TRENDS: Fall 2025

Fall 2025

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

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

GLACUHO Communications ABOUT & Marketing TRENDSCommittee TRENDS is published twice times a year by Great Lakes Association of College and University Housing Gabrielle Johnson JaCarla Anderson Kellee Steffen Officers (GLACUHO) for members of the association.

Southern Illinois University- Carbondale Indiana University Bloomington University of Cincinnati

GLACUHO is a non-profit organization that strives to:

Amarah Byakweli Dexter Earney Venable-Franklin Better prepare housing officersKeiara to meet the ContributeMiami to theUniversity improvement of dining services, Grand Valley and Statechanging Universityneeds ofIllinois University residential life, residential services, and residential diverse thoseState we serve Annabel by Leonova withEichhorn primary concern for students. facilities provided housing officers.

Carley Billy Morrissey

Oakland University University of Michigan Sponsor activities and services which assist Michigan State University Support the goals and purposes of the Association Travis Hill housing officers in the exchange and of College and University Housing Officers Ferris State University distribution of information and ideas.

International (ACUHO-I)

GLACUHO Board of Directors Advance and communicate professional

knowledge and standards in the field of housing.

President

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

Chief of Staff

Vicka Bell-Robinson, Ph.D. Sarah Meaney GLACUHO Communications Indiana University Bloomington Miami University

& Marketing Committee

Michigan Delegate Alexis Gostlin Ferris State University

Past President Jeremy Alexander Eastern Illinois University Amanda Mientus Miami University President-Elect Elian Mackey Zac Birch, Ed.D. Eastern Illinois University University of Illinois Chicago

Exhibitor Liaison

Ohio Delegate

Lauren Sewell Kellee Steffen Purdue University Fort Wayne Indiana University

Octavia Hubert Patricia Nicandro Miami Univeristy DePaul University

Technology Coordinator Thomas Mannion

Illinois Nicole Delegate Von Drasek

Kyra DeLoach Secretary Southwestern Michigan College Amy Brown University of Cincinnati Tim McCue

Elle McGary Committee Chair Delegate Western Illinois University

Jeff Smith Jr. Indiana Delegate Central Michigan University

Illinois State University Treasurer

Tim Nickels Loyola University of Chicago Eastern Michigan University

Alison Sinadinos Meg Wallaker Michigan State University Indiana University Bloomington

Dave Arnold DePaul University University of Illinois Urbana-Champaign Angel Thornsbury Brandon Perjak Indiana University Bloomington Southern Illinois University Edwardsville

Lauren Teso Northern Illinois University

GLACUHO Board of Directors & Committee Chairs

GLACUHO Committee Chairs President Technology Coordinator

Professional Foundations Chairs Cynthia Moberly Steve Herndon Amy Fitzjarrald Greta Dieter University of Illinois at Franklin College University Foundations Professional Chairs Health and Wellness Chair Western Illinois Past President Urbana Champaign Nick Schiller Committee Kelly ChairWinters Delegate Quiana M. Stone Campus Safety & Crisis Management Chair Northern Illinois University University of Illinois - Chicago Zac Birch Governors State University Kevin Krauskopf Northern Illinois University Student Learning Campus Safety & Crisis Management Chair President-Elect Elmhurst University Conference Host Chair Josie Palitzsch Caroline Murray Jeremy Alexander Southern Illinois University University Edwardsville Dave ArnoldMichigan State UniversityConference Host Assistant Chair Eastern Illinois Lovey Marshall University of Illinois Inclusion Secretary& Equity Chair Conference Host Chair University of Illinois - Chicago Health and Rod Wellness David Martinez WatersChair Nathan Tomson Facilities & Operations Chair Tresa Barlage Zianno Illinois University Saginaw Valley State DePaul University Jeremy Miracle University Miami University Communications & Marketing Chair DePaul Chair University Conference Host Assistant Treasurer Student Learning Brandon Perjak Jocelyn Maul Communications & Marketing Chair ShavonnIllinois Nowlin Bradford Peace Southern University Edwardsville Indiana University Bloomington Sara Kennedy Saint Xavier University Ball State University Contemporary Issues Chair University & Operations Chair of Cincinnati Exhibitor Liaison Inclusion &Facilities Equity Chair Jake McLean Contemporary Issues Chair Eddie Nguyen-Koelzer Robert King Jim Steingreaber Knox College Michigan State UniversityAlison Sinadinos Michigan State University Oakland University Indiana University

A LOOK INSIDE THIS ADDITION OF TRENDS...

6 Get to Know the GLACUHO Committees 8 What Can I Do During the Renovation?

Billy Morrissey, Allysa Johnson, Miles Evenson, and Heather Whitman Michigan State University

13 Beyond the Billboard: The Art of Personal Invitation Anica Chestnut

16 Senior Housing Officer Mentor and Mentee Experience Octavia Hubert

18 No Crisis Experience? No Problem!

Sher-Ron Laud, Columbus College of Art & Design Hayley Smalec, Western Michigan University

21 The Power of Design Gabrielle Johnson, Southern Illinois University Carbondale Billey Morrissey, Michigan State University

26 Sustainable Supervision: Tips for Lessons that Last Beyond You Caroline Murray, Michigan State University

29 A Housing Professional’s Guide to Learning and Teaching about Campus Freedom of Speech and Expression Corey Friedrich, Miami University Damilola Ajayi, Augustana College Zach Wilson, Institute of Electrical and Electronics Engineers Josie Palitzsc, Southern Illinois University Edwardsville

A LOOK INSIDE THIS ADDITION OF TRENDS...

33 How to Be a Social Medium: Demystifying the Fear of Social Media in Housing and Residence Life Communications and Marketing Social Media Subcommittee: David Binkley, Amarah Byakweli, Travis Hill, Kellee Steffen

36 Progress Is Not Linear: How Traditional Education Negatively Affects Neurodivergent College Students Dimitri Boveroux-Heath, Indiana University Bloomington

40

Article References

GET TO KNOW

GLACUHO

committees Facilities & Operations

Reviews facility trends and sustainability options for housing operations.

Contemporary Issues TOPIC: Reconciling Personal Values and Institutional Priorities This year, the committee will examine navigating personal values with institution priorities.

Inclusion & Equity Provides resources and opportunities on various multicultural and diversity-related topics.

Student Learning Researches trends and provides resources and best practices in the area of student learning.

Health & Wellness Creates resources for students and staff members in the area of Health and Wellness.

Communcations & Marketing Creates our GLACUHO publications and is responsible for the marketing and social media of the association.

Professionals Foundations To provide resources and opportunities for the education and professional development of Residence Life professionals in the foundational skills of the housing profession.

Campus Safety & Crisis Mgmt.

Researches trends and provides resources and best practices in the area of campus safety and crisis response.

Conference Host The annual conference planning and coordination will be performed by this committee, taking the place of host institutions under our old structure.

What Can I Do During the Renovation?

Written By: Billy Morrissey, Allysa Johnson, Miles Evenson, and Heather Whitman from Michigan State University

Campbell Hall Then and Now

Assistant Director- Allysa Johnson

Named after Louise Campbell, an influential leader for Michigan State University (MSU) who led the MSU Home Economic Outreach in the 1920s and began the practice of teaching and training for rural women, Campbell Hall was built in 1939. The collegiate gothic style architecture is a reminder of what college housing first looked like and the values of community and academic success.

Campbell Hall is one of six buildings part of the West Circle Community at MSU, and is the third building to be renovated in the community. The renovation discussions started well before 2024, but the construction started in May 2024 and continued until September of 2025. With this renovation the building was becoming the home to the Honors living learning community, which meant we would work with new stakeholders in a completely different way than before the renovation.

In this article, several community and department leaders will share their advice and guidance on how to support a project while construction is happening, even when you are not the one swinging the hammer.

Allysa Johnson is the Assistant Director for the West Circle community and supports the full-time, graduate student, and undergraduate student staff.

She is the bridge between upper administrative leadership and the in-hall staff. The answers below share her insight on communication and resources that supported both upper leadership and the inhall team.

