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MISSION OF THE UMR-ACUHO MAGAZINE The Communications Committee provides the UMR-ACUHO membership with an opportunity for information sharing, professional dialogue, and a forum for ideas to increase the knowledge, wisdom, and excellence in our field.
COMMITTEE MEMBERS Cassie Schmiling
The University of Iowa Committee Chair
Brooks Hetle
Kansas State University
Bryce Nussbaum
Dakota State University
Grace Bjornson
University of Minnesota - Twin Cities
Dave Arnold
Kansas State University
Jordan Baumgardner Iowa State University Jeanne Keyser
University of Nebraska - Lincoln
Josey Fog
St. Olaf College
Rebecca Peine
University of Wisconsin - Madison
Kyle Haiman
Gustavus Adolphus College
Liz Hanley
North Dakota State University
SUBMISSION GUIDELINES Articles should be limited to approximately 1500 words long (may be edited for length or content) and include a separate head shot of the author(s). Articles should be sent preferably through e-mail (in Microsoft Word format). If there are particular fonts or graphics that you would prefer, please include them with your submission. To receive feedback on your article, please be sure to submit 15 days prior to the deadline. Please send articles via e-mail to: aneveau@peru.edu.
UMR-ACUHO NON-DISCRIMINATION CLAUSE UMR-ACUHO promotes and provides an environment of full opportunity and service for all persons regardless of ethnicity, creed/ religion, age, gender, disability, sexual/affectional orientation, or any human circumstance. The Association will not arbitrarily discriminate in its programs, procedures, or activities. COVER DESIGN & MAGAZINE LAYOUT Able Printing Company 623 N Manhattan Avenue, Manhattan, KS 66502
Chair Note Greetings, UMR-ACUHO! I hope you have had some opportunities for down time and to enjoy the holidays during this “slower” time of year. Thank you for taking time to read the magazine and your continued engagement in UMR-ACUHO. The annual conference in Coralville, Iowa was great! Thank you to the great host committee, volunteers, and presenters for such a successful conference. As a member of the University of Iowa community, it was a lot of fun welcoming all of you to the place I call home. I would also like to take a moment to congratulate all of the members who received awards at the conference. This is the last issue from the 2014 UMR Communication Committee. It is also my last issue as chair. The committee has worked hard this past year to create three quality issues of the magazine and it’s been a pleasure to work with each of them! If you interact with any of our committee members, please recognize them for their great work. Normally in my chair note I share the next issue’s theme with you, however they will be determined at the Winter Meetings by the new committee. Please check back on the Association’s website in early February to learn the theme. The next submission deadline will be March 15, 2015. Again, thank you for your continued support of Perspectives. I hope you all have a wonderful spring semester.
Cassie Schmiling Chair, UMR-AUCHO Communications Committee Hall Coordinator The University of Iowa Inside UMR
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The 2015 UMR-ACUHO Executive Committee President
Christina Hurtado Coordinator for Student Development Kansas State University (785) 532-6453 cmhurtad@k-state.edu
Vice President/President Elect Aaron Macke Director of Residence Life University of St. Thomas (651) 962-6470 ammacke@stthomas.edu
UMR-ACUHO Spring 2015, Vol. 51, No. 1
Inside UMR President’s Corner: Finding Your Voice with UMR . . . . . . . . . . . . . . . . . . . . . . . . . 3 Telling Our Story: Conference Fee Waiver Winners . . . . . . . . . . . . . . . . . . . . . . . . 4
Immediate Past President
Rian Nostrum Director of Residence Life North Dakota State University (701) 231-7890 Rian.nostrum@ndsu.edu
UMR Personal Side
Secretary
All About That Skinny Shaming? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Mandie Craven Assistant Director of Residence Life Dakota State University (605) 256-5111 Amanda.craven@dsu.edu
Treasurer
Torin Akey Associate Director, Residential Life Minnesota State University Mankato (507) 389-1011 torin.akey@mnsu.edu
Corporate Sponsorships Coordinator Brian Faust Director of Residential Living University of Wisconsin – Stevens Point (715) 346-3511 bfaust@uwsp.edu
Inclusion and Equity Coordinator Brian Emerick Associate Director of Residential Life for Staffing and Student Programs St. Cloud State University (320) 308-2166 bjemerick@stcloudstate.edu
A Simple Token of Gratitude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
UMR Perspectives Collaborating to the “Sweet Life” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Reaping a Social Justice Harvest in Kansas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
UMR Business Side Follow the Leader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
UMR Student Side Native American College Students: Student Affairs Contributions on the Journey to Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Top 10 Reasons You Should Host a Regional Conference . . . . . . . . . . . . . . . . . 19
State Membership Coordinator
Mary Duckworth Program and Assessment Coordinator University of Wisconsin – Stevens Point (715) 346-3511 mduckwor@uwsp.edu
State Membership Coordinator
This I Believe First Generation College Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 “All you need is faith, trust, and Pixie Dust.” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Tracy Gerth Assistant Dean of Residence Life Programs Marquette University (414) 228-7208 Tracy.Gerth@marquette.edu
I Believe in the Power of “Firsts” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Technology and Sustainability Coordinator
This I Believe by Kevin Cook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Greg Thompson Assistant Director of Residence Education University of Iowa (319) 335-3700 gregory-r-thompson@uiowa.edu
This I Believe by Lyn Redington . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Transition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 I Believe In Second Chances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Laughter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 UMR-ACUHO 2013 Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
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Finding Your Voice with UMR By Christina Hurtado, Area Coordinator for Student Development, Kansas State University
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ello, friends! My name is Christina Hurtado and it is with great pride that I serve as the 2015 President of UMR-ACUHO. I have had many wonderful experiences serving with this association and look forward to upholding the traditions of UMR-ACUHO while helping our members strengthen their connections across the region. As I write this article, I am reflecting upon the opportunity that I had to meet and connect with many of you at fall conference in Coralville. I am thankful for the time we were able to spend together (although it always goes by too fast) and appreciate the knowledge and wisdom I was able to gain by attending sessions and engaging in meaningful dialogue with my peers. It is the time I have spent with you (my friends and colleagues) over the course of my last 12 years that has helped me grow both personally and professionally. When taking the podium at the conference, I was both nervous and excited to be able to share with you my goals for my presidency and my hopes for the future of UMR. The nervousness had actually built up over the months leading up to fall conference as I was asked time and time again, “Are you ready to give your charge?”, “How’s your speech coming along?”, and “What are you going to talk about?” For those of you who know me, I am not the most eloquent speaker (or writer); and in all honesty, taking on this leadership role doesn’t scare me as much as speaking in front of an audience or having you read these words. I struggled to be able to articulate what my goals were and the pressure was mounting. After so many years spent with the organization, why was I finding it so difficult to find the words?
It took some time and soul searching; and even on the morning of the closing banquet, I was frantically searching for the right words. I sat in the business office of the hotel and was thankful to have my friend and supervisor (shout out to Kevin Cook) who helped to calm my nerves and reminded me that I could find my voice: I just had to speak from the heart. I knew that, in the end, I just wanted everyone to know that I care about the organization and the people in it; and I wanted all of our members to experience the feeling of love and support that I have felt over the years from being part of the UMR family. What does all of this mean for you? It is my hope that I, along with the association, can support you and help you find your voice. I want to hear your stories and understand what UMR has meant to you and how we can best serve you, your institution, and the students with whom you work. What are the goals you want to reach? How can we help you reach them? As you have thoughts, ideas and suggestions, I encourage you to make contact with me so we can look for ways to collaborate and continue to move UMR forward in a positive direction. Thank you for your hard work and continued dedication. Christina Hurtado UMR-ACUHO President Area Coordinator for Student Development, Kansas State University 785.532.2233 (office) 785.313.3947 (cell) cmhurtad@k-state.edu
Inside UMR
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Telling Our Story:
Conference Fee Waiver Winners Submitted on behalf of the Membership Involvement Committee
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his fall Membership Involvement awarded two conference registration fee waivers to deserving graduate students who benefited from financial support in order to make the trip to the annual conference in Coralville, Iowa. Each has offered a reflection of their experience to share with the region. Additionally, as we continue to extend opportunities for individuals to experience the annual conference, be thinking of those you might encourage to apply in the future. As you will read from Alycia and Jimmy, you will easily see how this is a very valuable experience we have to offer as an association!
Alycia Smith, Iowa State University Graduate Student Recipient Wow UMR-ACUHO! You all have really outdone yourself! Never have I been to a conference where I felt so welcomed, it felt like coming home from a long trip away. Everyone was incredibly welcoming; even though I was a first time conference attendee, it was very refreshing to see. When I thought about the theme of Telling Our Story, my graduate student brain immediately thought about various theories we discussed. But, I also started to think about my
It is preparing those we serve to become able, mindful, and successful members of the society in which they live. 4
Inside UMR
own personal story. As a second year graduate student at Iowa State, with the end so close in sight, I really have not had the time to really think about my own story. Working in housing, everything is constantly moving and rolling, and then remembering that I have projects, papers, and, oh yeah, all that pesky reading to get done, things can become a day by day process. With graduation creeping up on me, and the ever dreaded job search that is looming in the back of my mind, I really have started to self-reflect on what I want my story to look like as I progress within the field. Who knows, maybe someday I will be like my dear friend and mentor, Lyn Redington! The Conference Connection Luncheon was so incredibly wonderful to meet more professionals within the field. (To my connection, Katie LaSota, thank you for all your kind words and encouragement! It was nice to have someone who is rooting for me to succeed!) It was amazing to see so many folks out there who are so passionate about student success and our field; it was wonderful to make new friends and catch up with some old ones! Overall, this conference has been affirming to me that residence life and housing is my passion. It is where I want to continue to grow, help all my students find their own dreams, and help them be able to write their own stories. Thank you for this opportunity, I am forever grateful and I hope to pay it forward someday. Look out UMR-ACUHO, you have not seen the last of me!
