THE NEACUHO NAVIGATOR
Winter 2006 Edition
Dr. Martin Luther King, Jr.: His Dream, Our Reality
By Unity N. Watts on behalf of the Social Issues Committee A Dream Deferred
INSIDE THIS ISSUE Note from the Editor Snow Sports Corrections
THEORY TO PRACTICE: 5 Learning Communties at Binghamton University 2006: A MySpace Odyssey
Parents: Partners in the Educational Process or Obstacles to Overcome
NEW PROFESSIONALS SPECIAL SECTION
Thinking Outside the Office
Supervising Your Supervisor
Gearing Up for the 2006 Job Search
Committee Updates Presenting at a Conference
Spring Drive-In Reminder 19 Annual Conference
2005-2006 Executive Board
By Langston Hughes What happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a sore-And then run? Does it stink like rotten meat? Or crust and sugar over-like a syrupy sweet? Maybe it just sags like a heavy load. Or does it explode? Just as any student can sit down, explore Langston Hughes’ work above and learn to decode it’s meaning, we as students of life can continue to probe the progress of Dr. Martin Luther King, Jr.’s dream. Where did it go? Has it too dried up? Do we as a country really acknowledge the struggles of his time? Do we even recognize that it was only 40 years ago that racial justice, economic equality, and world peace were requested, and even fought for? At times, it would appear that Dr. King’s dream is fuzzy or nonexistent due to the media’s allotment of different cultures on television. Television even uses comedy to lighten the inequalities of different cultures, so does this mean that we have made it as a race of humans? Are jokes taken too far? Life, as we all know, does not need to be joked about all of the time. When jokes are made to soften hard topics, we sometimes leave out the harshness that is needed to remind us all to not allow history to repeat itself. Why is that? Dr. King dreamt of a world where people were simply judged by the content of their character and not the color of their skin, yet these things still have not completely been eliminated. Why is it that we often wait for tragedies to re-examine our roots and goals of the past? Not only was this Dr. King’s dream, but the wishes and hopes of an entire generation. Unfortunately, some would say that it has been suppressed by other everyday concerns of our lives. For instance, we could assume that it is more important in life to make money, become famous, or simply exist rather than focus on the meaning of this day. Dr. King was born January 15, 1929. We as a nation are celebrating his birth this year on Monday, January 16th. While some professionals are granted this day off from work, do they really examine the people that gave their lives for this cause? If not, this is a thank you for them and theirs. Continued on page 4
Note from the Editor... This edition of the NEACUHO Navigator brings something new—a themed section that bridges conference content with members who were unable to attend the conference (or who simply chose a different session to attend). One article, “Thinking Outside the Office” by Dave Stender was not a conference workshop, but one professional’s thoughts and experiences on making the most of a new professional experience.
Tina Tormey Media & Publications
This special section, a follow up to October’s New Professionals conference starts on page 11, and includes a comprehensive article on job search strategies, as well as an article on how to get the most of your supervisor. Of course, this is simply a tasting of what was presented—this could never make up for the day of fun, information-sharing and networking—but it’s a start. We hope it is one you will enjoy. Take care, Tina Tormey, Cazenovia College Please send any comments, questions or submissions to email@example.com.
Snow Sports Team Meeting Plans Move Uphill ! The 2006 NEACUHO Snow Sports Team meeting arrangements are coming together nicely! Scheduled dates for the gathering are Tuesday, February 14th and Wednesday, February 15th with an optional day on Thursday, February 16th. We will meet in Southern Vermont at either Stratton Mountain or Mt. Snow – two of the larger and better equipped mountains in New England. Both locations are approximately 3 hours from New Haven, CT, location for the NEACUHO Middle Managers Institute on Friday, February 17, 2006. Why not combine a little business with pleasure? Specific costs are still being determined and one of the factors will be the number of participants. If you’re
Corrections: In the last edition that was e-mailed to members, we neglected to credit Robinson Love, from The Juilliard School, for “ A Novel Approach: Using the Tipping Point in Training.” Also, Michelle Eichengreen’s e-mail address is firstname.lastname@example.org. Page 2
even thinking about joining us, please send an e-mail to Jen Jeroy, the Assistant to the Director at the Center for Residence Life at RIT. Her email address is: email@example.com. Don’t ski or snowboard? Don’t worry! There’s plenty of folks who can provide the lessons and rental equipment is always available. We hope to see you with us this year! Think SNOW! Think NEACUHO!
“Experience is the name everybody gives their mistakes.” ~Oscar Wilde, Irish writer “It was when I found out that I could make mistakes that I knew I was on to something.” ~Ornette Coleman, American jazz saxophonist & composer
Winter Edition 2006
CAREER RESOLUTIONS & ADVICE FOR THE NEW YEAR Dear NEACUHO Members, During the holidays, many of us seek out much-needed and well-earned opportunities for rest, relaxation and renewal. Our all-too-temporary reduction in activity also permits many of us to reflect on the year to date and also on our long-term goals. In doing this, some of us may conclude that it’s time to look for a change in position, institution, or even profession. So, as we approach the leading edge of the traditional job search season in higher education, it seems like a good time to put forth a few search-related reminders for prospective candidates: Some people read both cover letters and resumes. Some people only read cover letters. Some people only read resumes. SO: Make sure both are excellent. Jon Conlogue NEACUHO President
Typos and grammatical errors are absolutely unacceptable! They make you look, at best, careless or, at worst, stoopid. (See?)
Your cover letter and resume should be complete, concise and compelling. Use a “you orientation” in your letters to draw in readers. Clearly explain what benefits the employer can expect to gain by hiring you. If you include a “Career Objective” on your resume, be sure it relates directly to the position for which you’re applying. The forswearance of verbs which have the effect of portraying passivity, combined with abstention from circumnavigational phraseology, allows one to avoid the creation of any impression of pretentiousness in the mind of the person or persons in receipt of the item of correspondence. Instead, the usage of active and less indirect verbiage is to be preferred. TRANSLATION: Use active verbs and concrete language. Avoid passive verbs and tortured phrases. Be accurate and honest in your presentation of yourself. To do otherwise is immoral, illegal and unlikely to pay off. Remember, this is a small profession… Present yourself in a positive manner. Try to seem confident but not cocky. Pay attention to the medium as well as the message. When you’re putting yourself on paper, choose good paper (classy, high quality, easy to copy). If the request is for electronic submissions, preview your resume to make sure it looks correct when downloaded. This will likely mean omitting formatting like bold and italic lettering, graphics, shading, etc. in favor of simple CAPS and layout for emphasis. Regularly update your resume to reflect recent activities and accomplishments. It’s easy to forget things if you don’t keep up with this maintenance. We also seek to provide opportunities for renewal and reflection in all of our NEACUHO activities. This winter’s full slate of events includes January’s Women’s Winter Renewal Retreat and two additional RD2B Conferences (offered due to overwhelming response to our two Fall RD2Bs); and the February Drive-In Conference (for all levels of staff) and the concurrent premiere of the NEACUHO Mid-Level Institute. All of these events are described elsewhere in this newsletter. Thanks to all of the volunteers – officers, appointed board members, committee chairs committee members and hosts – who will make these events possible. Thanks as well to those who worked on our well-attended and highly-evaluated fall activities (New Professionals Conference, our two RD2B Conferences, and the Operations Drive-In Conference). Best wishes for a fantastic spring semester – I hope to see you at one of our upcoming events! Sincerely,
Jon NEACUHO Navigator
Winter Edition 2006
Get Out There! NEACUHO Professional Development & Networking Opportunities Get your calendars and pens ready! The following is a listing of some of the NEACUHO events remaining during the 2005-2006 academic year. Please see more information about these events (including calls for programs) starting on page 19.
