APSAA Student Accommodation Journal - September 2024 by apsaa6

STUDENT ACCOMMODATION

BUILDING COMMUNITIES OF BELONGING

Behavioural

First

Working

Property

Systems

Bomb

Responsible

Confine

Mental

Incident

After

Room

Student

Incident

APSAA HOME OFFICE

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E: admin@apsaa.org.au

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DESIGNER

Perry Watson Design

DISCLAIMER

This journal is copyright and all rights are reserved. Apart from any use as permitted under the copyright Act 1968, no part may be reproduced without prior written permission. All reasonable efforts have been made to obtain permission to use copyright material reproduced. Every effort has been made to obtain accurate information for this publication. The views expressed in this journal are those of the authors and do not necessarily reflect those of APSAA.

ACKNOWLEDGEMENT OF COUNTRY

Australia:

APSAA acknowledges Aboriginal and Torres Strait Islander people as the Traditional Owners of Country throughout Australia. We recognise Aboriginal and Torres Strait Islander people’s continuing connection to lands, waters and communities; and we pay our respect to them and their cultures and to Elders past, present and emerging.

Aotearoa | New Zealand:

APSAA honours Te Tiriti o Waitangi | The Treaty of Waitangi as Aotearoa | New Zealand’s founding document and recognises the special place of Māori in Aotearoa as mana whenua.

Top left: University of Otago students gardening. Top right: Lincoln College students at Formal Dinner. Bottom left: Western Sydney University students at their Campbelltown campus. Bottom right: SAAUK Golden Laces round.

Jacob Waitere General Manager

Portfolio – UniLodge, University of Canterbury, APSAA President.

President’s Welcome

Welcome to the September edition of Student Accommodation.

Tēnā koutou katoa | Dear members,

It is with great pleasure I write my first introduction to our Student Accommodation Journal as President. Like many of you my cup is still full from having spent time together at our annual conference in Tāmaki Makaurau | Auckland. It was fantastic to spend a week in community together as colleagues, celebrate success, share ideas and simply have fun together! The theme of the conference was Whiria Te Tangata – Weaving the people together. I feel we achieved that, and I was beyond proud to see students living on campus be proud of their culture and put this on full display for our members.

Speaking of weaving people together, this journal is absolutely packed with articles about how as practioners, of student accommodation we can support our residents in equity, diversity and inclusion. It is a

Simone Gallo National Manager Student Accommodation

Australian Catholic University,

APSAA Vice President & Communications and Engagement Committee Chair

personal belief of mine that Student Accommodation removes barriers for students attaining higher education by providing a home. However, home isn’t just a bed. It is a space to recharge, relax and feel comfortable, and sometimes those barriers are invisble. It is so encouraging seeing initiatives from colleauges across the region about how they are fostering a sense of belonging in our various operations.

APSAA continues to go from strength to strength as an association. As our membership grows so too do the opportunities we have to promote good practice. One of the exciting new initiatives we have for this is the Residential Experience Standard (RES). RES, a groundbreaking new accreditation developed in partnership with Investor in Students (IIS). This innovative initiative is designed to comprehensively understand, measure, and improve the student experience in accommodation.

From the Editor

In this edition of the APSAA Student Accommodation Journal, we delve into the theme of "Building Communities of Belonging." As student accommodation providers, we are uniquely positioned to create environments where students feel not only welcomed but truly valued. The articles featured in this edition explore the many facets of creating inclusive communities that celebrate diversity, equity and inclusion, culminating in a true sense of belonging.

Our contributors share personal stories which emphasise the importance of embracing diverse perspectives, including First Nations

voices. We also address the growing importance of neurodivergent initiatives, challenging traditional perspectives on how to support those living with a disability and encouraging inclusivity for all students.

The edition also showcases the impact of communal experiences, like dining, in strengthening bonds within student communities. Giving back is highlighted through stories of student contributions that extend beyond campus, illustrating the broader impact of community engagement.

Leadership and support for international students are also key

RES provides a 360º assessment of the student experience success, leveraging the expertise of IIS, which currently measures the experiences of over 120,000 students across more than 20 member institutions in the UK and Europe. By implementing RES, APSAA aims to bring the same level of rigorous, evidence-based evaluation to the Asia-Pacific region. Watch this space about how you can get involved with RES in 2025.

I would like to thank our committee volunteers, board directors and all of our members for your contributions to our profession and look forward to seeing more of you at regional events.

Best wishes, Jacob Waitere

themes, with insights on fostering leadership within student communities and addressing the challenges international students face, including in navigating accommodation scams.

Together, these articles underscore the vital role that student accommodation plays in building communities of belonging. Our contributors offer practical insights and inspiring stories to share what levers they pull to create belonging within their communities, offering you a blueprint to use within yours. We hope this edition inspires you to continue striving for inclusivity and connection within your own communities.

APSAA offers the only student accommodation specific training programmes in the region. Based on international best practice these are excellent opportunities to upskill. Register today to secure your spot to upskill and lift your professional journey.

APSAA Student Accommodation Essentials

Curtin University, Perth, Western Australia November 11 – 13, 2024

APSAA Student Accommodation Essentials (SAE) is an excellent opportunity for new professionals in student accommodation to gain a broader understanding of the industry. Facilitated by experienced industry professionals, the curriculum will expose participants to introductory concepts around student experience and wellbeing, facilities and operational management. SAE is ideal for new residential life/customer service professionals, or those middle managers who have moved into the industry and want an introduction to industry specific concepts.

Registration includes three nights’ accommodation at Nesuto Curtin Perth Hotel, a welcome reception, dinner at St Catherine’s College on Tuesday 12th November, plus daily catering.

Global Housing Training Institute 2024

Dunmore Lang College, Sydney, New South Wales December 1 – 5, 2024

The Global Housing Training Institute (GHTI) is returning for 2024 and will be held at Dunmore Lang College, Sydney, NSW. The GHTI provides an exceptional professional development experience for advancing professionals. This institute is designed for those with minimum of 3 years working in student accommodation or individuals currently in a middle management role, aspiring to be in a senior leadership role next. With an international Faculty leading the Institute, the comprehensive curriculum will draw on all aspects of student accommodation operations (residential life, occupancy, facilities, HR, operations, current issues and more) with leadership development embedded throughout the week. Delivered to you in partnership with ACUHO-I, this is a best practice lead learning opportunity.

Registration includes all learning sessions, accommodation and all meals. Accommodation will be in student accommodation.

APSAA Conference 19 – 22 May 2025

Tara Baker

Head of Operations, Campus Life, University of Auckland, APSAA

Aotearoa Advisory Group Chair

Aotearoa update

Feedback on the APSAA 2024 conference and the next 12 months.

Being part of the Aotearoa Advisory Committee over the past two years has been a real privilege. It not only provides our group with the opportunity to connect and collaborate with accommodation professionals across the motu | island to discuss issues in a Kiwi context, and look to provide PD opportunities that would be beneficial for our members, who represent our eight universities and our colleagues at Te Pūkenga (New Zealand Institute of Skills and Technology), but it also meant that our chair, Jacob, was able to easily voluntell our group that we would be the 2024 Conference committee! Albeit a tad daunting of a task, the committee were excited to get to work alongside the APSAA conference team to take our suggestions and ideas and turn them into a reality.

Typically, only a few New Zealand members can attend the conferences held in Australia. Recognising that this was a once-in-a-decade opportunity, we collectively decided to use this year’s conference to highlight the

distinctiveness of New Zealand, Māori, and Pacific cultures, alongside the exceptional member presentations and industry sessions for which APSAA is renowned. It was wonderful to see so many people travel to Aotearoa and for our Kiwi members to gather in Tāmaki Makaurau | Auckland to network and learn from each other at what is truly our flagship event in the APSAA calendar.

It was particularly meaningful for me to showcase our remarkable O’Rorke Hall Moana Pasifika floor and Grafton Hall Tauia Māori Kaupapa from Waipapa Taumata Rau | The University of Auckland. They performed at our Welcome Reception and Gala Dinner, respectively. Additionally, Stacey Morgan presented the Matariki Sensory Experience at the Cordis, offering an alternative cultural session to delegates. These programs within our living communities demonstrate that, with support, students can not only preserve but also enrich and thrive in their culture. A heartfelt

thank you to my team for their behind-the-scenes work over the past few months to make this possible.

Ahead of the conference, I had the pleasure of hosting a multi-day study tour from our capital city, Te Whanganui-a-Tara | Wellington, traveling up te Ika-a-Māui | the North Island. We visited some of our diverse tertiary institutions while enjoying some of Aotearoa’s stunning sights, culminating in a special noho marae experience for the group. Sam Johnstone’s summary of our journey, along with Sara Ware’s visual route and photos, provided great entertainment on the first day of the conference. I still maintain the winery stop WAS both essential and educational. Shout out to my group for their dedication and enthusiasm in learning the waiata | song (Te Aroha) as part of their pōwhiri, and for a fantastic encore at the conference. Remember, what happens on tour, stays on tour. Ngā mihi nui ki a koutou | thank you very much!

Tēnā koutou katoa.

Abigail Frederikse Accomodation & Campus Life Manager, University of Canterbury, APSAA Aotearoa Advisory Group Vice Chair.

Abigail’s conference wrap up

Igrew up in the UK, but I have taken time to try to understand some of the language and Tikanga (customs and protocols) of New Zealand. How brilliant it was to have a whānau (family) kapa haka group Te Mauri (lifeforce/ vital essence) as part of the Pōwhiri (welcome). We feel very happy that all our international colleagues were able to experience this, it really is an honour to be able to share this with you all. We hope you really do feel like kiwis now, that is the purpose of the Pōwhiri.

Reflecting on the conference, here are a few of my take aways!

Dr Michelle Dickinson (Nanogirl labs), not only do I now know that fleas have hairy ears, but she also illustrated that not everyone has the same educational route. The fear of failure is very real to students, but failure does not mean you will never succeed, you may just have to take a different route.

Without Sam Johnson’s links to student halls, he would never have been able to galvanise so many students to create the Student Volunteer Army. The halls are sometimes an untapped community for change use “the skills of the unskilled” and grow movements for change and not egos. Just think what our communities could do, that is an exciting concept. As we were informed “all boats rise on a rising tide”. Lance Burdett, we work in a sometimes very challenging sector, burn out can happen. You cannot fill anyone else’s cup if yours is empty, that might be easier said than done but we need to be kind to ourselves.

Lastly you can all now say “Kia ora” (Rita Ora), “Tēnā koutou” (take a photo) and “Ngā Mihi” (Pinot Gris), thanks to Jacob’s word associations. It was lovely to be able to hear so many of you using these words.

Special shout out to Anirudha Saha your dance moves were both unexpected and a joy to watch!

Going forward for the Aotearoa Advisory Group, Jacob has stood down as Chair to concentrate on Presidential duties. Tara was elected unanimously to take over and I have the pleasure of supporting her as Vice Chair.

With two strong wāhine (women) leading, there are exciting times ahead. We are not sure what the next 12 months will bring but we will be keeping a close eye on what is happening with the accord and code within Australia. We wish you good luck with the implementation. If any of you would like to visit any university in New Zealand please contact us, we would love to host you.

See you next year in Melbourne, looking forward to it.

Gemma Edgar General Manager Student Living, the University of Newcastle, APSAA Board member and Professional Development Committee Chair

Professional Development Committee update

It’s an exciting time to be part of the Professional Development Committee. We are so fortunate to welcome so many new members. We welcome Tamara Agnew as the Vice Chair and our 2024/25 Committee is Wendy Fleming, Abigail Frederiske, Hayden Glass, Belinda Hawley, James Hawley, Jodie Hazell, Shana Kerlander, Jordan Knight, Rachel Overton, Andrea Rohde, Victoria Thornton, Kathy-Mae Tondut.

We also say a huge thank you to those who have served previously. There are so many amazing projects that have already been achieved this year including the wonderful webinars.

Whilst we look to refine and continue this offering, we are also looking into building communities of practice.

Something that always strikes me is the positivity and wonderful relationships that form, from coming together at the annual conference and the interstate networking events. They allow us to connect with likeminded people, who are in similar positions, and talk and learn through one another’s experiences. The PD committee would like to build on that and offer community practice groups that may come together online.

Building communities of practice across our sector would be greatly beneficial and allow for collaboration and relationship building across all of our organisations. Keep an eye out on a stream that may interest you, or you feel you would value add. All knowledge and experience sharing is welcome. The intent behind them is that they have a loose agenda with the purpose of people from a similar discipline or background coming together to learn and be inspired by one another. The aim is to foster new approaches to problems or issues that may be shared across an industry and to learn from one another.

Mark Potgieter General Manager

Portfolio - University of Sydney-UniLodge, APSAA Board member and Research and Knowledge Committee Chair

Research and Knowledge Committee update

Hello from the Research and Knowledge Committee for 2024-25!

I’m sure many of you who attended the APSAA 2024 Conference in Tāmaki Makaurau (Auckland) are now settling back into your daily routines. What an incredible conference it was! The wealth of knowledge and experience shared by our colleagues was truly outstanding. A special welcome to all the new delegates—I hope you forged valuable connections and had an enriching experience. I’m already looking forward to seeing you at the next APSAA Conference in Melbourne in 2025.

First, I am deeply honoured and grateful to have been elected as the Chair of the Research and Knowledge (RAK) Committee for the next 12 months. Thank you to the committee for placing your trust in me, and congratulations to Tamara Agnew on being elected Vice Chair.

The RAK Committee met in August and has grown significantly since its inception in 2023. The collective expertise of our members is vast, and I have no doubt we will continue to deliver valuable research and

Partner with us

insights to our members. I’d like to extend my thanks to those who have committed to another 12 months on the committee and offer a warm welcome to our new members. We at APSAA truly appreciate the time and effort you’re contributing, especially in a world where time feels so limited.

Looking back at last year, the committee successfully produced the APSAA Ethics Statement, which has since been shared with all members. Additionally, we partnered with external research projects, and I’m excited to share more about these initiatives in the coming months.

Looking ahead, the RAK Committee is committed to a comprehensive review of the APSAA Industry Guidelines. These guidelines were crucial prior to and during the pandemic, helping our members navigate an incredibly challenging time. However, it’s now time to update these guidelines to address the current challenges our industry faces. As we work through this review, we’ll be reaching out to our members for input and feedback, ensuring the guidelines we develop are of the highest quality and relevance across our region.

We’re also thoroughly analysing the results from last year’s member survey to identify the top issues affecting our members. Our goal is to translate these findings into actionable outcomes that APSAA can deliver. Mental health and staff burnout have already emerged as key concerns, and the committee is working on providing valuable resources in response, which will be available to all members soon—stay tuned!

Once again, thank you to the committee for your trust, and to all our members—we’re looking forward to the next 12 months.

