their knowledge and understanding of their course.

The Sancta tutorial program is led by Senior Tutor, Ahsan Malik, who commenced at the College in March 2016. Ahsan completed an undergraduate degree in Economics (First Class Honours) from Cardiff University. He also has a Masters in Risk Management & Financial

The Formal Dinner speakers include high profile guests such as the Governor of NSW, General David Hurley, seen here with the Principal, academic staff, students and special guests.

The Australasian Student Residences Management Journal

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Sancta’s science faculty students with Dr Karl (centre) and Academic Mentor, Yi Yun Low (centre right) who organised the evening at the College.

Engineering from Imperial College London. He is a recipient of the University of Sydney International Postgraduate Coursework Scholarship for his current study in Masters in Economics.

Earlier this year, Dr Jen Scott Curwood also joined the Sancta community as Senior Tutor. Dr Scott Curwood is a senior lecturer in English education and media studies within the University of Sydney’s Faculty of Education and Social Work. She is on the Academic Board, serves on the management team for the Centre for Research on Learning and Innovation, and works as Program Director for the Faculty’s Study Abroad and General Electives. She was recently recognised for her leadership work with teachers, taking out the Teacher Educator of the Year Award from Teachers Mutual Bank (TMB), in partnership with the Australian Teacher Education Association (ATEA), at the 2016 ATEA National Conference held in Ballarat.

Dr Scott Curwood leads The Edge: Academic Workshops which are another important aspect of the academic offerings available to all students at Sancta. These workshops encourage Sancta students to build their academic skills and professional knowledge, to ensure their success at university and beyond. Six hands-on, active workshops have been held in each semester. Topics included: goal setting and task management, essay writing, lab report writing, referencing, creating a professional identity, and using social media for professional networking.

Another key facet of the academic support program is academic mentoring. The academic mentoring program takes the mutual academic support that exists within age groups and across age groups at the College to a more formal level. The Vice Principal and Dr Scott Curwood work closely with 14 students who have been selected to be Academic Mentors. These students provide academic support and mentorship to other students within their respective disciplines. As well as the peer to peer support, the Academic Mentoring for each faculty includes at least two events per year, organised by the Academic Mentor, where alumni, faculty, residents and other professionals can network and interact. At a recent Science Faculty Mentoring event, the main guest was Dr Karl Kruszelnicki. These events assist the students to develop and clarify their career aspirations, while creating networks that will fast-track their progress.

According to Vice Principal, Maryanne Pidcock, “We have held a number of successful academic events at the College, to bring together current

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students, alumni, university faculty, and community leaders. Ranging from panel discussions to lectures, and trivia nights to cocktail parties, these academic events offer Sancta students the chance to expand their disciplinary knowledge and enhance their professional connections.”

Sancta Speaks is a series of talks that allows the Sancta community to hear about the compelling work and research of current students, with presentations this year ranging from aerospace engineering to educational technology and lifesaving.

The Formal Dinner guest speaker program is the final piece in the College’s academic support offering. Students attend a Formal Dinner every Monday evening and at most of these a guest is invited to address the students on their achievements, interests or insights. Guests this year have included the Governor of NSW, General David Hurley; Crown Prosecutor, Margaret Cunneen SC; Masterchef contestant, Reynold Poernomo; and Alan and his guide dog Archie. Students have the opportunity to speak directly to the guest speaker at an after dinner musical performance that is held in the College’s Common Room.

Recognition of academic success consists of an annual Academic Dinner where high achieving students and scholars are presented with prizes and awards by the Chancellor of the University. This formal recognition serves two purposes: to acknowledge the application and success of those particular students by the College and their peers; and to inspire others to raise their own standards.

This year, postgraduate students have formed an Academic Journal committee, to collate essays and articles from undergraduates, which have received a high distinction. Following peer review, these will be presented in a publication heralding academic attainment of the highest order.

Each year, the program evolves and inevitably grows as the service expectations of residents’ increases. Meeting this expectation involves investment in staff and resources. Nevertheless, the College has a strong commitment to this holistic approach to academic support, as both a value add service to ensure residents succeed, as well as being a significant point of difference for Sancta Sophia College when compared with many other residential offerings.

Please contact Michele Dunn, Marketing and Development Manager marketingdevelopment@sancta.edu.au or 02 9577 2347 for more details.

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AACUHO FEATURED

The Australasian Student Residences Management Journal

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AACUHO FEATURED

Formalising your head resident training program JAMES KELLY | Manager, Residence Life, Charles Sturt University

W

e all put a lot of effort on an annual basis to ensure that the training we give our RA’s and Head Residents is the best that it can be. We make them relevant, interactive and enjoyable to get the most out of the time available, but let’s face it, the majority of us when we are planning our training programs are doing it on gut feel and what we believe is right for our college or hall. Right, I hear you say, but that the best way to do it, as who else is going to know what is best for our leaders. Personally, I couldn’t agree with you more. We at Charles Sturt University have been doing exactly the same for a long time, but have always had questions in the back of our minds; are we going in the right direction? and, How can we get the training that we do with our student leaders formally recognised? Finally, we have come up with a solution that we think can work for us, and maybe, just maybe, may help you get moving toward a formalised solution to your training!

Training, to see what would be possible. It was Judy who suggested the Diploma of Management. Naturally, as I said above, I was initially hesitant as how would they know what was best for my student leaders and how could it fit into something as generic as a Diploma of Management! But, not to be deterred, Judy convinced me that it could be customised to suit what I needed and being a work based qualification, would be on the job training, and therefore had to be relevant. She convinced me and we starting breaking down the role of the Head Resident and mixing them with the relevant modules available within the training guides and started to come up with a plan. As we started placing units in and out of the program, it was evident to me that working within the vocational training area, allows the flexibility in topic choice so that it can be relevant, timely and of great benefit to those doing the training, the university and our students living in residences. But the best thing is that the modules have within themselves been modified to be specific for the role that they are undertaking, so this way, there is no conjecture over relevance, as it is written directly for the role in a tertiary education accommodation provider environment. Anyway, what follows is what we have come up with:

Enter the Diploma of Management:

The program will be run from November to October. Units undertaken will be as follows;

This qualification reflects the role of individuals who are engaged to manage the work of others or to add value to or review management practices. Their role may be in any industry or organisational setting. Typically, people in these roles will have considerable experience in their respective industries or vocational areas and couple an informed perspective of the specific work requirements with their managerial approaches. The BSB51107 Diploma of Management requires a sound theoretical knowledge base and managerial competencies to plan, carry out and evaluate own work and/or the work of a team, (exert from CSU Training Brochure).