Spring Drive-In Conference & Mid-Level Training Institute Friday, February 17, 2006 Albertus Magnus College, New Haven, CT AND OF COURSE… 2006 Annual Conference June 5-7, 2006 New York University, New York, NY http://www.nyu.edu/residential.education/neacuho2006/ PROGRAM PROPSAL DEADLINE: March 3
Continued from page 1 In student affairs, we strive to teach and compliment the efforts of education that are taught in the classroom. We also pride ourselves on teaching life-learned lessons that take place every day. How often do we incorporate social justice in our programming, and if so, what drives us to do so? Some may do it for recognition, while others from their heart. Do we ask ourselves this question enough?
Colleagues, I ask you to keep this in mind, as will I, when Dr. King’s day approaches. With this, I challenge you to continue in your quest to aid others and to help dreams explode into beautiful realities of time. Deferred maybe for a moment, forgotten never. Happy Birthday Dr. King. Unity N. Watts is an Assistant Community Development Educator at New York University and a member of the NEACUHO Social Issues Committee.
For more information on Dr. King: ♦ ♦ ♦ ♦
The King Center, http://www.thekingcenter.org The U.S. Embassy’s biography of Dr. King, http://www.usembassy.bg/hol/king05_bio.html The National Park Service’s biography of Dr. King, http://www.nps.gov/malu Nobel Prize, http://nobelprize.org/peace/laureates/1964/king-bio.html
Winter Edition 2006
Learning Communities: A Labor of Links By Susie Beederman, Binghamton University
The popularity of learning communities on college campuses continues to increase, as does the variety of definitions for learning communities. One of its simplest definitions is that learning communities serve as links, a way to tie together learning opportunities for students (Inkelas & Weisman, 2003). This is an appropriate definition for the learning communities at Binghamton University, which encompass a variety of critical links that a student may make with his or her institution. These connections include a student’s relationship with his or her academic courses, instructors, peers, and residence hall. According to Shapiro and Levine’s (1999) four models of learning communities, Binghamton University’s program can be considered a residence-based program with a paired course component. This program currently is offered within two residence halls. During fall registration, residents may choose to register for paired individual courses and/or hall-based-courses offered exclusively to their residence hall. Each hall has two sets of paired courses and two hall-based-options (stand-alone general education courses). For both options, in and out of class experiences are truly linked through multiple connections, including instructor and residence hall staff collaboration, limited enrollment, and a shared living space. Link 1: Student to Academic Courses The impact of learning community experiences include increased academic achievement and critical thinking skills, as well as a tendency to participate in active learning and cross-disciplinary studies (Lichtenstein, 2005; Ahlum, 2004; Shapiro & Levine, 1999). In Pasque and Murphy’s (2005) study, participation in a learning community resulted in higher GPAs, even when controlling for past academic achievement. When examining a learning community program similar to Binghamton University’s, Lichtenstein (2005) concluded that positive classroom environments were characterized by multiple linkages between the two courses, and an emphasis on experiential and active learning. The learning community program at Binghamton University focuses on multiple linkages such as weekly/ monthly curriculum coordination meetings between instructors and residential life staff, as well as programs, Page 5 NEACUHO Navigator
review sessions and office hours held in-hall. BU also answers the call for active learning by incorporating group work and peer review into the curriculum. Link 2: Student to Instructor In addition to developing active learning and critical thinking skills, students who participate in learning communities are more likely to meet with a faculty member outside of class (Inkelas & Weisman, 2003). Lichtenstein (2005) found that positive classroom environments often incorporated such personal interactions with instructors, many of whom were intentional about their approachability and accessibility. Faculty/student interaction has also been shown to affect academic confidence, leadership skills, and career goals (Sax, Bryant, & Harper, 2005). As noted above, learning community instructors at Binghamton University tie in-class experiences to the residential component through programs, review sessions, and in-hall office hours. Binghamton University also has other programs that encourage student-faculty interaction. In each of BU’s five residential communities, there is one Faculty Master, a full-time faculty member who holds office hours and participates in the advising and student life of the community. Faculty Master programs such as a community faculty/student potluck have boasted numbers of over 130 participants. Link 3: Student to Student Not surprisingly, another component of positive classroom environments was a sense of community (Lichtenstein, 2005). Learning community participation can result in strong and supportive peer networks, as well as a higher level of student interaction (Shapiro & Levine, 1999). Interacting with peers had similar benefits to those derived from linkages between students, courses, and instructors. Inkelas and Weisman (2003) showed that learning community participants were more likely to discuss cultural issues, develop new perspectives, and participate in service learning activities with their peers than nonparticipants. At Binghamton University, the key element for
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Continued from previous page student-to-student connections lies in the program’s residential component. Here, students take classes, attend review sessions, and participate in programs with their neighbors. All students, regardless of participation in a learning community, have the added benefit of a Discovery Assistant, an undergraduate student in each hall whose position includes connecting peers with academic resources and providing registration and advising support. In addition to living and holding office hours in the hall, Discovery Assistants organize programs such as Study Buddy boards. Participants share their class schedules, which are then organized by course and displayed to show opportunities for study partners and groups within an individual residence hall. Link 4: Student to Residence Hall The residence hall environment is what ties all of the above links together for a seamless college experience. In facilitating these connections, Binghamton University’s most important resource is its Resident Assistants. Learning community RAs attempt to synthesize in and out of class experiences as a way to support student engagement. Many of these activities are highlighted by Baker’s (2004) competencies for paraprofessionals in living/learning programs. Many of these competencies were directly tied to the other three links listed above: Link 1: Student to Academic Courses – Resident Assistants serve “as subject-matter resources” by facilitating review sessions and editing papers. They also have guided “students in developing and applying
academic survival skills” through a College Survival program series (p. 214-216). Link 2: Student to Instructor – Resident Assistants support faculty/student interaction by utilizing faculty members for programs. RAs also communicate with learning community instructors by attending weekly and monthly curriculum coordination meetings. Finally, program RAs are assigned one learning community instructor with whom to directly collaborate. Link 3: Student to Student – Resident Assistants support community within the learning community by developing programs such as ice cream socials, a band performance featuring one instructor, and a Capstone Project, which highlights individual efforts of learning community students throughout the semester. As Binghamton University looks to the future for its learning community programs, student connections to academic courses, instructors, peers, and residence halls will all be considered. One plan for the future is to expand from two residence halls to four. Whether a living/ learning program is just starting or continuing to grow and improve, one must consistently return to the definition and purpose of such a community: creating connections for our students. Susie Beederman is a first year residence director in Smith Hall, one of two learning communities at Binghamton University. She received her Masters in Student Development in Postsecondary Educations from the University of Iowa, and is originally from Skokie, Illinois.