Jimmy Hicks, University of Iowa Undergraduate Student Recipient This last week has been an experience unlike any opportunity I have had throughout college: specifically, Being able to experience UMR and the incredibly positive environment that all the individuals attending brought to the conference; Learning from a variety of professionals from so many different universities and experiences throughout the Midwest; and Being able to see the joy that so many individuals within the field that I hope to go into in the future.
Attending this conference has been a privilege that I could have never imagined, and my only hope is that I can do justice to the things that you all have taught me this last week. The best way I can see to make sure this happens is “to keep the main thing the main thing.” Yes, I know, this can mean so many things to so many different people. But if I learned one thing from this week, it is that “to keep the main thing the main thing,” it will always need to involve people. In order to keep people the main thing, we have to see it from two perspectives. The first comes from a professional and personal perspective. Professionally, the ability to involve ourselves in organizations like UMR-ACUHO, ACUHO-I, ACPA, and NASPA all means learning from and interacting with others like ourselves. People dedicated to working with and for students. People dedicated to aiding others through their transition and development into the people that they want to become. While all these interactions are occurring for our professional development, we cannot help but grow as people too: seeking out those we respect to learn how they have lived their lives, discovering the perspectives we never knew existed, and developing as we are challenged by new peoples and ideas.
W hile this first part is important, the second is even more so: working with students. No matter what we may do on our side of the equation (conferences, training, staff development, etc.), to build better professionals it is always about those we serve: the students. “To keep the main thing the main thing” is to offer the opportunities that we had as students to these new individuals, and to add on our new developments and experiences to them. It is offering the aid that students need in order to help them become the people they want to be. It is preparing those we serve to become able, mindful, and successful members of the society in which they live. “ To keep the main thing the main thing” is keeping students as the central focus to the work that you all do and to the work that I hope to do in the future. It is offering our services, our leadership, and our experiences to all those we work with and serve. It is about learning from those we respect and regard as mentors. It is about the people we spend our lives with. I want to thank everyone once again for the opportunity to attend this conference, and to learn from all of you whom I spoke with throughout the week. It has been an experience unlike anything else and it would never have been as great without you: “the main thing.”
President’s Scholarship Winners By Kris Hoffenberger, UMR-ACUHO Past President
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he UMR-ACUHO President’s Scholarship was initiated after the death of Dr. William B. Sweet, who served as the 12th president of the Association in 1981-1982. A gift from Dr. Sweet’s estate provided the financial base for the fund. Continuing contributions to the scholarship by Association members make this annual award possible. In 2000, the scholarship was renamed the Frank J. Traver President’s Scholarship in recognition of the Association’s first president. The President’s Scholarship is given annually to a deserving graduate student who displays outstanding potential and commitment to a career in college student housing. The purpose of the award is to recognize and assist new professionals currently employed and pursuing a career in the housing field. During the 2014 conference in Coralville, IA, we were excited to be able to give away 4 scholarships! Thanks to all of your contributions throughout the years, Samantha Hyland (KSU),
Molly Brauer (Marquette University), Leah Wheeler (University of Central Missouri) and Kathryn Peck (UW Platteville) were each awarded $500. An applicant for the scholarship needs to submit letters of support, a resume and answer a series of questions. This year’s questions were geared toward Gender Neutral Housing. All applicants did a wonderful job and we applaud their efforts. Look for future opportunities to apply for next year’s scholarship late summer 2015/early fall 2015. This year, contributions given at the conference for the Frank J. Traver President’s Scholarship fund was $2110.72! In addition, a silent auction for OPE (won by UW-Whitewater) for $175.00 brings the grand total to $2285.72! This money is used to support scholarships and to offset the costs of the delegates attending the NHTI workshops. Many thanks from the organization to all who contributed during the 2014 conference. Without the contributions of each and every one of you, we would not be able to offer the financial support we do.
Inside UMR
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A Simple Token of Gratitude By Megan Nemec, Assistant Complex Director, University of Kansas
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s I entered my first professional conference as a student affairs graduate student I had no idea what to expect. Having come from the GLACUHO region where I completed my undergrad I had only heard great things about the conference and programs put on. As I headed to UMR-ACUHO I had similar expectations of what I had imagine GLACUHO to be. I felt as prepared as I could be to network and meet others who shared the same passions as I do. All of the sessions that I had attended were beneficial to both me and my university. I was able to take away something from each session that I felt I could do differently or that my university could possibly implement. It wasn’t until I attended the session Happiness Intervention: An Experiment in Gratitude & “Thank You.” I am the type of person that buys books on happiness and how to make the most of your life. I have yet to gain anything worthwhile from reading such books. So on a whim I attended this session, having hope that this presentation would be help me to become happier. We first started out by going around the room introducing ourselves and sharing what we hoped to get out of this session.
Most people shared similar ideas and wanting to learn how to become happier through gratitude and improving the lives around them. After sharing I felt at ease that I was not the only one in the room looking for some motivation to become happier. After everyone shared, we jumped right in to the first activity. The presenter asked us to pull out a piece of paper and think of someone who has done something amazing/important, made a difference in your life, been influential in your personal/professional journey, and/or shared something with you that you will never forget. We then were given a few minutes to write down as much as we could about that person. It was only appropriate that the song Happy by Pharrell was playing in the background while we wrote. I looked around the room to see if anyone was struggling to think of someone and that was not the case, everyone had their pen to the paper and were writing. For myself, having had many supervisors, mentors, and just overall great people in my life, I had thought of multiple people. I narrowed it down to one person and wrote a list of things this person has done that have helped me to get where I am today. I stopped for a second and looked at what I had written. The most important thing that, that person had done for me was telling me: “I believe in you.” Four simple words someone said to me that meant the world to me. Finally, our time was up and we got back into the large group.
My challenge to you is to genuinely thank someone each day. Whether that is a card, note, post it, phone call, text, etc. You just might be surprised by whose day you make. 6
UMR Personal Side
The presenter then asked if anyone wanted to share and someone raised their hand. The presenter stopped the person just before they shared and asked them if they still feel comfortable sharing, if they called the person they wrote about and told them everything that they had written down. The other catch to this was that they had to put the phone on speaker and call them in front of the entire group. This person still agreed to share and they called their friend, unfortunately their friend did not answer but they left a message thanking their friend for everything they have done for them. I sat there thinking how the person I wrote about would react and if I had told this person how much they mean to me. I was unsure if they knew, so I made a point to call them after the session and read to them what I wrote. I went on to call three more people who had made a difference in my life. After making those phone calls I instantly felt happier. What was it about a simple phone call that made me so happy? In one phone call I was able to tell someone that I was thankful for them and how much I appreciated them. Not only did I walk away happier but so did the person on the other end of the phone. I thought about the person in the session that had left that message. For the person who was checking their voicemail, chances were just expecting a typical voicemail, “Hey, it’s John give me a call when you are free.” Instead this person was told how awesome they were and that they have impacted someone’s life. How cool would it be if everyone received a voicemail like that? How often do you thank the people around you, even for the littlest things? I walked away from this session challenged to thank people more often, as it increases both my happiness and the person I am talking to. My challenge to you is to genuinely thank someone each day. Whether that is a card, note, post it, phone call, text, etc. You just might be surprised by whose day you make. Megan Nemec Assistant Complex Director, University of Kansas
UMR Personal Side
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All About That Skinny Shaming? By Anjie Swidergal, Residence Life Coordinator, St. Ambrose University
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t the recent UMR-ACUHO conference in Coralville, IA, I attended a session called “Weighty Matters” in which the female-dominated group discussed body image of college-aged women. As you can imagine, the song by Meghan Trainor, “All About That Bass,” came up a few times in our discussion. It was discussed as an example of “skinny shaming” and seemed to be unfavorable by the vocal attendees of the session, and that got me thinking quite a bit. Now, when the song first came out, I was conflicted myself by the message the song offered, as well as the possible interpretations. After this conference session, I thought it might be fun to break up the song, line by line, to try to evaluate the pros and cons of Trainor’s hit. Disclaimer: This is 100% my opinion and thought process, and is meant to be fun. If you interpret the lines differently, that’s okay, and that’s what makes us great at what we do.
Because you know I'm all about that bass/ 'Bout that bass, no treble To begin, there really isn’t a collective agreement on exactly what the terms “bass” and “treble” refer to. The socially accepted meaning, most likely based on the rest of the lyrics, would define “bass” as bigger-bodied or curvy women, which automatically makes “treble” the opposite, or thin women. This interpretation allows for the insinuation that the song is “skinny shaming” or purposely putting down thin women to be able to find pride in one’s curves. I’ll come back to this in the conclusion!