When asked:

“What are some things you found helpful to do during your time assisting with the renovation timeline?”, she recommended consistent communication with facilities partners, who seem to be a bit more involved as stakeholders of this renovation. This helped ensure there was updated timelines on return to the building, special projects, anticipated noise, and other community disturbances. It also helped solidify opportunities to tour the building mid-renovations which helped with community visioning and legacy leaving for staff members who may have been or will be part of this building’s story before, during, or after the renovation. She also recommended regular unit-based check-ins and proactive communication about space use, partnerships, and building nuances so that some groundwork would be laid when keys were returned.

Another recommendation was to maintain systems and processes that are applicable during the closure and the reopening. Some examples included duty procedures and zones, community staffing, move-in logistics, etc. The major theme behind this advice was not to stray so far from the norms when designing operations for the temporary closure, this makes it so that you don’t have to completely readapt the processes back when the building reopens.

When asked: “What are things you wish you had known about or done during the timeline of the renovation to help progress?”, she said that she wishes she had found ways to get more involved in the building design and conversations with contractors. She felt this way because facilities were the primary stakeholder in the design and bidding process, and the team was a bit more fixed in the resident experience and learning lane. An example of this was that the floor plans, room numbers, and room occupancy were discussed with stakeholders but not with the live-in staff.

When asked: “What resources did your institution have to support your efforts during the timelines of the renovation?”,

When asked: “Do you have any advice on staying aware of the progress and reporting out that information to key stakeholders?”,

she stated most of the resources she noted were personnel-based, meaning people who reached out to offer guidance, open planning, and ideating dialogues about how people show up in the community once the building reopens. She didn’t believe that physical resources were needed from the institution beyond maybe some more structured walkthrough and connection opportunities with the contractors themselves, which was lacking from the perspective of the residential staff.

she recommends as many people as possible are aware of timeline updates because anticipated timelines can always get moved back. Informed team members can support the development of backup plans and problem solving. You may not use them, but you’ll be glad you have them if you do.

The final pieces of advice that she had were to ask questions and be the best partner you can be. If somebody explains a blueprint to you and it does not make sense, that is completely normal. Don’t let it stop you from asking for explicit description, mockups, etc. This community will be your responsibility soon and you should be confident in your understanding of it.

Community Director-Billy Morrissey Billy Morrissey is the Community Director for West Circle and in his role, he supports community development and the student experience, supervises the graduate and undergraduate student staff, and bridges the partners in the community together with the students. Billy started at MSU in October of 2023 and came into the project during the finalization of the renovation preplanning phase.

When asked:

“What are some things you found helpful to do during your time assisting with the renovation timeline?”, he shared that providing lists of empty rooms to facilities allowed them to get a head start on clearing the building. When the renovation happens, they will most likely need to remove all the furniture to start the project, and this can be a lengthy process. Giving the team as much of a head start as possible greatly impacts their ability to start the project. He also shared that building a relationship with the Honors College helped coordinate opening plans easily. This allowed for a shared event calendar to be made and hiring qualified Honors student staff members for the floors to develop community. The event calendar has helped with promoting each other's events and not scheduling over each other. Having the Honors College input on the selection process of student staff helped build trust and find great student staff for the year. Another helpful decision was to receive weekly updates from the facilities team on the status of the project. These updates allowed for making contingency plans and supporting the community in the interim while the building finished renovation past the anticipated end date.

When asked: “What are things you wish you had known about or done during the timeline of the renovation to help progress?”,

he shared that the opening of the project fell during the start of RA training and did not take the opportunities to walk the building much towards the end of the project. This was a missed opportunity to help catch last-minute questions and to understand what kind of environment the students and staff were moving into. He also shared that it is important to know what you can and cannot control. If the project is not done on time, that is most likely not due to your actions. However, you can provide spaces to hear concerns and share them with the stakeholders who do have a sense of responsibility for those factors.

When asked: “What resources did your institution have to support your efforts during the timelines of the renovation?”, he shared that his leadership team (himself and his graduate staff) had a chance to tour the community halfway through the project. This allowed them to see progress and ask questions about the community. This tour proved to be very helpful and allowed the team to have some questions answered. The institution also put team members in the community on a few task forces to help with ordering furniture, showcasing furniture options to students, and allowing for student input.

When asked: “Do you have any advice on staying aware of the progress and reporting out that information to key stakeholders?”, he shared again the importance of building relationships with stakeholders and getting information where you can, when you can. This was made easier by also building up those relationships before the project began. The updates from the facilities team also gave him the ability to share communication with students and student staff to know what to expect when they arrive at their new building. New can sometimes just mean new problems and the construction team may be finishing up some parts of the community.

Knowing this beforehand allows the student to have realistic expectations for the community.

Facilities Managers-Miles Evenson and Heather Whitman Miles Evenson was our Manager of Facilities for the West Circle Community from the start of the project until about April 2025 . Then, Heather Whitman joined the team as the Manager of Facilities for West Circle, and she saw the remainder of the renovations project. These answers blend their perspectives and highlight important things discovered at both the start and end of the renovation process.

When asked: “What are some things you found helpful to do during your time assisting with the renovation timeline?”, Miles shared that he attended the weekly progress meetings to make sure he was as up to date on how the project was progressing. He would also stop at the construction office on occasion to see if they needed anything and take tours through the building to see how things were progressing.

Heather picked up these trends and carried them throughout the remainder of the project. As the project wrapped up the building walks and updates became more frequent and involved upper-level administration.

When asked: “What are things you wish you had known about or done during the timeline of the renovation to help progress?”, Heather said that she wished that their team had earlier access to project documentation, clearer understanding of decision-making channels, and more structured onboarding to the project. Miles shared that whenever the construction team needed to get into a space to see how a renovation was done before, or what currently the standard, he or another member of the team was available to let them see what they needed to see so that they could continue progressing on their end. It sounds like the transition in this project was challenging and could have benefited from better communication of the transition.

When asked: “What resources did your institution have to support your efforts during the timelines of the renovation?”, Miles stated that he had weekly progress meetings, where he could understand the progress of the project, give any thoughts that his team had, or voice concerns that his team may have. Heather was given a lot of these similar resources and elaborated on the culture of collaboration and communication tools with upper administration in facilities. She felt connected to the leaders in the department and knew what their goals and objectives were.

When asked: “Do you have any advice on staying aware of the progress and reporting out that information to key stakeholders?”, Miles shared the importance of checking in with the main point of contact on the construction side occasionally outside of progress meetings to ensure that deadlines were being met. Heather shared a lot of similar advice but also offered the importance of visual progress tracking and accountability conversations with the construction team to ensure that their team stays on time.

Miles’ and Heather’s final pieces of advice was to stay engaged in meetings and ask thorough questions.

They also encouraged using a consistent form of progress tracking and communication. Heather added the importance of relationship building and being flexible with the challenges that opening a new building brings.

Conclusion Expanding or renovating your community is a great opportunity, full of challenges and rewards. From delayed finishes to inclusive amenities, our team has worked together to support the main stakeholders: the students.

At the end of the project, we had an amazing community that was ready for the Honors College to join and support. All of this was done, not by picking up hammers, but by supporting each other along the way.

Beyond the Billboard: The Art of a Personal Invitation Written by: Anica Chesnut

I was sitting in a meeting at 2:00 PM on a Friday, discussing with students how to get other students interested in attending a four-part leadership conference. I am a coadvisor of a student development committee, which is responsible for hosting the leadership conference throughout the year for any on-campus student to further enhance their leadership skills. Our committee consists of students who have already attended the leadership conference and would like to assist in the planning process. We have Resident Advisors (RA), Community Advisors (CA), Community Mentors (CM), and other students who just want to help.

We were discussing the marketing materials that we needed to prepare, to reach as many students as possible. I was asking for feedback about our posters, and I noticed that the students were not saying anything or if they did it was a one-word response. I decided to shift gears. I looked at the students in front of me and decided to ask them a simple, heartfelt question.

