OACUHO Pulse - November 2018

The Pulse

President’s Letter Ian Crookshank

And so it’s November. For many of us in Campus Housing or Student Affairs more generally, we recognize that this is a low mood month for students.

If we were to graph energy and stress on a cycle for students it may look like the figure below.

November is marked often by a plateau in stress and a notable dip in energy.

Students are working on projects, the weather is typically November dreary (it’s my birth month so I feel I’m ok to slag November’s weather), and without a holiday (at least here in Ontario) and with a

big wall of exams before a break it is a tough month. It makes sense!

It’s also a really hard month on us as professionals. A few years back, we did a bit of work at Ryerson to look at employee wellness in November and noted that it was a month marked by more sick time, and higher stress for staff. This isn’t really a recipe for success.

The truth is wellness is a huge challenge for us in our work (it isn’t just a student issue) and it goes far beyond the season or the month of the year as I’ve provided in the statements above. It

is a systemic societal issue that we will be impacted by in our personal and professional lives. As such, at times it feels like an issue that is beyond our control which can lead to feelings of hopelessness.

However, because it is likely something that will touch each and every one of us, it deserves attention and consideration if we are going to find ways to cope and persevere.

There are areas that are within our control. As an example, we can encourage and advocate for greater empathy for our students and in our workplaces. We can look at our systems and processes for room to put people first. As leaders we can find ways to encourage team members to take a break. We can check in on those who might be finding things difficult. We can intentionally find space for ourselves to focus on wellness and leave space for others to do the same.

We can openly talk about

wellness to reduce the stigma around asking for help.

We live in an increasingly polarized world that faces big challenges in the foreseeable future. We, like the students who live in our residence halls, are in part products of this complexity. We come from diverse spaces, have faced challenges, have encouraged or supported a loved one, felt the crushing power of emotion. We inhabit complex roles on our campuses that at times present the most daunting of challenges and at other times the most rewarding of experiences.

We owe it to ourselves, others in our lives, and the students we support to try to find hope, strength, wellness, and wholeness, while encouraging and empowering others to do the same.

House Calls

Daniel Brisebois and Brian Ingoldsby University of Guelph Throughout the Fall of 2016 and early Winter 2017 semesters, the University of Guelph experienced significantly elevated levels of student mental health issues, both in our general population and throughout our residence system, requiring significant levels of support from our student and professional staff. This uptick in instances of mental health concerns, noticeable increase in the number of wellness concerns our department was receiving, was also echoed in NCHA results, showing 93.6 % of students at Guelph had felt overwhelmed within the last 12 months, compared to the 89.5 % average reported across other Canadian institutions.

reboot our House Calls program, last done in 2007.

The concept behind House Calls is fairly simple. Staff, faculty, and alumni from the University community volunteer to come into residence. They are provided a light dinner as well as an orientation to the program. Volunteers are then paired with a Residence Life Staff member and they go door-to-door through the residences, knocking on doors and talking with students. The goals for this program include: •

• At the time, we felt a need to do more outreach within our residence communities.

This need was also felt across our University by faculty, upper admin, other professional staff, etc. In response, we decided to

•

Reiterate for students that everyone in the University community cares about their wellbeing and success.

Remind students of resources and supports available to them during the upcoming exam period.

Identify and respond to potential issues or concerns students may have.

All House Callers were provided with post-card sized resources that they would give each student, profiling our most relevant supports for the final weeks of the winter semester.

Additionally, House Callers were provided with some tips as to how they may begin to strike up conversations with the students they encountered including a series of questions they could ask designed to get the students chatting. While each House Calling pair develops their own style, conversations commonly started with asking students: •

•

How their academics were going. (Did midterms go okay? Were they feeling ready for finals? What program were they in?)

How their experience at Guelph had been thus far. (Was it what they expected university to be like? Had they gotten involved with anything outside of classes?)

