TRENDS: Spring 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 & Marketing Committee JaCarla Anderson

Kellee Steffen

University of Cincinnati

Indiana University

Dexter Earney

David Binkley

Grand Valley State University

Northern Illinois University

Carley Eichhorn

Billy Morrissey

University of Michigan

Michigan State University

Gabrielle Johnson Southern Illinois University- Carbondale Amarah Byakweli Miami University Annabel Leonova Oakland University Travis Hill Ferris State University

GLACUHO Board of Directors President

Chief of Staff

Michigan Delegate

Vicka Bell-Robinson, Ph.D. Indiana University Bloomington

Sarah Meaney Miami University

Alexis Gostlin Ferris State University

Past President Jeremy Alexander Eastern Illinois University

Exhibitor Liaison

Ohio Delegate

Lauren Sewell Purdue University Fort Wayne

Octavia Hubert Miami Univeristy

President-Elect Zac Birch, Ed.D. University of Illinois Chicago

Technology Coordinator

Illinois Delegate

Tim Nickels Eastern Michigan University

Dave Arnold University of Illinois Urbana-Champaign

Committee Chair Delegate

Indiana Delegate

Alison Sinadinos Indiana University Bloomington

Angel Thornsbury Indiana University Bloomington

Secretary Amy Brown University of Cincinnati

Treasurer Lauren Teso Northern Illinois University

GLACUHO Committee Chairs Health and Wellness Chair

Professional Foundations Chairs

Nick Schiller University of Illinois - Chicago

Kelly Winters Northern Illinois University

Student Learning

Campus Safety & Crisis Management Chair

Jackie Weisenfelder Miami University

Caroline Murray Michigan State University

Inclusion & Equity Chair

Conference Host Chair

Brooke McDaniel Western Illinois University

Rod Waters DePaul University

Communications & Marketing Chair

Conference Host Assistant Chair

Brandon Perjak Southern Illinois University Edwardsville

Contemporary Issues Chair Jake McLean Knox College

Eric Musselman DePaul University

Facilities & Operations Chair Jim Steingreaber Michigan State University

Letter from the Editors Dear Esteemed Readers and Fellow Housing Heroes, As we sail further into the semester, we wanted to take a quick moment to welcome you to the Spring edition of TRENDS! Also, did you get it?

“Sail”? Because we're the Great Lakes? Excellent. Be prepared for a lot more of these.

This edition of TRENDS aims to keep things fresh like a lake at dawn, where the surface is still and smooth, untouched by wind or waves, glistening with the reflections of a vibrant, colorful sunrise.

Inside, you’ll find articles penned by your fellow housing professionals who have bravely launched into the swells to discover what today’s Higher Ed professionals and college students are thinking and doing (spoiler alert: it involves a lot of memes, caffeine, and very little sleep).

We know it can be tough to stay afloat with emails, watching yourself in virtual meetings, and the occasional surprise visit from your students.

But we're only asking you to paddle with us for a few minutes as we share our gathering of articles, tips, organization updates, and good tidings to help you stay ahead in the ever-evolving waves of college housing.

So grab that overpriced coffee from the galley and dive into our Spring edition of TRENDS. We hope it inspires laughter and learning and encourages our Great Lakes housing officers to not just vibe and survive, but THRIVE. Anchors Away!

Your TRENDS Editors from the GLACUHO Communications & Marketing Committee

A LOOK INSIDE THIS ADDITION OF TRENDS 8

2025 Mid-Level Institute: Key Takeaways

11

Balancing Student Needs & Facilities Constraints in Residence halls: A MultiPerspective Approach

21

Being a Townie 101: Finding Home Outside of the Residence Hall

27

Building Resilience Through Residence Life

32

Building Student Social Capital in Campus Residence Halls: A Key to Success and Retention

35

Empathy or No Empathy: That is the Question

37

Filter for Safety: Staff Conversations on Managing Social Media Risks in University Housing & Residence Life

44

Ghost Grief: Unmasking Shadow Losses

47

How to Submit a Program: Tips from the Programming Sub-Committee

51

My Summer Luxembourg Internship Experience

55

Other Duties as Assigned: The Need for Housing to Stop Being the Catch All for All Students All the Time

62

Rising Stars: Graduate Student Reflections on Committee Involvement

72

Understanding & Addressing Burnout Among Housing Professionals in the GLACUHO Region

77

Article References and Social Media Platforms

Letter from the President: Commit to the Journey One of my earliest memories of my Mother-in-Law, Mama Pat, is her telling me not to wish my life away. Her words have stayed with me for nearly three decades, and I am continually struck by how fast time passes, with tomorrow quickly becoming yesterday. Now, with just eight months left in my presidential term, I feel as though we have barely scratched the surface of all we hope to accomplish.

Yet, we are making progress, and while new habits may seem chaotic or nonsensical at times, they are necessary for moving forward. During the school year, adjustments are rarely made, and it often feels more logical to wait until summer to implement new policies and procedures for the next school year.

When you are in a presidential year, waiting until the next year is not an option. There is no next year as president (unless you are two-time president, Jeremy Alexander), this means that changing in the middle of the term is your only option. It has always been important to me that I leave the presidency with no regrets -- that the Leadership Team work tirelessly to complete the goals that we set out to accomplish and that you, the region, be better off due to our efforts. I know that we have a lot to do and not a lot of time, which means we must adjust.

While many of the adjustments will be behind the scenes, some of the results will be visible to you.

In the next couple of months, you should see more opportunities to interact with people from across the region, better clarity into the work we are accomplishing around our strategic plan, and insight into what we have in store for our 2025 conference. The 2024 – 2025 Leadership Team really gets one opportunity to leave an indelible mark, and if we are not careful, we will leave far too many things unsaid and undone, and that is simply not who I am as a leader or who we are as individuals.

You have a similar choice. Whether you are thinking about your work within GLACUHO or how you are ending your year on your home campus, it is important to run the race until it is complete. To adjust as necessary, and, as Liz Wiseman shares in her book Impact Players, to finish stronger.

According to Liz Wiseman “In a strong finish, the job not only is done well, the people involved feel well when they finish – physically, mentally, emotionally.” (p.121). Given everything that is going on, and where we are in the academic year, it is easy to throw up our hands and be hopeful for tomorrow instead of trying to thrive today. We must remember that today is important, and we owe it to ourselves and those we serve to finish well.

While I know that it has been three decades since Mama Pat first said, “Don’t wish your life away”, the time between then and now has flown by. The experiences you are having now, whether precarious or precious, are momentary. When your moments are precarious, seek assistance and support to help you navigate successfully through the rough terrain. When moments are precious, savor them. It will not be long before your tomorrows become your yesterdays.

In solidarity and service, Vicka Bell-Robinson Wiseman, L. (2021). Impact players: How to take the lead, play bigger, and multiply your impact. HarperBusiness.

2025 MID-LEVEL INSTITUTE: KEY TAKEAWAYS BY: CATIE DANNER ASSISTANT DIRECTOR OF LIVING LEARNING COMMUNITIES AND LEADERSHIP DEVELOPMENT

EASTERN

ILLINOIS

UNIVERSITY

From January 31 to February 2, 2025, GLACUHO hosted 14 professionals from 11 institutions for the 2025 Mid-Level Institute (MLI) at Indiana State University. Established in 2015, the MLI is a two-day professional development seminar designed for professionals in mid-level roles who are looking to advance to the next level or enhance their skills in their current positions.

The 2025 Mid-Level Institute was generously sponsored by Southwest Contract, allowing participants to attend the event at no cost.

This year’s MLI featured a diverse group of faculty and topics:

Kendra Bumpus

Director of University Housing and Residence Life at Southern Illinois University, Carbondale, presented on Human Resources.

Paige Hicks

Director of Residence Life at the University of Chicago, led a session on Leadership Strategies.

Dan Pedersen

Executive Director of Housing and Residential Services and Deputy Title IX Coordinator at Northern Illinois University, discussed Assessment and Evaluations.

Bridget Reeland

Senior Associate Director at Illinois State University, covered Free Speech and Non-Discrimination.

Following the event, I reached out to participants and faculty on behalf of the Professional Foundations Committee to gather feedback on their experiences. I asked them what motivated them to apply for and attend MLI, what their key takeaways were, and what advice they would offer to potential future participants.

Jailyn Stevenson, Assistant Director of Auxiliary Services and University Housing, explained: “I chose to participate in MLI to expand my professional horizons and discover valuable insights I might not have otherwise encountered. Working in an environment where I don't have peers as colleagues, I saw MLI as an excellent opportunity to connect with other midlevel professionals across the region and build a meaningful network of likeminded individuals.”

When asked what she gained from having a mentor at MLI, Jailyn stated: “My mentorship experience with Paige was transformative. She truly saw me as an individual, creating a safe space where I could speak freely and express my authentic thoughts and feelings. This genuine connection made our sessions almost therapeutic, allowing for honest conversations that led to meaningful personal and professional growth.”

Jackie Charette, Assistant Director / Area Coordinator at the University of Michigan, also shared why she chose to participate in MLI and what advice she would give someone who is interested in applying in the future: “I was interested in participating in MLI, because I was interested in making connections with other mid-level professionals in the GLACUHO region, as well as getting the opportunity to learn from seasoned professionals who have so much knowledge to share. I am incredibly glad and thankful to have been a part of MLI this year!

Additionally, I appreciated that our entire MLI cohort felt very engaged in the material. It can be long days of being in one location together, but all our other cohort members continued to stay active and participated, and everyone contributed during discussions. It makes it that more meaningful and impactful when you know that everyone who is attending really is investing their time and commitment to being present for MLI. I am very thankful for the opportunity, and I cannot recommend MLI enough!”

Participants aren’t the only ones who take something away from the weekend. MLI Faculty member, Pedersen, shared: “As I reflect on the experience, I was able to take in a lot of the challenges and victories my cohort was experiencing on their campuses in their current mid-level roles. It allowed me to recall my own experiences in that role, and what I am doing to currently support my own midlevel staff.”

When asked what advice he would give to those interested in applying to be a faculty member, Pedersen said: “MLI is a great opportunity to give back to our region and help invest in the future leadership of our profession. I feel that is a responsibility I have to honor the leaders who invested in me as a young professional and supported my journey. I would encourage any 10+ year professional to consider applying for a faculty role, and challenge yourself to share on a topic you have a passion about.”

The next Mid-Level Institute will take place in February 2027, as it is held biennially. In addition, the Professional Development Institute (PDI) is scheduled for February 2026. This institute focuses on developing leadership qualities and skills in entry-level professionals with at least one year of full-time experience. It is ideal for those passionate about the field, looking to expand their network, and considering a transition to mid-level roles.

If you're interested in participating as a faculty member or attendee in future GLACUHO institutes, please visit the Professional Foundations Committee page on the GLACUHO website or email ProFound@glacuho.org.

Balancing Student Needs and Facilities Constraints in Residence Halls: A Multi-Perspective Approach

By Abigail Adusei, Evynn Rohde, Zachary Smith, and Jim Steingreaber, GLACUHO Facilities & Operations Committee

In today's higher education landscape, residence halls serve as more than just places for students to sleep—they are communities where students live, learn, and develop. Creating optimal living environments requires careful consideration of multiple perspectives: the operational realities faced by facilities managers, the educational and communitybuilding needs identified by residence education professionals, and the preferences of students themselves. As institutions navigate aging infrastructure, budget limitations, and evolving student expectations, finding the right balance becomes increasingly challenging. This article explores how colleges and universities across the GLACUHO region are addressing these complex challenges through the lenses of facilities management, residential education, and student voice—revealing both common struggles and innovative approaches to creating housing environments that support student success despite very real constraints.

The Infrastructure Challenge: Aging Buildings, Modern Expectations Today's campus housing facilities managers face a delicate balancing act: meeting rising student expectations while navigating aging infrastructure, budget limitations, and operational challenges. Our recent survey of facilities professionals across multiple institutions reveals a consistent pattern of concerns that transcends individual campuses.

The most frequently cited facilities issues include plumbing problems, electrical inadequacies, and HVAC system failures. As one facilities supervisor noted, "Aging plumbing and electrical systems can't keep up with current residential levels" (Facilities Survey, 2025). Another respondent highlighted "water infiltration" as their most persistent concern. These fundamental infrastructure issues aren't merely inconveniences—they directly impact student satisfaction and can damage the residential experience.

These infrastructure challenges extend beyond just student impact, affecting residential staff as well. A survey distributed to residential live-in professionals across multiple institutions showed similar concerns about infrastructure constraints.

Professional staff indicated desires for in-unit updates including improved appliances (dishwasher, washer/dryer, stove, larger kitchen sink), better HVAC systems (updated AC units and heating systems), and more functional living spaces (bigger second bedroom, more functional layout, more windows). Many also mentioned the need for new furnishings, including ergonomic furniture, updated kitchen cabinets, new couches, and bigger bed sizes. One staff member notably expressed that they would "love to be in a separate staff building, not living directly among students" (Facilities Survey, 2025).

The Amenity Gap: Meeting Modern Student

Similarly, residential staff identified needed amenities, including:

Air conditioning

Preferences

More private hangout areas

Today's college students arrive

(enclosed with doors,

with different expectations than previous generations. They seek accommodations that offer both

study rooms, better seating, engagement

privacy and community, functional

spaces)

amenities, and environments that

In-building amenities

support academic success.

(workout room, trash room, computer lab)

According to recent studies, students prioritize functional amenities like reliable Wi-Fi, laundry facilities, and sufficient electrical capacity for their devices over luxury features (Meuller & Havsy, 2020).

Our facilities survey respondents identified several amenities they would like to add, including:

More study and recreational spaces

ADA compliance (ramps, elevators) However, as one facilities manager pointed out, "There is simply very little physical space, and to gain more, another unit has to give some up" (Facilities Survey, 2025). This space constraint, coupled with budget limitations, creates significant barriers to implementing desired improvements.