References Baker, D.E. (2004). A national set of competencies for paraprofessionals in residential college or living/learning programs. Unpublished doctoral dissertation, Louisiana State University. Inkelas, K.K., & Weisman, J.L. (2003). Different by design: An examination for student outcomes among participants in three types of living-learning programs. Journal of College Student Development, 44(3), 335-368. Lichtenstein, M. (2005). The importance of classroom environments in the assessment of learning community outcomes. Journal of College Student Development, 46(4), 341-356. Ahlum, S.E. (2004, June). Learning communities: Live to learn… learn to live. ACUHO-I Talking Stick, 28-29. Pasque, P.A., & and Murphy, R. (2005). The intersections of living-learning programs and social identity as factors of academic achievement and intellectual engagement. Journal of College Student Development, 46(4), 429-441. Sax, L.J., Bryant, A.N., & Harper, C.E. (2005). The differential effects of student-faculty interaction on college outcomes for women and men. Journal of College Student Development, 46(6), 642-659. Shapiro, N.S., & Levine, J.H. (1999). Creating learning communities: A practical guide to winning support, organizing for change, and implementing programs. San Francisco: Jossey-Bass, Inc. Page 6
Winter Edition 2006
2006: A MySpace Odyssey
By Bryan Ames, Massachusetts College of Liberal Arts Let’s play a game. Have you ever heard of the Millennial student? Yes? Good. Okay, how about the characteristics that define that student? Oh, you’ve already been to three presentations on that? Well, I guess you know what’s going on with your students then. So how do they communicate with each other? Anyone? Bueller? LOL! Maybe it’s cuz u don’t spend ‘nuff time surfing the web. The world of online communication is the most important and oft overlooked vessel for you to effectively communicate with your residents. We are constantly inundated by roommate conflicts based on AOL’s Instant Messenger conversations and stories of compromising pictures of our RAs party hopping. We hear of keggers being organized and rumors being spread…in fact, when was the last time you heard anything good about Instant Messenger or websites like http://www.myspace.com and http://www.facebook.com? The truth is that there isn’t a lot of good press out there about these sites when they offer an enormous amount to us as residential life professionals. So why is it important for us to understand the online world? You may be saying, “Bryan, you’re talking about Pandora’s Box here. What I don’t know can’t hurt me.” Well you are right in one aspect. You must make a choice about how you want to involve yourself with the online world, but that choice has a great effect on your connection to your residents. You see, our residents “speak” Millennial. And by “speak” I mean type. By type I mean post, and by post I mean blog. If you followed all of that, well done, you are on your way to speaking Millennial. Much research has been done on the characteristics of the Millennial student, but not much attention has addressed how that student communicates. More and more our students are relying on online interactions and with academia utilizing the blackboard system, why shouldn’t residential life have a system that they operate within? So to choose to not have a solid understanding of popular websites and how to use them to your advantage is much like moving to a foreign country with no intention of learning the native language. You may avoid hearing insults and seeing unpleasant things, but you will also lose some ability to immerse yourself in the culture. So, deep philosophical lectures aside, let’s get down NEACUHO Navigator
to the hard facts and talk about how to utilize these online resources. First let us deal with the largest and fastest growing website on our campuses: Facebook. Based on a personal profile created by users who possess an “.edu” email account from their school, users can send messages, post photos and comments, and advertise parties/events to their school or friends. Personal information such as home address, cell and room phone numbers, Instant Messenger screen names, class schedules, and email addresses often appear. Students all too frequently share more personal information than they should on their profile pages which can lead to issues around stalking. Furthermore, students are wholly unaware that the information that they put onto their profiles—phone numbers or photos—are not protected in any way from being sold to third parties. In order to convince you that there is amazing potential in utilizing Facebook as a tool for residential life, let me provide some statistics. According to Chris Hughes, Facebook spokesperson, the site receives more than 200 page views in any given 24 hour period, it ranks seventh in overall internet traffic, and more than 60 percent of its users sign-in more than once a day (http:// www.facebook.com). If you are looking for better exposure than a flyer campaign or mass voicemail for your event, then look no further than Facebook. As our students increasingly ignore flyers and become more reliant on their cell phones rather than our voicemail system, creating an online profile to advertise your events seems to be crucial to the next phase of promoting programs. In order to create an online profile for yourself or your building, you will need to register with Facebook using your school email account. Once you have registered, you should spend some time crafting a message that will appear on your profile explaining the appropriate use of this website. I’ve included the message from my building’s profile as an example: Hey Everyone! Glad that you're checkin out Hoosac on Facebook! This will be a way for you to see what's going on in your building! Only RESIDENTS of Hoosac will be added as friends here and just a reminder that you
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While Facebook is currently quite popular, MySpace is gaining in popularity. Myspace.com is another site that you can set up a personal profile on much like that of should be aware that the pictures in your profile should Facebook. However, it is more difficult to find your resiremain appropriate so that no judicial issues arise. dents by their name as they are not required to provide an Thanks again and enjoy Hoosac on Facebook! We're also “.edu” account. Users are also able to keep an online on Myspace! ID: HoosacHall. Check out "My Events" to journal, or “blog,” and often distribute surveys that insee the upcoming events in the building and beyond!! clude more personal information than you want to know! You can create a calendar on your profile page to adverThis message should clearly state that people will be tise for upcoming events in your community that users held accountable for the picture located in their profile can see when they view your page. Myspace does not ofand that judicial action can result from inappropriate picfer near the amount of exposure of Facebook, but does tures. It is important for you to determine the internet use have a loyal following. policy at your institution so that you are prepared for any AOL’s Instant Messenger is a sound that is familiar to incidents that may result from this process. most of us. Perhaps it’s because it has After crafting this message, click Millenial speak become one of, if not the, main form of on the “My Events” button on the left communication amongst our students. side of your screen. This is where you BRB: Be right back In order to tap into this well of commucan enter any event that you want to BTW: By the way nication, you should create an IM promote within your building or comG: Grin screen name that is reflective of your munity. It will allow you to enter the IDN or IDK: I don’t know intended use. For example, my screen name, date, time, description and locaname is “HoosacHallEvents” and I use tion of your event and this will appear JW: Just wondering on the events page of everyone in your LOL: Laughing out loud/lots of laughs it to advertise for the events in the building. I learned of this concept school when they browse the school PLS: Please THX: Thanks while attending the Regional Entry events. Level Institute (RELI) at Rochester In order for this tool to be effective TTYL: Talk to you later Institute of Technology. While I was you need to make a push around getting people to add you as a friend. You http://www.studentslackers.com/im.htm there, I saw numerous banners asking students to “Add me to your buddy can do this in two complimentary list!” with a screen name that was something like ways. First, you must make an advertising push to let your “EventsAtRIT.” So thank you RIT for showing that the residents know that you have a profile on Facebook. Utilway to communicate may not be through ears and mouths, ize your bulletin boards, newsletters and your RAs to but through eyes and fingertips. spread the word throughout your community. Secondly, In closing, I remind you of a few things you’ll need to you should use your roster and find your residents by uscommit to in order to “speak millennial.” First, you must ing the search option on Facebook and invite them to be log-in to these sites at least once a day to make sure they your friend. My suggestion is for you to only add resiare being used properly and update your information. dents of your community so that your advertising efforts Second, you must avoid “online voyeurism” and combat are focused on the correct audience. the desire to surf through your residents’ profiles looking Lastly, you need to make sure that you run a program for information. Remember that in your real world you within your community to educate your residents about would not read the open page of a student’s journal, so the benefits and possible risks of Facebook. This will be you must keep the same standards in our online world. another way for you to inform your residents about your Lastly, you must realize that this is a powerful tool that profile, while educating them about how much informawill require much attention. You must be ready to commit tion they should be sharing online. This is an important to this process and treat it as a daily task. Only through a time to let your residents know that any information they firm dedication to this form of communication will you be post to online sites like Facebook and Myspace are conable to reap the benefits of the online world. Good luck! J sidered public domain, so they have no rights to the information they post. Therefore, these websites can sell the photos, sayings and information that are posted on their Bryan Ames is a residence director at the Massachuwebsites to third parties. setts College of Liberal Arts. Continued from page 7