"How did you get involved in the leadership conference?" One student talked about how

their RA wrote a personal note on a shoulder tap card, encouraging them to attend the leadership conference and slide it under their door. Another shared how I had simply stopped them in the hallway, saw them as an individual, and encouraged them to join. One by one, they told their stories, each one different yet all with a common thread: it wasn't a flyer or a poster that had convinced them to join, it was a person. It was a single, personal connection that had made all the difference. After everyone spoke, I asked if anyone joined after seeing one of our posters? The room was quiet. The silence was not a disappointment; it was a revelation. It was a reminder that in a world of endless noise, what truly matters is a single, personal invitation.

When a program feedback form was distributed to students at a mid-level university this last semester inquiring as to why they attended events within the residence halls, 45% of the people responded that their reason to attend an event was related to a personal connection. The most popular response

was wanting to meet new people. The second most popular response was due to them already knowing someone who was attending the event and was invited as well.

Colleges and universities are already implementing Nancy Schlossberg’s theory of Marginality and Mattering. The Marginality and Mattering theory discusses the importance of shifting the focus of administrators to making students feel important and that they matter to the institution in order to eliminate feelings of marginality. When we combine Schlossberg’s theory with the understanding of individuals having a decrease in social-emotional skills in college students post-Covid 19 Pandemic (Cerutti et al.), we understand that students may need a more personal connection to attend events.

We also are aware of word of mouth being one of the most effective ways to market products (Berger). One of the reasons for word of mouth being very effective is because it helps consumers of information learn how to regulate their emotions by practicing reacting to unexpected information. When our paraprofessionals stop a student in the hallway, have a conversation with them and invite them to an upcoming event, it engages their socialemotional response when responding to the invite. The student is then able to reflect on the invitation and decide if that is something they would want to attend.

If paraprofessionals continue to strive to personally invite students to events, the student will be more motivated to attend and meet new people.

When a program feedback form was distributed to students at a mid-level university this last semester inquiring as to why they attended events within the residence halls, 45% of the people responded that their reason to attend an event was related to a personal connection. The most popular response Now we must reflect on if we could capture the same excitement for an event with a poster. I personally do not think so. On campus, we are seeing students strive for personal connections, especially during a pivotal moment of their lives such as pursuing a higher education degree.

Posters are helpful, but they cannot be the end all be all for marketing events. We cannot solely rely on students seeking out opportunities to get involved.

Instead, we should meet them where they are at, and have ourselves and staff members form connections with students and personally invite students to events. Going door to door and personally inviting students to events is an experience and marketing tool that cannot be recreated. The experience of having someone invite you to an event and mentioning that they would love to see you there is irreplaceable.

As organizations who are teaching individuals social emotional skills, we should continue to enforce these expectations and be the example as well. I challenge us all to continue to pause when we see a student and invite them to lunch, a coffee, an upcoming event, etc. As professional staff members, we can get caught up in administrative tasks and can lose sight of why we are all working in this field. Take a moment and stop a student in the hallway and ask them how their day is going. Invite them to an upcoming event in your community or on campus. Remember them. We are here for the students, and it is important that we remind them that they matter, because they do. We wouldn’t be here without them.

Examples

Senior Housing Officers Mentor & Mentee Experience

By Octavia Hubert The GLACUHO Director/SHO Mentor & Mentee Experience is an exciting opportunity to engage seasoned directors/ senior housing officers across the region through a mentorship program with new directors.

Participants engage in a 12-month experience, which include coaching calls, monthly meetings, mentorship experiences, and other intentional professional development opportunities designed to foster professional growth and a greater sense of belonging within the field and association.

Program guideline & expectations Program Length -February 2025 - December 2025 Mentoring Directors - At least four years in the director/SHO level or above Mentee Directors - Less that four years Pairs expected to meet/chat 45 minutes-1 hour at least once a month Mentee Directors attend a monthly roundtable/professional development session Mentor Directors invited to attend the roundtable and/or professional development session with their mentee In total, we have 36 participants and a robust roster of roundtable topics that are led by the program mentors. The discussion themes are as follows: Supervision Campus management Communication & Telling Your Story Campus partnership Navigating choices & policy decisions Accommodations & ESAs Opening & advocating for the department Negotiating campus politics Professional development opportunities Student leader development through hall governance Technology & software to streamline processes Managing change

Learning Outcomes Fostering a Supportive Network: The program will cultivate a sense of community, helping mentors and mentees build professional networks that extend beyond the formal mentoring relationship.

Knowledge Transfer: The program will facilitate the transfer of knowledge and expertise between experienced professionals and those newer to the field.

Increased Organizational Engagement: Participants will feel more connected to the GLACUHO, leading to increased retention and engagement, particularly for mentees.

Improved Organizational Culture: The program will contribute to building a culture of collaboration, learning, and mutual support within the organization.

Continuous Improvement: Feedback from mentors and mentees will lead to the continuous evolution of the program, ensuring it remains relevant and effective for future participants.

After each roundtable, participants are invited to submit key takeaways and notable quotes. Those responses include:

“Good discussion on how to use data and stories to help others understand your impact on student success.”

“Mallory did an excellent job of facilitating the discussion. Just the right balance of prompts and then good multi view sharing.”

“Key take-a-way: need to be an excellent campus partner to effectively do your job as a SHO. You are looked to for occupancy projections and $$$. Need to connect and build relationships with finance team, facilities, enrollment management, etc.”

“I really appreciate this program so much already. It is immensely helpful to simply hear from others in a similar role experiencing similar things.”

“It was helpful to connect with a mentor, hear about their experience of what's working and what's not. I found it freeing to talk to someone outside my institution to understand my perspective and experiences and the departmental issues I face.”

“I have really enjoyed the check-ins with my mentee. It has been more rewarding for me than I anticipated and it truly reminds me of why I continue to do this work.”

“Thank you!!! To all who help organize this program, and especially Octavia! An additional shoutout to Stacey Mwilambwe who jumped right in to become the host of today's session asking questions, inviting others to share thoughts, etc.”

“My mentor has been great and has become a trusted colleague!”

The program will conclude in December yet we hope the connections continue to grow.

Registered participants are invited to attend the Director/SHO Mentor & Mentee Program meet up at the 2025 GLACUHO Annual Conference in Dayton, Ohio. Thank you to all participants!

NO CRISIS EXPERIENCE? NO PROBLEM!

TRAINING PROFESSIONAL STAFF WITH NO CRISIS MANAGEMENT EXPERIENCE Written By: Sher-Ron Laud, Columbus College of Art & Design Hayley Smalec, Western Michigan University

Students in crisis are more commonplace now than ever before. Housing and residence life professionals are involved in the majority of these situations, but how do we ensure our teams are ready? This article shares the perspectives of two residence life professionals - one a senior housing officer and the other, an entrylevel hall director. They reflect on personal experiences and learned lessons around managing and responding to student crisis situations; particularly, ways to prepare entry-level staff who may not have prior crisis management experience.

SHER-RON LAUD, ASST. DEAN OF RESIDENCE LIFE & STUDENT ENGAGEMENT AT COLUMBUS COLLEGE OF ART & DESIGN: My career in residence life began as an undergraduate, working as a guest housing manager. After several positions at a variety of institutions, I’m now working as a senior housing officer, mentoring entry-level staff on the facets of student residential work, including crisis response. In doing so, it helps to reflect on my own experience as a new professional. The first student crisis situation to which I responded involved an unresponsive student. It was an alarming situation requiring the rapid gathering of known information and the triaging of the student, all while waiting for medical responders. This was followed by thoroughly documenting the incident for sharing up to senior leaders.

After that incident, I realized there wasn’t a single on-call manual that could have adequately prepared me for that situation and only after extensive experience and the guidance from other professionals did I begin to understand how to appropriately respond to a variety of crisis situations. In addition, it became clear that entry-level staff need more intentional support in this area.

Throughout my career, I have supervised RA’s, graduate Hall Directors, Coordinators, and mid-level professionals. They come to our institutions from a variety of backgrounds and experiences and are motivated to make a difference in college student lives and not long after beginning their first role, they encounter a large volume of crisis, including critical incidents, emergencies, inclement weather, and mental health crisis, but with minimal to no training, significant risk is exposed. In addition, the lack of training combined with the volume of incidents has resulted in a marked increase of entry-level professionals becoming overwhelmed and overburdened with their workload -a trend the field needs to monitor and address appropriately.