•

Where home was (and whether they had come to school with a group of friends or come more on their own)

After getting conversations going, each House Callers would transition to explaining why they were visiting, reviewing the resource card they were distributing, and checking to see if the student had any questions or concerns they could help with or pass along for follow-up by a student housing staff member. If the House Caller had concerns about a student’s well-being, we made it a priority to follow up with that student the next day or sooner to connect them with support services on campus.

All students who were visited received a voucher courtesy of Hospitality Services, redeemable for a coffee and muffin at any location on campus. These vouchers, as well as other prizes and incentives helped

encourage students to be in their rooms during the House Calling program.

The coupons were very well received by our students!

Initially unsure as to how the program would be received by students, our Student Housing Services team was thrilled when, over the three consecutive nights of the program (1 night in each of our residence areas [North, South, East]), we were able to reach almost 2000 students for in-person check-ins. Additionally, the outpouring of support we received from the University community was outstanding. With limited notice, over 80 professional staff and alum, including most of the University’s senior leadership team, volunteered one or more of their evenings to spend 2-3 hours visiting students.

The success of the program truly was the result of a full University effort.

After running this program in the Winter of 2017, we have facilitated it (or a revision of it) in each subsequent semester. In the Fall Semesters, we invite faculty, staff and alumni to participate in the program towards the end of September. This provides an opportunity for informal check-ins as students are navigating their initial transition into our community.

Providing connection with professional staff in the first six weeks has helped our students to feel supported and aided in their development of feelings of belonging on campus, in turn contributing towards student success and retention at Guelph.

In the Winter semesters,

we have run a Student Leader edition of House Calls, where we invite student leaders, rather than professional staff, to come into residence to go doorto-door in our communities.

Occurring in the final weeks before the Winter exam period, student leaders check-in with students, chatting about their pending exams, students’ plans for the summer and the following year, and encouraging students to stay involved in campus life if they are planning to move off-campus.

For each of the four (4) iterations of House Calls since the start of the Winter 2017 Semester, we have assessed our volunteers’ and they have overwhelming enjoyed the experience, feeling it made a difference for the students they connected with. In addition to volunteers plans to continue supporting the program, the stories of their experiences that they share with colleagues have helped our number of volunteers grow each year we’ve run the program.

If you are thinking of running a similar program at your institution, here are a few things to consider before rolling out your program: 1. Get buy in from senior leadership – Once we had started the planning process and began tapping some of our colleagues on the shoulder to get involved we were also able to get buy in from our University’s upper administration. This is a great way to get everyone from students to staff excited about

the event. There’s nothing like getting a knock on your residence door from the President!

2. Sharing possible talking points, and providing staff resources to reference/a purpose to be there is beneficial - Many of the staff who have participated appreciated our guidance in helping them reach students.

Our resource booklets also helped to start the conversation, as it can be challenging to cold-call on someone otherwise!

3. Be conscious of timing – we chose the time we did to try and get House Callers out into communities during the window when we don’t have many classes scheduled.

However, it was also during an hour that many students are eating dinner…no perfect solution 4. Incentive it for students – as we are putting our staff and buildings on display for all to see, we wanted to ensure that House Callers had as positive of an experience as possible. This included trying to ensure many of our students were home for them to chat with. One of the ways we did this was through offering some fairly substantial prizes to students that were connected with (each got electronic ballot for draw, along with short survey on their experience so we can continue to improve).

Eliminating Muda:

McMaster’s Approach to Continuous Improvement Brittany Reifenstein McMaster University Over the last nine months, Housing & Conference Services (HCS) at McMaster has taken a new approach to continuous improvement by implementing department wide training in the Lean Six Sigma method. So far, 73 staff members representing each unit at all levels have received training on Lean Six Sigma and 26 staff members have worked on cross-functional teams to review and improve operational processes with three complete and seven additional projects underway. Annually our department participates in assessing employee engagement, seeking to better understand the needs of the department and our employees. Last year, two key priorities emerged; HCS staff were keenly interested in new opportunities to develop their professional skills and that there was a need for HCS to advance continuous improvement activities. From this, the HCS Lean Six Sigma

Initiative was developed.