Winter Edition 2006
PARENTS: Partners in the Education Process or Obstacles to Overcome? By Shelly Keniston & Beth Moriarty, Bridgewater State College
PARENTS! I think we can all agree that we spend more and more of our time responding to parents. Some institutions find this a necessary evil and handle parents by taking a “hands off” approach. Others, embrace parents, and have created parent’s programs, parent relations offices and even parent advisory boards. Throughout the history of our profession, the role that parents play in the educational process has changed. In the early years, American Universities were modeled after English institutions such as Cambridge and Oxford and in loco parentis which translates as “in the place of the parent” was the standard mode of operation. The turbulent 60’s brought us the beginning of student independence and there was a shift away from in loco parentis. In the early ‘70’s the passing of FERPA added to the belief that students were adults and campuses should deal directly with the student. In the ‘90’s we saw the beginning of a shift in the continuum and with the emergence of the millennial generation, we are seeing not only involved parents, but students that are embracing their parents’ involvement. So, who are the Millennials? They were born between 1982 and 2002 and they are on our campus now. They are also known as Generation Y and to put this generation into perspective; they have never known a world without cell phones, computers, CDs or MTV. They are highly educated, creative and technologically savvy. Their parents are the older Baby Boomers who waited to have children. This generation of parents typically has smaller families and views their children as “special.” As administrators, we have adopted the term “helicopter parents” to describe the way the parents tend to “hover” over their students. On the whole, as administrators, we have a tendency to get very frustrated by this level of parental involvement. Most of us completed our graduate school preparation programs and studied in loco parentis. We were taught that this was an outdated concept and to view students developmentally as adults. However, while we have been receiving these messages, what messages have the parents of today’s college students been hearing? Let’s take a few minutes to examine what is going on in high schools in this country. In researching this topic NEACUHO Navigator
we spent some time looking at high school web sites, sites geared toward parents and also sites for educators. The common message that we found was: “Be involved and Your Student will Be Academically Successful!” Parents hear this consistently throughout their students’ elementary, middle school and high school career. Additionally, we know that there are higher numbers than ever of students who receive special education, and parents of these students are taught to advocate for their students needs. If you take time to review these various websites and you think about these messages; you have to wonder, in the three short months between high school graduation and the start of the freshmen year, can we really expect parents to just let go? Can we realistically ask them to suddenly see their “child,” as an ADULT? Can we tell these same parents who have been told over and over “BE INVOLVED, BE INVOLVED,” to suddenly not be? In researching this topic and what information was out there for parents on the web, we typed “parental involvement in college” into a search engine and got hundreds of hits. We looked at several of the sites and were amazed at the amount of information we found. There is a website called Project Appleseed (http:// www.projectappleseed.org) which is a national campaign for public school improvement. On that site, there is a parental involvement worksheet that parents can fill out. They receive a “report card” which tells them if they are involved enough or if they need to get involved more. Another website called College Parents of America (http://www.collegeparents.org) has a program on its site where a parent can enter information about their student beginning in the 7th grade. Parents enter information about what the student has been involved with and what their grades are. Parents then receive e-newsletters with updates and tips about what they should be working on or doing to prepare their student for college. Finally we looked at several elementary school and high school websites, most of which had links just for parents. These sites often had links about applying to college, financial aid and other similar information. In
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Continued from page 9 addition to these types of websites, there are a myriad of books available. Go to Amazon.com and you will be surprised at how many titles you find. The college parent has become a target market. With all of this in mind, it begs the question; are we giving the right message to parents on our own campus? Do you even know what your institutional philosophy is regarding parents? Is your department’s message or approach consistent with what your division or institution’s message or approach is? For instance, is your department’s philosophy one that supports dealing with students directly and feels that parents should take more of a back seat? Do you discourage parents from calling your office to handle problems for their student? While you are doing this are the upper-level administrators standing up at Open House events and Orientation and telling parents – “My door is always open, call me anytime?” Research would seem to indicate that the “Helicopter Parent” is going to be around for a while. We have to ask ourselves how are we going to deal with these hovering parents. Are we going to continue to push them away or are we going to attempt to partner with them in an effort to increase student success? Partnering with today’s parents can be a challenge at times, but here are some things we have done on our own campus and seen other campuses doing: ♦ Create a parent’s section on your departmental website including a FAQ section ♦ Host an opening day social for parents ♦ Adopt a parent friendly attitude in your office ♦ Have printed information to hand out during opening ♦ Develop a parent newsletter These are just a few suggestions to get people started. There are many ways your department or institution can adopt a parent friendly attitude. Crafting your parental message can be a difficult task. For us, it definitely helps that it comes from the top down. Start by assessing your campus and department and see what services or programs you currently offer to parents of your students and what areas you need to be more parent friendly in. Make sure your staff is delivering the same message. If the President and Vice President are standing up at parent orientation saying to call us if you have any questions, then that goes for every department on campus. If the Director of your department is telling parents to call us if you have any concerns or questions, then you need to be receptive to getting those phone calls. Page 10
You also need to be sure you are spreading your message consistently. At Bridgewater, we start delivering our parental message to prospective students and their parents at Open House. Our message is “Help Them to Help Themselves.” They hear this message throughout Orientation, the room assignment process and in every communication leading up to when their student arrives on campus to join our residential community. Our departmental message can be found on our departmental website at http:// www.bridgew.edu/RLH/parent.cfm. So in answer to the question, Parents: Partners in the Education Process or Obstacles to Overcome? We think that parents can be successful partners and through education, we can work with them throughout their students’ college career to help them let go and let their students develop into mature adults. Shelly Keniston is the Assistant Director of Residence Life and Housing at Bridgewater State College. This is her ninth year in the field. Shelly has worked at Green Mountain College in Vermont and Indiana University of Pennsylvania before coming to Bridgewater five years ago. Shelly has a Bachelor’s degree in Business Management from Green Mountain College and a Master’s degree in Student Affairs and Higher Education from Indiana University of Pennsylvania. Shelly has been involved in NEACUHO since coming to the region five years ago. Shelly has participated in numerous conferences and has presented several times on various topics at different NEACUHO events. Shelly served on the annual conference committee for 2004 and is currently a member of the Program Committee. Beth Moriarty is the Director of Residence Life and Housing at Bridgewater State College. Ms. Moriarty has worked in the field of Residence Life for 18 years and in addition to BSC, she has held various positions at the University of Hartford and Roger Williams College. She earned a Bachelor's degree in Psychology from the University of Massachusetts at Amherst and a Master's Degree In Human Development, Counseling and Family Studies from the University of Rhode Island. Beth has been active in the NEACUHO region for over 15 years and served on the executive board for eleven years in a variety of roles, including co-chair of the Training and Development Committee and the New Professionals Committee. She is a past secretary of the Organization and served as President. In 2004, Beth served as chair of the annual conference committee.
