Trends Fall 2023

Fall 2023

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

Miami University

Indiana University

Elian Mackey

Annabel Leonova

Eastern Illinois University

Wayne State University

DePaul University

Kyra DeLoach

Jeff Smith Jr.

Nicole Von Drasek

Southwestern Michigan College

Central Michigan University

DePaul University

Tim McCue

Meg Wallaker

Brandon Perjak

Illinois State University

Indiana University Bloomington

Southern Illinois University Edwardsville

Patricia Nicandro

GLACUHO Board of Directors & Committee Chairs President Jeremy Alexander Eastern Illinois University

Technology Coordinator Greta Dieter

Professional Foundations Chair Amy Fitzjarrald

Western Illinois University

University of Illinois at Urbana - Champaign

Past President Quiana M. Stone

Committee Chair Delegate Zac Birch

Campus Safety & Crisis Management Chair Matt Zumwalt

Governors State University

Northern Illinois University

University of Southern Indiana

President-Elect Vacant

Conference Host Chair Dave Arnold

Conference Host Assistant Chair Lovey Marshall

University of Illinois

University of Illinois - Chicago

Health and Wellness Chair Tresa Barlage Zianno

Facilities & Operations Chair Jeremy Miracle

Miami University

DePaul University

Treasurer Shavonn Nowlin

Student Learning Bradford Peace

Communications & Marketing Chair Sara Kennedy

Saint Xavier University

Ball State University

University of Cincinnati

Exhibitor Liaison Eddie Nguyen-Koelzer

Inclusion & Equity Chair Robert King

Contemporary Issues Chair Alison Sinadinos

Michigan State University

Oakland University

Indiana University

Secretary Nathan Tomson Saginaw Valley State 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 Sara Kennedy - University of Cincinnati sara.kennedy@glacuho.org GLACUHO Communications and Marketing Chair

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Advertising of a product or service in this publication should not be construed as an endorsement.

A LOOK INSIDE THIS ADDITION OF TRENDS...

5

Coping with Change in Housing Logan Cenname & Octavia Hubert - Miami University

7

GLACUHO Cares - Food Drive Ryan Moore - Miami University

9

Promoting Professional Wellness Within Housing & Residence Life Isa Ramirez - Eastern Michigan University Scott Reed - Saginaw Valley State University

Jake McLean - Knox College

15 Step by Step Guide to Implementing Sharps Containers Em Wolfe - Oakland University

18 Join a GLACUHO Committee 20 Saving Over the Years Brooke McDaniel - Western Illinois University

23 Building from the Ground Up: Infusing Operations & Facilities Management into your Career Trajectory Samantha Kaetzel, Katie Meece, and Michelle Sujka Facilities and Operations Committee

26 Preventing Secondary Trauma in Professional Staff Kaylin Zocharski & Jennifer Imel - Butler University

29 Top 10 Tips for Improving Student Staff Training Jackie Weisenfelder | Miami University Rick Cazzato Jr. | Northwestern University

32 Article References

Coping with Change in Housing Logan Cenname & Octavia Hubert Miami University

A new academic year brings excitement for new experiences. Many of our residents are moving into campus housing for the first time. For many residence life professionals, we start our role with training for ourselves and in-hall staff, then prepare for a fast-paced move-in experience for students. There is a lot of change that occurs during this time. This could include changes in staff, location, responsibilities or even your professional role. For my colleague and I, this included a change of learning communities, the physical location in which we lived and those that we would supervise. Our summer entailed packing, moving, and attempting to understand the quirks of a new community. Before we knew it, resident assistants were moving in, and we needed to prepare for their training. Change is normal and expected in life however; we may not be best prepared for change. Although each academic year is filled with changes from the last, how ready are you to embrace change?

Appreciating the Past It can be difficult to start a new academic year when you are still trying to comprehend experiences from the last. Once residents have moved out, in-hall professional staff must be focused on the rapidly approaching start date of the new academic year. Attending to the needs of a community and strengthening relationships with residents can be emotionally taxing on any individual. In a short amount of time, professional staff begin building new relationships and planning events. During the time from spring closing to fall opening, we expect ourselves to come to terms with everything that has transpired in previous semesters. Taking time to reflect on the past is encouraged, as we need time to fully comprehend how previous semesters can improve our work and mental health in the future.

Many professionals will reflect on their past experiences to determine ways to improve the live-in experience for themselves as well as for their residents. When reflecting on the past, it can be easy to dwell on the fact that we will not experience certain aspects of our roles in the same sense again. To assist in positive reflection, we must ask ourselves to focus on the things we enjoyed about previous experiences.

It’s important to look back on fond memories but move forward in life and in our role without holding on to things that don’t belong to us. Having an appreciation for the memories we made will prepare us to make room for new connections and ideas. It can be helpful to form your own traditions in the workplace.

Replicating prior events and tasks that have shown positive results can be cathartic as long as we are mindful of the new audience we have. Reflecting on the past and embracing change will ultimately aid in your transition period.

Continued from Coping with Change in Housing

Enjoying the Present Allowing yourself to immerse yourself in the present is something live-in staff may have difficulty with. As housing professionals, much of the work we do is preparing our students for life after college, setting goals and making meaning of their college experience. From navigating roommate conflicts, creating boundaries and healthy habits, to professionally developing resident assistants as well as seeking professional development opportunities for ourselves; we are continuously preparing for the future. However, if we allow ourselves to be present, whether at an event or an informal gathering with community members, we can appreciate a little bit more of the progress we’ve made and a reminder of why we do the work we do.

Sometimes the best way to enjoy the present is by enjoying the little things and taking a collection of what brings you happiness in your role. Once you have identified what brings you joy, find ways to include others.

Creating space for weekly reflection time for your staff to acknowledge things in their life that are going well can go a long way. Listen to what brings happiness to your community and incorporate it into your job responsibilities.

Preparing for the Future We understand that change is inevitable, especially when working in higher education. Although a new academic year has just begun, administrative tasks will quickly fill our time, and we will once again be preparing for a new group of students. How can we best prepare ourselves in order to show up best for them?

To be prepared for the future, reflect on your needs to gain closure for the current year. This may include a reflection conversation with your staff, residents, or colleagues. By talking to your current group about successes or improvements, you will have an easier time moving forward with change. Gaining an understanding of the past year’s work will allow you to start developing goals to work towards.

