JUNE 2013

Each December and January we are bombarded at the news stands and TV with “Year in Review” photos, top 10 lists, and reflections on what the new year will bring. While the rest of the non-college world celebrates the new year in January, we celebrate it each summer, with end of one school year and our preparation for the next.

This year The Navigator has focused on Chief Housing Officers, New

Professionals, and Mid-Level professionals. We’ve had submissions from all 6 regions, from CHO’s to brand new folks in the field. Our region knows the philosophy of abundance - “If you give time or money, you have less time and money. You share knowledge and the possibilities are endless.”

In that vein, we have put together the knowledge shared this year in a

highlights issue. Enjoy this copy with a small collection of articles, and then visit www.NEACUHO.org to read past issues of The Navigator!

Jess Faulk (@jessfaulk)

Director of Residence Life Simmons College

Media & Publications Chair

Year in Review

THE GRAD STUDENT EXPERIENCE PG. 6 SPORTS & RESLIFE, PG. 14

Get

SOCIAL

at #NEACUHO

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N AV I G AT O RTHE

DOWNLOAD THE 2013 NEACUHO GUIDEBOOK APP TO NAVIGATE YOUR WAY THROUGH THE CONFERENCE!

SUPERVISING YOUR UNDERREPRESENTED. STAFF MEMBER

PG. 8

Congratulations 2013 NEACUHO Board President: Kim Schmidl-Gage, Keene State

President-Elect:  Tim Touchette, Northeastern University

Past Present: Cindy Long Porter, Quinnipiac Univ.

Annual Conference:  Shelly Keniston, Bridgewater State University

Corporate Relations: Kathi Bradford, Westfield State

Media & Publications: Robert Vass, University of Bridgeport

Membership: Jen Golojuch, Mount Ida College

New Professionals: John Zocco, Westfield State

Parliamentarian: Paula “Raz” Randazza, Rivier University

Professional Development: Casey Wall, Binghamton University

Program: Jennifer Durocher, Quinnipiac University

Residential Operations: Joshua Hettrick, Westfield State

Secretary: Nate Gordon, Keene State

Social Issues Co-Chair Brenda Ice, Colgate University

Social Issues Co-Chair Jennifer Hapgood, Binghamton University

Structure&Governance/

Historian: Gary Bice, SUNY Fredonia

Treasurer:  Joe Murphy, Skidmore College

Technology: Thomas Kelly (TK), Rhode Island College

CHO Liaison: Derek Zuckerman, College of Holy Cross

Marketing: Michael Hamilton, Worcester Polytechnic Institute

60th Anniversary Coord: Matthew Foster, Worcester Polytechnic Institute

District CoordinatorsWestern NY District Coordinator:  Samantha Stafford, Ithaca College

Eastern NY/VT District Coord: Christine Lowery-Smith, RPI

Metro NY District Coordinator: Ryan Young, PACE

CT/RI District Coordinator:  Mike Guthrie, Quinnipiac University

ME/NH District Coordinator: Sara Essember, Univ. of New Hampshire

MA District Coordinator: Julie Hershowitz, Northeastern Univ.

Thursday, July 18, 2013 Committee Day

Host: Keene State College, ME/NH

Friday, July 19, 2013 Social Issue Committee Events

Host: Keene State College, ME/NH

Saturday, November 9, 2013 RD2B

Host: Hobart and William Smith, WNY Stacey Pierce

Friday, November 15, 2013 Fall Drive In/New Professionals

Host: Central Connecticut, CT/RI Brendan Goodridge

November 17-20 NASPA Region I

Friday, December 6, 2013 Res Ops Drive-In

Host: Worcester Polytechnic Inst., MA Mike Hamilton

1/3/14 to 1/11/14 Social Issue Committee Event

Host: University of Hartford, CT/RI Tatiana Cole

Friday, January 10, 2014 Social Issue Committee Event

Host: Skidmore, ENY/VT Joe Murphy

February RD2B

Host: Merrimack, MA Sara Hicks

Thursday, March 6, 2014 CHO Institute

Host: RIT, WNY Chuck Lamb

Friday, March 7, 2014 WNYE

Host: RIT, WNY Chuck Lamb

Friday, March 14, 2014 Mid Level Professional Institute

Host: Dean, MA Shannon Overcash

March 15-19 NASPA

March 30th to April 2nd ACPA

May 27-31 2014 Annual Conference

Host: Bridgewater, MA Shelly Keniston

Upcoming Events

Welcome to the Annual Conference at UNH!

Media & Publications CommitteeA special thank you to the

for your time and hard work all year!

Tatiana Rugel, PACE

Owen Conklin, SUNY Delhi

Danielle Remigio, Bay State College

Sarah Unruh, SUNY Cortland

James Frier, Northeastern

University

Take pictures, tag @NEACUHO or #NEACUHO online or add them directly to the Guidebook App from your phone/tablet!