Enhanced community

When asked about which amenities

kitchens

they would like to see considered,

Bottle-filling water

one residential staff respondent

stations

noted that although most halls were

Sustainable energy features Electronic key access Updated furniture

built prior to ADA compliance standards, converting them to meet regulations would be "a worthwhile investment to allow students with mobility conditions the ability to live in more units across campus or even visit friends that live in these inaccessible buildings" (Facilities Survey, 2025).

Improving Residential Education Spaces: Insights from Live-In Staff Our expanded survey of live-in staff provides additional insights into the residential experience. These professionals, who both live and work in residence halls, offer a unique perspective on facility needs that bridge student and staff concerns.

Live-in staff expressed a strong preference for improvements in their personal living spaces, with the most common requests including more windows to allow for natural lighting, the addition of dishwashers or in-unit washers/dryers for convenience, and upgraded electrical outlets with consistent heating systems. These amenities directly impact staff wellbeing and their ability to perform their roles effectively.

When it comes to shared spaces, respondents had mixed feedback. Some were satisfied with the current layouts, while others suggested additional privacy features, such as doors for community areas, and more recreational options, including games and social activities.

While some existing amenities were appreciated, including solariums and laundry facilities, respondents expressed a desire for more private study rooms and comfortable seating in shared spaces. Additionally, there was interest in increased access to flexible and energyefficient furniture.

Several maintenance and infrastructure concerns were highlighted, including poorly functioning electrical outlets, inconsistent heating, issues with hot water availability, and general upkeep problems in older buildings. These issues echo the broader deferred maintenance challenges identified by facilities managers and directly impact both resident and staff experiences.

Updated building amenities can have a direct impact on the productivity and performance of students and live-in staff. Having access to a comfortable environment can help ensure that they're able to operate with greater focus and efficiency. It can also help improve student-staff interaction in community spaces. Overall, the driving need for updated amenities is about enhancing the wellbeing of students and staff and creating an enriching campus environment.

Deferred Maintenance: The Looming Challenge Perhaps the most significant barrier to enhancing student housing lies in the substantial backlog of deferred maintenance facing many institutions. A facilities manager at one major university acknowledged, "We have areas with significant deferred maintenance that we will never address... we are simply solving each issue as it arises and in some cases closing areas down as a cost-savings measure" (Facilities Survey, 2025).

The most pressing deferred maintenance items identified include:

Plumbing systems beyond their lifecycle Outdated electrical infrastructure Aging elevator systems Window replacements HVAC equipment failures These critical infrastructure needs often consume a significant amount of available resources, leaving little funding for enhancements that would improve the student experience. As one facilities supervisor noted, "Leaking pipes (past lifecycle) are not only an issue themselves, but the structural damage they cause and the negative perception they give residents" is a significant concern (Facilities Survey, 2025).

Operational Realities Compounding these challenges are the operational constraints of campus housing. Unlike academic buildings, residence halls operate year-round with minimal downtime for major renovations or system replacements. According to Ehlenz et al. (2024), "The issues of affordability and shortage of supply" in student housing are further complicated by the need to maintain occupancy levels while addressing facilities concerns.

Staffing represents another operational constraint. Multiple survey respondents mentioned the need for additional personnel to handle both routine maintenance and emergency repairs. As one facilities supervisor put it, "As more square footage and expectations are added to staff job duties, it is necessary to have additional full and part-time help" (Facilities Survey, 2025). With limited budgets for additional staff, many institutions are struggling to maintain service levels.

Incorporating Student Voice and Design: Beyond Simple Surveys It is not uncommon for departments to survey students to understand what will interest them, what concerns them, and how their experience has been living on campus. These surveys are an excellent way to plan out possible renovations or new construction with student input. However, by leveraging academic partnerships, departments can take this a step further to gain real buy-in from students in the planning process.

As a partnership between University Housing and the School of Architecture at Southern Illinois University Carbondale, students in an interior design class were tasked with reviewing and providing proposals for renovations to residence hall rooms, study lounges, and common areas. Through this exercise, these students surveyed residents, performed site visits, and created full design proposals, renderings, and product recommendations for the department with full consideration for vendor restrictions specific to the institution. As a student-driven process, their findings and recommendations highlight exactly what current residents are wanting to see in their residential spaces.

Survey Findings The survey conducted by the class found the following: Two-thirds of residents stated the environment impacted how social they were.

Major negative impacts included- dull colors, noise, space size, and cleanliness.

Use of the study rooms was varied, with less than one-third of residents reporting they used them often.

When asked what changes could be made to improve the study rooms and dorms [sic], residents responded with different colors, doors for the study rooms, more lighting, more styles of lounge furniture, warmer flooring, and more working space.

Over seventy-five percent of residents indicated they did not often use the recreational areas in the lobbies.

Residents indicated that more games, brighter colors, changes to lounge furniture, and separations for loud and quiet spaces would improve the recreational areas.

(Matthews, J.Z., Biegler, L., Elliott, S., Petersen, K., Phillips, N., Klein, J.R., Ruppert, P., Varns, R., Wolff, O., ID391, 2024)

Design Recommendations Each student created comprehensive design decision booklets, material boards, and presentations to conclude the project. While each student's proposal was unique, common themes arose in their design preferences, especially for addressing resident concerns from the survey, which indicated a general preference for how today's students would like to see their spaces shaped for their needs.

Biophilic Design- each proposal encouraged living green space in common areas, ranging from living moss walls to potted plants.

Sound absorption material- each proposal incorporated material that targeted noise concerns in a variety of capacities, with some prioritizing it for the furniture, lighting, and decor in study spaces to promote quiet environments.

Color theory- while each proposal varied in selected patterns, materials, and color schemes, incorporating color theories and modernization was consistent across designs with vibrant accent walls and colorful furniture.

Bathroom floors and tiling- colorful tiling and flooring in the bathroom, with varied patterns, were consistent across proposals.

Lighting- many proposals updated existing lighting with modern fixtures to place emphasis on sustainability and efficiency. Several proposals incorporated hanging lights with colorful shades in social areas.

Partitioned lobby- most proposals recommended partial or full barriers between sections of the lobby to highlight social areas with different purposes, from games and recreation to studying. These partitions were generally multi-functional, acting to dampen sound while incorporating some aspect of the larger design such as a moss wall.

Flooring- proposals generally favored wood-style LVT, particularly in resident rooms, but was also a consistent suggestion for varied styles across the recreational and study spaces.

(Matthews, J.Z., Biegler, L., Elliott, S., Petersen, K., Phillips, N., Klein, J.R., Ruppert, P., Varns, R., Wolff, O., ID391, 2024)

These student design recommendations align with what residence education staff reported wanting for community lounges, including:

More games (foosball, ping pong, ski ball, board games, community activities) Better seating (accessible/versatile couches, accommodations for large groups of students) Bright colors (vibrant, 3D art, natural light) Snacks available While most ideas come associated with high implementation costs, not all of them do. An overwhelming majority of residential staff respondents indicated that they'd like more games for their community spaces. Whether that be board games, table games, or video games, these are simple activities that can be implemented at a relatively low cost that will offer opportunities for student engagement.

Finding Balance: Strategic Approaches Despite these constraints, innovative institutions are finding ways to balance student preferences with operational realities: 1. Prioritize functional amenities over luxury features: Focus limited resources on improvements students value most, such as electrical capacity upgrades, Wi-Fi enhancements, and study space renovations (Bouchrika, 2025).

2. Implement phased renovations: Rather than complete building overhauls, some institutions are succeeding with targeted upgrades to address the most critical needs first (Ehlenz et al., 2024).

3. Explore public-private partnerships: According to Lorincz (2024), many institutions are forming partnerships with private developers to construct new student housing communities, reducing institutional capital outlays while meeting modern student preferences.

4. Incorporate sustainability: Energy-efficient upgrades can reduce operating costs while meeting student preferences for environmentally responsible living options. As one facilities supervisor noted, they would like to add "sustainable energy features like solar panels and smart energy management systems" (Facilities Survey, 2025; Altinay et al., 2024).

5. Improve communication: Several survey respondents emphasized the importance of better coordination between facilities staff and residence life personnel to set realistic expectations and improve service delivery (Facilities Survey, 2025).

6. Strategic use of lighting and design: Renovations or strategic use of lighting fixtures should be considered to compensate for a lack of windows and improve indoor brightness. Creating more engaging and interactive community areas with appropriate lighting can boost resident satisfaction and foster a greater sense of community.

7. Invest in targeted amenities: Based on staff feedback, investing in in-unit laundry, dishwashers, and additional study spaces would greatly enhance the comfort and convenience of residential staff, allowing them to better serve students.

8. Prioritize critical maintenance: Addressing recurring issues such as electrical problems and heating inconsistencies should be a priority to ensure a better living environment for all residents.

Conclusion Getting feedback from residents can be challenging, no matter the topic, and narrowing what students today, or ten years down the road, will want in their living spaces can be an expensive task. A partnership between an academic department and housing operation can meet needs for both areas in a profound way. The academic unit can provide their students with dynamic, real-world experience in design, client management, and contract limitations culminating in a formal presentation without needing to go beyond the institution. While the housing operation can gather first-hand perspectives from students on the design of their living spaces with buy-in that will not come from a survey alone, along with data and recommendations for renovations and new construction projects alike.

As institutions navigate these challenges, the most successful will be those that engage students in the process, clearly communicate constraints, and develop strategic plans that address critical infrastructure needs while gradually enhancing the student experience. By incorporating the recommendations from live-in staff, addressing recurring maintenance issues, and creating more engaging community spaces, housing administrators can better meet the needs of all residence hall occupants and enhance the overall residential experience. This comprehensive approach, taking into account facilities realities, staff needs, and student preferences, provides a foundation for future planning and development in campus housing despite the very real operational and budgetary constraints they face.

Being a Townie 101: Finding Home Outside of the Residence Hall By: Caroline Murray Michigan State University

figuring out how to navigate the complexities of supporting students post-COVID. For the first time in 19 years, I did not have the structure of an academic environment to give me validation and social connections. It was awful! After long

A feeling known by many housing professionals: you have just moved into a Midwest college town, the population of which is centered around the university you are employed at. You aren’t a college student anymore, so the on-campus activities are no longer aimed at you, but you don’t have practice in making connections without an academic program’s structure and facilitation. Your coworkers are wonderful, but you know the importance of developing an identity outside of your role. This is difficult when you live on campus and have 900 18-22-year-old neighbors that you have been hired to support. It is time to make the transition from student to townie - but how?

I was there once! When I moved into my Big 10 college town to pursue a hall director role out of graduate school, I had no idea what to do with my 5 to 9. I would sit on my couch and enter what felt like an endless slump of watching TV and waiting for the next workday to begin. When I would spend time with co-workers, it was hard to not feel like I was back at work,

conversations in therapy and some positive selftalk, I knew it was time to plant roots and find a way to curate my own community that wasn’t centered around my occupation.

Now, almost five years into my profession, I watch new housing professionals navigate the same slump, leading to continuous risk of burnout due to an inability to separate work from home something already challenging when your apartment is embedded into your workplace.

Seeing these patterns, I thought it would be validating to share my own experience and helpful to share what I learned.

So, here are some of the tips that I have for new professionals in this situation based off my own journey: Be a tourist in your town Part of finding your townie identity is getting to know your town outside of its collegiate lens. Try to look up what your town has to offer and make yourself a bucket list to see what the locals love.

You don’t have to live in a big city to have

to fruition in the middle of January. A struggle

enjoyable experiences. For example, I made it a

that can be faced when making connections is

New Years resolution to visit every local coffee

the lack of third spaces - places outside of the

shop in the city and compare them to determine

home or work where you can exist and socialize,

which one would be my coffee shop. I also began

usually for low or no cost. I found myself spending

to walk the local trails and parks on the weekends

a lot of time at coffee shops, but those costs

to find my prime locations to catch up on

began to add up, and it felt like I had to pay a

podcasts. I made myself a list of local sporting

“leave the house fee” of a $7 latte, which was not

events, parades, farmers markets, and festivals to

sustainable. One day, my therapist recommended

check out - and made myself comfortable with

that I get a library card, as my local library was

doing these things by myself, normalizing that

open until 9:00 PM and was a free space where I

you can be alone without being lonely. Especially

could work on my laptop or read a book.

if these activities are off campus, it is a great way to dip your toe into local life. Find what makes

I used to love reading. I was one of those kids who

your town special and make a commitment to

would leave the library with an overstuffed tote

exploring it.

bag of each book in the American Girl series. Like many academics, this love of reading took a pause with the busy schedules of college and grad school. I didn’t even know what books I liked anymore, and I had made the assumption that my library didn’t have any of the new books I was seeing recommended to me on TikTok. But I gave it a try.

