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Spring 2022
GLACUHO Board of Directors & Committee Chairs
ABOUT TRENDS
GLACUHO Communications
& Marketing Committee
Sara Kennedy
University of Cincinnati
Qiana Boyd
University of Indianapolis
Kyra DeLoach
Southwestern Michigan College
Tim McCue
Illinois State University
Amanda Mientus
Miami University
Makayla Ostapa
Aurora University
Alexis Straub
Michigan Technological University
Kellee Steffen
Ohio University
President
Quiana M. Stone
DePaul University
Past President
Robin Gagnow
Baldwin Wallace University
President-Elect
Steve Herndon
University of Dayton
Secretary
Nathan C Tomson
Central Michigan University
Treasurer
Shavonn Nowlin
Saint Xavier University
Exhibitor Liaison
Eddie Nguyen-Koelzer
Michigan State University
Professional Foundations Chair
Kate Page
Miami University
Campus Safety & Crisis Management Chair
Kevin Krauskopf
Elmhurst University
Conference Host Assistant Chair
Dave Arnold
University of Illinois
Facilities & Operations Chair
Danielle Hernandez
Northern Illinois University
Communications & Marketing Chair
Sara Kennedy
University of Cincinnati
Contemporary Issues Chair
Demetrius T. Gary
University of Michigan
Technology Coordinator
Jeremy Alexander
Eastern Illinois University
Committee Chair Delegate
Rod Waters
DePaul University
Conference Host Chair
Zac Birch
Northern Illinois University
Health and Wellness Chair
Tresa Barlage Zianno
Miami University
Student Learning
Brittany Coy
University of Mount Union
Inclusion & Equity Chair
Rodrina Moore
Wayne State University
TRENDS is published three times a year by Great Lakes Association of College and University Housing
Officers (GLACUHO) for members of the association.
GLACUHO is a non-profit organization that strives to:
Better prepare housing officers to meet the
diverse and changing needs of those we serve
with primary concern for students.
Advance and communicate professional
knowledge and standards in the field of housing.
Contribute to the improvement of dining services,
residential life, residential services, and residential
facilities provided by housing officers.
Provide opportunities for the education and
professional development of housing officers.
Sponsor activities and services which assist
housing officers in the exchange and
distribution of information and ideas.
Support the goals and purposes of the Association
of College and University Housing Officers
International (ACUHO-I)
All members of GLACUHO institutions are encouraged to submit articles for publication. Be sure
to indicate the name of author(s), institutions(s), email address(es), and GLACUHO committee or
board affiliation, if applicable. Articles not received on time or not published will be considered for
the next issue. Submitted content may also be published at any time based on editorial needs
and focus of edition.
Necessary editorial revisions will be made to ensure publication quality and to meet space
requirements. Authors must submit work with GLACUHO to make necessary edits for publication
to TRENDS and to maintain consistency across the publication. Submitted content ma\y or may
not be published at the discretion of GLACUHO.
Material that has been submitted to other publications is discouraged. Authors bear full
responsibility of the accuracy of references, quotations, tables, and figures submitted for
publication.
Authors further hold GLACUHO harmless from any liability resulting from publication of articles.
Any editorial mention of commercial interests is intended entirely as an information service and
should not be construed as an endorsement, actual or implied, by GLACUHO.
Submission should be made at www.glacuho.org/?Trends_Submissions
Comments, and questions for TRENDS can be sent to trends@GLACUHO.org
Sara Kennedy - University of Cincinnati
sara.kennedy@glacuho.org
GLACUHO Communications and Marketing Chair
Editorial Guidelines
Advertisements
For information, please contact the GLACUHO
Communications and Marketing Chair. GLACUHO reserves
the right to reject any advertisement not in consonance with
the GLACUHO Diversity Statement (revised 2018).
Advertising of a product or service in this publication should
not be construed as an endorsement.
6Incorporating our Contemporary Issue into
Building a Sense of Belonging
Jen Imel - Contemporary Issues Committee
8Using NACE Skills and Attributes
for Student Learning
Bradford Peace & Katie Kromer - Student Learning Committee
14
GLOWing Forward: A Look Into the Future
of the GLACUHO League Of Women
Mellie Derry
5Write for Trends
11
Call for Programs
19 COVID-19 Redesigning Spaces
Rebeccah Maley
21 Article References
22 DONT FORGET... Write for Trends
A LOOK INSIDE THIS
ADDITION OF TRENDS...
