Looking for ways to improve your division’s assessment work? In this program, student affairs leaders in residential education join analytics and research staff from Skyfactor to explore tangible ideas and resources to employ within your organization.

This program explores the problem of food insecurity on college and university campuses. Presenters describe challenges and barriers that students face, which lead them to food insecurity,  as well as those that prevent from becoming food secure. They review best practices in supporting food insecure students, along with other support services that seek to address complementing challenges like housing, financial aid, and academic support.

Building a sense of community and belonging is incredibly important for first-generation college students. A key factor to this foundation of support is engaging parents and families of first-generation students; institutions can harness this support by viewing parents and families of first-generation students as partners in their students’ success.  

Drawing from their experiences at mid-size and large, public, four-year institutions, the presenters will first discuss the challenges of engaging the parents of first-generation students. They will then offer a suggested timeline to consider when developing content for communication and engagement. Finally, the presenters will provide examples of partnering opportunities and events, strengthening connections to the institution and levels of support.

Learning Outcomes

By attending this sessions, participants will:

• identify strategies to engage parents and families throughout the academic career of their first-generation students;
• understand possible barriers and challenges prohibiting engagement; and
• learn effective communication strategies for parents and families that complement first-generation student outcomes and milestones.

Today's college students face challenges related to the increasing stressors of academic perfectionism, exposure to world-wide trauma, denser housing, and alienating campus climates. Administrators are seeking more collaborative and integrated solutions that can address the growing mental health needs of students, with a focus on a continuum-of-care approach to assure more healthy and positive student experiences.

This program outlines a well-coordinated model of mental health prevention, education, outreach, and response that can integrate well with the philosophies and practices of Residential Life and Housing communities. 

Concepts of mental health also encompass well-being, perceived self-efficacy, autonomy, competence, and the student’s recognition of the ability to realize both their intellectual and emotional potential. By leveraging resources, relationships, and existing cultures of belonging, UCLA’s Residential Life implemented a mental health model poised to give more direct involvement in areas such as crisis management, conflict resolution, social-emotional growth, and distress tolerance.  

During this program, the presenters outline the development and launching of large-scale initiatives of clinical, educative, and preventative focus – including a new campus suicide prevention model, revised policies related to crisis management and response, and a student resilience program - reflecting the new model and meeting a variety of needs. Finally, presenters provide examples of the significant collaborative, programming and networking activities including partnerships and professional networks that enhance health and wellness, safety and resiliency so that students can achieve holistic success.

The goal of this program is for attendees to hear from professionals across institution types on strategies to build inclusive communities with a focus on socio-economic equality being ever present in the programs, jargon and initiatives presented to new students.

Having an understanding of how we welcome new members of our communities is a critical component of higher education. Specifically, with the changing dynamics of who is “coming” to campus, inclusive language and practices enables students to have an increased sense of belonging. The varying institution types in higher education can impact this sense of belonging, but it is still an important part of welcoming new students. One way we can create spaces that are not as inclusive as we intend is through our unwritten financial expectations for new members of our communities.

New Student Orientation/Welcomes are intended to be a time to build community, but often these programs can make certain students aware of their socio-economic status through institutionally-sponsored programs. This unintended consequence can work against the community orientation, transition and retention programs seek to develop when welcoming new members to their community.

This program will highlight ways campuses can build inclusive communities with new students, specifically focusing on inclusive practices related to student’s socio-economic status. In the program, a combination of higher education scholar-practitioners (a combination of university faculty, office directors and program managers) will share best practices across institution types used to welcome a diverse array of students with a socio-economic inclusive focus. The panel will discuss why inclusive socio-economic practices matter in welcoming new students and their families, ways campuses support students from varying SES backgrounds to engage in campus, and practices that prevent students from lower SES backgrounds from engaging in campus.