TRENDS: Fall 2024

Fall 2024

ABOUT TRENDS TRENDS is published twice times a year by Great Lakes Association of College and University Housing Officers (GLACUHO) for members of the association.

GLACUHO is a non-profit organization that strives to: Better prepare housing officers to meet the diverse and changing needs of those we serve with primary concern for students.

Contribute to the improvement of dining services, residential life, residential services, and residential facilities provided by housing officers.

Sponsor activities and services which assist housing officers in the exchange and distribution of information and ideas.

Support the goals and purposes of the Association of College and University Housing Officers International (ACUHO-I)

Advance and communicate professional knowledge and standards in the field of housing.

Provide opportunities for the education and professional development of housing officers.

GLACUHO Communications & Marketing Committee Amanda Mientus

Kellee Steffen

Hailey Kowalski

Miami University

Indiana University

Indiana University - Bloomington

Dexter Earney

David Binkley

Nicole Von Drasek

Grand Valley State University

Northern Illinois University

DePaul University

Carley Eichhorn

Mariah Slaughter

Drennan Sorrell

University of Michigan

Illinois University

Indiana Institute of Technology

Annabel Leonova

Stephanie Dana Ely

Amarah Byakweli

Oakland University

Indiana University Bloomington

Miami University

GLACUHO Board of Directors & Committee Chairs President Jeremy Alexander

Technology Coordinator Tim Nichels

Professional Foundations Chairs Amy Fitzjarrald

Eastern Illinois University

Eastern Michigan University

University of Illinois at Urbana - Champaign

Past President Josh Lawrie, Ph.D.

Committee Chair Delegate Zac Birch, Ed.D.

Campus Safety & Crisis Management Chair Caroline Murray

Bowling Green State University

University of Illinois Chicago

Michigan State University

President-Elect Vicka Bell-Robinson, Ph.D.

Conference Host Chair Lovey Marshall

Conference Host Assistant Chair Rod Waters

Indiana University Bloomington

University of Illinois - Chicago

DePaul University

Secretary Amy Brown

Health and Wellness Chair Nick Schiller

Facilities & Operations Chair Samantha Kaetzel

University of Cincinnati

University of Illinois - Chicago

University of Cincinnati

Treasurer Sarah Meaney

Student Learning Bradford Peace

Communications & Marketing Chair Brandon Perjak

Miami University

Ball State University

Southern Illinois University Edwardsville

Exhibitor Liaison Lauren Sewell

Inclusion & Equity Chair Robert King

Contemporary Issues Chair Alison Sinadinos

Purdue University Fort Wayne

Oakland University

Indiana University

sTATE dELEGATES Illinois Delegate Dave Arnold

Indiana Delegate Maegen Wallaker

Michigan Delegate Alexis Straub

Ohio Delegate Mellie Derry

University of Illinois

Indiana University Bloomington

Michigan Technological University

Wittenberg University

Editorial Guidelines All members of GLACUHO institutions are encouraged to submit articles for publication. Be sure to indicate the name of author(s), institutions(s), email address(es), and GLACUHO committee or board affiliation, if applicable. Articles not received on time or not published will be considered for the next issue. Submitted content may also be published at any time based on editorial needs and focus of edition.

Necessary editorial revisions will be made to ensure publication quality and to meet space requirements. Authors must submit work with GLACUHO to make necessary edits for publication to TRENDS and to maintain consistency across the publication. Submitted content ma\y or may not be published at the discretion of GLACUHO. Material that has been submitted to other publications is discouraged. Authors bear full responsibility of the accuracy of references, quotations, tables, and figures submitted for publication.

Authors further hold GLACUHO harmless from any liability resulting from publication of articles.

Any editorial mention of commercial interests is intended entirely as an information service and should not be construed as an endorsement, actual or implied, by GLACUHO. Submission should be made at www.glacuho.org/?Trends_Submissions Comments and questions for TRENDS can be sent to trends@GLACUHO.org Brandon Perjak - Southern Illinois University Edwardsville brandon.perjak@glacuho.org GLACUHO Communications and Marketing Chair

Advertisements For information, please contact the GLACUHO Communications and Marketing Chair. GLACUHO reserves the right to reject any advertisement not in consonance with the GLACUHO Diversity Statement (revised 2018). Advertising of a product or service in this publication should not be construed as an endorsement.

A LOOK INSIDE THIS ADDITION OF TRENDS...

5

GLACUHO’s New Book Club and a Book Review for Radical Reimagining for Student Success in Higher Education

7

The Current State of the Live-In Position

10

Great Expectations: An Intentional Tool for Team Member Success

14

Write for Trends

15

Student Leadership Advising Guide

22

GLACUHO Cares

23

Unsafe or Uncomfortable? Interpersonal Conflict Challenges for College Students

26

The Art of The Social Media Interview

27

"I don't Want to Talk to my Roommate": The Impact of COVID-19 on Social Development in Housing and Residence Life

29

Article References

29

Social Media Information

GLACUHO’S NEW BOOK CLUB -ANDA BOOK REVIEW FOR RADICAL REIMAGINING FOR STUDENT SUCCESS IN HIGHER EDUCATION By: Jeff Fabus and Josie Palitzsch

The Student Learning Committee for the Great Lakes Association of College and University Housing Officers (GLACUHO) decided to lead a book club this year to promote student learning within the region. The book was undertaken by Complex Director Jeff Fabus from Eastern Michigan University and Assistant Director Josie Palitzsch from Southern Illinois University Edwardsville.

Both Fabus and Palitzsch were looking to become more involved within GLACUHO and had personal goals of reading more professionally.

The book that was selected was

Radical Reimagining for Student Success in Higher Education

by Jo Arney, Timothy Dale, Glenn Davis, and Jillian Kinzie (2023).

This book was selected due to the focus on student learning, length, and relevance, and it has been a diving board into some great conversations with those involved across the GLACUHO region. Fabus and Palitzsch compiled a book review for those who may want to catch up with the book club or may be curious about the content of the book.

In Radical Reimagining for Student Success in Higher Education (Arney et al., 2023) the authors discuss the ethical obligation of institutions to do all they can to help students succeed after collecting tuition dollars. The book seeks to answer the question “What would our institutions look like if students really mattered?” While this may not seem radical the book states that this thinking is not always at the forefront of decision making. The book is broken into three parts with the focus on Reimagining Institutional Change, Reimagining the Student Experience, and Reimagining Higher Education.