2024/25 Research and Knowledge Committee members:

• Tamara Agnew (Vice Chair)

• Eshan Sachin Arya

• Becky Earl

• Daniel Elvin

• Stephanie Harris

• James Hawley

• Sonia Mazey

• Montefiore Nathan

• Andrea Rohde

• Greg Scott

• Vinay Vargehse

APSAA industry partners have the opportunity to connect and collaborate with our growing membership across our region and leverage with affiliate associations around the globe.

To meet the needs of both our members and sponsors, APSAA has evolved the way in which we facilitate advertising, communications and engagement activities with the opportunities contained within the current prospectus combining our digital and print channels.

Through advertising in our quarterly industry journal, our monthly newsletter and webinar series, or through our website and social media platforms, advertisers will have the opportunity to engage meaningfully with stakeholders across the sector.

Welcoming in a new Board and executive for APSAA

In May APSAA welcomed a new board of directors and confirmed the elections of President, Vice-President and Chair of Finance, Audit and Risk (FAR) position holders to form the executive. After almost 5 years at the helm of the association, Marion Grey stepped down as President and into the role of Chair of Finance, Audit & Risk Committee. Jacob Waitere and Simone Gallo were elected to the roles of President and VicePresident respectively. This refresh of the executive comes at a time when there are many changes and challenges facing the industry today.

We have caught up with our executive to hear about their thoughts on their new roles, and to hear about where they think our profession is heading.

GEMMA EDGAR University of Newcastle, NSW

CAROLYN MEE Lincoln College, SA

SUE FERGUSSON Scape Australia, Qld

ANDREA ROHDE Flinders University, SA

DANIEL ELVIN University of Tasmania, Tas

MARK POTGIETER UniLodge, University of Sydney, NSW

SONIA MAZEY Arcady Hall, NZ

KATHY-MAE TONDUT Campus Living Villages, WA

APSAA Board Members 2024

What most excites you about taking on the role of President for APSAA?

Firstly, I must acknowledge and thank Marion for her leadership and maintaining the association in such a good position. It genuinely excites me that the membership has placed their faith in my leadership for the association. I am excited to be the first indigenous person and first New Zealander in the role and hope it can be used as a platform for indigenous professionals across the region to be inspired to enter governance.

But what really excites me the most is the growth potential of APSAA. Growth in our offerings, our membership and new auxiliary business opportunities for the association. APSAA is well positioned to be at the cutting edge of the industry and to support members to get there.

Could you tell us a little bit about your student accommodation journey and what you enjoy about working in this industry?

I am one of the few who has probably enjoyed a consistent career in student accommodation. Trained at university in Education and English literature, I was an RA in my student days, before entering my first professional roles in the industry. I did take a small break to work in learning and competence assessment for Engineering NZ, which has been fantastic experience to bring to roles in APSAA as a professional body. I have worked for Victoria House, Campus Living Villages, Victoria University of Wellington, the University of Auckland and now UniLodge at the University of Canterbury. I also was privileged enough to

JACOB WAITERE

PRESIDENT

UniLodge NZ, Canterbury, NZ

be President of the New Zealand Association of Tertiary Education Accommodation Professionals for several years before its merger with APSAA, as well as roles with ACUHO-I. What keeps me coming back to work is the impact we make on the lives of young people. It is such a unique and transitional stage of life, and often it is student accommodation that provides the safety net or the extra umph needed for them to be the best student they can be.

How would you describe your leadership style?

I like to think that I am a pretty upfront leader. I believe in setting a strong example for your team around you and being open and collaborative. I think it is important to seek advice from those around you and give others’ opportunities and responsibilities to achieve. I also like to be on the ground with the team, sharing in their victories and rebuilding together after defeats.

What do you believe are the most pressing challenges student accommodation faces today?

I think the biggest challenge is the constant change in all facets of the industry and life. Tertiary Education is changing at a more rapid pace, with increased Government attention and so is society. This means that the challenges our students are facing are also evolving. When you couple this with business challenges, from new technologies to global health pandemics, cost of living crisis, and fluctuating student expectations, these create challenges for members to meet on a regular basis. How we as professionals can navigate these changes for our businesses, our students and stakeholders is the biggest responsibility we have.

What’s one piece of advice you would give to new members/ professionals joining student accommodation?

Embrace it, the good the bad, and the ugly! This is really a unique profession. Simply enjoy going with the flow. Focus on your solutions more than your problems, and remember we make a difference, and you will go far!

Could you share with us your vision for the future of APSAA?

My ambition is to build on the Association’s history by ensuring it is credible, impactful, and relevant for members and their organisations by delivering on our strategic plan and ensuring we are responsible practitioners for the students’ that call our operations home.

APSAA has a fantastic opportunity to expand its community and its delivery of training and professional development by tapping into the experience of our members, and our connection to government, and international partners.

I believe in setting a strong example for your team around you and being open and collaborative. I think it is important to seek advice from those around you and give others’ opportunities and responsibilities to achieve.

What most excites you about taking on the role of Vice-President for APSAA?

When I joined the Board in 2018, Marion and Jacob were President and VicePresident, and I have felt privileged to watch how they navigated the association through the pandemic, a rental crisis, and increasing legislation impacting our industry. Their leadership has been a constant source of inspiration to me, the Board, and the industry.

I’m thrilled about the opportunity to serve as Vice-President for APSAA because it will allow me to ensure people feel welcome, and support Jacob and the Board to continue to drive the association forward.

I’m eager to collaborate with dedicated professionals to innovate and enhance the experiences of students and staff alike, particularly through state-based summits and other professional development activities led by our association. I have seen firsthand the connections which are made through APSAA events which assist us all the do better work for our students and institutions.

Could you tell us a little bit about your student accommodation journey and what you enjoy about working in this industry?

I come from a hospitality background, having managed cafes, restaurants, and events. At a certain point, I realised I couldn’t continue working in such a manual industry for the rest of my life, so I pursued an MBA in the evenings. During that time, I saw a General

SIMONE GALLO VICE-PRESIDENT

Australian Catholic University, NSW

Manager position advertised for a new PBSA provider, which was looking for people from the hospitality sector to bring a high level of service and amenities to their residents.

After four interviews, including a three-hour, skills-based interview with scenarios and role-playing, I got the job and was immediately hooked. I loved the company, the industry, and the students. I have never looked back.

I have since moved into a national role with the Australian Catholic University, which I am enjoying very much. It’s fascinating to see the similarities and differences between universityowned/operated accommodations, PBSA, and college housing.

Can you describe what it is like working on the board of directors?

Working on the board of directors is both challenging and rewarding. It involves strategic planning, critical decisionmaking, and collaboration with diverse stakeholders. The experience is enriching because it allows me to contribute to the association’s vision and goals, and to ensure we are always moving forward in the best interest of our community. It’s an honour to work alongside such dedicated and talented individuals. I have learned a great deal during my time on the board.

What do you believe are the most pressing challenges student accommodation faces today?

Where to start with this one? We’re in a rental crisis, making accommodation scarce at a time when the cost to build has increased dramatically. Providers need to balance affordability with the cost of amenity and supports. Governments are providing legislation to the higher education

sector which will create frameworks to better support students, keep them safe, and educate them to a high standard, while also tightening funding. This comes at a time when the industry is still in recovery mode after the 3–4-year impact of the reduction of student intake due to the pandemic which has heavily affected some of our institutions.

It’s tough, but we remain dedicated to supporting young people who are unaware of these challenges and are here to enjoy their university experience.

What’s one piece of advice you would give to new members/professionals joining student accommodation?

For new members and professionals joining the student accommodation industry, my advice would be to embrace continuous learning and adaptability. This field is dynamic, and staying informed about emerging trends and best practices is crucial. Building strong relationships with colleagues and students will also go a long way in making your experience rewarding. It is going to sound cliché, but your APSAA membership will be an amazing resource throughout your career but especially when you are starting out.

Can you share with us what you love about APSAA and your favourite activities to participate in?

This is without a doubt any faceto-face events. I absolutely love the annual conference and the state-based networking events we have had over the past three years. Meeting other APSAA members and bringing people together is what I absolutely love about APSAA. The sense of community and shared knowledge you can achieve through APSAA is what makes it so special for me.

What are you most proud of looking back at your time as President?

As we all know a lot has happened in the last five years, so it is tricky to pick just one moment!

When taking on the role of President in September 2019, I had no idea that I would be leading the association through a global pandemic. It became clear very quickly that we needed to ensure our members remained connected, that we provided tools such as the COVID Industry guidelines and that we there was a support system to those professionals that were showing up and supporting our residents every day, to be a small part of providing that alongside managing my own residences was certainly tough but rewarding.

During my time the association enhanced our professional development offering with the Global Housing Training Institute and subsequently Student Accommodation Essentials (formerly bootcamp) becoming the first immersive and specialised student accommodation training in our region.

MARION GREY CHAIR OF FINANCE, AUDIT & RISK COMMITTEE

Deakin Residential Services, VIC

Our partnerships globally have gone from strength to strength, providing insights and reflections that have enabled us to learn and advocate on the future of our profession, working with governments both in Australia and New Zealand on national codes and standards.

I felt honoured and privileged to be asked to be part of the Expert Reference Group for the National Code Against Gender Based Violence, it is something that is very important to me personally and to be able to contribute to building safe and inclusive communities has been a passion of mine for many years. Whilst there is much work to be done, to be at the table with so many strong, intelligent, inspiring and thoughtprovoking individuals, I know that progress will be made for generations to come, which fills me with pride.

What advice do you have for professionals working in student accommodation?

Take every opportunity and remember your why! There are some really tough days in student accommodation as people are complex, but the impact and importance of providing someone with a safe and inclusive space to call home is remarkable.

What are your favourite APSAA activities?

Outside of the annual conference (as I absolutely love seeing everyone at conference!) it would be our Global Housing Training Institutes. I have been fortunate enough to have been faculty both here and, in the UK, and the bonds you form both with international faculty and the participants is wonderful. It has provided ongoing mentoring opportunities and I love the opportunity to have a positive impact on professionals in our industry.

Is there anything else you would like to share with members about your time as president?

I would like to say a huge thank you to the Board of Directors that have supported me over the past five years, their dedication and volunteerism is outstanding and makes APSAA the special community that it is. I especially want to thank Jacob Waitere for sticking with me as Vice President throughout the journey, he challenges me to be the best version I can be, pushes for the betterment of our industry and is a wonderful colleague and friend.

I’m delighted that now the association will be led by Jacob and Simone through the next chapter of successes for our industry.

Student Diversity, Equity and Inclusion Q+A

Tell us about yourself, what you’re studying, where you live and what’s your favourite thing to do on residence?

I’m Minseo Ha from South Korea, and I’m currently studying towards a Bachelor of Early Childhood and Primary Education. I live in a newly built accommodation located on-campus at the Australian Catholic University in Canberra.

During my time in residence, I enjoy playing games in the common game room area and having dinner with fellow residents. These activities not only provide a fun break from studies but also offer great opportunities to connect and build friendships with others in the community

Taking intersectionality and diversity into account, please tell us a little about your background and identity – how has this impacted or enhanced your experience on residences?

My background and identity as a South Korean with considerable international exposure has deeply shaped and enhanced my residency experiences. My attending an international school through the years of high school exposed me to vast cultures, languages, and perspectives at quite an early age. This multicultural environment really helped me embrace and value diversity, and I am able to move and fit into various cultural contexts with much ease.

MINSEO HA

PLACE OF STUDY: Australian Catholic University, Canberra, ACT RESIDENCE: Blackfriars Residence, Canberra, ACT

Having grown up in South Korea, I was raised in the midst of a hard-work, respect and community-focused culture. Such values never seemed to leave me and were further enhanced through international education, which added collaboration and open-mindedness to the mix. Their interaction equipped me with the capacity to approach residency differently, bridging the East-West ways of thinking and learning.

My diverse background helped me make many connections with different cultural and professional backgrounds during my residencies. It surely increased the ability to understand and appreciate different perspectives, creating a more inclusive and compassionate atmosphere in residents. Further, this abroad experience has equipped me with strong communication, the ability to work effectively in a multicultural team, which is one of the important qualities to be used in a residency.

How has your residential accommodation supported you and other diverse residents and what kind of adjustments have they made to ensure cultural safety, inclusion etc?

Living in the new accommodation on the Canberra campus of Australian Catholic University has gone a long way in supporting me and other residents from diverse backgrounds. In an effort to create a culturally safe and inclusive environment, there are a good number of adjustments that the university has made to make everyone feel at home.

The residence offers a number of programs and activities on cultural awareness where all cultures are celebrated, including South Korean traditions, which has been good for feeling at home while continuing to learn more about other

cultures. These events give one the feeling of belonging and community among all residents.

Accommodation staff are also sensitive to culture and always at hand to assist residents with all their cultural and personal needs. This training makes them understand and respect the diverse backgrounds of all residents, enabling everyone to feel safe and included.

It has common areas, such as a game room and dining spaces, that offer a good opportunity to meet people from all walks of life. Shared meals and social activities enabled me to build good relations with many people, and there has been a very strong community feeling.

What are some of the best ways that residences can promote diversity and inclusion – any best practice you’d like to share?

Residences can foster diversity and inclusion with events like the one I created — Korea Fest: a cultural event showcasing South Korean traditions through performances, food, and workshops. We also want to add some traditional elements representing other countries to represent our diverse community. Common areas that are inclusive are those that encourage residents of different backgrounds to engage in activities with one another. Cultural awareness programs and staff and resident training promote understanding, while diverse resident councils provide input into planning activities that are inclusive of all. Language support services and feedback mechanisms meet the needs of all residents, and representation in leadership addresses unique cultural needs. Finally, culturally relevant resources and spaces help to foster respect and inclusiveness in community life.

Do you have anything else you’d like to share to help our members promote diversity, equity, inclusion and belonging?

First, mentorship programs for new residents—especially from diverse or underrepresented backgrounds—with more experienced residents or staff greatly improve integration and support, making one feel much more welcome and supported in the new environment.

Also very important is the regular review of residence policies to ensure their inclusiveness and equitability. These would pertain to policies related to room assignments, conflict resolution, and community standards in the event that fair treatment for all residents needs to be maintained.

On the other hand, it would be accessibility. All factors that ensure access to the facilities and activities by the residents with disabilities include physical accessibility, accommodations for people with sensory, cognitive, and learning disabilities, thereby promoting an atmosphere of inclusiveness.

Tell us about yourself, what you’re studying, where you live and what’s your favourite thing to do on residence?

My Name is Ahmed and I currently work as a Residential Advisor at RMIT UniLodge-Walert House. I study Mechanical Engineering at RMIT and I am currently on my senior year. Living in student accommodation allows me to socialise and interact with students from different backgrounds, which is my sole purpose of living here and I quite enjoy it.