This evening I went to the grocery for two simple reasons; coffee creamer (a life necessity), and, because I had no thawed/fresh food in my apartment. I have had a meal plan for the past six years. Now, being in this professional role, I am still getting used to consistently buying groceries and providing three meals a day for myself. As I strolled the aisles of my local Stop & Shop, I began to think about where my life has brought me in the past five months that I have been employed as a Residence Hall Director; my first professional position.

These are some of the things that I have discovered in my own life:

1) I have money to spend, but I should not spend it all-I am proud to say that I have never eaten Ramen in college, but I have also never had a brand new car, nor the trendiest clothes (more Maxxinista than an Express model). With regular paychecks in my pocket, I can spend where and when I want to but I have to keep reminding myself that student loans begin this month and that a newer car is in my future.

2) Everyone needs a support network-I am the only immediate family member who has moved away from home. This fact is seven years in the making (undergrad, grad, and now work) and is something that I think a lot about. My family and older friends will always be a post, tweet, text, or call away but making new friends is where it is at.

3) Professional development is a state of mind-As I jump head first into my position, I must say that professional development is a state of mind rather than an activity. There is so much more going on in the profession and so much important work to be done for and with our colleagues and students that we can contribute to. New professionals reading this should continue reading articles and journals, contribute to newsletters, and write to share your opinions. It will be those kinds of people who continue to make contributions for our students, our colleagues, and our profession.

4) Even if I have my degree…I can still know so very little-There was a time in grad school when I figured that once I had a job and got my degree, I would know what I needed to do. That was it; simple, right? Nope. Being open-minded and embracing of new ideas and methods will make one infinitely more successful. One must carefully balance past experience with this open-mindedness to use expertise, learn how things are done at your institution, and help to improve them for the future.

5) This is my life…I need to get out there and do-So much of my life has been spent pursuing a degree and finding the right job. Now that I have those things; now what? I spent so much time in grad school saying “I will figure out my life once I get settled” and now that I am settled, I need to get down to brass tacks and rediscover what my life is all about.

As I rung up my items and bantered with the cashier, I realized that my life is going in a good direction. I have neither regrets nor complaints but am simply amazed how getting a few groceries can make me think so much on how far I have come these past five months. I truly enjoy going grocery shopping and as the semester winds down, I hope that I continue to have epiphanies while strolling through the grocery aisles.

New  Professionals  Need  Grocery  Lists  How  cooking  relates  to  your  first  semester  as  a  professional

Cory DavisResidence Hall Director Quinnipiac University

Life in itself is a journey. One with twists, turns, triumphs, and failures. This is true with anyone and everyone. However, one journey I think is unique on its own: grad school. I find it especially true in the world of Student Affairs because of the high level of application and experiential learning that is woven into the fabric of each program’s required curriculum. As a current member of this distinctive subgroup of professionals, I have watched as my fellow classmates and I have gone from meek, transitioning first year students to growing, confident and strong second years ready to transition to a full time status.

This transformation, in my mind, falls in line with the timeless classic The Wizard of Oz. Why, do you ask? Between the adventures, diversity of people, anxieties over fitting in, and meeting new people, the story of Dorothy dancing along a yellow road to her destiny seems both prophetic and idealistic yet relatable at the same time. Let’s delve deeper:

Follow the Yellow Brick Road: The Curriculum

Dorothy, once finding herself in Oz, traveled down the path to get to the Emerald City to get where she needed to be: home. She did not stray from the path and trusted that it would help her find her way back. How does this apply to our graduate school path? Everyday we step one step closer to graduation and need help to get there. Our path are the classes we take that guide us towards obtaining that degree at the end that will send us

upwards and onwards in our lives. Without the guidance of our syllabi or class discussions, we have no way of getting from orientation to graduation. It’s that simple.

The Scarecrow, The Tinman, the Lion, Oh My: The Cohort Model

As she walked down the yellow brick road, Dorothy confided in many people, but most of all she attached herself to her three best friends. They gave her the strength, courage, and heart to keep pressing on even when she was afraid, or tired, or wanted to give up. I know especially at Northeastern, our cohort model is the reason we can make it through the week at points. We are there for each other in all aspects of life. We support each other when papers are due, when we’re having issues at our assistantships, or when we just need a shoulder to cry on. For me, working in Residence Life can be tough to balance when trying to get work done for classes but when I have great friends and colleagues like the ones at Northeastern, I know I’ll get through just about anything.

The Wicked Witch of the West & Her Minions: Trials & Tribulations

The Wicked Witch of the West is an iconic villain to many. I relate her and her flying monkeys to the many tasks and stresses that come across us on a daily basis. “Plan this program”, “You’re on call this week. [Even when

The YELLOW BRICK Graduate School Road

Danielle Remigio,

Northeastern Grad Student 2013,

Bay State College

Residence Life Coordinator

you have two papers to write]”, and from our own mouths “sorry, I’m [working, studying, sleeping…you name it]”. By no means is this a complaint of the work I have done in the past year and a half. On the contrary, like Dorothy, my cohort and I have been able to navigate through these blockades and still try to find a balance and keep going. Nothing is going to be easy. Being a hall director, fire alarms are not planned, upset residents don’t knock on my door while I’m just doing nothing, and by no means are papers due when I have nothing else to do. Scheduling is tight between our assistantships, practicums and work-study jobs but to be honest, the end goal of May 3rd when my cohort and I graduate will be that much more meaningful because we thwarted all things that got in our way.