In Part 1: Reimagining Institutional Change,

the authors focus on some improvements that can be made to create a culture that centers on student success. There is a focus on institutions participating in the American Association for State College & Universities’ (AASCU) Reimagining First Year (RFY) Framework project (Arney et al., 2023, p.5). The project was launched in 2016 under the assumption that campuses did not have knowledge problems, but rather an implementation problem. The project encouraged colleges to implement initiatives that demonstrated a positive impact for students of color, firstgeneration students, and students from low-income backgrounds (Arney et al., 2023, p.5). This led book club members to discuss how everyone plays a role in retention and how one would hope that focusing on student success would improve retention efforts.

The book, and subsequently the book club, discussed how to foster a sense of belonging among students from resource sharing to affinity groups. The discussion led to breaking down institutional silos and working in conjunction with other offices, revisiting student development theory, and relooking at policies to make sure they were helpful and inclusive. The conversation at the book club seemed to have a natural flow, and the subject matter generated lots of ideas for the participants.

In Part 2: Reimagining the Student Experience,

the authors moved to a focus on student learning that naturally excited the GLACUHO committee with their focus on student learning. This may have felt more targeted at professors but many professionals who work in housing may teach First Year Seminar classes or Resident Assistant (RA) classes in addition to their roles. The topics would also lead well to student staff training. This section talked about different ways to engage student. The reading presented active and experiential learning, authentic learning, collaborative learning, and other ways to engage students. The section on active and experiential

learning featured Chickering and Gamson (1987) and their well-known “Seven Principles for Good Practice in Undergraduate Education.” The text said that “for authentic learning to occur learners must be engaged in inventive and realistic tasks that provide opportunities for complex and collaborative activities” (Herrington et al., 2010, p.1). Finally, this section shared collaborative learning, described by Lores et al (2018), “shifts away from an instructor-centered classroom to an education environment that emphasizes students teaching one another under the guidance of an instructor who provides materials and ideas in an effort to facilitate learning” (p 935).

Part 3: Reimagining Higher Education

will be discussed at the GLACUHO annual conference in Fort Wayne, Indiana, November 5-7. Fabus, Palitzsch, and GLACUHO’s student learning committee invite all to attend regardless of whether you have read the book or participated in former discussions. In hopes to not give too much of the content or discussion surrounding this topic away, the conversation will include questions such as the following: How do folks describe their roles in coordination with student success?

How do administrators identify problems and root causes for barriers to student success?

What roles do student play in the success of their peers?

Overall, the book proved a rewarding read for those involved with the book club. The concepts and ideas have helped refocus professionals to a student focus and the materials have been great at prompting new ideas among the book club participants. The book club contains professionals at various levels from graduate assistants to housing directors and draws participants from multiple institutions in the area. The last book club discussion will take place at GLACUHO’s Annual conference, and all are welcome to attend.

THE CURRENT STATE OF THE LIVE-IN POSITION

Isa Ramirez, Eastern Michigan University Octavia Hubert, Miami University Throughout the years, the state of the live-in position in housing and residence life has vastly changed. As things continue to change for our students and universities, so do the requirements for these particular positions, but at what cost? For most new professionals, the live-in position within housing and residence life is their first full-time job post graduate school. As a new full-time professional, it can be a love and hate relationship when it comes to creating boundaries, but also wanting to ensure that you are doing everything you can to be a great employee. There is the want to create and build relationships with students, but also feeling as though you don’t have much separation from your day-to-day responsibilities. The current state of being able to manage the work/life balance while living in/on, serving on call, and also recognizing that we are not a therapist for students has changed and is constantly changing within our field.

Being in a live in/on position can make it difficult to manage and maintain a healthy work/life balance. Janosik (2017) cited the highest concern among entry-level professionals is the obligation to act or to respond to a situation whenever needed. For most universities, the apartments for live-in professionals require staff to enter through the building, walk past the front desk, or interact with students when trying to go home for the day. This makes it difficult to feel as though there is

any real separation between the position and everyday life. This can cause professionals to

be anxiety inducing, cause exhaustion from

feel as though they have to be “on” at all

lack of sleep, and create feelings as though

times, even when at home. It’s the constant

there is no structure in their schedule. Being

struggle of feeling as though you need to rush

on-call can cause a lot of uncertainty for

in and out of your apartment just so that you

people and can make people feel as though

won’t be seen by students, or stopped and

they need to plan out the whole week ahead

asked a bunch of questions by staff when

because there is very little that most can do

you’re not technically working. We all know

when

that there is that unsaid expectation that if

conversation

you see a situation you should respond to it

professionals, it was discussed how many will

even if you are not the one on call, although

go grocery shopping before being on-call

inside we just so desperately want to go home

because of the fear of having to leave a cart

or go about our day. So, how do we create a

full of items in the middle of the aisle. This

healthy work/life balance if this is an unsaid

also ties into how it can be difficult to create

expectation that most feel? It starts with

a

asking why this is the unsaid expectation to

position. As many people become more aware

begin with when there is a duty structure in

of their mental health,

they

sense

place. Entry-level professionals get stretched

of

are

on-call. with

work/life

For

other

balance

example,

in

entry-level

within

the

seek higher level opportunities in the field.

BEING ON-CALL IS ONE OF THE THINGS THAT MANY HOUSING AND RESIDENCE LIFE PROFESSIONALS HAVE SAID GENERATES THE MOST ANXIETY.

On top of not having much separation from

This is partly because you never know what

day-to-day responsibilities, there is the on-

the call on the other end will be, but also

call

and

because sometimes you wait around for a call

residence life. Now, we all know that this is

that never happens. So, the question is: what

something to expect when working within

can

this functional area, specifically, but the

support their staff who serve on the front

question

line of being on call?

thin within the first few years of their position because of how hard it can be to feel separated

from

work

which

can

cause

individuals to leave higher education and not

aspect

of

is

working

in

whether

housing

universities,

departments

and

universities

do

to

departments, and those in higher positions are recognizing the toll that being on-call

Another aspect of the live-in position that

can take. At some universities, the entry-

can make it feel as though there is little

level full-time staff person is the next person

separation is the expectation that live-in

on-call after the RAs and for others, there is

staff are around campus even when not on

the extra layer of graduate-level students

call.

that are on-call in between. However, does

expectation that a certain number of live-in

this

how

staff members are around and available on

exhausting being on-call can be? There are

campus should a larger emergency occur. It

times where the phone rings non-stop and

can oftentimes give staff the feeling that they

limit

the

amount

of

calls

or

there are other weeks where the phone barely rings. Nonetheless, being on-call can

For

some

universities,

it

is

an

are

initially

hesitant

in

accepting

these

positions due to the effects they can have on quality of life (Belch & Mueller, 2003; Bender, 1980; Lagagna, 2007). Many universities have moved to allowing full-time live-in staff to have an animal and partner to improve the quality of life of their staff members, but is it enough?

The question that most ask is why work in a field

that

can

ultimately

be

taxing

or

draining? According to Belch and Mueller (2003), student contact was high on the list of reasons for pursuing jobs in residence life.