Yeah it's pretty clear, I ain't no size two It is clear. Unfortunately, size is one of the first, if not the first thing people notice about one another. No matter what size we are, we cannot hide it. This is one of the reasons that body image affects so many women and men. There are societal expectations that attach beauty to thinness, so it is especially hard for those who see themselves as bigger-thanexpectations to see themselves as beautiful. Size can be just as mentally detrimental as any other visible “abnormality,” causing negative feelings of depression, worthlessness, or worse. We must look to not only be proud of who we are, but not feed into the judgments that are so easy to make about others based on physical traits.
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UMR Personal Side
But I can shake it, shake it like I'm supposed to do How exactly are you supposed to shake it, Meghan?
'Cause I got that boom boom that all the boys chase/ All the right junk in all the right places The other predominant criticism of this song comes from lines like these. I’m all for a song that says “be proud of your size!” but lines like this attribute beauty and attractiveness to the ability to get the attention of the opposite sex. It also adds to the idea that being thin is “wrong” by the juxtaposition to “bass” being “right.”
I see the magazines working that Photoshop/ We know that sh*t ain't real/ Come on now, make it stop This is one of my favorite lines in the song, mostly because I think this is really what the message is trying to get at. Beauty as thinness and perfection is challenged here in a very blunt way. Photos in magazines and in media instill our society’s value of beauty, but that beauty is not real and is not attainable. How are young women (or men!) ever going to find pride in their bodies, complexions, or physical attributes if what is looked at as beauty is never within reach?
If you got beauty beauty just raise 'em up/ 'Cause every inch of you is perfect/ From the bottom to the top Makes you feel all warm and fuzzy, doesn’t it? EVERY inch of you is perfect. EVERY body is beautiful. Don’t look at the Photoshopped pictures or listen to what society expects. You’re perfect. You’re beautiful.
Yeah, my momma she told me don't worry about your size This came up quite a few times in the session at UMRACUHO. How many of you can honestly say your mother told you to not worry about your size? In my experience, this is not
common. I know personally, my mother is my biggest critic. I was put on my first diet when I was 10. Try being in 5th grade and explaining to your friends what Atkins is, while eating your breadless “sandwich.” Even now as a 27 year old, when I visit home I wear clothes that are slightly frumpier, hoping to look like I’ve lost weight since my last trip home. Society is not the only source of our body-shaming. This is important to remember when working with students who may be making great progress with staff at your university, because that student could lose a ton of progress after interacting with that “mom.” (I use mom loosely here to refer to that critic, or that trigger, that may override the body confidence they have built up.) So, props to this songwriter’s mother for being supportive. Hopefully, this sentiment will empower future mothers to be more supportive of their children!
She says, boys they like a little more booty to hold at night Oh, come on. I just said all those good things about your mother being supportive, but she is also attributing pride in oneself to being wanted by men! Mom may be body-supportive, but she’s not much of a feminist, is she? Let’s take note and empower our children, relatives, and students to find their confidence intrinsically!
You know I won't be no stick-figure, silicone Barbie doll/ So, if that's what's you're into/ Then go ahead and move along This is the quintessential “don’t change yourself” line. Any person should have the confidence to say and believe that you do not need someone who is not “into” what you have to offer. I don’t consider this to be skinny-shaming; I see it as a very positive line that says “I am who I am. If you don’t like it, then find someone else.” It also addresses the inability to become Barbie-like. It’s a little harsh, maybe, but it’s the truth. Not only is Barbie a terribly-disproportioned role model, but many ways that people try to become that figure are very unhealthy.
I'm bringing booty back In Renaissance art, big women were considered healthy and sexy so painted in a true to life form (no filters!). Let’s also not forget the bustles of the Victorian era that definitively accentuated the “booty” of women, or that the true intention of high heeled shoes is to draw attention to a woman’s behind. Did booty really go anywhere? Let’s ask Kim Kardashian…
Go ahead and tell them skinny b**ches that Well, that makes it hard to make a positive case for Trainor. On its own, this is the line many people quote when making the argument that this is the negative message the song is sending, and I cannot fault that. All I can say is wait for the next line!
No, I'm just playing, I know you think you're fat/ But I'm here to tell you that/ Every inch of you is perfect from the bottom to the top There we go! The redeeming line! Honestly, I feel like this is tongue in cheek on purpose. Everyone has that friend/family member/student who is beautiful and healthy and maybe even thin, but may think of themselves as fat, again harking back to social standards. Don’t tell me you haven’t rolled your eyes while trying to say anything you can to convince them they are not fat, or that there’s nothing wrong with being fat, etc. It makes the last line less harsh because it’s done with purposeful intention to say it doesn’t matter if you consider yourself “bass” or “treble,” you are perfect; you are beautiful; you can rock out to this song! So the message isn’t clear or perfect, but at the end of the day I’d like to consider a few main points. In a world where thin is not only preferred, but fat is demonized, I’m glad this song exists. It sparks important conversations regarding social trends, Photoshop, beauty, etc. Do I wish it had less of a skinnyshaming, not-so-feminist, heteronormative message? Of course, but I work in Student Affairs and I always have. I think we can all agree we see the world a touch differently than the average Joe in terms or inclusion and political correctness. I love to see women and men of all sizes get down to this song! Additionally, we need to keep in mind that a step toward acceptance and equality is always helpful in some regard. I think this is an anthem of love and acceptance of whatever you are! It just so happens that Meghan Trainor has a lot to be proud of! She is promoting her body type, not as the end all be all of statures, but as one of the many beautiful bodies out there to celebrate! Just because she is “All About That Bass” doesn’t mean you have to be! (Lyrics were pulled from azlyrics.com.)
Anjie Swidergal Residence Life Coordinator, St. Ambrose University
UMR Personal Side
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Collaborating to the “Sweet Life” By Von Stange, Assistant Vice President and Executive Director, University of Iowa
I
was thrilled to receive the William B. Sweet Distinguished Service Award at the 2014 UMR-ACUHO Annual Conference. I appreciate the great work by all the people in this region and am honored to receive the award. It is something I will always treasure. But, it is not something I could do by myself. Without the support and collaboration with a great team, I would not be where I am today. My goals as a professional were to work hard, get involved, and share my experiences with others. While she probably does not remember it, Lori Berquam grabbed me at my first UMR conference and introduced me to a couple UMR execs and said, “This guy’s volunteered with ACUHO; put him to work in UMR.” With that nudge and support, I found a home in the Upper Midwest with hundreds of people I call friends. I sat in the audience at my first UMR conference in 1990. Jim Chitwood received the Sweet Award. I thought, “That’s pretty cool, but that will never happen to me.” Yet, I guess it did. At the time, my perception was that this award was for the “best of the best”. But this honor bestowed on me should be a testament to everyone reading this that you can achieve this recognition. You see, I was never the best student leader. I was never the best RA. I was never the best Hall Director. I was never the best Area Coordinator. I was never the best Associate
Director. And after 20 years, I might be getting this director thing down, but I’m still not the best Director. I never won RA of the Year. I never won a New Professional Award. I was never selected to attend STARS College or NHTI. What’s my point? There are people who think, “That’s cool, but I can’t achieve that.” Not true. Any one of you can be the Sweet recipient in the future. You don’t have to be the star of your staff to do good things. I’m not smarter than anyone else. What I do have is 30 years of housing experience. Thirty years of opportunities to learn from others and to share my experiences. Most of that I have done through attending and presenting at about 25 UMR conferences. You see, I believe I have a responsibility to attend UMR, to share my experiences with others, and to interact with new professionals. I don’t have to attend: I want to attend. So what does this all have to do with collaboration? Simply, everything. You are only as good as the people around you. As I said earlier, I’m not that smart. But I am smart enough to hire people who complement my skillset. Where I am not strong, I have people who are. Where I am strong, I don’t need more of that skillset. It would be a sad day in the office if a dozen people like me showed up to do their jobs. There are things that simply wouldn’t get done! Similarly, I consider myself a good writer, but not a good statistician. So why wouldn’t I collaborate with a good statistician who may not be a strong writer? We’re both better as a result.
Because when you eventually receive the fruits of your labor, it’s more enjoyable when you have others with whom to share it. That’s the real treasure.
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I sometimes watch a show called “I Survived” on A&E. It’s about people who faced what appeared to be certain death and survived. They traditionally end the show with the sentence, “I survived because ________”. On my UMR journey, I certainly didn’t stare death in the face; but I did survive and, in fact, thrived. I survived and thrived because people saw my potential and took an interest in me. I survived and thrived because I work with outstanding professionals who work hard and do their very best. I survived and thrived because I assembled a great team and worked with and through them to meet our students’ needs. I survived and thrived because I wasn’t afraid to learn from my mistakes. I survived and thrived because I follow the adage, “If you’re the smartest person in the room, you’re in the wrong room.” There is not one idea I have ever had that couldn’t be made better by inviting others to comment on it.
I never thought I would enjoy the “Sweet Life.” But I enjoy it because it gives me a pulpit to help each of you survive and thrive in your profession, whatever it may end up being. To do that, rely on the help and support of others. Because when you eventually receive the fruits of your labor, it’s more enjoyable when you have others with whom to share it. That’s the real treasure.
