> MENTAL HEALTH - 2 N O V 2012
> ALUMNI CORNER - 8
> OAKUDOS & WINTER SOCIAL 9/10
The Mental Health Issue
Presidentâ€™s Corner Greetings OACUHO, This edition of the Pulse focuses on providing support to our students in achieving optimal mental health. Mental health is a critical current issue facing higher education institutions. Leaders at institutions have been asked to consider- what are the best policies, programs, and interventions to implement in supporting our students? As housing officers, we play a critical role in providing support for our students. We are first responders to a student in crisis, we work to create positive physical environment for students to reside in, and we implement policies and procedures that encourage student success. Our student staff are often responsible for providing front line support to our residence students that are in crisis. At times, these very students are examining their own strategies for maintaining optimal mental health while fulfilling their job duties.
wellbeing. This webinar will be held Wednesday December 5 from 7-8 pm.
CONNECT WITH OACUHO!!
More details can be found at: https:// attendee.gotowebinar.com/ register/8188027154400548608 As professionals it is imperative that we model positive mental health and wellness to our student leaders and students. We hope this edition of the Pulse assists you in supporting your students, and yourself as you strive to reach optimal wellness. Sincerely, Jen Gonzales OACUHO President J8gonzal@ryerson.ca @jengonzales8
In recognizing this challenge, the OACUHO Professional Development committee has arranged for a free webinar for our student leaders on the topic of Mental Health and
- PAGE 1 -
The Mental Health Issue This edition of the Pulse focuses on providing support to our students in achieving optimal mental health.
- PAGE 2 -
weekly group counselling sessions specifically for Residence Life Staff. The goal is to connect our student leaders with a counselor, and to provide a forum to discuss current student issues and methods of support. In addiHelp me, help you: Helping the helper tion, the sessions create a safe environment for student leaders to discuss personal issues that have arisen as a result of their position. These sessions go beyond the The Association of Universities and Colleges of Canada (AUCC) is taking aim at efforts to promote positive mental support Student Life Professionals are qualified to provide, and supplement the one-on-ones we current have. health in colleges and universities across the country. A To date, the sessions have been very positive. While the recent article in University Affairs sheds light on this evolving issue in higher education stating, “75 percent of initiative started slow with only a few student leaders attending the first session, we have seen an increase in mental illnesses start before the age of 25.” Considering the impact mental health issues have on our students, it is attendance in subsequent weeks. A part of this change was a result of communicating the importance of self-care not surprising Canadian Colleges and Universities have responded by creating working groups, advisory commit- in an acute and proactive approach. In the end, it doesn’t matter if students attend one session or 12 sessions. Our tees, and prevention programs. goal is to ensure student leaders get the support required to mentor peers. In Residence Life, our student leaders are often the first people to identify students in need, are the first point of contact, and provide continued support. We provide them This is but one method of supporting our Residence Life Staff, and I am positive there exist others. I challenge training and trust that they will guide and support their peers through any and all struggles. What we sometimes readers to think about your student leaders and start conversations around supporting their mental health. In Resiforget is the fact that our student leaders can face the dence Life, our student leaders are our greatest resource. very same pressures and struggles regarding their own Let us not forget the impact our student leaders have on mental well-being. We can lose sight of the weight held students and ensure we are doing our very best to supon the shoulders of our leaders. port their efforts. Many programs and initiatives have been created to supGreg Hum port our students, however to my knowledge there appears to be a lack of such support specific to our student Coordinator of Residential Transition Programs leaders. UTM Residence Life in collaboration with the campus Health & Counselling Centre, are piloting bi-
UNIVERSITY OF TORONTO MISSISSAUGA
RYERSON UNIVERSITY Highlights from Victoria University (U of T) Minding Our Minds Conference
sponse or information about resources available to address the issues. Even as a team-builder, within a residence hall or cafeteria on campus, this sounds like a pretty cool idea. The closing session addressed stigma and discrimination related to mental health/illness issues. We had the privilege to listen to the personal experience of a former Trinity College student, who worked with university staff and health professionals, and was able to eventually graduate with her degree. She is part of a group that uses humour to help share experiences of mental health and reclaim the “mad identity”. Dr. David Goldbloom, UofT Professor and Chair of the Canadian Mental Health Association, offered thoughts about how society treats mental illness and how this has changed throughout the years. Kudos to the team at Victoria University (U of T) for hosting this event! Hopefully there can be future offerings and opportunities for students, professionals, and practitioners to connect on these important issues. With the mental health of students in the awareness and on the agenda of many university and college presidents, it is likely that our work to support students with mental health concerns will only continue to grow and be continually more defined. For now, a big take away I discussed with Simon was how we need to intentionally and continuously thread awareness of mental health in our student staff training as well as residence programming to help address and re-examine the current stigma attached to these identities and experiences.