Winter Edition 2006
NEW PROFESSIONALS SPECIAL SECTION
Thinking Outside the Office: Getting connected to the broader campus community By Dave Stender, Northeastern University
After graduating from Northeastern University in June 2003, I accepted a full-time position in Residence Life. By January, I was involved on campus through activities that were traditionally outside of the Residence Director position. I found myself volunteering more frequently as I became further connected to students and staff throughout our large urban campus. While the residence director job can be very busy, it’s important to make connections with students and other professionals outside your traditional duties. Doing so may require a little extra time, work and energy, but the benefits—quality connections with students and staff and learning more about the larger campus or even community environment and issues–far outweigh the costs and can enhance one’s motivation and understanding of the world of higher education. As a new professional I found myself signing up for opportunities outside of my department: serving on a search committee in our Housing Services Department, joining the Community Rebuilding Task Force formed in response to the Super bowl rioting in the winter of 2004, and teaching a leadership class offered through students activities. These opportunities allowed me to connect with staff outside the Department of Residence Life. To this day I have relationships with these professionals in student activities and other departments due to my working alongside them. Although all of this sounds like more work, but meeting other professionals on your campus actually makes your job easier in the end. I have made numerous contacts within Housing Services, Student Activities and the broader campus community through my involvement outside Residence Life. Knowing these individuals is a great resource to have on our large campus. My help on the Housing Services search committee has further strengthened the working relationship I have with several employees in that department, which helps in our weekly work-related functions between our two departments— from room changes to housing withdrawals. My contacts in student activities have only been strengthened through my help with the leadership class as I now have more people to bounce ideas off and also chat with on campus outside of the ResLife department. I also was able to connect with students outside the traditional Residence Director role. Combining my background as an undergraduate RA with my new full time position in Res Life, I was able to have many valuable conversations with students in the leadership classes I Page 11 NEACUHO Navigator
taught. Talking to students in these settings about their views on campus from everything from student role models, to their quality of life in the residence halls is not something I will forget. Though these classes were additional unpaid responsibilities, the insight gained from a student conversation was invaluable. My interactions with the dozens of students in the leadership program helped in identifying quality RA candidates and great hires for our department in my role on the RA Selection Committee. This past semester I taught an introduction to college class, designed for students who hadn’t declared major. This highly structured class offered a syllabus that I had some freedom in adapting. Again I saw how valuable the conversations I had with my quaint class of 10 first year students. Again, through this class I have seen some great students who I will be referring to our RA selection process this coming winter. This also allowed me to stay connected with new students since I was recently transferred to work in an upper-class area. The balance of being connected with students as well as to the larger campus is an important issue that you must consider and develop a strategy that best fits your individual strengths and campus environment. Think outside your office and identify those opportunities on the larger campus that you can become involved in. You never know—you may find your next stepping stone in higher education by working on the next search committee or task force. I have discovered that I enjoy teaching and will continue to try to include this opportunity in my schedule. As a new professional, ask your supervisor or a colleague that has worked in the university for several years about opportunities outside the traditional Residence Life/ Housing arenas. You never know what exciting opportunities await you outside your office door. Get involved on your campus and the benefits you receive will be powerful and genuinely worth your time. An alum of Northeastern University, Dave Stender is entering his third year working full-time in the Department of Residence Life. A Residence Director for an upper-class hall this year, Dave continues to search for opportunities both within and outside the Department of Res Life to further connect to students and staff alike. Dave completes his Masters in Public Administration in May and looks forward to the future challenges that are presented in his current position and beyond.
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NEW PROFESSIONALS SPECIAL SECTION
Supervising Your Supervisor By Donna Swartwout, Merrimack College
As new professionals we spend a lot of time thinking about what will make us a good supervisor and how we will lead from our place in the organization. We give little thought to how we may lead/supervise up the organizational chart. I thought about this idea when one of my staff brought in a chocolate frosted donut for me the following morning after a particularly tough day. She said “I’m managing you–you will be happier today.” I believed she was just being thoughtful, because she knows I love chocolate frosted donuts. The donut exchange with my assistant director prompted me to consider how I manage my boss. After some reflection I decided to present this framework as a program for the NEACUHO new professionals conference. Following the conference I was asked to share my presentation with those that couldn’t attend. I framed the first part of the presentation around a series of questions: ♦ What do you worry about as a supervisor? ♦ Think about what is really important to your supervisor and then what is really important to your boss’ supervisor – what do they worry about? As you might imagine what Resident Directors and Area Coordinators worry about and what Directors of Residence Life, Vice Presidents worry about are sometimes the same things and sometimes not. When we answered these questions in our session, budgets, occupancy numbers and strategic plans emerged as themes for our supervisor and our boss’ supervisor. RDs and those on the very front line worry about consistency and fairness and those above are more comfortable making exceptions. Naturally the difference in perspective doesn’t make one way more right—simply the view is different. Although these different views can lead to decisions that may frustrate a new professional or a middle manager, understanding the view may reduce the tension. Framing the question from your boss’s perspective can help you answer the question for him/her in a way that satisfies both of you. Needing to understand perspectives led me to consider Myers Briggs as a framework to look at how we are more likely to respond and then answering how our supervisors are more likely to respond. If you know your strengths and think about the strengths of your supervisor you will find places where you can compliment each other. What your supervisor needs from you in order to Page 12
make him/her successful is not something we typically focus on during the course of a day. We usually think about what we need from our supervisor. Framing the question in a different way will make the supervisory relationship less frustrating and more enjoyable. So, for a moment consider, are you more… Into people Into ideas Organized Open ended Objective Subjective Detailed Big Picture Like closure Open to change Make lists Pretend to make lists Loyal Fair Goal oriented Process Oriented Communicate by Writing Communicate by talking Tough minded Tender hearted Trust experience Trust inspiration Avoid last minute stresses Feel energized by last minute pressures Prefer step by step info Jump around, leap in anywhere Once you have answered for yourself consider how your supervisor might answer. Are they similar to you or different from you? How does their perspective shape their decisions? The following are important questions to consider and share with your supervisor: ♦ What three things do you think you will learn from your supervisor? ♦ What three things will you teach your supervisor? We often ask students to consider things from a different perspective. This advice fits beautifully up and down supervisory lines. Walking in your boss’s shoes is a useful skill and looking at things from his/her place in the organization can help us improve our own skills as supervisors and supervisees. Donna Swartwout is the Director of Residence Life at Merrimack College.
References Briggs Myers, I. (1993). Introduction to Type (5th edition). Palo Alto: Consulting Psychologists Press.
Winter Edition 2006
NEW PROFESSIONALS SPECIAL SECTION
Gearing Up for the 2006 Job Search
By Zach Newswanger, Ithaca College & Sabrina Tanbara, The Juilliard School For those of you out there preparing to look for your first professional position, graduate position, or a new position in general, the following are some helpful tips and resources to use as you begin and work your way through the job search process.
is time to get down to business. The following are a compilation of the different pieces of the job search process will help you in your preparation for your new venture.