That’s the advertising line that goes with the program and got us to thinking: Can this fit with our Head Residents? Can this be role specific for them?

And In short, Can we make this program work for us?

It would appear with a bit of work and very helpful training provider, the answer to all of these questions is YES! For the last few years, we have been working with CSU Training to deliver a number of sessions, both to our head residents and RA’s in specific areas such as leadership and personal development. Any session that has been offered through CSU Training has proved to be highly successful as evidenced from feedback received through evaluations, have been some of the most popular and relevant sessions we have run. So we started talking the lovely Judy Doulman, the business programs coordinator with CSU

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BSBWOR502A – Ensure team effectiveness BSBWOR501A – Manage personal work priorities and professional development BSBRSK501A – Manage Risk BSBMGT515A – Manage operational plan BSBMGT516A – Facilitate continuous improvement BSBMGT502A – Manage people performance CHCORG627B – Provide mentoring support to colleagues BSBHRM401A – Recruit, select and induct staff Assessments for the program will be holistic and therefore carried out over the time of their tenure.There will be incremental assessment submissions set out across the time to help inform the learning process and application in the position.This program is briefly set out opposite.

The training commences prior to start of session, so that when Head Residents front up for our face to face training, a number of topics have already been covered in a self learning mode, increasing the time available during our face to face training for other opportunities. Every module that is included and the assessment tasks involve what our head residents do in their job. An example is the recruit, select and induct staff is done at the time when our head residents are involved in the culling, interview and selection of the residential advisors for the following year. It gives great www.adbourne.com

AACUHO FEATURED Time line and activity for the program Month

Activity

November

Enrolment into program, Text sent out, Interact site established, e-copies of learning materials posted Start and timelines for the 12 months defined Pre workshop activities - Complete identified assessment tasks in the Manage personal work priorities and professional development - Read and pre-workshop activities for the Ensure team effectiveness unit.

February

Head Res workshop – Facilitation of Ensure team effectiveness through workshop activities Complete Manage personal work priorities and professional development assessments Introduction to Managing operational plan, facilitate continuous improvement, manage people performance and mentoring (holistic assessment over the next 6 months) – Plan for completing units developed by each individual Manage risk introduced and discussed – event planning required to complete assessment

March

Assessments due – final activities after workshop Ensure team effectiveness Manage personal work priorities and professional development

April

Assessment tasks due – Developed operational plan including activities to inform continuous improvement, methods of managing people performance and mentoring Outline of event to inform the assessment for the risk management unit

May

Assessment due – Knowledge base for all units of competence Risk assessment carried out and actions to reduce risk identified and implemented

June

Assessment due – Progress report for operational plan including measurable progress, evidence plan is being used, people management skills, mentoring activities Revised plan to include changes informed by the outcomes to date

July

Introduction to recruit, select and induct staff Final assessment report for the risk management unit Continuing report for the operational plan and associated units

August

Final report for the combined units Recruitment for replacement staff started and start completion of the recruit select and induct staff

October

Completion of recruit select and induct staff unit Reflection report as defined by CSUT to allow ongoing activity and to complete the program. Reflection will be prompted questions.

benefit to place the framework behind what they are doing in their role to allow them to understand what and why each step is in the process, and hopefully, they will be able to offer suggestions to improve the way we do our jobs for future years.

Some of the other benefits are achieved through the holistic assessment process whereby all aspects are taken in to consideration and the person and function as a whole are taken into consideration, rather than just an assignment at the end. Group work is encouraged and with our University having head residents over 4 geographically diverse sites, it encourages an increase in communication and information sharing across our campuses, which we facilitate through videoconference and multimedia technologies.

We commenced the process half way through this year with an opt in availability for the 10 head residents that we employ, and incredibly, all opted in.This has certainly given us all some extra motivation that from their The Australasian Student Residences Management Journal

perspective, it is valued and relevant to their roles, and their careers moving forward.The workload is not so intense that it is having any impact on their academic pursuits and as the study is self paced, they can focus on the Diploma when they have the time without the stress of having to have an assignment in by a set time on a set day We at CSU feel that working closely with CSU Training will ensure that our training is up to date, relevant, and specific to what we require. We are able to provide our Head residents with a nationally recognised qualification moving forward and we are providing real value to the level of expertise and management to deliver a quality service to our students living in residences.

If you would like any further information about the diploma of management, please feel free to contact Judy Doulman at CSU Training (jdoulman@csu.edu.au or 02 6338 4205).

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Letting ‘em loose

Empowering positive resident driven programming LIAM WHYTE | Residential Life Coordinator – Community, University Hall UWA

Our residents have fantastic ideas and a huge potential to make positive things happen within resident communities. University Hall at The University of Western Australia has had significant success in tapping into these ideas and that potential in a new way for the benefit of their resident community.

T

he Community Advocates program is an innovative and highly successful initiative which has been implemented at University Hall (UniHall) in Semester Two 2016. The program

The Australasian Student Residences Management Journal

empowers and supports residents to promote, educate and build awareness within the Hall community in areas such as Cultural Diversity, Mental Health, Gender Equality and Environmental Sustainability.

As a result of the program, UniHall is now witnessing a range of fantastic programming. These include guest speakers raising mental health awareness, a range of social media initiatives in support of LGBTIQ equality, a Q&A session with an Islamic academic to answer all and any questions about the religion, volunteering activities in support of local conservation and a community garden. An energy and water use

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reduction campaign has also just launched, with the key difference being the cost savings from reductions in use are returned to the residents in the form of grants for further benefit to the Hall community.

