1. WHOLE CAMPUS, WHOLE RESIDENCE, WHOLE STUDENT Sarah Burley Assistant Dean, Student Life, Innis College, University of Toronto ACUHO-I Professional Standards Committee Member CACUSS Policy Committee Member

2. Learning Outcomes  Explore the CAS Standards and ACUHO-I Professional Standards and Ethical Principles and their role in planning, decision making, and evaluation.  Understand the different between a guideline and a standard within the ACUHO-I Standards.  Learn ways to share information about ACUHO-I Standards and CAS with staff members.

3. The Need for Standards  ‘Professionalization’  Standardization  Improvement  Assessment

4. Use of Standards  Program Evaluation  Staff Training  Graduate Preparation Programs  Assessment  Explaining the mission of the department to others, and establishing benchmarks and best practices  Self studies, goal setting and strategic planning  Voluntary and not certification

5. Council for the Advancement of Standards (CAS) in Higher Education Standards  Mission  Program  Organization and Leadership  Human Resources  Ethics  Law, Policy, Governance  Diversity, Equity, and Access  Institutional and External Relations  Financial Resources  Technology  Facilities and Equipment  Assessment and Evaluation

6. ACUHO-I Standards  Mission  Functional Areas  Ethics  Ethical Hiring Practices  Qualifications

7. Functional Areas  Business/Management  Student Learning and Development  Residential Facilities  Food Service  Emergency Preparedness  Public/Private Partnerships

8. Business Management  Planning  Personnel  Accounting/Finance  Purchasing /Property Management  Contract Administration  Services  Conference Administration  Evaluation  Technology

9. Business Management: Technology 1.Technology resources used in administration and operations are evaluated regularly to determine whether current and projected needs and opportunities are met, including student self-service. 2.Staff has access to adequate technology resources in the performance of their job responsibilities. 3.Technology resources are used to create and sustain cost reduction and efficiency improvement measures initiated by professional staff. 4.Technology resources for staff and students are properly maintained and serviced.

10. Student Learning and Development  Planning and Assessment  Academic Initiatives  Personal Development  Community Development  Community Development: Policy and Procedures  Advising

11. Student Learning and Development: Planning and Assessment Utilize theories and knowledge of student learning and development during program creation and planning. Plan programs that are important to the culture and direction or mission of the institution. In planning, consider student developmental and demographic profiles, including populations with distinct needs. Develop programmatic purpose, expectations, student learning outcomes and goals that can be assessed and are in alignment with departmental mission and priorities...

12. Residential Facilities: Item 4 A maintenance/renovation program is implemented in all housing operations, in four major areas: a)A preventive maintenance program designed to realize or exceed the projected life expectancy of the equipment and facilities, b)A program designed to repair or upgrade equipment, facilities and building systems as they become inoperable or obsolete, c)A renovation program which modifies physical facilities and building systems to make them more sustainable, flexible, effective, attractive, efficient, and safe, d)A program designed to provide emergency response 24 hours a day.

13. Food Service  Recommends use of standards and procedures developed and published by NACUFS, CCUFSA, or similar… 1.Ensure menu planning to provide optimum nutrition and variety. 2. Purchase high quality foods with preference to local and organic farmers. 3. Ensure orderly, secure, and sanitary food storage. 4. Provide recipes and preparation processes that ensure appetizing food….Etc.

14. Emergency Preparedness  Ensure thorough planning documents and protocols exist.  Annually train staff and students for all crises-related residential circumstances for the respective campus.  Ensure a well developed Business Interruption Plan for housing related services exists.  Fully participate in campus crisis management planning and evaluation.

15. Emergency Preparedness  Take campus leadership role in defining what an emergency is.  Evacuation plans are inclusive of all students with disabilities or those who become disabled during an emergency.  Housing and Residence Life operations should be guided in their planning by the document “ACUHO-I Campus Housing Guidelines for Pandemic Planning”

16. Public-Private Partnerships  Planning and Personnel  Procurement/Purchasing  Transaction Structure  Development  Governance/Oversight

17. Standard vs. Guideline  All staff members have access to diversity and inclusion training and are accountable for integrating the training into their work.  Hiring practices are consistent with institutional personnel policy, and whenever possible are intentional in employing staff that are reflective of an appreciative of the diversity of the student body.

18. Standard vs. Guideline  The budget is used as a planning and goal setting document, which reflects commitment to the mission and goals of the department and the institution. Budgets are flexible and capable of being adjusted during the year.  Rate reduction and/or assignment and contract practices exist to assist students with financial hardships to afford on- campus housing.

19. Standard vs. Guideline  Waste disposal, recycling and handling and storage of chemicals and hazardous materials shall be in compliance with relevant national and local standards and laws and local health, safety, and environmental protection requirements…  Principles of sustainability should be incorporated into the operation and/or renovation of existing facilities and construction of new facilities…

20. Ethics Examples of recommended ethical standards:  Acts with integrity, dignity, and competence.  Recognizes dual responsibility to students and the institution.  Is committed to providing safe, affordable, attractive, clean, comfortable, sustainable, and well-maintained living environments that are responsive to the needs of present and future residents.