Change does not have to be scary in the world of higher education. After all, we ask our students to make changes during and after their time at our institutions. In a field dealing with constant change, it is healthy and encouraged to ask for help when the amount of change becomes unbearable. By recognizing the timeline of change, it can become manageable. Preparing for the future does not have to be done alone.

Being a professional in housing is an experience itself, and having support amongst each other is essential to our sanity and success.

Ryan Moore Miami University Every day on college campuses across the region, many students wonder when, if, and how they will access food. According to The Hope Center (BakerSmith et al., 2020), the nation’s largest annual assessment of basic needs insecurity among college students, 39% of 167,000 student respondents at 227 two-year and four-year universities reported experiencing food insecurity within a 30-day period.

As students struggle to access food and other basic needs, they may be more likely to struggle academically when compared to their peers, as they are more likely to work more hours and have other responsibilities outside of the classroom (Baker-Smith et al., 2020). With that in mind, higher education institutions must develop adequate support structures to help students meet their basic needs.

That is why GLACUHO Cares is excited to partner with The FRIENDS of the University Pantry at Purdue Fort Wayne this year for the annual conference philanthropy initiative. The Pantry serves university members, including students, staff, faculty, and the Fort Wayne community, access to food and personal care items.

With over 5,000 visits in 2022 and a 15% increase in usage this year, The Pantry is an invaluable resource to the campus and Fort Wayne community.

To support The Pantry, we will be collecting nonperishable food items and personal care items at this year’s conference while also promoting monetary donations to The Pantry. Each item will allot that institution’s state one point towards the GLACUHO Cares State Advocacy Award.

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 contact Ryan Moore at moorer4@miamioh.edu.

If you want to learn more about strategies to support students experiencing basic needs insecurity in higher education, you're encouraged to attend GLACUHO Cares Spotlight: Illuminating Basic Needs Insecurity in Higher Education at this year's annual conference.

Acceptable Donations Items:

Pasta Canned beans Canned tuna Canned soups

Peanut butter and nut butter Rice and rice mixes Oatmeal and hot-cereal mixes Canned vegetables and fruits

Ramen noodles Granola bars Dried fruits Feminine-hygiene products

Shampoo / Conditioner Hand soap & Detergent Razors & Shaving cream Deodorant Toothpaste & Toothbrushes

PROMOTING PROFESSIONAL WELLNESS WITHIN HOUSING & RESIDENCE LIFE Isa Ramirez | Eastern Michigan University Scott Reed | Saginaw Valley State University Jake McLean | Knox College Contemporary Issues Committee

Throughout higher education, many professionals have been challenged and have struggled with navigating personal wellness. Individuals who work in higher education are often people who want to help and serve others. In a field that can sometimes be very demanding, many professionals often forget to prioritize their wellbeing. For the 2023-2024 term, the contemporary issue that was selected was Promoting the Health of our Educators and Association. This has many professionals thinking about what we can do to ensure that we are prioritizing the health and wellness of ourselves and each other.

The Contemporary Issues Committee has been working to implement and provide materials for GLACUHO members to reflect and think about ways that they may already or can promote wellness within their lives.

When reflecting on how to promote wellness within higher education, we often think about what it means to have separation between personal and professional lives.

Throughout this trends article, we will be discussing boundary setting, identifying and enforcing personal values while job searching, and noticing and avoiding departmental and organizational red flags.

We hope this can help grad- and entry-level professionals develop good habits as they begin in the field, as well as help mid-level professionals and senior housing officers (SHOs) identify ways they can help promote wellness in their hiring processes and departmental operations.

So You’re Searching for a Job? Identifying Your Values and Organization Compatibility There are so many institutions across the country, and with the high rate of turnover that has plagued Housing and Residence Life departments for as long as many of us can remember, there is rarely a shortage of job listings available to apply for.

Continued from Promoting Professional Wellness

Promoting your own professional wellness when searching for a position can be tricky, especially when there are other factors like financial strain, accommodation needs, educational opportunities, family considerations, transportation concerns, and others that complicate the process. So how do you navigate this professional minefield of job listings, interviews, and networking?

Before you even begin looking on HigherEdJobs.com or your job board of choice, we recommend taking some time to identify what your professional values are. A great way to do this is to create a rubric that you use to evaluate the “candidates” in your search, in this case the departments to which you’re applying. Some examples of criteria you might use in your evaluation could be live-on amenities, professional development opportunities, proximity to offcampus hobbies or entertainment, departmental and institutional transparency, supervision style, on-call expectations, and so many others. How you rate each department should be unique to your own values and what you personally find important. If you know you would not be able to set and enforce your boundaries in a livein position and need to be at an institution with live-on or live-off only, that could be a quick way to narrow down your search to institutions that are more likely to meet your needs.

Once you’ve identified job listings at departments and institutions that seem to meet all or most of your most important criteria, it’s time to apply and move on to the interview stage.

Applying to jobs can be a lot like trying to find friends - you want to be as authentic and true to yourself as possible, or you’ll spend the rest of your time with that person (or in this case, department) being someone you’re not. It is worth the temporary discomfort of an interview not going well to identify fundamental incompatibility with a department or institution. You are interviewing them just as much as the other way around, though having that attitude can take some hiring managers by surprise.

Promoting Wellness: Organizational Red Flags Aside from your own identified values, there are some red flags that you can keep an eye out for in your research and interviews.

Particularly for live-on positions, which require a lot of effort to set and enforce personal boundaries and maintain a kind of work-life balance that is in line with your values, it is important to find a department with a culture of supporting those boundaries for professionals (and paraprofessionals!).

Continued from Promoting Professional Wellness

Family Culture: Departments proclaiming to be a “family” or demonstrating a lack of boundaries could be an indicator that they will expect you to not have boundaries with them either. It’s all fun and games until you don’t have a real night not on-call all semester.

Talking to a Brick Wall: Hiring managers should demonstrate transparency (whenever possible) and respectful communication with you as a candidate - again, you’re also interviewing their department and institution!

Drawn out interview processes, lack of clarity about the process and next steps, and ghosting you are all red flags that can be indicative of how the department or institution operates.