The Emerald City: Graduation Day

Like in the movie when Dorothy finally reaches the Emerald City, we will reach our final destination. We will graduate, work to find a full time job, and start our lives. Some say that graduate school is a “pseudo real life” where we are working yet we have yet to really step out on our own. Dorothy grew up while in Oz and appreciated what she had. We will too.

So to conclude this analogy, I would like to say thank you. Thank you to my friends and family, thank you to my coworkers, bosses and advisors, and thank you to my NEACUHO community that has been so quick to

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The purpose of this article is to explore these questions. While preparing this article we acknowledge two different levels of Housing and Residential Life staff members: Paraprofessionals and Professional staff. Throughout this article we want to examine the differences and challenges plus provide tips on how to further develop supervision of underrepresented staff members.

Supervising Paraprofessionals

How is job performance affected if someone feels uncomfortable in their environment?As Housing and Residential Life Professionals we supervise a very particular, and most times very busy, type of individual: students. Acknowledging this very basic fact about our supervision is extremely important when it comes down to providing our supervisees with the support they need. Paraprofessionals are not only focused in, and trying to excel at, their positions as members of the Housing and Residential Life community but they are also working hard to: 1) be the best they can be academically, 2) successfully meet the requirements of a very unstable social life, 3) constantly being stressed out about future jobs, internships, summer programs, thesis and 4) everything else we have heard them stressed out about. Disappointingly enough, for some of our supervisees, this list also includes dealing with less than comfortable situations in an environment where they can easily say “I’m the Only one”.

Given our job descriptions, including the never forgotten “Other Duties as assigned”, we are often times our students’ support network, especially if we, ourselves, are identifiable as part of the marginalized group they are members of.

Because of this, we need to be prepared, educated and ready for the time when our supervisees seek our assistance in dealing with less than comfortable situations due to their identity if we truly want them to succeed as students, as individuals, and as members of our team.

Given the involvement of our paraprofessional staff members, we can identify at least three categories in which they might struggle when it comes down to being “the Only One” and which would certainly affect their performance as members of our staff as well as their relationships with the students they oversee.

➡ Learn more about the Academic, Social, Work aspects (in full article online)

Regardless of the environment in which our “Only Ones” are feeling targeted or marginalized, their job performance will most certainly be affected as they could become less motivated, invested, or empowered to continue striving for success. As professionals in the field, our job is to make sure that our paraprofessional staff feel supported and comfortable as this is the only way they will be able to give their best to their residents and to their position.

How do you approach the conversation to someone who may be underrepresented on your staff?The first question you want to ask yourself is: “Am I ready to address this topic with the staff member?” Of course the answer to this question will vary depending your knowledge and experiences, the staff member you are dealing with, and the topic at hand. It is extremely important that you take the time to answer this question fully and honestly. If you are not well prepared for it your intentions to support someone

“I’m the Only One” Supervising Your Underrepresented Staff Member

by Tanika Mangum, Newbury College, Heather Quire, Massachusetts College of Liberal Arts

and Frida Rodriguez, Connecticut College

Highlights Article - read the FULL 12 page article from the Social Issues Committee at http://issuu.com/neacuho/docs/onlyone

Have you greeted someone with a “fist pound” rather than

a handshake? Have you utilized stereotypical phrases

(“hey girl,” “ain’t nobody got time for that,” “are you bringing THAT dish to the pot luck, what’s the name of it?”) mid-conversation?

might become detrimental. If you do not feel ready to address the issue you have two options: 1) educate yourself and become more open and available to the staff member so that they can be more comfortable with you when you decide to approach them, or 2) not address it YET and find another professional staff member who might be more comfortable with the topic whom you can discuss and learn from. If, and when, (don’t wait too long) you feel comfortable and ready talking to your supervisee about it, you might want to take the following into consideration:

➡ Staff readiness, Time and Place (in full article online)

Supervising Professionals

How is job performance affected if someone feels uncomfortable where they work and live?Let’s start with acknowledging the elephant in the room: we are special! We are unique! As Housing and Residence Life professionals we hold the “highest sacrifice” award out of all Student Affairs offices. We take pride in this award because we truly believe in the development of our students outside of the classroom. We believe we have the ability to influence, challenge, mentor and teach students what it means to be productive citizens, community and social justice advocates, and understanding the essence of responsibility and accountability. So although, not always initially with a smile, we work long hours, have the debatable privilege to interact with students after business hours (whether you live on or off-campus), respond to situations when the world seems to be asleep, take our daily dose of stress and anxiety with a zesty taste of multi-tasking, promote intentional conversations with students to inspire reflection or simply awareness, while receiving blank stares in response and we still are proud to say we are Housing and Residence Life!