On top of this, UniHall Community Advocates self-organised to build their own website (https://uhcommunityadvocates.squarespace. com/) and social media feeds to promote their programming and educate their community.

Impressively, this is all conceived, planned, organised and delivered by a small group of 5 residents, for residents, with only a minimal investment of resources from the Residential Life Office.

In fact, the biggest issue facing the program is fast become a matter of holding the resident Advocates back so they don’t forget they have degrees to study for as well.

So, how was this done?

Conceptually, social media provides a good analogy. Residential Life at UniHall has provided the platform (like a Facebook or Twitter website and app) while it is the residents (or users) who have created the content.

Firstly, recognised volunteer ‘Community Advocate’ positions were created within the Hall, some limited resources attached (in this case around $150 per position) and areas we wished to see awareness and activity in identified.

The positions were advertised in the community and applicants prepared a written application briefly addressing several selection criteria. In essence, applicants nominated the area in which they wished to advocate and pitched their own ideas on how they could promote and build community awareness.

Recruitment exceeded our expectations with the available positions oversubscribed and appointment subsequently proved competitive.

Once the successful candidates were selected, they individually met with a Residential Life staff member to discuss and refine their ideas.

Following these meetings each Advocate prepared a simple project plan for approval outlining what they planned to do, when, the required organisational and logistical work, timelines and how they would spend their

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AACUHO FEATURED

allocated budget. The staff member guided each Advocate towards a realistic plan before approving each one.

Next, it was simply a matter of letting the Advocates loose and assisting them administratively where required.

While this appears simple, the program design had some features which may have proved crucial in its success.

Firstly and crucially, the program is based around supporting residents to do what they want. Quality delivery by residents requires focus and energy to see projects through to completion. Thus, it is important residents feel genuine ownership of what they are doing and that they are working on programming or projects they feel passionate about. Reflecting this, Residential Life staff do not specify the programming, but instead assist to guide ideas into existence within allocated resources.

Advocates are also given the freedom to allocate their own budget to their projects and programs as they see fit.

Secondly, a deliberate decision was made to empower individuals rather than alternatives, such as a committee, to avoid debates within a group about what to do and the allocation of responsibilities.

Thirdly, the management philosophy has been to say ‘Yes’ to ideas unless they are completely and obviously unfeasible. While Residential Life staff do monitor the activity of the Community Advocates, ideas are not held back but only occasionally tweaked to avoid any reputational

or personal risk to the University, Hall or residents.

Fourth, the volunteer aspect of the role is clearly identified and it appears as though residents strongly engage with the idea of doing good, getting involved and giving back to their community. As such, motivation is not tied to a pay cheque.

Fifth, each Advocate has been given sufficient funding within reason to actually deliver several programming options per semester.

A further structural feature of the program is that it is inherently flexible, based on demand.

There is no set number of advocates to be appointed each year or semester. Nor is there any specific need to appoint a resident to each area of advocacy. Instead, the number advocates can rise or fall within the limit of resources. Likewise the number of advocates in a particular area can rise or fall. In one semester the Hall might have two mental health awareness advocates and none the following semester but instead have two environmental advocates.

development opportunity for the Advocates themselves. The nature of this personal development also positions the residents involved to take on future leadership roles (such as RA) within the Hall community.

The programming is inherently positive and ‘educational’ in nature for the broader Hall community. Finally, the creative and positive nature of the programming creates marketing opportunities for the Hall to promote itself.

Interestingly, University Hall already had other mechanisms in place to support resident programming and initiatives which had mixed success. However, with the Community Advocates, the program has shown what can happen when you empower a resident with a title, a mission, an official endorsement and a little support as well.

Ultimately, the program has also demonstrated that residents do care about their community, want to give back, have fantastic ideas and potential to do so. The key is to unlock this.

This ensures those who apply and are successful actually want the role and are advocating in an area of interest to them.

It also means those applicants with quality ideas can be selected rather than rigidly having one advocate in each area for any given point in time.

The benefits of the program also extend beyond simply providing programming within UniHall. There is an undeniable personal

The Australasian Student Residences Management Journal

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For more information please call Edco on 02 95574411

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Mannix/AACUHO

August Networking Event: Re-thinking ‘zero tolerance’ responses to drug use in University residential communities

JOHN DANCE | Manager Accommodation Services, Victoria University of Wellington

In August accommodation managers from across Australia and New Zealand met to discuss and share their experiences navigating the realities of responding to drug use in their respective residential communities. Hosted by Mannix College, this event saw industry professionals grapple with the challenges of managing coal face responses to drug use and efforts to reduce drug related harm in a governance structure where ‘zero tolerance’ responses are expected and mandated.

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t was acknowledged by participants that residents caught using drugs were typically regarded as presenting a risk to themselves, their residential communities and the institutional reputations of their Universities, and as such were likely to be subject to exclusion. However, it was also evident that a zero tolerance response was not always the default position adopted by staff responding to drug-using residents.

Staff charged with disciplinary processes reported finding themselves conflicted by the task of having to evict recreational drug users who were otherwise socially included residents. This often resulted in formulating ‘unofficial’ responses to drug use through the exercise of discretion when interpreting student conduct statutes. For example, eviction might be precluded by drug use admitted as occurring off campus, but actioned when it is proven to have occurred on residential premises. Equally, the attitude of the alleged drug user might also determine the nature and severity of the response to their behaviour.

Generally, participants agreed that, conceptually, a zero tolerance approach was an uneasy fit in a residential context, and where possible responses to drug use were tailored to the individual if circumstances permitted.

The Australasian Student Residences Management Journal

The question of whether there was a need for a more open and honest conversation about drug use with residents attracted considerable debate from all. There was a divergence of opinion given the illegal status of drugs and those who use them, and the overarching institutional expectation that residential communities had to be seen as actively discouraging any kind of drug use. It was identified that thinking about how best to respond to drug use in residential communities had often been overshadowed by an industry focus on, and institutional investment in, reducing alcohol related harm. The culturally celebrated use of alcohol manifest in residents’ binge drinking had resulted in a constellation of harm reduction initiatives reliant on staff training, digital applications, event management processes, social marketing campaigns, and seemingly endless poster and paper resources. In contrast, drugharm reduction efforts were limited to abstinence approaches and overt discouragement of all illicit drug consumption. Although well-meaning in their intention, these efforts typically employed ‘scared straight’ tactics such as detailed explanations of negative drug effects or ingredients in clandestine drug manufacturing processes, and the presentation of stories told by ‘good’ role models turned ‘bad’ through woeful tales of drug addiction.