Submissions due
Jen Imel & Riley Sparks
Contemporary Issues Committee
Throughout the history of higher education,
universities have been challenged and tasked
with confronting our shortcomings in areas of
diversity, equity, inclusion, and social justice.
Beginning by looking at the discriminatory
conception and leading up to where
universities have fallen short today, it is no
wonder our current contemporary issue
focuses on creating equitable and socially—
just practices on our campuses, specifically in
our housing and residence life departments.
Our president, Quiana Stone, has selected
Cultural Equity Practices in Housing and
Residential Life: A Call to Activism and Social
Change as our contemporary issue for the
2021-2022 term. This asks the question; how
do we turn our discussions into actionable
steps to support diverse populations on and
off our campuses?
The Contemporary Issues Committee plans to
put forth materials with each Trends publication
that will help GLACUHO members think deeply
about how our institutions are cultivating these
environments, where we fall short, and how we
can actively work to affect positive change on
our campuses. To begin, we will examine our
current understanding of sense of belonging and
how universities and practitioners can do more
to support a sense of belonging for our students,
staff, and faculty.
Sense of Belonging Defined
Sense of belonging can be defined through how
comfortable, connected, and supported a
campus community feels. According to Gopalan
and Brady (2019), “In college, feeling a sense of
belonging may lead students to engage more
deeply with their studies, leading to persistence
and success.” Students who feel a greater sense
of belonging are more likely to be retained on
campus, access resources that will help them
succeed, and create lasting connections (Goplan
et al, 2019).
Incorporating our
Contemporary Issue into
Building a Sense of Belonging
In many ways, we can also translate these
findings to how we feel as staff and faculty.
Carr, Reece, Kellerman, and Robichaux
state that up to 40% of people report having a
low sense of belonging at work (2019). If we
as employees of the university are not feeling
that we belong in our departments, that we
are connected, how can we be the resources
that students rely on to provide them with a
sense of belonging as well?
Another important experience that is linked to
belonging is identification (Carr et al, 2019).
In a system that is founded and built on white
supremacy, it is no wonder research suggests
minoritized students do not feel a strong
sense of belonging, primarily at four-year
institutions (Johnson 2020). Many universities
idealize the concept of sense of belonging for
their students, but if we take a look at the
foundational theories many of us utilize in
aiding in creating a sense of belonging, we
can see our minoritized students are often left
out of the narrative.
ne of the ways we are able to assess our
effectiveness in creating a sense of belonging
for marginalized students is utilizing our
knowledge of student development theories
that give student affairs practitioners a greater
understanding of how to build that sense of
belonging for students. Some foundational
theories to highlight include Baxter Magolda's
theory on Self-Authorship, Sanford's theory of
Challenge and Support, and Astin's theory of
Student Involvement. Utilizing these theories
is how we have created environments that
support students in their holistic development
and growth. Creating those environments of
care and support is what’s needed to ensure
students feel that sense of belonging in their
communities.
Unfortunately, as we know, these
foundational theories often ignore identities
that have been historically marginalized in
higher education, as well as the changing
demographics both among our students and
within our departments.
As much as we rely on these theories and
incorporate their findings into our practice, we
must also consistently examine how they
hinder our progress when we do not critically
view their theoretical limitations. To
decentralize whiteness from our practice, we
need to explore theories that decolonize
student affairs work, question our
comfortability, and prioritize the experience and
belonging of our marginalized students.
A Look Ahead for the Contemporary Issues
Committee
As stated in the GLACUHO Presidential
Contemporary Issue statement by Quiana
Stone, our mission and goals for creating
cultural equity within housing and residence
life departments start with our actions. How
are we challenging oppression, prejudice, and
discrimination on our campuses? How are we
responding when student’s call on us to join
them as catalysts of change? In many ways, it
all starts with a strong sense of belonging in
our communities.
