Unexpected Homecomings

September 29th, 2010 | Posted by Stacy Oliver in Resident Life - (0 Comments)

Over the weekend, I met a former co-worker for coffee and lunch in the city where we used to work together. We unwittingly planned our afternoon reunion for the same weekend as the university’s homecoming celebration. After catching up over coffee, we decided to venture to campus to see a few colleagues who still work at the university.

Parking in front of the residence hall where I used to live as a hall director, I smiled to myself thinking of the years I spent on campus. It was an excellent first professional “home” – a small university that was both supportive and challenging. There were seemingly endless opportunities to get involved across campus. My supervisors were developmental and caring while also nudging me a bit to get a more rounded experience.

After walking across campus past the new union (I was there for its construction but never while it was in operation), I stood talking to former co-workers and watching the alumni mill through the tent. Some polkaed to the live music while others sat and talked to their friends from decades past. With almost no warning, I was swooped into hugs by a group of women who were some of my first residents in 2004. We chatted briefly, catching up and reminiscing about our time in the all-female residence hall. Throughout the rest of the afternoon, I was greeted by a few more former students – several with hugs – and all with smiles and brief conversation about where we’re living, what we’re doing now.

While driving home later, I realized a significant part of the university’s being a good first professional home was the students. Not just who they were – though I did work with some high-achieving, intelligent and talented students – but also based on their willingness and ability to let me be more than “the lady who lives on the first floor.” I’m glad that years later I’m still connected with many of them through Facebook, e-mails, text messages and the occasional get together. Those students early in my career shaped how I interact with students now.

What stands out to you about your professional “home”? How do those qualities continue to influence your work?

Over the past few years I have had more interactions with increasingly aggressive and challenging parents than in previous years. Most of my student affairs colleagues across the country have shared similar experiences like this along with their frustrations. Although a lot has been written about the recent helicopter parent phenomena, I have not seen much on how student life professionals can and should handle parents such as this. As the new academic year starts, I would like to offer some practical advice on how you can better communicate with challenging parents.

1. Seek understanding before taking action. Many times parents can “catastrophize” situations because they are hearing secondhand information from their son or daughter, which may not necessarily be fully accurate. Reacting to a parent’s reaction without fully understanding the situation at hand can create chaos and further bolster the parent’s anxiety (and your own). If necessary, take extra time to find out the facts and then simply call the parent back. The problem could be a simple misunderstanding that can be easily resolved.

2. Explain the reasoning behind policies and procedures. Nothing can be more irritating than hearing someone tell you, “Well, that’s our policy” when you want something resolved right away. Fully understand the reasoning behind why your department has the policies and procedures that it does so that you yourself can explain the philosophy behind why things are the way they are. Policies and procedures are created to save time, money, resources, to enhance safety & security, and for the personal development and education of our students. Explaining these things can disarm someone particularly when the reasoning behind these policies are usually easily understood and appreciated.

3. Predict and respond to irrational thinking / reasoning. Many times, the emotion underlying anger is fear. People can become angry and aggressive when they fear that something overly negative or disasterous will happen. Parents can easily assume the worst of a situation particularly when they are not around to easily solve whatever the perceived problem may be. Irrational thoughts that an overreactive parent can have include the following: this is going to cost me a lot of money; my student will have to transfer universities because of this; this is an incredibly dangerous situation; and they don’t care about my student. You can dissolve a problem quickly if you can predict up front what the underlying thoughts a parent may have, which is causing them to be overly anxious. By providing accurate information and tactfully challenging those irrational thoughts, you can calm someone down quickly.

4. Move the conversation along toward action. Your time is important and you have other issues to attend to so make sure that you are moving the conversation along toward some sort of resolve. Be respectful and tactful, but cut to the chase as soon as possible. One easy way to do this is by asking: “Sir, how would you like me to resolve this?” or “What would you like me to do, mame?” Being empathetic and allowing someone to vent is one thing, but permitting someone to lecture and berate you is counterproductive.

5. Provide alternatives and options. Another way in which you can move the conversation along toward action is to provide alternatives and options. Figure out what these options are for various situations so that you can pull them out of your hat when the need calls. The alternatives and options may not necessarily be the exact solution the parent is asking for, but at least you’re showing a good faith effort to create a solution rather than doing nothing at all.

6. Do not allow yourself or your employees to be abused or bullied. I simply refuse to listen to an abusive parent or allow my staff to suffer the same abuse. You have to know when to say when. It is alright to acknowledge that things are getting out of hand and maybe there is a more appropriate time to discuss the matter when clearer heads can prevail. I have had multiple parents apologize on subsequent conversations for how they acted and appreciated how I resolved the situation afterward.

7. Refer to your supervisor. This should go without saying, but if you find yourself in a situation that you simply cannot resolve or the person is being overly hostile or foul-mouthed, refer them to your supervisor. Additionally, if they should demand to speak to your supervisor, do not become upset by this, just help them with their request by giving the appropriate contact information. Try to plan for this strategy ahead of time with your supervisor so that you are both on the same page when the need arises to employ this tactic.