Who Should I Trust?: Inconsistent responses to your questions during the interview, especially from different professionals (SHOs vs. live-on team) could indicate a lack of cohesiveness in the department.

The Revolving Door: Turnover is not always a red flag - people leave Housing and Residence Life positions for many reasons. However, consistently high turnover among individuals in the same position or who report to the same person over a longer period of time could be a red flag and is worth exploring further.

We Can’t (Won’t) Do Better: Lack of investment in professional growth can be a red flag. Hear me out before you roll your eyes! We all are grappling with the dreaded “do more with less”, and salaries just aren’t keeping pace with the cost of living.

However, not having money for better compensation doesn’t mean there aren’t other ways to make the job worthwhile. A department that meets your questions about professional development or perks with a deer-in-headlights look might not be prioritizing their professionals.

Continued from Promoting Professional Wellness

Boundary Setting for Higher Education Professionals

Setting boundaries as a higher education professional can be one of the most difficult and challenging things to do. When working within Student Affairs and in specific, Housing and Residence Life, setting boundaries can be hard when you often live and work in the same place. According to Gulley and Rankin (2018), “When a person lives where they work, the simple act of going through the front door brings work front and center, whether or not a person is supposed to be working.” For many entrylevel professionals, this can make it very hard to separate and have more of a worklife balance.

Many professionals who live in often feel as though they have to be “on” at all times. This makes it challenging to try to enforce the boundaries that they may have set in place to help themselves with being able to relax and rejuvenate from the day. While it is important to set boundaries with those that you may supervise, it is also important to set boundaries with your supervisor.

Gulley and Rankin (2018) state, “Supervisors also must be aware that their behavior, such as late-night emails and a lack of boundaries, creates an integrative environment that potentially adds stress to the workplace for reporting employees.” This explains that when supervisors do not respect the boundaries of their employees, it can lead to higher stress levels and more burnout.

Boundaries within this field are going to look different for everyone. What one person does may not work for another. As we all know, working within Housing and Residence Life can be more exhausting at certain times than others and can sometimes be a bit draining.

Here are a few helpful tips for when it comes to setting boundaries: Setting boundaries between yourself and other staff members is important. Just because you work together does not mean that you have to hang out all the time or spend time with those that you work with outside of work.

Setting clear boundaries with those that you supervise and ensuring that you are helping them understand when it is appropriate to contact you. It is important to explain to staff members the appropriate avenues in contacting you for things that are after hours. For example, sending an email for something that is not an emergency versus calling you/texting you.

Help staff understand the on-call structure and ensure that they are utilizing it. If there is an emergency, they should be contacting the person that is on call rather than you.

Set clear boundaries with your supervisor(s). It is important that your supervisor(s) are aware of where your boundaries are and the best way to communicate things with you in relation to your job.

Continued from Promoting Professional Wellness

Take vacation and enjoy your weekends.

Use your vacation time and try your best to avoid working on weekends. We all know that being on call can make this difficult but ensuring that when you are not on call that you are not working.

Turn off notifications to your email when you are not working. You are less likely to want to consistently check your email when you do not have any notifications popping up.

Take your lunch hour! It can be easy to lose track of time when you’re working on tasks or are in back to back meetings, but taking that one-hour break for yourself is a great way to focus on your wellness during the day.

Leave the office at the end of the day when you are supposed to. It is important to set boundaries with yourself to not stay in the office any later than what is required. You are a person who also has things to do and needs to take care of.

As a professional, it is important to keep in mind that you are also a person at the end of the day and need to take care of yourself.

Many individuals that work within higher education or Housing and Residence Life are the helpers – we want to help all the time.

Setting and maintaining appropriate boundaries for yourself in a field that can be very demanding is crucial.

What We Can Do (Organizationally) To Prioritize the Health and Wellness of our Teams Leadership, whether at the middle or senior level, can play a vital role in creating a work environment where team members can thrive both personally and professionally.

Perhaps you have experience at the middle or senior level already, but maybe you haven't received formal training on how to supervise other staff.

Even if you are a supervising superstar, here are a few ways that we can organizationally prioritize the health and wellness of our staff: Foster open communication: It is important to keep communication channels open and honest within your team. Build an environment where team members feel comfortable discussing any challenges they may be facing. Our work can be emotionally taxing, so by giving people the space to feel, to chat, and by providing affirmation, you will not only strengthen relationships on the team, but you will have the opportunity to learn how you can be more supportive of your team moving forward. Keeping these lines of communication honest and acknowledging the, at times physically, emotionally, mentally draining nature of this work can lead to deeper, more trusting relationships with your team.

Continued from Promoting Professional Wellness Practice the art of “doing the possible”: Throughout the academic year we know that it’s not always possible to get to zero emails in the inbox or clear every task from the to-do list. By creating realistic expectations, you can make the workload more manageable for you and your team.

Encourage healthy boundaries: Empower your team to set and maintain boundaries that bring some kind of balance to the demanding nature of this work; support them in defining clear lines between their work and personal life.

One example of this could be promoting the effective on-call procedures within your team to distribute responsibilities and prevent undue stress on individual team members. Identify any current practices that might serve as a barrier to team members as they try to set their boundaries.

Model the way for healthy behavior: Lead by example when it comes to selfcare by sharing your own boundaries and sticking to them. This could mean taking regular breaks throughout the day to either get lunch or walk around campus. This could also be you utilizing your well-deserved vacation time.

Whatever it is you do, your staff will take note and appreciate you taking the lead to model self-care!

Professional wellness can take on many forms, and it is important to keep it central in our minds as we navigate professional spaces. Housing and Residential Life professionals have to focus even harder on creating a sense of balance and peace in our lives because of the demanding nature of our roles. Ultimately, sustainability in wellness for our professionals and our association will come from continuous advocacy - advocating for ourselves and our own needs, advocating for one another and creating community amongst our peers, and advocating for change in the profession to move toward a more sustainable, equitable, and holistically well future.

STEP BY STEP GUIDE TO IMPLEMENTING SHARPS CONTAINERS Em Wolfe Oakland University

One of my favorite forms of professional development throughout the academic year is hosting a lunch-and-learn for the professionals in our residence life team. For our October lunch-and-learn last fall, we discussed the article, “Safely Disposing of Needles on Campus” from Inside Higher Ed, that highlighted the importance of accessible sharps containers in residence halls (Alosno, 2022). We had a lively discussion about the safety and inclusion of offering sharps containers and about accessibility as a whole within our department. It was clear that our staff valued and understood the importance of these containers, but because no students had asked for a container in the past ten years, we left the lunch-and-learn without a sense of urgency to begin the process of providing sharps containers.