Applying for the Position The Job Description. This sounds like common sense, but really read the job description so that you have some questions to ask. Not all positions are alike—not at all! Here are some things to think about: Titles, titles, titles! Don’t rule out a job because you think the title isn’t what you want. An area coordinator at one school may be functionally the same as an assistant director at another. Titles are generally school-specific. You need to look at the context of the school (overall size, size of housing program, size of staff). You need to realistically balance the title with the functions. Take a close look at the functions of the position: is it something you really want to do? For example, if you really want an operations position, should you apply for jobs with a heavy programmatic component? Qualifications. Make sure that you have what the employer is looking for, particularly at the mid-level range. For example, if an employer says 3-5 years experience, they want 3-5 years experience. Keep in mind that some schools do not consider graduate assistantships as a full time position and will equate 2 years as a graduate hall director with 1 year of full-time. Check to see if a job
To begin, you need to establish your ground work and goals for finding the perfect position for you. The following is a sampling of questions you may want to ask yourself prior to beginning your search: Location: Region of the Country; Out of the Country; Particular State; Anywhere Type of School: Size – Small, medium or large; Public or private, religious affiliation or not; 2-year or 4-year; liberal arts, community college, technical school, etc. Evaluate what you have come up with: What do I want to do? Where do I want to work? When can I start? When do I want to start? Why do I want to work there? How much will I make? Following the completion of the above outline, the next step to take would be review the resources that will help you find potential position openings. See “Online Search Tools.” As you are reviewing the positions available, it is time to start comparing them to your checklist of necessities, which is the list of components that are important for you to be happy at your new or next position: Your personal mission statement, area of interest in student affairs, proContinued on next page fessional goals, professional values, personal values, ideal type Online Search Tools of institution, geographic area of interest, references, your selling In addition to linking you to job openings, some of these sites will provide you with points, areas of improvement, valuable information on the schools you may consider throughout your job search. and appearance (career wear, body language and communica- 50 States, http://www.50states.com/college (links to university and college hometion style). You may have other pages, by state) items you would like to add to Academic 360, http://www.academic360.com (links users to the human resources the list (for example, if it’s a sites for colleges and universities throughout the world) live-in position, do they allow American College Personnel Association, http://www.myacpa.org pets or domestic partners?) but the above are definitely key Chronicle of Higher Education, http://www.chronicle.com pieces to look for as you begin to Higher Ed Jobs, http://www.higheredjobs.com identify jobs that you would like Massachusetts Colleges & Universities, http://www.masshome.com/univ.html National Association of Student Affairs Professionals, http://www.naspa.org to apply for. After you have identified the Student Affairs.com, http://www.studentaffairs.com positions you have applied for, it Page 13 NEACUHO Navigator
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e-mail and phone number). If you are participating in any upcoming placement service, list the conference and your candidate number. ♦ DO be enthusiastic and original. The Resume. Contact information (name, address, phone number and e-mail) should be accurate and indicate where you want correspondence sent. If you don’t want your employer to know that you’re job searching (that’s another workshop in itself) and your mail goes to the central office, you may want to have an alternative. Format. Everyone has differing opinions about resume format. For some, resumes represent personal styles. Choose the format, you feel most comfortable with but be professional. ♦
description specifies post baccalaureate or postgraduate experience. Look for special skills desired (i.e. web design), and if you’ve got those skills, highlight them! Consider the order of job responsibilities listed in the position description. What are the first items listed? Chances are those are the things you’ll be doing most of the time. What’s on the description that’s new that you would like to gain experience in? What caught your eye? Items to look for when reading a job description: level of supervision, fiscal management, opportunities for institutional involvement, collateral responsibilities, reporting structure, salary range, and additional benefits. The Cover Letter There is a mix of opinions about cover letters just as there is a mix of opinions about resumes. As you probably read in “Career Resolutions” (page 3) some employers don’t read them, some do. Bottom line: it will help more than it will hurt you to write a cover letter. Address it to the appropriate person or the search committee. If there is no one specific, address it to the chief housing officer (CHO). Most schools will give a name or committee name. Be formal—even if you have met the person already, don’t start with “Dear Zach.” Tell the employer what position you are applying for and how you heard about the job. We like to know. For those larger schools that may have multiple positions, it makes it easier to sort resumes and eliminates the guessing game. Some brief tips: ♦ DO keep the cover letter to one page. Do not review your resume detail by detail. ♦ DO write in your style, be you. ♦ DO tell the employer why you are interested in the position – BRIEFLY! ♦ DO tell the employer what your overall skills and qualifications are for the job. Use one or two BRIEF examples to demonstrate your point. ♦ DO show confidence in your letter, not cockiness. YES: “I believe that my extensive programming experience coupled with my sound decision making skills make me a strong candidate for this position.” NO: “It would be to Juilliard’s detriment to not take a meeting with me. You will not find a better candidate for this position.” ♦ DO make your cover letter error free. Have two different people proof it. (Don’t rely on computer spell check.) ♦ DO share a brief explanation of a gap in your resume, if it is reasonable and appropriate. ♦ DO tell the employer how to contact you (include Page 14
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NEW PROFESSIONALS SPECIAL SECTION Continued from page 14 Generally, resumes need to have the following: 1. Education: institution name, city and state, degree earned, major ♦ Do list if the degree is anticipated ♦ Do list special award or recognition 2. Work experience: Place of employment, city and state, title of position, length of employment ♦ Do list basic functions ♦ Do not list acronyms, instead spell them out. ♦ Bullets or prose: your choice 3. Other/related/associated experience ♦ List only those activities are that are relevant or that you are really proud of or passionate about. ♦ List other work experience if the skills are transferable. 4. Professional Membership ♦ Listing general membership in a national organization like ACPA, NASPA or ACUHO-I or attendance at a conference is up to you. 5. List presentations made, leadership involvement in professional organizations. Other tips: ♦ Be wary of hard to read fonts and don’t use more than two types of fonts ♦ Use an easy to read font size (if you have too much to say, edit—this goes for the cover letter as well); stick with 11 or 12 pt. ♦ New professionals shouldn’t have lengthy resumes (1-2 pages is the norm.) ♦ Have two or three resumes tailored for different job types or for specific functional areas (i.e. residence life versus orientation)–this will help pare down your resume and allow employers to see the information that matters most to them ♦ “References available upon request” isn’t necessary on your resume anymore. It is assumed you have three references and will supply them, if asked. You should have a list with you when you interview (at placement or at an on campus interview). ♦ Be prepared to discuss ANYTHING on your resume in depth, don’t use fillers or list something you were involved with superficially or for a short length of time. Once you put it on your resume, it’s open territory. ♦ Do list technical skills if it is not already listed Page 15 NEACUHO Navigator
with a job summary. If you’re a post-graduate new professional and are applying for mid-level positions, be discriminating about undergraduate and graduate school experiences. Online Applications. When using e-mail as your main form of communication, be just as professional as with hard copies. Get rid of any extraneous information or graphics on your signature line. This just becomes screen junk for employers. Remember that certain formats or graphics may not print or format well on the employer’s computer. So, keep formatting simple and follow up with a hard copy via snail mail. Attach your resume and cover letter as one document (it makes things easier for the employer). If you put your cover letter and resume in the body of the e-mail, we advise attaching the cover letter and resume as well. Imagine how lousy your resume will look printed out in an e-mail format. Spell-check your email too! When sending e-mail, use the same account that you list as a contact on your resume. If you know you will be relocating (for example, graduating and moving), use a permanent e-mail address as opposed to an institutional one. When using NASPA or ACPA online placement services, make sure you give yourself a good chunk of time to fill out all the necessary information. Have your resume in front of you. Make sure your information is error free. Employers are now screening candidates based on what you list online. For example, if you say you will consider Minnesota; be prepared to get correspondence from institutions in Minnesota. Be prepared to respond to e-mails (and phone calls for that matter) promptly. If you will be away, leave an away message. Keep in mind that a font you use in an e-mail may translate into plain text on the other end, so don’t depend on the aesthetic value of your e-mail communication. Placement Services - ACPA (http://www.myacpa.org/ placement.cfm), NASPA (http://www.naspa.org/conference/ career/index.cfm) and the University of WisconsinOshkosh (http://www.mio.uwosh.edu/ope) run national career placement services. There are other regional placement conferences such as the New England Student Affairs Placement Conference (NESAPC, http:// www.bacha.org), the Western New York Placement Exchange (http://www.rit.edu/~233www/wnyjpe/) and the Mid-Atlantic College and University Placement Service (MACUPS, www.macuho.org/placement_conference/ job.htm). At the placement conferences, employers send representatives to interview candidates. Job seekers
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NEW PROFESSIONALS SPECIAL SECTION Continued from previous page submit their resume before or at the conference to obtain an interview. Most of the jobs listed at ACPA and NASPA are for students finishing up graduate school. However, undergraduates do attend them. Oshkosh Placement Exchange is designed for students entering graduate schools and looking for assistantships. Interviews take places in one large event room and each employer has an interview table. Employers schedule candidates whose resumes reflect skills and experiences that might match the position that is open for half hour interviews. The employers narrow down their choices after the conference and invite anywhere from three to six candidates per job opening to campus for a full day interview. At ACPA and NASPA, candidates must register and attend the national conference as well as register for placement services. Once registered candidates can search the database of jobs (posted by employers) and apply online or by mail before the conference. If an employer is interested in your resume, s/he may contact you one to three weeks before the conference to pre-schedule an interview at the conference. Candidates may apply for jobs prior to the conference or
at the conference. Employers may add their jobs onsite therefore candidates will get updated job listings at the conference. ACPA, NASPA & OPE are currently registering employers and candidates. Many of the people that work in your office probably attended one of these conferences. Ask them about it and see if they have any helpful hints for you. At this time you should have a good start in the right direction as you begin your search. Please keep in mind these tips are not hard and fast rules but are based on our experiences and feedback from other professionals. For more information regarding the job search process, please do not hesitate to contact us, but also remember that you probably have some great resources right on your campus, whether it be your colleagues, supervisors, or even the Career Services Office. Happy searching! Zach Newswanger is the Assistant Director for Operations at Ithaca College (firstname.lastname@example.org) and serves as NEACUHO Secretary. Sabrina Tanbara is the Director of Student Affairs at The Juilliard School (email@example.com) and serves as the Chair of the Professional Development Committee for NEACUHO.