The Contemporary Issues Committee looks
forward to engaging GLACUHO members in
multiple dialogues, webinars, and articles
around sense of belonging, inclusive
leadership, and equitable practices. In future
Trends articles, we will examine how we can
cultivate a stronger sense of belonging for all
members of our communities through inclusive
leadership praxis and equitable practices in
programming and campus policy
Student staff members, who serve in roles like Resident Assistants (RAs), contribute greatly
to the work of Residence Life departments, and we also know the RA role contributes greatly
to the students’ professional development. However, how are we making sure the students
fully understand and implement the skills they are developing from holding this leadership
position in their careers after graduation? This is a prime opportunity for student learning
within residence life departments and using a new tool from the National Association of
Colleges and Employers (NACE) can help us achieve this goal.
NACE was established in 1956 and is a professional organization that connects college
career services professionals and business professionals and is the “...leading source of
information on the employment of the college educated, and forecasts hiring and trends in the
job market; tracks starting salaries, recruiting and hiring practices, and student attitudes and
outcomes; and identifies best practices and benchmarks” (National Association of Colleges
and Employers, 2022). Every year, NACE completes a survey of its employer members
regarding their hiring plans to project the market for recent college graduates and within this
survey a list of 20 skills and attributes is established by the employers for what they are
seeking in new candidates (NACE Job Outlook 2022, 2021).
Using NACE Skills and
Attributes for Student Learning
Bradford Peace, Ball State University
Katie Kromer, Miami University
Student Learning Committee
From a quick glance, there is a lot of overlap from the skills and attributes employers are seeking
and the skills students gain from holding the RA position. Using the NACE skills and attributes
as a guide can provide RAs and residence life departments language for the skills that RAs are
developing, present insight into the transferable skills employers are seeking, and help RAs
understand how the RA position is benefiting them for their future career. All of which aid in their
learning and development during their time with us as student staff members.
Using the information from NACE does not have to wait until your RA staff is hired, but it can be
a great addition to your RA recruitment efforts. Using this information in recruitment is an easy
way to demonstrate the skills students gain from the RA position and help the position stand out
from other opportunities students can seek out. Let’s be real: the RA position is a great on-
campus job, but it also comes with a significant level of responsibility that most other on-campus
jobs do not have and that can deter students. There are years when application numbers drop
and there is concern about having enough candidates to hire for the next academic year and
last-minute recruitment efforts are implemented or staff restructuring has to happen. This is not
ideal, so maybe changing recruitment efforts to also include the skills students gain that are
valued by future employers could be compelling to students. Miami University started using
NACE data to assess the RA role in Spring 2021 and found that this data was useful in updating
RA recruitment efforts. Through the assessment, RAs were asked to rank the NACE skills by
order of which ones they have learned by being a RA. This data can be used to demonstrate
which skills RAs gain from the role and how they connect to skills employers are seeking. By
using the NACE data, we can shine light on the skills that connect to the RA position and explain
how these skills are enhanced through the RA position. We know that students are concerned
with how they are spending their time and the benefits they are getting from the opportunities
they are committing to, so let’s lay it out for students and show them all the benefits of joining our
teams.
Being intentional with developing NACE Competencies for student staff can take a variety of
forms. One of the most tangible approaches would be connecting NACE Competencies to the
learning outcomes of student staff training. To embed NACE Competencies in training and
student development, departments should reflect on what themes and skills they want students
to develop. Clemson University and the University of Tampa co-hosted a symposium in 2017 to
share how each institution developed a framework for student learning based on competencies.
While the approaches were noticeably different, both identified the underlying “attributes” which
they sought to develop and then matched their desired NACE Competencies to these attributes
(Gray, 2017). NACE’s eight career readiness competencies are highly correlated with the
activities of a traditional resident assistant. Staff engage in critical thinking, leadership,
communication, and equity and inclusion consistently within a typical RA role. Within staff
training, these competencies can directly translate into student staff training learning outcomes.
For example, within the Critical Thinking competency, NACE states that an example behavior
would be to “proactively anticipate needs and prioritize action steps” (NACE, n.d.). A learning
outcome for this behavior could be that student staff will learn to effectively gather information
and prioritize action steps to support residents in crisis.
At Ball State University, the Student Staff Training committee has been developing and
distributing “Knowledge Nuggets” for staff meetings, each focusing on one NACE Competency.