Lean Six Sigma is based on a set of principles, concepts and techniques designed to assess and create processes focusing on quality, value to the customer, and reducing muda (or process waste).

It requires you to focus on and understand the value in your work while respectfully challenging current process flow and identifying and eliminating non-value-added activities.

Muda takes on many forms ranging from inventory (i.e. reports that have never been read) and transportation (i.e. carrying tools across campus) to underutilized human capability. It is centered around the belief that it is the process that fails, and never the person.

Using these principles has helped us to create an environment that allows our teams to do their best work each day.

model, all managers in the department completed a half-day session on the tenants of Lean Six Sigma. This allowed our HCS management team to become informed supporters for the work that would be conducted by our project teams.

As we take on additional projects it is important that all members of the department understand the principles of Lean Six Sigma, why a continuous improvement mindset is important to our work, and how they can contribute.

Moving into the fall, every HCS employee will complete this training in cross-functional groups.

We will also be extending the opportunity to campus partners that we collaborate with both programmatically and operationally, with the goal of them sitting on future project teams.

White Belt Training To holistically prepare for the introduction of this continuous improvement

Yellow Belt Training & Projects Nine individuals from HCS were chosen to participate

in a three-day training workshop and simulation to prepare us to operate as a Lean organization. This team included, but was not limited to; a Residence Manager, a Plumber, an Administrative Assistant, the Coordinator of Client Services and a Carpenter.

This was the first time that members from different units with varying levels of responsibility had come together to not only learn but to collaborate on projects. These initial three projects were related to mail and parcel management, formal room inspections and our landlord listing service. Team members showcased their results from their project with our Senior Leadership Team, at our summer departmental update and they are now being operationalized within their ‘home’ unit.

The first step for each of these projects was to create an ‘as-is’ Value Stream Map (VSM) to capture all key flows (of work, information, materials) in

their process and important process metrics. This is a necessary first step for all Lean initiatives, helping to identify and visualize the improvement opportunities.

This includes non-valueadded process steps and sources of variation that can be eliminated to improve process time and capacity. Included are the ‘as-is’ VSM and future (or should-be) versions of the Landlord Listing Service Project. When the process is mapped out as such, you can easily see where muda may exist and opportunities for improvement.

These projects created an opportunity for team members to apply newly gained skills, learn indepth about a specific unit’s process, build relationships with new colleagues, and initiate and lead change with the department. Based on these successes we are currently coordinating our next cohort of Yellow Belt training and projects.

Green Belt Training & Projects A smaller group completed this six-day training and are currently working on two larger projects that affect the greater HCS operation. The first is reviewing our work order procedure to create a more efficient and robust process that can accurately reflect the work completed and required in our buildings on an on-going basis. The second focuses on upperyear retention. Knowing that we will experience significant growth over the next 5 years, we want to identify satisfaction criteria and drivers now, to build a process that attracts and retains upper year students as our ability to house them commences.

Next Steps A kaizen (Japanese word meaning ‘change for the better’) is a project that takes place over a shorter period of time compared to those described above.

This semester, campus partners who are involved in our conference season (ex.

Hospitality and Parking) will have the opportunity to come together for a facilitated three-day session to find ways to improve the customer experience for groups looking to host at McMaster. This will include; understanding the voice of the customer, current challenges to the process (i.e. repeated time confirming prices/ availability with each other) and taking the first steps to implement these improvements. This highimpact opportunity will be a help Conference and Event Services to increase value and the overall experience of our customers.

Leading our organization in building a successful Lean culture has required teamwork, a clear communication strategy, and a climate of trust and accountability.

The application of these principles has led our workplace to increase efficiency, reduce wasted resources, and better understand how processes are used and executed within our department.

These values coupled with an engaged group of employees has lead to measurable improvements within the department and we can’t wait to continue down this path!