On Friday, November 2, 2012, Victoria University in the University of Toronto hosted its inaugural Minding Our Minds conference on university student mental health. I had the privilege to attend the day conference with my colleague, Simon Finn, Residence Life Specialist at Ryerson Residence. The day began with two panels: the first discussing the rise in mental illness diagnoses on our campuses; the second on preventative and responsive models regarding student mental health. Stand-outs from the first panel were the identification of the increase in user traffic experienced by U of T-St. George counseling and psychiatric services, and the shift in the demographics of their accessibility services’ clients towards needs for support with mental health concerns more so than learning disability support. A best practice shared by a staff member from Queen’s University was a coloured folder of resources made available to university staff and faculty re: mental health concerns, campus services, and information about referrals. This project was adapted from one run at McMaster University (different colour folder/pamphlet though). In the afternoon, after hitting up holiday refreshments at Starbucks in Yorkville with Simon and our colleague, Dimple Savla from York University, we attended the break-out session for Student Life Professionals. Here we listened to and shared with colleagues in various functional student life roles, many from health promotion and Dan Cantiller registrar’s offices. One exciting idea that I recall was a “Worry Wall” Academic Link Facilitator program, where students can write their worries anonymously on a wall-poster, and peer mentors write words of encouragement in re- PAGE 3 -
A Therapist’s Best Friend
Pets have been found to have therapeutic effects on a person`s stress levels, blood pressure, and ability to boost an individual’s overall spirits. The use of therapy dogs became widespread once correlations were made between a dog visiting patients in a hospital and the improved well being of those same patients. This ‘animal assisted’ therapy can be seen anywhere from hospitals to retirement homes. In recent years, therapy pets are seen as an effective method for improving an individual’s mental health regardless of physical health or age.
Running your own therapy dog program is not as hard as it sounds. Last year during final exams, I contacted a local organization that provides therapy dogs to groups such as a hospitals and retirement homes. All they needed from me was the number of expected attendees, a time and a location. They came free of charge and the volunteers were more than happy to interact with the students on campus (and even university staff that heard about the event). The dogs get a bit tired after about an hour but that was more than enough time for over a 100 people to come and pet about 15 dogs. A St.Johns Ambulance There is no denying that attending a post secondary institution branch is a great place to call to get the ball rolling on this fanmay cause students to develop anxiety and increase stress retastic opportunity. Make sure you have a good relationship with sulting from a variety reasons. Between academic demands, the your cleaning staff because you can imagine the amount of dog economics of gaining that education and pressures from being hair from all that petting. in a new environment, a student`s mental health may be put under considerable strain. University of Ottawa Therapy Dog: http://www.gazette.uottawa.ca/en/2012/02/animal-therapy-pilot Institutions have begun to incorporate therapy animals into -program-for-university-of-ottawa-students/ their student services to help students cope with these pressures. In December 2011, McGill University launched their therapy dogs program to relieve students’ stress during exam McGill University Therapy Dogs: period. The program was declared a huge success and received http://www.canada.com/story.html?id=f733dba4-0ca0-45d5great feedback from their student population. University of 9b7b-92da4c8bc1e3 Ottawa launched their animal therapy pilot program earlier this year with the help of a therapy dog named Tundra, who is trained to deal with anxiety and stress. St.John’s Ambulance: http://www.sja.ca/Pages/default.aspx
ENOP Network Update: Tweet-chat #1 on Hiring and Transition
FE) with their information and areas of interest, so future tweet-chats and resource-sharing can aim to meet those needs. Those listed on the Google document will also be On Tuesday, November 13, 2012, the inaugural tweet-chat emailed the preparation documents (including questions) for of the ENOP (Engaging New OACUHO Professionals) Net- any upcoming tweet-chats, as well as copy of the reports work was held from 12pm-1pm EST. The topic of the facili- once completed. tated discussion was "Hiring and Transition: How You Got The next tweet-chat is tentatively scheduled for Tuesday, Here". There were four contributors who shared their reDecember 4, 2012, from 12pm-1pm EST. Matt Harris from sponses to six questions throughout the hour. Thanks to York University has suggested the topic of Recognizing our those who also helped promote the tweet-chat and those Student Staff and Colleagues. that followed along or read up on the chat afterwards, Thank you for your interest and support of the ENOP Netsearching the hashtags #ENOP and #oacuho360. Here is a work. Please feel free to contact me with any questions, link to the tweet-chat transcript: http://storify.com/ feedback, or just to say hello. DanCanThinks/enop-network-tweet-chat-1-hiring-andtransition. Submitted respectfully, Currently the membership of the Facebook group for the ENOP Network is at 36, with folks mostly from Ontario insti- Dan Cantiller tutions, but also some friends from out west and in the US. Folks are encouraged to complete the Google document p: 416.979.5000 ext.4249 | e: email@example.com (https://docs.google.com/spreadsheet/ccc? @DanCanThinks key=0AtZItsihNwZOdF9UejNybFBxV0FQM1BJMmtKdnp6T - PAGE 4 -