StudentAffairs.com Your online guide to college student affairs!
Resources for Student Affairs Professionals at your fingertips! At StudentAffairs.com you can find: • The most accessible job listings site on the internet that allows users to search by state, school, category or key word. • Online course registration with topics such as diversity, partnering with parents, and Facebook. • Links to hundreds of web sites • Student Affairs Online, an e-zine dedicated to emerging issues in student affairs and technology • Information on more than 100 listserves • Information on national conferences, including travel, attractions, restaurants and nightlife • An online exhibit hall with information on many of the vendors serving colleges and universities • The Campus Legal Advisor with monthly briefs of court decisions related to higher education • Case studies, blogs, essays, comics, etc.
www.studentaffairs.com Page 16
Winter Edition 2006
COMMITTEE UPDATES Social Issues Committee Jodi Bailey, Chair
Greetings from the Social Issues Committee! Things have been very busy with our committee since the last news article. We have been doing everything from assessment to writing and presenting in order to give you the best possible information out there! In this edition of the Navigator, you’ll read Unity N. Watts’s timely article about rediscovering the dreams and values Dr. Martin Luther King, Jr. shared and encouraged before his tragic death. At the New Professional’s Conference briana Sevigny from Eastern Connecticut State University presented on focus groups and assessing what our new professionals look for when they hear about the Social Issues Committee.
Trina Nocerino, hailing from Syracuse University, also presented on behalf of the committee about creating safe spaces to talk about diversity issues. We are really looking forward to the Women’s Issues Winter Renewal Retreat on January 12, 2006 that Jennifer Scaia the retreat co-chair has been working very hard on in conjunction with Stephanie DeRose from The Culinary Institute of America. Thank you to everyone on the committee for working hard on this! In the spring, we hope to present at both the Spring Drive-In and the Annual Conference so look for us at Albertus Magnus and New York University. Good luck to all of you who might be presenting at these as
well! As always, if you are interested in joining the Social Issues Committee please feel free to e-mail me at firstname.lastname@example.org. We hope you had a happy, healthy holiday and wish you a wonderful new year!
Presenting at a Conference: Why Bother? By Patricia A. Birch, on behalf of the Program Committee
Ah! The age old question “should I do this? The answer is yes; you should present at the 2006 NEACUHO Conference. What will I get from presenting? You will have an opportunity to share your knowledge, research and/or ideas on current research and student pedagogy as it pertains to students, student leaders and housing officers. What will others get from my presentation? Others will be endowed with the new or exciting information you contribute to them. It will create a gateway by which you can share and explore contemporary trends and happenings in student affairs. Why me? The NEACUHO Program Committee believes that each person has a gift; and your gift of knowledge will only enhance the collaborative efforts we make every day to ensure our student and staffs are provided the most effective and well organized services. What do I have to offer? You have your self to offer as a gift of the present. There is nothing more precious then the gift of the present. You have had a plethora Page 17 NEACUHO Navigator
of experiences and a world view that maybe some of us have not had privilege to receive during our lifetime in student affairs. Come give us an inside scoop into your world by being one of many program presenters for the conference. What will be the outcome? The 2006 NEACUHO conference will be one of the best conferences because you were apart of the GROUP—Giving Resources Onto Ultimate Professionals. The Program Committee welcomes first time presenters and experienced presenters. Your contribution to the NEACUHO program will be most appreciated and we are excited to be apart of your mark of history. Lastly, being a presenter at NEACUHO will allow you the opportunity to network and take part in contributing to the professional development of others and yourself. Patricia A. Birch is a Program Committee member and an Area Coordinator at Assumption College.
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Notes from the NEACUHO Secretary Greetings everyone: I hope this finds all of you doing well as we gear up for the spring semester, readying ourselves for the residents’ return. I hope everyone was able to enjoy the winter break and will return re-energized for the new semester. As I began the second year of my term as Secretary of NEACUHO, my main charge remains the same: to take the minutes at the NEACUHO Executive Board Meetings Record and distribute the minutes of all meetings for Executive Board approval within 30 days after the meeting, and subsequently, communicate approved minutes to the overall membership. At this time, you can find the minutes from September 26, 2005, with the minutes from the October 20, 2005 meeting on their way shortly after the Executive Boards review and vote. Executive Board Meeting – September 26, 2005 Update Zach Newswanger During our September meeting the Executive Board was busy working on the following items. NEACUHO Secretary Jeff Horowitz our current Treasurer worked with Sabrina Tanbara our past Treasurer to up the board on our financial standing and our outlook for the year. Following this the board was updated by the Annual Conference Site Visit Team about the upcoming Conference at NYU this coming summer. Jen Hapgood, Membership Coordinator then provided an overview of our membership numbers and the work she has been doing to ensure our membership is strong and growing. At this time we also received updates from our committee chairs regarding the upcoming conference for the fall and spring, the New Professionals Conference, RD2B, and the Operations Drive In, just to name a few. During the continuation of the meeting we continued to work through NEACUHO Business, working to ensure you, our membership, the best possible experience for your membership in our organization. More details on the meeting can be found at the NEACUHO website in the meeting minutes. Executive Board Meeting – October 20, 2005 Update During our meeting in October the Executive Board continued to follow up on work from the September 26, 2005 meeting. Further updates were received on our membership from Jen Hapgood, the Membership Coordinator, followed by updates from Jeff Horowitz, Treasurer, on items he and the Budget and Financial Task Force have been developing. From there we reviewed updates from Jana Jacobson, New Professionals Development Committee Chair, on the New Professionals Conference, RD2B Conferences, from Anne Colacarro, Corporate Relations Committee Chair, and Rene Coderre, Residential Operations Committee Chair, on the Operations Drive-In, and from Sabrina Tanbara, Professional Development Committee Chair, Spring Drive-In and Mid-Level Institute. Following this we reviewed the Corporate Affiliate Plan, Proposed NEACUHO Scholarship Changes, updates from board members, elected and appointed, and continued working to ensure you, our membership, the best possible experience for your membership in our organization. More details on the meeting can be found at the NEACUHO website in the meeting minutes, coming soon. More detail on these topics and other items addressed at the NEACUHO Executive Board meetings are available in the actual meeting minutes located at http://www.neacuhgo.org under the documents section. If you have any questions or concerns please feel free to contact me at email@example.com or 607-274-3141. Also, if you currently have any items that you feel should be in the NEACUHO Archives, please contact me at the above given information, so we can make arrangements to collect these important pieces of history. I wish all of you warm and cozy times for the upcoming semester, and I look forward to running into all of you soon!