A typical knowledge nugget would utilize an activity and a series of reflection questions to
discuss the activity, what students observed and thought, and ultimately what they could do to
apply it to their current and future positions. Staff facilitate the activities monthly for
approximately 30 minutes and over the course of the academic year will cover eight of the most
important competencies. Once learning outcomes have been established, it is important to
develop evaluations to understand how student staff are learning and growing in these
competencies. Departments and institutions may want to develop a pre-test where students are
asked to reflect on which of the attributes they want to most intentionally develop and then
identify the activities which connect to this competency. At the end of the year, a post-test can
ask the students to provide examples of how they have grown in the competency area which can
help them see the value of their experience while reflecting and articulating how they have
learned.
As institutions continue to evaluate how their student staff positions have changed and
encourage students to apply for the positions, utilizing NACE Competencies in phases from
recruitment to training to reflection on staff performance can help crystallize student learning and
help them prepare for their future opportunities.
For more than 50 years, GLACUHO has
created opportunities to cultivate amazing
relationships across the region. As introduced
at the 2021 GLACUHO Annual Conference,
women-identifying housing professionals in the
region can be involved with a new opportunity
to foster connections to grow personally and
professionally. A proposal was passed in
support of the GLACUHO League of Women,
otherwise known as GLOW, as the first affinity
group in GLACUHO!
GLACUHO League of Women’s earliest
beginnings started out of ideas and passion for
women’s empowerment. During the GLACUHO
2020 Annual Conference, Michelle Sujka from
the University of Cincinnati and Chelsea Knarr
from Kent State University presented “F*ck it to
Fabulous: Creating a community of women who
get it,” a presentation about imperfection,
career expectations, and empowerment. The
presentation provided the opportunity to create
a Women’s Task Force within the region to
gather more information about the need to
support women identified professionals.
A Look Into the Future of the
GLACUHO League Of Women
GLOWing Forward:
The Women’s Task Force, led by Knarr and
Sujka, worked from January, 2021 through
June, 2021 to complete 50+ listening tours with
women across the region or previously affiliated
with the regional association to find the gaps in
GLACUHO and higher education for women
identified professionals. In addition to the
listening tours, the Women’s Task Force was
filled with tons of personal and professional
development opportunities including several
lunch connections, a women’s issues panel, and
a secret sister exchange program to name a
few. Through these listening tours and these
events, it was discovered that there was a need
for an affinity group to provide support,
resources, connections, and professional
development opportunities for women-identified
professionals in the region. The Women’s Task
Force created a proposal for GLOW, the
GLACUHO League Of Women, with its founding
principles of creating social connections for
women-identified professionals in the region and
providing women-identified focused personal
and professional development opportunities for
the region.
Mellie Derry, Chelsea Knarr,
Alexis Straub, & Michelle Sujka
The proposal was passed and GLOW was
introduced and presented at the 2021
conference with it’s first event being the Grab-
and-GLOW Breakfast at the GLACUHO 2021
conference in Fort Wayne, Indiana.
The hard work of the Women’s Task Force
found a desire among many levels of
professionals across the region to be
connected both professionally and personally
with other women in housing. With this in mind,
the proposal highlighted that there be two
committees within the group, a professional
development and social planning committees to
create multiple types of involvement throughout
the whole year. Currently there are 11 women
in the GLOW planning committee across all
four states.
Sujka and Knarr will continue to co-lead the
group into its first year as a recognized affinity
group through the 2022 annual conference,
while also preparing the next co-leaders, Mellie
Derry (Wittenberg University) and Alexis Straub
(Michigan Technological University). The co-
chairs elect both served on the Women’s Task
Force. Derryis currently chairing the Social
Planning Sub-Committee while Straub is
chairing the Personal and Professional
Development Planning Sub-Committee on the
current GLOW team!
Derry and Straub, who met through GLOW
and served on the Campus Safety and Crisis
Management Committee last year, is a perfect
example of the friendships that our committee
hopes to continue to create and strengthen
through GLOW! GLOW’s goal is for folxs to be
able to attend the conferences, and other
GLACUHO events, and see faces and friends
that our group has helped establish. Through
the work from both sub-committees, GLOW
seeks to provide in-person and virtual
opportunities such as webinars, roundtables,
happy hours, and more!