WILFRED LAURIER UNIVERSITY Like many member institutions in an effort to better support residence students and staff members, Laurier Brantford has started working closely with counselling services department to offer a counsellor in residence program. Our students and staff benefit from a counsellor more familiar with residence policies and procedures and a more intimate knowledge of the supports that Dons and our Residence Life team are able to provide. One specific benefit for our staff is increased access to counsellors to informally run mental health questions, concerns even programming ideas past a mental health expert. One forum we have created to facilitate this dialogue is using some of our regularly scheduled in-service training sessions to facilitate bi-monthly counselling roundtables, where small groups of dons meet with our residence counsellor and discuss issues and trends that they are seeing in their communities and get advice on how to approach it or support in dealing with it. One common issue that dons have dealt with more than years previous are roommate conflicts. From those conflicts, the prominence of anxiety and bullying has really come to the forefront and many dons came to the roundtables looking for further support with that issue. The counsellors were able to provide some great tips and support strategies individually and as a group
and the dons left with some great approaches on how to further support students feeling the way they do in roommate conflicts. The overall feedback we received from the roundtables was quite positive and it definitely showed the don team the positive impact that a counsellor can have on a situation, even when the concern might not be a serious mental health issue. One don found that, “sharing issues within residence with other dons who are experiencing the same thing, brainstorming creative ways to tackle problems within residence and identifying trends relating to mental health within residence” was the most helpful during the session. Using the feedback we received, we plan to run the roundtables again prior to the reading break in mid-late February. Some additions that will be made are recaps of issues brought up in the roundtable with possible solutions so that important information is not forgotten and can be shared. Also, possibly providing the dons the opportunity to share issues ahead of time to pass along to the counsellors so that the roundtable session can be more solutions based, rather than spending a chunk of time explaining a problem. Chris Eley & Paul Reifenstein
10 tips to living outside of your job in a student dominated environment These are some ways to get out of the professional staff bubble and enjoy yourself while remaining a part of your student community.
1. Join an external gym facility separate to the institution you work at. 2. Seek out social locations for adults in the community, away from the “student bars” 3. Attend graduate student functions. Most of the time these individuals don’t live on campus and are older than the average undergraduate student. 4. Join community clubs and leagues outside of your institutions’ intramural and extracurricular options. 5. Take advantage of car-share programs if necessary to get around. 6. Look for different societies and volunteer opportunities. 7. Subscribe to the local newspaper to keep up with the events going on around you off campus. 8. Contact your community’s local tourist organizations for a list of upcoming festivals/attractions in your area. 9. Take advantage of opportunities to teach your skills and hobbies to others around you. 10. Realize that it takes some time to successfully build a social network especially in a new place. By: Jordon McLinden and Caleigh Minshall, Queen’s University
- PAGE 5 -
It’s Complicated: How recent research is showing the complexity of unsafe drinking behaviour in university Carrie Charters, Western University on behalf of the OACUHO PD Committee
between ‘pregaming’ (defined as drinking before entering a primary social situation, either alone or in a very small group) and the playing of drinking games, and its conclusion that, among students disciplined for drinking, “pregaming was a unique predictor of intoxication on the night of referral, and drinking games were not.” It’s common to think that drinking games serve as a ‘pregame’ activity, and they absolutely can, but this study found that while both behaviours were prevalent in the sample, students who reported having a bad drinking night (as in, one that led to a medical crisis or negative experience) were overwhelmingly pregamers, not players of drinking games, and pregamers had higher blood alcohol content registered than those who had played drinking games. The article concludes with suggestions for future research and potential interventions that are worth reading. While much of the available research and many of our efforts target the reduction of drinking games in residence, and certainly drinking games are an unsafe drinking behaviour, we may want to consider the ‘pregame’ as an unsafe drinking behaviour in its own right and address it with our residents outside of the context of drinking game playing.