It goes without saying, you must love where you work. This is especially true within our field, as the majority of our time is affiliated with work. Author Kristen Gregory writes in The Importance of Employee Satisfaction that “Employee satisfaction is essential to the success of any business. A high rate of employee contentedness is directly related to a lower turnover rate” (Gregory, 29). It is vital that employees feel connected

not only to the position, but the environment as well. Disconnection and discomfort can lead to 1) lack of communication, 2) lack of productivity and 3) lack of motivation and interest - all directly related to job performance. Visible examples such as increased delay or late tasks, bold non-verbal body language and little to no social interaction are common. These actions are sure to affect the one thing that we are passionate about - our students. Dissatisfaction and feelings of exclusivity are hard to mask and can and will showcase themselves. Professionals of course want to remain professional and therefore, will state that they keep personal thoughts and opinions private, but professionals are human and the emotions of frustration will be visible, even if they are minute and brief.

It is very important that supervisors do not focus just on the behavior, but also try to identify the root of the issue. Supervisors should be careful not to discard or dismiss the feelings of supervisees, as the feedback may be critical to the growth and development of the department, the individual and the overall staff. Having a diverse staff is an asset only if the diversity is celebrated and incorporated in the fabric of the department.

How do you approach the conversation to someone who may be underrepresented on your staff?

➡Learn how to Prepare but do not assume, State Intentions New Staff, Current Staff (in full article online)

Observations: Assess and Develop: Challenge and SupportUp to this point, we have talked solely about the S word- Support, and now we introduce the word Challenge. As student affairs practitioners we should put to practice the Challenge and

Support theory. Nevitt Sanford suggests that “the goal should be to find the range of optimal dissonance for the person. If the environment presents too much challenge, individuals tend to regress to earlier, less adaptive modes of behavior; polarize and solidify current modes of behavior; escape the challenge if possible; or ignore the challenge is escape is impossible. If there is too little challenge in the environment, individuals may feel safe and satisfied, but they do not develop” (Evans, Forney, and Guido-DiBrito 26). This theory is key for supervisors, as it is a measurable tool for supervisees. It is vital to understand that every supervisee

How do you supervise someone who is the only LGBT person, only person of color, only person of a specific faith, only male or

female on the staff, etc.?

will not be ready to be challenged to the same measures as another. Supervisors can challenge by assigning them to projects/tasks, sending them to professional development opportunities, get involved regionally, network or gain a mentor, or empowering them to try something new.

Be mindful of.... the “token” issuePlacing an individual in a "box" is never a good thing. Tokenism means just that, placing an individual in a category just because of a specified characteristic, for example: age, religion, gender, race/ethnicity, disability, ect. Being the token, can be a descriptor that is used or it can be a feeling that the person has because they are the only one who represents the certain population in your department or on the campus. The underrepresented individual becomes the token gay person, token Asian, token Muslim, etc - this moniker placed on a person can exemplify the “I’m the only one” feeling.

Often underrepresented people become the “token so-and-so” for the institution for any underrepresented population that needs representation for the institution. Let's be honest in thinking about it, when this person is placed as the “token”, often, it makes for a misleading outward appearance of more inclusiveness than there really is. What is implied, is the assumption there is a representative that encompasses the diversity of the population.

When thinking about an underrepresented person on staff, you never want to have them feel like the “token.” For example, just because they may be a GLBT person does not mean they want to be on EVERY diversity committee on campus or do EVERY training or presentation having to do with GLBTQ topics. It would be best to 1) ask and not just assume or better yet 2) let the individual volunteer their time on those specific topics. There could be aspects that they are completely passionate about or you just tokenized them and because “it is part of the

job” they feel they have no choice but to do it.

Another example of an assumption that “tokenizes” a staff member who happens to represent a minority; don’t assume they are in the position in order to represent an underrepresented population or that this is the reason they were hired. Think about it, does this happen on your campus; it is said that the faculty and staff should represent the student population. With that being said, if the best person who was hired happens to be a minority; it is not okay to assume they got the position based on this reason. The person was hired because they truly were the best person for the position.

What not to doSo, now you given thought to this aspect, having an underrepresented person on your staff, now what? Let’s talk about what NOT to do in this conversation.

First, try your best not to make assumptions as to how your supervisee identifies or feels about what sets them apart. Just because there may be only one person of color or one GLBT person on your staff, that they feel one way or another on this topic. The individual could not have realized that this is true, never

thought about it, or they have thought about it and do not feel as if it matters. The other scenario is that the person does feel isolated and not sure how to talk about it to you, the Supervisor, and a conversation would be a good thing.