Over time, this trend has greatly impacted the field so when I became a supervisor, I began dedicating time to providing new entry-level hires with thorough training and robust tools to develop their competency and confidence in responding to crises and I highlighted the importance of following established protocols. My approach to training entry-level staff is executed in three phases -education, application, and self-care. First, staff are introduced to common trends both in higher education broadly and in the specific field of residence life.

Next, I provide a comprehensive overview of student development theory, which is adjusted based on the staff member’s prior education. The review of theory includes the following concepts: Sanford (1967) defined development as “the organization of increasing complexity” (p. 47) Miller and Prince (1976) defined student development as “the application of human development concepts in postsecondary settings so that everyone involved can master increasingly complex developmental tasks, achieve self-direction, and become interdependent” (p. 3).

Rogers (1990) defined student development as “the ways that a student grows, progresses, or increases his or her developmental capabilities as a result of enrollment in an institution of higher education” (p. 27).

Student Development is a philosophy that guides student affairs practice as “a concern for the development of the whole person” (Rogers, 1990, p. 2) To conclude the educational phase, I share in depth strategies and expectations for responding to the multitude of crisis scenarios one may encounter, including instruction on established protocols.

The next phase turns training into practice where I facilitate tabletop exercises and behind closed door scenarios; after which, we review the institution’s crisis response procedures and compare them to our exercise for application. Th exercises typically cover a broad range of scenarios including incidents of suicide ideation and self-harm, which are drawn from real scenarios I have encountered in my career. We then debrief on the exercise and focus on what went well and which areas need improvement. The result -a more confident staff and a more consistent response to future crises.

The final phase focuses on self-care. I encourage my teams to establish healthy boundaries and explore various strategies that support a sustainable work-life balance. Following any incident, I consistently check in with team members -not only to review what occurred, but also to discuss its emotional impact and identify any support they may need from me. I've seen meaningful results when team members lean on each other, consult with leadership, and take time to process challenging situations, practices that are essential to their wellbeing and help mitigate burnout. Integrating this into our daily routines reflects a culture of genuine care and creates space for reflection. To further support this, I schedule recurring Monday meetings during which my team debriefs on events from the prior week. These sessions allow us to evaluate what went well, pinpoint areas for growth, share successful approaches, and offer mutual support in a spirit of solidarity.

Ultimately, these practices have effectively addressed the growing trend of crisis burnout in residence life professionals and have enhanced the student experience, improved outcomes during crises, and boosted team morale -all key priorities in our field.

HAYLEY SMALEC, HALL DIRECTOR AT WESTERN MICHIGAN UNIVERSITY: When I started graduate school, people asked me what I wanted to do after I graduated. I wasn’t quite sure, but I always said, “anything but housing”. Four years later, I am entering my third year as a Hall Director. I changed my mind after a summer internship with Residence Education at Michigan Tech University between my first and second year of graduate school. While I did not serve on an emergency response team, I did get to help create student staff training and learning model curriculum for students. I fell in love with the idea of being able to support students from a holistic lens in the place that they call home. And the free housing isn’t a bad perk either.

During my internship, I got a peek into what crisis management looked like by participating in some of the training they did with their professional staff. When I started my current position, we went through our institution’s response policies and then practiced some behind closed doors scenarios as a large group. In starting to work in residence life, I actually realized that I had dealt with many similar situations in the past. As a graduate assistant, I was a student success coach and had conversations where students shared about their mental health and Title IX situations. I was actually excited to have formal training and policies around how to handle and report these situations for the first time in my career. As a result of this, I believe that we should expand crisis response training to student affairs professionals beyond Housing and Residence Life, as they can also experience students in crisis.

I was very nervous about serving on duty for the first time, however that ended up being one of the easier parts of the job. In extreme circumstances, we are often not in charge of the scene, often letting police or other emergency personnel take charge. At my institution, we have some aging buildings, and so maintenance and facilities tend to be our bigger concerns rather than issues involving students, which was not something I expected when I first began the position.

I actually believe that having a non-housing background helped me to manage boundaries in a live-on role. Before I started working in housing, I lived on my own in an off campus apartment complex. I knew what it was like to go home and not be surrounded by students. So when I started my live-on role, I knew that having my own personal space would be very important to me. I have made my apartment a safe haven for myself. Decorating with things I like, sleeping with a noise machine, and also, of course, having my sweet cat with me.

For those that are starting entry level roles in housing without any prior experience, learn to trust your instincts! You have gone through training (and in some cases a masters degree!) to help learn the policies and procedures. Take a deep breath, listen to what the situation is, and you’ll think of what to do! If not, always know that you can call your peers or supervisors for advice on what to do.

The Power of Design WRITTEN BY: GABRIELLE Y. JOHNSON AND BILLY MORRISSEY

Introduction It is important to consider everyone when you are creating media for residents, staff, guardians, and other stakeholders. A part of this consideration should include limiting any barriers in the design that may impact the ability to receive the content.

Fonts Fonts can be a great way to enhance the design and feeling of your message, but it is important to not sacrifice the engagement for expression. When considering a font, a great rule to consider is “the less is more” theory. Having more than one or two fonts can distract or muddy up the design. Your message should be cohesive throughout the document, and so should the fonts chosen.

Some notable barriers can be the fonts, colors, and organization of the media that may draw people in but be inaccessible for specific audiences.

The size of the font is also a large factor.

You may want to consider using larger fonts to allow a wider audience to be able to read the message. However, it is important to use a relative font size to the space in the document and the importance of that specific information.

This last note expands beyond fonts, but can be a difficult barrier for accessibility, and that is color. The color of the font needs to contrast the background. A great example of contrast is a dark font on a light background, or reverse.

Do not duplicate picture captions as this will be redundant for screen reader users.

Also consider using important highlights versus long detailed explanations for alternative texts. A bad example would be for the same picture: “A picture of Spartan Stadium at sunset with a large crowd cheering located on Michigan State University’s campus during the fall of 2024.” Utilizing a screen reader or other accessibility tools to ensure that everyone is able to engage with your message.

Organization to Support Neurodiversity

Screen Readers A great tool to consider when creating designs is a screen reader. A screen reader helps a person with a visual impairment read digital media by using alternative texts to help read the overall message and supports describing pictures or videos. To help describe the pictures and video, a designer can add text with a visual description. Make sure to change the font to match the background so it cannot be seen. An example description for the picture below could look like: “Michigan State Football Game at Spartan Stadium.

Georgia Broome describes neurodiversity as the natural diversity of human minds.

She elaborates further, "it is a biological fact that we are diverse in our minds, just like we are diverse in our ethnicity, gender, sexuality, etc.” There are four simple steps to help support your message: prioritize clarity, consider the pace of information, utilize structured formats that break up the text, and provide multiple ways to engage with the messaging. Messages should be clear, concise, and consistent. Georgia highlights these concepts well in her article about the subject and showcases great examples of each step.

How We React to Color, Logos, and Space Design is more than aesthetics, it’s a language that speaks directly to our emotions, behaviors, and sense of belonging. In the context of university life, especially within residence life and student engagement, design plays a subtle yet powerful role in shaping how students feel, think, and connect. From the colors that surround us to the logos we associate with our institutions, every design choice carries psychological weight.

Color: The silent Influencer of mood and memory Color is one of the most immediate and impactful elements of design. Elliot and Maier show in their 2014 study Color Psychology, that colors can influence mood, memory, and even physiological responses. Warm colors like red and yellow tend to increase excitement and energy, while cool tones like blue and green promote calmness and focus. In residence halls and student centers, these choices can make the difference between a space that feels welcoming versus one that feels sterile or overwhelming.

For example, a student lounge painted in soft blues and greens may encourage relaxation and social interaction, while a study room with brighter yellows might stimulate alertness and creativity. The strategic use of color in university spaces can enhance wayfinding, improve shortterm memory, and even support emotional regulation, as shown in the Elliot and Maier study.