In a meeting some weeks ago, my colleagues and I were discussing an alcohol awareness program that a group of staff members were interested in running. We weren’t sure of the activity’s validity as a harm reduction tool, so I decided to do some (light) digging into current research on the reduction or prevention of student drinking. As with most topics in Student Affairs, the majority of available information is from research conducted in the U.S. Many of the studies available are qualitative studies about who is drinking what and how much of it, and the jist of the findings is, “lots of college students are drinking lots of alcohol.” However, I found a couple of articles that sought to redefine how we talk about binge drinking in general and a third study – a literature review out of Alberta – that tells us we’re on the right track in how we’re addressing negative drinking behaviours in our residences. “Preventing heavy episodic drinking among youth and young adults: a literature review” (2005) was compiled by In “College Binge Drinking: A New Approach” (2011), reColette Fluet-Howrish, a researcher for the Alberta Alcohol searchers from Poland, the UK and Australia studied uniand Drug Abuse Commission. It’s a neat little document of versity marketing students through focus groups in Canada 47 pages that describes the prevalence of and risk factors and Poland, looking for trends in the way that they defor binge drinking among youth, and also discusses stratescribed their drinking behaviour in an attempt to expand the gies for intervention focused on both individuals and stucurrent, US-centric point-of-view. What they found was dent environments. It takes into account information from that the generally accepted definition of binge drinking – 2000 and onwards, and looks at both Canadian and Amerifour standard units of alcohol in one sitting for women, five can sources. The conclusion of the study is that there is no for men – is inadequate in its breadth and its lack of acsingle solution that will reduce rates of unsafe drinking; racount for the purpose and type of drinking occurring. Inther, a combination of several approaches is necessary – stead, they defined three types of drinking that fit within the intervening with specific students showing risk or becoming traditional definition: Initiation, Indulgence, and Moderainvolved in disciplinary systems due to their intoxication tion. In each, the consumer takes in four or five drinks in In through meetings or educational opportunities in conjuncthe Initiation type, students are underage and find a thrill in tion with the intentional construction of an environment that seeking out alcohol, which means that they drink less ofaims to change a drinking culture and support non-drinking ten, but will drink whatever they can acquire so long as it behaviours. This study gives a number of excellent sugcontains alcohol. Indulgence, which is perhaps what we gestions for and cautions against various types of intervensee most often in our first year students, is when access to tions and may spark some creativity as we move towards alcohol is easy and the aim is to simply drink as much as the series of 19th birthdays that second semester brings to possible, with a goal of spontaneous behaviour or stories to our residence halls. tell later and a focus on the group experience. Moderation is when one might consume a large quantity of alcohol, but Alcohol and Drug Abuse Commission, Research Serthe primary focus of the social interaction isn’t the drinking vices. (2005). Preventing heavy episodic drinking among itself, for instance, a bottle of wine (7.5 standard units) with youth and young adults: A literature review. Alberta Eda long dinner. While nothing in this study changes that monton, Alberta, Canada: Colette Fluet-Howrish. over-drinking is a problem we need to take seriously, it can help us to assess what drinking patterns we’re concerned Borsari, B. et al. (2007). Drinking before drinking: Pregamwith and tailor our approaches to the concerns and ideas ing and drinking games in mandated students. Addictive raised in the focus group data. Focus group data isn’t necBehaviors, 32(11), 2694-2705. essarily generalizable, but it can give us a good idea of what to try next. Kubacki, Krzysztof, Dariusz Siemieniako and Sharyn Rundle-Thiele. (2011). College binge drinking: A new ap“Drinking before drinking: Pregaming and drinking games proach. Journal of Consumer Marketing, 28(3), 225-233. in mandated students” (2007) is an American study from Brown University, but it’s interesting to me in its distinction
- PAGE 6 -
HUMBER COLLEGE How the Annual NHTI Program is Impacting Housing Professionals, One Cluster at a Time. Each year housing professionals allocate time trying to decide what professional development opportunities or resources they will choose to spend their professional development dollars on. This yearly debate can involve many factors and variables, and often leaves us searching for the next best experience, complete with never ending learning opportunities; certainly not a small feat.
was the faculty panel. Our faculty mentors lined up at the front of the room and prepared for the barrage of questions that would soon come flying their way. Our class of 30 sat anxiously awaiting the opportunity to ask our new mentors detailed questions about topics important to us and were looking for the straight answer; an inside look on the realities of advancing our careers in the housing profession. The frank, realistic sharing that our faculty mentors presented us, provided the most applicable and informative learning of our entire experience.