Taking intersectionality and diversity into account, tell us a little about your background and identity – how has this impacted or enhanced your experience on residences?

Ideally there has to be a diverse range of programs and activities in terms of interests, cultural backgrounds, and identities to ensure that everybody has something meaningful and of interest; from the case of academic support groups, hobby clubs, cultural nights, and social justice workshops. Creating safe spaces specifically for the residents to discuss any diversity, equity, and inclusionrelated issues provides an appropriate and understanding environment where the marginalized can share their experiences and get help. Cultural organizations on and off campus can bring in unique perspectives and resources to the residence in enhancing its cultural competency.

AHMED AL BALUSHI

Training on implicit bias, anti-racism, allyship, etc. to keep the community up-to-date and invested in inclusion. The ongoing sessions for residents and staff create a culture where everyone can grow.

Finally, some of the more visible symbols of diversity and inclusion, such as flags and posters, artwork, and so forth, make for an inclusive atmosphere throughout the residence and signal, by being there, a value in that commitment.

It is within these homes that strategies can be implemented to create an environment that is inclusive, fair, and supportive, wherein all residents belong.

PLACE OF STUDY: RMIT University RESIDENCE: UniLodge @ RMIT Bundoora – Walert House

I am an international student coming from Sultanate of Oman as I was given the opportunity to do my Bachelor of Mechanical Engineering in RMIT University. I come from a Muslim background, and moving to Australia has broadened my views on life as I got the chance to interact with people from different backgrounds. Fortunately, the student accommodation is very welcoming and filled with lovely people that made me feel like I’m home.

How has your residential accommodation supported you and other diverse residents and what kind of adjustments have they made to ensure cultural safety, inclusion etc?

There have been different activities hosted in the building to celebrate special Muslim occasions, as well as providing the specific food that is usually eaten within the occasions. Moreover, the staff consider the differences

that stem from religion such as providing Halal food for those that are Muslims in all the activities that are hosted within the building.

What are some of the best ways that residences can promote diversity and inclusion – any best practice you’d like to share?

The best way of promoting diversity and inclusion is basically by hosting activities that allow the residenents to socialize and communicate among each other, this way everyone gets to talk about their background. Do you have anything else you’d like to share to help our members promote diversity, equity, inclusion and belonging?

No, the staff do an amazing job providing the opportunities for the residents to feel comfortable, but it is ultimately up to them to use the chances and make it feel like their home.

Images from the ANU Korean night

Tell us about yourself, what you’re studying, where you live and what’s your favourite thing to do on residence?

Hi, I’m Harry and I’m currently undertaking a Bachelor of Applied Science/Health science (Chiropractic). I’m 19 from Swan Hill, but currently am living at Unilodge RMIT. My favourite thing to do is attend and run many of the events put on from week to week. This gives me a huge opportunity to meet many of the residents throughout the building forming new bonds with them, as well as trying out new activities that I would not normally participate in.

Taking intersectionality and diversity into account, tell us a little about your background

My name is Wren Lamplugh; I am a Film, Television, and Animation student, and since February 2021, I have been living at the Deakin Burwood Residences. After my first year living at Res, I joined the thensmall Residential Leader team, which grew and flourished in the subsequent years I was a part of it. This opportunity to engage with and uphold the residential community has been my favourite part of my experience living on campus, and I would not have made the same connections or friends I have now without it.

As a queer man from an international background, I had high hopes in terms of community and inclusion when I moved to

HARRY STANYER

PLACE OF STUDY: RMIT University

RESIDENCE: UniLodge @ RMIT Bundoora – Walert House

and identity – how has this impacted or enhanced your experience on residences?

While I personally identify as a cis male, with Australian ethnicity, I as a student leader have found many opportunities to broaden my understanding of the different, cultures and backgrounds throughout the building. These experiences include indigenous smoking ceremonies, NAIDOC week movies, IDAHOBIT week afternoon teas, and reconciliation week events.

How has your residential accommodation supported you and other diverse residents and what kind of adjustments have they made to ensure cultural safety, inclusion etc?

We have a diverse range of events that promote inclusion and diversity, online induction modules covering these topics which must be completed before arrival, flatmate meetings that

include all residents in an apartment to discuss anything among the room where everyone gets a voice among the apartment in front of a residential leader and a friendly team that are always willing to discuss anything of the sort.

What are some of the best ways that residences can promote diversity and inclusion – any best practice you’d like to share?

I have found in my time here at UniLodge that the best way to promote inclusivity is to attend as many events as possible. This provides you with a way of extending out the Walert House community with your backgrounds.

Do you have anything else you’d like to share to help our members promote diversity, equity, inclusion and belonging?

I’m really happy in my position at Walert House and the accommodation that I’m living in.

WREN JULES LAMPLUGH

PLACE OF STUDY: Deakin University

RESIDENCE: Deakin Residential Services Burwood

Melbourne to study, having not grown up in countries where diversity is as celebrated. In my first trimester, I—infamously, as my friends would say — was blessed with a roommate who, among other uniquities, viewed my identity as a point of contention.

At the time, not only did I underestimate the dedication of the DRS team to upholding their RESPECT values and the well-being of residents like me, but ongoing lockdowns due to COVID-19 were also an obstacle. Both prevented me from reaching out and potentially bettering my situation. I took this experience with me when I became an RL, not as a negative, but as a testament to why I not only wanted to be an active and broad-reaching member of the team but also a vocally queer person who as many people as possible could see as a point of contact when needed.

Events are a key element of residential life for both ressies and RLs and are an opportunity to share in each other’s experiences and culture that became a casualty of the pandemic in 2021. From 2022, I was so grateful to be a part of sharing celebrations that are important to me, such as Pride, IDAHOBIT, and Wear it Purple Day. Throughout this time, especially going into 2024 with the inclusion of queer housing available as a preference, I have seen a definite shift in culture towards inclusion and respect.

Though I have since retired from being an RL, and will soon be leaving Res, I am happy to see how much the team has grown since the first year I joined. There is always somebody around, whether it be in person or in the active online communities, and I feel that residents have an easier time finding support for their troubles, now more than ever.

Tell us about yourself, what you’re studying, where you live and what’s your favourite thing to do on residence?

Hello, Kia-ora, Sawasdee Krub. My name is Augrid Thongtamachat, but I like to be called Frame. I have lived on campus at Lincoln University accommodation for the last three years. I originate from Bangkok, Thailand, and studied Political Science in International Affairs for my undergraduate degree. Currently, I am a master’s student in international business management and marketing. As a resident of Lincoln University Accommodation, I enjoy participating in social events with both local and international students. Additionally, I have a hobby in strength training for powerlifting competitions, which I hope to compete in soon.

Taking intersectionality and diversity into account, tell us a little about your background and identity – how has this impacted or enhanced your experience on residences?

As a Thai Individual, I come from a culture renowned for its hospitality and kindness, values deeply ingrained in me from a young age. Growing up with supportive parents who emphasised the importance of understanding and embracing diversity has significantly shaped my perspective. I have found the accommodation team to be empathic and supportive, especially towards younger individuals or those new to different environments. My cultural heritage has enriched my residence experience, allowing me to foster an inclusive and welcoming atmosphere for all that I live with.

How has your residential accommodation supported you and other diverse residents and what kind of adjustments have they made to ensure cultural safety, inclusion etc?

The Lincoln University Accommodation Service team has played a significant role

AUGRID THONGTAMACHAT

PLACE OF STUDY: Lincoln University

RESIDENCE: Lincoln University Accommodation

in supporting diversity and promoting the well-being of international students, myself included. They have a dedicated support system, including Residential Assistants (RAs), who receive extensive training to ensure they are well-prepared to handle any situation and maintain a positive environment. This training helps them address the diverse needs of students and create a culturally safe and inclusive atmosphere. The commitment of the LU Accommodation Service team to fostering a supportive community has greatly contributed to the overall well-being and satisfaction of students throughout their stay.

What are some of the best ways that residences can promote diversity and inclusion – any best practice you’d like to share?

Creating an inclusive and supportive environment in residential settings is crucial for a positive college experience. This involves establishing safe spaces and support systems such as peer mentoring programs and counselling services. Regular cultural competency training for staff, diverse representation of in-residence staff and leadership, and enforcing policies that promote inclusivity are essential for creating a positive residential community.

Do you have anything else you’d like to share to help our members promote diversity, equity, inclusion and belonging?

RAs from different cultures bring a unique perspective. They bring a supportive mindset, crucial for promoting diversity, equity, inclusion, and belonging in residential settings. Growing up in this culture we can learn to value cultural traditions and customs, and endeavour to create an environment where all students feel respected and valued.

Proactively reaching out to students, particularly newcomers or those encountering difficulties, fosters trust and ensures they feel supported, aiding their adjustment and overall well-being. By providing mentorship, guidance, and sharing resources such as counselling services, academic support, and cultural organisations, we can all aim to empower students to seek help and navigate the challenges of residential life. By embodying the values of kindness, empathy, and cultural sensitivity, RAs can significantly contribute to fostering a welcoming and supportive atmosphere that promotes diversity, equity, inclusion, and belonging within residential communities.

At Lincoln University, the positive impact of intensive training for Residential Assistants (RAs) on diversity and inclusion has been evident. These RAs are well-equipped to handle various situations and support the well-being of all students. To actively foster mutual understanding and respect among residents, they have organised intercultural dialogue sessions where students can share their cultural backgrounds and experiences. This active step has significantly contributed to their efforts. Additionally, providing resources and support for international students, such as orientation programs, language assistance, and social integration activities, has contributed to helping them feel more at home and connected.

Laura Burge Senior Manager, Gender Equity, Respect and Inclusion, Deakin University

Fostering Inclusive Campus Communities: Collaborative Opportunities for DEI and Student Accommodation Teams

Higher education institutions, and student accommodation providers alongside, have a critical role – and increasing obligation – to cultivate living and learning environments where students (and staff) feel safe, welcomed, valued and supported.

In Australia, and globally, organisations must already navigate various legislative, compliance, and reporting requirements relevant to diversity, equity and inclusion (DEI). However, research underscores that prioritizing DEI not only fulfills regulatory obligations, but enhances business performance, increasing staff engagement, retention and wellbeing. A focus on DEI also yields numerous benefits for students including improved academic outcomes, a stronger sense of belonging, reduced isolation and exclusion, higher retention rates, improved cultural competence, and enhanced future job prospects.

Devoting time, energy, and effort to three key areas of student accommodation – policies, practice, and professional development – in partnership with your institution’s DEI team is a strategic way to ensure diversity, equity and inclusion remain at the forefront of the residential student experience.

Policies and Procedures

DIVERSITY refers to the variety of differences that exist among people, including race, ethnicity, gender, sexual orientation, religion, socio-economic status, age, ability, and more.

EQUITY is about ensuring that everyone has access to the same opportunities and resources, regardless of their background or circumstances. It is about creating a level playing field where everyone has a fair chance to succeed.

INCLUSION is about creating a welcoming and supportive environment where everyone feels valued and respected, and where their differences are celebrated.

A collaborative approach between student accommodation services and DEI is pivotal to developing and implementing policies and procedures that cater to diverse resident needs. Leveraging expertise and perspectives from both groups ensures that accommodation practices are fair and inclusive. This encompasses policies on accommodation allocations, accessibility standards, gender-inclusive housing options, religious observances, and cultural sensitivity. Ongoing support for students with disabilities or unique circumstances is also essential. Integrating DEI principles into accommodation policies further aligns them with broader institutional commitments to equity and fairness.

Beyond policies and procedures, accommodation providers can explore options to embed DEI in public-facing and internal strategic plans, mission, vision, and value statements. This includes adopting inclusive recruitment practices and holding leadership accountable for achieving DEI targets and goals. Investing in these actions can drive and result in meaningful progress and impact, supporting the institution’s broader goals of fostering a diverse and inclusive campus community.

Providers also have an opportunity to explore engagement in university-wide strategies, ensuring residential students’ circumstances, contributions, and needs are considered as part of broader plans that impact student accommodation (for example, infrastructure, sexual harm prevention, student load, disability inclusion and access, etc.)

CASE STUDY: RESPECT VALUES

Deakin Residential Services’ RESPECT values https://shorturl.at/37Hnw guide community expectations and standards amongst the on-campus residential student cohort. First introduced in 2016, these values provide the opportunity to measure community sentiment and extend beyond rules and regulations to outline core ideals embraced by the 2,700 students across multiple campuses who call Deakin home. By integrating these community values into all aspects of campus life, including resident induction, rules and regulations, disciplinary processes, student leadership, and event management they have become part of the fabric of the residential community. A RESPECT values index, calculated using aggregated data from targeted questions in an annual survey, provides a quantitative benchmark, the ability to examine the effectiveness of each value, and an opportunity to celebrate examples of positive culture.

Practice

Whilst reviewing, amending and implementing policies and procedures are a fantastic starting point, a commitment to diversity, equity, and inclusion must extend to practice. This can include community engagement and programming, student wellbeing, and success, behavioural management, living and learning space design, data collection, and evaluation.

Student accommodation and DEI teams, in partnership and via co-design with residents, can jointly facilitate educational programs, workshops, and events that promote diversity awareness, cultural exchange, and community building among residents. This may include cultural celebrations (days of significance), dialogue sessions (human libraries, ‘you can ask that’ programs), mentorship programs, and peer support networks.

Student accommodation teams further have an opportunity (and obligation) to work in partnership with DEI (and conduct) teams to appropriately and effectively manage issues related to sexual harm, bias, and discrimination on campus. Close collaboration which includes agreed levels of service and shared expectations allows for swift responses to such incidents within residential settings, ensuring that all students feel safe and respected. DEI teams often have insights into the specific needs and challenges faced by diverse student populations, including first-in-family, equity, international and LGBTQI+ students, and those who identify with a disability.

Functional, flexible, and inclusive shared spaces also have a key role to play in community building. DEI specialists may support by providing advice and guidance regarding furniture design, acoustics, natural light, comfort, accessibility, connectivity, privacy and safety. Providing a variety of spaces for different cohorts to interact with

peers, engage in conversation, and work on group projects can be critical in catering to resident needs, particularly noting that the strategic design of academic and social spaces within student residences has been shown to increase engagement, improve learning, and above all, have a positive impact on student satisfaction with their university experience.

Finally, connection and collaboration between DEI and accommodation services allows for data collection and analysis related to intersectional student demographics, service provision, experience, and satisfaction levels. This may include ensuring internal residential surveys use appropriate language and terms or could extend to working in partnership to obtain comparative residential metrics from university-wide surveys. This data-driven approach can help to inform decisionmaking, promotion of the advantages of the residential student experience, and identify areas for improvement in promoting inclusivity within accommodation services.