Von Stange Assistant Vice President and Executive Director, University of Iowa
UMR Perspectives
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Reaping a Social Justice Harvest in Kansas By Alexandra J. S. Shaw, Fort Hays State University Reflections by Ms. Amber White, Fort Hays State University
Agricultural Conditions Each fall as the adrenaline of training, move in, and orientation subside the live-in professional will habitually fire-up their “Community Climate Radar”. Much like a forecast team will look for atmospheric conditions to help people prepare for severe weather, the Hall Director will instinctually look for developing patterns to help staff prepare for each year’s community challenges. Professionals returning to the same building or complex are not immune due to each years’ residents being a unique mixture of strengths and areas of growth. In the fall of 2014, Wiest Hall (a 420 bed, co-ed, dominantly freshman facility) was no exception. During the first few weeks a trend began to immerge. Incident reports involving alcohol and noise complaints could be perceived as typical adjustment situations by students testing their new environment away from home. However, it was the reoccurring disrespectful language that raised red flags. Within two weeks I consoled five of my six female RAs who were reduced to tears from being addresses with gender related aggressive language. After several administrative hearings it became apparent that the issue of female respect was larger than a few private conversations.
Planting the Seed To address the issue I reached out to our Diversity Coordinator, Ms. Amber White. In a rather assertive approach all male floors were scheduled for mandatory floor meetings facilitated by Amber White who lead several activities related to gender respect.
Amber White’s Reflections: I was more than happy to assist Ms. Shaw in her goal of addressing gender-based respect within her residence hall. We began the meetings by having all participants introducing themselves and setting some ground rules 12
UMR Perspectives
that we all agreed upon. After the ground rules were established the men were broken up into two groups and made lists of what men do and what women do. After completing their lists they shared with the entire group and one list was formulated from this. The men were then provided the opportunity to dialogue about how some of the items on their list were not gender exclusive. There were some less than respectful comments made about their perceptions of what women do and they were addressed and redirected immediately. I then asked the participants to think of the most important woman in their life and the qualities they admired most about her. While concentrating on this woman I provided them a hypothetical situation in which she was disrespected and asked how it made them feel if they found out about that situation. Many of the men said they would be very angry and even consider violence and intimidation tactics as a way to resolve the situation. My immediate follow up question was how do you think the Resident Assistants and their loved ones feel to know that they are being disrespected? They are someone to somebody and beyond that they are someone. I was met with a rebuttal of an abuse of power and that you must give respect to get respect. We debriefed and came up with a few possible solutions as to how they could handle situations in which they feel disrespected in the future. I was not so confident that they would utilize any of those strategies, as many of the participants that were vocal had no interest in altering their present behaviors. I did leave those meetings feeling like the conversations were necessary and reminding myself that change takes time. In the most basic sense these meetings shined a light on the issue, named the issue, and made a public statement that the behavior was not acceptable. Predictably, there were a few young men who displayed a defensive response. Several in each group claimed they were being targeted by female RAs who were equally disrespectful. These rebuttals gave me the opportunity to publically reiterate my role as an
advocate for my residents. I encouraged these students to discuss a specific events of concern in order to educate my student staff on professional confrontation behavior. This was met with smiles from the majority who knew a bluff had been called. Never-the-less I did address my staff with the principal that all residents must be treated with respect by staff members at all times even if they are breaking policy. This includes being self-aware of volume and tone of voice when RAs become nervous during conflict.
Helping it Grow The issue was now in the light and had a name. How then to we begin to change mindsets from fear of negative behavior repercussions to one of advocacy for a safe and respectful environment? For this I called upon Dr. Curt Brungardt. Dr. Brungardt is a professor in the Leadership Department and Director of the Center for Student Development. In addition, he is the President of the Board of Directors for Jana’s Campaign. Jana’s Campaign addresses education about and prevention against gender based and relationship violence. One of the campaign’s programs is Engaging Men and Boys to stop Gender Violence. Jana’s Campaign believes that men and boys should be actively engaged in confronting male violence against women and girls. We believe “real men” take a stand and speak out against inequality, sexism, and violence against women. While only a small minority of men harm women, we recognize the importance that all men and boys should participate and be proactive in preventing such violence. (quoted with permission from janascampaign.org) Dr. Brungardt facilitated a program in which he challenged Wiest male residents to “Break the Bro Code”. Out of 200 male residents, 55 attended. I attribute a great deal of this to marketing. The event was titled, “Men Only! (No females, including the Hall Director) Free Pizza and Gatorade”. To better ensure engagement I recruited two male graduate students (Nick Goodman and Isaac Ortega) to guard the door so attendees knew the expectation was to eat AND listen. As I wrote this article I can imagine the trepidation which is likely going through readers’ minds. The language of this program was not gender inclusive and food was used as a primary motivator. These were compromises I knowingly made to attract my audience of concern. Going forward I would hope to implement more holistic approaches.
The Harvest Gender Respect is a student development that can affect the lives of an entire community. Addressing an issue that requires challenging 18 years of behavior programming is daunting. In this specific instance the goal was to plant a seed. However, Wiest Hall experienced environmental improvement by the spring. This is best described by staff testimonies: Having someone come and talk to the boys in the hall about the situation helped to improve the building as a whole. By the end of the year all the boys in the building were much more respectful. Even though I am no longer an RA I still have boys that were in the building last year come up and strike a conversation with me. These are boys that at the beginning of last year were rude and disrespectful. I think that the talk that the boys had help to make these conversations happen. – Abigail Bryant (first year RA) Through constant teamwork, dedication, and use of resources from outside our department, we were able to generate a safe, fair, and respectful atmosphere throughout Wiest Hall. – Traynor Whitehead (second year RA) Without collaborative efforts from staff specialists and faculty members, these results could not have been achieved. I was touched at not only the willingness of my collaborative partners to come to my building, but the offers to return which persist to this day. In conclusion, I would encourage my fellow live-in professionals to listen to the small voice I referred to as the “Community Climate Radar” to detect concerning patterns. Once these are identified, do not fall into the temptation to sweep them under the rug. If you are not challenging the patterns, you are affirming them through your silence. Bring the issues into the light, boldly name them, and draw from your collaborative resources to create the change your residents and staff deserve.
Alexandra J. S. Shaw Fort Hays State University
UMR Perspectives
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Follow the Leader By Lisa Weston, Hall Director, University of Wisconsin – La Crosse
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e learn to play Follow the Leader as children. There is skill in being able to do just as the leader does or asks you to do. As time progresses, we learn that the people who push limits or question the leader tend to become leaders themselves. Our goal of following the leader shift to becoming the leader and learning how to be a better leader. As a leader much is accomplished and one is respected by peers and seen as a resource. Supervisors complement one’s initiative and willingness to think outside the box. Recognition is given by campus partners and regional organizations for accomplishments with students. Student staff share that they cannot imagine working for anyone else because they have so much respect for one’s decision making abilities. Emerging student leaders find leader’s inspirational. We have learned that it is good to be the leader. And, perhaps overtime, we become frustrated when we cannot be the leader. We’ve got good ideas and it is a lack of insight on one’s supervisor when not allowed to try new things. We have ideals and values so when a departmental policy does not seem to align with those values, the department is archaic in thinking. We have won awards for our work with students so when we are forced to choose between advocating for a student who has pushed the limits and following established campus practices we choose the student because that’s what a true leader would do. Right? “I do as I’m told,” has never been part of my professional or personal mantra. (My mother, supervisor, and husband can all testify to that sentiment.) I have, in fact, taken great pride in the roles I tend to play – the one willing to ask the big/hard questions, the one willing to try new things, the one who can find ways around our current policies, the one pushing buttons, etc. This has worked well for me in my career. At least….I think it has. The idea of “followership” continues to cross my path in a way that I can no longer ignore. The topic popped up in a business magazine I was skimming in a doctor’s office. Shortly after that exposure, I attended a presentation on the topic at UMR in Coralville, presented by Katherine LaSota and Bob Flinders from St. Cloud State University. I felt the need to learn more and I sought out people who I respect and who are in a successful career. Dr. Lyn Redington, Director of Residence Life at the University of Northern Iowa, 14
UMR Business Side
Dr. Nick Nicklaus, Director of Residence Life at the University of Wisconsin – La Corsse, and Terry Tumbarello, Associate Director of Residence Life at the University of Wisconsin – Whitewater offered to share some of their experiences and perspective with me. Both Terry and Lyn shared that in order to “follow well” one must start to see the big picture. Our roles are not the only players in any given situation. Terry shared, “I want our new staff to understand and respect the experience of the staff in our office, what we have accomplished, and the level of respect Residence Life has on campus. That respect wasn’t achieved overnight and we look to them to work hard to retain that respect.” Dr. Nick added, “Understand the difference between being and advocate and an activist.” As part of the bigger picture, my job is not to fight it, but to see my role in the bigger picture as significant. As someone who is always looking for better ways of doing things, I ask a lot of questions and challenge a lot of longstanding practices. Terry and Lyn supported my idea of asking questions. As Terry shared, “I think that it is important for staff to appropriately let leadership know when you disagree in a professional manner that is free from judgment and assumptions. We also ask staff to seek to understand. We are always willing to share why we make the decisions that we make, which can be really developmental for staff to hear.” As I consider how I question the senior staff in my department, I understand I need to be willing to be honest and provide the same level of sharing for my supervisor and others. I want so badly to be understood while I’m questioning or challenging. Why wouldn’t another professional, at any level want that same level of understanding? As Lyn added, “All opinions are valued. However, I expect staff to have taken the time to listen and learn before making assumptions about what could or should be done. It usually takes a while to learn the culture of a department.” In addition, when looking to suggest a change or movement in a different direction, Dr. Nick encourages, “If you want to challenge something, know the person you are talking with/to and determine what info they need to understand your point of view. Is it data? Evidence that it worked elsewhere? Be sure to provide solid rational. You will develop trust and demonstrate competence over time. It does not just happen because you are forceful.” Growing in my professional career, means learning to weigh when to lead and when to follow. “Over the years, I’ve learned to let things go. There are some things not worth fighting
about because I know the return on investment is not going to be there or I will lose much social capital in the process,” Lyn shares about learning when to follow. As Terry reflects on his staff over the years, he shares that time served in a position does not dictate leading verses following. He told a story about a long-time staff member who was frustrated by their lack of recognition but wasn’t willing to contribute in staff meetings or volunteer to do extra stuff. “It was amazing to me how different our perspective was in terms of performance and how they were viewed on staff,” says Terry. He suggests that the best way to learn when to lead and when to follow is through great mentorship. I understand a part of my growth needs to be listening to my supervisor or peers when I’m told to “let things go” or move on. Many people have been in roles where they were fighting for their own values to the point of exhaustion. Others have had supervisors who are not interested in being questioned or sharing the reason behind decisions. And some professionals simply are passionate about topics that their superiors will never be on board with. What then? I think this is what they mean when they say “institutional fit.” Lyn shared a story from two peers in Arizona that fought hard to lead without being willing to follow. “Most of them ended up with someone choosing to leave the position or the university,” she states. It is not always easy to leave a place that you decided to be a part of. As Dr.