To what extent the usual suspects of abstinence based drug education were effective did not attract consensus, nor was the absence of research supporting the efficacy of ‘just say no’ approaches reconciled.

However, an important contribution to the discussion was made thanks to Mannix College inviting two of its student community leaders to participate in the event. Reflecting on the cultural realities of the University student experience, they pointed out that recreational drug use was widely understood by students as normal behaviour for some. They suggested current educational responses to drug use were unlikely to be effective due to the realities of drug use experienced by recreational drug users contradicting stereotyped representations of problematic drug use presented by agencies employed for training purposes.

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AACUHO FEATURED

They also noted that punitive responses to drug use simply ensured residents who used drugs remained invisible and unlikely to talk about their experiences given the stigmatising effects of anti-drug campaigns, and the threat of exclusion should they be identified.

Throughout the two day event recreational drug use was inarguably demonstrated as a defining feature in the lives of some young adults, in order to ask whether there was a need for an open discussion with residents about using drugs in ways that reduced the potential for drug related harm. However this was acknowledged as very difficult to achieve in an institutional context; meeting the expectations of college boards, church affiliations, and the wider University, as well as those of parents and non-drug using residents were cited as barriers to any shift in drug education that might be construed as ‘encouraging drug use by explaining how to reduce health and wellbeing risks when using them.

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While it was agreed that beyond the walls of residential communities pragmatic harm reduction initiatives such as pill testing at nightclubs were of value, ultimately steps towards developing a more reflexive approach to managing the potential for drug related harm in a University context had yet to be undertaken. At the closing of the discussion several key themes were identified by participants as fundamental to successfully moving away from abstinence approaches to education and zero tolerance thinking. These were documented for the ongoing development of AACUHO educational resources and included the following components: • Educational and policy responses to drug use require clear, unambiguous language, and should set out health and safety obligations, legal boundaries, and governance requirements.

Their focus should be reducing drug related harm, which includes harms from the drugs themselves, as well as harms resulting from institutional responses to their consumption such as exclusion or criminal conviction.

• Educational and policy responses should also be research lead and remain evolutionary rather than static, in order to account for changes in student cohorts and shifts in drug taking behaviour.

• Open discussion about drug use and drug related harm should be peer lead, rather than conducted by outside agencies who may not be viewed by residents and student leaders as in touch with contemporary recreational drug use. The success of any harm reduction approach is contingent on engaging the student body.

• Peer lead education approaches to drug use should be context specific and account for differences in age, culture, ethnicity and gender. They should be proactive in reducing drug related harm by creating an environment where drug use is openly discussed without fear of punitive responses or stigmatising those who identify as being drug users.

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What today’s campus and student accommodation needs from Access Control Implementing access control in the modern campus is a balancing act between maintaining ease of movement around the buildings, whilst controlling the levels of access for both individuals and groups.The primary concern is to maintain a safe and secure environment for students. It is also important to ensure that property and equipment is protected.

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rom a security perspective, the most important function of a lock is to control entry.

Locks on exterior doors provide building security, preventing unauthorised entry. Interior door locks can also provide security to individual accommodation and areas that need extra property protection, such as ICT rooms, store cupboards and circulation spaces. Smaller applications, such as student and staff lockers, cabinets, and iPad trollies, can be fitted with keyless keypad locks.

The introduction of the latest smart locks now provides all users with an access method convenient to them, whether that’s using a card, smartphone, or simple keypad code. For users that require regular temporary access like cleaners, a time-sensitive code can easily be issued on certain days or at specific times of the day. This function is useful for providing access outside of normal hours, when lecturers and staff may wish to work on planning, or when contractors need access during the holidays for routine maintenance. Certain locks come with an audit trail facility which helps to monitor and track student, visitor and staff movement.

Time-limited codes can also enable the use of premises to generate income, since the space can be hired out safely to independent clubs and societies. Other advanced features, such as code-free entry, enables open access periods.

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UTS Housing Futsal

ANIRUDHA SAHA | Residential Life Officer, UTS Sousing Service

UTS Housing Futsal (Indoor Soccer) World Cup was organised in the month of September 2016.The idea was given shape keeping in mind the cultural diversity of UTS, with over 70 nationalities represented in UTS Housing.This event was the first of its kind.Teams were formed based on nationalities, just like the real World Cup.The UTS Housing Futsal World Cup was promoted during social futsal, a residential program for soccer enthusiasts to release their inner game. During the World Cup promotion, participants were introduced to other residents of the same nationality. Each team required a minimum of five players, with one female player playing at all times. One non-resident player was permitted in a team to promote UTS Housing events to non-residents and one ex-resident player was permitted to involve the UTS Housing alumni.

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his helped recruit more participants from each nationality represented in the UTS Housing community (. E.g. Australia, India, Brazil, France, Germany etc). We had a number of residents who were interested but did not have enough co-nationals residing in UTS housing to represent their nationality.

I came up with an alternative grouping option. For e.g.: Japanese, Korean, Saudi Arabian and Nepalese students formed ‘Team Asia’. Nigerian, Ghanaian, Kenyan, Ethiopian and South African residents formed ‘Team Africa’. The Rest of the World team consisted of players representing Netherlands, Turkey, USA, Sweden and Spain, and contributed to the celebration of unity in diversity. We also had a number of Indigenous students living in UTS Housing. I approached them to form a team of Indigenous Australians. Furthermore, all of UTS Housing cleaning staff was from South America so I also approached them to form ‘Team South America’.