Fast forward to an ordinary Tuesday afternoon in December 2022, when I received a call from one of my resident assistants asking if we had a way to dispose of used sharps safely in the residence halls.

They indicated that a resident, who was diabetic and used needles to inject weekly doses of insulin, had come to her looking to safely dispose of their needles. At that moment, I knew our discussion from October had just become urgent. With the help of my supervisors and our health care professionals on campus, we were able to connect the student with a temporary solution and a plan to utilize the existing sharps containers around campus. Although the student now had a plan, it was evident that we needed to move forward with implementing sharps containers within the residence halls. This article is intended to act as a guide for you on the process of implementing sharps containers in your residence halls.

STEP ONE

Identify Stakeholders When introducing sharps containers, you must identify and meet with the appropriate stakeholders.

Some stakeholders that should be considered include the on-campus Health Care Director, the Director of Environmental Safety, the Housing Director, and the Facilities Director. Other stakeholders may include residence directors, students, and/or a representative from the disability support services team. When meeting, be sure to take notes and keep track of who is responsible for what components of the project.

Continued from Step By Step

STEP TWO

Discussion Points As you gather stakeholders together, there are logistical components to consider. It is imperative to research the current protocols at other institutions to identify best practices within the health and safety sector of higher education. Below you will find categories and questions to help guide your approach to implementing sharps containers in your residential spaces. Under each category is a brief description of how our team plans to move forward with our process. Since we are still in the process of rolling out this initiative, some elements of our process may change over time.

1. Number and location of sharps containers: a. Will there be one sharps container in each residence hall? If so, will it be located in a private area like public bathrooms or will it be out in the open within the community? b. Will there be rentable containers that a student can check out and take to their room for the semester?

For each community, we decided to provide at least three small sharps containers that students can rent and take with them to their rooms for the semester. This allows students to dispose of their needles in a private setting and reduces the price and logistics of managing a large container in each building. Students will be responsible for managing their own containers but will be encouraged to bring the containers to a central location once the containers are full to be picked up by a local sharps retrieval company.

1. Cost: a. What will be the cost of disposing of the containers? What department will pay for this cost? b. What is the cost of the boxes themselves and who will pay for those containers?

After discussing with our Director of Environmental Safety, she indicated that disposing of small containers on a rare occasion like this would cost the Housing Department very little. Therefore, the Housing Department is paying for the disposal of the containers. The boxes themselves are graciously being purchased by our Housing Facilities team.

1. Renting: a. If you have students rent the boxes, who will be responsible for providing those containers?

Will students or professionals be in charge of this process?

Our initial protocol will follow as such: when a student comes to the desk and asks for a sharps container, the desk assistant will call the residence director of the community. The residence director will have a quick meeting with the student to discuss how to use the container safely and what to do when the container is ¾ of the way full. The residence director will also provide the student with an educational handout.

1. Education: a. How will you disperse information about the containers and how to use them? b. How can you continue to educate students about how to manage their sharps containers beyond university?

Our team plans to list sharps containers as an item students can rent from the service desks. We will also inform our resident assistants of the process so they can mention sharps containers during opening floor meetings and if students come to them with questions during the year. Additionally, we want to provide education on how to manage sharps after their time at college. For this, we will be making a flyer that gives information on how to obtain/make a sharps container and how to dispose of the containers once they are full.

Continued from Step By Step

STEP THREE

Assessment, Evaluation, and Adjustment Like any other process or procedure in higher education, assessment, evaluation, and adjustment are required to continue providing useful and effective services to students. In this case, your team can create a short survey for students to fill out at the end of the year to indicate the ease of the process, the effectiveness of the educational tools, and the impact this service had on their sense of belonging in the residence halls. Using this information, your team can then make changes to the process to ensure student satisfaction in the future. The evaluation and adjustment process may also apply to the internal use and management of the containers.

If your team is striving to build inclusion and belonging in residence halls, providing a process for sharps containers is essential. I hope this short step-by-step process helps your team build an effective process for providing sharps containers to students in residence halls. If you have any questions, want to connect, or found this article helpful, please contact me at ewolfe@oakland.edu.

JOIN A GLACUHO COMMITTEE

Application Due November 17,2023

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COMMITTEE INFORMATION Application Due November 17,2023

Campus Safety and Crisis Management

Health and Wellness

This committee focuses on emergency preparedness, safety issues, and working with crises and their aftermath. Examples of projects that CSCM works on are Crisis Management Tabletop at the Annual Conference and providing resources for roommate agreements

This committee focuses on promoting health and wellness activities in multiple dimensions for on-campus students and housing and residential life staff members.

Examples of projects that HW works on are the 5K walk/run at the Annual Conference and providing resources around mindfulness and wellbeing for members.

Communications and Marketing This committee focuses on creating and maintaining publications, social media presence, and brand standards for GLACUHO. Examples of projects that CM works on include editing and publishing the TRENDS newsmagazine and designing materials for the Association, committee, and conference initiatives.

Inclusion and Equity This committee focuses on social justice education, diversity and inclusion initiatives, and belongingness for students and Housing Staff members. Examples of projects that IE works on include the Affinity Social at the Annual conference and providing resources on equity, diversity, and inclusion for departments.

Conference Host This committee focuses on designing, creating, and executing the 2024 Annual Conference in TBA. Examples of projects that CH works on includes producing the Annual Conference schedule, selecting meals, and recruiting, reviewing, selecting, and slating educational program sessions.

Contemporary Issues This committee focuses on exploring the GLACUHO president’s contemporary issue. Examples of projects that CI works on include the recruitment and selection of the Contemporary Issues Expert at the Annual Conference and creating, developing, and executing the Case Study Competition.

Facilities and Operations This committee focuses on exploring the facilities and operations of housing departments as well as educating housing staff on best practices in these areas. Examples of projects that FO works on include a facilities tour at the Annual Conference and providing resources on sustainability, occupancy management, and contracting.