If you are looking to get a library card, be sure to check if your college employee ID already can be used as a library card. If not, talk to your local librarian to obtain a free card. Mine had to sit through me rambling about how “I can’t really provide proof of address because I send all my

Obtain a library card from your local library

packages to my parents’ house still because the

One of the first obstacles that I was navigating

student desk workers sometimes lose my mail

when figuring out what to do after work was

because I’m not a student but I still live in a dorm”

finding a way to leave my apartment. This was

and they still gave me a card! Having my library

made difficult due to the Michigan climate, as my

card gave me access to a cozy place where I

newfound desire to pursue a life after work came

could exist for free, and allowed me to rekindle my

love of reading (because they did, in fact, have

which helped me not feel guilty about how much I

the new books I was seeing on TikTok).

was oversleeping. It also helped me feel a sense of ownership. Bagel Sunday was my thing. The

Develop your own rituals

bagel store I went to each week was my bagel

After college, we have to provide our own

store. And that bagel store was never going to ask

structure outside of work. One thing that my

me to resolve a roommate conflict or make a

therapist recommended that I do to feel a sense

last-second programming purchase!

of “home” in my city was to develop my own rituals or patterns

Whatever your ritual becomes, allow it to be

that I felt I could

something that you look forward to and can

take ownership of.

accessibly incorporate into your world as an

This could include

aspect of your out-of-work experience.

anything that you can do on a regular

Participate in community service opportunities

basis and can be

Before I was a hall director, I worked in student

as simple as taking

activities and programming. As much as I prefer

a walk around

my role now, there was still a part of me that

campus every

missed the feelings that came from putting on a

Saturday morning

successful program. A way that I found to scratch

or as involved as

this itch was by finding local volunteer

visiting a local

opportunities in my city and signing up for them.

farmers market

These can be hard to find unless you know where

each week.

to look. Consider following your city’s social media pages or visit their local website to see what

For me, I kept it simple. Each Sunday morning, I

upcoming events they have, and see if they are

would partake in what I called “Bagel Sunday”

seeking volunteers.

which was exactly what it sounded like. I would wake up on Sunday, buy a bagel, and then find an

The first thing I signed up for was my city’s annual

outside spot on campus to eat it. I would then

art festival. I was a booth runner, which meant

take a picture of my bagel of the day and post it

that I would hop from vendor to vendor seeing if

on my Snapchat story. This posting became an

they wanted me to keep an eye on their art while

unintended accountability measure, as I would

they took a bathroom break. It wasn’t an overly

have friends inquiring as to where my Bagel

involved role, but it allowed me to practice my

Sunday post was if I did not partake that day. I

small talk, wear a free T-Shirt, and best of all,

found this to be a supportive practice for several

learn all the drama and lore of the local art

reasons. For one, it made me wake up early

community. For example, I learned there was a

enough to get to the bagel store before it closed,

rivalry between my city’s art festival (filled with

highbrow, expensive art) and the college’s arts &

However, something I have learned is that these

crafts fair (with fun, accessibly priced art), that

groups are actually becoming a primary function

was held right across the street on the same date

of the platform beyond single-user posting. As I

and time. As trivial as it was, being brought into

dug deeper, I began to find various Facebook

this lore made me feel like a townie, like I

pages dedicated to making connections in my

possessed knowledge only a real local would

city. One group I joined was solely devoted to

have. Years later, I would end up working both art

hosting meet-ups for women in the area who

shows (a traitor), volunteer at the local zoo’s

were looking for friends, and was filled with

Halloween activity day, and would serve as an

people organizing activities and advertising this

election inspector for the 2024 election. There are

on the page.

many opportunities to get involved locally. There are often even openings on local boards and

While this was an exciting prospect, going from

commissions that would appreciate new

page lurker to page participant is a big leap that

perspectives and participation.

requires some vulnerability and willingness to be thrust into awkward small talk. I learned this when I saw a post advertising a “Hot Girl Walk” meetup, capitalizing on the then-TikTok trend of going on a walk to support mental wellness. As an avid walker, this seemed up my alley. However, when I arrived at the trail walk, I didn’t have a great time.

I forgot how to talk about topics outside of my role, and I became the girl walking on the grass to make room for others to be on the paved trail.

While I was disappointed, I didn’t want to give up on making non-work friends. One day, I saw a

No matter what your interests are, it is likely that

post for a new meet-up group called “Cool Beans:

you can find a volunteer opportunity in your city

A Coffee Tasting Group” and this seemed right up

to give you a structured opportunity to flex your

my alley. It was a new, small group that would

student affairs programming muscles in a non-

meet at different coffee shops each week to chat

student affairs capacity - and you might even get

casually. Yapping and coffee? I was in. I had to

a free shirt!

hype myself up to go to my first meeting, and I was super nervous to be disappointed again.

Join local community pages

When I arrived, I found that everyone else was just

For my generation of entry-level professionals,

as nervous, one member even breaking the ice by

Facebook is considered a dead platform. The only

saying “isn’t it like, so hard to make friends as a

reason I used to keep my profile active was to

young adult?”. For a year since then, I have been

snoop on my college’s parent Facebook group.

meeting up with this group on weekend mornings

to grab coffee and chat. I have started seeing the same people at these meetups, and this has caused me to make friends to make out-ofcoffee-shop plans with. In the summer, I recently became the new admin of the page when our founder moved out of state, and I now get to arrange meet-ups to support other nervous professionals in finding connections.

I encourage you to find these groups for your city and not give up if an attempt to make friends ends up flopping. Just like we tell our students, if

I remembered seeing my city post that their

you don’t see a club that matches your interests,

quarterly newsletter was released with the

you can make your own and attract others

recreation class sign-ups. At that moment, it

interested in your favorite things just by making a

occurred to me that I could take a local rec class

group on social media!

without being a 5-year-old or senior citizen. I browsed the newsletter and saw that they had

Look into your community center’s recreation

classes for ceramics and pickleball. Mind you, I

opportunities

had not touched clay since my high school art

One of the biggest things that I did to feel a sense

class and was told that pickleball was for an older

of belonging in my city was signing up for

generation, but something about having a

recreation classes through my community center.

regularly scheduled “thing to do” stuck with me, so I signed up. My first ceramics class, I learned that the vibe was less “each week we will discuss a certain type of pottery” and more “here is an open lab and an instructor, go wild.” I was the least experienced person in the class, but the other potters were kind and encouraging - even when I knew my pots looked terrible. I found it was exciting to have a hobby that was my own, and a skill that I could see tangible improvement on. It filled a gap left by not having access to academic validation. Rather, I could challenge myself to try new things on the wheel, or get excited to use a glaze combination I saw online. It was also nice to have the routine structure of having somewhere to be weekly. A year later, I am a regular in the

studio and have made strong connections with my classmates, always eager to hear the latest about their weekends or studio projects.

My co-workers have also taken part in classes from the community center or their own gyms. My neighboring hall director is the youngest member of her water aerobics class, and I have several other coworkers who take a morning spin cycle class. You don’t have to have proficiency to take a class, just a willingness to show up and be optimistic.

Summary Especially when you live where you work, it can be challenging to find a sense of identity outside of your job. This is especially challenging in your first role outside of graduate school. If a sense of separation between work and life is not created, it can leave you at risk for burnout, or a lack of fulfillment and connections. Taking the critical steps to develop a world outside of the residence hall is critical for sustainable wellbeing, expanding your social circles, and developing meaningful hobbies that help you transition into a post-academic life. Immersing yourself into a community can take vulnerability and intentionality. However, the connections, experiences, and sense of belonging that you can foster make this effort worth it. Make the leap and take the time to be a local in your city!

BUILDING RESILIENCE THROUGH RESIDENCE LIFE

BY TONI MARTIN, COREY FRIEDRICH, & JENNIFER AGYEMAN

Life presents both college students and graduates with a wide array of challenges. For an undergraduate, this may mean facing a challenging class, fracturing friend groups, uncertainty about their career path, difficulty affording basic necessities and tuition, and homesickness or family issues - possibly all at the same time.

Post-undergraduate life is often no easier. Following graduation, support systems that students attain during a typical undergraduate experience can weaken, leaving recent graduates to navigate graduate school or their first job without a strong community to support them.

Few classes or formal experiences are intentionally designed to help college students learn and maintain the skills to stay afloat when facing this unpredictable barrage of challenges. The good news is that residence life is fairly well-equipped to spark students’ ability to build and strengthen one versatile competency: resilience.

What Is Resilience and Why Is It Important?

Resilience, in simple terms, is one’s ability to respond positively to adversity (Herrman et al., 2011).

However, as anyone who has faced significant adversity can probably attest, this is easier said than done.

Experts (Heshmat, 2020; Texas Department of Criminal Justice, n.d.; University of Central Arkansas BeWell, 2020) have named several essential elements of resilience, which include:

Knowing one’s own strengths, weaknesses, and goals Taking care of oneself physically and emotionally Being optimistic about the future Being creative and flexible Viewing setbacks as a way to learn and grow Taking action in the face of fear Building a social network and asking for support from others

“one’s ability to respond positively to adversity”

Besides its broad utility in coping with the challenges of everyday life, resilience has been shown to be a key contributor in allowing college students to avoid academic burnout (Gong et al., 2023). Many of the skills employers most value in college graduates are tied to resilience as well; according to NACE, 88% of employers look for problem-solving skills in candidates, 74% value initiative, and 67% seek flexibility and adaptability (Gray, 2024).

College students have expressed interest in education about resilience (Himmel, 2015), and residence life, with its ups and downs and natural learning moments, should be well-equipped to help students build this important skill. What are some ways that we in residence life can achieve this?

Fostering Resilience Through Student Belonging At the core of the work we do in residence life, ensuring students feel a sense of belonging is of the utmost importance. Individuals from all walks of life decide to pursue higher education and, in their time at college, face unique challenges.

Residence life departments strive to support students throughout their educational journey and provide opportunities for residents to reflect, learn, and grow as people.

One of the initial ways residence life programs facilitate student resilience is by providing the tools and space for residents to build a community and overcome feelings of isolation. Students experience a number of transitions during their time at college, but none is more pivotal than when a student is transitioning to their institution for the first time. Abes et al. (2019) state that such transitions are not only challenges but also opportunities for development.

They contend that students build resilience through overcoming this kind of adversity, discovering their identity and capabilities in the process. This research identifies support systems, reflection, and resilient coping skills as student success factors.

In a 2016 student experience survey, 87% of new college students reported experiencing difficulties that encompassed financial stress, feeling isolated, and challenges finding work after moving away from home (Seldon & Martin, 2017). These stressors can negatively impact a student’s academic success and retention without the proper support. While residence life can provide employment and financial aid resources, we work directly to ensure those in our care are engaged by an inclusive and welcoming residential community. The impact of students feeling a sense of belonging may be most noticeable in traditional first-year student populations.

Roommates and Community-Building Many institutions require that first-year students who live on campus have a roommate. In the 2014-2015 Mapworks Fall Transition Survey, 87% of first-year students had one or more roommates (Skyfactor Mapworks, 2016). While some individuals begin their time at college with friends from high school or other experiences, others may not. In these cases, roommates can be the great equalizer.

Having a roommate in college can serve as a built-in social network for many students. Roommate pairs or groups will navigate their fair share of issues while living together but will learn important skills, including communication, conflict mediation, and persistence. Students with roommates reported higher levels of on-campus social engagement, lower levels of homesickness, and were more likely to remain at their institutions (Skyfactor Mapworks, 2016).

Beyond the roommate experience, residence life strives to create opportunities for residents to connect and find their campus community. To that end, resident assistants and student leaders in hall governments facilitate social events that draw students with common interests together, often through food or a shared activity. Through these efforts, residence life may combat the sense of isolation that students experience by dividing the campus into smaller, more knowable communities (Tinto, 1993). As students grow to picture themselves as part of their residential community, they build a social network, learn to rely on others, and figure out how to take care of themselves. Students build resilience through impactful experiences with roommates and from various interactions in their residence hall communities.

Resilience and Student Leadership in Residential Life Residence life is the glue that helps foster resilience in our residents, but residence life departments also have a responsibility to create environments in which student leaders can build resilience.

We will now focus on how residence life can foster resilience in our student leaders. Student leadership also contributes to students’ resilience by providing them with the skills and attitude to handle challenges. Student leaders can be empowered with resilience by colleges and universities through mental health care, fostering a growth mindset, and guidance and mentorship.

Mental Health Care Providing mental health support, such as safe spaces and counseling services, is essential for student leaders. Access to mental health resources improves students’ ability to cope with stress and enhances their overall well-being (Brown & Lent, 2019). Supervisors and advisors can create safe spaces for students to process emotions in a non-judgmental environment.

While counseling services can provide strategies for managing the pressures associated with leadership.

Fostering a Growth Mindset Normalizing failure in learning is essential in student leaders’ resilience building. A growth mindset is an attitude through which one perceives challenges as a chance to learn and develop, and can lead to developing persistence and flexibility (Dweck, 2006). Reflecting through journaling, leadership retreats, or facilitated debrief sessions enables students to evaluate their experiences, learn from failure, and improve in the future (Yeager & Dweck, 2012). A growth mindset helps our residence life student leaders view their experiences as an opportunity to grow in different areas.

Such as in their knowledge of community-building, inclusivity, crisis management, and other areas.

Supervisors and advisors can strive to emphasize the importance of growth and frame moments of defeat as learning opportunities in their work with student leaders.

Guidance and Mentorship Mentorship is also an important ingredient in building resilience among student leaders. Studies indicate that students’ exposure to mentors who can provide advice, care, and wisdom makes them resilient in the face of adversity (Komives et al., 2009). Regular check-ins with faculty, advisors, or experienced student leaders can provide ongoing support and guidance. Leading to the reinforcement of students’ confidence in their leadership role.

These mentor-mentee relationships create a sense of belonging and help students develop the skills needed to navigate this phase of learning and leadership. This can also help student leaders focus on serving as a resource for their residents.

Conclusion Supporting students in developing resilience requires multiple approaches.

Student leaders can benefit from mental health resources, fostering a growth mindset, and mentorship. These strategies not only enhance leadership skills but also prepare students for future challenges, both academically and professionally.

Student leaders can then reflect on their work, academics, and impact in their role in residence life.

Residence halls are uniquely equipped to help students build resilience organically. The process of navigating relationships with a community of peers and taking care of oneself independent of guardians can be an effective way for students to develop resilience. Residents can strengthen their support system through social events and other community-building initiatives put on by residence life. Our role in residence life should be to ensure that students have every opportunity to develop a support system while also taking ownership of their response to adversity.

Building Student Social Capital in Campus Residence Halls: A Key to Success and Retention By: Karmin Mazzocchi Indiana University In the evolving landscape of higher education, campus residence halls serve as more than just a place to sleep— they are a critical environment where students develop social capital, impacting their academic success, sense of belonging, and overall retention. This article explores how residence life professionals can foster social capital in their communities through a social constructionist perspective, ensuring inclusive and equitable opportunities for all students.

Social capital, as defined by Coleman (1988), encompasses the relationships and networks that provide students with resources, information, and support. In residence halls, social capital is built through interactions with peers, mentors, and faculty, contributing to academic achievement, positive campus climate perceptions, and a stronger sense of belonging. Research consistently shows that students who engage in meaningful connections within their residential communities are more likely to persist and graduate (Brouwer et al., 2016; Soria & Roberts, 2021).

However, social capital is not evenly distributed. Factors such as socioeconomic background, first-generation status, and racial identity influence students’ access to social networks and institutional support. A social constructionist lens helps practitioners understand how systemic structures and cultural narratives shape students’ experiences and create barriers to success (Burr & Dick, 2017).