Thank you to those involved in our first Lean projects: Sean Beaudette, Karen Bigeye, Dennis Boyter, Holly Gibson, Danielle Lapointe, Nancy Marcos,

Lizzie O’Brien, Erin Otterspoor, Tara Roberts, and Devon Van Der Mark.

Curious about Lean?

We worked with our Centre for Continuing Education to build a partnership with a Master Black Belt, Anil Gupta. The Senior Housing Officers will have the opportunity to spend some time with Anil at their Annual Summit in November.

George, M., Rowlands, D., & Kastle, B. (2004). What is lean six sigma? New York, NY: McGrawHill.

George, M., Rowlands, D., Price, M., & Maxey, J. (2005). The lean six sigma pocket toolbook. New York, NY: McGraw-Hill.

Womack, J. P. & Jones, D. T. (2003). Lean thinking: Banish waste and create wealth in your corporation. New York, NY: Free Press.

Womack, J. P., Jones, D. T., Roos, D., & Massachusetts Institute of Technology. (1990). The machine that changed the world: Based on the Massachusetts Institute of Technology 5-million dollar 5-year study on the future of the automobile. New York, NY: Rawson Associates

The Value of Taking a Break Tim Lade Sheridan College A mentor of mine shared with me that if I wanted to have longevity in student housing that I needed to appreciate the value of taking a break. At the time I laughed them off because I thought I’m Batman invincible and I wouldn’t ever need to slow down because I do anything.

I have learned over the years that my mentor not only speaks the truth but also that I cannot do everything despite wanting to. Recently, as I have taken on new responsibilities that have previously been out of the scope of my traditional role as an RLC I have come to appreciate the concept of mindfully stepping away from StarRez not only for my own wellbeing but also because when you are exhausted, you make mistakes.

In the process of writing this piece for The Pulse, I reached out to a number of student affairs professionals through social media about what ’taking a break’ means

to them. A popular response was “stepping away to seek perspective on a particular problem or issue”. This strategy is also backed by the research of Marilyn Oppezzo and Daniel L. Schwartz from Stanford University. Oppezzo and Swartz noted that creativity levels were consistently higher after taking a walking break (2014).

Spending a few minutes with colleagues outside of work can often help to find a solution or plan something more effectively than a bunch of back and forth e-mails.

When I first began at MacEwan University, in Edmonton I was encouraged to not eat lunch at my desk but instead to spend that time catching up colleagues and reviewing everything we hadn’t had a chance to share over the course of the week. It became a healthy tradition that allowed us to work far more collaboratively, build trust, and be OK

with putting down our phones for an hour and honestly communicate about everything that was in front of us. Similarly, Wallace Immen noted that CBRE Ltd., a commercial real-estate company, had banned their employees from eating lunch at the desks. All employees needed to now get up and eat lunch in a common space.

Immen suggested that not only did this cut down on the divided attention that came from eating and working at the same time, but also knocked down silos between departments and colleagues. As a result of this new thinking colleagues communicated more clearly, created more focus by being able to share ideas and questions, and there was less overall less stress about getting an important answer from someone who rarely saw (2017).

After analyzing all this feedback it became crystal clear that there is tremendous opportunity

found in taking a break.

Student Housing as a profession, often speaks of the power of community, relationship building, finding mindful harmony, and the need to intentionally strengthen our teams and our practice.

There is no magic bean that leads to these deliverables but we certainly can start by taking a break from everything in front of us, sharing a meal, going for a work, and spending some time considering the possibilities not found in an e-mail inbox.

Oppezzo, M., & Schwartz, D. L. (2014). Give your ideas some legs: The positive effect of walking on creative thinking. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(4), 1142-1152. doi:10.1037/a0036577 Immen, W. (2017, June 1). In this office, desks are for working, not eating lunch. The Globe and Mail.