Zach Newswanger Secretary, NEACUHO Page 18
Winter Edition 2006
The Fall Drive-In Conference is moving to a different season and weâ€™ve added something new! The NEACUHO Professional Development Committee presents the
Spring Drive-In Conference and
NEW Mid-Level Institute* Friday, February 17, 2006 Albertus Magnus College New Haven, Connecticut Mark your calendars and save the date! NEACUHO mid-level definition: Four to seven years of post baccalaureate, full-time housing experience and/or a mid-level position (as determined by your institution). Page 19 NEACUHO Navigator Navigator
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2006 Annual Conference June 5, 6 & 7, 2006 New York University, New York, NY Dear Colleagues, The Program Committee is excited to invite you to submit a program proposal for the 2006 North East Association of College and University Housing Officers (NEACUHO) Annual Conference. This year’s conference will be hosted by New York University from June 5-7; and we hope that you’ll Make the Connection. This is your opportunity to share your ideas; programs and services that assist you and your students in the learning process. The annual conference will not be a success without your willingness to present quality programs for the membership. Please consider submitting a program proposal, all proposals are due on March 3, 2006. Presenters should be able to answer all questions on the proposal form; please pay special attention to the program outline; it is the main information that the Program Committee will use to make the decision. Programs will be selected by the Program Committee on March 31st, and presenters will be notified after that date about their program’s status. Please note that all presenters must be registered for NEACUHO 2006 in order to present. Carol Sacchetti, Assistant Director, Residence Life and Housing, firstname.lastname@example.org PROGRAM TRACKS (click here for program proposal) Diversity/Multiculturalism: Programs focusing in diversity and multiculturalism should provide participants with information on the various “isms” that exist in our society. The programs should be designed to challenge our views, offer perspectives on current trends in the field, and help sensitize participants to areas in which our student and staff may need direction, guidance, or support. Furthermore, programs should help deepen our understanding and appreciation of human differences and other strategies that may help make our own campuses more inclusive. Housing Operations and Auxiliary Services: Programs addressing housing operations and auxiliary services should focus on facilities management, (i.e. construction of new halls, renovations, working with union employees, custodial/maintenance staff), housing assignments, (i.e. occupancy issues, wait list issues, special housing accommodations), and auxiliary services, (such as conference, vending, and dining services, ResNet, and technological issues.) Student Development and Programs: Programs focusing on student development and student programs are designed to provide participants with the information needed to support students as they progress from their first to final year at an institution. Possible topic areas include students in transition (programs for first year students through their senior year), ADA regulations, alcohol and drug programs, faculty involvement, and leadership opportunities. Residence Life: Programs focusing on Residence Life should strive to look at our residence programs and discuss way of developing and improving current systems. Topics could include RA and professional staff processes, residence hall councils, liability, safety, security, and programming. In addition, programs could look at day to day operations, crisis management, and strengthening residential programs. Professional Development: Programs focusing on professional development could include personal and professional development, skill building, presenting a program, and getting involved professionally. Programs should encourage the on-going development, both professionally and personally of those who work in the field and would assist us in developing skills necessary to do our jobs. Senior Level: This track is designed for professionals who currently work in a “senior level” or Chief Housing Officer Capacity. The programs in this track will offer focused discussion opportunities on issues facing our departments, our institutions, and our profession from our upper-level vantage point.
Winter Edition 2006
NEACUHO 2005-2006 EXECUTIVE BOARD ELECTED OFFICERS President Jon Conlogue Westfield State College email@example.com
Treasurer Jeff Horowitz Binghamton University firstname.lastname@example.org
President-Elect Terri Panepento St. John Fisher College email@example.com
Secretary Zachariah R. Newswanger Ithaca College firstname.lastname@example.org
APPOINTED COMMITTEE CHAIRS Annual Conference Rachel Alldis New York University email@example.com
Residential Operations RenĂ¨ J. Coderre Binghamton University firstname.lastname@example.org
Corporate Relations Anne Colacarro Westfield State University email@example.com
Risk Management and Judicial vacant
New Professional Development Jana Jacobs Emerson College firstname.lastname@example.org Professional Development Sabrina Tanbara The Juilliard School email@example.com
Social Issues Jodi Bailey New York University firstname.lastname@example.org Parlimentarian Paula Randazza Rivier College email@example.com Marketing Plan Kathi Bradford Westfield State College firstname.lastname@example.org
Program Carol Sacchetti Roger Williams University email@example.com
Robert Jose Northeastern University firstname.lastname@example.org
DISTRICT COORDINATORS Connecticut and Rhode Island District Michelle Eichengreen Roger Williams University email@example.com
Past President Maureen Owen Wark Suffolk University firstname.lastname@example.org
Media and Publications Tina Tormey Cazenovia College email@example.com
ACUHO-I EASTERN DISTRICT REPRESENTATIVE
Eastern New York District Kate Baier New York University firstname.lastname@example.org Maine, New Hampshire and Vermont District Audrey Place Castleton State College email@example.com Massachusetts District Josh Hettrick Springfield College Joshua_H_Hettrick@spfldcol.edu Western New York District Chuck Lamb Rochester Institute of Technology firstname.lastname@example.org Membership Coordinator Jen Hapgood Binghamton University email@example.com Technology Coordinator Eric Bross New York University firstname.lastname@example.org
Winter Edition 2006
NEACUHO Mission Statement NEACUHO is an organization of housing, residential life, and student services professionals and paraprofessionals within Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, Vermont, and the Canadian provinces. The Association is dedicated to providing opportunities for colleague support, professional development, sharing of information, collaboration, communication, research and recognition of outstanding contributions to the field.
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Thank you to the following corporate affiliates.
Countdown to NEACUHO 2006
StudentAffairs.com Foliot Furniture AFR: American Furniture Rentals
months New York University, June 6-8
Campus Comfort The Chambers Corporation IR Security & Safetyâ€”Education Solutions Noelker & Hull Associates Party Vision RoomChi: Feng Shui for Residence Life
Here is your chance to be published! Consider submitting an article for the NEACUHO Navigator. Newsletter Edition
Deadline for Submissions
Submissions should be e-mailed to Tina Tormey at email@example.com Page 22 NEACUHO Navigator
Winter Edition 2006 Winter Edition 2006
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