If you are a women-identifying housing
professional in the GLACUHO region and are
interested in joining the league of amazing
women please fill out this form:
https://forms.gle/ToXF1UQNkXjP4dLu9. If you
are interested in joining the group as a
planner, it is not meant to be a heavy
involvement opportunity, rather a few hours a
month to meet and execute the opportunities.
If you are interested in attending the events
only, the link is for you too, we will place you
on our listserv to keep updated on our
upcoming events!
CALL FOR PROGRAMS
CALL FOR PROGRAMS
submit BY JUNE 6th
CALL FOR PROGRAMS
submit BY JUNE 6th
CALL FOR PROGRAMS
The Data
According to Baker, from Student housing demand shifts to private rooms as sector adapts to
pandemic, “There is also a growing trend of groups wanting to switch to single rooms, rather than
their usual shared rooms” (2020). For students seeking single rooms over shared, they believe
the increased payment is worth the cost to have their own personal safe haven away from others
(Koester, 2000). Research has shown single rooms can be detrimental to students' growth during
their transition away from home and can impact their sense of belonging., Having a roommate,
despite some growing pains, is known to be a successful tool in retaining students (Booker, 2016;
Koester, 2020). An idea to accommodate the need for privacy while maintaining a connection,
KWK Architects suggests, “‘next best’ bedroom design that will be considered is a double-
bedroom designed as a “paired-single” unit – two singles side-by-side – with each occupant
having furniture, a closet, operable window on “their side” and only necessarily shared
elements…The bedroom shape would be wide and shallow, allowing beds, desks and closets to
be located further apart” (Koester, 2020). As professionals, we acknowledge each student is
unique, so is each residential design.
COVID-19 Redesigning Spaces
A continuance to the 2021 GLACUHO Outstanding Research and Writing Award:
Student-Centered Learning Spaces During a Pandemic
Rebeccah Maley
Easter Illinois University
Other suggestions, that the author believes may be more attainable, is the creation/redesign of
“third spaces”. Originally coined by Oldenburg (1999) the third space is a place that one can get
away from home (first space) and work (second space). Often these spaces meet their desires to
engage, study, connect, and collaborate (Barkley, 2016; Han & Chang, 2017). Residence halls often
find these spaces to be “common rooms for socializing and studying, such as classrooms, exercise
rooms, lounges, game rooms, and cooking space…[that are] flexible common spaces that expand
and contract as needed for various event sizes” (Fox Blocks, 2015). This third spaces underutilized
to create connections, find a sense of belonging, and endless opportunities for students to learn
outside of the classroom.
The Suggestions
The first research question was “where do they go to study?” Most participants sought out
convenient locations. According to Ibrahim and Fadzil (2013), outside academic spaces should be
accessible and dynamic, central locations around campus help create a sense of belonging. For the
researcher’s participants, this meant the library for group projects or closeness to their work or
home. It was found that the effect of community had an impact as well. In order to develop
community and create a sense of belonging, there needs to be the consideration of the whole of a
student's experience and the structures built around them (Barkley, 2016; Booker 2016; Modell et
al., 2009). All the participants referred to studying in the residence halls as a place where they could
work, be with friends, and stay close to home.
The next question the researcher asked was “why exactly did participants choose to study there?”.
The interview questions referred to connections made in those spaces, such as people or technology
where they felt motivated or distracted and to ruminate on any additional features provided in those
spaces. The researcher found participants sought out locations that provided motivation elements
that included access to resources, which limited their distractions to seek those amenities. Some of
these amenities were shared by the participants: printing (37 times), food (23 times) and beverages
(14 times) as very important features to be academically productive. However, for all participants,
they found certain distractions had brought them a sense of “relief” or “peace” while studying.
Examples of this include, high ceilings, stained glass windows, large windows, areas where they can
nap (yes in public), and even people watching kept them motivated.
Since the start of the pandemic a lot of things have changed. Today “we are facing compulsory
social distancing beyond the amygdala and proxemics. We are ordered by public health authorities
to create distances between households, neighborhoods, cities, and even countries” states Szasz
(2020). Students feel that continuing to be on campus is not the same, it takes a toll, and creates
distrust with others due to social distancing, hyper cleanliness, and basic interactions with others.