Nick says, “Politics are real! Learn to be political.” Since avoiding politics is impossible, learning to understand what the political culture looks like and how to work within it is part of evaluating your fit in a role or department. When you are consistently frustrated, you take a toll on the attitude of those around you, including your students and your peers. Reflect first on how you contribute to the conversation. Are you professional? Tactful? Honest and direct? Do you understand the politics of the situation? If no. Start making some changes in your approach. If yes, then maybe it’s time to polish the resume. If you find yourself still looking for the opportunity to be a better follower I recommend you use a google search. You’ll find books, articles, and Wikipedia pages about the topic. It is all pretty interesting. Of course, peers and supervisors also tend to provide excellent personal feedback on your own followership journey. I intend to make followership a professional development goal in the next year. Care to follow?
Lisa Weston Hall Director, University of Wisconsin – La Crosse
UMR Business Side
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Native American College Students: Student Affairs Contributions on the Journey to Graduation By Crystal Savage, Complex Director, University of Wisconsin-Whitewater
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hen a student begins on the journey of pursuing a college degree many factors can influence the experiences had along the road to graduation. But what happens if that individual is a Native American student; is their journey more complex than that of the other students? Research shows American Indian students undergo a challenging road to graduation from a post-secondary institution. Any student learns both in and out of the classroom; that is where the essential department of Student Affairs become crucial, especially for the Native American student. There are three key factors in Student Affairs that influence whether or not a Native American student will graduate; support from family, feeling a sense of belonging on campus, and getting involved outside of the classroom. A crucial key in understanding the difficult factors Native American students face is first defining who Native American students are. The United States Bureau of Indian Affairs defines a Native American as, “someone who has a blood degree from and is recognized as such by a federally recognized tribe or village (as an enrolled tribal member) and/or the United States.” (Carney 1999, 9). However, many American Indians never register with a tribe but have the self-identity based upon territory, values, traditions, and family cultural ties to the Native American way of life (Frisch 1970, 208). When students come to campus for the first time it is crucial to try to identify the Native American students, either by government classification or personal identity, because the journey they are facing is a long and challenging one if the student does not receive any support from Student Affairs professionals. The first aspect, which is essential to the success of Native American students in a post-secondary institution, is receiving support from their family. When looking American Indian families, some students are very fortunate and their family has been nothing but a support system from day one. Herndon and Hirt’s research conducted into how much influence parents have in a minority students success states; “the foundation for
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success in college is laid in childhood and nurtured through different stages of the college career” (2004, 511). Research shows a students success in a post secondary institution can be determined by how much importance was put on education throughout that child’s life; even stemming back to the very beginning of a child’s schooling. In interviews conducted with Native American students, many mentioned how important the approval of their family is when they are pursuing their goals at a mainstream institution. Students mentioned “seeing themselves as role models and not wanting to disappoint their families” (Marcus 2011, 62). American Indian students that were interviewed also “indicated their desire for better careers and better jobs. That desire was not only for self but also for their families” (Marcus 2011, 62). However, the Native American culture is one filled with much sadness and struggle, especially when it comes to schooling. From the start of when the United States Government came into contact with Native Americans they began forcing their views and religion upon the culture and people. Still, more recently many American Indians in the 1950s and 1960s were schooled by the Bureau of Indian Affairs were sent to boarding schools, where many had negative experiences (Schmidt & Akande 2011, 45). Those parents who attended those boarding schools, who had detrimental incidents, often encourage their children not to leave their home or reservation, telling their child that they are “betraying their history and culture” (Schmidt & Akande 2011, 45). Native American students are often torn when coming to a mainstream university. Student Affairs professionals are essential, especially for the Native American students whom are experiencing separation from their families or reservations for the first time and not receiving encouragement from those they love. Student Affairs professionals can help the student realize they are being welcomed into a warm caring environment that will benefit themselves and their families in the bigger picture. It is exceptionally important for hall staff to identify students who might be having a harder transition than most and reach out to those students letting them know what services are provided for them while living on campus. The most important
role a Student Affairs professional can serve to an Native American student experiencing separation or lack of support is to be an outlet for the student to come talk to, be a person who takes a personal interest in the students well-being and transition, and to provide the student with resources on campus to become connected with other students. Having a sense of belonging is a human need. Humans are social creatures that thrive on interaction. When a Native American student begins their college career, research indicates they feel as if there is no place they can be a Native American as well as a college student at the same time; this feeling of disconnectedness could present itself as both a stressor and diversion from the ultimate goal of graduation. The Native American culture values community and when a Native American student is searching for a university it is essential that they locate one with cultural congruity (Gloria & Robinson Kurpius 1996, 538). Cultural congruity is the cultural fit between the student’s home culture and the culture of the university, and this fit has been linked to the persistence of American Indian students, as well as others who are ethnically diverse (Castellanos & Jones 2003, 9). Research indicates many American Indian students feel contradictory demands to be in a mainstream university while still upholding their connection to the reservation and cultural communities they have left behind in pursuit of higher education (Huffman 2001, 13). The conflicting pressure of cultures can be very challenging on students and often be too overwhelming and lead the student away from the success they are pursuing. A study conducted by Hoffman, examined students who keep a cultural identity with the native way of life while becoming immersed in the institutional culture. He found, they were very likely to find success from their academic pursuits when cultural identity is kept. Hoffman pointed out in the study, many American Indian students had a feeling of isolation and loneliness while first entering a higher education institution but those who
actively sought outlets to become involved on campus, while embracing their cultural roots, found cultural congruity (Huffman 2001, 15). A Student Affairs professional is trained to identify students who are withdrawn from others, or the opposite, and are too immersed in the mass culture ideal of college and losing sight of their ultimate goals. If a Student Affairs professional spots these signs in a Native American student it is important to become connected and trusted with and by the student in order to help identify ways in which they can become connected on campus. There are many resources available to Native American students, especially if the student attends a university, which has a high population of Native American students, they can seek connectedness from a Native American Student Center or a Center for Minority Students. Offices such as these can provide students with friendships, mentors, and academic aid which they might not be finding elsewhere on campus; these offices c a n also provide students with positive educational programs in which to get involved and invested with; ultimately leading to feeling more connected on campus. Having a connection to ones campus is vital for success within the institution. Getting involved allows a student to feel more invested and appreciated within the university; they feel as if they are contributing to the institution as much as they are taking away from it. Research shows that getting involved on campus is beneficial for ones mental and social welfare, as well as being “engage[d] in [a] university social group is a consistent predictor of college success for Native American students� (Lundberg 2007, 407). Researchers Harrington and Hunt have studied, in-depth, how first-year programs and organizations can help support the integration of Native American students into their new surroundings, both socially and academically, by facilitating connections between other students and supplying contact with faculty and upper-classmen (2010, 4). UMR Student Side
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Native Americans, like any other minority groups, have the needs and desire to socialize and be involved with their people and culture. Many universities across the nation recognize this need by minority students and are making significant strides to help the recruitment, retention, and graduation of American Indian students by offering opportunities such as: “bridge programs, structured campus residences, mentoring, and ethnic and cultural programs” (Marcus 2011, 28). Native American students have been found to be more successful at a post-secondary institution when the campus offers events that are educationally and culturally geared towards the way of life, as it makes the students feel welcomed and appreciated by the university and other non-native students (Brown 2005, 86). If any student feels connected, they are more likely to do well academically as well as socially. However, it is of the upmost importance for Native American students to get involved on campus so they feel connected. The feeling of connectedness will be extremely beneficial to the Native American student who may be feeling pressured to return home from their family or who maybe feeling home-sick and isolated. Student Affairs professionals are key in making sure a student feels at home at their new institution. When it comes to getting any student involved, many times all it takes, is the professional sitting down with the student at their level, getting to know them, and making recommendations of organizations to get involved with. In many instances, high success has been found in making a personal invitation to a student. Native American students respond especially well to programs and opportunities where they get to talk about and teach others about their culture and life experiences. Overall, when it comes to the Native American student, research of any nature is highly suggested, as they are a minority group that tends to get disregarded when it comes to methods to improve the quality of education being received from a post-secondary institution. Education is very important to the Native American student as many want and require an education to help improve the current state of their way of life. The history of Native American has been one of much turmoil and hardship and “improving the levels of education of current generations of Native Americans is the only way to ensure the future generations have a fighting chance of emerging from poverty, poor health, and” becoming a powerless and unheard group in society. Student Affairs can help make great strides to the Native American students; but it must first start with the university making the conscientious decision to bring professionals on