The Role of Social Capital in Student Success Social capital, as defined by Coleman (1988), encompasses the relationships and networks that provide students with resources, information, and support. In residence halls, social capital is built through interactions with peers, mentors, and faculty, contributing to academic achievement, positive campus climate perceptions, and a stronger sense of belonging. Research consistently shows that students who engage in meaningful connections within their residential communities are more likely to persist and graduate (Brouwer et al., 2016; Soria & Roberts, 2021).

However, social capital is not evenly distributed. Factors such as socioeconomic background, first-generation status, and racial identity influence students’ access to social networks and institutional support. A social constructionist lens helps practitioners understand how systemic structures and cultural narratives shape students’ experiences and create barriers to success (Burr & Dick, 2017).

“Social capital, as defined by Coleman, encompasses the relationships and networks that provide students with resources, information, and support.”

Micro-, Meso-, and Macro-Level Influences on Social Capital Student social capital is influenced at multiple levels: Micro-Level: Individual interactions within residence halls shape students' perceptions of belonging and engagement. Encouraging peer mentoring, study groups, and community-building activities can help foster strong connections.

Meso-Level: Institutional policies, residence hall programming, and staffing structures impact how students access support networks. Strategies such as peer mentoring programs, identity-based housing communities, and proactive RA engagement contribute to a more inclusive residential experience.

Macro-Level: Broader societal forces, including economic policies and systemic inequities, shape students' ability to develop social capital. Higher education institutions must address financial barriers, implicit biases, and the structural challenges that influence student engagement in residence halls (Giroux, 2002; Rosinger et al., 2016).

Best Practices for Enhancing Social Capital in Residence Life Residence life professionals play a crucial role in fostering environments that support the development of social capital. Key strategies include: 1. Intentional Community Development – Establish structured opportunities for students to connect, such as affinity-based housing or themed living-learning communities that align with students’ interests and identities.

2. Equitable Access to Resources – Ensure programming is accessible by offering events at multiple times, providing no-cost engagement opportunities, and structuring support services to accommodate students with jobs or family responsibilities.

3. Proactive Support for Marginalized Students – Recognize that first-generation, low-income, and students of color often face greater barriers to building social capital. Providing targeted mentoring, culturally responsive programming, and policy shifts (e.g., sliding scale room and board pricing) can mitigate disparities.

4. Empowering Resident Assistants (RAs) – Train RAs to be facilitators of social capital by encouraging them to build inclusive networks, connect residents to campus resources, and create environments where all students feel valued.

5. Institutional Policy Changes – Advocate for systemic shifts that support student retention through housing and residence life policies that prioritize communitybuilding over punitive measures.

Future Directions and Research Needs While existing research confirms the importance of social capital in residence halls, gaps remain in understanding how specific policies and practices affect different student populations. Future studies should focus on the intersections of race, class, and institutional support structures in social capital formation within campus housing.

Additionally, more research is needed on how non-traditional residence hall models (e.g., virtual communities, commuter-student engagement) contribute to social capital development

Conclusion Residence halls are vital spaces for student engagement, and the cultivation of social capital within these environments plays a significant role in student success and retention. By recognizing the social construction of student experiences and implementing intentional strategies to foster equitable access to networks and resources, residence life professionals can create transformative communities that enhance student persistence and well-being. The continued evolution of residence life practices will be essential in ensuring that all students have the opportunity to build meaningful relationships that support their academic and personal growth.

Empathy or No Empathy: That is the Question

Eric Juzkiw, Bowling Green State University Take a moment before reading on and think about the traits and skills that you look for in Housing and Residence Life professionals. I am sure many of you are thinking of task-based traits such as budget management or programming.

Some probably think of organizational skills like time management or prioritization. Others may think of the people skills required, such as customer service and helping skills. Did you think of empathy? I certainly did. As such, you can imagine the level of imposter syndrome I felt entering this field as someone who struggles with that skill. This article is designed to help show you what I do to combat my weaker ability with empathy and how I have utilized my strengths as a way to offset this.

Before moving on I want to clarify that these thoughts are merely a reflection of my own work within the profession and are not empirically supported methods.

That said, I have been working full time as a Hall Director for three years now. I also was previously a Graduate Hall Director and I got my start in Residence Life as a Resident Advisor in 2011 (just saying that makes me cringe at how long ago it was).

I was also heavily involved across campus, aiming to build up my leadership skills and competency for the future. What I didn’t know at that time was that I did not possess the ability to intuitively understand people’s feelings or attitudes.

The amount of embarrassing social situations or regrettable leadership moments are too high to count. I received feedback multiple times that I came off bossy, mean, rude, power-hungry, and that I couldn’t read the room. So I got to work, aiming to fix these issues.

I was able to work on most of these issues throughout the remainder of my undergraduate time and in the first few years post-grad. It wasn’t until I started as a Graduate Hall Director that I was really able to begin working on my empathy. In my first year of grad school, I took the CliftonStrengths assessment. Learning my top five strengths was empowering and helped me grow (Ideation, Maximizer, Strategic, Communication, Competition – for those curious). What was more empowering, though, was learning where I was not as strong. Empathy was my lowest strength. At that moment, a lightbulb went off in my head in relation to how I do my work.

You see, one of the tricks of working with college students, at least at BGSU, is that students will seldomly tell us what is actually on their mind and we, as the Hall Directors or Grads, have to find ways to understand if what we are being told is whole truth, partial truth, or false. People who excel at empathy, especially people who are genuine empaths, often find this task easier or simpler. Me? I was awful at it. If I was not told something directly, I would never actually understand what was going on. I remember having spats with co-workers over issues that genuinely did not matter simply because I couldn’t understand the purpose of their decision. My current supervisor even tailors her supervision accordingly to help me, where she will go out of her way to explain to me “why” the decision happened so that I can understand it.

But I want to highlight the simplest thing that I have done that has helped me combat this issue. I address it head-on.

Every year, when working on setting expectations for my team, I explicitly tell them that I am not skilled in that area and that if they want me to understand something is going on, they must directly tell me. Otherwise I struggle to know that something is wrong. I also set the expectation with staff that, if they are coming to me with a problem, it is helpful for me to know if they want me to fix the problem or just listen. As you might have guessed given my top five strengths, I like solving problems. So, when an RA comes to me venting about their professor not responding to their email or about a petty disagreement with a coworker, my

instinct is to help them resolve the issue when, a majority of the time, they simply need to vent to somebody.

With all of that said, I want to empower any and all aspiring housing professionals to explore the field regardless of your strengths and weaknesses and I implore our current professionals to be mindful of this in relation to hiring choices. There is no special set of traits that aspiring housing professionals must have. Just because you are not skilled in something does not mean you cannot use your strengths to make up for it. I utilize my ability to craft creative solutions to problems to get the most of each situation, helping me seem like I am better at empathy than I really am. If it is the inverse, people may utilize their ability to understand how people feel as a way to help foster bonds and connections that can lead to more strategic solutions. In relation to GLACUHO’s Contemporary Issue (Fortifying Our Future), we may then find that we are recruiting and retaining more fantastic professionals into the field to continue our important work.

FILTER FOR SAFETY: STAFF CONVERSATIONS ON MANAGING SOCIAL MEDIA RISKS IN UNIVERSITY HOUSING & RESIDENCE LIFE By: Bekka Zawisza, University of Illinois at Urbana-Champaign & Liz Hornyak, Ohio University Why we wrote this article Social media is a forever-growing body of communication, information, and socialization. Each day, students are sharing new information and forms of inside interactions, trends, and memes. These interactions follow trends, create new slang, and represent shorthand for students who are looking for connection.

Because of this, so many students turn to social media to bridge connections and feel less alone. We chose to write this article to examine how social media interacts with duty, crisis management, and student care.

To answer this question, we turned to the region to gather their thoughts and experiences working with social media and crisis management.

As noted above in our survey results, there are many housing officers from varying levels of service, state, and institutions that have responded to crises or incidents occurring via social media. Whether this is something that sparks the Incident Report or

gets added to it, we must examine our relationship as housing officers to the care that we provide students outside of the office. Especially in live-in positions, we are always “on,” so what does it mean to be “on” in personal spaces of socializing and relaxation via social media? As students continue to self-report and post things that grow their digital footprints out of control, where does the line between what is, and is not, “our responsibility” get drawn?

Survey methodology & findings Within our survey we received twenty-two completed responses from members of the GLACUHO Region. Nine individuals from the state of Illinois, five from Ohio, five from Michigan, and three from Indiana. The respondents also included one graduate student, twelve entry-level professionals, and nine mid-level professionals. The individuals also spanned instruction both public and private, various sizes.

Our survey asked six questions related to social media usage for staff members and their respective school and departmental policies and procedures regarding social media.

Question 1: What (if any) monitoring do you have responsibility for over student social media?

It was consistent with all 22 respondents that there is no direct responsibility for monitoring social media. However, it was mentioned by four respondents that if they came across something that should be reported, that a report was filed or there was follow-up from staff. A respondent from Michigan shared “I avoid being on social media with any students or professional staff.”

Question 2: Do you follow students on social media? Do you follow student accounts (Examples: Barstool, Chicks, YikYak etc.) which ones, and reasonings for or not following.

It was consistent across 11 respondents across the region that they did not follow current students and staff on social media. Many shared that they only add students once a student has graduated or is no longer their supervisee. A respondent from Illinois stated “Students can request to follow me once they are no longer enrolled at the school. If they send it to me prior it is denied”.

The common account mentioned was institutional-based Barstool accounts with 6 respondents sharing they follow the account. In addition to this, 6 additional respondents shared they do not follow any student led social media accounts. A respondent from Ohio stated, “I personally do not follow any students or student accounts on social media.” They go on to say, “I personally have no interest in being connected with students in this manner”.

There were additional social media pages mentioned, which included university official accounts, the app YikYak, parent pages, etc.

Question 3: Have you ever had to respond to an incident involving social media?

Within this question, 16 individuals noted that they personally have responded or reported an incident that was discovered first on a social media platform. 2 individuals noted that they had not personally seen/reported incidents but peers at their institutions had. 4 individuals responded no.

The incidents responded to via the social media posts ranged from mental health concerns to weapons, to general conduct/policy violations. A respondent from Michigan shared “I saw a TikTok of students throwing snowballs at a window and had to report on it.” Additionally, a respondent from Illinois shared, “(There was a) Snapchat getting forwarded to me of student having weapons. We needed to involve the police and located the student.

Luckily, it worked out well in the end”.

Question 4: Do you have any policy or language around social media concerns? What is your responsibility in those situations?

All 22 respondents responded “no” to having any formal written policies or language regarding students/resident’s social media posts. There were several respondents that shared that student staff expectations are to represent the university and the department in a positive manner.

Ten respondents shared that though there is no written policy for addressing social media post that violate state, university, and/or housing policies, that there is still some form of expectation to report violations and/or student concerns. A respondent from Indiana shared, “If our team sees something that break policy or could endanger a student we report and respond accordingly.”

Additionally, a respondent from Ohio shared, “If something is seen on social media and screen captured or an image of it is taken then an IR can be written.”

Question 5: What other protections do you have for your students on social media either from your institution or your department?

17 of the 22 respondents shared that there are no added protection from institution or the department. Of the 5 who did, 4 shared that there were recommendations for full-time and student staff not following students and student staff respectively on social media. A respondent from Indiana stated, “We do have a retaliation policy, and I think that would cover social media posts as well. We also have bias responses if there is suspected bias on a social media post. We take those situations very seriously.” One respondent from Illinois shared a communication requirement stating, “We are not allowed to use GroupMe for RA group chats, we require them (staff) and residents to download Microsoft Teams to ensure that their chats can be monitored.”

Question 6: Are there any state laws that impact the way you interact with social media as a professional?

Five respondents mentioned various laws, including One-Way Consent laws for recording, FERPA, and the Freedom of Information Act (FOIA).

An additional 17 respondents were unaware of any state laws that impact interactions with social media as a professional.

Overall Findings:

It was consistent across all questions that there are no written policies for professional staff regarding social media monitoring or use. However, it was consistent that though there are no policies, if you see something, you report it.

Social Media Monitoring: What are we looking for?

As ideally as we may want (or not want) to monitor social media presence of our students, there are risks to keep in mind when writing policy or setting personal boundaries in relation to staff social media presence and responsibility. What would we be looking for when potentially monitoring student social media?

Privacy Concerns

Students post everything – from “A Day in the Life” content to their exact location and personal details of their plans for the day, they are consistently exposing themselves and others in ways that open them up to risk. Students are also at risk of becoming background characters in others’ posts without knowledge or consent. Because everyone around them is always posting, it is inevitable that students will be caught in a post with their face or their location or their personal information that they did not consent to, growing their digital footprint without their knowledge. Students share their location with others or will tag locations in posts, allowing anyone on the internet to access their patterns of movement and current/past locations. This poses a significant risk for student safety as it makes them easy to track and find. These choices can lead to crises for the student aligning with harassment and Title IX, increasing the liability and protection responsibilities for housing officers.

Cyberbullying and Mental Health

Because everyone has access to social media and it is not frequently monitored, there is an increased risk of cyberbullying and cyber harassment, particularly for college-age students who are all interconnected and know each other through branching contacts. The anonymity provided through social media via fake accounts and lack of verification also makes it easier for bullies to say cruel things that they would not be bold enough to communicate off the internet. These risks can severely impact students’ mental health, leading to crises for housing officers.

In addition to the mental health risks associated with cyberbullying, there are the risks associated with social media comparison as students post curated and idealized content that leads others to doubt themselves and compare their experiences. This can damage a student’s sense of belonging and security on campus and make them feel lonely. This should concern all housing officers as it could damage the effectiveness of our responses to student loneliness and belonging.

Phishing, Scams, and Data Security Students are more likely to receive communication containing malicious links and other scams designed to steal their information. Students can also be swindled into sending money or information that can endanger themselves or their peers. These scams can lead to serious data breaches through account hacking and other security risks. Depending on how much information students have put into their account, it creates serious identity and financial risk and consequences for students, which can cause crises on the back end for Housing Officers.