CASE STUDY: RESIDENT SURVEY DATA

Deakin University conducts a university-wide Respect and Wellbeing Survey biennially, collecting data on student experiences of inclusion and wellbeing. Results are used to inform work being undertaken across the university and to guide future strategic and action planning. Comparative residential data, which usually shows residents experience greater respect, inclusion and belonging indicators in comparison to their non-residential counterparts, is shared with Deakin Residential Services who use the results as part of planning and promotion.

Collaborative Opportunities for DEI and Student Accommodation Teams

Continued from previous page

Professional and Personal Development

Opportunities abound for collaboration between DEI and student accommodation teams to enhance staff and student professional and personal development. DEI teams can play a crucial role in providing comprehensive (and generally free!) training and capacity-building programs for student accommodation staff, student leaders, and residents alike. These initiatives can encompass a spectrum of essential topics, from cultural competency to unconscious bias awareness. By equipping staff with tools to understand and respect diverse cultural backgrounds, these programs foster an environment where every student feels valued, included, and has a sense of belonging.

Training and specialist advice on a case-bycase basis can also help accommodation staff navigate the complexities of student experiences, ensuring services are not only accessible but also responsive to the varied needs of the student body. Inclusive language guidance further supports this goal, promoting respectful communication that enhances inclusivity in everyday interactions. Beyond awareness, training can empower staff to effectively respond to student disclosures and equip staff and student leaders with the skills to step in and uphold expected behavioural standards when needed.

Finally, DEI folk (in my experience!) are always happy to answer any questions or queries related to these important topics, providing support and help wherever possible.

Working in partnership

Fostering inclusive campus communities requires collective effort and commitment. Review and consideration of policies and procedures, practice and professional development are three tangible and strategic ways student accommodation services can ensure diversity, equity and inclusion remains a priority. Close collaboration and ongoing partnerships can contribute to a more inclusive, supportive, and enriching experience within residential communities and higher education institutions more broadly.

DEI and Student Accommodation Checklist

Policies & Procedures

1. Have accommodation allocation policies been reviewed to ensure they are fair and inclusive for diverse student needs? Are there specific policies in place regarding accessibility standards, gender-inclusive housing options, religious observances, and cultural sensitivity?

2. How does the accommodation office collaborate with the institution’s DEI team to develop and implement policies?

3. Do policies and procedures consider DEI throughout the resident experience (for example, promotion, application, induction, residential experience and support, departure)?

4. Are DEI principles integrated into strategic plans, mission statements, and value statements of the accommodation services? Is there accountability for achieving DEI targets among leadership?

5. How are institutional commitments to DEI embedded and integrated as part of student accommodation strategies, policies, mission, vision and value statements? How is the commitment to DEI communicated to the residential population?

6. How have services been tailored to support students’ diverse needs and interests?

7. Are there mechanisms for ongoing dialogue and collaboration between accommodation services and DEI teams?

Practice

1. What educational programs, workshops, or events are organized to promote diversity awareness and cultural exchange among residents?

2. Are there specific initiatives for celebrating cultural diversity or supporting underrepresented student groups (e.g., LGBTQI+ students, international students)?

3. How are community-building activities designed to ensure inclusivity and participation from all residents?

4. How are shared spaces within student residences designed to promote inclusivity (e.g., furniture design, acoustics, natural light, accessibility)? Are there different types of spaces available to cater to diverse needs and preferences of resident groups?

5. How does the accommodation office collaborate with DEI teams to manage issues related to sexual harm, bias, and discrimination within residential settings?

6. Are there clear protocols and support systems in place (between accommodation and the institution) to ensure swift and respectful responses to incidents?

7. How are DEI metrics, where relevant and appropriate, been collected? Are there opportunities for collaboration between DEI and accommodation services for survey review and data collection, analysis and sharing?

8. How does the accommodation office collect and analyze data related to resident demographics, service provision, and satisfaction levels?

9. Are there mechanisms in place to use data to inform decisionmaking and improve the inclusivity of accommodation services?

Professional Development

1. What training programs are available for accommodation staff on topics such as cultural competency, unconscious bias awareness, and inclusive language?

2. How does the accommodation office ensure that staff are equipped to support diverse student needs effectively?

3. Has training been designed and developed in partnership to ensure relevancy and application to the residential context?

4. Are there training opportunities for student leaders within residences to enhance their understanding of DEI issues and promote inclusive practices?

5. How are student leaders supported in fostering an inclusive community within their residential areas?

6. Are there regular meetings or forums for sharing insights and coordinating efforts between accommodation services and DEI teams?

7. How does the accommodation office ensure ongoing partnership and collaboration with DEI teams to advance DEI goals within residential communities?

References

Bourke J and Dillon B (2018) The diversity and inclusion revolution: eight powerful truths, Deloitte Review, Issue 22, January 2018, https://www2.deloitte.com/content/ dam/insights/us/articles/4209_Diversity-and-inclusion-revolution/DI_Diversityand-inclusion-revolution.pdf

Brown M B and Lippincott J K (2003) Learning Spaces: More than Meets the Eye, Educause Quarterly, 1, https://www.educause.edu/ir/library/pdf/eqm0312.pdf

Deloitte (2011) Only skin deep? Re-examining the business case for diversity? Human Capital Australia, September 2011, https://www.ced.org/pdf/Deloitte_-_Only_Skin_ Deep.pdf

Denson, N., & Chang, M. J. (2009). Racial diversity matters: The impact of diversity-related student engagement and institutional context. American Educational Research Journal, 46(2), 322-353.

Dixon-Fyle S, Dolan K, Hunt, DV, Prince S (2020) Diversity wins, how inclusion matters, McKinsey and Company, https://www.mckinsey.com/~/media/mckinsey/ featured%20insights/diversity%20and%20inclusion/diversity%20wins%20 how%20inclusion%20matters/diversity-wins-how-inclusion-matters-vf.pdf

Diversity Council Australia, Inclusion at Work Index, https://www.dca.org.au/resources/ di-planning/business-case-for-di (note, DCA member access restricted).

Eswaran VJ (2019) The business case for diversity in the workplace is now overwhelming, World Economic Forum, https://www.weforum.org/agenda/2019/04/businesscase-for-diversity-in-the-workplace/

Flores, L. Y. (2017). The effects of diversity in the classroom on student outcomes: A metaanalysis. Journal of Educational Research and Practice, 7(2), 117-140.

Houtenville, A. J., Conway, K. S., & Mullin, C. M. (2019). The impact of diversity on student outcomes in STEM disciplines: A meta-analysis. Journal of Diversity in Higher Education, 12(3), 245-262.

Katz J (2024) Diversity in leadership increases changes of success by 39%, Forbes, https://www.forbes.com/sites/juliekratz/2024/01/21/diversity-in-leadershipincreases-chances-of-success-by-39/?sh=2157679c4ca0

Katz J (2024) Why are we still talking about the business case for diversity, Forbes, https://www.forbes.com/sites/juliekratz/2024/06/26/why-are-we-still-talkingabout-the-business-case-for-diversity/

Kuh G (1993) In Their Own Words: What Students Learn Outside the Classroom, American Education Research Journal, Vol 30: 2, pp. 277 – 304, http://www.jstor.org/ stable/1163236

McKinsey & Company (2022) What is diversity, equity and inclusion? https://www. mckinsey.com/featured-insights/mckinsey-explainers/what-is-diversity-equityand-inclusion#/

Reynolds G L (2007) The Impact of Facilities on Recruitment and Retention of Students, New Directions for Institutional Research, pp 63–80, doi:10.1002/ir.223

Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447-1451.

Andrea Rohde Deputy Principal, Flinders Living, APSAA Board member

Disability, Accessibility and Inclusivity: Lessons from Emily

Imagine you’re a first-year resident in student accommodation –excited, anxious, navigating a new environment, friendships and study in a different city and state. Now imagine that you’re blind. You can’t see your room, who the people are you’re talking to, where the bathrooms are, where to find your RA or even the path to walk to classes.

In 2020, Emily Hopkins had just that experience. She moved to Adelaide from Alice Springs to study psychology. Emily had gone blind at the age of twelve and can only see some variations in light and dark. She can see silhouettes but no details. Flinders Living has both catered (University Hall) and noncatered (Deirdre Jordan Village) accommodation options and Emily spent the first 3 years in the Hall, followed by a year in the Village.

Emily and I have had lots of conversations over the years, and at times I’m sure they’ve sounded a bit like an episode of “You Can’t Ask That!” on the ABC. Questions like “Portaloos at music festivals can be disgusting – how do you know if they’re clean?”, “How do you do your makeup?”, “How did you choose a ball dress that looked so good?”, “Why did you get a tattoo when you can’t see it?” are just a few of them. Emily has taught me more than I have space to write about here, but these are some of the lessons:

LESSON 1: Start with Accessibility

In hindsight, Emily said coming a day earlier would have been helpful to learn to find her way. The Hall is a big square building around a courtyard that was built in the sixties. It is brick and uniform, and the corridors all look the same, so the RAs decorate their areas with a theme to help residents know where they are. Emily learnt to look for the big cartoon cutout blob that was next to her room.

The RAs design name tags for each room, but these are printed on paper and laminated. Designing them with strong contrast is better as Emily can photograph them and then zoom in to read it. Low contrast does not allow this. Room numbers that are raised so she can trace them, or metal cut outs (like the ones at The Switch in Adelaide) look great but are also practical.

Much of our O’Week program information was printed on paper and therefore not accessible. O’Week was stressful – Emily said she went to the courtyard but couldn’t see where to meet her O’Group. We keep residents busy so they make friends and don’t get too homesick, but it can also be sensory overload and tiring.

There were many safety concerns for Emily, and we had to get added hazard tiles for places. Stairs need contrast for her to see them, and so we put nosing on some and painted others with a bright yellow strip. Handrails were also needed for a few staircases that did not have them.

Area decorations

Flinders hall door & Switch door sign

LESSON 2: Engaging RAs and staff

By good luck rather than design, Emily’s RA was an optometry student. I’m not sure if he knew more because of that or he had just had prior experience, but Emily said he knew how to lead her by his elbow from the start (it’s much safer leading this way than taking someone’s hand and coincidentally a useful skill for helping intoxicated people).

On the first night we have a licensed event, and the residents are taught the “fresher dance” that they perform at the first inter-

collegial event with other Adelaide residential colleges. Emily couldn’t see what was happening, started to feel out of place and was about to head to her room, but two RAs saw her and started talking to her. This made the difference between staying and making more connections or leaving and feeling isolated.

The dining room can be intimidating for anyone, and Emily didn’t want to rely on other residents to get her food. Our catering staff would serve her and lead her to a spare seat at a table. Sometimes she would find out there were food options that she had not been told about which could be annoying, especially if they were potatoes and she then questioned if her carb intake was being monitored. Emily chooses to be vegetarian, so she doesn’t have to contend with bones. Our breakfast plates are small and so using a larger plate was helpful, so food didn’t fall from the sides.

Lesson 3: The Importance of Being Brave

I’m not always the most extroverted of people, but Emily had to be. She had to constantly sit in the dining room and say to people “Hi, I’m Emily. I don’t know if I’ve already met you. I’m blind”. She said she can’t tell the number of conversations she’s interrupted thinking people were talking to her. It’s helpful when people introduce themselves each time, even just walking past (“Hi Emily, it’s …”) so she knows who it is, until she recognises their voice.

The bathrooms in the Hall have a little red or green tag to show if they are occupied so Emily had to get good at knocking and checking each time.

Emily approached me about running training for our student leadership team. She is now a fixture in our annual program, facilitating a session that explores the power of language, jokes, being a good ally, running inclusive events and how to guide a person with a vision impairment. The feedback has been phenomenal –

• “The sight guiding exercise was great – it was a ‘clicking’ moment”

• “I’ve learnt how to verbalise and talk through disability more comfortably”

• “This has helped break the stigma about helping those with needs, and that it’s okay to ask what people do need”

• “I feel more confident in being an ally and standing up when someone says something inappropriate”

• “It was good having someone with lived experience teach it.”

In turn, we’ve supported Emily to present at the 2023 APSAA conference and then do a Speaker’s Series webinar, also meeting with Directors and the COO of the University to give them feedback about her experience and nominating her for Social Work Student of the Year and a Dylan Alcott Foundation scholarship.

Hall steps before and after

Village steps before and after

Disability, Accessibility and Inclusivity: Lessons from Emily

Continued from previous page

Lesson 4: Punching Up not Down

1. Emily knows better than most that you have to be able to see positivity in the world. She will laugh at her friends when they can’t find their keys in their handbag and need light to see them (what else feels like keys?). What she highlights though is that humour is about punching up, not down. Our residents are generally an amazing bunch of young people, however occasionally they would say something that was ableist, discriminatory or offensive.

2. Sometimes Emily addressed it at the time, sometimes her friends would jump in and call out the behaviour. Sometimes Emily spoke with me, and we had a more formal restorative practice style meeting in my office where we talked about the incident in a constructive and educative way. These were positively received, as Emily was clear she was not there to blame, judge or be angry, but to facilitate a change in attitudes about disability. Sometimes Emily wouldn’t say anything though, either because she did not think it would help, or was just too exhausted.

Lesson 5: The Importance of Friends

The Hall is catered Mon-Fri and residents cook for themselves in kitchenettes on the weekend. Emily said she hated this as she didn’t know where anything was. She put little raised bump stickers on the oven to help, but the cleaners didn’t know what they were and kept removing them. Emily said making friends who then cooked with her was lifesaving.

Emily’s friends would also give her honest feedback about outfits, colours and styles, help her with her makeup (even facetiming her from interstate to tell her to “keep blending”). They helped her choose her

2022 Hall dress, so it looked gorgeous, but that it was made from soft velvet was for her as it felt nice against her skin.

Her friends have also stood up for her at clubs when security guards have taken her lack of eye contact as intoxication and tried to refuse her entry (even though occasionally it was intoxication). She did not take her cane out on those nights for fear of losing it.

Lesson 6: Be an Ally

There is a famous cartoon about the difference between equity and equality, and for Emily to get anywhere close to equity she must constantly advocate for herself and enlist others to help create change.

As residential staff we need to be Allies. This involves listening and taking onboard any feedback or criticism in a non-defensive and constructive way. Emily did not come to me on the first day about many issues – it took some time and courage as she didn’t know how I would react. Often the solutions to problems were pretty simple and inexpensive. Other times, it was about removing barriers, like make the process for her guide dog, Tanner, to join the community straightforward.

I’m incredibly grateful for Emily’s humour and generosity in sharing her experiences and for what she has taught me. She can be contacted through her LinkedIn page at https://www.linkedin.com/ in/emily-hopkins-421ab2283/

Emily, Village Ball

Emily and Tanner

Image by Maryam Abdul-Kareem, adapted from the original drawing by Craig Froehle

Carolyn Mee Head of College, Lincoln College SA, APSAA Board member, Vice Chair Professional Development Committee & Communications and Engagement Committee member.