Professional Foundations This committee focuses on establishing opportunities for Housing and Residential Life staff members to develop the fundamental competencies of the profession. Examples of projects that PF works on include the annual GLACUHO institutes (Mid-Level Institute in odd years; Professional Development Institute in even years) and providing resources on professional development and career advancement.

Student Learning This committee focuses on creating and assessing opportunities for residential students to learn. Examples of projects that SL works on include the Coffee and Connections at the Annual Conference and providing resources about residential curricula and assessment.

To learn more about committees, please contact Zac Birch, Committee Chair Delegate, ccd@glacuho.org, or any member of the Leadership Team.

SAVING OVER THE YEARS BROOKE MCDANIEL WESTERN ILLINOIS UNIVERSITY

More than 15 years ago, my family introduced me to couponing and how it works. The steps were relatively simple. We bought the newspapers with over a thousand dollars' worth of coupons printed in them. I remember running excitedly outside to get the paper even on rainy days. Trying to grab the newspapers before all the coupons got wet.

We would sit around the table and designate one person to similar inserts, so we could cut and organize the paper coupons at the same time. I recall organizing our coupon binder before adding any new coupons. I would take out all the expired ones, place all the older coupons near the front of that section in the binder, and then start adding the new ones. Once all coupons were in the binder and organized we would go through each section to figure out what meals would be the best to make with the coupons that we had.

My friends and co-workers did not understand my frugal lifestyle. For example, I told my friends and co-workers I would only go to the movies on discount days. If they asked me to go on a nondiscount day I refused. I was dedicated to my personal goal to save as much money as I could. I would plan for the worst and try to explain that it was pointless to work all day and throw away money when there was an alternative cheaper option.

When I became an adult and started my adventure as a college student, I started to neglect my couponing habits. Even though I couponed less, I was still thinking about it on a daily basis. As a college student I was limited in my daily resources of receiving paper coupons. Using actual paper coupons didn’t mean that I stopped couponing altogether.

By the time I was in high school, I knew I loved to save money. I knew this skill could benefit me as I got older. This was the time of my life when I started my first job and I was ecstatic to earn money but when I realized how much everyday items cost my enthusiasm diminished. I started to use coupons in my everyday life and started to fully appreciate the habit my family instilled in me.

I dedicated myself to only buying things that were only for sale or if I had a coupon.

I was still cheap; I hated paying for things. I would go to work at the food pantry, go to events that had food, get more involved on-campus, ask for student discounts, go to the store on mark down days and pick and try new snacks, and look for clearance tags. At the end of the day I worked so many hours at the food pantry that my frugal needs were being met through the food pantry.

Due to my need to save money, it led me to volunteer the majority of my internship time to the food pantry.

Continued from Saving Over the Years

During the summer of 2020, I recall working seven to eight hours a day for four days a week. After a while, it was more than just helping myself and others. It was an opportunity to try new things and meet new and interesting characters. It was more at that point in my life about making connections and building relationships with others. We bonded when we were required to get deliveries and organize the items, make pre-made boxes for the community, and then pass out boxes to the community. It was an exhausting experience, but at the end of every day I was content with all the good things that came out of the experience. I was excited and happy every single day I was there. I met individuals that were doing community service through the court, others that were getting volunteer hours, and many others that were just helping on their days off. The community was very diverse and were happy to share their life experiences.

We were able to form bonds when we handed out boxes. We asked them about their day, how their family was doing, what they liked and disliked, and learned a lot about them.

If it wasn’t for my habit of saving money and my couponing, I never would have found my way to this exciting point in my life. It goes to show that saving money is more than just clipping coupons, it can lead to meeting new people, building relationships, and building community.

My first year of graduate school, I made it through my first year with a graduate assistantship, but I still did not make enough money to live comfortably. I had to take money out of my savings account to survive. I thought that I would be making enough to continue to live a basic lifestyle and have fun here and there. That was not the case, after the first year of graduate school I felt the same way as I did during my freshman year as an undergraduate. I thought that I wasn’t going to be able to finish my degree and felt like I wasn’t going to succeed. I ask myself the same questions: Do I really need a degree? Will I be able to complete this degree? Can I survive without this degree? Finally, is this something that I really want, if so how much was it going to cost me? I thought about all of those questions and looked at what I could do.

Continued from Saving Over the Years

I found three other jobs on top of my graduate school and graduate assistantship, I worked at a front desk at the YMCA, worked with kids at an after-school program, and tried an online health and wellness business. I restarted couponing to buy items for myself, buy for others, and buy for the community. I now took an interest in digital couponing at Walmart, CVS, Walgreens, and Dollar General. I would spend 1-2 days organizing everything, looking at ads and comparing coupons. Everything felt so simple, because I was good at math and that made it ten times easier. I started to become an extreme couponer. At one point, I reorganized my apartment because my couponing closet was overflowing with household essentials. I was working three jobs, in addition to couponing. Due to my diligence I had a surplus of items that benefited my friends, my family, and my community. I am not the shopper to clear the shelves, I accumulate similar items over time.

Because of my hard work I was able to obtain large quantities of everyday items and I had money to save without worrying about everyday stressors.

Couponing has not only been a beneficial experience too, but also the community. I have donated so many items to shelters, students, and the kids I work with at the YMCA. I have hosted two couponing garage sales. A couponing garage sale is when couponers sell the larger quantities of their stockpile. I continue to do these sales annually. I started my very own couponing Facebook group, to teach others about what to do, how to get started couponing, and I even have step-by-step directions on how to get particular items for a cheaper price. Overall, at the end of the day we work our full-time jobs and should respect our money by using it in the most effective ways to get the most out of our money. After couponing, working, and being so involved in the community I can proudly say that I graduated with my Bachelors and Masters degree debt free. With hard work, help, and education you can start your own path to saving money and being smarter with your earnings

BUILDING FROM THE GROUND UP: INFUSING OPERATIONS & FACILITIES MANAGEMENT INTO YOUR CAREER TRAJECTORY Samantha Kaetzel, Katie Meece, and Michelle Sujka Facilities and Operations Committee

Operations and Facilities Management tends to be something professionals “fall into” rather than seek out. We know this is not always the case, but as former residence life staff, we understand this sentiment to be true. In June, we presented this very topic at the ACUHO-I Campus Home. Live! Conference in Portland, OR. As former residence life staff, we feel it is important to share both our stories and our lessons learned as we took on roles that were more heavily facilities and operations. We will start by telling you who we are and where we came from.