Digital Footprint and Addiction

Long-term, what students post on social media becomes part of their digital footprint. This footprint can impact their life forever as everything that has been put out on the internet under their name remains available for future employers, opportunities, and educators to find later. Depending on the content, this can lead to a loss of opportunity or loss of trust with internships, scholarships, and their education.

Social media is also a huge point of distraction for students, shortening their attention spans and shifting their focus from schoolwork and other responsibilities. As housing officers, it is important that we interact safely with students via social media and are aware of some of the possible shortand long-term consequences for social media use.

What is the Harm in Monitoring Students’ Social Media?

In the event we create policies and responsibilities to monitor students’ social media presence, what are the risks to us as housing officers? What are the risks to the institution in examining liability?

Privacy Concerns

Invasion of Privacy: Monitoring students’ personal social media accounts can be seen as an invasion of privacy, even if the posts are public. This can lead to legal challenges and damage the trust between students and the institution.

Data Protection: Handling and storing data collected from social media monitoring must comply with data protection laws. Any breach or misuse of this data can result in legal consequences and reputational damage.

Legal Compliance

Clery Act Violations: The Clery Act requires universities to report certain crimes and issue timely warnings. Failure to properly handle information gathered from social media monitoring can lead to non-compliance and potential fines.

Discrimination Claims: If monitoring practices disproportionately target certain groups of students, it could lead to claims of discrimination.

Ensuring that monitoring is conducted fairly and without bias is crucial.

Ethical and Psychological Impact

Student Trust: Excessive monitoring can erode trust between students and the university. Students may feel that their privacy is being violated, leading to a negative campus atmosphere.

Mental Health: The knowledge that they are being monitored can cause stress and anxiety among students, impacting their mental health and overall well-being.

Resource Allocation

Overwhelming Staff: The volume of data generated by social media monitoring can overwhelm staff, leading to missed threats or delayed responses. This can increase liability if an incident occurs that could have been prevented with proper monitoring.

Misinterpretation: Automated tools used for monitoring can produce false positives, flagging harmless posts as potential threats. This can lead to unnecessary scrutiny and disciplinary actions against students.

With all these risks to Housing Officers and the institution, we are walking a thin line between trying to find and mitigate harm and eroding the trust of our students in us and the institution.

Implications & Call to Action

As so much in housing is, examining social media when it has now existed in some form, or another for decades feels reactive. How many students or situations of concern have we missed due to lack of social media presence?

How many students are crying for help and looking for support, but only know how to do so on platforms that we are not using as housing officers to limit liability? Where is the line between the duty of care that we have for students and infringing on social media usage and free speech?

Questions to ask yourself and your team: As social media continues to expand its role in higher education and in students’ lives, it is imperative that as housing officers we examine what role social media will have in our relationship with students and in our everyday responsibility for students.

Ask yourself the following questions to determine what the next steps look like for you in your role and for your institution. For ease of reading, we broke down the questions by service level, but all housing officers can benefit from all levels of questioning.

Senior Housing Officers – examine what your institution’s policy on social media usage is. Is it effective? Is it clear? Survey your supervisees and staff in your department to determine what should be included in a policy if you are building one from scratch.

Mid-level Housing Officer – what does it look like to support entry-level staff members to build their own relationships and boundaries with students and social media? What is your role in interacting directly with students. Does this impact how you support them and any full-time staff you supervise?

Entry-level Housing Officers – what are your own personal thoughts, interactions, and beliefs surrounding social media? What role did it play when you were a student? How is that going to impact what role you let it play as a professional?

Care Teams Embedded within Housing – what is your responsibility for peer-reported concerns? Are there ways to make it easier for students and residents to report and care for their peers? When responding to care incidents over social media, how do we determine community impact? What is the reporting responsibility of bystanders?

Students who threaten themselves or others via social media often would not engage in the same behaviors in a public forum away from social media—how are we helping these students?

Our suggestions/ recommendations Stay Vigilant: many staff members from a variety of institutions indicated that they do follow some public student accounts including their school’s “Barstool” account to keep an eye on students. This can help university staff monitor student and university activity for safety concerns and potential risks without specifically targeting individuals.

Engage with Students: provide resources and have conversations with students surrounding social media usage. Preventing a social media crisis starts with engaging in social media in healthy ways. It also requires us to be somewhere safe for students to report the concerns, actions, and behaviors occurring online.

Provide Training: : ensure that a portion of your staff training includes how to recognize and respond to social media issues. Case studies or workshops should be included with clear expectations of what the staff’s role is in managing the crisis and what should be done to prevent and avoid liability for the staff member and the institution.

Conclusion

As you walk through the list of questions and recommendations, it is important to acknowledge and form a game plan on how you are going to keep students, staff, and yourself safe when interacting with social media.

This could change based on institution size, state requirements, and potential liabilities. However, if we miss this opportunity, we could wind up reacting to social media’s impact rather than anticipating it.

GHOST GRIEF: UNMASKING SHADOW LOSSES Eva Steepe, Residence Hall Director, Cenral Michigan University

What’s a Shadow Loss?

As students transition to their first years on campus, the increase in connection with others comes at a cost of the loss of their pre-college life. While there are many new and rewarding experiences first-year students have, this may be the first time some students are experiencing this type of specific loss. Cole Imperi has defined this loss in life as a, “shadow loss,” or a loss of an experience, relationship, or phase of life. Shadow loss is experienced by many first-year college students as a result of their changing relationships with peers and growing adulthood and independence.

Shadow Losses can come as a result of losses in phases of life, loss of opportunities (i.e. global pandemic), or loss of relationships (Imperi). Particularly given the context of current students, student staff, and professional staff all being impacted by the COVID-19 global pandemic and the potential losses of specific milestone experiences as a result of this, shadow losses are relevant to every individual who experiences change and has to reconcile it.

So Why Is This a Crisis?

On average, studies have found that first-year college students only “somewhat agree” that they feel connected to others on their campuses (Gopalan & Brady, 2020). While this is a positive response, considering the significant financial investment made by students and their families into campus life, this response lacks some necessary conviction that may be needed by students to commit to multiple years of on-campus living. Therefore, gaining a better understanding of what shadow losses are and their impact on students is important for housing professionals in order to increase the positive experience of students we serve as well as increase and maintain the number of students.

Additionally, social isolation and the general sensation of loneliness is highly correlated with psychological distress and emotional dysregulation, which can lead to the increase of the necessity for emergency and after-hours mental health response of housing professionals (Conti et al., 2023). In the field of housing, many of us serve in an afterhours on-call rotation, which means we will be responding to elevated mental health concerns which find their roots from shadow losses and other forms of grief. Through gaining a better understanding of shadow losses, we will see how some of the contributing factors to mental health crises may have their intensity decreased or avoided all together.

What Can I Do as a Housing Professional?

As housing professionals, we work face-to-face to support students through the changes they experience in daily college life. These changes and challenges include large and small-scale griefs students might experience in their time on campus. By supporting students through active listening and offering additional mental health and wellness resources when they need it most, we can work to support students through both shadow losses and grief in general.

When Should I Get Mental Health Professionals Involved?

In the same way as mental illness can present in students in elevated levels (i.e. change in relationship to food, reduced hygiene, negative perspective on life), shadow losses can also be elevated to higher levels depending on the scope of impact, number of losses, and other situations that may have arisen in students’ lives at that time.

If at any point the student of concern expresses a need for help, thoughts of self-harm and/or suicide, and/or prolonged sadness/depression, it is time to get a mental health professional involved and get the student’s well-being assessed (Radford, 2024). If none of these concerns are present but the student has expressed withdrawing from social interactions or other changes in typical habits/behaviors (i.e. not sleeping or sleeping far more than usual or eating or eating far more than usual), it is time for students to get connected to additional mental health support such as counseling or therapy (Radford, 2024).

Conclusion Overall, shadow losses are a normal part of a student’s transition to life on campus. By becoming more aware of them as housing professionals, we ensure that we can assist students through these life transitions and provide access to the care the students need to thrive.

Sources: Conti, C., Lanzara, R., Rosa, I. et al. Psychological correlates of perceived loneliness in college students before and during the COVID-19 stay-at-home period: a longitudinal study. BMC Psychol 11, 60 (2023). https://doi.org/10.1186/s40359-023-01099-1 https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-023-010991#citeas Gopalan, M., & Brady, S. T. (2020). College Students' Sense of Belonging: A National Perspective. Educational researcher (Washington, D.C. : 1972), 49(2), 134–137. al https://doi.org/10.3102/0013189x19897622 https://pmc.ncbi.nlm.nih.gov/articles/PMC11156233/ Imperi, C. (n.d.). What is ShadowlossTM? developed by American thanatologist, Cole Imperi. coleimperi.com. https://coleimperi.com/shadowloss Radford University. (n.d.). Parent’s guide: Processing grief with your student. Radford University. https://www.radford.edu/student-counseling/resources/parent-guide.html

HOW TO SUBMIT A PROGRAM: TIPS FROM THE PROGRAMMING SUB-COMMITTEE ALEX ASTIAZARAN, NORTHERN ILLINOIS UNIVERSITY GLACUHO, it’s that time of year again. Time to think about what program to submit for the annual conference! Whether you’re a seasoned conference attendee or presenter, or this is your first conference, the Programming SubCommittee wanted to offer some tips and things to consider when it comes to submitting a program for the 2025 Annual Conference in Dayton, Ohio.

You can think of planning a presentation in four stages:

1. Choosing Your Topic 2. Identifying Your Learning Outcomes 3. Submitting Your Proposal 4. Creating the Presentation

1.CHOOSING YOUR TOPIC Selecting the area of focus for your program can be the hardest part of the entire process. The Conference Host Committee has provided resources to help you get started. The Programming Sub-Committee aims to be transparent about the program review process by providing the rubric used to evaluate program proposals. GLACUHO recommends using the ACUHO-I competencies when developing your proposals. ACUHO-I gives sample presentation themes for each competency. The chart can be found here.

One competency area the association would like to learn more about is Facilities. Our facilities provide the foundation our students call home. Consider presenting on the trends, current issues, or ways in which we are making meaning of our campus housing for today’s college students and our University administration.

One competency area the association would like to learn more about is Facilities. Our facilities provide the foundation our students call home.

Consider presenting on the trends, current issues, or ways in which we are making meaning of our campus housing for today’s college students and our University administration.

Presenting on or tying in your topic into the contemporary issue is also recommended. This year’s Contemporary issue is “Fortifying Our Future in Higher Education and Campus Housing”. A detailed description and intent for the contemporary issue can be found here.

If you or someone you know has experience working in facilities and would like to give a presentation, we encourage you to submit a proposal or submit a nomination for a potential presenter.

2. IDENTIFYING YOUR LEARNING OUTCOMES The learning outcomes define the content your audience will learn or take with them after the program. A good presentation has about 2- 3 learning outcomes. Learning outcomes should be tangible, actionable, and assessable.

Roompact offers great resources on how to build learning outcomes. One article that details the construction of a learning outcome, offers a chart of action verbs, and gives examples can be found here.

3.SUBMITTING YOUR PROPOSAL

Once you have chosen the focus for your proposal, it is time to write and submit your program. After choosing your ACUHO-I competency focus, consider your intended audience and what style of presentation would be most effective for the program. Is your intended audience mid-level professionals (someone who has at least 3 years of professional experience and potentially supervises full-time staff members)? Is your presentation intended for graduate students (someone about to enter the field and is eager to get involved)? Your competency focus and intended audience should work together to provide a targeted development opportunity that is catered towards that audience specifically with where they are in their career. With an audience identified, what style of presentation is the best method to deliver the content?

Presentation Formats: 60-minute presentation: Lecture style with moments of engagement Workshop: Facilitation with participant interaction and engagement in small groups Next are the most important sections of the proposal: the program summary and the brief outline. The program summary is a quick, 150 words or less description of your program. This information will be entered directly into the conference schedule and will be what the conference attendees read to determine whether to attend your presentation. It is important to be concise and accurate with how you describe your presentation, while being engaging to hook attendees.

The brief outline is where you will put all the meat and potatoes. The outline should be detailed, time stamped, and offer a step-by-step guide of your presentation. A good outline should be able to be given to another person and they should be able to give the presentation on your behalf. You are given 750 words within the outline submission box.

Lastly, the final section of the program proposal is the inclusivity reflection. A primary value of GLACUHO is providing an inclusive and equitable environment where professionals can be themselves and seek professional development that is pertinent to their careers. This section is an opportunity to write 2-3 ways about how you are incorporating inclusive and equitable practices into your presentation.

4.CREATING THE PRESENTATION

The hard part is over! You have submitted the proposal, been accepted to present at the conference, and it is now time to show off your expertise. For accessibility, the Programming Sub-Committee provides a PowerPoint template for all presenters to use. This template has been designed to be caption friendly, has accessible font type and color and is required for use in all presentations. Presenters will receive this template in an email during the months preceding the annual conference. It will also be available on the GLACUHO website. The Programming Sub-Committee also requires the use of microphones throughout the presentation when available.

When planning your presentation, think back to your intended audience and the focus of your presentation, and make sure to include engaging activities or a chance for participants to interact with one another, if appropriate.

Presentations are evaluated by the attendees and the top 10 programs will earn an award. The top scoring program from those 10 will win the Great Lakes All Star Session (GLASS) Award and will have an opportunity to present their session at the ACUHO-I “Best of Virtual” conference. For a presentation to be eligible to win an award, there must be 10 evaluations submitted, so it is important to remind your attendees to evaluate your session. The feedback from the evaluations will also be sent out after the conference for presenters to review.

Program proposal submissions are open and will close on June 6, 2025 at 11:59 PM (CST). If you know someone who you believe is knowledgeable about a certain topic and would be a good presenter, we encourage you to nominate them to submit a proposal. We look forward to reviewing your presentations!