Second, what is your reasoning for having this conversation, is it for knowledge, is it to make sure the person is comfortable, and is it necessary? You want to make sure you are not singling any one person out. Thinking about it and actually having a conversation are two different aspects. Do

not assume the individual is comfortable talking about what sets them apart from the rest. Your assumptions can cause for an adverse reaction. Third, in order to have this conversation, like any conversation, your

How do you know an under-represented

person is uncomfortable or feeling singled out

based on being “the only one”?

Heather QuireTanika Mangum Frida Rodriguez

tone and attitude play a big part in the perception and reception. Tone is not just referring to the level at which you are speaking but also to the manner and the intended meaning of what you are saying. Do not attack or use sarcasm as a starter to the conversation. You will have shut down the person and the conversation without getting to a greater understanding. That being said, humor may not the best way to interact either, though it may put you at ease, it may send a mixed signal to the individual, as if you are not serious or taking the person/topic seriously.

Best PracticesHow to address it and being comfortable addressing the topicThis may be a sensitive topic for supervisors as well. You may not feel completely comfortable. Lead by example, challenge yourself. Initiate the conversation and ask for assistance. Don’t act like an expert, promote learning.

EnvironmentA message can be lost or misinterpreted if the environment is not suitable. One must first identify if this a personal or public discussion. You may say yes to both, in which case, it is wise to have the personal conversation first before the public discussion. This will limit the feeling of being “put on the spot”. For public discussions, make sure to alert the staff prior to the meeting with discussion topic and guiding questions. This will allow for each staff member to reflect on the questions and come prepared to participate in the discussion.

How to end the conversation and follow-upIt is important that you end the conversation with a sense that this is an important topic that you intend to address continuously. Be aware that this conversation should not be so frequent that it is the main topic of all your staff meeting and 1on1’s, but it should be often enough so that it is valuable. One way to assure this, is by creating a plan that turns into action and progression. There is nothing worse than have an engaging dialogue that later feels like a waste of time.

Key point: Take the time to find ways to educate yourself before addressing the conversation. Learn more about what you may not know. For example 1) attend NEACUHO Social Issues Conferences, 2) attend Social Justice Institute, 3) attend Regional and National presentations (ex. NASPA, ACPA, ENCORE), 4) attend webinars, join or create a book club or host film discussions.

Identity and Leadership: Informing Our Lives, Informing our Practice by Alicia Fedelina Chavez and Ronni Sanlo

Half and Half by Claudine Chiawei O’Hearn

What Are You? Voices of Mixed-Race Young People by Pearl Fuyo Gaskins

Laughing Without an Accent: Adventures of a Global Citizen by Firoozeh Dumas

Passing by Nella Larsen

35 Dumb Things Well-Intended People Say by Dr. Maura Cullen

The Social Issues Committee would like to recommend the following books for your personal or professional development in the area of diversity, access and inclusion.  The list is not extensive and so we welcome suggestions from the larger NEACUHO membership.  With our new website, we hope to have this list updated regularly for everyone to access and remain current on social justice issues.  Suggestions can be sent to neacuhosic@gmail.com or bice@colgate.edu.  Happy & Enlightened Reading!

Reading list by Brenda Ice, Colgate Univ.

Social Issues Chair

George Marshall, Jr.Brandeis University, MA

Dan NewmanEndicott Colege, MA

A student contacted me about relationship issues with his girlfriend which were stressing him out (surprise). He was having trouble in the 'bedroom

department' with his girlfriend and felt guilty about his performance and wanting to please her. We had about an hour and a half conversation about his performance anxiety around sexual

relations and what steps he could take in calming himself down. He was very mature and we had a great conversation. He was open and honest with

his concerns and truly wanted help. The topic made me and others giggle because we talked about the fact he couldn't get an erection (at one

moment he asked if he should get Viagra to which I responded, "At 19, I doubt you will need Viagra because you will get past this psychological hump [pun intended] and you should be careful what

you wish for if you take this 'happy' pill).

Occasionally, a student who had multiple conduct issues as a first-year student will emerge as a leader as upperclassmen. These are among my

favorite memories because they serve as a good reminder to my supervisees and I to be persistent in remaining positive, patient, and developmental with "trouble" students.

My favorite memory is from this past year. My staff and hall council e-board did a civic engagement program called No Tricks Just Treats where we invite children from a local shelter to come

and Trick or Treat in our hall. In addition, we have a Halloween party for them. The residents in the hall decorate their doors/quad for a door decorating contest. The students in building were so warm and welcoming with the children. 80% of the building

decorated their door and handed out candy and treats. The smiles on the children's face was something that I will always remember and the residents of my building were still taking about

the program at the end of the semester. While this was the third year we have done this program, it was the best so far.

In August, I presented a workshop about the African life/leadership philosophy of Ubuntu. Several of the

students in attendance play on our Women's Basketball team, and they adopted Ubuntu (loosely translated as "I Am Because We Are") as a mantra

for the season. That was neat to watch.

Having a conduct hearing with a student who blacked out and climbed into her own apartment via the window.

Revealing the trail of evidence via the campus safety report and watching her eyebrows rise was priceless.