Moreover, cultural context matters. As shown in the IOSR Journals 2023 study The cultural significance of color, in some cultures, white symbolizes purity; in others, it may represent mourning. Designers in higher education must be mindful of these nuances, especially in multicultural institutions where inclusivity is key.

JUNIOR WRITERS

Logos: Identity, Emotion and Belonging Logos are more than symbols; they are emotional anchors. A well-designed university logo can evoke pride, trust, and a sense of belonging. According to Inkbot Design’s Logo design psychology, elements like color, shape, and typography in logos influence how people perceive an institution. For instance, blue in a logo often conveys reliability and professionalism, while red can suggest passion and energy.

Think of the iconic logos of major universities: they often incorporate traditional fonts and heraldic symbols to communicate legacy and prestige. But modern institutions may opt for minimalist designs to reflect innovation and accessibility. These choices are not arbitrary, they are strategic efforts to shape how students, staff, and the public emotionally connect with the brand.

VOLUME 1, NO. • 1 MAY 2025

In residence life, logos used in programming materials, hall branding, and staff apparel can foster identity and unity.

When students see consistent, thoughtful design across their living spaces, it reinforces their connection to the community and the institution.

Designing for belonging in a Residence Hall Residence life is a microcosm of the university experience, and design within these spaces directly affects student engagement and well-being. Inclusive residential programming, supported by intentional design, has been shown to enhance students’ sense of belonging, academic success, and retention as discussed in IJARPR’s 2023 study.

Design elements such as culturally responsive decor, identity-affirming signage, and flexible communal spaces can validate diverse student experiences.

When students feel seen and supported in their living environments, they are more likely to engage socially and academically.

JUNIOR WRITERS

Furthermore, residence halls designed with color psychology in mind can promote emotional stability and cognitive growth. For example, using calming colors in sleep areas and energizing tones in communal kitchens or lounges can subtly guide behavior and mood.

Design as a Tool for Connection In higher education, design is not just about making things look good, it’s about making people feel good, feel seen, and feel connected. Whether through the colors of a student union, the logo on a residence life t-shirt, or the layout of a residence hall lounge, design choices shape the emotional landscape of campus life.

As student affairs professionals, we have the opportunity to use design intentionally and to foster belonging, support mental health, and enhance the student experience. By understanding how students react to design, we can create environments that not only look beautiful but also feel like home.

VOLUME 1, NO. • 1 MAY 2025

SUSTAINABLE SUPERVISION: TIPS FOR LESSONS THAT LAST BEYOND YOU

BY: CAROLINE MURRAY, MICHIGAN STATE UNIVERSITY

To be a supervisor is to take on the role of a side character in the story of someone’s long-term success. It is likely that you are not the first supervisor someone has had, and you certainly won’t be the last. But, the development you support a team member through has the potential to impact how their next few chapters, and their next few supervisory relationships, play out. When we take on this role, it is important to consider the long-term impacts of our leadership - which can be challenging in a work environment with many short-term challenges to overcome.

1. Be aware of negative legacy habits

We know that supervision can be made exponentially easier when our supervisee likes us, and wanting to be liked by those we most closely work with is rational. However, when our actions centered around this positive reputation develop bad habits for our supervisees, this could unintentionally create more challenges for those who come after us. For example, if we struggle with the conflicts that can result from performance management, and because of this we refrain from holding an RA accountable for administrative mistakes, we are setting up the next supervisor who does hold our RA accountable to be seen as overly strict, just for doing the role we were supposed to do. This also applies to boundary-setting. If we don’t hold the line on realistic boundaries, the supervisor who comes after us may be navigating unrealistic expectations from those we used to supervise. When we find ourselves navigating people pleasing energies that prevent us from holding team members accountable, we should consider the impacts this will have on those who come after us.

2. Center your supervision around empowerment & growth This might sound obvious, but in reality this is more challenging than we might anticipate.

When our role requires us to provide timely resolutions to resident concerns, such as roommate conflicts, it can be easy to center a prescriptive approach (providing directions) rather than a coaching approach (providing an environment for direction to be discovered). When we prescribe solutions, we are not necessarily supporting our team members to be able to solve concerns without our presence. When we center self-authorship-influenced coaching, we develop lasting skills of critical thinking for our students. An example of this that we can apply is when our RAs approach us unsure of how to handle a roommate conflict brought to their attention. A prescription-centered approach would be to share that the RA should have a mediation, and then walk through the steps of how to successfully lead that mediation. A coaching-centered approach would be to ask “what are your thoughts on this? What do you think should happen next?” This causes our RA to come to their own conclusions about resolution options, a thought process that can be replicated the next time they are faced with a conflict. This simple change in approach, while potentially taking more time, creates long-term skill building that can stick with them beyond our supervisory relationship.

3. Foster trust in your supervisory relationships Especially with student leaders like RAs, our supervisory connections have the potential to set the stage for how our team members perceive the concept of supervision and work environments in general. Therefore, we have a responsibility to center empathy and psychological safety in our connections with team members to reduce the impact of trauma that they could experience in their next role. For example, how we treat mistakes in our role now can impact the feelings an RA processes in another role when they make a misstep. If we create a culture through trust that focuses on learning when mistakes are made, the RA can see their future mistakes as learning opportunities and reduce their anxiety that could otherwise result. Another way we can teach our RAs about processing mistakes is to own up to our own mistakes when they occur. For example, if you forget to follow–up on a question or task for your RA, rather than being defensive and citing your busy schedule, apologize and state the steps you will take next. Trust can show a team member the value of a supervisor as a member of their team rather than someone working against them. Trust does not always come easy though. So, work to utilize tools like one on one meetings, trauma-informed performance management conversations, and informal connection opportunities to get to know your supervisees and develop a strong rapport.

4. Cultivate a positive team culture Many professionals and graduate students in housing have experienced the challenges that come with inheriting a team that we did not hire or train. This can create roadblocks as we work to understand context, reimagine team dynamics, and earn trust. When we think about our current team, are we leaving for the person coming after us a gift or a challenge? Creating a strong and positive team culture means creating a way of knowing and doing that lasts beyond our presence. This can start with defining the values of our team and weaving them into staff meetings beyond the start of the fall. These values can be celebrated in evaluation conversations and made specific to the needs of our team. We can also develop traditions on our teams that create opportunities for team members to celebrate each other, creating habits of looking out for and naming positive attributes. An example of this is something that my team started a few years ago. We have a journal called the “living legacy journal.” Each week, an RA fills a page of the journal about how much they appreciate another RA. Then, they give the journal to that RA during our weekly team staff meeting, and this RA then writes a new page of the journal and the activity continues throughout the year. If we are inheriting teams that don’t have standing traditions, like my team didn’t, we can create our own that foster a culture of recognition. Smaller ways that we can create a positive team culture is through small shoutouts, notes, or simple statements of gratitude. For example, if an RA team successfully sits through a long training presentation without looking at their phones, we could honor that and state gratitude. This might even make it so the next time the RAs are in a session and think about pulling out their phone, they think twice - not for concern of getting in trouble, but because they remember us valuing their presence in the session. As we start the academic year, we can think intentionally about the culture we wish to create, and how we can make this culture last beyond our leadership.

5. Engaging in meaning-making Beyond thinking of the supervisors that will come after us, this practice focuses on how the RA or team member can incorporate the impact of our supervision to their own practices beyond college. The process of meaning-making is to support our team members in assigning value to their experiences. If we are serving in a housing leadership role, it is likely that our experience as an RA was highly valuable to us, and we can articulate the plethora of skills and learning moments that resulted from the role. For team members not going into student affairs, this may be more of a challenge, which can unintentionally result in a lack of intentionality and initiative-taking from our RAs. In our supervision, it can be supportive for the long-term growth of our team members for us to connect the skills developed in the RA role to the RA’s future career plans. For example, the ability to think critically through problems, communicate with others, and be an inclusive team player can apply to all work settings. As we meet with our team members after resident interactions and duty situations, we should consider asking the RA to reflect on the learning experience and how this might apply to life after college, personally and professionally. This may support the RA in pulling examples in their next job interview, or leaning on their experience when a concern arises in their next job. This meaning making can also come from giving our team members leadership opportunities. If there are ways to incorporate the leadership of our returning RAs in training and team meetings, this can also elevate the meaning they derive from their role. When a student assigns value to their experience, they are more likely to carry their experience with them after it is over.