Building Community by Gathering Around a Table

Gathering around a table is a time-honoured tradition and one which should never be taken lightly. The opportunity for families or in this instance, collegians, to gather around a table and share a meal, giving each other time to be together, is an important part of building culture at Lincoln College.

Sitting at a dining table is not a new concept. Students in residential colleges have been attending formal dinner or formal hall, for decades. Until recently, Formal Dinner was held twice a year, but at the start of 2024, weekly Formal Dinner was introduced, bringing staff and students together.

The benefits of gathering around the dining table in a more formal setting are measurable. Students come together, in our case, every Monday evening between 6 and 7 pm. They wait while the members of the High Table process into the dining room and they wait until their meal is served to their table. While this is happening, students practice the skills of small talk, conversation and meeting new people. Occasionally we offer some “talking points” to help the conversation flow, but more often than not, there is plenty to discuss with those around them.

Studies have shown that families who regularly eat a meal together develop closer relationships and have better communication. One could argue that student communities are just larger families and therefore similar benefits should be apparent, and I would argue that they are. Anecdotal feedback from our students at the

end of first semester, was that they very much enjoyed engaging with their peers in a more formal setting. Students have altered work schedules and uni timetables so they can be part of it. They enjoy sharing tales of their day and what they have learned in class. The introduction of academic gowns has brought another level of formality to the gathering.

Every Harry Potter fan is now living the dream, as they swish their way down the hallways. But it’s more than that. An academic community should look the part while having in depth conversations about what they have learned that day while at university. Life-wide learning, one might argue.

The opportunity for students to practice their public speaking skills when addressing the

community should also not be underestimated. The gathering is the prime opportunity to disseminate information, to share details of upcoming events or celebrate successes and birthdays, with our student leaders being the main information givers. All students also are invited to sit at the High Table on a simple rotation, without hierarchy or pretence. They simply have the opportunity to engage with staff in a different setting.

I am a true believer that families and communities are built around the sharing of a meal. Food, conversation and friendship bring people together and I have no doubt that the introduction of Formal Dinner has been a welcome change which the students have embraced.

Elisabeth Cunningham Student Accommodation Manager, Western Sydney University.

Promoting Diversity, Equity, Inclusion and Belonging in Student Accommodation

As the September theme of Diversity, Equity, Inclusion and Belonging (DEIB) takes centre stage, we are excited to share Western Sydney University’s strategic approach to student accommodation. WSU has long offered on campus student accommodation however in 2023 the University took a new strategic approach and established a central Student Accommodation Office. This approach saw the appointment of a white label operator commencing on 1 April 2024 who is dedicated to creating a vibrant and inclusive living environment for all our students. Our mission is to ensure that every resident feels welcomed, supported and at home, regardless of their background or circumstances.

A Commitment to resident wellbeing support

At the heart of our accommodation strategy is a strong focus on wellbeing and support through our residential life program. Recognising the diverse

needs of our residential community, we have partnered with stakeholders within the University, including Mental Health & Wellbeing, Student Communities and Chaplaincy teams. Additionally, our Equity, Safety and Wellbeing team works with the accommodation teams to promote respect, equity and inclusion across the residences.

Collectively, we have zero-tolerance to sexual assault, sexual harassment and gender-based violence and are committed to creating a safer community for our residents and staff. These partnerships enable us to offer a comprehensive range of events and activities designed to foster a sense of community and belonging among our residents.

Our Student Welfare Services team plays a crucial role in supporting students, offering financial assistance to help with education-related costs and basic living expenses. This includes grants, textbook

support, and emergency food assistance. Additionally, the team is equipped to assist with locating both emergency and longer-term suitable accommodation, including on campus options. As of 30 June 2024, the University provided just over 90 nights of emergency accommodation to students in need, ensuring that those in crisis have a safe place to stay.

Creating an Inclusive Housing Environment

One of the key aspects of our accommodation strategy is the provision of inclusive housing options. Our Villages aim to create a welcoming environment where every student feels comfortable and valued. During the application process, students have the option to select their gender identity. Residents can also elect to reside in a single-gender or mixed gender apartment. Upon check-in, students provide their pronouns and preferred names for respectful and accurate communication.

WSU Hawkesbury Campus

Approximately 10% of our international students live in on-campus accommodation, and they make up around 79% of the total on-campus resident population. This diverse mix creates a rich cultural tapestry, enhancing the living experience for all students. Domestic students whether living five minutes away or interstate, also enrich this dynamic environment.

Our commitment to inclusivity extends to the events we host. For example, the Villages run events such as Wear it Purple Day, celebrating LGBTQ+ diversity and inclusion. We also organise international days where residents can share and enjoy food from their cultures, fostering a deeper understanding and appreciation of our diverse community. Community dinners with cultural themes, such as Persian and Indian Community Dinners, as well as Diwali celebrations, further enhance our efforts to create an inclusive environment.

Fostering Cultural Diversity and Inclusivity

We believe that living in a diverse community enriches the student experience. Therefore, we intentionally blend accommodation with students from various cultural backgrounds, encouraging learning and meaningful connections. Our staff language tracker, updated monthly, ensures that we can effectively communicate with residents facing language barriers, further supporting our commitment to inclusivity.

At resident events, we have introduced QR codes to enable residents to easily submit event feedback and suggest future activities. This initiative empowers residents to actively contribute to the planning of events, ensuring that their voices are heard, and their needs are met.

The Role of Resident Assistants

Resident Assistants (RAs) play a crucial role in promoting inclusivity and enhancing the resident experience. They introduce events and initiatives based on their interactions with residents, drawing from their firsthand experience of living on-site. Our events calendar benefits from the fresh perspectives and innovative ideas that RAs bring. It is important to note that RAs are no longer “first

responders” to incidents, but rather, their primary focus is on fostering a supportive and inclusive community, ensuring that residents feel connected and valued.

Addressing Challenges and Looking Ahead

While we are excited about the progress we have made, we acknowledge the limitations we currently face. The onboarding of RA staff and the new process of using QR codes at events are areas we are actively working to improve. We trust that staff facilitating events will encourage residents to scan the QR codes, ensuring comprehensive participation and feedback.

Join Us on Our Journey

As a new member of APSAA, we are eager to contribute to the broader conversation about DEIB in student accommodation. We invite you to learn more about our offerings by visiting our Student Accommodation webpage https://www. westernsydney.edu.au/accommodation

Our focus on student wellbeing and support, collaboration and inclusivity are at the core of our accommodation strategy. By fostering a sense of community and belonging, Western Sydney University aims to create a home away from home for all of our students.

WSU students Campbelltown campus (above & below)

Dan Elvin Manager Campus Accommodation, University of Tasmania, APSAA Board member, Engagement & Communications and Research & Knowledge Committees member

Casey White Principal Hytten Hall & Director Residential Communities, University of Tasmania.

Refreshing and Returning to a Collegiate way of Operating: A Reinvigorated Initiative at Hytten Hall

In an age where digital interactions often overshadow face-to-face connections, fostering a sense of community within student accommodation can be challenging. Our College, Hytten Hall, originally operated from 1959-1980 and was formally relaunched with current students, staff and alumni. In 2023 we have embarked on restoring an initiative that has not only reshaped our communal life but also created a profound sense of belonging among our residents. By re-introducing fortnightly formal dinners (known as High Hall) during semester time, we have cultivated an environment where students feel more connected, supported, and engaged.

The Concept

Formal dinners are a longstanding tradition in many historic educational institutions. These events provide a structured setting for students to come together, share a meal, and engage in meaningful conversations. Recognising the potential of such gatherings to build community, we decided to reestablish this tradition with a modern twist, ensuring it resonates with our diverse student body.

Implementation

Our formal dinners are held fortnightly on a Tuesday evening. We are unfortunate that there is no space

specifically designed for a ‘dining hall’, so we had to get creative and use our largest commons space, transforming it into a place of elegance and tradition. The atmosphere is enhanced by guest speakers and attendees, musical performances, and a dress code that encourages ‘meets in the middle’ of formal and easy to engage, we also restored a High Table that the Hall Principal invites guests and students to join and in respect of the history, guests also wear academic gowns. Each dinner is a seated, two-course meal prepared by our partners who operate the food outlets on Campus, featuring a rotating menu that caters to various dietary preferences and cultural backgrounds.

Enhancing Belonging and Connections

The structure of the dinners promotes interaction among students who might not otherwise cross paths. This fosters new friendships, broadening perspectives, and strengthening the overall sense of community.

High Hall formal dinners have become a cornerstone of Hytten Hall’s culture. The sense of anticipation and excitement leading up to these events is palpable. For many students, the dinners are more than just a meal as almost half of all UTAS students experience some level of food insecurity; they are a cherished tradition that marks the rhythm of college life. The formal setting encourages respectful dialogue, and the shared experience of dining together creates lasting memories.

Further to this, alumni of Hytten Hall are passionate supporters of the return of High Hall and by donation have financially enabled the re-introduction of these dinners. In addition to this connection to our alumni sitting prominently on the centre of the high table is a brick mounted on Tasmanian Black-Heart Sassafras that was taken from the original Hytten Hall buildings in a ceremony of the brick being passed from Alumni to our current student club leadership.

Academic and Social Benefits

The benefits of our formal dinners extend beyond social bonding. Guest speakers, including alumni, faculty, and industry leaders, are regularly invited to share their insights during the dinners. These interactions provide students with valuable networking opportunities and expose them to diverse career paths and life experiences. Additionally, the dinners often serve as a platform for celebrating academic achievements and community contributions, further reinforcing a culture of excellence and mutual respect.

Our first semester student satisfaction survey results also show that High Hall is a well-loved experience and is rated highly by our residents.

Challenges and Adaptations

Introducing fortnightly formal dinners was not without its challenges. Initial concerns about participation rates, dietary restrictions, and logistical complexities needed careful consideration. However, through ongoing

feedback from students and staff, we have continuously refined the experience. Flexibility in menu planning, clear communication about expectations, and creating an inclusive atmosphere have been key to our success.

The reintroduction of fortnightly formal dinners have had a transformative impact on Hytten Hall. By providing a regular, structured opportunity for students to gather, we have significantly enhanced the sense of belonging within our community. The tradition of formal dinners not only honours the heritage of collegiate life but also adapts to the needs and preferences of contemporary students. It also continues to enhance our relationships with Alumni and donors.

The residential experience at the University of Tasmania is undergoing a significant strategic transformation as we re-establish a collegiate model of living and learning on campus.

As a part of this transformation, we remain committed to fostering an environment where every student feels valued, connected, and part of a vibrant, supportive community.

Sze-En Watts Manager, Social Impact Studio, Ōtakou Whakaihu Waka –University of Otago

Belonging to the bigger picture

We believe in the power of purpose and its ability to build community and a sense of belonging and motivation. We believe in it so much we even created a neon sign asking ‘What’s your why?’! This question greets you as you enter our office at the Social Impact Studio, based at Ōtakou Whakaihu Waka – University of Otago in Aotearoa, New Zealand.

What is the Social Impact Studio you ask? Well, the Social Impact Studio is a hub for possibility, tying together community engagement, social purpose, collaboration, student leadership and passion for positive change. Our aim is to channel student creativity, vision and insight for maximum social impact.

We started as the University Volunteer Centre in 2013 with the simple mandate to help connect students with volunteer opportunities in the community. We have enjoyed every minute of matchmaking since then, connecting the time, energy and talents of students with community organisations and causes that need the extra peoplepower. Sure, getting involved with volunteering is helpful for students’ employability but it’s not all just about boosting CVs and work experience. Very quickly we discovered how important social purpose is to our students and finding opportunities and organisations where their purposes align. For so many of our students who come and study at Ōtakou Whakaihu Waka, personal and professional development goes hand-in-hand with becoming socially responsible citizens.

Students are deeply passionate about social issues such as poverty reduction, quality education, and wellbeing, as well as environmental

concerns like climate change, food waste, and conservation. Their commitment has led to the creation of various community projects such as UniCrew Volunteers, the University of Otago Student Leadership Award, the Reading Oasis literacy programme with primary students (Dunedin), the Aspire Programme (afterschool buddy experience), Minds Together (companion programme with individuals living with dementia), and Silverline (student mental health and wellbeing). These initiatives are student-led, with students taking on roles to drive positive social change. This involvement includes volunteering in the community, leading teams to implement programs, and organising events that challenge students to rethink assumptions and gain new perspectives. The impact of our students on the community is evident. In 2019, a campuswide survey estimated that 6,000 students collectively volunteered 42,350 hours to the community.

It is important to note that many of our students move to Ōtepoti Dunedin from other parts of the country and will consider this city their home for at least the next three years. In addition to being in a new city, these young people are suddenly away from family and their usual support networks, which can make them feel quite anxious about making new friends and fitting in. This is where volunteering and social impact experiences can play a crucial role in helping our students feel a sense of belonging and inclusion, positively contributing to their overall wellbeing.

Volunteering fosters a sense of belonging on two key levels: 1) the connection between students and the broader community, and 2) the individual connections between students. With this understanding, we collaborate with our residential colleges to integrate volunteering and social impact opportunities into the student experience. During Orientation Week we invite hundreds of first-year students to meet their community through volunteering.

Through the Social Impact Studio, we leverage our community networks to identify multiple volunteer projects across the city on behalf of the colleges. These projects include tasks such as sorting donated items, cleaning up litter, planting native trees, removing weeds, painting fences, cooking meals, and making reusable bags.

Community organizations are continually welcoming of the students and provide positive feedback about their enthusiasm and willingness to assist. These organizations greatly value the connection with students and the broader university community. At our peak engagement before the pandemic, we facilitated volunteer opportunities for 1585 students across 12 residential colleges. Together, they contributed 4,400 hours of service to 35 local organizations – all before their first lecture!

Volunteering brings like-minded students together around a cause, and these students can often be from outside one’s usual sphere of connections. So, in addition to connecting students with a cause that’s bigger than themselves, volunteering is a gentle but powerful facilitator of new connections and conversations between students. Many students are involved in volunteering and community initiatives at high school, so volunteer experiences can help students stay connected to their social justice values and identity in this new environment.

Not all students will be eager to participate, and that’s okay. Volunteering works best when it’s voluntary. Making it mandatory can lead to resentment among participants, resulting in reluctant and lacklustre volunteers. This could negatively impact the relationship between a community organization and the college, or even the University as a whole.

We’ve found that the key to successfully integrating volunteering into the college experience is by connecting with purpose. What is your college’s broader purpose? What are the causes and passions that motivate your students? Once you know these, then find the organisations and opportunities that resonate with them.

Clearly we are strong advocates for the indispensable role that volunteering plays in nurturing students’ sense of belonging and identity within tertiary residential colleges. By participating in community service, students are given the opportunity to connect with their peers, develop a shared purpose, and foster a supportive network. These experiences not only enhance their personal growth and leadership skills but also cultivate a strong sense of community and inclusivity.