For

many

professionals,

the

reason

for

entering into student affairs is to be able to be a mentor and guide for young adults and college students; as that someone was most likely there for us during our own college experience.

As

we

look

at

the

current

generation of college students, we know and are learning that the needs of students have broadened

and

they

guidance

throughout

their

experience.

It

recognized

is

are

being

requiring

more college that

sometimes students will want to open up and tell housing professionals everything that they have ever experienced in their lives.

Although we value the trust they have in us and do not ever want to turn away a student in

a

time

of

need,

this

is

becoming

increasingly difficult to manage because as student affairs professionals

WE DO NOT HAVE THE QUALIFICATIONS TO BE A THERAPIST FOR STUDENTS. As student affairs professionals, especially as a new professional, we want to do everything that we can to support our students but do not always realize how much that can pull from ourselves at the end of the day.

Reflecting on both, the current state of the live in/on position and also the current Contemporary Issue, the constant question that comes into play is “As student affairs professionals, what can we do to ensure that we are creating our own self-care plan to fortify

ourselves?”

professionals

on

all

It

starts

with

levels

having

these

difficult and sometimes uneasy conversations about the needs of the position and how things can change. This field, the students, and the professionals are not the same as it was many years ago, so it is important that we are keeping up the constant change and demands of our positions, departments, and universities.

IT IS ALSO IMPERATIVE THAT AS ENTRY-LEVEL PROFESSIONALS THAT WE ARE TAKING THE NECESSARY TIME FOR OURSELVES BECAUSE WE CANNOT DO OUR BEST WORK IF WE DON’T. THE DEMANDS OF THE LIVE IN/ON POSITION ARE HIGH, BUT SO ARE OUR NEEDS AS HUMANS.

GREAT EXPECTATIONS:

AN INTENTIONAL TOOL FOR TEAM MEMBER SUCCESS

Caroline Murrary

A guaranteed agenda item in any first staff meeting or team training is the dissemination of expectations. If created and delivered with intention, expectations can be a tool that keeps your team running like a well-oiled student support machine. Additionally, expectations that are clear, transparent and provide a sense of predictability can be a key trauma-informed practice. Providing a clear understanding of what is needed for your team members can work to reduce ambiguity, and therefore reduce anxiety. This is especially critical in the dynamic environment in which student affairs professionals and student team members operate.

You want to make sure that your expectation documents set you up for a year of success.

Here are some tips for developing sustainable and actionable expectations: Know the Difference Between Expectations and Good Advice When faced with the August heat and long days of Resident Assistant (RA) training, you may find yourself wanting to write “drink water” and “get plenty of sleep” under your training expectations (I know I have!).

However, nowhere in the RA contract is drinking water a requirement.

While it is well-intentioned advice, it is not something we can tangibly hold our team accountable to. What we are focusing on is the outcome: that our students need to sustainably maintain their focus during training so they can learn, which we know can be supported by wellness activities that happen in and out of the training environment.

You might consider presenting this outcome as an expectation that reads: “Come to training prepared and ready to focus.” You can still provide this advice but keep it as a supportive tip rather than an expectation for their role.

Specify, Specify, Specify!

Having expectations that remain up for listening to multiple perspectives and interpretation does not support your ability offering potential solutions,” or “It is to hold your team accountable. For imperative that staff actively contribute to example, stating to your team that they an environment where team members are should “follow up with resident concerns in listened to and have the opportunity to a timely manner” leaves the potential for a participate equally.” wide window of understanding. Is within a week considered timely? Within the What Can Staff Expect of You? month? Within the hour? When providing As you list expectations for your team time-centered expectations, they should members, it is helpful to be transparent dictate a clear objective. For example, you about what your team can expect of you. might rephrase this expectation to read: For example, what can your team expect “When assigned to check-in with a your response to be if they come to you resident concern, perform this check-in with a mistake they have made? What can within 5 business days.” This way, there is a they expect from you regarding your own clear understanding of when these actions response time? Your ability to be need to happen, and what would be transparent when tasked with considered late in accordance with this departmental directives? Being realistic expectation.

Lorem ipsum dolor sitabout what your team can and honest amet, anticipate consectetur from you, supports them in Watch Out for Tone Policing adipiscing elit.

Donec managing up (a way of shaping their own varius ac ante quis practices to better get what they need Expectations that are well-intentioned, tempor.

Aenean from you). This also gives you an such as “maintain a positive attitude” or eleifend sed elit idto discuss your leadership opportunity “be friendly with your teammates” can fringilla. style, Donec the enim values you bring to your role, and actually be harmful, and center comfort mauris, an sagittis eget understanding of why you may do rather than positional requirements. This vestibulum id, the aliquet things way that you do. can be a form of tone-policing, which is a quis nibh. form of oppression that disproportionately In your current or previous roles, you may impacts team members with marginalized have had your staff set expectations for identities. An emphasis on adhering to you as a supervisor. While this practice can specific styles of communication related to be seen as team-centered and supportive, perceptions of attitudes, moods, or tone, be wary of this practice losing its purpose. can be rooted in white supremacy culture.

For example, if your team asks for an If your goal with these expectations is to expectation of you to be “lenient and create a supportive team dynamic, you understanding” but your role requires you can do so without dictating a need for a to hold your team accountable to specific tone or perceived attitude. You deadlines, you may be setting yourself up might try phrasing your expectations with for positional conflict. You do not want to these goals in mind, like stating “RAs are navigate a scenario where the expected to maintain a working expectations of those you supervise relationship with all staff members and counteract the expectations of those who address concerns by discussing conflict,

supervise you. Additionally, this practice may open the door for supervisors with marginalized identities to be asked by supervisees to navigate their leadership style differently than supervisors with predominantly privileged identities. For example, a woman-identifying supervisor may be inadvertently expected to take a softer approach, or “be less strict” than their man-identifying co-workers in similar roles due to the implicit bias of team members. As you seek to make your expectations something your team can take ownership of, keep in mind what you also need to take ownership of.

What Not to Expect is Also an Expectation

the more removed they are from their residents' experience. It may be more supportive for an RA to share “I don’t know what is happening either, but I can sit with you as we process not knowing” in an authentic way than for an RA to share “I do know what is happening, but I am not allowed to tell you.” It can be hard for student team members to hear that they won’t be notified of each detail, and some may view this as an attempt on the administration’s end to evade transparency. Navigating this concept in the beginning of the year during your expectations-setting discussion will be easier than trying to do so in the moments following a crisis.

With student-led roles like resident Articulate the Accountability assistants and graduate hall directors, Lorem ipsum dolor sit for a student to process a It is common there may be an undue expectation that amet, large consectetur amount of stress and anxiety when these team members will be looped into adipiscing elit.