Retrieved October 31, 2018, from https://www.theglobeandmail.com/ report-on-business/industry-news/ property-report/in-this-office-desksare-for-working-not-eating-lunch/ article34153148/

My First Year in Residence Diane Rawlings My First Year in Residence Name: Diane Rawlings Role: Department Head, Residence Services at University of Windsor About the Photo: My first year in residence was the winter of 2004. I’m pictured with Judy Dufour our former Residence Facilities Supervisor. I believe we were on a bus trip during an OACUHO spring conference not too long

after I started. Amazed that my hair is about the same colour. Judy is enjoying her retirement years.

I had worked in athletics at the U of W and heard of an opportunity to work in residence as Dep’t Head Facilities and Admin. As a first gen grad and never having lived in residence, this would be a whole new experience. Working with students was not new to

What is OACUHO Reading?

Taylor MacPherson The Coaching Habit: Say Less, Ask More & Change the Way You Lead Forever Review by Taylor MacPherson, Western University One year ago I read Michael Bungay Stanier’s The Coaching Habit: Say Less, Ask More & Change the Way Your Lead Forever and as I coach those around

me, whether it be the staff I work with, or the people on the projects I lead, Stanier’s words still instruct my coaching. I’m constantly thinking back to this book’s methods that have helped me listen and lead more effectively.

This month I read Stanier’s book a second time, and it hit me: what I love

me and I’ve never regretted the career move. Being able to enhance a student’s university experience (even if it’s in the background)

is very rewarding and is something I focus on each day I come to campus.

is how Stanier drives home the importance of recognizing that coaching should be habitual, a daily informal act. It’s not enough to mentor in a limited sense. Limiting your interactions geared towards improvement and mentoring under specific constraints is not enough, it is not effective.

understand, and practical to follow. I recognize there is a point where giving advice is important, and I do wish that Stanier had been a little clearer about where that line was, but overall his arguments are well thought out and persuasive.

Stanier illustrates a daily coaching method as one that asks more questions and gives less advice. His tips on how to avoid being “the advice monster” are essential, easy to

Verdict: This is a great book for anyone who is looking to refine their coaching skills as well as anyone who finds they often fall into the trap of giving advice instead of looking for coaching opportunities (aka all of us).

Contribute to the Pulse!

If you are interested contributing to either ‘My First Year in Residence’ or ‘What is OACUHO Reading?’ in a future edition of the Pulse, please contact the Membership Engagement Committee by emailing Lauren Silvestro-Arbuthnot at lsilvest@housing.uwo.ca

Ethnic Diversity in OACUHO Preliminary Research Review

The following article is an excerpt from the Ethnic Diversity in OACUHO Report, completed in July 2018.

This specific excerpt summarizes the Preliminary Research Review from the report, which captures relevant pieces of literature related to ethnic diversity in student affairs. I would like to acknowledge the efforts of many in the completion of this report, including: Ife Kolade (who completed the original research review within the report), Carmen Law, and Dirk Rodricks for their work as Subcommittee Leads. We also thank Shainiya Balachandran, Jessica Charbonneau, Sally Chen, Tuba Chishti, Seán Kinsella, Katrina Persad, Savannah Sloat, and Jennifer Trotman, for their efforts as subcommittee members or report contributors.

Ethnic diversity is lacking amongst housing professionals and within student affairs (SA). In conducting the following research review, the project team consistently came upon three relevant topics as important factors to this issue: recruitment, retention, and mentorship. In addition, our understanding of student development theory does not reflect the diversity of our students.

Critical Race Theory Student development

theories serve as a common language amongst professionals when making sense of complex higher education experiences.

Yet many foundational SA theories neglect to engage race, ethnicity and racism. Of the most well-known student development theories, only one (the Model of Multiple Dimension of Identity by Jones and McEwen in 2000 and re-conceptualized by Abe, Jones and McEwen in 2007) engages with race explicitly (Patton et

al. 41). Chickering fails to discuss how race and racism intersect with the seven vectors; only 3 of the 101 student participants in Baxter Magolda’s study were from minority groups; and Kohlberg doesn’t address how students of colour may develop different understandings of moral reasoning when faced with structural racism (Patton et al. 41). As we intend to support diverse students, the omission of race and racism in frequently cited SA theories indicates that students of colour are not served in a manner that addresses their needs.