6. Continuing the relationship beyond graduation Another way to continue the impact of our supervision is to continue the connection that we have with our supervisees beyond the end of our supervisory relationship. This can be as simple as serving as a reference for our students in their job search, or taking on the role of a mentor as they navigate their next steps. As a student prepares to graduate, or as we prepare to leave our positions, there can be value in having an honest conversation with our supervisees on what they are looking for after the formal relationship is over. This can also be a great way to discuss any expectations we may have regarding requests for letters of recommendation (for example, I always ask for an updated copy of my student’s resume so I can be specific when writing the letter). Stating the invitation for further connections invites our team members to see us as long-term partners in their developmental journey.

As we enter another season of staff meetings, 1:1s, and late-night duty conversations, we can work to view our supervision as a part of a bigger story for our supervisees. Through small, intentional actions we can create skills, memories, and life lessons that can last beyond a supervisory relationship and have a lasting impact on those who we have developed, and those that will continue to develop others after us.

A HOUSING PROFESSIONAL’S GUIDE TO LEARNING AND TEACHING ABOUT CAMPUS FREEDOM OF SPEECH AND EXPRESSION BY: COREY FRIEDRICH, MIAMI UNIVERSITY DAMILOLA AJAYI, AUGUSTANA COLLEGE ZACH WILSON, INSTITUTE OF ELECTRICAL AND ELECTRONICS ENGINEERS JOSIE PALITZSC, SOUTHERN ILLINOIS UNIVERSITY EDWARDSVILLE It comes as no shock that we are living in politically divisive times. As housing professionals, it is our job to create spaces where students on our campuses can engage, discuss, and debate differing views. Additionally, the First Amendment of the United States Constitution protects citizens’ rights to free speech, expression, press, and assembly (U.S. Const. amend. 1). This article will explore those intersections and serve as a guide on freedom of speech and expression on campus.

When engaging in this topic, there are a few considerations to keep in mind. One is that many campuses have a Campus Expressive Activity Policy. Generally, these policies outline how the campus governs free speech, protests, and assembly. It is important to familiarize yourself with these policies and use them to inform your work with students. As touched on earlier, the First Amendment of the United States Constitution protects the rights of free speech, the press, assembly, religion, and the right to petition the government.

These rights are extended to all individuals in the United States, regardless of factors such as religion, gender, race, citizenship, or sexual orientation. People have the right to create, publish, convey, and receive information given by the First Amendment. You can express views and speak freely without government relations or efforts to restrain expression. However, the First Amendment does not protect against private censorship. For example, a business can reject someone’s product or idea without violating their rights. With freedom, comes rights and responsibilities. Note, that there in fact can be consequences for free expression. For example, if you act against an institution’s code of conduct or values, you could be held accountable.

The base of free speech on college campuses appears to rest on three ideas that housing staffs must juggle. First, there is law and policy; the First Amendment gives a legal framework that shields speech, press, assembly, religion, and petition. It tries to protect every person, no matter their background or identity (U.S. Const. amend. I). Secondly, there is academic freedom, which is often talked about as the college’s promise to let teachers and students follow research, teaching, and inquiry without undue interference (AAUP, 2015). Thirdly, there is an inclusive community that should make sure all campus members get a chance to speak, so different voices can join the learning mix (Strayhorn, 2018).

Even though the First Amendment is strong, housing workers need to see its limits and the duties that come with it. The amendment stops government censorship; it does not cover private schools, nor does it stop a school from acting when students break conduct rules (Chemerinsky & Gillman, 2017). Moreover, universities may set reasonable time, place, and manner rules so that speech does not disrupt teaching or infringe on others’ rights (Post, 2012).

Therefore, balancing legal protections, academic liberty, and inclusive practice is a job. It may mean walking a fine line between protecting voices and keeping order. And balance is something every housing professional must think about.

While the First Amendment broadly protects freedom of speech, the Constitution does not protect all forms of expression. These exceptions include incitement of violence, obscenity, defamation of character, and true threats. This distinction becomes especially significant in residential environments, where students live in proximity and where speech can have a heightened personal impact. Because housing professionals serve on the front lines of student development, conflict resolution, and community building, they must understand both the legal boundaries of speech and the institution’s responsibilities in fostering a respectful and inclusive environment.

One area that can often cause confusion is hateful or offensive speech. Unlike many countries that legally prohibit hate speech, the United States does not recognize a specific legal category for it. Friedman (2019) notes that the U.S. Supreme Court has repeatedly upheld that even offensive or hateful speech is generally protected under the First Amendment; unless it is intended to cause imminent violence or unlawful action, or if it involves true threats against individuals.

In residence life, this often shows up when students post controversial or upsetting materials on their doors. A student who displays a political flyer, for example, is most likely engaging in a protected expression. Residence Life staff cannot remove the flyer simply because the content makes others uncomfortable. However, staff can enforce content-neutral policies, such as rules that limit postings to designated bulletin boards or prohibit adhesives on doors for safety reasons. If these policies exist, they must be applied consistently. For instance, if a resident cannot put up a sports flyer, a political flyer shouldn't be allowed either.

Private institutions are not bound by the First Amendment in the same way as public universities because they operate differently. They may restrict postings that conflict with their mission or values, as long as policies are clearly communicated and enforced fairly. In these cases, Residence Life staff may remove flyers or materials that violate the social or housing code of conduct.

Some situations go beyond protected expression and require staff intervention. For example, if a resident repeatedly targets another student with racial slurs in a group chat, leaves discriminatory notes under their door, or posts online threats, that constitutes as harassment or a true threat. In these cases, staff must act promptly to protect students’ safety.

When incidents occur, the first step is usually to document what happened. The report should include an explanation of why, when, how, and where. If there is an immediate safety concern, campus safety should be notified right away. Whether or not the situation is an emergency, incidents often become a conduct case. A conduct officer, often the Area Coordinator, Residence Hall Director, or another housing professional, meets with the students to review the incident, discuss the impact of their actions on the community, and determine the outcomes. Conduct outcomes can range from fines, educational sanctions, to relocation from the building, or in rare and serious cases, removal from housing.

Not every concern requires a conduct process. Sometimes, the most effective intervention is a one-on-one conversation during Resident Advisor (RA) duty rounds, a floor meeting to address community concerns, or encouraging residents to practice counter-speech. The goal for Residence Life is not just to enforce policies, but to use these moments as opportunities for learning, helping residents understand both their rights and their responsibilities in a diverse community.

Housing professionals must help students differentiate between merely uncomfortable speech and speech that crosses into unlawful conduct. As Friedman (2019) emphasizes, context, intent, frequency, and impact must all matter. Mislabeling protected speech as harassment can lead to censorship and mistrust, while ignoring harmful conduct undermines student safety, institutional reputation, and the sense of belonging we work to foster in the halls.

Housing professionals must help students differentiate between merely uncomfortable speech and speech that crosses into unlawful conduct. As Friedman (2019) emphasizes, context, intent, frequency, and impact must all matter. Mislabeling protected speech as harassment can lead to censorship and mistrust, while ignoring harmful conduct undermines student safety, institutional reputation, and the sense of belonging we work to foster in the halls.

Time restrictions may involve regulating when expressive activities occur. For example, nighttime hours when students are sleeping may not be an appropriate time for demonstration or protest on campus. In residence halls, particularly during quiet hours, asking residents who might be listening to music or political podcasts at high volume to use headphones regulates the noise level, since the regulation applies to noise level and not to content.

Place restrictions may regulate where expression is appropriate. While outdoor quads or designated free speech zones may be suitable for demonstrations, institutions may prohibit protests in building lobbies, classrooms, or study lounges to avoid blocking access or disrupting shared space usage. These rules apply regardless of the viewpoint or message.