Donec they make an error in their role. An anxious each and every happening that you as a varius ac ante quis mind can make us assume the worst in our hall director, assistant director, or beyond tempor.

Aenean processes if those processes have not is privy to. eleifend been sed clearly elit iddisclosed. For example, your REALISTICALLY, THESE STUDENTS Donec enim process may dictate that a WILL NOT BE NOTIFIED OF EACH fringilla. department’s sagittis assistant eget who forgets to fill out SITUATION HAPPENING WITHIN mauris, resident vestibulum aliquet THE RESIDENCE HALLS, theirid, duty log may receive a written quis nibh. warning. However, if the RA is not aware of especially if there is a need to maintain this process, their mind may create a privacy, protect student dignity, or prevent narrative where they anticipate being rumors or gossip. Be clear with your team yelled at, shamed, or fired – even if your to expect that they will not have all the leadership style would realistically indicate answers, and cannot be looped into every the opposite approach to performance detail – especially when it comes to crisis management. This action of processing response. For example, if there is a student the anxious narrative can lead to in a medical crisis in a neighboring additional stress beyond what the action building that is being handled by on-call in question warrants. For team members staff, your RA team in your building does navigating trauma, this can be not need to know which student is being exacerbated. Clearly articulating your transported and why, in the same way that department’s accountability process is a you would not share this information with a trauma-informed practice, as it reduces resident in passing. Additionally, the more the ambiguity of “what is going to happen that your student team members know,

to me” when a team member makes a mistake. As you are setting expectations for your team, it is also critical to clearly outline what team members can reasonably expect if those expectations are not met, not for the intent of scaring, but rather to inform and reduce undue stress.

could place on positional boundaries.

However, if you expect your team not to engage in this behavior, but don’t have that expectation clearly written down, you cannot easily hold your team accountable if this behavior occurs. With ever-changing understandings of boundaries and responsibilities, there is no commonality in common sense. Therefore, if you have expectations for certain behaviors to not Common Sense is not Common… occur, this needs to be reflected in your or an Expectation expectations documents. It is important It is challenging to hold team members that you also articulate the “why” or the accountable when there is no document purpose behind these expectations so that indicating that their behavior warrants your team members understand and can accountability. There are some practices buy-into the experience you want them to that those creating expectations, typically have. Review your position contracts to professional staff members, may assume seek any gaps of understanding that may are common knowledge and not needed be missing and may need to be covered in to be included in an expectations Lorem ipsum dolor sit additional training materials. document. However, an expectations consectetur document should not just be a spaceamet, to adipiscingInelit.

Donec conclusion, expectations can be a learn new understandings of the role, but varius ac ante quis critical support tool for your team to lean rather should also reaffirm the practices tempor.

Aenean on as they navigate the year. Rather than that need to continue throughout the year. eleifend sed elit id documents full of rules and being punitive A space where this is especially important fringilla. Donec enim view clear expectations as a requirements, is that of boundary setting between team sagittis eget trauma-informed practice that will members and student staff or residents.mauris, As vestibulumsupport id, aliquet your team members in finding a professional staff member, it may seem quis nibh. success in their role. If you start the year like common sense to not go out to the with great expectations, you can expect to off-campus bars with residents who are 21 navigate the year with great success! years of age due to the fracture that it

Write for Trends portfolio development builds your credibility supports peer learning networking opportunities improves writing and research skills creative outlet

Spring Trends Article Submission Deadline: TBD

STUDENT LEADERSHIP ADVISING GUIDE Zach Wilson & Jackie Weisenfelder Have you recently been selected as an advisor for a Housing and Residence Life (HRL) organization at your institution? Your dedication to fostering a vibrant and inclusive residential community is admirable, but you may also find yourself wondering where to start on this endeavor.

This guide is designed to equip you with the essential tools and knowledge to support your HRL organization in creating a welcoming and enriching environment for residential students. As an advisor, you'll play a pivotal role in mentoring student leaders, facilitating personal and professional growth opportunities, and ensuring the organization's alignment with the institution's mission and values. Whether you're a seasoned professional or new to the world of student affairs, this guide will provide you with valuable insights and best practices to help your HRL organization thrive.

What is NACURH, NRHH, RHA, Hall Councils?

NACURH is the National Association of College & University Residence Halls. It is the governing body of RHA and NRHH chapters across the country. NACURH is broken down into eight geographical regions, listed below.

CAACURH - Central Atlantic Affiliate

MACURH - Midwest Affiliate

GLACURH - Great Lakes Affiliate

PACURH - Pacific Affiliate

IACURH - Intermountain Affiliate

SAACURH - South Atlantic Affiliate

NEACURH - Northeast Affiliate

SWACURH - Southwest Affiliate

RHA is the Residence Hall Association. RHA may also be called Inter-Hall Council (IHC), Residence Hall Council (RHC), or Residence Life Association (RLA) among other names. RHAs serve as the governing bodies for all residential students on their campuses.

Some RHA organizations have a programming focus, while others focus primarily on advocacy or funding support for campus programs and events.

NRHH is the National Residence Hall Honorary.

The Honorary represents the top 1% of leaders NRHH places an emphasis on recognition and living on their college campuses. service. Recognition efforts are spearheaded

by Of-The-Month awards, or OTMs, that can be written and submitted on the NACURH website to recognize commendable students, programs, professional staff, and more.

Hall Councils are often small programmatic bodies that operate inside of individual residence halls.

Their primary goal is to build community for residents and provide leadership opportunities for the students who choose to get involved.

Transferable Skills Outcomes We know that student leaders are picking up on several soft skills through their involvements in their organizations; however, students don’t always realize all of the growth opportunities these involvements are providing them with.

Soft skill development:

Teamwork & Collaboration Working with other leaders towards a shared goal (student advocacy, programs, etc.) provides students with strong teamwork and collaboration skills. This opportunity also helps them with conflict resolution skills, as team environments are seldom without bumps in the road.

Time management Students learn to manage having multiple responsibilities and other people depending on them to meet deadlines.

Event planning In organizations with a primary focus on programming, student leaders learn the logistics of event planning. They learn making and following a budget, requesting funds, advertising strategies, collaboration, and debriefing once the event has concluded.

Budgeting As part of event planning, students learn how to adhere to the limited financial resources available to them to put on programs. They learn to be resourceful and innovative with how they implement events to still respect their organization’s budget.

Self-confidence Students grow into themselves through their leadership experiences. They become more self-assured and comfortable holding leadership titles. The longer they stay involved, the more students are able to develop into strong and confident leaders.

Student advocacy If their organizations focus on student advocacy efforts, students can also gain experience in gathering feedback from their peers, sharing this information with administrators, and working collaboratively to reach a solution that supports the student body.