As students contribute to meaningful causes and see the tangible impact of their efforts, they build a deeper connection to their community, and a more profound understanding of their own identities. Ultimately, volunteering enriches the student experience, transforming residential colleges into vibrant, cohesive, and compassionate communities where each student can feel they belong.

Helpful links:

https://www.unicrewotago.org/ https://www.instagram.com/unicrewotago/

Kathy-May Tondut General Manager WA, Campus Living Villages, APSAA Board & Communications and Engagement & Professional Development Committees Member

Embracing First Nations Culture in Student Accommodation: A Celebration of NAIDOC Week

Student accommodation plays a vital role in fostering community spirit and cultural diversity on university campuses. This is especially true during NAIDOC Week, an annual celebration of Aboriginal and Torres Strait Islander cultures, histories and achievements. Across various CLV Villages in Australia, initiatives were held to link student accommodation with First Nations people, offering educational events, cultural activities and community engagement opportunities.

Murdoch University Village

At Murdoch University Village, the NAIDOC celebrations kicked off with a community art project hosted by the local council of Cockburn. Residents were able to participate in adding handprints to create an artwork that celebrates Aboriginal culture and reflects our unity as a community.

Edith Cowan University Village

Edith Cowan University Village immersed residents in Aboriginal culture during NAIDOC week by facilitating transportation for residents to attend a smoking ceremony and planting day, organised by the local city council. This event not only educated their residents about traditional Aboriginal practices but also assisted with allowing residents to foster a deeper appreciation for environmental responsibility.

Residents at Edith Cowan University Village Mt Lawley campus had the opportunity to experience Aboriginal cuisine firsthand. A community dinner featured traditional dishes and desserts prepared with the guidance of a retired First Nations chef, allowing culinary exploration among residents. The Village also incorporated Indigenous flavours into their weekly ‘Sundae Monday’ event, offering ice cream made from traditional ingredients like wattle seed and lemon myrtle.

Student Village Melbourne

In Melbourne, the Student Village Melbourne residents participated in external NAIDOC events organised by the city council. This included attending thought-provoking discussions on “Education for Indigenous Futures” and joining the NAIDOC Community march to Parliament, symbolizing solidarity and support for Indigenous rights and culture. At the Ian Potter Centre in Federation Square, residents were able to immerse themselves in First Nations art exhibitions, such as “My Country”

and “Wurrdha Marra,” celebrating Indigenous creativity and storytelling.

Sydney University Village

At Sydney University Village, residents explored the Botanical Gardens with a focus on bush tucker, actively searching for local food sources. This experience enhanced their understanding of sustainable living and Indigenous culture.

Student Village North Ryde

At Student Village North Ryde residents participated in a guided walk to Brown’s Waterhole, connecting residents with local Indigenous history and natural landscapes. Additionally, residents were offered a taste of Indigenous flavours through giveaways of lemon myrtle butter and spiced bush biscuits, promoting awareness and appreciation of traditional bush foods.

Looking ahead, it’s crucial for student accommodation providers to continue creating environments that respect and celebrate Indigenous cultures throughout the year. Through ongoing partnerships, events, and educational initiatives, student accommodation providers can significantly contribute to promoting diversity, inclusion, and understanding. By embracing and supporting Aboriginal and Torres Strait Islander communities, student accommodations not only offer a place to live but also serve as a platform for cultural enrichment and mutual respect.

Student Village Melbourne - NAIDOC Community March to Parliament

Jess Rokobaro Senior Manager Business Support, Student Living, the University of Newcastle, APSAA Communications and Engagement Committee member

Community engagement snapshot – Student Living

Akey strategic priority for the University of Newcastle is to develop life-ready graduates. Recognising the rapidly changing environment our students will be entering when they graduate, our education experience and associated support elements prioritise activities that help develop life-ready graduates who are communityminded, resilient and ready for work.

Student Living supports this priority by bringing light to the impact our residents have within our community, culminating in the annual awarding of the Community Shield and the Bloody Shield.

The Community Shield speaks to the proud tradition our residents have of supporting local, national and international organisations through fundraising and volunteering efforts.

We also have the Bloody Shield that directly relates to the level of blood donations made by our residents and the immense impact these donations have in supporting our community.

Last year we had 210+ individual residents making 455 donations in total – saving well over 1000 lives! Importantly, of the 214 individual donors, 114 of those were brand-new first-time donors – setting them up as life-long supporters of this vital community contribution program.

“The University of Newcastle Lifeblood team of staff and students have made the most blood donations in the Newcastle and Hunter Valley region for the last 5 years. In particular, on campus residents contribute over onethird of all donations received, which is a huge result considering the number of residents when compared to the size of the university community. The residents’ high level of awareness about social issues, combined with a sense of civic duty, drives many residents to donate regularly and the Australian Red Cross Lifeblood is immensely grateful to the residential community for continuing to support Lifeblood and in turn, save lives.”

Brian Bruce, Group Account Manager, Newcastle, Maitland and Hunter Australian Red Cross Lifeblood

Jordan Knight

Assistant Dean, Grace College (The University of Queensland), APSAA Professional Development Committee member

Thinking Differently: Embracing Neurodiversity within our Residences

As an enthusiastic new industry professional I am currently the Assistant Dean at Grace College. With a keen interest in student life and wellbeing, I am passionate about the enriching opportunities and holistic development that a residential experience can offer young people.

The values of community and connection are the cornerstones to a positive residential experience. Through our work, is the hope to leverage our own diverse identities – cultural, gender, sexuality, and neurodivergence – to build empathy and understanding, and support young people during the formative years of their university journey. I am motivated to shape inclusive and supportive environments that foster these values and allow every individual to thrive.

Neurodiversity is quickly emerging as the next zeitgeist in the student accommodation sector, and for good reason. As a neurodivergent individual who has lived on-campus as a student for several years who now works in residential colleges, it is

heartening to see the industry making space for these valuable discussions. Professionals across our region are eager and already working to better understand this broad spectrum of student experiences. I recently had the opportunity to present at this year’s APSAA Conference in Aotearoa | New Zealand about the neurodivergent experience on-campus, and how we can best accommodate for – and embrace – the intrinsic neurodiversity of students in our residences.

By definition, neurodiversity is all around us. Each of us, with our unique and individual minds, is reflected through this inclusive term. Neurodiversity simply describes the natural and common variations in neurological functions that exist among human beings. The majority of people, with neurological characteristics considered ‘typical’, are aptly referred to as neurotypical. Those of us whose neurotype happens to fall outside of so-called societal ‘norms’ are considered neurodivergent. This term captures a range of cognitive

and neurological differences such as Attention Deficit Hyperactivity Disorder (ADHD), Autism, Dyscalculia, Dyslexia, Dyspraxia and Tourette Syndrome, among many others.

For neurodivergent individuals, our experiences of the world—and of life in student accommodation—are inherently shaped by our unique neurological perspectives and behaviours. The way we think, behave, interact with others, what grabs our attention, excites us, our hobbies, how much information we can take in, how easily we recall your name, when (and if) we remember to respond to your twenty-two missed calls, our reaction to the way something feels, or smells, or tastes, and our low tolerance for small talk—these are all affected by the way our brains are fundamentally wired differently. It is important to note that while there are common characteristics across each neurodivergent condition, every individual’s experience is unique – no two presentations of neurodivergence are the exact same, but each as equally valid and deserving of being affirmed.

What we do know is that when it comes to student experience and wellbeing, neurodivergent residents face a breadth of challenges and difficulties living on-campus. The latest insight report, Closing the Gap, released by CUBO and GSL earlier this year, shows that neurodivergent students are generally less satisfied with their residential experience than their peers. The report highlights that neurodivergent residents are significantly more likely to encounter poorer mental health outcomes, academic struggles, employment and financial challenges, and social difficulties. The report is very insightful and provides recent and relevant statistics on the wellbeing of neurodivergent individuals in student accommodation, as well as offering several recommendations to address the concerns it highlights. However, these statistics and recommendations only emphasise a point that, I believe, was already inherent: when vulnerable groups are not meaningfully supported, their wellbeing outcomes are more likely to worsen.

The truth is, when empowered and meaningfully supported, neurodivergent individuals possess a wealth of strengths and unique abilities that can greatly enrich our communities. Our diverse ways of thinking often lead to innovative solutions and creative problem-solving approaches that might not occur to neurotypical minds. For instance, those with autism often exhibit exceptional attention to detail and organisational skills, which can be invaluable in running and managing student events. Those with ADHD often bring high levels of energy, enthusiasm, and a capacity for hyperfocus, which can be harnessed to drive vibrant community activities and initiatives. Dyslexic individuals frequently demonstrate strong spatial reasoning and creative thinking, which can be particularly useful in designing and decorating common areas to make them more welcoming and functional.

Moreover, the resilience and adaptability that many neurodivergent people develop in response to their challenges can foster strong leadership and advocacy skills, making them effective student leaders and supporters. By fostering communities which recognise and cultivate these strengths, we not only support neurodivergent individuals, but also harness their potential to drive innovation and progress in our residential communities.

So, the question becomes, what does it look like to meaningfully support neurodivergent residents and embrace the intrinsic neurodiversity that exists across our communities? At this year’s APSAA Conference I suggested that to create more neuro-affirming communities we must focus on three key areas: physical environment, culture and practices, and social supports.

Physical Environment

Creating physical spaces that are accessible and accommodating for neurodivergent individuals is crucial. This can look like adapting existing spaces to have adjustable or more natural lighting, reducing the impact of noise and disruptions, or designating specific sensory considerate zones and rooms for neurodivergent individuals to self-regulate and seek refuge when overstimulated. It may also look as simple as introducing sensory resources into existing spaces – a sensory toolbox placed in a study area filled with fidget toys, stress balls, and noise-cancelling headphones can prove very popular, even among neurotypical residents, as I have learned through their successful implementation at Grace College.

Culture and Practices

Influencing the culture of your residence to embrace and integrate neurodiversity into community practices is equally important, both among students and staff teams. It takes time and intentional effort to ensure that student events and experiences, pastoral care, academic support, catering, room allocations, and everything else we do as educators in student accommodation are designed to consider neurodiverse needs.

Ongoing training, education and awareness on neurodiversity is important to increase our understanding and empathy so that we can best meet each student where they are. It is also particularly valuable to empower those neurodivergent residents within your communities – bring them along for the ride. Seek their voices and perspectives in co-designing communities that work for each and every unique mind.

Social Supports

Opening avenues of support and opportunities for neurodivergent students to advocate for themselves are great ways to foster a proactive

and inclusive neuro-affirming community. After all, neurodivergent individuals know their minds best. Working with neurodivergent residents to create personalised support plans that address their specific needs, such as accommodations for studies or adjustments in living arrangements, is important. It is also helpful to provide education, both for those who are diagnosed neurodivergent and those who suspect that they might be, so that they may explore the supports available and better understand how their minds work. But, most importantly, encouraging those who need support to reach out begins with you!

Ensuring that staff are trained and responsive to neurodivergent needs, ready to listen and act when a resident says, “Hey, this isn’t quite working for me,” is key to creating a supportive environment.

By focusing on these areas, we can become places that not just recognise neurodiversity, but embrace the unique contributions and experiences of all the amazing minds who make up our communities. There are many new and exciting initiatives being led across our industry to build more neuro-affirming communities. I encourage you to consider how you can make a change in yours.

CUBO, & GSL. (2024).

Closing the gap: the experience of vulnerable students in student accommodation.

Conference presentations are available on the APSAA website: https:// www.apsaa.org.au/resources/pastconference-presentations/2024conference-presentations/

Jordan’s live presentation on which this article is based was voted the “My Favorite Student Best of Program Award” at the APSAA Conference in Auckland in August 2024.

Dr Jordan Bell Dean of Students, Lincoln College

Supporting Neurodiverse students in a College Environment

Why we set it up

As Dean of Students, I’d noticed an increasing number of students at Lincoln College who fit a pattern of challenge. They typically had come to my attention after an unexpected academic or mental health issue. These students were clearly intelligent, but often frustrated to find that they couldn’t make progress at the expected rate. They often noted that “what worked in high school isn’t working at uni”. They weren’t lazy, though they often seemed disorganized, and had difficulty following through on plans. They desperately wanted to do the work, but seemingly could not. It became clear that many of these were students whose brains worked differently to the typical student, that these students had access needs that had to be met so they could succeed at university. In short, they

Neurodiversity fast facts

Neurodiversity is:

• a state of nature to be respected

• an analytical tool for examining social issues

• an argument for the conservation and facilitation of human diversity — Judy Singer 2020

Neurodiversity can include autism, ADHD, OCD, dyslexia, dyscalculia, dyspraxia, intellectual disability, Tourette Syndrome & other neurotypes.

Around 20% of the world is estimated to meet criteria for a diagnosis that falls under the umbrella of neurodiversity, while around 11% of the university population understand themselves as neurodivergent.

were neurodivergent. Some had already received a formal diagnosis, while others had started to question whether they might be neurodivergent in recent years.

Recent approaches to inclusive education mean that increasing numbers of neurodivergent students are making their way into tertiary education; many of these students need additional supports as the complexity and depth of academic demands increase at university. Practical supports are available for students with a formal diagnosis through the Disability Offices of most campuses; but formal diagnosis is out for reach for many university students, with assessment and reports costing from $1000-$3000, with very few options for lower priced assessments.

Another challenge for young people whose neurodivergence is not diagnosed until young adulthood, is the impact to self-concept of growing up undiagnosed: students report being told that they are “lazy”, “careless”, and “academically hopeless” throughout their adolescence. Support structures for neurodivergent students therefore also need to tackle the poor selfconcept many of these students have developed while undiagnosed.

With increasing numbers of students meeting this pattern of struggle, we turned to Nicci Richman and Alex Leech from Alex Leech Consulting to get some advice on developing a program of support in late 2022.

How we set it up

In conversation with Nicci, herself diagnosed with autism and ADHD, and raising two neurodivergent kids, it became clear that there were some critical factors that fed into lack of success at university of neurodivergent students. These were: self-concept as a neurodivergent student, the need for practical accommodations in the university sector, and an approach to study that built on their strengths and buffered their weaknesses as students. Nicci, alongside Alex Leech who is also raising two Autistic+ teenagers and was diagnosed herself later in life with ADHD, Dyslexia and Sensory Processing Disorder, prepared a coaching program to address these objectives. Quiet tables signage

What do neurodivergent students find hardest about college life?