Manner restrictions regulate how rights of expression are exercised, focusing on the form rather than the content of speech. These restrictions may address issues such as the use of amplified sound, the size of signage, or physical obstruction or disruption. For example, institutions may restrict a protest using megaphones in enclosed hallways or by blocking dorm entrances. Staff must apply these rules consistently, regardless of the message being expressed.

For housing professionals, understanding and applying these principles is important. Residence halls serve both as living spaces and educational environments, and expressive activities such as protests, chalking, or spontaneous demonstrations can occur in or around residential areas.

Staff must carefully apply Time, Place, and Manner restrictions in a way that balances students’ rights while ensuring policies are applied consistently regardless of content. Additionally, institutions play an important role in offering clear policy guidance, consistent enforcement, and regular training to their staff. This preparation ensures staff are equipped to uphold both free expression and a healthy living-learning environment.

To summarize, there are some considerations to keep in mind when it comes to free speech as a housing professional, notably campus expressive activity policies and the First Amendment.

Housing professionals can help students with training, dialogues, skills, role-playing, and case studies designed to teach them about freedom of expression and speech. Familiarizing yourself is important to protect yourself and inform residents about their rights and responsibilities in creating a more inclusive campus.

HOW TO BE A SOCIAL MEDIUM: DEMYSTIFYING THE FEAR OF SOCIAL MEDIA IN HOUSING AND RESIDENCE LIFE COMMUNICATIONS AND MARKETING SOCIAL MEDIA SUBCOMMITTEE: DAVID BINKLEY, AMARAH BYAKWELI, TRAVIS HILL, KELLEE STEFFEN Social media has become one of the most powerful tools for storytelling and connection in higher education, but it still carries a bit of unknown and fear in the field of housing and residence life. Professionals may worry about blurred boundaries, privacy issues, or risks to their reputation. Yet, when approached with intentionality, social media can shift from a perceived hazard to a significant strength for students and staff. This article explores how housing and residence life departments can use social media to increase involvement and engagement and how professionals can confidently manage it in their work. Social media is often one of the first spaces where we engage with incoming students. So, let’s turn that fear about these platforms into a sense of familiarity and fun!

SOCIAL MEDIA AS A COMMUNITY BUILDER Residence life has always been about fostering connection, and today’s students are natives to the digital world; who expect regular online interactions. Departments across the country are using social media to:

INCREASE INVOLVEMENT: Instagram takeovers by RAs and student spotlights give incoming students a peek into day-to-day life in their halls. Highlighting student leadership opportunities through social media can help students see themselves in these roles and increase the applicant pool. Gone are the days of needing professional marketers; we see how students can capture campus experiences in authentic ways, and that can often go farther than you think.

BOOST ENGAGEMENT: Creative use of memes and trends makes campus content approachable and engaging. For example, a “caption this photo” challenge during move-in can create laughs and camaraderie while keeping students connected. Go beyond pushing out advertising; instead, consider how you can celebrate and share stories of your students and staff.

PROMOTE RESOURCES: From counseling services to dining hall updates, social media serves as a one-stop shop for important information. Departments that use stories and reels for quick hits can reach more students and ensure they’re aware of necessary resources on campus. They’re on their phones anyway, so let’s meet the students where they’re at!

Students feeling included and celebrated online can lend to a strong in-person community as well. Our friends at Roompact offer great tips for positive engagement with students and staff online :https://www.roompact.com/2021/12/3-res-life-quick-tips-for-engaging-residents-through-social-media/

DEMYSTIFYING THE FEAR Many housing professionals shy away from social media because of the risks: what if students post inappropriate comments? What if staff overshare? What if one wrong post damages the department’s reputation? These are valid concerns, but they’re bound to happen, so let’s think about thoughtful strategies to address these fears:

CREATE CLEAR GUIDELINES: Establish expectations for staff who are operating any accounts associated with the institution. This ensures boundaries that instill professionalism while still encouraging creativity.

SHARE RESPONSIBILITY: A content calendar, paired with a team approach, prevents burnout and helps maintain consistency. Multiple perspectives also help ensure a variety of voices are represented in your timeline.

TRAIN STAFF AND STUDENTS RAs, graduate staff, and student leaders benefit from coaching on digital professionalism and content creation. Many institutions find that when students are trusted with responsibility while given some oversight, their creativity shines in positive ways.

Rather than fearing what could go wrong, residence life teams should focus on the powerful outcomes that can occur when social media is used in meaningful ways.

SOCIAL MEDIA IN THE JOB SEARCH For housing professionals themselves, social media isn’t just about connecting with students; it’s also about managing their online presence while job searching.

PERSONAL BRANDING: Depending on the institution, employers may take time to review public profiles. A thoughtful LinkedIn page or a professional online presence can demonstrate engagement within the field.

DIGITAL FOOTPRINT: Being mindful that what you post, and even delete. It can shape how future employers perceive your judgment and professionalism within your work.

LEVERAGING POSITIVITY: Social media can highlight leadership, showcase involvement, and provide evidence of skills in community building, marketing, and communication. Following organizations like ACUHO-I, GLACUHO, NASPA, and ACPA can also connect professionals with valuable networks. Be sure to follow GLACUHO on Instagram and Facebook!

The same tools that help students engage with their communities can help professionals engage within their field.

DO’S AND DON’TS FOR RESIDENCE LIFE SOCIAL MEDIA To help guide departments and professionals, here’s a quick checklist:

DO: Celebrate students and staff Use interactive features like polls and stories Promote events and resources Keep content accessible with captions and alt text Respond to engagement and questions

DON’T Post without permission Call out individuals publicly Blur personal and professional accounts Ignore institutional policies or FERPA Overwhelm feeds with excessive content

Check out this great article from Modern Campus for further tips and hints on navigating social media in higher education. This article is suitable for novice or expert social media users, as well as everyone in between.https://sapro.moderncampus.com/blog/28-innovative-tips-for-your-student-affairs-officesocial-media-accounts

FUTURE TRENDS IN SOCIAL MEDIA AND RESIDENCE LIFE As technology and student culture evolve, social media in residence life will continue to transform. A few trends to watch:

SHORT-FORM VIDEO DOMINANCE Platforms like TikTok and Instagram Reels aren’t just passing fads. Students increasingly prefer quick, authentic videos over polished posts. Housing professionals who embrace short-form storytelling, like an RA highlighting a hall event in under 30 seconds, will see stronger engagement. These platforms have and will continue to revolutionize campus cultures.

MICRO-COMMUNITIES AND NICHE PLATFORMS Beyond Instagram and TikTok, students are forming smaller digital communities on platforms like Discord, GroupMe, Teams chats, and even private Reddit forums. Residence life staff may find opportunities to create AI and Personalization micro-communities where students can connect more personally.

AI AND PERSONALIZATION

AI and Personalization

AI is already shaping content creation, from automated captions to AI-driven graphics. There is a lot AI can offer our field, from developing personalized messages or analyzing engagement data to improve programming. AI can also read information or resources to ensure there aren’t any gaps and we’re effectively equipping our students with what they need to succeed on campus.

AUTHENTICITY OVER PERFECTION Students are gravitating toward raw, unfiltered content. A behind-the-scenes video of an event set up or staff preparing for move-in might engage more students than a polished promotional graphic. This approach makes staff feel real and makes students feel more connected to the process.

By paying attention to these trends, residence life professionals can move beyond simply using social media and instead position themselves at the forefront of digital community building.

LOOKING FORWARD Social media is here to stay, and students are eager to see their campus communities reflected in digital spaces. For housing and residence life professionals, the choice is clear: treat social media not as AI andByPersonalization a tool for fear, but as a tool for growth. embracing creativity, setting clear boundaries, and AI and Personalization approaching it with intentionality, professionals can use social media to strengthen community and even advance their own careers. The future of residence life will continue to blend the physical and digital. By becoming “social mediums” ourselves, we not only meet students where they are, but we also model the thoughtful, authentic engagement that makes our communities thrive.

PROGRESS IS NOT LINEAR: HOW TRADITIONAL EDUCATION NEGATIVELY AFFECTS NEURODIVERGENT COLLEGE STUDENTS By: Dimitri Boveroux-Heath, Indiana University Bloomington Introduction With the increasing visibility social media provides, now more than ever we are seeing students talk openly about their neurodivergency and how it impacts their college experience.