Katie Meece decided to pursue a graduate degree in College Student Personnel Administration a few years after graduating with her undergraduate degree. She was a Resident Assistant (RA) and liked residence life enough, so she decided in graduate school to do her assistantship as a graduate Hall Director; additionally, this role provided her with housing which was a huge financial advantage for her. Katie didn’t see herself in residence life after graduating with a master’s degree in 2021, but at the time, with the state of the world paired with her set of qualifications and geographic limitations, she took a job as a full time Community Director (CD) at a small, private institution. Katie was drawn to a smaller University with a smaller residence life and housing department because she had hoped it would provide her with the opportunity to expand her skill beyond residential living. She had the opportunity to serve as a CD in both a first-year community, where she supervised 19 RAs, and in a upperclassmen community where she supervised 8 RAs. While in her position with the upperclassmen community, Katie took on new responsibilities that fell within her newly discovered interest for the administrative and operations side of residence life and housing.

Continued from Building from the Ground Up

She learned more about StarRez and the housing assignments process, created standardized practices for her area, and worked to centralize responsibility for residence hall mail management, taking on supervision of Desk Managers and Desk Assistants. These experiences helped Katie to move into a career in Housing at the University of Cincinnati as a Neighborhood Operations Coordinator. Katie is happy to still be involved with students and their residential experiences while utilizing her skill set and interests in fulfilling ways.

Samantha Kaetzel started her path in higher education as an undergraduate student at the University of Cincinnati serving in a variety of roles within Residence Education and Development (RED). She became involved in the Residence Hall Association, National Residence Hall Honorary, and was employed as a Desk Assistant (DA) and Resident Advisor (RA). In the interim of her senior year and first year of graduate school, Samantha served as a summer intern for RED Operations to gain more experience on a paraprofessional level.

Throughout graduate school at Ball State University, she was able to do a practicum and learn more about the fundamentals of Housing which she carries with her now. Samantha served as a graduate advisor to various multicultural organizations at BSU and treasured the connections made within those groups and her leadership.

In 2020, her graduation year, the pandemic was rearing up and students were all permitted to move home if needed in March, finishing the rest of their classwork online. Once Samantha graduated in May, she was faced with a rough job market with many positions being canceled due to the funding and limited resources the pandemic offered.

Thankfully, she stayed connected with her mentor who was able to connect her with a temporary position working with Quarantine and Isolation units at the University of Cincinnati. Samantha was elated to assist with this new sector of Housing and quickly became involved in the Housing department. Through this experience, she learned more about the operations needed to maintain the halls and was encouraged to apply for the Neighborhood Operation Coordinator (NOC) role. Once employed as an NOC, she fell in love with operations and assisting residents to have great facilities to spend their college lives. Within her role, she is a liaison between housekeeping, maintenance, RED, and IT within the halls. She directly oversees 30+ desk assistants to ensure the residents are getting the best customer service possible when things may go array. From escalating a concern to conducting administrative processes such as room swaps, Samantha really enjoys the role she is in. What attracted her when looking at the position (besides the connections made historically) was the live-off flexibility and ability to network with other campus partners. She continues to enjoy her time as an operations-based staff member as the work looks vastly different in many ways within the halls. She has the pleasure of looking at and evaluating spreadsheets daily, assisting with student concerns, and continues to be a lifelong learner within her role.

Continued from Building from the Ground Up

Michelle Sujka spent most of her career in the “traditional” residence life work, working from the RA role to the graduate hall director role, to a post-master's hall director, then a Complex Director. She moved to an Assistant Director role in 2011 where she supervised professional live-in staff, advised RHA and NRHH, and served in an on-call rotation. In 2013, she made a lateral move with similar responsibilities to the University of Cincinnati.

Since being hired at UC, she has had three different titles, the last two being more facilities and operationsrelated. In 2021, Michelle, along with her operations colleagues, moved from residence life to housing, in a bifurcated system. In this move, she also shifted her work to facilities operations, where she works directly on residence hall projects, renovations, and construction. Her focus is to keep buildings functioning and beautiful, working alongside campus partners in facilities & maintenance, housekeeping, planning + design + construction, environmental health & safety, real estate, and many others. Through her interest in facilities and her strong organization skillset, she was able to quickly transition from residence life to housing, with the support of colleagues around her.

Collectively, we understand the importance of adding operations and facilities management into our portfolio as part of our career paths to help us learn where we would like to head in our individual career trajectories. As such, we have created a toolbox of ways to insert operations and facilities to your daily work, regardless of your position with the roles.

Common Terminology It is helpful to understand some of the common terminology of operations and facilities management to be part of the conversation and understand the inner workings of your department and/or area. Things like occupancy (the number of residents in a housing facility), capacity (ability to shelter a certain number of people), HVAC (heating, ventilation, and air conditioning), and work orders (the process of reporting issues or concerns which need fixing) are some of the more basic terms. More advanced terms include terms like procurement (the process of acquiring people, services, supplies, facilities, materials, or equipment), plumbing stack (a general term for the vertical main of a system of soil, waste, or vent piping), and business continuity plan (pre-established work plan to be implemented after a catastrophic event that causes normal business to cease operations). A more comprehensive list can be found if you scan this QR code.

Job Descriptions It is helpful to be looking at job descriptions, whether you are actively job searching or not, to understand how operations and facilities management is infused in other roles in the field. This may also inform you differently on titles and workload of various positions. By actively looking at job postings, you will understand the full capacity and need for operations and facilities management in a variety of levels within a housing and/or residence life program.

Facilities Management Resources ACUHO-I has a great tool that helps to create a curriculum for facilities management competencies. If you are a professional interested in advancing in housing and/or residence life, it’s important that you understand facilities management, even on the most basic level, to be successful. This tool can be found on the ACUHO-I website and is helpful in charting a path of competency levels based on your years of experience in the field. When applying for new jobs, it could be beneficial to take a look at the competencies you’re looking to gain inside of job descriptions.