Public speaking Depending on what position they hold, student leaders may gain public speaking skills through their leadership involvement.

Problem solving Creative thinking and innovation skills help students navigate challenges when they arise. Whether a program isn’t going as planned or conflict has arisen with a teammate, determining an appropriate solution is a skill essential to their success.

Support for On-Campus Student Organizations How to start an HRL Organization Chapter:

Gauge Interest: Talk to fellow students passionate about the leadership industry.

See if there's enough interest to warrant starting a chapter.

Connect with National HRL Organizations: Reach out to the national HRL organization.

They'll provide guidance, resources, and official recognition.

Form a Founding Team: Gather a group of dedicated students to lead the chapter formation.

Assign roles (EX: President, Vice President, Secretary, Treasurer, etc.)

Develop a Constitution: Outline the chapter's mission, goals, membership requirements, and operational structure.

This document will guide your chapter's activities.

Your institution’s student organization office may have a template to use and might even require certain language to be added.

Register with Your Institution: Officially register your chapter with your college or university.

This might involve submitting paperwork and meeting certain requirements.

Things to Consider: Constitution A well-crafted constitution is essential. It should include: Name of the organization Purpose and mission statement Membership requirements Officer positions and responsibilities Election procedures Amendment process

Elections Hold fair and transparent elections for executive board positions. Consider: Nomination process Voting procedures Term limits

Executive Board: Rules A typical exec board might include: President Vice President Secretary Treasurer Event Coordinator Marketing/PR Officer

Executive Board: Responsibilities Each officer should have clearly defined roles and responsibilities to ensure the chapter runs smoothly. These responsibilities should be outlined in the governing documents of your organization.

Financial Support: How to Get Funding University Funding Many schools allocate budgets for student organizations.

Research available funding opportunities through your student activities office.

Fundraising Organize events like bake sales, raffles, or themed dinners.

Seek sponsorships from local businesses or industry partners.

Explore crowdfunding platforms.

Be sure to check with your institution’s student organization office prior to conducting fundraising.

Funding Opportunity Examples: Programming Grants Student Government/Council Grants Departmental Funding

Grants Research and apply for grants specific to hospitality education or student organizations.

Membership Dues: Consider charging a small membership fee to cover operational costs.

Operational Support Office Spaces & Collaboration Provide your student organizations with a dedicated office space if your institution is able to.

Having a designated meeting space, a spot for storage, and general office space assists in boosting productivity because students are better able to focus on the work they’re doing in these specific locations.

Having offices for your student organizations in close proximity to one another can also foster stronger partnerships and increase willingness to collaborate. Students gain greater knowledge and perspectives on their campus and are also able to expand their personal and professional networks.

If folks at your institution are willing, provide your students with opportunities to be mentored in their leadership roles. These mentors can be other professionals at your institution or their more seasoned peers in the organization.

Technology The university recognizes the importance of technology in the success of student organizations. As an advisor, you can connect your organization with the following resources: Discounted Hardware and Software: Computer Labs: Many campus computer labs offer student organizations discounted rates on computer usage and printing services.

Software Licensing: Explore university-wide agreements for discounted software licenses (e.g., Microsoft Office, Adobe Creative Cloud).

Student Discounts: Many technology companies offer special student pricing on hardware and software.

Training and Workshops: IT Help Desk: The university IT department often offers workshops and training sessions on various software platforms (e.g., website design, video editing, social media management). Encourage your organization's members to attend.

Student Technology Consultants: Some universities have programs where tech-savvy students offer peer-to-peer technology assistance.

Troubleshooting and Support: IT Help Desk: The first line of defense for technical issues. They can help with everything from Wi-Fi problems to software glitches.

Online Resources: Many universities have online knowledge bases and tutorials for common technology problems.

Specialized Support: For complex issues, advisors can reach out to IT staff on behalf of the organization.

Legal & Compliance Guidance Understanding and adhering to university policies and legal requirements is essential for the smooth operation of student organizations. As an advisor, you can provide the following support: Understanding Campus Policies: Student Handbook: The student handbook is the central resource for university policies.

Familiarize yourself and your organization's leaders with campus group guidelines.

Student Life/Activities Office: Staff in this office can answer questions about specific policies and procedures.

Advisor Training: Attend workshops or training sessions offered by the university on policy updates and compliance.

Risk Management: Event Risk Assessment: Help organizations identify and mitigate potential risks associated with their events and activities.

Liability Insurance: Ensure your organization has appropriate liability insurance for its events.

Incident Reporting: Know the procedures for reporting any incidents or accidents.

Intellectual Property and Copyright: Copyright Guidelines: Educate your organization on copyright laws and fair use guidelines.

University Resources: Many universities have offices or staff members specializing in intellectual property law who can offer guidance.

Licensing Agreements: Help organizations secure necessary permissions for using copyrighted material.

Examples: Showing TV Shows, Movies, etc.

Development & Programming Support As an advisor, it’s important to consider how you are working to intentionally develop the leaders on your team(s).

As an advisor, it’s important to consider how you are working to intentionally develop the leaders on your team(s).

Are you providing your students with adequate levels of challenge & support?

Do you provide your students with opportunities to participate in developmental activities, whether they’re facilitated by you or others?

Do you have funds available to support the development of your students through attendance at conferences?

In what ways (if any) are you recognizing your students for their hard work and contributions?

Are you present at events your students are putting on?

How loud is your voice in the planning process? Do you tend to guide the conversation, or do you only intervene when necessary?

How do you support your students through controlled failures?

Do you assist in budgeting, obtaining supplies, and finalizing other programmatic logistics?

Visibility & Marketing Support Campus-wide Communication Channels Develop a relationship with communications staff.

Meet with the people who handle the HRL main website, news channels, newsletters, and social media accounts.

Create a standard process for student organizations to submit events or announcements.

Map out existing channels. Get clarity on these questions: How often are newsletters sent?

What are the content submission deadlines?

Are there specific social media accounts for HRL/student life?

Does the university have digital signage systems that could be used?

Create a "how-to" guide: Make a simple resource for student organizations explaining the different communication channels and how to best use them.

Evaluation & Recognition Awards and recognition programs

Recognize outstanding student organizations and individual leaders for their contributions to the campus community

Recognition timelines Recognition should not just be taking place at the end of the academic year; awards banquets and end-of-year celebrations are nice, but they don’t adequately show our students how valuable the work they do is or how appreciated they are by advisors and the rest of their team. Simply put, students who do not feel valued for their contributions will likely choose to leave or decrease the quality of their work because they will see no point in contributing beyond the bare minimum.

Feedback and Evaluation Tools: Establish feedback mechanisms and evaluation tools to assess the impact of student organizations and tailor support accordingly.