Reflections
Through this design one can strive to provide communities a “third space” where it can be
accessible to any student for social engagement and academic success. With this information, and
from your own experience, think about how your institution can create this newly formatted space to
accommodate this “new normal”? What are the advantages or disadvantages of spaces on your
campus that already exist? Share your thoughts with us by emailing the Facilities and Operations
Committee Chair danielle.hernandez@glacuho.org and be on the lookout for our follow up webinar
later this spring!
Article References:
Astin, A. W. (1999). Student Involvement: A Developmental Theory for Higher Education. Journal of College Student Development,
40(5), 518-529.
Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development.
Carr, E.W., Reece, A., Kellerman, G.R., Robichaux, A. (2019). The value of belonging at work. Harvard Business Review.
https://hbr.org/2019/12/the-value-of-belonging-at-work.
Johnson, Elin (2020). Students’ sense of belonging varies by identity, institution. InsideHigherEd.
https://www.insidehighered.com/news/2020/01/02/minority-students-sense-place-higher-two-year-four-year-institutions.
Sanford, N. (1967). Where colleges fail: A study of the student as a person.
Stone, Quiana (2021). GLACUHO Presidential Contemporary Issue 2021-2022. GLACUHO News: General.
https://www.glacuho.org/news/558086/GLACUHO-Presidential-Contemporary-Issue-2021-2022.htm.
Renn, K. A. (2003). Understanding the identities of mixed-race college students through a developmental ecology lens. Journal of
College Student Development, 44(3), 383-403
Gray, K. (2017). Starting a campus-wide competency development program: Different approaches, common ground.
https://www.naceweb.org/career-readiness/best-practices/starting-a-campus-wide-competency-development-program/
National Association of Colleges and Employers (2022). What is Career Readiness? https://www.naceweb.org/career-
readiness/competencies/career-readiness-defined/
National Association of Colleges and Employers. (2022). What is NACE? about our association. https://www.naceweb.org/about-us/
National Association of Colleges and Employers. (2021). Job outlook 2022. 2022-nace-job-outlook (1).pdf
Baker, D. (2020, October). Student housing demand shifts to private rooms as sector adapts to pandemic. ICEF Monitor - Market
intelligence for international student recruitment. Retrieved February 22, 2022, from
https://monitor.icef.com/2020/10/student-housing-demand-shifts-to-private-rooms-as-sector-adapts-to-pandemic/
Barkley, E. F. (2009). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.
Booker, K. (2016). Connection and Commitment: How Sense of Belonging and Classroom Community Influence Degree Persistence
for African American Undergraduate Women. International Journal of Teaching and Learning in Higher Education, 28(2), 218-229.
Fox Blocks. (2014). 6 trends for new Resident Hall - dormitory design and construction. Fox Blocks. Retrieved February 22, 2022,
from https://www.foxblocks.com/blog/trends-for-new-resident-hall-dormitory-design-and-construction
Hall, E. T. (1966). The hidden dimension (Vol. 609). Garden City, NY: Doubleday.
Han, X., & Cheng, H. (2017, June). Analysis on design principles of public facilities on campus and its adaptability to campus
environment. In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Atlantis
Press.
Ibrahim, N., & Fadzil, N. H. (2013). Informal setting for learning on campus: Usage and preference. Procedia-Social and Behavioral
Sciences, 105, 344-351.
Koester, S. (2020, July). Residence Hall Design Trends to change in response to covid-19. Residence Hall Design Trends to Change
in Response to COVID-19 | KWK Architects. Retrieved February 22, 2022, from
https://www.kwkarchitects.com/news-views/details/residence-hall-design-trends-to-change-in-response-to-covid-19
Modell, H., DeMiero, F., & Rose, L. (2009, March 1). In pursuit of a holistic learning environment: the impact of music in the medical
physiology classroom. Advances in Physiology Education, 33(1), 37–45. doi: 10.1152/advan.90149.2008
Oldenburg, R (1999). The great good place: Cafes, coffee shops, bookstores, bars, hair salons, and other hangouts at the heart of a
community. Da Capo Press.
Incorporating our Contemporary Issue into Building a Sense of Belonging
COVID-19 Redesigning Spaces
Using NACE Skills and Attributes for Student Learning
SUBMISSIONS DUE
MAY 31
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