Students are utilizing their accessibility offices more, asking for resources, and coming to us as Housing professionals asking for accommodations based on their experience being neurodivergent. I was one of these students, too. College is already hard enough for first-year students, but the added layer of being neurodivergent can act as a barrier between them and the traditional four-year finish line of graduation.

When I think back on my undergraduate experience, I knew that my neurodivergency would affect my college career, but not to the degree that it did. Having accommodations was very helpful, thanks to my wonderful advisor and counselor in the Disability Services office, but the rigid nature of the courses I was enrolled in made it difficult to stay on top of my school work, and frequently cost me my mental and physical health.

Academic Barriers Oftentimes, neurodivergent students struggle with traditional education, in that the structure can be constricting to students who may have different learning styles and disabilities, or whose needs do not fit the typical framework of a lecture-style classroom. Or, on the other end, programs with too much flexibility and freedom can be a detriment to neurodivergent students due to the lack of routine and organization. All of these factors, alongside the weight of knowing how much their tuition costs and where the money is coming from, can put an immense amount of pressure on neurodivergent students. Additionally, there is a disparity of graduation rates between students with disabilities and students without. For example, the six-year graduation rate of students with disabilities is 49.5% compared to 68% for students without disabilities or who do not identify as neurodivergent. Additional research shows that only 41% of students with disabilities enrolled in a four-year college program will graduate with a bachelor’s degree (College Living Experience, 2025).

I used to hold a lot of shame that I was one of those students who almost did not finish my undergraduate degree due to my neurodivergency. It was extremely difficult for me to find the motivation for core classes when they did not directly relate to my degree or interests. For a long time it was hard for me to talk about my situation because I felt like it was my fault, or that I was a failure for not graduating in the “traditional” sense. As a fulltime professional,I have had the opportunity to talk to students who have similar experiences and concerns, some of whom had never heard of the resources we have on campus for accommodations based on neurodivergency and disability.

Social Barriers Other obstacles neurodivergent students often face are social and communication barriers. A frequent statement from upperclassmen or alumni is that your first year is when you make connections and start developing relationships.

For neurodivergent students, this can be a challenge. Being neurodivergent does not mean that socializing is an impossible feat. Rather, understanding the nuances of social situations and cues can be difficult for people who are neurodivergent. Some social barriers these students face can include misunderstanding social cues, experiencing sensory overload in larger social settings, feeling like they do not have anything in common with other students, and more. All of these factors can lead to social isolation which can make staying at college feel impossible. Feeling so out of place can also deter neurodivergent students from finding resources for fear of being judged, even by those whose job it is to help neurodivergent and students with disabilities. Roughly two-thirds of college students with disabilities choose not to disclose their disability due to the fear of further stigmatization (Adam and Warner-Griffin, 2022).

How We Can Help So, what are some ways we can assist neurodivergent students as Housing professionals? Although some of us are not psychology experts, there are many ways we can help neurodivergent students and students with disabilities as a whole:

How We Can Help 1. Stop and listen: The needs of neurodivergent students are not one-size-fit-all. Some students may just need a listening ear rather than an outcome. Some may need more advice and a solution to a problem. Neurodivergency is not a monolith, but rather a spectrum.

2. Share your knowledge: As discussed earlier, many students with disabilities do not know the resources available to them.

Share the contact information for your campus’s Accessibility/Disability Services and on-campus mental health resources if the student could benefit from them. Learn more about on-campus opportunities and organizations that may fit the student’s interests and needs.

3. Stay inclusive: Physical accessibility is extremely important, such as encouraging your staff to include sensory-friendly programming, smaller group programming, and individual outreach if a student is self-isolating. That said, do not forget about other forms of accessibility. Is your website accessible, easy to read, and easy to understand? Are your resources for accommodations and mental health services hidden behind multiple web pages?

4. Advocate: Neurodivergent students often feel like they are not “disabled enough” to be considered for an accommodation. If a student is expressing a need for an accommodation, advocate for them, whether that is through a departmental process or reaching out to an adjacent department.

Conclusion Neurodivergent students have always been part of our campus communities and, thankfully, their visibility is growing. Because neurodivergency can be “invisible”, it is crucial to stay attentive and compassionate and offer a gentle nudge towards resources and accommodations when needed. As Housing professionals, we are often the first full-time staff students encounter. That makes our role especially important in fostering inclusive, accessible spaces. Progress isn’t always linear, and that’s okay. What matters most is that every student feels seen, supported, and empowered to succeed.

Article References Beyond the Billboard: The Art of a Personal Invitation DBerger, J. (2014). Word of mouth and interpersonal communication: A review and directions for future research. Journal of Consumer Psychology, 24(4), 586-607. https://doi.org/10.1016/j.jcps.2014.05.002 Cerutti, J., Burt, K. B., Moeller, R. W., & Seehuus, M. (2024). Declines in social–emotional skills in college students during the COVID19 pandemic. Frontiers in Psychology, 15, Article 1392058. https://doi.org/10.3389/fpsyg.2024.1392058

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.

Training Professional Staff with no Crisis Management Sanford, N. (1967). Where colleges fail: The study of the student as a person. San Francisco: Jossey-Bass.

Miller, T. K. & Prince, J. S. (1976). The future of student affairs: A guide to student development for tomorrow’s higher education. San Francisco: Jossey-Bass.

Rogers, R. F. (1990). Student Development. In U. Delworth, G. R. Hanson, & Associates, Student Services: A Handbook for the profession (2nd ed., pp. 117-164). San Francisco: Jossey-Bass.

The Power of Design Elliot, A. J., & Maier, M. A. (2014). Color psychology: Effects of perceiving color on psychological functioning in humans. SAGE Open, 4(1). https://doi.org/10.1177/2158244014525423 IOSR Journals. (2023). The cultural significance of color: A cross-cultural study. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 28(6), 51–55. https://www.iosrjournals.org/iosr-jhss/papers/Vol.28-Issue6/Ser-3/F2806035155.pdf Inkbot Design. (n.d.). Logo design psychology: How logos impact perception. Retrieved from https://inkbotdesign.com/logo-designpsychology/ International Journal of Advanced Research and Publications. (2023). Inclusive residential programming and student belonging.

IJARPR, 2(7). https://ijarpr.com/uploads/V2ISSUE7/IJARPR0727.pdf Organization and Structure to support Neurodiversityhttps://edu.web.ox.ac.uk/sites/default/files/edu/documents/media/neuroinclusive_communications_guide.pdf Screen readershttps://m2.material.io/design/usability/accessibility.html#assistive-technology Fontshttps://webaim.org/techniques/fonts/

Article References A Housing Professional’s Guide to Learning and Teaching about Campus Freedom of Speech and Expression American Association of University Professors. (2015). 1940 statement of principles on academic freedom and tenure. https://www.aaup.org/report/1940-statement-principlesacademic-freedom-and-tenure Chemerinsky, E., & Gillman, H. (2017). Free speech on campus. Yale University Press.

Friedman, J. (2019). FREE SPEECH GUIDE FOR STUDENT AFFAIRS. National Center for Free Speech and Civic Engagement. https://freespeechcenter.universityofcalifornia.edu/wp-content/uploads/2023/12/Jonathan-Friedman-_-2019-2020-FellowshipResearch_-Free-Speech-Guide-for-Student-Affairs.pdf Lake, P. (2009). Beyond discipline: Managing the modern higher education environment.

Hierophant Enterprises.

PEN America Principles | PEN America. (n.d.). Campus Free Speech Guide. Retrieved July 26, 2025, from https://campusfreespeechguide.pen.org/pen-principles/#hateful-speech Post, R. (2012). Democracy, expertise, and academic freedom: A First Amendment jurisprudence for the modern state. Yale University Press.

Strayhorn, T. L. (2018). College students' sense of belonging: A key to educational success for all students (2nd ed.). Routledge.

U.S. Const. amend. I.

GLACUHO SOCIAL MEDIA facebook.com/GLACUHO

@GLACUHO

youtube.com/GLACUHO