Continued from Building from the Ground Up A final thought we would like to leave you with is that it’s important to understand the basics of facilities management. Whether you’re an advanced professional supervising entry-level staff and helping to create a professional development plan, or an entry-level professional looking to be a well-rounded housing and residence life professional, we all play an important role in teaching and learning from one another. A quick walk through your facilities on your home campus, with and without a facilities staff member, will be helpful in gaining knowledge and experience on your campus.

Housing Operations Language

ACUHO-I Competency Resources

PREVENTING SECONDARY TRAUMA IN PROFESSIONAL STAFF Kaylin Zocharski, Jennifer Imel Butler University

Secondary trauma is emotional duress that occurs when an individual hears about or witnesses the firsthand trauma of others (NCTSN, n.d.). In residence life, professional staff are frequently exposed to mental health crises, interpersonal violence, and various other emergencies which increases their risks of experiencing secondary trauma. Secondary trauma can lead to burnout, mental health concerns, empathy fatigue, and many other consequences that have devastating effects on the lives of residence life professionals. A survey sent to GLACUHO members tried to gather recommendations on support systems to prevent secondary trauma and to learn if professionals feel supported. According to the survey, 30% of residence life professionals reported not feeling supported by their institutions after responding to crises

Continued from Preventing Trauma

Secondary trauma is emotional duress that occurs when an individual hears about or witnesses the firsthand trauma of others (NCTSN, n.d.). In residence life, professional staff are frequently exposed to mental health crises, interpersonal violence, and various other emergencies which increases their risks of experiencing secondary trauma. Secondary trauma can lead to burnout, mental health concerns, empathy fatigue, and many other consequences that have devastating effects on the lives of residence life professionals. A survey sent to GLACUHO members tried to gather recommendations on support systems to prevent secondary trauma and to learn if professionals feel supported. According to the survey, 30% of residence life professionals reported not feeling supported by their institutions after responding to crises.

To advocate for the support of professional staff to prevent these various effects of secondary trauma, a survey was sent to GLACUHO members to obtain their feedback on measures they would find supportive of their institutions. The survey asked 13 questions beginning with questions about institution type and size. Participants were then asked to rate their agreement or disagreement with statements such as “I feel supported by my institution after crisis situations have resolved.” Finally, participants were asked to identify different support practices that they recommend before, during, and after crisis response. There were 6 responses to the survey.

Some of the main roles of a residence life staff member include community building and development, supervision, and student support. In addition to these responsibilities, the role of a residence life professional in student safety and care has changed, as has the definition and understanding of safety overall. As previously stated, residence life staff have often been in the front of crisis response on campus. From our student staff to professional staff, support of students in crisis has naturally been a constant part of our role and responsibility. In the past decade, we know support needs have increased.

From higher levels of mental health concerns, complex trauma from COVID-19, and a lack of support and time for recovery, housing professionals may not be in the best state to provide caring support to their students. Staff responses to secondary trauma can be heightened depending on personal traumatic experiences. Without treatment, these individuals can be more prone to burnout, losing interest in work, and empathy fatigue. Some typical symptoms of secondary trauma according to Jason Lynch (2023) include feelings of fear, guilt, anger as well as irritability, diminished creativity, and minimizing the traumatic experience.

Continued from Preventing Trauma

Support during and after these crises can vary and outside of seeking wellness outside of your position, resources for professional staff support and recovery can sometimes be hard to find within our roles.

Additionally, entry-level professionals experience a higher level of secondary trauma, burnout, and empathy fatigue (Lynch, 2023). This is understandable, as many of our entry-level positions are exposed more frequently to students in crisis. As we progress in our careers while experiencing secondary trauma and empathy fatigue, we may lose some of our empathetic understanding in our support and supervision of entry-level professionals. Often, this can come in the form of irritation or complaints, minimizing their experiences, and failure to provide adequate resources and support to mitigate the exposure to trauma.

To prevent and support professionals through the several effects of secondary trauma, there are several interventions institutions can use. Based on a survey sent out to GLACUHO members, professionals have recommended the following practices as preparation for crisis response; training and scheduling.

Onboarding must adequately prepare professional staff for the crises they may experience and train on the resources available to them to debrief and seek support. In addition, it is important that scheduling for on-call shifts is equal and is the decision of the professional staff. During crises, many professional staff reported access to campus partners as supportive. These campus partners may include a police department, counseling center, sexual assault prevention, etc. However, most of the support that professional staff reported comes after crises and is also reported as the area where institutions are lacking.

With 30% of respondents to the GLACUHO survey feeling unsupported by their institutions, it is important to review recommendations for support to create healthier work environments. The first recommendation was a debrief. Whether this occurs minutes or a few days after a traumatic incident, it is important to allow the responding staff to process their experience. A debrief conversation is meant for processing and not feedback, it is important to have these conversations separately. Flex time was another highly recommended practice. When a staff member has a difficult incident, giving them flex time the following day or week allows them to practice self-care. Flex time is when a salaried employee takes time off without using vacation days to compensate for a week or day they worked overtime. Finally, providing professional staff with resources on campus such as affinity groups and no-cost access to counseling can provide staff a space separate from work to process and gain support. A large number of residence life staff live in the very buildings that they are responding to traumatic incidents in, which means that their apartments may not always feel like a safe space. It is important to encourage healthy work-life boundaries and provide access to resources and support systems outside of residence life.

Being responsible for the safety and wellness of a community can be an overwhelming task. It is in the best interest of institutions to utilize support methods for their residence life staff to promote retention, prevent rapid turnover, and increase workplace efficiency. To achieve this, professional staff in residence life often support students through traumatic incidents that can lead to vicarious trauma in the responding staff members. This secondary trauma increases mental health concerns and burnout and decreases interest in work and empathy. It is paramount that higher education institutions invest in supportive measures like thorough crisis training, campus partner support, and access to counseling to prevent the impacts of secondary trauma on their professional resident life staff. Responding to crises may be a part of the job, but sacrificing personal well-being is not.