With so much diversity, I came up with this idea as a way for students to familiarise themselves with their neighbours and to allow more identity and talent to surface. The World Cup goal was to provide students with the opportunity to enjoy and showcase their talents, acknowledge and value diversity, embrace such diversity into a greater sense of unity within their living community, and, thus, increase their participation in World Cup and other housing events as well. 16 different teams were formed, with over 30 nationalities represented.

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AACUHO FEATURED

On the day of the competition, national flags representing all of the teams were raised to celebrate this unique event. National anthems of nations were played before the start of the games. Players wore their national soccer jerseys with great pride. The World Cup was a huge success, with over 250 residents turning up to support their respective teams and regions.

In the group stages, there were some upsets, with Japan defeating Germany and Iran holding Norway to a draw. Favourites Spain was knocked out in the quarterfinal stage by Rest of the World.

Norway lost its first game against Spain, but later improved significantly, and progressed to the final. India was defeated by Germany in the first game, however, recovered quickly to book its spot in the final. The final was very intense with no score at half time. Norway took the lead early in the second half. India hit the post soon. Eventually, Norway ran out winners by 2-0.

The event was also live-streamed on the Internet, with family and friends of residents watching across the world. The event has now become a major event of the UTS Housing event calendar. The outcome is something for students to be really proud of. It is an event driven by residents, requiring minimum financial assistance. It involves all genders, cultures, and staff involvement. It gives residents an opportunity to meet fellow residents from the same nationality and increases awareness in the presence of nationalities as well. The University’s objective to include Indigenous Australians in community- building was achieved and celebrated. Staff members enjoyed the opportunity to engage with residents in a fun and competitive environment. The immediate positive experiences for residents representing their country in this championship were the celebration of their identity and increased appreciation of others, resulting in valuable connections and greater participation within the community.

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bundled into the monthly accommodation fees or a two-tiered system can be offered where the “Free” option is adequate for email and browsing the Interweb. Users requiring higher throughput and/or higher download quotas can choose to pay for a Premium service via a range of payment options. The design of a pricing strategy that is appropriate for your target market is important and needs to be a balance of economic and marketing considerations. Having reached a pricing plan, you need the tools to be able to implement and easily tweak these arrangements.

Finally, with increasing competition among ISP’s there is merit in shopping around for the highest speed at the best prices. Consider both the retail arms of the carriers as well as attractive deals available through the same carriers’ wholesale channels. There is plenty of choice including the concept of dual feeds from separate providers to provide more bandwidth and redundancy in the event of link failure.

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ACCUHO FEATURED

Student Village shows how design makes a community The University of Melbourne’s newest Student Village opened its doors to residents in January this year.

Designed and developed by global 44

JUSTINE COOPER | Global Head of Marketing, Campus Living Villages

student accommodation specialists, Campus Living Villages (CLV), ‘Student Village, the University of Melbourne’ (Student Village) is the culmination

of years of expertise building high quality, student-centric communities for institutions worldwide.

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AACUHO FEATURED Residential life Far from just four walls and a bed, the Student Village was designed to maximise academic, social and personal development, with: • A range of contemporary four bedroom, one bedroom and studio apartments, featuring self-contained kitchens, living areas and generous bedrooms; • Academic facilities such as study rooms on each of the 13 floors, a large central study space and wi-fi throughout the Village; • Vibrant social spaces including a “HOME” social space, games room, a reception lounge, landscaped courtyard, BBQs, heated pool and basketball court; and • Personal development areas such as a large communal kitchen, music rooms and a gym.

The Village was designed to complement CLV’s Live, Learn, Grow residential life program, a key element of the sites the business operates.

“Supporting young people in higher education starts with a home environment where they can develop academically, socially and personally,” said Michael.

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n just a short time, the purpose-built complex has already developed a close-knit community of 648 residents from all over the world.

“The Student Village was designed specifically for the University of Melbourne’s urban student market,” said General Manager, Michael Lynch.

“We believe that design shapes the community.

From the layout of each floor to the artworks emblazoned across the walls, each and every design decision was made to create safe, secure and vibrant spaces for residents to live, learn and grow.”

spaces and a movie wall for socialising in the evenings. A flexible layout allows the lounge to turn into an event space to accommodate both large and small groups. Connected to a large outdoor green, HOME has already played host to a range of popular events such as yoga sessions, movie nights, food festivals and talent shows, quickly becoming the heart of the Student Village community.

In addition to kitchen facilities in each apartment, the large communal kitchen also offers a social learning space for shared meals.

Chef-led workshops are a regular part of the event calendar, where a professional chef teaches residents how to cook easy, delicious meals on a student budget.

“The Live, Learn, Grow program offers a range of events to help our residents meet new people, make friends, learn invaluable life skills and perform well academically. The spaces and facilities at the Student Village have been an essential contributor to the success of our events”.

In an Australian first, the Village features a HOME social space, an innovative lounge concept designed to create a “home away from home” for residents. The concept was originally launched at CLV’s Student Village at the University of Canterbury in New Zealand, where it earned a finalist position in the Designers Institute of New Zealand’s Best Awards.

HOME consists of quiet, internet-enabled break out areas for studying during the day, indoor and outdoor communal

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Safety and security Creating safe, secure environments for residents, staff and visitors is a top priority.

Secure key systems to bedrooms and apartments, CCTV cameras throughout the site and roving security patrols at night create a community where residents can feel safe.

Staff are on-site 24/7 to support residents and manage any issues that occur.

A secure pedestrian link between Leicester Street and Bouverie Street allows residents, students and the local community to pass through the Village, activating the site and linking it with the University.

Sustainability Environmental sustainability was a key focus of the development, highlighting the University of Melbourne’s commitment to environmentally sustainable best practice. Features such as passive solar design, shading to windows and high performance insulation and glazing systems mean that the building requires 22 per cent less energy to heat and cool than the minimum standard required by the National

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Construction Code. The building also has a 20,000-litre water harvesting facility which is used to irrigate the gardens and top up the pool, and a thermal chimney that helps to ventilate the building’s corridors.

Vice-Principal of Policy and Projects, Dr Julie Wells, said the project is the latest demonstration of the University’s commitment to increase student accommodation options near its campuses.