LINKED WEBSITES: Programming Rubric: 2022_-_glacuho_program_propo.pdf ACUHO-I Competencies: ACUHO-I_Competencies.pdf Contemporary Issue: 2024 Contemporary Issue Announcement GLACUHO Learning Outcome Resource: Beyond Bloom: Writing Progressive Learning Objectives – Roompact Program Nomination Form: 2025 Program Nomination Form

MY SUMMER LUXEMBOURG INTERNSHIP EXPERIENCE SHELBY EXLINE

MIAMI UNIVERSITY MASTER'S STUDENT STUDYING STUDENT AFFAIRS IN HIGHER EDUCATION After completing my first year as a Graduate Resident Director, I was given the incredible opportunity to step away from my graduate assistantship and pursue a summer internship in a completely different role. Driven by a deep desire to explore and learn about universities beyond the United States, I sought an experience that would blend work, education, and preparing students for success with my passion for travel. Fortunately, I was introduced to Dr. Stephanie Shaheen, our Associate Director in the Office of Global Initiatives, through the supportive mentors I had met during my time at Miami University. Miami has a distinctive appeal, with three campuses in the U.S. and a location in Differdange, Luxembourg—a small, prosperous nation situated between France and Germany. Upon learning that I would have the opportunity to make this country my home for the summer, I began reading travel guides and learning all I could about the beautiful country. I was really fascinated by the mention of castles, local food spots, and trails. While Luxembourg is full of adventures and sights to see, it also serves as an ideal hub for exploring neighboring countries, offering endless opportunities for spontaneous weekend trips and cultural excursions throughout Europe.

The chateau that the campus is based in.

During my six weeks in Luxembourg, I was afforded the opportunity to also explore France, Germany, Belgium, U.K., and The Netherlands. Dr. Shaheen and her dedicated colleagues operate full-time in Luxembourg, providing classes and experiences for Miami University students who are eager to expand their knowledge while pursuing their academic goals. They also foster an environment that encourages students to truly dive into the cultures and experiences offered uniquely within Luxembourg and its surrounding countries, which is something I really valued during my stay.

Through my connections and conversations with Dr. Shaheen, I found that the office wanted to start an annual internship in which they bring a student from our Student Affairs in Higher Education Master’s program for the summer. The goal of the internship would be to help with various aspects of curriculum design, administrative assistance, and quantifying data from survey and paper responses.

Additionally, presenting in and assisting with hosting the Trans-Atlantic Dialogue Conference.

The conference allowed me to meet so many incredible individuals, from activists to artists to students willing to jump in and learn more from those who came to speak about their various experiences, research projects, and spiritual practices. As I arrived in Luxembourg expecting to do more work around administrative support, I was hit with an unexpected and invaluable opportunity to grow in different ways professionally and personally.

Quickly upon my arrival, I learned how close the team within the Dolibois European Center is. Each member of the community works tirelessly towards making the Luxembourg campus a success while also making the students feel at home in a new country. As soon as I touched down at the airport in Luxembourg I was greeted with a giant Miami flag from several members of the team picking me up to bring me to the chateau. I immediately felt a sense of home in seeing that flag, and began to feel excited as I looked out the van window and saw Luxembourg for the first time. I was invited to join a dinner my first week in Luxembourg where I was able to try new foods, meet the founder of the University of Luxembourg, and many stakeholders of Miami’s campus abroad.

It was clear from this first week that each person cared greatly for seeing the students succeed and learn about new cultures through hands-on experiences while ensuring they felt welcomed. A few days into my experience, the housing coordinator’s current interim was stepping away from the role, leaving the office without anyone to maintain the position’s tasks and responsibilities.

This turn of events presented an opportunity for me to more tactfully apply the knowledge and skills acquired during my assistantship and my studies.

I was entrusted with two large-scale projects that would not only shape my understanding of our community but also make a meaningful impact on the lives of others. My first mission was to ensure that the expectations for resident assistants were fair, equitable, and harmoniously aligned with our main campus's guiding policies. This was more than just a task; it was an opportunity to advocate for an inclusive environment where every resident assistant who came to Luxembourg could thrive in their role. The second project involved facilitating the placement of students in local apartments designated as dormitories for study abroad participants or with host families in the area. It was truly amazing to see how many Luxembourg citizens were eager to open their homes to students and create an unforgettable opportunity. This task became a gateway to a deeper appreciation for the diverse needs of our student body. Through this process, I uncovered valuable insights into addressing varying accessibility and comfort requests, all while enriching my understanding of the vibrant local culture.

By reviewing reports from previous students' experiences with host families, I was able to weave together a tapestry of connections and shared experiences, paving the way for future students to embark on their journeys with confidence and support. One of the coolest host experiences I read about was a family that held a tradition of “family game night,” which allowed our students to learn about Luxembourgish games. Each step of this endeavor reinforced the importance of empathy, understanding, and community, reminding me that even the smallest efforts can create waves of positive change.

While I have encountered various platforms that assist universities in placing students, the actual experience of reviewing student requests, understanding the daily lives of students and host families, and hearing the diverse stories related to their studio apartments have been profoundly enlightening and unforgettable. Two key skills I acquired from this experience, which I hope to apply in the future, are the ability to discern the needs of students—even when they struggle to articulate them —and the capacity to hold space for an individual's experience while remaining focused on task objectives. I believe the first skill will enhance my capacity to be an active and empathetic listener as I transition into a full-time practitioner. The second skill will enable me to comprehend a person’s experience, even when difficult decisions must be made that ultimately benefit the individual student and the larger group, despite their immediate perception or feelings about them.Overall, my opportunity to travel to Luxembourg afforded me the opportunity to learn so many things that are valuable to my position in residence life and that will be transferable to any role that I have in the future. Alongside the tangible work and tasks that I completed in my internship, I was also blessed with the opportunity to travel to six different countries throughout Europe.

One of the most significant lessons was the importance of cultural sensitivity and adaptability. Luxembourg, with its rich history and diverse population, taught me more in-depth about how to embrace different perspectives and foster an inclusive environment. I also gained insights into effective communication, witnessing firsthand how language and expression can bridge gaps between people from various backgrounds. Additionally, the experience highlighted the value of networking and building relationships. Meeting individuals from all over the world, both personally and professionally, enriched my understanding and provided a global perspective that I can apply to community building in residence life. Additionally, managing logistics and navigating a new city improved my problemsolving skills and resilience, qualities that are essential in any professional setting.

This journey not only broadened my horizons but also reinforced my commitment to creating supportive and dynamic communities, a principle that I will carry forward into every future endeavor.

OTHER DUTIES AS ASSIGNED: THE NEED FOR HOUSING TO STOP BEING THE CATCH ALL FOR ALL STUDENTS ALL THE TIME JACKIE CHARETTE, UNIVERSITY OF MICHIGAN Early into my Student Affairs career, I often found myself falling into the trap of thinking that I needed to be able to meet every need that my students had. If there was something that I couldn’t provide, I saw that as a failure of my abilities and meant that I must not have really been here for the students. I spent many late nights responding to emails and GroupMe messages and even holding impromptu “life chats” in my office that often felt like therapy sessions. If a student told me they needed something, I did everything I could to be involved in the solution.

To be honest with myself, a lot of it was self-inflicted. My supervisor wasn’t telling me that had to stay late or that I had to work well beyond the required 40 hours a week. Instead, I felt this internal pressure that was telling me that

this was the only way that I could prove just how much I cared. If I didn’t stay late or answer the email at midnight - who would?

My experience as a newer Housing professional is not unique. Many of us often find ourselves struggling to balance what drove us into the work that we do, supporting college students, with a feeling of, “Is this really what I signed up for?”.

In many of our job descriptions, there is likely a final bullet point stating, “Other Duties as Assigned”.

If you were to prompt a room full of Housing professionals with “What does Other Duties as Assigned mean?”, you would hear many chuckles and the exchange of stories about how this phrase has shown up in our work through the years.

Some of my own stories include chasing a hamster throughout the lobby of a residence hall or managing a facility emergency at 3AM. I’m confident that you can insert your own interesting stories and experiences, too. Even our campus partners are well aware of the wide assumed scope of Housing professional’s work. They would often redirect students to us because we have a 24/7 on-call staff who would be available for emergencies (but definitions of “emergencies” are not always consistent). It is often not done maliciously; usually the reasoning is that people know that Housing professionals care, we are capable, and we will find a solution - it is what we do!

However, with all the changes in the world, Housing professionals have known (whether we have said it out loud or not), that this level of scope and capacity is not sustainable for the future success of Higher Education. We cannot continue to do it all, and we cannot continue to do it alone.

We Can’t Be Therapists A quick search on HigherEdJobs.com for “Hall Director” positions within the GLACUHO region provided 11 job match results. Reviewing those job postings, all 11 positions either had a Master’s degree requirement, with no specificity to a Higher Education degree, or they did not require a Master's degree at all (HigherEdJobs, 2025). With a greater number of Housing professionals joining the field without a traditional Higher Education degree, it is now more important than ever to shift our thinking. We must now critically think about the way that Housing professionals support students through their mental health journey. In a typical Higher Education graduate degree, you may have some variation of a Counseling Theories/Counseling Practices course. These courses review lessons that are helpful in a variety of settings when working with students, highlighting skills such as active listening, rapport building, clarification, etc. With only a small portion of the degree

focused on this specific skill development, it does not constitute a formal Counseling degree but provides a foundation for working with students in a variety of capacities. Someone with a Master’s in Business or Healthcare Administration, would have an incredible foundation of knowledge that is very applicable and transferable to Housing roles.

However, we should ask ourselves some important questions about how best to apply that knowledge.

Is it in the best interest of professionals, or the student, to ask someone with no type of formal education/training around counseling to meet with students to discuss their significant mental health concerns? Was it ever best practice to have our Housing professionals, even with a Higher Education degree to do that?

College students are also no stranger to confronting and discussing their mental health. In the annual Healthy Minds survey, for the 2021-2022 academic year, 96,000 U.S students across 133 campuses reported these statistics surrounding their mental health: 44% reported symptoms of

depression, 37% said they experienced anxiety and 15% said they have seriously considered suicide. These figures represent the highest rates recorded in the 15year history of the survey (Alonso, 2023).

15 years ago, the conversation around mental health with students was much more introductory. Topics around depression, anxiety, or other mental health concerns were not as discussed or as widely accessible to read and learn about. Now, college students are coming onto our campuses with up to 10+ years of working with mental health professionals, regularly taking medication, and having consistent sessions with a therapist. Students today need such a different type of support.

This support should come from those who are properly trained and have the appropriate education, training and ability. While there may not always be robust and accessible on-campus counseling resources, are there local community counseling centers that partnerships could be created with for crisis support? With college

students’ mental health in a more complex state overall, it may require more thoughtful or nontraditional solutions to ensure that they are connected to the best support possible.

We Can’t Be the “Know It All’s” When starting at a new university, I find one of the most difficult parts of a transition is being asked questions that I feel I should know the answer to but aren’t able to answer yet.

Seemingly simple questions such as: “Where’s the dining hall?” or “How do I open my mailbox?”. In a profession driven by servant leadership, the inability to answer a question can at times feel like you are sending the student off without an answer. Which then sends the student to continue wandering aimlessly until they either find what they are looking for or someone who knows much more than you. “I am not sure, but let’s find out together,” tends to be my typical response, as I enjoy not only learning the answer to a question, I surely will be asked numerous times again, but also the opportunity for conversation and community building with a student as we find the answer together.

In the digital age, information changes at such a rapid rate that trying to keep up with the correct answers can make your head spin.

From January 2025 to Mid-March 2025 there have been 89 executive federal orders signed by the president (The United States Government, 2025). Many of them occurred on the same day, and the information of implementation caused confusion not only on the federal level but also within our campus communities. Schools like the University of Michigan created websites to keep track of the everchanging federal orders, memos and agency guidelines (University of Michigan Public Affairs, 2025). If it has been so difficult for university administrators to keep up with this type of ever-changing information, how could a Hall Director or a Program Manager be expected to know what the answers are?

It may have previously been a reasonable expectation that a Hall Director could talk about general academic or financial aid questions, when oftentimes the answer wouldn’t change for multiple years. Now, we cannot assume information that we heard last week is applicable currently or is even still relevant. Additionally, each of our students are so unique and have such distinct situations that information cannot be generalized from one student to the next.

We need to learn about what the students have questions on and give them the resources to find the information themselves. It does not serve our students to guess or give information that we heard, or think is the right answer, especially as it pertains to important topics like scholarships, eligibility for student employment, or student’s visa status. These questions can have significant consequences if students act on inaccurate information. This does not mean that we should simply pass students along without thought and care or shut our office doors in a student’s face saying, “Sorry!

Not my job!”. It is possible to redirect students, while also maintaining care and compassion.

In my role, I often get questions from students during our RA hiring process, about eligibility to work as an RA. I always start my response with “I never want to give you wrong information, so here is the person to contact.” I try to manage expectations further by saying, “You may have to wait for a response, but I’d rather you wait longer to hear the correct answer than hear something immediately, but wrong, from me.” Often, students are fairly appreciative knowing that the reason we aren’t answering their question isn’t because we don’t care, it is that we care enough to not make up an answer.

We Can’t Be Students’ “Google” Students have endless access to information right at their fingertips through their devices such as their phones, laptops, tablets, etc.

Colleges and universities have websites with their own search engines or knowledge bases that direct you to just about any campus resource that students have access to.

While the likelihood of a college student “popping by” an office unexpectedly to ask a question is low these days, I am not alone in receiving many emails from students where it took more energy and effort to find my contact information and email their question to me than it would have to look up their question on the university website or Google.

We care about our students, and sometimes it is necessary, if not a bit self-serving, to send a quick response to their question to clear out our inbox to make way for the mountain of roommate conflicts and room change requests eagerly waiting to be addressed.

However, are we actually being educators if we are never teaching students where to find this information on their own?

Answering the question of “What time is the front desk open” for the 10th time this semester by providing the desk operation hours, doesn’t teach our students much. It teaches them that we will be their own version of Google, and we’re likely to receive a flurry of frustrated communication when

hey do not get a response to their next question sent on Friday at 11:30PM. Housing professionals need to stop being our students’ search engine and remember that we only interact with our students in a short window of years. In a post-campus world, who will students turn to with their questions about their off-campus apartments or at work when Housing professionals are not there?