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Jeff BickfordJohnson State College, VT

Sonya AlexanderCentral Connecticut State University, CT

Kevin HahnSUNY Geneseo, NY

Anytime we get off campus to bond...hiking Mt. Hadley, rope swing on the Hudson River, and of course 1/2 appetizers at

Applebee's!Joe MurphySkidmore College, NY

For me, its often the little things. Last year, during the first month, after a conduct hearing with a student, his friend came into the office furious that his friend had been seen and held accountable for an off-

campus incident. He was yelling about how unfair this was. We sat down and had a long chat about the conduct system and why we work with students around off-campus situations. He wasn't thrilled with my response, but appreciated being heard out. He came back

to see me often and always came to me when he did anything wrong. At the end of the year, he brought his parents to the office to meet me and thank me for "saving his butt" this year.

I enjoy helping students to realize the many Graduate Assistantships available in different Graduate programs. Many leave their dream schools behind until they realize all the

possibilities and opportunities they have to make it work.

Sharing study aboard or volunteer service learning experiences

Serving as one of the founding advisors for a men's support group. This group has become a national model whereby there are a number of

chapters around the country.

Every time a student comes to me seeking personal advice or support in addition to

their student staff responsibilities. It makes me feel like the work I do is impacting them in more ways

than just as a supervisor and they can confide and trust in me for other things as well.

So many - it is hard to select a favorite. Sailing as the Assistant Dean with the Semester at Sea program was amazing, in so many ways!

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Tatiana ColeUniversity of Hartford, CT

Patricia BirchBoston College, MA

Darese Doskal-ScaffidoDryen, NY

Tarome AlfordSpringfield College, MA

Vanessa MatthewsNew York University, MA

Woodrow FreeseBoston University, MA

It isn't too often we see the product that we work so hard for in our student affairs careers. One of my favorite memories occurred recently when a student with whom I

worked with for several years sent me a thank you letter with his new RD business card. His message was short and simple - he expressed his gratitude for my help and guidance over the years and told me that I was essential to his personal and

professional successes (and in landing his first job in his new career!).

Daniel LaBonteWesleyan University, CT

The authors are also sports officials when not directing the lives of residents! Chuck is a high school and youth lacrosse official while Derek referees college and high school soccer as well as college ice hockey.

In their roles as referees/officials they are the on field experts with a focus on structure and control of the game. Coaches focus on player development and winning while players simply play the game. Sounds a bit like residence life, parents, and students!

In our experience we see a distinct crossover of skills from our athletic lives to our residence life lives and we’d like to share those concepts to assist with your success. Perhaps by reading this article you will explore options and build your skill set to improve your job performance and/or promote within the field.

The list below could be qualities of a Good Official. Could they also be qualities of good staff member?➡ Personal appearance is positive and

professional ➡ Knowledge of rules: be the expert➡ Consistency➡ Awareness, good vision of the whole field➡ Effective communication with fellow officials,

players and coaches➡ Not afraid to make a mistake➡ Is in the proper position to make a call➡ Avoids confrontation➡ Exhibits positive energy➡ Professional demeanor with everyone➡ Constant self-evaluation; accepts constructive

criticism for improvement

Officials try to avoid conflicts or dangerous situations with proper preparation before the game. Equipment is checked, rules are reviewed, and a tone is established from the beginning of the game.

Officials identify and call personal fouls and technical fouls and include: ➡ Personal fouls: slash, illegal equipment,

tripping, unnecessary roughness, fighting, unsportsmanlike conduct

➡ Technical fouls: holding, illegal procedure, interference, off-sides, stalling

Additionally, officials call “lines”/boundaries to insure the puck/ball is in proper play. In order to make the right call, you have to be aware of what is going on and that includes:

• Avoid committing fouls/ “mistakes” yourself• Stay “within the lines” and focus on your

job• A referee that is doing his/her job well is

NEVER noticed

Here’s the crossover between Career and Skill Referees:

• Who is there for you?• Who checks your personal development as

you go through this position and life?• Who serves as a check and balance?

Although you may have a mentor and/or professional coach, you are your own skills/career referee! There needs to be structure in your life as you evolve and advance personally and

Officiating your lifein Residence Life

Chuck LambDirector of Residence Life Rochester Institute of Technology, NY

Derek Zuckerman, PhD Associate Dean for a Life, College of the Holy Cross

professionally. Referees are gatekeepers for game management. Who is responsible for your game/career management? Who is the department/area/building expert in your “game”? Be mindful of the crossover relationship in your personal and professional lives.

For our athletic lives we adhere to the following guidelines during GAME MANAGEMENT:

• Pre-game discussions with other officials, coaches, and players

• Communication is essential; some possible responses to coaches/players questioning our decisions:

– “I didn’t see it that way.”– “I’ll watch out for that.”– Pay no attention and focus on the

game.