Working closely with the design consultants, CLV ensured that the features would provide long-term sustainability benefits without compromising the comfort of residents and the operating efficiency of the building. As a result, the Village was awarded a 5 Green Star Sustainability Design Rating by the Green Building Council of Australia.

“We know that finding affordable, quality accommodation close to campus is a high priority for many of our students, especially for those who are new to Melbourne.”

In its first year, the Student Village achieved 100% occupancy for Semester 1 before the start of the academic year.

The University has praised the site, with Deputy Provost of the University of Melbourne, Professor Sue Elliott saying, “As well as helping to cater for the strong demand for student accommodation at our university, the new facility will benefit students by adding to the amenity, vibrancy and vitality of the southern part of the Melbourne campus.”

“This partnership with CLV is an important contribution to our goal of providing 6,000 quality, affiliated student accommodation places by 2020, and is a good complement to the existing college accommodation available to our students,” she said.

The high quality accommodation and extensive communal areas at the Student Village have provided a market-leading product that has quickly become an integral part of the fabric of Carlton.

For more information visit www.studentvillagemelb.com.au.

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On the road again!!

2017 Pre-Conference Study Tour The pre-conference Study Tour for the 2017 AACUHO Conference ‘hits the road’ from Wednesday 3 May and will tour a number of Melbourne accommodation facilities and local attractions, before a journey across Bass Strait on board the Spirit of Tasmania, arriving in the ‘Apple Isle’ on Saturday 6 May for a two day tour of the island state, before arriving in Hobart for the conference proper.

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he tour will continue in Hobart on Monday 7 May, and incorporate the traditional half day study tour, with visits to student accommodation facilities as well as local tourist attractions.

A fantastic opportunity to meet fellow delegates prior to the conference and get a feel for the residential arena in Australia prior to the conference.

As Deakin has grown so has residences. Deakin in its short life span is now a 5 star university* which is currently ranked in the top 2% of Universities in the world** with over 55,000 students studying from 5 campuses (one being the cloud). With this growth, residences has now followed suit having more than doubled the number of beds available to students between 2011 to February 2017.

We now have accommodation available at each campus of Deakin with numbers of beds being: 347 in Warrnambool, 804 in Geelong Waurn Ponds, 33 in Geelong City Waterfront and 1175 in Melbourne Burwood, with our latest project a new 410 bed development starting in the Geelong Waterfront in 2017.

All students have their own private bedroom but have a choice between studio apartments, shared apartments or larger units with everything included (eg. laundry, wifi, utilities) in the weekly rent charge, excluding food (all accommodation is self-catering).

Monash Residential Services

Some tour highlights Deakin Residential Services, Burwood

Deakin University opened its doors in 1974 from the Geelong Waurn Ponds campus, located at the gateway of the south west coast of Victoria and on-campus accommodation (residences) started with it.

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A vibrant and diverse community is supported by a wide range of accommodation options at Monash Residential Services, be it modern, self-contained single occupancy studio apartments in the Urban Community, single rooms with shared facilities in a more traditional hall of residence in MRS’ Residential Village, or shared apartment style accommodation options for those wanting a little more privacy and independence. With 1,000 new beds opening in January 2016, residents www.adbourne.com

AACUHO FEATURED at MRS’ accommodation now total over 3,000. Resident support, engagement and development programs actively encourage residents to feel at home in a safe and secure community, filled with social and leadership opportunities, and loads of fun.

Spirit of Tasmania Journey across Bass Strait

It’s also Australia’s smallest state and the most geographically diverse with over 40 per cent reserved as national parks and world heritage wilderness.

The iconic red-and-white ships we know today as Spirit of Tasmania I and II were constructed in Finland in 1998 and operated for four years between Greece and Italy. These two monohull vessels replaced the original MV Spirit of Tasmania, making their dual maiden voyages across Bass Strait on 1 September, 2002. In 2015, the vessels underwent a major refurbishment, sporting fresh, modern interiors and stylish new facilities. And while the ships today may look vastly different from those of yesteryear, the brilliant sunsets and stunning vistas of the Strait just cannot be replaced.

With cinemas, bars and restaurants, a tourism hub, gaming lounge and reading room as well as comfortable accommodation which is included in the study tour price, the journey across Bass Strait on board Spirit of Tasmania is sure to be a highlight of the study tour.

Tasmania

Tasmania is a place of wild and beautiful landscapes, friendly people with a relaxed island lifestyle, wonderful food and wine, and a haunting history evoked by world-famous convict ruins.

Image courtesy of Tourism Tasmania and Rob Burnett

The Australasian Student Residences Management Journal

The tour visits Launceston, and second largest city in the state and a vibrant hub for food and wine and culture. There’s also a touch of wilderness with Cataract Gorge just a few minutes walk from the city centre.

The city is located on the banks of the Tamar River and is the gateway to the Tamar Valley, a region where English conservatism sits happily alongside the unconventional and off beat.

The tour will travel on the Midland Highway to Hobart, stopping for lunch at Frogmore Creek vineyard and restaurant, situated on the base of the foothills at the end of the Coal River Valley, overlooking the picturesque Barilla Bay. The menu features a collection of dishes from the land, sea and garden; a tribute to the beautiful produce of Tasmania and the diversity of kitchens around the world. Awarded Restaurant of the year (Regional Australia) in the 2015 /2016 AHA Awards for Excellence and Tasmanian Restaurant of the Year 2015/2016 in the THA Awards for Excellence.

Registration for the Study Tour can be completed with your conference registration. Further details are available on the AACUHO Conference website http://www.aacuho.edu.au/conference/pre-conference-study-tour

Image courtesy of Tourism Tasmania and Stuart Crossett

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What we don’t hear about residential colleges SYLVIE GIGUERE | Immediate Past Executive Member, NAAUC | Alumni, Women’s College, University of Queensland

I am proud to be involved with the residential college industry. It is an industry with a rich history of fostering young leaders and of continuing to provide young people with an opportunity to be involved in their wider university community. But it is not a perfect industry. As a member of Generation Z, I’d like to think that my generation is more tolerant and insightful into our own biases than previous generations have been. But in the realm of sexism, I have yet to be proven correct in this.