Alongside our time in workshops, having meals with our clusters or enjoying a social break, was one on one time with our assigned cluster faculty mentors. Each year we often hear Residence Life Staff be amazed at how they were paired together, During my own professional development search I stumbled or how well small teams were formed; and yet I found myself upon an Association of College and University Housing Officers saying the same thing to the UGA staff. Cluster faculty mentors International (ACUHO-I) association wide email, advertising the and cluster participants could not have been paired in a more annual National Housing Training Institute (NHTI). This adverappropriate and beneficial way. My cluster faculty mentor was tisement spoke of an opportunity that; “provides a thorough Dr. John Buck the Associate Dean of Students and Director of professional development experience for younger professionals Housing and Residential Life at Webster University in St. Louis, looking to further their career in housing. Participants meet and MO. Not knowing a thing about John, Webster University or interact with other colleagues, establish mentor relationships quite frankly St. Louis, MO, I wasn‘t quite sold that this would with experts in the field, develop professional development be an impactful relationship or one that would forever change plans, and gain skills and competencies needed to meet the my outlook on the profession or my personal career plan. In current and future demands of the profession”. following with the theme of my NHTI experience, my original perceptions could not have been more incorrect. In my one on one time with John he challenged me to consider new profesHow could I go wrong with a professional development opporsional goals and opportunities, and asked those really tough tunity that was not only targeted for my experience level but geared to connect me with experts in the field? Not only did my questions that we hate being asked but are certain have made us better professionals because someone asked us. My time NHTI experience at the University of Georgia (UGA) fully achieve all that it advertised, but it forever impacted my profes- with John helped me develop a personal career plan complete with short term and long term goals and many milestones in sional outlook, goals and experience in the field. between. This pairing, compliments of the UGA staff, not only helped make my in the moment NHTI experience incredibly The NHTI class of 2011 included 30 participants representing beneficial but provided me with a mentor who I look up to, a institutions from Canada, the United States and Qatar; as well friend and someone I have no doubt will continue to support me as 10 faculty members from across the United States. This throughout my career; even if that support comes in the form of group of 40 was then broken down into what we affectionately tough questions. called ‘clusters‘. Each cluster was assigned a faculty mentor and three participants. The clusters, in true housing fashion, My overall experience is one I still struggle to fully articulate but were diverse in nature and connected individuals with lessons if I had to highlight a few mementos of my time in Georgia they to teach one another. Our clusters quickly became a staple in would be: my new network of colleagues, new career goals and our NHTI experience as we shared accommodation, ate every meal and participated in workshops together. From the outside trajectory, and a re-energized perspective and drive for my looking in, that might seem like a lot of cluster time and I would practice. I walked away with an increased knowledge and skill set, new understandings of key issues and topics in the field but have to admit that I was apprehensive about these three most importantly a NHTI family to whom I am so grateful for. As strangers that would be a part of every aspect of my NHTI experience, but words cannot express how much I value and ap- I reflect back on my experience from June 2011 I can confidently share that I still utilize lessons learned on a daily basis and preciate my cluster to this day. that my practice has forever been impacted by my NHTI experience. I would encourage any housing professional to join the Throughout the five day experience, NHTI participants had the NHTI family and experience this incredible professional developportunity to learn from our faculty mentors, who are experts opment opportunity. in the field, on a diverse array of workshops including but not limited to: administration, budgets, crisis management, leaderApplications for the 2013 class of NHTI are now open and can ship and politics. Each workshop provided an in depth look at be found at: http://www.acuho-i.org/Default.aspx?tabid=1033. the topic at hand, challenged us to think about how we would manage these topical areas as we advanced through our careers and worked to provide new perspectives for 30 different Shari Walsh career paths. One of the most memorable workshops for me Residence Life Manager
- PAGE 7 -
Alumni Corner Sean Jackson