Having a consistent feedback and evaluation system is crucial to ensuring student leaders are meeting the expectations of the team and the responsibilities of the position. A designated evaluative measure allows for better progress-tracking for the growth and development of student leaders.

When gathering feedback for evaluations, it is also important to consider all stakeholders in the process. This includes other advisors, remaining members of the leadership team, and student representatives if applicable.

As you embark on this journey as an HRL advisor, remember that your role is pivotal in shaping the residential experience for your students. By fostering a sense of community, encouraging leadership development, and promoting personal growth, you'll be leaving a lasting impact on the lives of those you mentor. This guide is just the beginning; your passion, dedication, and willingness to learn will be the true driving forces behind your success as an HRL advisor. Embrace the challenges, celebrate the victories, and continue to inspire the next generation of student leaders within your HRL organization.

Here are some additional resources you may also find beneficial on your journey.

NACURH

Find Your Region

Clifton Strengths

GLACUHO Cares

Inclusion & Equity Committee through the GLACUHO Cares initiative is excited to partner with Fostering Hope for Children (FHC) at Fort Wayne this year for the annual conference philanthropy initiative.

FHC’s goal is to fill in the gaps that are left after a child comes into foster care.

Furthermore, they are dedicated to meeting the basic needs of children in foster care, kinship care and children in need. FHC also supports foster parents with monetary support when they are able to. As of April 2024, 115 children have benefited from FHC’s program.

To support FHC, we will be collecting donations of personal care items listed below while also promoting monetary donations to FHC. At conference check-in, please drop off donations at the GLACUHO Cares table next to registration.

If you have questions about GLACUHO Cares initiatives, please reach out to Jess Castaneda at castanj@miamioh.edu

Needed Items:

Diapers, all sizes Baby wipes Baby toys Baby Bottles Sipper Cups Baby Blankets Baby wash Baby lotion Kids toothpaste Kids shampoo Kids Body Wash

Please consider donating Body wash Soap Adult toothpaste Adult shampoo Adult conditioner Deodorant Feminine hygiene product

Coloring Books Crayons Pens Pencil sharpeners Journals Gloves and mittens New socks and underwear Newborn to adult sizes

Unsafe or Uncomfortable?

Interpersonal Conflict Challenges for College Students Evan Bonello

In the wake of the COVID-19 lockdowns and continuing pandemic, college students are experiencing negative changes, less contact, disconnectedness, and increased tensions in social relationships—a concept known as emotional distancing (Dotson et al., 2022).

This emotional distancing contributes to increased anxiety and challenges related to interpersonal conflict, particularly when it comes to conflict between students and their peers. Many student affairs professionals, faculty, and staff on college campuses can relate to experiences where students express feeling unsafe.

Student affairs professionals must help students explore the difference between feeling unsafe—which means experiencing mantal, physical, spiritual, or emotional harm—and feeling uncomfortable.

Undoubtedly, students are allowed to feel unsafe, and this feeling can have merit depending on the circumstance. However, when students express feeling unsafe in situations regarding real or potential interpersonal conflict, they risk conflating unsafe with uncomfortable. When students feel uncomfortable, they experience a “crisis” or dissonance that forces them to reconsider their worldview. Schuh et al. (2016) argue that dissonance emerges from environmental factors, internal processing, or a combination of both.

For students who experience challenges with interpersonal conflict, the dissonance that they experience emerges from the emotional distancing that has impacted their development and maintenance of social relationships. According to Dr. Cheryl Ingram, an expert on diversity, equity, and inclusion practices, feeling uncomfortable means feeling incompetent, at an experiential disadvantage, or out of one’s element (Ingram, 2020). As a result of the impacts from the pandemic, incoming college students are lacking experience and competence related to navigating social situations and interpersonal conflict. To some students, these feelings manifest as dissonance and a threat to emotional stability and safety as they have not had to manage emotions and relationships on their own.

The issue of unsafe vs. uncomfortable is common in on-campus residence life settings. In particular, incoming students struggle with interpersonal roommate conflict because of emotional distancing.

When confronted with when an unfavorable roommate situation or conflict with a relatively unknown stranger, students may consider their experience to be unsafe rather than uncomfortable. Furthermore, students recognize the weight that the word “unsafe” has when communicating their needs.

Students who consider interpersonal conflict to be unsafe may be conflating safety and comfortability either unknowingly, or to elicit a prompter response from university officials.

Residence life professionals may find themselves in challenging situations where students consider their living situation to be unsafe, when in fact, they are simply uncomfortable.

However, residence life and other student affairs professionals may risk invalidating students’ feelings if the students interpret their situation as unsafe.

The issue of students conflating unsafe with uncomfortable risks more than just the invalidation of their feelings; it also risks putting students who are actually being harmed in legitimately unsafe situations.

While common notions of domestic violence involve intimate or romantic partners, college roommates can also be victims of domestic violence. According to the U.S. Department of Justice’s Office of Violence Against Women, domestic violence can take forms unrelated to sexual abuse, such as emotional, economical, psychological, and technological abuse. Kai McDonald, Peer Educator at Texas Tech University, outlines some indicators of dorm-specific violence such as taking control of a roommate’s access to their living space, making false claims to residence life staff about their roommate, and creating a living space that holds tension. However, McDonald (2023) notes that a distinction must be made between conflict and abuse.

Considering the impacts of the pandemic, emotional distancing, and students’ challenge in engaging in and resolving interpersonal conflict, student affairs professionals must be prepared to help students clearly and effectively delineate between feeling uncomfortable and unsafe. While student affairs professionals should avoid situations in which they invalidate a student’s feelings, they also must be prepared to have open and effective conversations with students about what these feelings mean. One impactful way that student affairs professionals can encourage dialogue and reflection for students is to have them ask themselves the following questions:

Am I in immediate danger or being threatened?

Am I actually afraid, or just confused and I don’t like the feeling of being in a space of uncertainty?

When students reflect on these questions, rather than being told that their feelings regarding safety are invalid, they can understand the greater impact of unsafe vs. uncomfortable, and they can begin to put words to the feelings that they are having. To help prepare students to engage in interpersonal conflict, some questions that student affairs professionals can pose also include:

What happens if I make a mistake?

Are they going to accept me as I am?

What steps do I need to take to make sure I am not harming anyone? (Ingram, 2020).

Ultimately, students who experience challenges and discomfort related to interpersonal conflict may need additional support and guidance from student affairs professionals who can help them work through the dissonance.

Overall, the impacts of the COVID-19 lockdowns and continuing pandemic continue to plague college students and student affairs professionals alike.

Because of emotional distancing and the unique challenges faced in social interaction for incoming students, challenges and discomfort with interpersonal conflict is becoming more prevalent. Specifically, students conflate feeling unsafe with feeling uncomfortable.