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his culture of sexism is not a problem which is unique to residential living. It is found in medical specialities, sporting codes and federal politics. It permeates throughout society regardless of age, intellect or socioeconomic standing. The root of this problem is much deeper than the ‘college culture’. It is not enough to say that these inexcusable events in residences have occurred due to a culture that is created by on-campus living. It is not enough to pretend that on-campus living is the cause of the problem. These acts were carried out by individuals whose attitudes had been shaped by their Australian schools, by their Australian sports teams and by the Australian media. These events are reflective of the fact that Australia still has a problem of entrenched sexism. Isn’t it time that we discuss sexism in Australia at large rather than responding reactively to each awful situation? Clearly everyday sexism in our society is alive and well, so why do we have to wait for an event to occur to start talking?

I am proud to be involved with residential living but I am saddened that negative events still occur. I am saddened that people have had their residential experience marred by sexism, especially since the experience of residential living is so positive for the majority. However, the residential industry is becoming proactive. Prior to these events coming out in the media, changes were already being made. We are aware of our own shortcomings and continually looking for ways to improve our residences. Students and administrations alike are taking the stance that this behaviour is not acceptable. We do not want this to define our communities.

I am involved with an association which engages with residential students directly. Across the country we have seen a trend in the last

The Australasian Student Residences Management Journal

few years of students wanting to tackle negative issues. Residences are becoming more progressive, re-evaluating their traditions and striving to foster communities which are accepting of all people. The recent outrage which people have felt towards discriminatory behaviour is shared by the majority of students in residential living. But we do not want our mistakes to define our culture.

I have met more passionate, driven individuals during my involvement with residential communities than I have in any other facet of my young life. Unfortunately, these aren’t the stories that are told about residential living. We don’t hear about the push for mental health awareness or the increasing interest in LGBTQIA* issues which are currently occurring in our industry. We don’t hear about the changes already being made to combat sexism in our communities. Clearly there is still work to be done, but until there is a push from every corner of Australian society to combat everyday sexism, this issue will not be fixed. Until we realise that sexism isn’t an industry-specific disorder, we are fighting a losing battle.

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ACUHO-I

ACUHO-I Internship Program MELANIE COFFEY | Manager Administration and Business, Campus Life, Federation University Australia ANDREW RENFREE | Manager Residential Communities, Campus Life, Federation University Australia

As cited by ACUHO-I (www.acuho-i.org); “The ACUHO-I internship Program is one of the most prestigious and competitive internship opportunities available in student affairs.The program provides students invaluable realworld work experience that can be applied to their current coursework. At the same time, institutions that host interns benefit from an infusion of new staff, who assist with training, conference management, special projects, programme development and more”.

I

am proud to currently serve on the ACUHO-I Internship Committee as liaison to ACUHO-I’s Global Initiatives Network. A key focus of my role on the Internship Committee is to ensure that the association’s international voices are heard and that the perspectives of campus housing professionals from countries around the world are considered. My own goal is to broaden the reach and impact of the internship program internationally, so as to benefit the students who participate, host institutions and our profession.

Federation University Australia has hosted interns from the USA for the last three years. We have found the experience to be invaluable on so many fronts and the perspectives and international considerations that these emerging leaders can offer us is immeasurable.

Traditionally internships are between 8-12 weeks (mid-May to August) in length and the interns work a full time week. The timing of the Internship program is traditionally aligned with the US summer break and this is where the highest level of demand is, however host institutions are able to offer what best suits them in terms of timing and length of internship. There is a set timeline for the application and interview process, through to offering, and it is mandatory that this is adhered to. To par ticipate in the program, institutions need to be members of ACUHO-I. The 2016-2017 Housing Internship Program opens in October and it is easy to become involved! The first step is for host sites to

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create their positions on the online system. Sites have the ability to determine what they want to offer interns as par t of the program and what they want to get out of it as well. As a minimum host sites are required to provide free room and board. No other compensation is required however host sites are encouraged to make their package as attractive as possible so as to attract the best candidates. It is wor th considering what else you can package in like meal plans, parking, recreation centre access, visits to other

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ACUHO-I

institutions, internet and a possible stipend to assist with travel expenses. When setting up your host profile you can also outline in which areas you are offering the internship. At Federation University we create an open position, as we like to mould our projects and program around the areas of interest and skills that the successful applicant has to offer.

Our interns have worked on a range of projects for us over the last three years, as well as working alongside our staff in our day to day operations. They bring with them an international experience and perspective that can be applied to a range of duties and research projects. Host sites are able to nominate what areas they want the intern to work in when they set up their profile. We have found that the interns are here to work and willingly engage with any tasks and oppor tunities thrown their way. We also try to broaden their experience through assisting to organise visits to other

institutions and other experiences, such as attending AACUHO networking days as an example.

Visiting interns have been active with our student leaders during their time with us and have been a source of knowledge for our Resident Advisors (and vice versa). “Residential Life” projects have included the review RA programs, suppor t and training with collection of feedback from RA’s around their roles and general input. Our visiting colleagues have always been actively engaged with residential suppor t team meetings and programming, while extracurricular content adds a cultural experience shared with local residents as well.

The ACUHO-I internship also afford students and RA’s exposure to the greater world of student suppor t and residential arenas more broadly. A benefit for our student leaders, who don’t often realise the size of our industry beyond their immediate surroundings, is to understand our processes and procedures: training and programs are founded and developed from best practice that is represented around the world. Listening to the interns discuss their home sites and share similar concerns and challenges, allows the RA’s to understand more fully that housing issues are often shared across the sector and the interns provide insights to the RA’s place in the residential arena and how their roles are well represented globally.

In a sector that is typically collegial in nature, sharing information, stories and process is a refreshing way to revisit why and how we do things, and with a new set of eyes each year providing another perspective, allows for fur ther development and advancement.

The internships have provided terrific benefit for both the host site and a rich and varied experience for the intern themselves, while the friendships forged with the RA’s will hopefully be a lasting legacy that will be able to be reciprocated.