8. Attempt to get to know them as people rather than adversaries. Keep in mind that you may have a multiple year relationship with many parents so be purposeful in your communications with them. Include them in newsletters and other pertinent mailings. Send them departmental or institutional promotional items (e.g., t-shirts, pens, mugs, etc.) as a token of your appreciation, kindness, and generocity. If you have the opportunity to talk in a personal manner, ask them about their work, their interests, and anything else of note they may discuss. Establishing relationships like this creates trust and will go a long way if you have to interact with them again in a difficult situation.

Scott M. Helfrich is the director of upper campus housing at California University of Pennsylvania, co-owner of Student Life Consultants, and the creator of http://www.studentlifeguru.com.

I was running very early the other morning with my kids in a stroller. For the first half of the run I concentrated on my running speed, talking to the kids, and asking myself why did I get up so early (and push two kids in a stroller). I was so focused on my own needs and keeping the kids “entertained” that I forgot where we were going. After a half hour, I turned around to head home but this time I was aware of the trees, the sound of the creek next to us, the tweeting of the birds, and the pounding sound of my shoes and the stroller tires. It was at this point I realized how much running was like what we in student affairs do to prepare for the upcoming academic year.

For those who run, setting new goals is as common practice as increasing your running pace to prepare for a half-marathon. A running plan is developed to achieve goals. Either daily or weekly achievements are set toward the final goal.  Similarly for student affairs professionals, summer is seen as an opportunity to refresh, renew, and begin new practices. This is often reflected by analyzing the previous year’s assessment reports, new policy development, and project management. We set deadlines, do project review, develop policies and procedures. The summer moves along until August.

For runners, injuries may accrue due to the pressure of the training program. They have been so focused on meeting goals that they forgot to listen to their body. The end point may be close, but they continue or increase their training sessions. For student affairs professionals, August means training and preparation. The grand plans developed during summer are set in motion. We spend endless hours in training sessions and meetings. We push ourselves and our team to the max, prepping campus for the arrival of our students.

Then “the wall” hits. For the runner, the body reacts to the training and pressure it is under and a fight between the runner’s mental and physical strength occurs. They begin to question why they run at all if this is what running is about. This can also happen for student affairs professionals during this time period. We may ask ourselves: Why are we here? Why are we doing this?

Some student affairs professionals (and their staff) can be over-trained, and overwhelmed by the pressure of meeting new goals. We work endless nights getting ready for the grand arrival of our students but suffer burn-out and exhaustion when they do arrive. Yes, the students are moved in and ready for classes but we are no longer happy to see them. Runners also experience this “over-training” concept. They have worked so hard toward their goal but are no longer are joyful on achieving it. The body may fail and even though the goal is in sight, the runner might stop altogether because the desire is gone.

I realized this quickly on that morning run. I was so focused on my goals, on what I was trying to achieve that I forgot why I was out there running. I was pushing (literally and figuratively) towards something so hard that I didn’t allow the goal to be “right there” with me. For runners, this is called “the zone”. I have only experienced this a few times in my running experience so I’ll try my best to explain it. “The zone” is where the body and mind unite and in motion together. The world around you seems to move in slow motion even though you are running. You can hear your heart beat and your mind working together. Thoughts seem to flow in and out but never distracting you from your path. A greater awareness of self comes into place.

For student affairs, I advise that we take a step back and find our “zone”, especially during August. Let’s release the pressure we have on ourselves to have everything ready for our students. Look around and be in the moment with your colleagues and your staff members. Enjoy their laughter and awkwardness in getting to know each other. Listen to their conversations, rather than thinking of that batch of emails you have to send out once you get back in the office. We push so hard to put our grand plans into action that we forget to step back and allow them to develop organically. The students will come no matter what. It’s best for us to finish the race, at ANY pace than to not finish at all.

Now, I’m off for a casual run (physically and mentally). Are you ready to join me?

Licinia “Lulu” Barrueco Kaliher, Ed.D., is a Ray Street Complex Director at the University of Delaware.

This past weekend I returned from a trip to San Diego for the annual NACURH, Inc. conference. Folks in residence life may be familiar with NACURH – the National Association of College & University Residence Halls.

Although I’ve been working in residence life for a collective 8 years, both as a student and professional, this was my first-ever trip to a NACURH conference. NACURH is the national organization that many RHAs (Residence Hall Associations) are affiliated with. As the advisor to a National Residence Hall Honorary (NRHH) on my campus, I was able to attend with a group of my student leaders.

Like most student affairs professionals, I’ve been to my fair share of conferences, ranging from ACPA and APCA to NACA and the national Habitat for Humanity Youth Leadership conference. Yet, somehow this particular conference was a tad bit different. First off, it was run by students for students… that’s the special thing about NACURH. This conference had energy, pizzazz, intensity, and a sense of pride. All of this reminded me of an important lesson that I am guilty of forgetting.