It is more work and takes longer to reply to their front desk questions by explaining that there are beautiful Canva flyers throughout every floor of the building that clearly state the hours and giving the front desk contact information for further questions. However, it is so important for us to teach our students how we got the information they were looking for to help combat the norms of digital communication and expectations of an immediate answer for the sake of both students and the sake of Housing as a whole.

Conclusion There are always going to be external forces that pull on us and ask us to do things outside of our scope. Whether it’s campus partners, the support systems of students, or the students themselves. Oftentimes, these are well-intended and not meant with malice. People are often genuinely unfamiliar with the actual scope of Housing professionals’ work - even Housing professionals themselves are often confused and unsure of what the true bounds of our work are. We are the friendly faces that students see in dining halls, at their front desks, often living in the same building they do, making us easily accessible. We’re usually the first person that comes to mind to ask when thinking of a question related to their college experience.

Within each of our Housing departments, it is essential that we examine the scope of the Housing professional’s role, and what our staff ability and capacities are. It is not realistic to say that “Other Duties as Assigned” will no longer be applicable in the future

of Higher Education, but we should be able to feel confident in determining whether or not we are the best and most appropriate role to respond in every situation. In a field filled with people who just want to help, the most helpful thing we can often do for both Housing professionals and the students we serve is to critically think about whether we are the best source of information for the problem a student needs solved.

References Alonso, J. (2023, March 16). Student mental health worsens, but more are seeking help.

Inside Higher Ed. https://www.insidehigered.com /hered.com/quicktakes/2023/03/17/studen t-mental-health-wrsens-more-are-seekinghelp HigherEdJobs (2025). https://www.higheredjobs.c om/search/advanced_action.cfmJobCat=38& PosTye=1&InstType=1&Keyword=Hall+Director& &OnlyTitle=1&Remot=1&Region=4& Submit=Search+Jobs The United States Government. (2025). Presidential actions. The White House. https://www.white house.gov/presidential-actions/ University of Michigan Public Affairs. (2025).

Updates related to federal orders, memos and agencyguidance.https://publicaffairs. vpcomm .umich.edu/key-issues/updates-related-tofederal-orers-memos-and-agency-guidance/

Rising Stars: Graduate Student Reflections on Committee Involvement Caroline Murray, GLACUHO Campus Safety & Crisis Management Committee Chair

Committees are at the heart of GLACUHO’s work. From these teams, engaging presentations, tangible resources, and meaningful connections are cultivated and shared. One unique opportunity that our organization offers is for professionals at the graduate level to be directly involved in this work and gain hands-on experience, networking opportunities, and a chance to make an impact on the profession.

I interviewed six graduate students who serve on our GLACHO committees to learn more about their experiences and how their involvement has impacted them:

Jennifer Agyeman: Jenny is a graduate student at Northern Illinois University studying Higher Education and Student Affairs. She works as a Graduate Residence Hall Director and serves on the Student Learning Committee.

David Binkley: David is a student at Northern Illinois University studying Higher Education and Student Affairs. He is a Graduate Assistant Hall Director and serves on the Communications & Marking committee.

Jess Castaneda: Jess is a student at Miami University of Ohio studying Student Affairs in Higher Education.

They are a Graduate Assistant in the Office of Residence Life and serve on the Equity & Inclusion Committee.

Breanna Cook: Breanna is a graduate student at Indiana State University studying Student Affairs and Higher Education. She works as a Graduate Assistant at Rose-Hulman Institute of Technology and serves on the Professional Foundations Committee.

Miranda Owens: Miranda is a graduate student at Northern Illinois University in the Clinical Mental Health Program. She works as a Graduate Assistant for Well-Being and serves on the Contemporary Issues Committee..

Camden Webb: Camden is a student at Eastern Illinois University studying political science. He is an Associate Residence Director and serves on the Contemporary Issues Committee.

In our interviews, we discussed the work they are doing on their committees, what they love about their membership, and why they think other graduate students should get involved. From our conversations, it was clear that the connections and opportunities to be a part of wider student affairs conversations were impactful to our grads. In addition, their committee work provides a lasting development on their professional journey.

What drew them in?

I asked our grads what initially made them decide to join their respective committees, and GLACUHO as a whole.

Cook (Professional Foundations) shared that her committee’s topic directly aligned with her long-term goals. "I really needed some more experience with professional development and like, how to bring that to the resident assistants and sophomore assistants that we have at Rose Holman." She plans to integrate what she has learned into training programs in her assistantship and has already applied ideas from the committee to her coursework.

Owens (Contemporary Issues) shared that the contemporary issue for 2025, Fortifying Our Future, caught her eye. “What interested me about the committee was the fact that it is basically taking everything in society, everything within the field of housing and looking at trends, looking at where the field of housing is kind of going towards, and I really like being a part of that discussion and trying to figure out gaps that we aren't seeing within the field of housing.”

For Webb (Contemporary Issues) the 2025 Contemporary Issue called him to serve as well. “I really liked [2025 GLACUHO President] Vicka’s contemporary issue this year because it really does focus on where we’re going and what we can do to set ourselves up for it and have active roles in building, forging ahead and going into the future.” Webb reflected: “I was really interested in learning more about the field because in order to learn about the future, you have to learn where we're at now.” He shared that the contemporary issue’s expansive reach gave his committee plenty of material to help with the planning of their projects.

Agyeman (Student Learning) was interested in a few committees, but ultimately found herself enjoying student learning, specifically the opportunity to directly address trends that she has been seeing her students navigate. She also enjoys that she has met many other professionals with different personalities.

Binkley (Communications and Marketing) hared that he became interested in his committee through the 2024 annual conference’s committee showcase and saw a connection to his talents: “as somebody who in high school was in a digital media arts program, I love everything about digital media, all those different kinds of marketing components of it!

And social media kind of spoke to me. I went to the subcommittee at that first winter meeting and it has stuck with me ever since and I have great, great connections!”

Castaneda (Inclusion & Equity) shared that their committee, Inclusion and Equity, is at the center of their work back home. “I use a lot of critical theory when I'm working with my students in conjunction with student development theory and all that fun stuff,” They reflected. “At first I joined the committee for like a, what does this work look like within residence life and housing? Like, how do we implement these on a broader scale, whether it be programming efforts within resident one on ones, RAs, like, what does it look like to do inclusion and equity work within our own institutions?”

Seeing that seven of the nine total graduate students involved in committee work hail from Northern Illinois University, I wanted to ask what was happening there to curate a strong delegation. Binkley (Communications & Marketing) reflected that seeing his Executive Director of Housing and Residential Services and Deputy Title IX Coordinator at Northern Illinois University, Dan Pederson, involved as a Mid-Level Institute faculty member was a cool experience for him. Binkley also heard of previous GLACUHO involvement from other graduate students at NIU and learned that the institution was highly supportive of this engagement and fostered a cohort to attend conferences with. “We really hit home with GLACUHO.” Binkley reflected. “GLAUCHO is where everyone has these great connections and great experiences, great workshops, great everything.”

Owens (Contemporary Issues) shared that previous NIU graduate student involvement fostered a community of GLACUHO engagement for her. She said that every year, more graduate students attend the annual conference and pass down this excitement to incoming cohorts of students. Thus, creating a tradition of engagement within their program has led to a large number of NIU students serving on GLACUHO committees.

What have they been working on?

I asked each of our grads to share a little bit about the projects they have been tackling in their committees.

Castaneda (Inclusion & Equity) connected their committee’s work to the greater climate concerns with student affairs. "This year I'm doing work on virtual learning and development. Inclusion and equity work, especially now with our political climate, is really important. Having these conversations is really integral with the work that we do and the way that we support students.” Castaneda is specifically working on different spotlight initiatives, looking to showcase black history within student affairs. Castaneda is passionate about de-centering whiteness in higher education, which directly connects with the social justice-oriented work they are doing in their courses back at Miami.

Owens (Contemporary Issues) is working on a round table conversation with graduate students and senior housing officers, with a goal to bridge the gap between the two. “I feel like there's so much to learn on either end,” she shared. “There's so much to learn from us as graduate students from the senior housing offices and there's so much for them to learn about us, especially as we're trying to build a more sustainable equitable diverse housing profession in general.” Owens stated that she hopes a takeaway from this project is for both entities to see what they can gain from one another and understand how to be better collaborators.

Agyeman (Student Learning) is working on a Trends article about student resilience. Her motivation for writing about this topic stems from her own experience as an international student and observations she has made with her students. She shared that she has noticed a trend of students in her hall struggling with finding their motivation and direction. This inspired her to push for better support and resources. She connected to what her students have been facing through her reflections on transitioning into life in the United States. “Being an international student in the states? It’s not easy! I think my first month I was like, "I'm done.” But hey, here I am, eight months in!”

Binkley (Communications and Marketing) reflected that a project he enjoyed completing was a Trends article on emerging trends with social media interviews within residence life. Social media work is at the center of a lot of Binkley’s committee’s work as he tries to reach different audiences in the region. A goal of his at the upcoming 2025 annual conference in Dayton, Ohio, is to create a presentation that discusses social media more deeply.

Webb (Contemporary Issues) is working on a project that looks at the role that social programming has on student belonging. This idea came from a committee conversation on the role of resident assistants. “Are we expecting RAs to be masters or experts in everything that they work students through or are they just kind of students who are dealing with their own things as well?” He shared that this work directly connects to his graduate assistantship. “I supervise my RAs. I help advise hall counsel at our institution and the belonging of the students at our institutions is one of the things that keeps them coming back,” Webb reflected on the importance of this in an historically tumultuous time for higher education.

“It's important for us to learn how to make students feel at home here so they want to keep coming back to us.”

Cook (Professional Foundations) is currently working on updating the GLACUHO website. She shines here, as her undergraduate degree in biomedical engineering has provided her with experience in different software and web-based work. “As soon as they [committee leaders] were like, does someone want to update it? I was like, absolutely. That sounds like so much fun!” Cook connected this work to her assistantship. “At Indiana State University, I get to help with preview day and getting students paired with graduate assistantships and I got to work on the forms and the behind the scenes for that as well. So that was pretty cool.”

What do they love about their committees?

Each of our grads were excited to share about the connections and tangible takeaways that made their committee work meaningful to them.

Binkley (Communications and Marketing) shared the connections he had made within his committee makes his involvement worthwhile.

“Communication & Marketing, not only do we connect with other committees, but our own committee is close, and that really helps with the work [we do].

And our chair really does a really good job about bringing those connections together and really makes sure that everybody has a good impact and good role within the committee and that everyone’s voice is heard.”

Cook (Professional Foundations) echoed the impact of having her perspective heard on her committee. “I was very nervous when I first started. I was like, ‘oh, I'm the only graduate assistant in my committee’ like, this is going to be super super nerve-wracking. I love that they've just embraced me and they're like, ‘we're just going to take you under our wing.” She shared that this warm embrace from her committee has empowered her to speak up in conversations and reinforced the importance of her seat at the table.

Castaneda (Inclusion & Equity) shared that participation in the affinity socials that their committee hosts has been a memorable experience for them. Using these spaces to affirm others in the LGBTQIA2S+ community and offer support has solidified their passion for their committee’s work. “I get to be around like-minded practitioners in the field, in housing, and we get to have these conversations. I think the connection element is just critical. Absolutely critical.” They offered a call to action: “How do we keep connections rolling after?”

Agyeman (Student Learning) has loved the organic networking opportunities that her team has provided her. She reflected on the wide array of references she can now lean on as she takes on the job search. This network has also supported her own learning to take back to her institution. “My personal reason why I also joined this group is I wanted to meet people! I wanted to meet people, I wanted to become better at what I do, I wanted to learn what other people were doing in their schools, what other people were doing in their complexes!

Webb (Contemporary Issues) shared that the learning opportunities within the committee are meaningful to him. “I have learned more about the field as a whole and like our roles in the field as a whole at the winter meeting.” He reflected that the opportunity to have a voice in broader conversations about higher education is not always accessible to graduate students outside of GLACUHO, and that his committee has taken his perspectives seriously and supported him in feeling heard.

This notion of finding a professional home where everyone’s voice is centered was echoed as well by Owens (Contemporary Issues). She shared that, “I absolutely love the fact that, especially on my committee, I feel like there are a variety of different people in a variety of different levels of roles. And I never once felt like, ‘oh, you're a graduate student, like you don't have a say in this’ or you’re like, less valuable because you're a graduate student.” She continued to say, “I never felt like that. I immediately got in and I felt like my voice was being heard and encouraged and nurtured and everything like that and that's what I love.”

Why is involvement important?

I asked our grads to reflect on why other graduate students should consider involving themselves in GLACUHO work.

Owens (Contemporary Issues) shared that GLACUHO is a safe space for graduate students to dip their toes into professional involvement, citing the understanding and welcoming nature of other organization members. “I think it's important because we need those safe spaces for learning. We need to have those opportunities where we can just ask very organic questions and not be expected to be an expert in the field.”

Castaneda (Inclusion & Equity) shared that their own GLAUCHO involvement was helpful for broadening perspectives. “I think for me the connection and being able to get out of the bubble of my institution has been really helpful and really important for me to grow as a practitioner.” They shared that their committee group chats allow them to brainstorm new ways of approaching projects, tackling complicated problems, and fostering a sense of community amongst organization members. ” Webb (Contemporary Issues) reflected on the value of organic networking that comes with committee involvement. “I think GLACUHO is really good for reinvigorating your passion for the field but also showing you what the field can look like outside like your current position as well.” He noted that many graduate students grapple with the question of if their future profession will remain in housing and residence life, and he believes committee involvement helps provide answers to this question.

Binkley (Communication & Marketing) also identified the need for supportive networking as a graduate student ready to take their next step. “GLACUHO is like, one of the greatest places to build those connections, find out where other institutions you might want to go to post graduation, and really, like, put your name out there, right, and say that, ‘this is who I am, this is the committee work that I've done.’”