21. Ethical Hiring Practices for Housing Professionals & Qualifications Housing operations, when hiring staff, should practice the following guidelines.  In a position announcement, housing professionals should ensure that job requirements are clearly stated (e.g., nature of the position—live-in, live-on, or live-off; terms of contract, if applicable; location of work; whether the position is unionized; physical requirements pertaining to relevant disability legislation; etc.).  Housing professionals should accurately portray all responsibilities of the position and work conditions, including all relevant reporting lines.

22. Hiring Example POSITION SUMMARY GENERAL: STAFF POSITION TITLE: Residence Life Coordinator (Burley Hall) DEPARTMENT: Housing & Ancillary Services POSITION NUMBER: 12345 GRADE: 6 EFFECTIVE DATE: Jan 1 2015 JOB SUMMARY: Reporting to the Residence Life Manager (Operations) the Residence Life Coordinator is a full time live in position with specific responsibility for the day-to- day operations of Residence Life functions in Burley Hall, University of Sarah’s largest residence building. The Residence Life Coordinator is responsible for establishing a vibrant residence community that provides feedback, mentoring, support, and compassionate challenge to residents. The RLC encourages community development, the exploration of social identities, personal growth and citizenship in collaboration with others in the Residences portfolio. The schedule for this position requires the incumbent to work frequent evenings and weekends and requires living in Burley Hall.

23. Self Assessment Guides PURPOSE The ACUHO-I Self-Assessment Guides (SAGs) were developed for the purpose of putting the ACUHO-I Standards into a survey format. Standard Statements were converted into questionnaire form so that a survey could be administered to determine the extent to which a student housing organization meets the ACUHO-I Standards.

24. Self Assessment Guides  Available on the ACUHO-I Web Site  Contain ONLY the ACUHO-I STANDARDS; No Guidelines  Translates ACUHO-I Standards into self-study format so you can: Assure compliance with ACUHO-I Standards Gain an informed perspective on strengths and deficiencies of a particular housing operation Plan program improvement Use in conjunction with an external review

25. Rating Scale 1: Non-Compliance : None of the criteria within the standard under review has been met. 2: Minimal Compliance: A small portion of the criteria within the standard under review has been met. 3: Partial Compliance: At least half of the criteria within the standard under review have been met.

26. Rating Scale 4: Substantial Compliance: Majority of the criteria within the standard under review has been met. 5: Full Compliance within the Standards: All of the criteria within the standard under review has been met or exceeded. Unknown: At this time an evaluation can’t be made based on the information or the lack of information provided.

27. Self-Assessment Guide Rater:_________________________________________ 12345 UK Non Full Unknown  Compliance Compliance Assessment CriteriaScore  1. The mission statement and goals of the department are consistent with the mission of the institution. (A.2.)_____  2. The mission statement and goals of the department are reviewed and disseminated regularly. (A.2.) ______

28. Self-Assessment Process  If other than compliance, describe discrepancies:  Actions needed (required) for compliance:  Actions recommended for program enhancement:

29. Conducting a Self Study Establish and Prepare the Self-Assessment Team Begin the Self-Study review SAGs individually and rate Identify and summarize evaluative evidence Review institutional data and resources Identify Discrepancies Study team reviews their ratings discrepancies between the assessment criteria and practice, identify operational problems needing resolution

30. Conducting a Self Study Determine Appropriate Corrective Action Recommend Steps for Program Enhancement Prepare an Action Plan Identify and set priorities for future action and direction

31. Possible Uses of SAGs & Standards Use the Self-Assessment Guides to survey the housing staff on an annual basis. Compare scores from one year to the next. Use the Self-Assessment Guides to develop surveys to send out to other university departments. Develop an exchange with a housing department on another campus. Several staff members from your institution use the Self-Assessment Guides to evaluate the other housing department and several staff members from the other department evaluate your department.

32. Possible Uses of SAGs & Standards Solicit a group of faculty and staff from your institution to use the Self-Assessment Guides to evaluate your department. Share information with Staff about the Standards Formal, Informal, Up/Down/Across

33. Discussion  Who has used these? How has your department used the standards? Formally? Informally?  What information about the Standards would it be important for you to share with colleagues? How have you shared information regarding the Standards within your institution?

34. Action Item – Practice!  In a group, choose a functional area and complete a short self-assessment.  Devise one action item related to the Standards that you can complete in the next 45 days.  Write it on the index card along with your name and email address.

35. Resources Your ACUHO-I Standards: A primer on their focus and use Paul Jahr, Deb Boykin, Cindy Spencer http://prestohost08.inmagic.com/inmagicgenie/catfiles/2011/07/3 01%20Jahr.pdf http://prestohost08.inmagic.com/inmagicgenie/catfiles/2011/07/3 01%20Jahr.pdf Standards & Self Assessment Guides http://www.acuho-i.org/resources/standards PSI: Professional Standards Primer Presentation