That lesson? Be excited. Be energized. Be proud. Be all of these things in the process of our daily routines.

I was in awe through the duration of the NACURH conference. So much energy. Students standing, chanting, screaming, and applauding their home institutions and regions. Students dancing on the sidewalks, making up cheers and chants, and dressing up in costume. It was wonderful to see so many student leaders from across the country under one roof with so much excitement.

This conference caused me to reflect… What excites me? What energizes me? What am I proud of?

I wrote this blog post to get us all thinking about these three questions. Feel free to share. After all, we need to constantly remind ourselves of why we do what we do. We need to remind ourselves that there are things that excite us, energize us, and make us proud here in the student affairs profession.

Feel the excitement (NACURH 2010)

Incorporating student development theory into training of student leaders always caused a conundrum for me. Having watched and tried a variety of means and methods of delivering this information, I realized that it was difficult for undergraduate students to wrap their hands around the idea that they were, at that very moment, developing. It became more challenging to convince them of the changes they already experienced. Add to that in August 2008 that I was training the first group of Resident Assistants on this campus. Not only did they not have previous context for their own jobs, they had no context for the life changes that occur through the experience of living on campus.

I had no idea how I was going to give them the foundation of development theory. I did know that I needed to empower them and prove to them that not only were these things relevant, but as college students themselves, they were the true experts. And so, “Are You Smarter than a Student Development Theorist?” was born.

I focused on only two theories in August 2008, the ones that most reflected our goals for our first year as a housing operation.

Involvement

During the staff selection process in February 2008, each Resident Assistant candidate was required to write an essay describing the ideal on-campus community and what the role of the RA is in creating that community. Having not been part of that selection process because I was hired several months after the RA staff, I dug out their essays and read them over and over again.

They were theorists.

I chose significant quotes from each of the staff members who would be sitting at the table. I printed those insightful snippets onto index cards and made a set for each of the staff members. At the beginning of the session, I highlighted Astin’s Theory of Involvement I provided a brief overview of the concepts of availability of resources, environment, student time, motivation, behavior and return on invested time.

The staff members were then given the packet of quotes from the essays. They spent the next 30 minutes individually assigning the quotes to different tenets of Astin’s theory by taping index cards to large pieces of paper hanging around the room that were labeled with the previously dicsused tenets. When they were done, we debriefed by discussing why they chose to hang the quotes where they did.

Highlights from the quotes included:

  • Comparison of on-campus community to Disney World
  • Discussion of the types of events that should take place  in the community
  • Faculty involvement in the community
  • Creating measurable outcomes of student learning in the community

Through the debriefing discussion, the staff quickly realized that they understood involvement and what it would take to appropriately engage residents in the new community we were creating by offering campus housing for the first time.

Hierarchy of Needs

With on-campus housing being a new option in 2008, there were many questions about what housing would and would not be. To highlight what we hoped housing would provide, I took the Resident Assistants on a field trip to our model suite. I provided them with sets of numbered index cards and masking tape. I gave them instructions to label in order of importance the amenities in the suite, with 1 being most important and 10 being the least. They spent 10 minutes perusing the multiple bedrooms, kitchen, bathrooms, etc. When they were done, we walked through the suite together, and discussed the numbers and how they were distributed.

Through discussion, the staff debated and discussed what the actual intent of campus housing is and what was really important about that experience. While they maintained the importance of the Internet, something Maslow perhaps would have disputed, they also saw the importance of card access points, mattresses, and refrigerator.

The conversation was affirmation that they saw the bigger picture of the housing experience and were able to discern through their discourse what really mattered most to the student experience.

Having overcome the conundrum of addressing student development theory in a way that is both meaningful and useful, I continue to use both of these activities in training. I also have expanded my repertoire of “Are You Smarter than a Student Development Theorist?” activities to help staff address issues in the community as they arise. For me, this has become theory to practice to theory – bringing theory to life and then back to concept for the student leaders who work the front lines daily.

Last night’s #sachat on Twitter was about staying motivated in Student Affairs. In case you missed it, below is a quick recap. If you’ve yet to participate in an #sachat, learn more here.

Full Transcript
View as webpage

Top Contributers
@ARL275
@debrasanborn
@lvanlysal
@tomkrieglstein
@inigral
@cindykane
@kprentiss
@pereirap80
@MJChatter
@slhealy

Here’s to another successful #sachat! See you all next week.

Last night’s #sachat on Twitter was about resident hall discipline. We broke new records for level of conversation and number of participants! In case you missed it, below is a quick recap. If you’ve yet to participate in an #sachat, learn more here.

Full Transcript
View as webpage

Top Contributers
@velosnaps
@beekayroot
@branners
@debrasanborn
@Grategatsby
@tomkrieglstein
@JamieDresher
@lvanlysal
@seancook
@ChrisMacDen

Questions Discussed

Here’s to another successful #sachat! See you all next week.