In order to combat the conflation of safety and comfortability, and to ensure that students have their needs met, student affairs professionals must take steps to help students who have experienced emotional distancing work through interpersonal conflict in ways that are empathetic and understanding of the circumstances.

THE ART OF THE SOCIAL MEDIA INTERVIEW DAVID BINKLEY NORTHERN ILLINOIS UNIVERSITY

Social media and housing go hand in hand. They are like peanut butter and jelly, Bonnie and Clyde, Thelma and Lousie (you get the point). Residents within our residence halls use social media consistently while on campus.

From Instagram to Tiktok, it seems like our students are constantly connected one way or another. One TREND (hehe get it…trend…nevermind) that we have seen adopted within school social media has been student interviews. These interviews come in many different formats, but one thing is for sure, they are wickedly popular. So, what are these different kinds of social media interviews, how can we benefit from them, and why are they so dang trendy?

THE “CLASSIC” INTERVIEW STYLE This form of social interview is as direct as it sounds.

Somebody, usually on the student staff or the social media team, selects students, usually randomly, and interviews them on the spot. Some examples of questions that can be used in this interview style are “What building/complex are you a part of”, “Why did you choose this school/institution”, or “How are you involved on campus/in your building/complex”.

These types of interviews can be helpful to try and get a survey of your student population and to see what your students are invested and interested in.

This is especially true when students or residents are “randomly” selected so that you get a good mix of perspectives and interests for your social media.

The GLACUHO social media team has even used this interview style on their Instagram stories. By interviewing GLACUHO committee members and asking them about their personal experiences, the average follower of the GLACUHO social media page is able to have a better understanding of what a committee member does and might even boost applications to be a part of a committee (that’s the goal!).

THE “ROOM TOUR” INTERVIEW STYLE the social media platform to submit a question or “Can we have a tour of your dorm room” is something we probably have all heard endless times on our social media feeds. This interview style gives a direct look into a student’s living space, their housing experience, and a taste of what daily life might look like for a student on campus. We might see this interview style surge going into late Fall Semester or early Spring Semester when room selection time is high for incoming students and returners. Some housing websites now even have 3-D views of some of the rooms in their residence halls. With this available, some might say that the “room tour” interview style is obsolete. However, it’s a way to show what a room looks like decorated and with someone living in it. It not only gives a hopeful student a view into a room with personality, but it also gives a current student an opportunity to show off their interests on a large platform.

THE “ASK ME ANYTHING” INTERVIEW STYLE If there is one thing that student staff love to take part in, it’s a good Instagram Takeover.

An “Instagram Takeover” is usually utilized through Instagram stories in which a student staff or professional staff member will have access to the social media page for a period of time. We see this happen more towards movein season in the Fall Semester, or during recruitment season in the Spring Semester.

These Instagram Takeovers are intended to have a student/resident get to know their staff in the halls a little bit better and to understand what exactly they do in their role.

A popular tool that staff like to use during these takeovers, is the “Ask me a question” feature. This tool allows anyone who follows

comment on the Instagram Story. This flips the narrative and now puts the student or resident in the interviewer’s seat. Whoever is doing the takeover can answer and reply to any of the questions or comments that were given to them by posting a photo or video on the story; this way everyone who is following the takeover can benefit from the answer to the question that was given. This not only promotes student engagement on the social media page but gives students another way to get in contact with housing staff for any general questions they might have.

WHAT MAKES SOCIAL MEDIA INTERVIEWS SO TRENDY? Social Media Interviews are at an all-time high for social media pages, both inside and out of the Higher Education and Student Affairs sphere.

These social media interviews could be trendy for a number of different reasons. One reason could be that it gets students engaged and even possibly featured on the social media page. There is nothing quite like seeing yourself on an Instagram post or seeing your question get answered in an Instagram Takeover. That excitement and chance to get picked for an interview could be a driving factor of popularity. Another possible factor could be the product of the interview itself. Students can get an answer to a question they had, get a little sneak peak into what it is like to be a student on that campus, get to see a residence hall room, etc. These interview types just scratch the right part of the brain that students are looking for in a social media interview.

We hope that this article has helped spark some inspiration and curiosity for you to bring back to your housing social media teams. These interview types have proven to be successful in many different settings and contexts and we hope it can be successful in yours. Good luck and Happy interviewing!

“I don’t want to Talk to my Roommate”: The Impact of COVID-19 on Social Development in Housing and Residence Life

With the COVID-19 pandemic, many college students missed massive opportunities to enhance their development. Colleges and universities have been able to return to what was deemed normal. But many forget the psychological detriment caused by COVID-19.

Social Theories about loneliness, social disconnect, and cognitive development help elaborate the effects COVID-19 still causes.

Through a model poised by Daniel Perlman and Letitia Anne Peplau, it establishes that when characteristics of a person and what is considered normal is combined with precipitating events it leads to changing levels of social relations that can lead to loneliness if it does not meet the individual's wants or needs (Perlman & Peplau, 1998). The new generation of college students have now gone through high school and/or college during COVID-19 when the expectation created by the pre COVID-19 experience is not what their predecessors have seen. This loneliness can then lead to larger problems as it can raise levels of stress, harm the body, and even increase depression or anxiety (Novotney, 2019). People affected by adversities, such as the lockdown, quarantine, illness, or even death, endured loneliness.

These areas of concern are often seen as students have undergone massive changes in their developmental journey through COVID-19, but a way to improve one’s development is front and center. Undoubtedly, when it comes to one’s self-development, it is noted that social interactions between college students are missing something. Vygotsky’s Sociocultural Theory focuses on sociocultural learning and how social interactions factor in cognitive development.

Haley Smalec, Western Michigan University Michael Ozga, Lawrence Technological University Zachary Potts, Western Illinois University

Social interactions often differ but provide the learner a greater opportunity to develop. “[A] learner actively acquires new culturally valuable skills and capabilities through a meaningful, collaborative activity with an assisting, more experienced other. It is critical to notice that these culturally mediated functions are viewed as being embedded in sociocultural activities rather than being self-contained” (Rogoff, 1990, as cited in Palm, 2024, Chapter 10.3). This means that without social interactions, students are not able to learn about tasks or thought processes firsthand. COVID-19 caused many to isolate and not have the opportunity to socially develop.

Vygotsky believed that it was through guided participation, or scaffolding, that a learner can develop their cognitive skills within a certain range (Palm, 2024, Chapter 10.3). Without scaffolding, there are no social interactions or cues; and without social interactions it is shown that cognitive development is limited. This goes to show that having students confined via lockdown or quarantine with limited social interactions ultimately caused harm to their development.