• Food – sensory issues with food choices, noise in the dining hall

• Social interactions – anxiety about interactions with others, sensory issues, communicating with others, the need to “mask” your true self

• Self-care and hygiene – sensory issues with clothing or bathing, sleep issues, health issues

• Organisation – time perception, time management, planning, executing plans

• Having living/study/sleeping space all in one room – no ability to switch off/escape if something is “wrong” in one domain

• Visibility – being perceived as disabled by a large community of peers

How it worked

The ND Student Hub is a small group coaching and support program, designed for neurodivergent university students living in a college environment. It aims to provide “A safe place to land, grow and understand - to thrive and flourish while at university.” The sessions work to develop a deeper understanding of neurodiversity for each participant, covering topics such as “Neurodiversity - the value of thinking differently”, “Identifying and maximising your values and strengths”, “Mental Fitness”, “Supporting Executive Functioning”.

The program ran over seven weeks, in an online format with materials provided beforehand. Participants were encouraged to “show up in the way you are most comfortable - cameras on or off, communicating verbally or in writing - whatever works for you”.

Results

Pre-program, participants noted:

• “I find it challenging to manage my emotions on a regular basis” (36%)

• “I find it challenging to navigate my neurodivergent experience” (64%)

• “As a neurodivergent student I find it difficult to express my needs for support” (40%)

In a post-program assessment, participants noted that participating in the ND Student Hub:

• “increased my understanding of neurodiversity” (100%)

• “increased my understanding of my own experience” (100%)

• “[gave me] a deeper understanding of myself and my diagnosis” (85%)

• “[gave me] tools and strategies to understand and mange my emotions” (100%)

• “[left me] more confident to advocate for my needs at university and elsewhere” (100%)

• “[was] helpful being in a group setting talking about the subjects and sharing experiences” (100%)

Future iterations of the program will place an increased emphasis on maximizing strengths, as participants noted this was something they wanted to discuss.

Other college initiatives to support ND students

Lincoln has also initiated a range of additional supports for neurodivergent students in our community. Our Dining Room has a set of tables denoted as “Quiet Tables” for students who want physical company but not conversation; students with significant sensitivity to noise can also elect to take meals away from the Dining Hall. We offer a number of rooms with additional sound insulation for students who need a quieter environment; and have re-developed our library with a range of seating options, including capsule chairs which screen a student’s gaze from the sides to minimize distractions.

These students were clearly intelligent, but often frustrated to find that they couldn’t make progress at the expected rate.

We’ve also responded to the needs of neurodivergent students to reduce distractions from others during study, by offering an online version of our Supervised Study Sessions, so that students can still take part in this important part of campus academic culture, without being overly distracted by the presence of others.

Expected outcomes

As neurodivergent students use the skills gained through the ND Hub and build social lives that respond to their sensory needs, we expect to see increased academic success and college participation, as well as improved preparation for professional and personal life success after university.

Fostering a Neuro-affirming culture while improving all residents’ experiences

Deakin Residential Services (DRS) has used collaborative and data-informed planning to deliver extensive programming, processes and collateral that improves the experiences of our neurodivergent residents, aligning with our ‘why’ of delivering inclusive and safe student accommodation.

Across our campuses throughout 2024, we delivered a phased project including initial pilots of body doubling and social sensory sessions, developed sensory advice icons for event programming and worked collaboratively with a wide range of partners to deliver a flagship multi-platform event during Neurodiversity Celebration Week/ RESPECT at Uni week, featuring disability advocate, Chloé Hayden.

The initiative was driven by a recognition of emerging needs for neurodivergent students within our residential community. Annually, we conduct surveys post-orientation and at year-end to gather student feedback, including detailed demographic insights. In 2023, we expanded these surveys to include questions addressing experiences of diverse cohorts of students and identifying potential challenges. Importantly, we partnered with the Diversity, Equity and Inclusion team to ensure our survey terminology aligned with best practices. This approach yielded valuable data on disability types, revealing that neurodivergence and mental health challenges were our most common reported disability types. Between the 2023 year-end survey and 2024

orientation survey, we saw an increase in students identifying as living with disabilities, from 5% overall to 7%. Within that cohort, we also saw a rise in students identifying as neurodivergent, from 40% to 60%. With this cohort breakdown, the 2024 orientation survey highlighted that there are areas for improvement in our programming, which supported the work we were undertaking with this project.

Our primary objectives for this project encompassed enhancing the residential experience for neurodivergent students and staff, while also fostering awareness and education among neurotypical peers. But where to start?

Firstly, our Burwood residences introduced Social Sensory Sessions, which are calming low light and lowstimulation events that take place in a safe and welcoming communal room. An array of sensory items are offered during the sessions. These include kinetic sand, stress balls, gels and slime, fidget toys, puzzle toys and water hoop games. Residents are invited to participate for the whole time or part thereof and engage with others if and as they feel comfortable.

Body Doubling Study Sessions were also delivered. These are set in a large study room where a staff member and Residential Leader will simply sit and work quietly alongside other students. These sessions have proven to increase productivity for residents who struggle to stay focused during essay/assignment writing time. Participants are not exclusively studying together or helping one

another, but by having someone working in the same proximity it motivates them to mirror or “body double” the individual to do the same.

Further to the implementation of these initiatives, we have incorporated sensory elements (such as fidgets) to all meeting rooms for residents to utilize as required, when meeting with staff. This has seen significant improvements to the experience of residents.

The next step in this project saw us planning our flagship event featuring Chloé Hayden – renowned disability advocate, author and the actor who plays Quinni from Heartbreak High. This event was designed to highlight the lived experience of Neurodivergent people, to allow students and staff to learn about this important topic, while acting as an example of good-practice inclusive events for Neurodivergent and Neurotypical people alike. Due the scale of this event, we incorporated numerous stakeholders making it the most collaborative event DRS has ever facilitated. We worked closely with Diversity, Equity and Inclusion as event partners, particularly Dr Bec Muir, who is Deakin’s Disability Inclusion Coordinator. We also worked alongside the Disability Resource Centre, the Library, Student Central and Student Engagement teams to ensure we reached the widest audience possible.

Extensive accessibility considerations were made, and numerous conversations had with resident (and former RL) Teaghan, who MC’d the event and has a lived experience

with autism. This included discussions about lighting, room set up and the option for people to join online, as well as incorporating elements into the MC speech to empower attendees to stim if needed, to know where to go if they were feeling overwhelmed or needed to reset, and generally to make people feel as comfortable in the space as possible.

Over 350 people attended the event in person or online, (both from within and external to DRS and Deakin). The event displayed best practice in disability inclusion and acted as a benchmark for other events around the University, showcasing DRS’ ongoing and unwavering commitment in supporting students to feel safe and included.

Alongside this work, our team have created a series of sensory advice icons that provide students with information about event group size, location, volume level and energy level so that students can make an informed decision as to whether the event will align with their energy/sensory/ social preferences. These symbols were informed by data and anecdotal feedback from students and are being incorporated into event promotion moving forward across our residential precincts. They are designed in a way that they can be easily incorporated into a wide range of event promotion materials in a ‘drag and drop’ style.

Throughout development of these symbols we have consulted with Dr Muir, alongside staff

and students with lived experience to ensure that what we were creating was fit for purpose. Dr Muir is looking to implement something similar Deakin-wide and incorporated this initiative into the programming for the VALA (Victorian Association for Library Automation) conference at RMIT in July 2024.

Importantly, we have kept the student voice forefront in this ongoing project – seeking feedback regularly and adjusting offerings as needed.

When asked about their experiences one student expressed how our approach has positively impacted their residential experience:

“These social sensory sessions have been so beneficial in making my time on Res great. I find it hard to go to big events and I find I can overwhelm quite easy. Being able to go to low-key events and interact with Residents and RL’s in chill settings is great!”

Resident Caitlyn shares how the social sensory sessions in Burwood have impacted her:

“As someone who is neurodivergent, I find myself wanting to fiddle with items … on my desk. But, doing it with friends expands the idea of stress reducing items with social stimuli as well, meeting new people with alike tendencies and holding great conversations. The social sensory sessions have helped me meet new people to hang out with on a day-to-day basis.”

Anecdotal evidence also identified that the sessions offered a non-confrontational opportunity for residents to ask questions of staff that they otherwise would not feel comfortable to.

Reflecting on the Body Doubling sessions, resident Geraldine says:

“I find studying in my room and holding myself accountable in my studies to be difficult, often side tracking from my main task, but in the body doubling study sessions I feel a sense of accountability when studying with others. I don’t necessarily have to know the people in the room in which I’m studying, but it helps knowing that they’re studying as well.”

Two other fellow residents shared what the flagship Chloé Hayden event meant to them:

“[Chloé] inspired me to really embrace being autistic and actually showing it and not hide it or pretend I am someone who I am not”.

“She [Chloé] was one of my main inspirations to keep going and know it’s going to be ok … Autism is wonderful and it’s not the end of the world”.

To understand the fullness of how initiatives like this can positively impact the residential community, please refer to the below video that focusses on the Chloé Hayden event.

Looking forward, we will focus on enhancing regular event programming to ensure inclusivity, catering to both our neurodivergent and neurotypical communities. As we look to and plan for our 2025 Orientation, we are prioritizing alternative events and initiatives that provide quiet or low-sensory options. Importantly, we recognize that these options are often cost-effective, requiring minimal additional investment while significantly broadening accessibility.

Chloe Hayden at Deakin Residential Services.

Rachael Gibson Campus Life Coordinator, Deakin Residential Services, APSAA Communication and Engagement Committee member.

The importance of Zen on Res: supporting neurodiversity and mental health

In an era marked by rapid social and technological advancements and engagement, supporting neurodiversity and mental health has never been more crucial. Embracing neurodiversity acknowledges and values the wide spectrum of cognitive difference as integral aspects of human variation rather than deficits. By fostering an inclusive environment that supports diverse neurological profiles and mental well-being, we can enhance individual potential, improve overall societal harmony, and create more innovative and empathetic communities.

One way we have been able to help foster building harmony and community is with the development of our Zen Zone. The Zen Zone is a community space that is set up with calm and comfortable space with minimal supplies of sensory items and artwork to create a neurodiverse wellbeing space. Oh, and it’s flooded with green lighting. This lighting was done to not only generate a sense of peace but to also combat feelings of homesickness. This space has been used consistently since its development with many students commenting how they find this a place they can recenter and calm themselves and feel connected to residence as a home.

It has also allowed some people to meet either other neurodivergent people or other people who wish to care for their mental health. We have also found that because residents find this a place of value they care for and look after the Zen Zone.

We will continue to monitor how this space is being used and work with our residents to adjust to their needs to effectively continue to use this space for long into the future.

Below is what one of our residents had to say about the space.

“When I first entered this space, the green light seemed really weird and a little off. However, once I sat in there for even just a few moments, I found a sense of peace and a sense of quiet. Since finding this space, I have found that when I am feeling overwhelmed or that I need a space that is just for me (or at most one or two other people) this has been a great place to help me feel relaxed and at home. When I have encountered other people in the space when I have needed to use it, it is just an unspoken rule that we respect each other and keep whatever we are doing to a minimum as to not impact others. My favourite thing to do in this space is to lounge on the very soft couch, listen to my music and be quiet.” – Terry

Jess Rokobaro Senior Manager Business Support, Student Living, the University

Newcastle, APSAA Communications and Engagement Committee member

Supporting our neurodivergent students

The University of Newcastle’s Disability Inclusion Action Plan (DIAP) outlines the commitment to being a leading advocate and driving force for excellence and equity in higher education. The DIAP contains four focus areas: inclusive culture, equitable learning, inclusive digital environment and accessible campuses and facilities.

Neurodivergent Peer-to-Peer Program

The Neurodivergent Peer to Peer Program offers a supportive community where students can connect with fellow students who share similar experiences. Together, they work on staying on track with academic goals while learning valuable strategies to manage procrastination, perfectionism and stress. Sessions include time management and organisation, understanding emotion and work / life balance and self-care.

Empowering Neurodivergent Students for University Success

The transition to University can be a daunting experience for any student and for some neurodivergent students, this transition can be particularly challenging.

At the beginning of Semester 2, our Student Wellbeing Team ran a free, two-day event designed to provide students with the tools and resources needed to successfully navigate the transition to university life. Family members and support persons were welcome to join students as they attended sessions tailored to the student’s needs. Sessions included study skills and different approaches to learning, communicating with academics and a customised campus tour.

For more information on the above and other personal support avenues please visit https:// www.newcastle.edu.au/currentstudents/support/personal

Student Living

During the accommodation application process prospective residents are asked to provide a medical practitioner form should they wish to disclose a condition that may require adjustments or supports whilst living on campus. This form allows our Health and Wellbeing Coordinator (registered clinician) to understand an applicant’s needs and how best we can support them. A few of the ways we support them are:

1. Lifestyle living environment – these residences are low alcohol / low noise and may be selected by those preferring a quieter environment.

2. Room type preferences –separate to the abovementioned living environment preference, an individual can decide to preference a single-occupancy apartment so they can be guaranteed their own space.

3. Recommended locations –different floors or blocks of each residence offer different levels of noise from outdoors, sunlight, views etc and may assist an applicant decide where they would like to live.

4. Roommate requests – from timeto-time residents may wish to live with another resident specifically due to the support that person willingly provides. Whilst we can’t guarantee this is possible, we always do our best, especially when it supports an individual’s wellbeing.

5. Passionate and highly skilled staff – as mentioned above we have a qualified mental health clinician dedicated to our Student Living community to help our residents navigate life on campus.

There are many more ways we seek to support our residents and if you’d like to hear more about the above, please reach out to jess.rokobaro@newcastle.edu.au

Similarly, if a particular program has worked really well to support neurodivergent residents at your college or university, please let us know –we are committed to continuing to improve how we support our residents.

Alice Draffin Director of Student Life at St Andrew’s College, APSAA Communications & Engagement Committee member

DEI and Identified Leadership Positions for Students

Promoting diversity, equity and inclusion in university accommodation is essential for fostering an environment that reflects the multifaceted nature of our society. Developing positions specifically for underrepresented identities in student leadership roles is an important step in achieving this goal as it ensures that diverse perspectives are represented and included.

One significant reason for identifying positions for underrepresented identities is to address the historical and systemic barriers that these groups have and continue to face within higher education institutions. Research indicates that under-represented students often encounter challenges such as discrimination, lack of mentorship, and fewer opportunities for leadership development (Harper & Quaye, 2007). By creating dedicated positions, we can actively work to dismantle these barriers and provide equitable opportunities for all students to thrive and lead in our residences.

Additionally, having diverse student leaders allows students from a wide range of identities and backgrounds to see themselves represented in leadership, which can improve

Anna Caterer Associate Director Administration, Monash University, APSAA Communications and Engagement Committee

member

their sense of belonging and engagement (Museus & Quaye, 2009). This representation is critical in promoting a culture that values and respects diversity, encouraging students to bring their full selves to their residential community.

Furthermore, diverse leadership can help drive institutional change. Student leaders from under-represented identities can offer unique insights and advocate for policies and practices that address the needs of all students. Their perspectives are invaluable in creating a more inclusive climate, which can ultimately lead to improved student outcomes (Museus & Quaye, 2009).