Because of the gaps within student development theory, Critical Race Theory (CRT) was introduced to student affairs as a “framework for not only understanding our use of theories but also for guiding practice on college and university campuses” (Patton et al. 39). CRT establishes that “racism is a normal and common aspect that shapes society

[and] is deeply embedded in social, cultural and political structures, thus making it difficult to recognize and address” (Patton et al. 44).

Furthermore, in applying CRT to student affairs, Ladson-Billings and Tate concluded that the White and Western-focused postsecondary curriculum leads students of colour to engage repeatedly with learning that does not centre (and often overlooks) their experiences.

Students of colour inevitably become the professionals of colour we seek to hire, and so we should examine how this applies to SA colleagues of colour.

Acknowledging that nonwhiteness is a significant barrier for SA professionals is the first step in any efforts

by OACUHO to address underrepresentation.

Recruitment and Retention Hiring practices are evaluated in much of the research on ethnic underrepresentation in student affairs. Kayes argues,

“Institutional […] cultures can overtly and covertly undermine the goal of faculty/staff diversity” (65).

Creating tangible results in recruitment and retention of professionals of colour requires the challenging and uncomfortable work of changing institutional culture. For white professionals, this includes honest evaluation of how you are shaped by race and racism. Kayes recommends comprehensive diversity education for faculty and staff on hiring committees.

Kayes identifies the DiversityWorks, Inc. model as a positive example of a diversity education program (67). Their one-day workshop, New Paradigms for Diversifying Faculty and Staff, may be a good starting point for OACUHO member institutions looking to provide diverse hiring training to staff. Kayes also outlines that any diverse hiring training program should cover the following learning outcomes: move white staff away from the defense and minimizing stage; develop the autonomous stage of racial consciousness in white staff; increase cultural awareness and understanding; develop intercultural competence; and develop the ability to identify cultural biases in the hiring process. White professionals would benefit by learning about and addressing their practices of aversive racism: when someone believes and outwardly supports racial equality but unconsciously harbours biased feelings about other races. Lack of training means that for white professional—even those who consider themselves as allies—aversive racism may influence their decision-making. Imagine

the following example of aversive racism in a hiring process: An employer influenced by feelings of aversive racism may subtly re-evaluate the most important qualification for a job, depending on the race of different applicants.

If, say, a White applicant had broader experience and a Black applicant had more up-to-date training, the employer would decide that experience was more important: if the White applicant had more recent training and the Black more experience, the employer would decide that the experience was less important. Thus, the aversive racist would find a way to hire the White applicant without admitting to himself or herself that racial bias played a role in the choice.

(Kayes 66) Beyond aversive racism, other types of implicit resistance to diverse hiring exist and have an impact on recruitment. The Bennett Developmental Model of Intercultural Sensitivity provides a sixstage model that illustrates this resistance; the six stages are denial, defense, minimization, acceptance, adaptation and integration (Kayes 66). Kayes suggests that the majority of white SA professionals sit at the minimization level (66), characterized by more readily identifying with candidates of colour who are similar to themselves and fit their perception of the institutional culture.

Similarly, LadsonBillings and Tate note that conforming to white norms (i.e. speech, clothing, family structure, and experiences) is the price paid by students and professionals of colour

To view the full report, please visit www.oacuho.com. to feel welcome. If most white SA professionals are minimizers, it follows that the subjective idea of “institutional fit” acts as an unspoken and unwritten barrier towards the hiring of professionals of colour.

58 respondents identified mentorship as significant in their decision to enter SA. These types of stats beg the question: who are we encouraging to pursue higher education roles, and who are we not?