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staff that are passionate about their positions and the differences they can make in students’ lives. “The contribution of out-of-class experiences to student engagement cannot be overstated,” as students learn both in and outside of the classroom (Whitt, 2005). Focusing on the needs the Native American student has outside of the classroom is fundamental in their journey to graduation. The genuine care will help make their complex journey one that is memorable and appreciated; a journey that will not only benefit themselves but also their families, communities, and culture as a whole. References Brown, D. (2005). New directions for student services: Serving Native American Students (Vol. 109, pp. 87-94). San Francisco: Jossey-Bass. Carney, Cary Michael. 1999. Native American higher education in the United States. New Brunswick: Transaction. Castellanos, J., & Jones, L. (2003). Latina/o undergraduate experiances in American higher education. In J. C. L. Jones (Ed.), The majority in the minority: Expanding the representation of latino/a faculty, administrators, and students in higher education (pp. 1-15). Sterling, VA: Stylus. Frisch, Jack A. 1970. “Tribalism among the St. Regis Mohawks: A search for self-identify.” Anthropologicia 12(2): 207-219. Accessed October 14, 2011. http://www.jstor.org Gloria, & Robinson Kurpius, S. E. (1996). The validation of the cultural congruity scale and the university scale with chicano/a students. Hispanic Journal of Behavioral Sciences, 18(4), 533-549. Harrington, Charles F., and Billie Hunt. 2010. “The Impending Education Crisis for American Indians: Higher Education at the Crossroads.” Indigenous Policy Journal 21:1-13. Accessed October 27, 2011. http://www.indigenouspolicy.org/ipjblog/category/Vol-XXXI-No-3-%28Fall-2011%29. aspx Herdon, Michael K., and Joan B. Hurt. 2004. “Black students and their families: What leads to success in college.” Journal of Black Studies 34:489-513. Accessed October 14, 2011. http://www.jstor.org/stable/3180892 Huffman, T. (2001). “Resistance theory and the transcultural hypothesis as explanations of college attrition and persistence among culturally traditional American Indian students.” Journal of American Indian Education, 40(3), 1-23. Lundberg, Carol A. 2007. “Student involvement and institutional commitment to diversity as predictors of Native American student learning.” Journal of College Student Development, 48, 405-416. Marcus, Ural. (2011). Barriers and factors influencing persistence of first-year American Indian students who participated in a university summer bridge program. (Unpublished doctoral dissertation, University of South Dakota). Schmidt, J. J., & Akande, Y. (2011). “Faculty perceptions of the first-generation student experience and programs at tribal colleges.” New Directions For Teaching & Learning, 2011(127), 41-54. Whitt, E. J. (2005). Promoting student success: What student affairs can do (Occasional Paper No. 5). Bloomington, Indiana: Indiana University Center for Postsecondary Research.
Crystal Savage Complex Director, University of Wisconsin -Whitewater
A Student’s Perspective
Top 10 Reasons You Should Host a Regional Conference 6. Being Supported - Knowing that KU and KU Student Housing supported us was the most encouraging and uplifting feeling in the world. 5. Regional Pride - I had never loved MACURH more than when I was able to give back to my home region. No matter where I live or what other regions I work for, I will always have a special place in my heart for MACURH.
By Taylor Hanna, MACURH 2014 Conference Chair, University of Kansas
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4. Personal Development - It sounds cliché, but personal development is a major piece of hosting a conference. Time management, interpersonal skills, and of course, different leadership skills will all be put to the test, and without even realizing it, you will have already learned some big life lessons before the end of the conference.
ne of my favorite MACURH traditions is the writing, passing, and reading of Top 10 lists during downtime in conference boardrooms. I was able to get my fill of Top 10 lists when the University of Kansas hosted MACURH 2014: Piecing Together the Bigger Picture. I wish every institution had the opportunity to bid for and/or host a conference. For those who have wondered, or even seriously considered, hosting a conference, here is my personal Top 10 list for why everyone should host a conference.
3. Student Development - Watching the conference staff discover their place in the bigger picture of hosing a conference was extremely rewarding as a conference chair.
10. Team Bonding - Whether it’s eight hour long budget meetings, staff retreats, or hanging out in conference headquarters all night, the memories made with the staff will stay with you for the rest of your life.
1. Friendships - The bonds that I created with the Conference Staff, Advisors, and the Regional Board of Directors have turned into lifelong friendships that endure different institutions, time zones, state lines. They are the best and only people to go through this experience with.
9. History - Before, during, and after winning the bid in October 2013, I was always looking through old bids or wrap up reports to try to be as prepared as possible for the conference. I’m now highly educated in the history of our region, and it’s inspiring to see how far we’ve come since 1961. 8. Valuable Experience - This was a project that took several years to execute, and it made our personal journeys that much more rewarding and valuable because of how hard we all worked for it to be successful.
2. Appreciation - After the conference was over, so many delegates and advisors came up to the conference staff and myself to thank us for all of our hard work and to give us hugs and clothespins. Having someone tell you they were inspired is the best gift you can receive as a conference staff.
Again, hosting a conference is a challenging experience, but one that I would not trade for anything.
Taylor Hanna MACURH 2014 Conference Chair, University of Kansas
7. The Hard Times - We, like any staff, had our fair share of struggles, but without them, we wouldn’t have been the strong team we were or had that motivation to persevere. UMR Student Side
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This I Believe
By Drake Martin, Assistant Director of Residence / Education University of Northern Iowa (1981-2012) In 2012, as a part of training, the UNI residence life wrote “This I Believe” statements. Drake Martin wrote his statement on July 26. He died two days later on July 28. The call for stories from UMR-ACUHO arrived in our mailboxes on July 28 – the two-year anniversary of his untimely death. Drake Martin impacted so many people in so many positive ways … who in turn have impacted others … who in turn … in his honor and his memory, I am privileged to share this with our membership.
This I Believe I believe in the wisdom of four guiding principles, as informed by my faith and life experiences:
Purpose There are few greater joys and sources of sustained energy than the discovery of one’s life purpose. I believe my primary life purposes are to help people communicate more successfully and live more compassionately. It’s fun to see these happen in people’s lives.
Trust There is no sweeter achievement in a relationship than to be enveloped in complete and utter trust. I try – with modest success – to build trust by being compassionate, honest and appreciative. I love the closeness and comfort of being with the people with whom I share this feeling.
Courage The exercise of courage is perhaps the most life-affirming act available to human beings. Finding courage starts with being real about my own tendency to think of me, first. This is hard. When I succeed, those insights give me the clarity to rise above self-interest, in order to do the right thing.
Grace The power of grace offers new hope in the midst of darkness. I really need others’ grace: accepting me as worthy and lovable, despite my shortcomings. At the same time, I try to give that gift to others, as they do their best in life. Drake Martin Assistant Director of Residence / Education University of Northern Iowa (1981-2012)
This I Believe
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First Generation College Students By Torin Akey, Associate Director, Residential Life Minnesota State University, Mankato
I
believe first-generation college students deserve our intentional and persistent efforts beyond those practices implemented for the overall first-year population. Honestly, even though my campus has a first-generation population of nearly 40%, I didn't always have this perspective or make a commitment to this population. My nephew graduated from high school last May. His parents do not have college degrees; his one sister (younger) has developmental challenges. Over the years, conversations during our visits alluded to college aspirations. And, from my view, well-intended grandparents and parents shared that college dream. It did not seem like my place for unsolicited assistance. Two winters ago, I learned more about his college preparation. It brought me to tears and made me think about the "nephew's" who find a way to make it (and those who do not) to our campus. Five months before his high school graduation he just learned about FAFSA had a savings account balance too small for a college application had little sense of admission standards (he thought Georgetown; his ACT was under 18) had little sense of college costs, yet alone any awareness of a "college cost calculator" app believed scholarships and interest free loans would simply come his way because he wanted to go to college had a family, who, despite their love, literally could not provide much meaningful guidance and were overwhelmed While I pride myself in work/life balance, I found my parent and housing professional hats rapidly colliding. My internal voice asked:
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This I Believe
Even if he gets into college somewhere, does he have the tools to succeed or will he simply incur debt that will be difficult to overcome? If he attended our campus, how would we help him? How should we help him? For my two sons, college is a part of their day-to-day experience based on what Lynn and I do each day. They have well-funded 529 plans. Konner, our eleven-year old, could cite his balance. Kaiden, our nine year-old, asks about college affordability; not because of messages from us, but rather conversations and contexts he has access to. My kids physically see a college campus weekly and identify attendance as a reality, not a dream. Unintendedly, my nephew’s journey gave me a professional gift. I watched with my housing team the documentary "First Generation" (a story of four high school students who set out to break the cycle of poverty and bring hope to their families and communities by pursuing a college education) to enhance my contextual understanding of a first-generation experience. Those stories illustrated what I could have done differently to help my nephew. For two years now I've asked my housing team to think about this population differently. Is it personal? I hope not, but maybe it is. Maybe you know a “nephew” (a relative, a kid down the street, someone living in a residence hall; a parent with dreams and unsure of the path) and have already made this commitment. I admire you. They deserve and need our attention. THIS I BELIEVE.