Everything I ever needed to know, I learned in Housing and Residences. How often I find myself saying these words! It feels like a long time since I left the world of residence life at the University of Waterloo. The time I spent there, as a residence life coordinator, was the best professional preparation I could have hoped for. These days, I fill my time working with students before they get to you. After leaving UW, I jumped into a position with the Waterloo Region District School Board teaching secondary school physics and mathematics. It's a fulfilling, challenging and exciting career and I can’t imagine doing anything else. But navigating the transition from the comfortable bubble of housing and residences to the sometimes-harsh world of high school wasn’t easy. Hormones, hostility, foul language and failing grades were all I could see at the beginning. And then something strange happened. I started to develop meaningful connections with students. I was shocked. The underlying message of any Dons Orientation – develop positive relationships with your students – was the one thing I forgot. And once I remembered it, once the value of making connections with people returned to my priority list as a teacher, everything changed. In my opinion, this is perhaps the most crucial aspect of any career – the fostering, development and maintenance of positive relationships. And no matter where you go after the job you are in now, don’t forget this message like I did – take it with you! Over the past few years, I’ve reflected on certain tools, learned in housing, that I use in my career everyday. I never knew how important these skills would become beyond the walls of my residence. And I feel, in general, they are applicable to most workplaces. Let me highlight some of the tools I am most thankful to have learned. The Provision of Feedback Feedback is something, it seems, that no one likes to receive. But constructive criticism is nothing to shy away from. The ability to give and receive constructive feedback is a skill to practice and master. In a culture where feedback flows freely – it doesn’t hurt – it helps. Knowing how to give constructive feedback in a positive, helpful way can really help to transform a workplace and is very underrated. Assessment Assessment is a buzzword that is sweeping Ontario schools, colleges and universities. And it’s something I became comfortable with working in residence life – evaluations, surveys, focus groups – it is everywhere because we all want to know if what we are doing is making a difference. We can work as hard as we want, but if our efforts aren’t making the kinds or amount of change we’d like to see, we are wasting energy! I’ve found that placing a strong value on assessment strategies has helped me work smarter, not harder. Conflict Management Being able to mediate conflict between two or more people is a skill I never thought I’d use again. Its something you get good at after dozens of roommate conflicts or team building crises. But when leaving residence life, I figured I’d never have to run a mediation again. But surprisingly, I mediate all the time - both formally and informally. Conflict happens everywhere and using all those juicy skills like active listening and maintaining neutrality has come in handy time and time again. When I think back on my short time in housing, I am overcome with gratitude. I am so thankful for the opportunity to learn how to manage effectively – and this kind of hands on learning is one of the most effective ways to gain skills that set a path for continued success. All the best to each of you as you continue to serve your students with passion and dedication – you truly make a difference in the lives of your students! Sean R. Jackson teaches at Kitchener-Waterloo Collegiate and Vocational School in Waterloo Region. He is also a part-time professor in the Faculty of Education at Wilfrid Laurier University. Questions? He can be reached at firstname.lastname@example.org
- PAGE 8 -
Tweet Tweet! Interested in sending kudos to a fellow oacuho member? Use #oakudos to show your appreciation! - PAGE 9 -
Thank you to all those that came out the OACHUO Winter Social on Sunday November 18th 2012! We came together at Snakes and Lattes on a Sunday afternoon of the Toronto Santa Clause Parade. It was great to see so many people from out of town come in for the weekend to see that parade, shop and hang out playing games with us on a Sunday afternoon! About 20 people from the OACHUO community came out to Snakes and Lattes. We enjoyed in some games, coffee, tea, and delicious snacks! Thanks again for those that were able to make it! It was great to see everyone! -Sarah & Paul
- PAGE 10 -
RESIDENCE LIFE CONFERENCE January 25 - 27, 2013
www.housing.uoguelph.ca/rlc2013 Registration Costs: Early Bird (until Dec. 1, 2012) Professional Delegates: $175.00 + GST ($197.75) each Student Delegates: $150.00 + GST ($169.50) each Costs increases by $10.00/person after Dec, 1, 2012
Delegate Numbers: Institutions with 1-29 Residence Life Staff members may register up to 5 delegates. Institutions with 30-60 Residence Life Staff members may register up to 7 delegates. Institutions with 61-99 Residence Life Staff members may register up to 9 delegates. Institutions with over 100 Residence Life Staff members may register up to 12 delegates.
Professional Development December 5th, 2012 FREE Webinar for student leaders - Well Being and Mental Health
December 7th, 2012 Learning Community Development Workshop (Drive-In) at Humber Institute of Technology & Advanced Learning
- PAGE 11 -
Corporate Member Profile November 2012
For information about our Corporate Member Profiles, please contact Brent Rohrer email@example.com
- PAGE 12 -