Agyeman (Student Learning) shared the advantages for graduate students to learn and connect via committee work. “Graduate students need to get involved because it gives us room to be selfish with our needs—to network, ask questions, and expose ourselves to resources." She discussed how she has connected with her committee members to learn practices that she has applied to her work.

Cook (Professional Foundations) echoed this value as well. She shared that, through GLACUHO, she has met many professionals who have open positions at their institutions. She shared that these connections are empowering for her as she approaches the job search after graduation. Cook also shared that she has used the tangible skills from her committee in her courses, specifically when she is presenting.

Key Takeaways & Reflections on Involvement

I asked our grads to reflect on what they anticipate taking away from their GLACUHO experience, and what they may say to another graduate student curious about committee involvement.

Owens (Contemporary Issues) shared that GLACUHO solidified her passion for residence life. “Had I not gotten involved in GLACUHO, I don't think I would be as passionate about housing as I am.” She also shared that her work in discussing the future of housing in her committee has helped her to process some of the major topics that can be worrisome. Those topics include the enrollment cliff and the status of the Department of Education. “I think having that reassurance, having that like intra-institutional communication and sharing of ideas is something that I didn't know happened as much as it does.”

Owens’ advice for graduate students headed to the annual conference this year is to be open minded. “Go to presentations that you aren't familiar with. That's kind of what I tried to do. If I already had knowledge on a topic that was being presented on, I would go to a different presentation. Just to kind of see what's out there, understand other perspectives, understand what other people are talking about and really develop that critical thinking mindset.” She shared that taking on this perspective was made more accessible by the friendly environment the 2024 conference provided her this past year in Fort Wayne, Indiana. “I feel like everyone at GLACUHO is super friendly. Everyone that I would walk by would say ‘hi’ or smile at me or like, compliment me on my outfit. It’s just a really sweet and nurturing environment that I really enjoy.”

Binkley (Communications and Marketing) echoes this advice, encouraging graduates to attend sessions that they initially would not consider attending. He also offers this wisdom: “Connect, connect, connect! Especially at that exhibitor fair.

GLAUCHO is what you make of it.” For those nervous of taking this step, Binkley shares “Be yourself! I know it’s the most cliche answer, but really, be yourself. People will connect with that and grasp onto that and you’ll find your people.”

Agyeman (Student Learning) encourages interested graduate students to give GLACUHO committee involvement a try. “My advice, my sole advice would be, like, go for it! You might never know! You might end up liking what you like, and if you don't like the experience - you always have the choice to walk away. So in that moment when you are present, in that moment, give it your best!”

Webb (Contemporary Issues) shared that his connections fostered within GLACUHO was a meaningful takeaway for him. “For me, it's the connections with other professionals,” Webb reflected, “just getting to know the diversity of roles, the personalities in housing, the way that our departments look, just the connections both to other institutions or other professionals at other institutions that we wouldn't otherwise have the same opportunities to connect with.” He recommends that curious graduate students should give committee involvement a try and suggests that it is not nearly as daunting as it may sound.

Cook (Professional Foundations) shares that this connection is a key takeaway for her as well, and she encourages other graduates to take advantage of the opportunity to connect. “My biggest advice would be to have that confidence going in and be like, hey I deserve to sit around this round table and talk as much as everyone else does, even though I am a graduate assistant.” Cook shared that the projects she has been working on in her committee has also produced tangible professional development opportunities that she provides to her student leaders.

Castaneda (Inclusion & Equity) shared excitement for encouraging other graduates to connect with GLACUHO. “Just do it,” they exclaimed. “Everything connects to coursework that we do in some way, shape, or fashion. It also gives you a broader perspective on, like, the things that you learn in the classroom and the work that you do in your assistantship. I like to think that the connections that I've made at GLACUHO and the conversations I've been in on my committee and even just at the conference have kind of broadened my perspective.”

They reflected on the impact of these connections. “I think the connections that I've made will last a really long time for me being in the field and even just being a person because I've loved the people that I've met at GLACUHO. I know that if I leave, like, the region, I know that I'll take our conversations, the things that we've talked about, the values that they've shared, and the way that they do their work with me.”

Ready to get involved?

If our graduate students’ experiences have made you interested in joining a GLACUHO committee, I have great news for you! GLACUHO has committee applications open on a rolling basis for you to begin your own professional development journey. To learn more about getting involved with one of our nine committees, visit the webpage here: https://www.glacuho.org/general/custom.asp?page=Committee_Info

Understanding & Addressing Burnout Among Housing Professionals in the GLACUHO Region

By Benuel Post and Rowan Andrews

"I define burnout as being utterly hopeless and dreading one's work environment or tasks" (entry-level). “There’s a healthy tired, like [when] you go home sore. But when you’re burnt out, you go home broken or weary. And the recovery time is much longer” (Senior Housing Officer ). These statements reflect the emotional and physical toll experienced by housing professionals in the GLACUHO region when they are experiencing burnout.

To better understand this issue, the Health and Wellness Committee surveyed 18 housing professionals from across the GLACUHO region. Participants self-identified as graduate students, entry-level professionals, mid-level professionals, or senior housing officers (SHOs). Most respondents completed a Google form distributed by the committee, while others participated in an in-person interview at the GLACUHO Winter Meeting.

What is Burnout?

Exhaustion and Fatigue

Burnout, as defined by the American

“Exhaustion built up over time with no form

Psychological Association (APA), is a state of

of wellness or self-care practices to alleviate

physical, emotional, and mental exhaustion. It's

the emotional, mental, and physical fatigue

characterized by reduced motivation,

created through certain actions, mindsets, or

decreased performance, and negative feelings

responsibilities” (graduate student).

towards oneself and others. This condition

"Burnout to me is when I feel drained,

arises from prolonged stress and tension,

unmotivated, and unable to cope with daily

often due to excessive physical or mental

tasks." (graduate student).

exertion, or an overwhelming workload. The

Lack of Motivation and Apathy

APA highlights that mental health professionals

"Not having any excitement or passion for a

are particularly vulnerable to burnout due to

job" (entry-level)

their repeated exposure to others' trauma

"Burnout to me is when an individual is going

(American Psychological Association, 2018).

through the motions at work while not

While most of us are not mental health

putting forth strong effort for quality

professionals, housing professionals may face

[because] they have lost interest in their

a high risk of burnout because our work

work, even if for a short period of time."

frequently involves witnessing and responding

(SHO)

to the traumatic experiences of others.

Overwhelming Feelings and Stressors "When a person is having consistent

Our survey did not provide a predetermined

stressors in their work that is negatively

definition of burnout; instead, participants

affecting their overall health or an aspect of

were asked to define it in their own words.

their overall health." (SHO)

Their responses aligned closely with the APA’s

"The feeling when you just can’t take it

definition, emphasizing themes of exhaustion,

anymore. Becomes hard to do everyday

loss of motivation, and overwhelming

tasks. Similar to a depression episode."

stressors.

(entry-level).

Fortifying Our Future - Action Steps

Mental Health and Wellbeing

To explore potential solutions for burnout, we asked

Participants emphasized that institutions must do

participants to consider this year’s contemporary

more than acknowledge the importance of mental

issue–Fortifying Our Future in Higher Education and

health; they must actively support it. This can

Campus Housing–and reflect on what changes are

include open conversations about mental health

needed in housing and residence life to better manage

days and fostering a workplace culture where rest is

burnout. Their responses highlighted key areas of

encouraged.

improvement: work-life balance, mental health support, supervision and training, and broader institutional

At the individual level, respondents highlighted the

changes.

importance of setting aside time for restorative activities, such as hobbies and socializing with

Work-Life Balance and Boundaries Many participants stressed the importance of setting clear boundaries between work and personal life.

Seven respondents shared that they avoid having work emails and apps on their personal devices.

Others emphasized not taking work home or checking emails outside of business hours.

Additionally, participants encouraged using paid time off, including vacation days, mental health days, and other sick leave. Flexible scheduling and compensatory time were also mentioned as beneficial strategies. As one mid-level participant noted, "PTO is a benefit that should be used. Having flexible workdays and respecting employees’ time—such as in scheduling, email etiquette, and last-minute requests —can help navigate burnout."

friends and family. Here is a non-comprehensive list: Board games Hanging out with people who do not work in housing Connecting with family, friends, and other loved ones Making time for rest Reading Scrapbooking Pets Journaling Getting enough sleep Running, yoga, and other physical activities Practicing mindfulness about what isn’t restorative for you (one response mentioned social media) and doing those things less Going to counseling/therapy

Support and Training Strong supervisory support is a crucial factor in reducing burnout. Many participants stressed the importance of supervisors fostering open conversations about workload and mental health. A graduate student noted, "support within the work we do leads to lower levels of burnout.” Earlier in the survey, the same individual noted “I think if I had more supervisory support in my first year of grad school, I would have had better time management."

Supervision is a skill that does not always come naturally; everyone can benefit from learning how to be an effective supervisor. The authors believe that developing supervisory skills should be an ongoing process throughout one’s career. If a department lacks the capacity to provide supervision training, professional organizations such as GLACUHO, ACUHO-I, and others offer valuable developmental opportunities.

Additionally, many responses indicated that entry-level staff often feel unprepared for their roles, highlighting potential gaps in current training programs. While any structured training plan is better than none, it is essential to continuously assess and refine these programs. If your department is unsure where to begin, consider gathering feedback from current staff on areas where they felt underprepared when starting their roles. Benchmarking against similar departments at other institutions can also provide insight into best practices. Professional organizations like ACUHO-I, GLACUHO, NASPA, and ACPA also serve as excellent resources for training and development.

Institutional and Structural Change; Cultural Shifts and Values Participants emphasized that while the landscape of housing and residence life has evolved, many institutional practices remain outdated. A mid-level participant noted,

“We often are in the mindset that we have to continue doing the same things over and over again, even when we are not seeing any positive outcomes. We cannot continue to do what we did 10 years ago, our student staff are different, residents are different, and the state of the world is totally different today.”

Several respondents also called for reconsidering

Conclusion

traditional expectations in the profession, such as late-

Burnout continues to be a significant challenge for

night work, personal cell phone use for work calls, and

professionals in housing and residence life, across

on-campus housing requirements. An entry-level

all position levels. Professionals are feeling the

participant remarked, "I feel that several agreed-upon

pressure of the work we do, which contributes to the

standards within our profession just seem to be taken

turnover that many departments experienced during

as the way it is. [However], I think there are some very

the Great Resignation and are still experiencing

radical changes that we could do that don't really

today. When considering how we can Fortify Our

change the work but would help us make leaps and

Future this year, addressing burnout is a crucial

bounds in our lives."

topic. However, it is important to note that effectively addressing burnout cannot only come from the

Another participant questioned the necessity of

individual experiencing it. Addressing burnout

requiring in-hall staff to work from the office during

requires a collective effort. While individual

school breaks when residence halls are largely empty:

strategies are essential, systemic and cultural shifts

"It would be beneficial to allow people to work from

—led by department leadership—will ultimately

home during school breaks. The breaks are a time

shape a more sustainable and supportive work

when I feel more depressed because there is not

environment for housing professionals.

constant interaction. If I could be at home in comfortable clothes with a cup of coffee, my mental health would be through the roof." (entry-level).

Advocating for change cannot rest solely on those experiencing burnout. Meaningful improvements require support from departmental leaders and policymakers. Several Senior Housing Officers affirm the importance of leadership’s role in this area. One of them noted the need for housing departments to conduct a “Stronger evaluation of what we do and the bandwidth that we have to complete the work. Have we provided enough resources for the task at hand, or do we need to make adjustments accordingly?”

2024 GLACUHO GLASS Award Winners

Congratulations to the 2024 GLACUHO Conference Glass Award Winners on their presentation "Beyond the Checkbox: Transforming Lives through Social Mobility in Residential Communities.

Pictured: Roshona Porter, Gigi Ward, Jackie Miller and Valaree Kyser from Western Michigan University

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This publication was designed and created by Carley Eichhorn, Gabrielle Johnson, and Billy Morrissey.

Article References Ghost Grief: Unmasking Shadow Losses Conti, C., Lanzara, R., Rosa, I. et al. Psychological correlates of perceived loneliness in college students before and during the COVID-19 stay-at-home period: a longitudinal study. BMC Psychol 11, 60 (2023). https://doi.org/10.1186/s40359-023-01099-1 https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-023-01099-1#citeas Gopalan, M., & Brady, S. T. (2020). College Students' Sense of Belonging: A National Perspective. Educational researcher (Washington, D.C. : 1972), 49(2), 134–137. https://doi.org/10.3102/0013189x19897622 https://pmc.ncbi.nlm.nih.gov/articles/PMC11156233/ Imperi, C. (n.d.). What is ShadowlossTM? developed by American thanatologist, Cole Imperi. coleimperi.com. https://coleimperi.com/shadowloss Radford University. (n.d.). Parent’s guide: Processing grief with your student. Radford University. https://www.radford.edu/student-counseling/resources/parent-guide.html

Other Duties as Assigned: The Need for Housing to Stop Being the Catch All for All Students All the Time Alonso, J. (2023, March 16). Student mental health worsens, but more are seeking help. Inside Higher Ed. https://www.insidehighered.com/quicktakes/2023/03/17/student-mental-health-wrsens-more-are-seeking-help HigherEdJobs (2025). https://www.higheredjobs.com/search/advanced_action.cfmJobCat=38&PosTye=1&InstType=1&Keyword=Hall+Director&OnlyTitl e=1&Remot=1&Region=4&Submit=Search+Jobs The United States Government. (2025). Presidential actions. The White House. https://www.whitehouse.gov/presidential-actions/ University of Michigan Public Affairs. (2025). Updates related to federal orders, memos and agency guidance. https://publicaffairs.vpcomm.umich.edu/key-issues/updates-related-to-federal-orers-memos-and-agency-guidance/

Understanding & Addressing Burnout Among Housing Professionals in the GLACUHO Region American Psychological Association. (2018). Burnout. APA Dictionary of Psychology. Retrieved [Retrieved March 13, 2025], from https://dictionary.apa.org/burnout

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This publication was designed and created by Carley Eichhorn, Gabrielle Johnson, and Billy Morrissey.