Top 10 Tips for Improving Student Staff Training Jackie Weisenfelder | Miami University Rick Cazzato Jr. | Northwestern University

As we wrap up the 2023 training season, we wanted to highlight some quick tips and

tricks to provide your staff with the best possible experience as you begin to think about next year’s training. Be sure to read on for some ways to enhance your winter and beyond trainings:

Make it Interactive

Don’t stress about it

Keep it short & sweet

Invite Campus Partners

Involve students in the planning process

Cater to multiple learning styles

Incorporate fun activities

Come prepared with guiding questions

Take BREAKS

Debrief as necessary

Continued from Top 10 Tips

Make it Interactive

Cater to multiple learning styles

Find ways to engage student staff members during training. They shouldn’t just be lectured at during every training session for hours on end. Encourage presenters in and out of your department to make use of Kahoots, Jamboards, and other engagement tools to allow RAs to actively participate in training. The incorporation of participatory activities reminds RAs that the training is for them and not just checking a few departmental boxes.

Providing multiple different mediums for engagement encompasses the needs of a larger audience as well.

One helpful tip in accomplishing this would be the use of a questions box or digital form where RAs can anonymously submit questions they still have after the day’s training is complete.

Centering training around one method of delivery only allows for a select group to really take away the full breadth of content from student staff training. Academic faculty are encouraged to encompass a wide variety of information dissemination in their classrooms, so why should student staff training be any different?

Diversifying the delivery of information ensures that everyone is able to engage with the material and take away the important materials from each training session.

Keep it short & sweet Long gone are the days of hour-long presentations. With access to information at the swipe of a finger, we need to adjust and modify how our staff receive content. Today’s students want easy access to information and at a rapid and quick pace. By cutting out the fluff and focusing on the necessary content, you will be able to not only keep the attention of your staff but also better meet their needs. This will result in higher satisfaction and better retention of information along with greater enjoyment of the training experience.

Invite Campus Partners Campus partners have the strongest understanding of the work they do and inviting them to present during student staff training sessions provides them with the chance to teach students about the work they do and how the services they provide benefit students. Providing RAs facetime with campus partners strengthens their relationships with these offices and breaks down discomfort barriers they may have around referring students for services. If RAs can put a name to a face and a face to an office, they can help calm some of the nerves their residents may be facing when using the services these offices provide. Inviting campus partners to your trainings can also help alleviate any miscommunication or misinformation about who and what each office or department is responsible for.

Come prepared with guiding questions Whenever you are facilitating, it is important to come in with specific questions to help and lead the reflection with your teams. Having suggested questions will allow for folks to make connections of the material they are learning with the intended outcomes. As we think about helping staff grasp concepts, we can provide them the necessary tools by framing the direction of conversations to reaffirm and ensure that the intended outcomes were met.

Debrief as necessary Everyone processes differently. Be sure to create space and a variety of mediums to best equip your staff in learning. This could look like carving in time for debrief after sessions, having post-it-notes that they can write their questions on to help and guide a conversation at the end of the day, etc. Catering towards the different unique needs of your team will not only allow for content to be retained but for folks to feel that there is an investment in them as people. Schedules should allow time for students to talk through anything that may still be fuzzy or scenarios they may be worried about following the completion of each day’s training sessions.

Continued from Top 10 Tips

Involve students in the planning process

Take BREAKS Incorporating breaks into training sessions is essential to the well-being and needs of staff. Some individuals may need time to process the information or may need a small break to take care of themselves, especially after sessions that may be longer or more mentally taxing.

Schedule breaks when creating your comprehensive training agenda to show student staff that you are prioritizing and emphasizing their needs.

Incorporate fun activities Similar to the importance of creating a sense of belonging for residents, the staff that you are working with also need to feel like they belong to the team they serve on as well as the department as a whole.

Incorporating a training theme, including dress-up themes, swag, challenges, and other social activities can work to make training feel like it has meaning and purpose beyond preparing one for their roles. Think critically about how you can help your staff feel like they belong and implement those strategies.

Give RAs a seat at the table! Training shouldn’t just be something RAs attend and have minimal stake in. Asking them for their input during the planning process helps create training programs that better align with their wants and needs. Involving RAs and other student staff members in the planning process helps create a vested interest and increases student buy-in as well as helping identify deficits in the overall training schedule. Student involvement can take the form of participation on a planning committee, surveys garnering ideas, focus groups, inviting RAs to co-present with professional staff members, and more.

Don’t stress about it If something doesn’t go exactly as planned from a preparation perspective, keep it cool, take a deep breath, and pivot! If you remain calm and relaxed, there’s a solid chance your students won’t even know that you had planned any differently. The main goal of RA training is that RAs leave better prepared to perform their jobs than they were before they started, so keep that in mind when things get a little rocky.

These 10 tips are just scratching the surface when it comes to developing your training. There are a plethora of resources and knowledge that is also available online and through GLACUHO that you can easily reference to continue the conversation on your own campus. Some specific resources we wanted to highlight include: RA Training Program course through ACUHO-I

RA Training Basics through reslife.net

Incorporating a Curriculum with support from Dr. Paul Gordon Brown

As you are building out your schedule, be sure to also think about how intentionally you are developing your people. Find a helpful resource below to creatively engage and connect with your staff: Activities to Connect Teams Have your own best practices? Be sure to tweet us your favorite tips at @rjcazzato and @JWeisenfelder.

Sequencing RA Training

Article References GLACUHO Cares Baker-Smith, C., Coca, V., Goldrick-Rab, S., Looker, E., Richardson, B., & Williams, T. (2020). #RealCollege 2020: Five Years of Evidence on Campus Basic Needs Insecurity. The Hope Center. Retrieved September 11, 2023, from https://saragoldrickrab.com/wpcontent/uploads/2023/06/2019_RealCollege_Survey_Report.pdf.

Spring Into New Habits Clear, J. (2018). Atomic habits: tiny changes, remarkable results: an easy & proven way to build good habits & break bad ones. New York, New York, Avery, an imprint of Penguin Random House.

Fogg, B J. Tiny habits: the small changes that change everything. Boston: Houghton Mifflin Harcourt, 2019.

Promoting Professional Wellness Within Housing & Residence Life RANKIN, P. R., & GULLEY, N. Y. (2018). Boundary Integration and Work/Life Balance When You Live Where You Work: A Study of Residence Life Professionals. Journal of College & University Student Housing.

Step by Step Guide to Implementing Sharps Containers Alonso, J. (2022, October 17). “Safely disposing of needles on campus”. Inside Higher Ed. https://www.insidehighered.com/news/2022/10/18/campus-needle-disposal-boxes-reduce-risk-students.

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