Mentorship A wide range of research indicates that the desire to enter a career in SA is influenced by mentorship and professional development opportunities for persons of colour (Thomas et al. 2007; Vahey 2011; Jackson 2003). A study conducted by Taub and McEwen (2006) found that 80% of the 300 respondents identified ‘encouragement from a seasoned professional’ as a catalyst for entering a career in SA. Another study by Alicea-Rodriguez (2007) found that 87% of

Defined as “the act of providing guidance and support delivered from a mentor to a protégé” (Thomas et al. 179), mentorship remains an element of workplace integration and retention that is often lacking for professionals of colour, who most frequently have white supervisors. The relationships developed between mentor and mentee serve to build “inspiration and belief in each other, promoting excellence and passion for work through guidance, protection, support and networking”

(Thomas et al. 179). At the same time, when both mentee and mentor are professionals of colour, the shared understanding of navigating the workplace as a person of colour provides a safe space for learning (Jackson 12). Once hired into the profession, new recruits often seek to determine their fit as SA professionals, and mentorship provides the “needed social interactions that promote a deeper personal and professional affiliation with the institution” (Jackson, 13).

These types of interactions serve greater value to professionals of colour as our institutions primarily centre white experiences and ideals. The value of mentorship for professionals of colour is often lost in mentorship with white supervisors, because of the lack of lived experiences of being a professional of colour. Readers are

encouraged to consult the full report’s interview section on mentorship for numerous examples of this reality. The report also points to examples of how white supervisors have leveraged authenticity and vulnerability to add value to the mentorship experiences of their racialized staff members.

OACUHO can begin through its student staff and professional mentorship programs, both of which can be adapted to better suit the discussed needs of students and professionals of colour. As a starting place, both programs can better serve the needs of persons of colour by providing an option for mentees to express their desire to be paired with a mentor of colour. This option would be developed in partnership with experienced professionals of colour in OACUHO

to ensure consideration is given to potential for undue burden on the mentors.

Conclusion This review serves as a starting point for OACUHO to understand the key areas of challenge related to the lack of ethnic diversity in the field. Ultimately, member institutions must engage with this body of research, in addition to the counter-stories of professionals of colour found within the full report, to better understand the experiences of our colleagues and the role we play in supporting or dismantling oppressive systems.

Jackson, J. F. “Engaging, retaining, and advancing African Americans in student affairs administration: An analysis of employment status.”

Association of Student Affairs Professionals, 2003.

Cultural Biases in the Search and Hiring Process.” Northwest Indian College, New Paradigms for Diversifying Faculty and Staff in Higher Education: Uncovering Cultural Biases in the Search and Hiring Process.

Ladson-Billings, Gloria, and William F Tate. “Toward a Critical Race Theory of Education.” Teachers College Record, vol. 97, no. 1, 1995, pp. 47–68.

Oseguera, T. “Coloring the pipeline: An analysis of the NASPA Undergraduate Fellows program as a path for underrepresented students into student affairs” (Doctoral dissertation). Retrieved from http:// cdm15799.contentdm.oclc.org/cdm/ ref/collection/p15799coll3/id/313528 Patton, Lori D., et al. “Critical Race Perspectives on Theory in Student Affairs.” New Directions for Student Services, no. 120, 2007, pp. 39–53., doi:10.1002/ss.256.

Thomas, K. M., Willis, L. A., & Davis, J. “Mentoring minority graduate students: Issues and strategies for institutions, faculty, and students.” Equal Opportunities International, 26(3), 2007, 178-192.

Kayes, Pauline E. “New Paradigms for Diversifying Faculty and Staff in Higher Education: Uncovering

The OACUHO Board of Directors President Ian Crookshank

Communication Director Lauren Gouchie

Membership Engagement Director Lauren Silvestro-Arbuthnot

Member at Large Tuba Chishti

President-Elect/Finance Director Valerie Bruce

Conference Director Kristin Lennan

Professional Development Director Stewart Grunwell

Member at Large Brian Ingoldsby

Past-President Amanda Ziegler

Corporate Partner Director Shaun McCracken

Advanced-Level Member at Large Melissa McNown-Smith

Association Manager Carol Ford