For your professional lives some of the same guidelines apply during CAREER MANAGEMENT:

• Pre-job discussions with other “officials”, staff, and supervisors

• Communication is still essential and some possible responses:

– “I didn’t see it that way.”– “I’ll watch out for that.”– Pay no attention and focus on the

task at hand.

With whom are you communicating as a residence life professional? And how are you doing so? Have you ever seen a referee email or text a message of a decision? Personal/verbal communication still works very well!

Athletic referees usually work in pairs or as a team. Good partners and great officials: What makes them? Are they similar to working relationships in residence life? Consider these qualities not only for good referees but possible application to residence life:

• Make contact to arrange travel/meeting• Be on time• Have a pre-game conversation and review

points or emphasis and areas of coverage• Permit your partner to do their job• Maintain good eye contact and positive

communication• Assist in diffusing a negative situation• Process what happened during the game

after game

So, there are common elements to Referees and Residence Life:

• Know the rules• Consistency is critical• Every game equals a new game• Every game is important to the players;

regardless of the level• Show hustle, be in the right position, and

anticipate the play• Slow down and be in control

If there are concepts we would like you to remember consider these:Lacrosse/Residence Life takeaways:

• Make the slide-move to assist/cover for another official

• Head on a swivel-always take in the whole field and look at the big picture

• Positioning-you can’t make the call if you’re not in the right place at the right time

Hockey/Residence Life takeaways:• Awareness-be cognizant of where you are

and the impact of your actions/decisions; time and place is always critical

• “Big picture”-take it all in; think about your actions/decisions beyond your immediate area

• Sell the call-be confident and firm with decision making

See you on the field or on the ice!

Game vs. Career Management

I have a few things I get on a soapbox about with friends and co-workers.  As you imagine, many of those things fall under my geek pursuits, like fonts, apple products, etc.  Another one of the things I really get excited to talk to folks about is retirement savings.  I suppose that falls into a geek category in a whole other way.  I get excited to talk about retirement savings because I have read enough to know how much time really is so very important in the whole equation, and I think younger professionals don’t hear enough about retirement savings to really value getting a head start.

Young student affairs professionals in particular may not be thinking forward to retirement because they are not always earning a significant amount of money in their first or second job out of school.  However, it is in these positions, particularly live-on positions, that new grads have so much savings power.  Putting away as much money as you can while you are not paying rent will do so much more for you in the long run than waiting until you are in a higher paying position years later – even if you begin putting more away for retirement.  It’s all about compound interest!  A 35 year old who just begins investing will never catch up to her 25-year-old self, even contributing twice as much (see example below).  The decision is clear – if you aren’t already contributing to your retirement savings – make a plan to do so as soon as possible.  Also, if your institution offers matching and you aren’t signed up for the match, you are literally passing up on free money.

Financially FIERCE for 2013

Full example from Russell.com

Whether you have been putting off thinking about retirement savings, or have savings on your horizon for a 2013 resolution, you can check out the sites below for more information and guidance on how to get started!

30 Best Blogs for Recent Grads Saddled With DebtA list of blogs covering managing your finances, dealing with student loan debt, and giving you inspiration to meet your financial goals.

Money under 30Personal finance blog featuring money tips on budgeting, saving, credit, investing, and getting out of debt in your twenties.

Face RetirementNot yet inspired to save? Visit Merrill Edge’s Face Retirement App to get you thinking more seriously about what retirement might LOOK like for you.  Take a snapshot of  you today and see what you will look like 20, 30, or 40 years away.  My own photo (top) certainly was a surprise!

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Jess Faulk, Director, Simmons College, Boston MA

2012-2013 Executive BoardPresident Cindy Long Porter Quinnipiac University cindy.porter@quinnipiac.edu

President-Elect Kim Schmidl-Gagne Keene State College kgagne@keene.edu

Past President Paula Randazza Rivier University prandazza@rivier.edu

Treasurer Joe Murphy Skidmore College jmurphy@skidmore.edu

Secretary Nate Gordon Keene State College ngordon@keene.edu

District Coordinators: Connecticut & Rhode Island Jen Crane Quinnipiac University jennifer.crane@quinnipiac.edu

Eastern New York & Vermont Kristine LoweryRensselaer Polytechnic InstituteLOWERC@rpi.edu

Maine & New Hampshire Zach IrishDaniel Webster Collegezirish@dwc.edu

Massachusetts Julie Hershkowitz Northeastern University j.hershkowitz@neu.edu

Metro New York Ryan YoungPace Universityryoung@pace.edu

Western New York/DC Kristen Eldridge Tompkins Cortland Community College eldridk@tc3.edu

Annual Conference Stephen LuberUniversity of New Hampshire stephen.luber@unh.edu

Corporate Relations Kathi Bradford Westfield State University kbradford@westfield.ma.edu

Media and Publications Jessica Faulk Simmons College jess.faulk@gmail.com

New Professionals Development Matt Talbot Endicott Collegemtalbot@endicott.edu

Professional Development Casey Wall Binghamton University cwall@binghamton.edu

Program David Stender University of Massachusetts Dartmouth david.stender@umassd.edu