Fur ther information about this program and par ticipating in it can be found on the ACUHO-I website.

Melanie and Andrew can be contacted for any assistance with establishing your institutional ACUHO-I Internship program. m.cofffey@federation.edu.au a.renfree@federation.edu.au

The Australasian Student Residences Management Journal

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ACUHO-I

Dorm rooms, living & learning communities, and faculty integration: The very different world of student accommodation in the US of A. VINCENT WILSON | AACUHO President & Chief Executive Officer, Deakin Residential Services

As our current AACUHO President I was fortunate to have the opportunity to attend and represent AACUHO at the ACUHO-I Conference and Study Tour in Seattle,Washington in July 2016. I was joined by a number of fellow Australians and New Zealanders from member institutions, and what transpired was a truly eye opening and insightful experience.

As with all conferences, but especially an international one, I was at once able to gain ideas of where our industry back home can improve, but also to be reassured that our industry here does many things better than most.

B

y the end of the best part of two weeks touring and conferencing, a few key differences became clear between the industry at home, and that in the USA.

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1. The industry there is HUGE with over 2500 Universities operating in the United States compared to just over 40 in Australia and 8 in New Zealand!

2. The US industry is quite standardised, and does not have the same diversity of different styles of operators or accommodation types we have locally.

3. The physical accommodation product offered in North America is often below a standard we would find acceptable locally, however the student experience product is excellent.

4. Teaching and Learning activities are in many cases much more core to the product offering in the US, with Universities appearing more likely to consider student accommodation core business than many local institutions.

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ACUHO-I

Adding to the impression and reality of the sheer scale of the US student accommodation industry is that many universities not only guarantee first year students a place on residence, they make it compulsory! In some cases, this is even extended to two years, or in rare instances such as Harvard the whole four year degree. The study tour group was hosted by the University of Washington (UW) where 9000 students currently live on campus, and construction projects are underway to house 7000 more to meet demand. The numbers are mind boggling. Imagine over 400 staff working in residences, and that’s without counting all the fully paid RA’s and hall directors. On top of this, all these student residents are fed three meals a day. Granted, UW is one of the larger universities in North America, but these numbers are not atypical of major schools.

This enormous scale makes it all the more interesting that the US market does not experience anywhere near the degree of diversity in the industry that we have at home, or in other international destinations such as the UK. Where students in Australia are often spoilt for choice between traditional halls, shared units and apartments, and studio apartments, students in North America are almost entirely housed in twin or triple share dorm rooms. Further, our local industry has a plethora or providers from traditional colleges, to University run, privately owned, and everything in between. By comparison in the US private providers and public/private partnerships are a very new phenomenon, with the vast majority of student residents housed by university owned and managed student accommodation, with the balance largely housed within the Greek system of Sorority and Fraternity houses.

One thing that struck me was the simplicity of the accommodation offering, dorm rooms were almost universally simple rectangular boxes, with or without a bathroom, and furnished sparsely with portable steel framed beds, desks, and wardrobes for between 2 and 4 people to occupy the space. On the face of it, many of us in Australia and New Zealand shudder at the thought of forcing students to share rooms and would certainly want to provide something a little more high end than industrial strength flat pack furniture. Delve a little deeper though, and there are very logical reasons for these differences, with pros and cons evident after gaining an understanding of the driving forces. It was explained to us that having a roommate (or multiple roommates) was a core part of the college experience, and that encouraging roommates to look out for one another was an integral part of efforts to identify and assist with welfare concerns. Keeping costs as low as possible was The Australasian Student Residences Management Journal

definitely a factor in both shared rooms and room design, however a bigger factor behind the room design was to deliberately provide flexible furniture that can be moved around so the occupants can make the space their own. This certainly sits in stark contrast to much of the industry at home, where we take all measures possible to ensure furniture is not moved or added to, for fear of blocking fire egress or causing property damage etc. It seems, for both staff and students, that it all comes down to what you are used to.

Having the entire population of first year students housed on campus most certainly has its challenges, but also creates enormous opportunity to create a truly integrated student experience between residence and university. Many institutions are home to a range of Living and Learning Communities (LLCs), where students studying a particular discipline can opt in to live in a building full of like students for a focussed living and learning environment. We saw one spectacular example at the University of Washington where a LLC for engineering students also had a maker space within the building containing state of the art 3d printers and other technology, and was even staffed by a faculty member on a daily basis. It was not unusual to see full scale lecture theatres built into the bottom of residential buildings, with faculties using the teaching space by day, and residents turning the space into a theatre by night. At Cornish College, a small arts college in downtown Seattle, this theme translated to rehearsal rooms for dance students spread throughout the student housing. Of course, all of this is possible when residences has a captive audience of every first year student, and can demonstrate to faculties the benefit of engaging with an entire year level in their place of residence. Whilst such initiatives may be difficult to fully implement in our local context where we simply do not house anywhere near a majority of students on campus, there remains much we can learn from this aspect of operations in the US. For those interested in learning more, there are some shining examples including UW and NYU which are well worth investigating.

It was fascinating to speak with many colleagues not just from North America, but from the UK, Europe, Mexico, South Africa, and all over the world. There are always as many similarities as differences to be found, and we in Australia and New Zealand have both much to learn from and much to give to our international colleagues.

If you get the chance, I would encourage you to attend a conference internationally, and our friends at ACUHO-I are a great place to start.

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Life on the boil

Given the vital role the kettle will play in student accommodation Weatherdon has introduced the wonderfully compact and delightfully practical Nero Bambino Kettle.

Students focus on time so quick-to-the-boil with enough water for one or two cups is what they are after.

Exclusively designed and manufactured to meet the demands of the student accommodation industry, the stylish and hardworking 0.9l Nero Bambino Kettle is fast, cordless and at only 19 cm high, just right to fit under the sink or bathroom taps, as that’s where most kettles are filled.

The four-cup Bambino saves time, water and power and the clear red light translates to ‘On’ in anyone’s language.

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Hot drinks and the endless cups of coffee have long-been been credited with getting students through their studies. For any student the kettle is often the first thing they will use every morning and the last thing the see at night.

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