Many on campus accommodation providers already hold identified student leadership positions, with an excellent example from Monash Residential Services featured below.

References

Harper, S. R., & Quaye, S. J. (2007). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. Routledge.

Museus, S. D., & Quaye, S. J. (2009). Culturally engaging campus environments and the cultural validation of students of color. Journal of Higher Education, 80(4), 415-439.

MRS Pride Community Resident Advisor Scholarship

Monash University Residential Services (MRS) on campus accommodation represents a diverse and inclusive community and residents representing cultures, religion, race and beliefs from all over the world. MRS is committed to maintaining LGBTIQA+ inclusivity within these diverse communities that house over 3000 residents.

This scholarship serves as a pathway to provide students of diverse genders and sexualities the capability to afford accommodation on campus at Monash University, in a community that is accepting and respectful of their diversity.

Student profile: Adam

The MRS Queer Leadership scholarship not only gave me the financial support to make the move from regional Victoria to the city, but also the opportunity to play an active role in shaping and celebrating the LGBTQIA+ community living at Monash. This role is particularly significant for recognizing the diversity of university residents and giving voice to the unique requirements of people with varying genders and sexualities. Being able to play a part in welcoming new residents to the stunning Monash queer community gave even myself my own sense of belonging.

More information: https://www.monash.edu/ accommodation/residential-life/leadership-anddevelopment-opportunities/how-to-be-a-resident-adviser

Dr Sarah Moller Vice-Rector and Academic Director, Aquinas College, SA.

Outreach at Aquinas

At Aquinas College, one of the key features of student life is involvement in ‘Outreach’ – voluntary community service where students give up their time to contribute towards community causes. Designed to foster social awareness and encourage students to look towards the needs of others, last year’s Outreach program saw students collectively clock up 2000 hours’ worth of volunteering time, supporting a diverse range of charities and community organisations.

While each student at Aquinas is required to undertake at least ten hours of service over the course of the year, many students choose to participate in as many service opportunities as possible. The program is led by a student

Thomas Skeer

Lincoln College SA, SAAUC Representative

in the role of Outreach Coordinator, who organises and publicises opportunities for service. Outreach activities are scheduled into Orientation Week, seeing students travel together to a range of locations to pack food hampers and Treasure Boxes, sort clothes and pick up coastal litter.

A particularly popular Outreach event is the Red Bull Wings for Life Run, which last year saw participation from 98% of the student body, raising awareness for spinal cord injury. Similarly, the St Vincent de Paul Winter Sleep Out is a regular event on the College calendar, as is The Annual, a studentorganised charity auction to raise money for a worthy cause.

Whether it’s donating blood and plasma or volunteering to help run holiday events for refugee kids, Aquinas students speak warmly about the sense of satisfaction they get from volunteering their time and talents to connect with the wider community.

‘It really broadens your horizons and makes you realise that there are a whole lot of people out there who don’t have the opportunities we’ve had’, says Outreach Coordinator Claire Byrne – ‘To be able to make even a small contribution towards helping others is hugely rewarding.’

SAAUC – More than Sport!

The South Australian Association of University Colleges (SAAUC) encompasses 5 university residences within the Adelaide metro area. Over the 40-week academic year, the colleges run a program of sporting events to contest the highly prized Douglas Irving Cup. Colloquially known as “the High Table Cup.”

The association, made up of Aquinas College, Lincoln College, Flinders Hall, St Ann’s College and St Mark’s College, compete in 11 sports (swimming, tennis, netball, debating, football, hockey, basketball, volleyball, soccer and athletics) over the academic weeks. Women’s and men’s teams are established for most sports, with the exception of a few mixed teams.

Alongside the sports competition, there is a mutual recognition of the wider community and an acknowledgement of how lucky we are to be attending university and living in residential colleges. With this in mind, SAAUC has established some focus areas to be aligned with sporting days. Recent initiatives have included “Golden Laces” raising funds and awareness for

childhood cancer, an Indigenous Round in football, where Colleges wear their Indigenous jerseys, “Wings for Life” supporting research into spinal cord injuries and a focus on mental health during the hockey tournament.

All colleges collectively participate and happily support causes that are often close to their heart. At the end of the day, no matter the result on the sports field, everyone is a winner!

Golden laces

Rachael Gibson Campus Life Coordinator, Deakin Residential Services, APSAA Communication and Engagement Committee member

Scams and International Student Safety

As we strive to maintain a safe and secure environment within our student accommodation community, it is important that we bring everyone’s attention to a very real issue regarding scams and fraudulent activities. These scams and activities can focus on international students from Asia as the main target group but have been known to affect many vulnerable students.

Picture this…

you have just flown halfway around the world to study at an Australian University. You are all unpacked and settling into your new accommodation, and you get a call from an unknown number on your new Australian mobile number. The person on the other end then says “Your name and number has been flagged for fraudulent activity and this has been escalated through to the Australian Federal Police from the Chinese government. This fraudulent activity has taken place in China so we will be handing your call over to the Chinese authorities.”

For most people reading this, they would assume it was a scam and hang up and block the number. The same cannot be said for a lot of the international students who are always told to never question certain authorities. This very situation unfortunately has happened to a student, and I would like to say that this was all that happened, but it gets worse.

The student was then advised, by the fake Chinese authorities, to allow them access to his computer and to send through his passport details, bank details and other forms of identification. It then escalates further to where the student was advised that the AFP were coming to his location to fingerprint him and he had to meet them at a certain time. The student did meet them, and they had on AFP looking jackets and proceeded to obtain his fingerprints and get him to sign a document, which he did as he didn’t understand what this document was. This document unfortunately happened to be a Power of Attorney. After several days this student thought it might have been a scam and spoke to the student accommodation support team. He was then linked into the International Student Services, Safter Communities and Scam Watch through the local police station.

Detective Senior Sergeant Paul Baggott, from the Financial Crime Squad at Victoria Police is working tirelessly to help prevent major scams occurring to the international student cohort. Detective Baggott said “Whilst scams targeting the Mandarin-speaking community remain prevalent and significant sums of money are sometimes being lost, to date in 2024 we have only received one reported Virtual (or staged) kidnapping. This is where students are threatened to stage a kidnapping to extort large sums of money, often tens of thousands of dollars, from family and friends to save them. The students are guided to head to a different location, often to another country to simulate the kidnapping under the mistaken belief that they are wanted by the Chinese authorities.

Many phishing email scams can appear to be from legitimate sources. These emails often contain links or attachments that, when clicked, can compromise personal information or install malware on devices allowing people to access further information.

Other forms of scams currently happening include bank and phone support scams. This is where scammers may impersonate banks, phone companies and some form of tech support agent to claim that a person’s computer or devices have an issue, like a virus, and they will ask for further personal information, ask you to install a program so they can “help” or request money for a service. This form of scamming can be difficult to detect. Advice is to never install software they have not requested and always hang up and call the organisation they are saying they are from in order to verify.

There has been an increase, with the international student market returning, of fake job offers and offers of accommodation. Scammers may pose as recruiters, employers or landlords offering enticing job or rental properties. They will often request a lot of personal information and payment for training materials, to secure a rental or bond or to reserve a reservation only to disappear once they have obtained what they want.

Students who face these scams can report to their state or area police, Cybercrime and online scams, Scamwatch and StopNCII (links and addresses listed below). Students should be encouraged and supported to report any suspicious emails, messages or phone calls to the right authorities.

• Fraud and scams (police.vic.gov.au) https://www.police.vic.gov. au/fraud-and-scams

• Cybercrime and online scams | Victoria Police https://www.police.vic.gov.au/ cybercrime-and-online-scams

• Types of scams | Scamwatch https://www.scamwatch. gov.au/types-of-scams

• Stop Non-Consensual Intimate Image Abuse | StopNCII.org https://stopncii.org/

As an organisation for Student Accommodation, we should be aware of the types of scams that are occurring for students, especially the international students and where to go to offer further help and supports. Below are a few links to different supports and information that staff and students can reference.

You Tube scam warning video:

• English Version: https://youtu.be/CNAPS35LMnI

• Mandarin version: https://youtu.be/SfrXsK1tb1U

SBS Mandarin interview:

• SBS Mandarin website: https://www.sbs.com.au- Avoiding Chinese Authority Scams- Tips from Victoria Police

• Apple podcasts: Apple Podcast SBS Mandarin Interview- Avoiding Chinese Authority Scams- Tips from Victoria Police

• Facebook links: Facebook- SBS Mandarin InterviewAvoiding Chinese Authority ScamsTips from Victoria Police

• Video link: https://www.facebook.com/sbschinese/ videos/7365646343456574/

Images from the Scamwatch Victoria videos.

Simone Gallo National Manager Student Accommodation Australian Catholic University, APSAA Vice Chair & Communications and Engagement Committee Chair.

Protecting International students from accommodation scams

Finding suitable student accommodation can be a daunting task for anyone, but for international students, the challenge is even greater. Navigating an unfamiliar housing market, often from thousands of miles away, leaves them particularly vulnerable to scams. Understanding these scams and the unique challenges international students face is crucial for accommodation providers to offer effective support.

Common scams targeting international students

1. Fake listings: Scammers create enticing advertisements for non-existent properties, often using stolen photos. Once the unsuspecting student makes a deposit, the scammer disappears, leaving the student without accommodation and out of pocket.

2. Upfront payment scams: Some scammers pose as landlords requiring large upfront payments or deposits before the student can view the property. These payments are often framed as necessary to secure the accommodation due to high demand.

3. Identity theft: Scammers may ask for personal information and documentation, such as passports or student visas, under the guise of verifying identity. This information is then used for fraudulent activities.

4. Bait and switch: Students might be shown pictures of a well-maintained property but, upon arrival, find a run-down, substandard place that doesn’t match the listing.

Why International students require more support

International students often have limited knowledge of local housing

markets and legal protections. A lack of understanding around public transport routes can also be limiting factors for this cohort. They may also face language barriers and cultural differences that make it harder to identify red flags. Without a local support network, they can find it challenging to verify the legitimacy of listings and landlords.

Moreover, the financial stakes are high for international students. They often pay significant sums upfront and cannot afford to lose these funds. The stress of navigating these issues, on top of adjusting to a new country and academic system, can be overwhelming.

How accommodation providers can assist

1. Verified listings: Providers can offer a database of verified listings where landlords and properties have been thoroughly vetted. This gives students peace of mind that the accommodation options are legitimate. Some universities use Study Stays to assist students with off-campus accommodation searches.

2. Educational resources: Creating resources that educate international students about common scams and how to avoid them is crucial. This could include guides, workshops, and seminars, ideally available in multiple languages and delivered prior to the student leaving their home country. Webinars with Q & As are a great tool to educate international students about which accommodation types are safe to book from overseas and which you need to do in person once you arrive onshore. For

example, booking Homestay, with your university, a college or PBSA are safe to book offshore but private rental is not.

3. Support services: Establishing dedicated support services for international students can make a significant difference. This includes providing advice on legal rights, assistance with rental agreements, and access to local networks that can offer additional support. The staff who manage these services will sometimes need to advocate on behalf of the student and case manage issues. Often international students are quite isolated and need more one to one support when problems arise.

4. Partnerships with universities: Collaborating with universities to provide integrated support systems ensures that students receive consistent and reliable information and assistance.

5. Reporting mechanisms: Encouraging students to report suspicious activities and providing a clear, accessible reporting mechanism can help in identifying and mitigating scams quickly. Ensure that the students understand that the Police force can be trusted and are here to help, as this is not the case in some places in the world.

By taking these steps, accommodation providers can play a pivotal role in protecting international students from scams and ensuring their transition to a new country is as smooth and safe as possible. Ensuring their safety and security not only enhances their academic experience but also builds a trustworthy reputation for the providers themselves.

Sue Fergusson

APSAA Board member, 2025 Conference Committee Chair & Finance Audit and Risk Committee member

QLD Residential Tenancy Authority (RTA) Stakeholder Forum meeting –Quarterly meeting update

The recent QLD Residential Tenancy Authority (RTA) Stakeholder Forum meeting was held in Brisbane on 18 July. APSAA board member, Sue Fergusson attends the forum on behalf of QLD members. Below is an update from the meeting.

There have been some recent RTA Executive Leadership changes. Tracey Madgwick has been appointed to the role of Chief Customer Experience Officer, and Kristin Spruce has been appointed to the role of Chief Regulatory and Assurance Officer.

The following data insights were shared; Statewide median weekly rent increased $70 from $510 at end of June QTR 2023 to $580 at end of June QTR 2024. The median length of tenancy has increased to 18.9 months with most tenants trying to stay in accommodation rather than move about.

The RTA advised that they are working on the following key initiatives for FY25. Rental law changes education and monitoring, digital changes to service platforms, continuing to uplift CX capability (leadership/knowledge management, training and quality assurance), and working towards further customer education through social media.

Minimum housing standards for ALL tenancies commence

1 September 2024. As a result of the changes to rental law in QLD, the RTA will be focused on the following compliance items for FY25.

• Rent increases within 12 months – monitoring and enforcement

• Advertising premises for rent with no fixed price

• Trending offences currently are unlawful entry/non-lodgment of bonds/failure to keep or provide documentation

As our QLD members are aware, new rental reforms including minimum housing standards were passed on 23 May and some new laws commenced on assent on 6 June. One of the most concerning of these for student accommodation operators is the new rent cap. Effective 6 June, it is now an offence under the Act to increase rent if it is less than 12 months since the last increase. RTA will be enforcing this. The penalty is 20 penalty units. A penalty unit is currently $161.30 in value, meaning the fine would be $3,226 per offence.

We were invited to respond at the meeting and advised the following;

The challenge for our sector continues to be the introduction of the new legislation changes specifically management of the ‘fixed’ rental rate for 12 months.

The biggest challenge was not being provided with a transition period with the new legislation coming into effect immediately upon assent on 6 June 2024. Our PBSA members have been trying to reverse engineer booking systems and rental rates for 1000’s of bookings that were already in systems for the beginning of Semester 2. The sector is busy; all buildings are full and handling 1000’s of arrivals and departures. Our property management systems are not equipped to deal with the changes, and these will not be updated overnight. It is not a quick fix.

This change makes no sense for our sector because of the way our businesses operate. Students come and stay on study abroad and exchange typically for 3 months or 6 months. Students regularly want to room move for various reasons; flat mate issues, or they want a different room, in some cases they want to move to a different building. The administrative function to manage this and ensure compliance is completely manual and onerous for building operations.

As a sector we have been in contact with the QLD Minister for Housing to seek an exemption and will continue to lobby all levels of government

Student Accommodation September 2024

Phone: +61 3 9586 6055

Email: admin@apsaa.org.au apsaa.org.au