Even if it may have been the best course of action, they were not able to learn from their peers and/or educators directly. It is the responsibility of educators to take steps in regard to making the necessary changes to improve the student experience. Colleges and universities need to provide the necessary time and care to assist in the development of students as it pertains to social interactions.

Educators can provide different opportunities than before but ultimately it comes down to providing similar social opportunities that there was before the COVID-19 pandemic in the classroom and around campus. Change is important and it may not be necessary to return to how things were before COVID-19, but the cognitive disparity caused by COVID-19 hampers the student population as they are preparing to enter the workforce. Providing students with the chance to develop via their peers and educators will allow them to further their self-development and maybe provide them a more positive outlook on the college experience.

Due to the decreased number of social events that took place during the COVID-19 pandemic, many of today’s college aged students are seeing an increased difficulty engaging in appropriate social interactions amongst peers such as attending events on campus. This can be seen not only in the classroom, but outside of the classroom as well. In the classroom, more have a dislike of group discussion, increased dependency to technology such as headphones, and are more likely to be un-attentive to deadlines. Students are having a more difficult time being able to effectively communicate problems they may have with their roommate.

Leading to a higher chance of a physical or verbal altercation.

Many of these communication problems have led to an increase in interaction with campus police.

Many believe that this is potentially due to students thought to be always in “survival mode.”

With the increase in disagreements between students, it is becoming clear that students need to learn how to communicate effectively with each other. One method student affairs professionals can utilize is a restorative justice approach. Restorative justice is where all parties involved in a situation come together to discuss community, the impact and possible harm, and how the community can move forward (Sullivan & Witenstein, 2022).

Additionally, restorative justice has roots in indigenous teachings and knowledge (Gregory & Evans, 2020). Restorative justice meetings take place using a circle model, in which all parties can come together to address harm or issues in an equitable manner (Gregory & Evans, 2020).

While restorative justice techniques are becoming more popular in student conduct, it can also be used in roommate mediations. What makes restorative justice different from a traditional mediation approach is that restorative justice focuses on mutual concern for all members and highlights equity within the community (Gregory & Evans, 2020). In this case, the community could be a roommate pairing or could even be utilized on an entire floor. The benefit to a restorative justice approach is that those involved in the process have more active roles in the decisionmaking process, which leads to higher recognition of the ethical responsibilities of everyone involved (Sullivan & Witenstein, 2022). Through this process, students are not only creating a way to move forward with their current situation, but they are learning communication skills that they can utilize in future relationships.

In order to implement restorative practices in residence halls, professionals must first teach student staff how to utilize these principles. The Guide to Roommate Conflicts, published by the GLACUHO Campus Safety and Crisis Management Committee is a good start in doing so. This document addresses how to center conversations around human needs and addressing equity in roommate mediations (Murray et al., 2023).

Student affairs professionals can also teach student staff by role modeling restorative justice practices, for example by using a circle model to focus on the staff community and group norms for the staff. Through these approaches of instituting restorative justice practices, student affairs educators can provide opportunities for social engagement that was lost during the COVID-19 pandemic, and hopefully learn to solve conflict with their roommates in a healthy manner.

Article References GLACUHO’s New Book Club and a Book Review for Radical Reimagining for Student Success in Higher Education Arney, J., Dale, T. M., Davis, G., Kinzie, J., & Brown, T. M. (2023). Radical reimagining for student success in Higher Education.

Routledge, Taylor & Francis Group.

The Current State of the Live-In Position Belch, H., & Mueller, J. (2003). Candidate pools or puddles: Challenges and trends in the recruitment and hiring of resident directors.

Journal of College Student Development, 44(1), 29-46.

Bender, B. E. (1980). Job satisfaction in student affairs. NASPA Journal, 18(2), 3-9.

GETKA, K. M. (2012). Amenities provided as predictors of job satisfaction among ... https://stars.library.ucf.edu/cgi/viewcontent.cgi? article=3262&context=etd Janosik, S. M. (2007). Common issues in professional behavior. NASPA Journal, 44(2), 285-306.

Lagagna, B. T. (2007). Preliminary investigation of the relationship between involvement in student affairs professional development and margin in life. NASPA Journal, 44(2), 327-340.

Robinson. B. V. (2024) 2024 - 2025 Contemporary Issue

Unsafe or Uncomfortable? Interpersonal Conflict Challenges for College Students Dotson, M. P., Castro, E. M., Magid, N. T., Hoyt, L. T., Suleiman, A. B., & Cohen, A. K. (2022). “Emotional Distancing”: Change and strain in U.S. young adult college students’ relationships during COVID-19. Emerging Adulthood, 10(2), 546-557.

Ingram, C. (2020). Dear allies and adversaries: You’re not unsafe, just uncomfortable. Medium.

McDonald, K. (2023). RISE Blog | Dorm domestic violence. Texas Tech University Risk Intervention & Safety Education.

Schuh, J. H., Jones, S. R., & Torres, V. (2016). Student services: A handbook for the profession. Wiley.

United States Department of Justice Office on Violence Against Women. (2022). Domestic Violence. The United States Department of Justice.

“I don’t Want to Talk to my Roommate”: The Impact of COVID-19 on Social Development in Housing and Residence Life Gregory, A., & Evans, K.R. (2020). The starts and stumbles of restorative justice in education: Where do we go from here? National Education Policy Center. http://nepc.colorado.edu/publication/restorative-justice Murray, C., Zumwalt, M., Hurickhouse, B., & Phan, D. (2023). Guide to roommate conflict. Great Lakes Association of College and Housing University Officers. https://cdn.ymaws.com/www.glacuho.org/resource/resmgr/2023/glacuho_guide_to_roommate_co.pdf Sullivan, M., & Witenstein, M.A. (2022). Infusing restorative justice practices into college student conduct practices. Journal of Diversity in Higher Education, 15(6), 695-699. https://doi.org/10.1037/dhe0000445 Novotney, A. (2019). The risks of social isolation. Monitor on Psychology, 50(5). https://www.apa.org/monitor/2019/05/ce-cornerisolation Palm, M. (2024). Lifespan Human Development A Topical Approach. Pressbooks. https://openbooks.library.baylor.edu/lifespanhumandevelopment/chapter/chapter-9-3-vygotskys-sociocultural-theory/ Perlman, D., & Peplau, L. A. (1998). Loneliness. Encyclopedia of Mental Health, 571–581. https://peplau.psych.ucla.edu/wpcontent/uploads/sites/141/2017/07/Perlman-Peplau-98.pdf

GLACUHO SOCIAL MEDIA

FALLow for more content facebook.com/GLACUHO

@GLACUHO

Great Lakes Association of College and University Housing Officers

youtube.com/GLACUHO

This publication was designed and created by Amanda Mynatt, Mariah Slaughter and Carley Eichhorn.