Residential Operations Tim Touchette Northeastern University t.touchette@neu.edu

Risk Management and Legal Issues Marissa DerDerianWorchester Polytechnic Institutemderderian@wpi.edu

Social Issues ChairBrenda Ice Colgate University bice@colgate.edu

Membership Coordinator Jen Golojuch Mount Ida College jgolojuch@mountida.edu

Technology Coordinator Mike Hamilton Worchester Polytechnic Institute mjham@wpi.edu

Historian/Chair Structure & Governance InitiativeGary Bice Jr. SUNY Fredonia Gary.bice@fredonia.edu

CHO OutreachDerek ZuckermanCollege of the Holy Crossdzuckerm@holycross.edu

Chair Finance Initiative Jon ConlogueWestfield State University jconlogue@westfield.ma.edu

Contact us for questions, or to get involved!

The Navigator designed by Jess Faulk (@jessfaulk)

Thank you to our NEACUHO Corporate Partners:Adirondack Solutions http://www.adirondacksolutions.com/A niche software company providing innovative solutions primarily for the college student life market.  

Butler Woodcrafters http://butlerwoodcrafters.com/Creating furniture for community-based programs, supportive housing organizations, healthcare and education environments.

Foliot Furniture http://www.foliot.com/Creating warm and comfortable environment without sacrificing the strength and durability of the furniture needed to endure the test of time.

IRN - The Recycling Network http://www.ir-network.com/The Recycling Network is the leader in recycling anything your institution. Helping you get as much stuff out of your waste stream as possible.

Ingersoll Rand http://w3.securitytechnologies.com/ Open architecture, key systems as well as wired and wireless electronic locks make Ingersoll Rand the choice for dormitories and residence halls.

L.A.M Enterprises http://www.lam-solutions.com/Providing a wide variety of stock and custom printed products to the Hospitality Industry.

Proforma Shrader and Shrader http://www.proforma.com/shraderPrinting,Promotional products, ,E-Commerce, Multimedia, advertising specialties and business gifts.

True to Life Training http://truetolifetraining.com/Interactive, experiential, realistic training through real-life experiences.

Savoy Furniture http://www.savoyfurniture.com/ Savoy Contract Furniture is an American Manufacturer of student housing and residence hall furniture.

Corporate Associates:KeyTrak. http://www.keytrak.com/ KeyTrak, Inc. has been at the forefront of key and asset management for over 20 years.

CHH Engraving, Inc. http://www.chhengraving.comPopular items available to you to help promote your organization or product, identify your staff or group, or recognize clients and supporters.

Dynamic Influence http://www.dynamicinfluence.org/More than a talking head, Dynamic Influence provides a variety of unique "edutainment" presentations that combine mind magic, illusions, and skit hypnosis with important educational lessons.  This ensures that your students will be engaged and the messages remembered!

Educational Consultant: Dr. Maura Cullen

The Recycling Network is the leader in recycling anything your institution. Helping you get as much stuff out of your waste stream as possible

Open architecture, key systems as well as wired and wireless electronic locks make Ingersoll Rand the choice for dormitories and residence halls.

http://w3.securitytechnologies.com/ http://www.savoyfurniture.com/

Savoy Contract Furniture is an American Manufacturer of student housing and residence hall furniture.

http://www.ir-network.com/

Thank you to our

NEACUHO Corporate Partners

http://truetolifetraining.com/

Do you have something to share with NEACUHO? All entries for The Navigator come from members just like you. Please feel free to submit articles concerning student affairs and residential life issues, departmental staff updates, recognition of members, committee updates, district updates, and much more. Email all submissions to rvass@bridgeport.edu

Stay tuned for our next issue of The Navigator To download past issues of The Navigator, visit us at www.neacuho.org.

Feedback & Suggestions? We’d love to hear from you. Share your comments, feedback, suggestions, questions, etc. with us so we can better serve you! Email your feedback tothe 2013-2014 Media & Publications Committee Chair rvass@bridgeport.edu

Thank you to all who submitted articles to this years issues of The Navigator! - Jess Faulk, 2012-2013 Media & Publications Chair

NEACUHO is an organization of housing, residential life, and student services professionals and paraprofessionals within the Northeast region dedicated to providing opportunities for colleague support, professional development, sharing of information, collaboration, communication, research, and recognition of outstanding contributions to the field. The association serves member institutions within Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, and Vermont.

NEACUHO Mission Statement

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NEACUHO is a volunteer organization that is only successful through the hard work of its members. As a way to recognize a colleague for their contributions to NEACUHO this year, please consider submitting a NEACUHO Acknowledgement Form. The form is located on our website at: www.neacuho.org.

The acknowledgements will be published and distributed at the closing banquet during the Annual Conference.

Not sure what an acknowledgement looks like? Here’s an example “I, Nate Gordon acknowledge Jess Faulk from Simmons College for doing a stellar job publishing The Navigator.”

NEACUHO Acknowledgements