Torin Akey Associate Director, Residential Life Minnesota State University, Mankato
“All you need is faith, trust, and Pixie Dust.” By Allyson K. Plattner, Hall Director, University of Wisconsin-La Crosse
“
To infinity and beyond…” There is a rush, or sort of peace that comes when you pop in your favorite movie. It is delightful knowing that for the next 90 minutes, you are going to get lost in another’s story. Disney has provided solitude during many different parts of my life. “Laughter is timeless. Imagination has no age. And dreams are forever.” -Walt Disney Disney demonstrates time and time again the power of love in its purest form. Many of the characters aren’t even aware that their hearts need to be expanded until they are faced with adversity in which the “un-loved” character is the only entity that can help. Demonstrating vulnerability is hard. Plain and simple. Even the most heroic of characters struggle with this: Ralph, Peter Pan, Mulan, and Hercules. The exception is Dory. She was great at demonstrating vulnerability, trust, and had no shame in the process. “Just trust me on this…” Taking the time to reflect and creating a space for yourself in order to do so is critical. In one of my favorite movies, “A Bug’s Life,” Flick doesn’t rise to his fullest potential until he is presented with a rock and paused to reflect in order to move forward effectively. “Pretend it’s a seed okay.”
that the art of offering grace is to practice and to feel “okay” standing in that space of unknown. When Simba struggled whether to return to Pride rock, Rafiki said “Oh yes, the past can hurt. But the way I see it, you can either run from it or learn from it.” Thus, Rafiki offered grace when Simba did not want to extend it to himself. Disney has always remained a shelter for me from what can seem harsh and demanding. My journey through the vast and yet still small profession of student affairs is beautiful and rewarding; but is still littered with insecurity, vulnerability, and shame. Disney has the ability to create a space for magic and imagination; two qualities that I hope remain intact during the course of my life. I continue to remain my most authentic self by understanding that an everlasting love of Disney remains at my core. “It’s what we story tellers do. We restore order with imagination. We instill hope again and again and again.” -Saving Mr. Banks
Allyson K. Plattner Hall Director, University of Wisconsin -La Crosse
Disney provides the opportunity to offer grace. Often times I am great at offering grace to other people, but am very limited when providing grace to myself. I am learning
Disney has the ability to create a space for magic and imagination; two qualities that I hope remain intact during the course of my life. This I Believe
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I Believe in the Power of “Firsts”
This I Believe
By Sandi Scott Duex, Director of University Housing, University of Wisconsin - Stout
By Lyn Redington, Ph.D., Director of Residence Life, University of Northern Iowa
I believe in the power of “firsts” in our lives in shaping who we are and what we will become. I still remember the day, a month before my graduation with a bachelor’s degree in education, when I told my parents I had made the decision not to teach, but instead to accept a hall director position. They tried to be supportive, but they struggled to understand how four years of a private school education, could lead me to this career path. What I couldn’t articulate to them at that time is how the many “firsts” in my undergraduate collegiate experience made me want to help others be as changed by their college experience as I was. That as a result of experiencing many firsts, I was a better person, a more aware person, a more compassionate person, and I was being called to “teach others”, not in a formal special education classroom as had been my academic training, but in an informal classroom, in every day interactions with college students. There were so many firsts that shaped me, a naïve, eldest child from a county in Wisconsin that had one stoplight, attending college in the big city of Milwaukee, three hours from home….first time I saw my dad cry when he said goodbye to me, first time I shared a room with a non-sibling, first time I met someone from an Arab country, first time I entered a Jewish synagogue, first time I got drunk, first time I would question my own faith, first time I would serve a meal at a homeless shelter, first time I would go on a service trip, first time I would sleep on the beach of Lake Michigan and wake up to the sunrise, first time I would be called a scholar, first time I would have a roommate who was so severely depressed she needed to be institutionalized, first time I would take a philosophy course and wonder late at night if the ceiling was really there, first time I would identify a mentor and learn from them, first time I would be hired as a residence life staff member, and the first time I would attend, by myself, the Oshkosh Placement Exchange. These many “firsts” shaped the person I was becoming and the professional I am today. Out of those many firsts, came a desire to help others make meaning out of their “firsts” – their first day of college, their first job as an RA, their first write up and conduct meeting, their first time negotiating a salary, first time dealing with a student death, first time needing to terminate a staff member, their first UMR-ACUHO conference, and their first time presenting at a professional conference. This I believe….there is power and value in the “firsts” in our lives in shaping the housing professionals we become, and walking the journey with students and staff who are experiencing their “firsts” is a privilege and an honor.
Sandi Scott Duex Director of University Housing, University of Wisconsin - Stout
I believe Dr. Seuss was a genius. I believe what and who you associate with, you become. I believe and trust in the best of others –intentions and actions. I believe in holding others accountable, but holding myself accountable first. I believe in being brave. I believe in telling the truth. I believe in God. I believe in going to the source. In person. I believe in forgiving and being forgiven. I believe there are times to accept things as they are, even if I don’t approve. I believe in love and kindness. I believe venting is necessary; character assassinations are not. I believe every person has worth and value. I believe in praise and never, never underestimating the value of it. I believe in taking risks and making mistakes. I believe in choosing my battles. I believe dreams do come true. This I Believe. Lyn Redington, Ph.D. Director of Residence Life University of Northern Iowa
This I Believe
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Transition By Bill Lenarz, Area Coordinator, UW-River Falls
I
believe in transition. Transitions can be voluntary or involuntary. Transitions can be small and almost unnoticed (they stopped making Crispy M&Ms), or transitions can be major, meaning disruption in routine, relocating, making new friends (a new town, a new school, a new job). The bigger transitions often force us to re-examine personal values and lifestyle, forcing us to really be honest with ourselves. Scary! My experience with transitions is fairly extensive, beginning with my first big transition of moving out of state. I had no friends and was away from family for the first time. In hind sight, transitioning to college was actually fairly easy. I did my homework, talked to others who had transitioned to college, and I had an idea of what to expect. It was still difficult, but I learned to trust in myself, and to trust the decisions that I was making. Exciting! As life has progressed, I have faced transition head on time after time. Transitions that I made voluntarily (getting new apartments, attending grad school, getting married) were fairly easy, because I controlled them. Other transitions I have faced were more difficult because they were involuntary and I didn’t fully control the situation (death of my personal confidant, realizing that law enforcement wasn’t the correct career path, selling a house). However easy or difficult transitions have been, I still believe in transition. Faith! Transition is a time of renewal, re-evaluation, and a time to reinvent who you are as a person, family member, and professional. I evolve through each transition. I don’t give up. I continue to try new things, and I’ve learned that transition will not kill me. For some, transition is frightening, scary,
or anxiety inducing. Frankly, some transitions hurt both emotionally and mentally. I’ve discovered that transition is very psychological. It isn’t the events that are happening that make the transition, it is the inner-reorientation and personal redefinition that make the transition. I found that as I became more willing to accept and embrace the transitions in my life, the more I welcomed them. Perseverance! Transitions have provided opportunities for me to reflect (am I where I’m meant to be? Am I the person I want to be? Is this transition the best one I can make right now?). I discovered that if I address each of the questions in my mind at once, the transition is more difficult to process. It is important to manage transition one day, and one question at a time. I’ve learned that transition is never perfect, it doesn’t always go the way I want, and I am ok with that. I believe that transition, and how I manage transition, is always a work in progress. Transition isn’t a static process, it’s fluid, and I need to move with the transition as it moves with me. Flow! Ultimately, every transition begins with an ending, and it is how I choose to navigate the transition that truly dictates how successful the new beginning will be.
Bill Lenarz Area Coordinator, UW-River Falls
It isn’t the events that are happening that make the transition, it is the inner-reorientation and personal redefinition that make the transition. 26
This I Believe
This I Believe By Kevin Cook, Assistant Director for Departmental Initiatives, Kansas State University
I
believe that music and song is the way that I interpret and make meaning of the things I experience in life. Some people hear a song and hear the notes, the instruments, the lyrics. I hear music and I often hear, see and feel my life. Since I was a very small child music has spoken to me in ways that few other things can. I like to read, watch movies and television. But when I have been really touched at the core of who I am, it has been with a song. Music also serves as a spiritual scrapbook for my life. For me songs have connections to moments, people, places and feelings. When I hear Tammy Wynette, George Jones, Kenny Rogers or Dolly Parton I am immediately transported to my grandparents’ living room. I can see the console television and feel the shag carpet under my feet. When I hear a Big Band I find myself in a high school gymnasium with my other set of grandparents seeing the Glenn Miller Orchestra and am in complete awe. When I hear “Just As I Am” or “Jesus Name Above All Names” I am sitting in a pew at the First General Baptist Church singing loud and proud. When I hear late 80’s-early 90’s R&B I am dancing like crazy at Flavors Teen Dance Club. I am taken to my college choir when I hear “O Fortuna” from Carmina Burana and am experiencing all over again the most amazing performance experience of my life. When flipping through the dial on the radio and I hear Faith Hill sing “This Kiss”, I think of the love of my life and the life we share. Music has the power to take me places I never dreamed of literally and figuratively. Music has played a role in almost every major aspect of my life. This was never more evident than in the winter of 2011, when a cyst was discovered on my vocal chords. For a person who will break out in song with no provocation the prescription to stay quiet was one of the most challenging things I have ever experienced. It was difficult for this chatter box to not share every thought but it was even more difficult to keep my mouth closed in the pew at church or in my car. I found during this time that my spirits were particularly low. Part of that I am sure was due to the uncertainty of what might lie ahead. However, I believe that the fact that I could not lift my voice in song, not express how I was feeling was the part that kept so down. I know that not everyone feels the same way I do about music. In fact I used to work with someone who did not sing along to the radio and hated it if you did. But for me I believe that music is a window into the true core of a culture, a person and a life.
Kevin Cook Assistant Director for Departmental Initiatives, Kansas State University
I Believe In Second Chances. By Mickey Fitch, Director of Residential Life, The College of St. Scholastica, Duluth, MN
I
believe in second chances. I believe in the wild, wet behind the ears, boundary-pushing, trying new things freshman who breaks a record number of policies in just the first few weeks of the academic year. I believe in actions and consequences, and I believe in the restorative power of residence life.
I believe in second chances because I am the product of one. Midway through my first semester of college, I had done everything student affairs professionals want first year students to do: I had met many new friends, connected with my hall staff, socialized with my classmates, and joined several student organizations. I was an active and vivacious member of my res hall community. Only, I did all of these things while breaking just about every policy in place attached to them. One day, I found myself meeting again with my hall director about some of my “boundary pushing”. This time, the assistant director of conduct was in the room as well. She told me that I was teetering on the edge of contract cancellation (at a university that had a two year on campus living requirement) at the end of October of my freshman year, or I could channel my efforts into more positive venues. Obviously, fearing the wrath of my family’s disappointment in my “community building” efforts, I chose the latter. I became the newly appointed floor governor, did duty rounds with my Community Advisors, planned programs, completed bulletin boards, got involved in RHA, and did some janitorial work around the hall. I believe in second chances for all of our residence hall students. That meeting and the subsequent months, through a pile of sanctions, sent me on the tailspin and journey that has become my life calling and work. I am still known for the professional who seeks the fringe dwellers and boundary pushers, and will frequently put students on the “Mickey Fitch Plan” for their own success. While still a boundary pusher and rule breaker even while I sit at my Director of Residential Life desk, I believe in second chances for all students, as we may be their first and only place to really experiment in a safe place. Mickey Fitch Director of Residential Life, The College of St. Scholastica, Duluth, MN This I Believe
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Laughter By Matt Burns, Area Director, Minnesota State University
L
ife is messy, and there are a lot of ways to deal with this mess. Early in my career I was taught that laughter is the best medicine, and to this day I strive to infuse laughter and levity in all I do. Long ago my friend Andy asked me to take him to his cancer treatment. The cancer treatment facility met my every expectation; the patients were quiet and kept to themselves and the nurses spoke in whispers. Andy looked around the room and then barreled up to the nurses’ station. “All right, I’m here to get microwaved!” His comment was met with stares and shock. Andy’s next comment involved the “giant ray gun” they kept hidden, causing another patient to snicker. While prepping Andy for radiation treatment, the nurse was again quietly respectful. Suddenly, Andy whipped off his shirt to show me his alignment tattoo and then offered to play connect the dots with his freckles and moles. When the nurse and I stepped out, she was smiling. As the treatment began, Andy shouted out “It tickles!” The nurse laughed out loud. Some of the patients in the waiting room did, too. When Andy returned to the waiting room, he offered to show an elderly lady his tattoo if she showed him hers. She just burst out laughing. As we left the waiting room I marveled at the change. The nurses were laughing with each other, patients were talking to each other, and the entire mood of the room had changed.
Years later, after beating cancer seven times, Andy told me that day was really important. He knew after that day that laughter was his best medicine. He told me that he made it his goal to make people laugh whenever he entered a hospital or doctor’s office. The power of his laughter and the reward of their laughter was healing. In our work we deal with people’s lives and much like the patients in that waiting room, many lives are messy and difficult. I cannot fix all the bad things that happen to students before, during, or after their time with us. And yet, I can look for ways to make their experiences more endurable, more memorable, more worthy of a good belly laugh. I believe in the power of laughter. Not the polite snicker or the cautious laughter of commiseration, but the true deep laughter of a shared experience, the observation of the ridiculous or simple embarrassment. Laughter has the ability to reset the stage and to relieve pressure. Laughter has the power to change the course of a first day, a first week, a first semester. Laughter can be healing. I believe laughter, truly, is the best medicine.
Matt Burns Area Director Minnesota State University
Laughter has the ability to reset the stage and to relieve pressure. 28
This I Believe
UMR-ACUHO 2014 Awards ROBERT E. MOSIER PROFESSIONAL ENRICHMENT AWARD
LYN REDINGTON University of Northern Iowa
BACHELORS LEVEL
MASTERS LEVEL
OUTSTANDING NEW PROFESSIONAL
BROOKS HETLE Kansas State University
KATHRYN PECK University of Wisconsin - Platteville
WILLIAM B. SWEET DISTINGUISHED SERVICE AWARD
DRAKE MARTIN COMMITMENT TO SOCIAL JUSTICE AWARD
SOCIAL JUSTICE IN ACTION AWARD
VON STANGE University of Iowa
AMBER BUCK (photo for the winner not available) North Dakota State University
TRACY GERTH Marquette University
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UMR Awards
SUPPORT STAFF SERVICE AWARD
FRANK J. TRAVER PRESIDENT'S SCHOLARSHIP AWARD
KRISTIE OLSON University of Wisconsin - Stout
KATHRYN PECK, SAMANTHA HYLAND, LEAH WHEELER University of Wisconsin - Plattevile, Kansas State University, University of Central Missouri
BEST PERSPECTIVES ARTICLE BEST OVERALL PERSPECTIVES SUBMISSION
BEST SUBMISSION ON THE PERSONAL SIDE
BEST SUBMISSION ON THE BUSINESS SIDE
RYAN VAN LOO, VON STANGE, CASSIE SCHMILING, CARSON DINGER The University of Iowa
JOE LASLEY (not pictured: JIM LOVE) University of Wisconsin La Crosse and St. Olaf College
KAITLIN KORBITZ and ALEXANDRA SHAW University of Wisconsin - River Falls and Fort Hays State University
UMR Awards
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CASE STUDY 1 HONORABLE MENTION
CASE STUDY 2 - HONORABLE MENTION
SARAH TENNIE University of Wisconsin - Oshkosh
KELCIE HAMILTON and MICHELLE HOBBS University of North Dakota and University of Kansas
CASE STUDY 1 - WINNER
CASE STUDY 2 - WINNER
SAMANTHA HYLAND and KLARE ARMSTRONG Kansas State University and St. Cloud State University
PEYTON LIPSCOMB and DANIEL SOULIER University of North Dakota and University of Kansas AIM RESEARCH GRANT RECIPIENT
NEW PRESENTER SCHOLARSHIP
ANNA KORBEL University of Kansas 32
UMR Awards
ANGEL EASON Iowa State University
NICK LAUER Luther College
KEVIN COOK Kansas State University
TOP WORKSHOP
TOP 5 PROGRAM AND TOP NEW PRESENTER AWARD
ADAM LUDWIG, WHITNEY SCHMELING, HANNAH BENDROTH, ANN HOFFMAN, BEN MARKL University of Wisconsin - Stout
ALYSSA LIPSIEA, AINSLEY WILSON not pictured: KELLY COLLINS University of Iowa
TOP 5 PROGRAM
SANDI SCOTT DUEX and ADAM LUDWIG University of Wisconsin - Stout
CHARISSA JAKUSZ University of Wisconsin - Eau Claire
CHARLIE POTTS Gustavus Adolphus College
Congratulations to all nominated and recipients of the 2014 UMR –ACUHO Awards
UMR Awards
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University Housing & Dining 260 Stanley Hall Iowa City, IA 52242
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