By Beth Eppinger

When you wrote a long report as a professional or a research paper as a student, did you wonder if your supervisor or instructor would actually take the time to read it? If you had this doubt, you likely did not believe they cared enough about your time or efforts. When I was an RA, my RD and senior RA left the staff suddenly. During the interim time of no leader, I of course still had to perform my job duties, which included completing program evaluations. In the middle of a program evaluation, I wrote a very snarky sentence about my displeasure with the lack of leadership. I learned within a few days that indeed, someone in the central office still cared enough to read my evaluation and call me in for a meeting. They were clear yet kind that my unprofessional approach was not the correct method of communicating. We ended up having a very good conversation, and communication with the remaining staff quickly improved.

The idea of caring is not mine alone. Just last year, Kevin McClure published The Caring University. Instead of being about how we as practitioners can care for our students, it instead focuses on employees. A caring university cultivates the strengths of its employees so the entire institution may benefit. Focusing on the workforce does not mean students are no longer the focus, but instead strengthening the workforce keeps a department or university student centric. The book may be aimed at university-wide change, but it has plenty of nuggets of wisdom for anyone in higher education. I encourage you to give it a read or a listen as an individual or a team effort. What you learn from it could become a blog post!

How do you show your employees and colleagues that you care about them? Caring may be a more touchy-feely word than you are used to in the workplace. Other more professional words instead of caring may include supportive, attentive, communicative, collaborative, trust, and inclusive. What are you going to start, stop, or continue doing to show genuine care to others around you? Keep reimagining what you, your colleagues, your employees, and your student staff need to feel they are genuinely valued in your department. We all know someone who is burned out or overwhelmed. Show them some care.

By JC Stoner

In Fall 2002 I was enrolled in Computation and Experimentation in Physics, a three-credit science class at Kansas State University. It was a wild course full of impractical, but actually quite practical, projects and labs with a lot of math. For example, for one assignment we used Excel to create a table with the X-Y coordinates of two objects, their masses, the gravitational force between them, and starting velocities (among other things) that then calculated the objects’ placement relative to each other over time. For hundreds of thousands of rows… Once we finally graphed the table, the instructor said, “you just plotted the Earth and an asteroid’s trajectory over time. Now spend the next 30 minutes experimenting with the starting distances and velocities and masses and try and ‘catch’ the asteroid in Earth’s orbit.” Nobody ever caught an asteroid. I think I got to six complete orbits before the asteroid still got flung off outside my graph.

That assignment was my first introduction to the sheer power of Excel’s; particularly its ability to run recursive formulas and rolling calculations. Over my career I’ve thought about that assignment frequently as I continued to advance my Excel abilities and formula usage when building budgets, compiled assessment and programming data, and sometimes just for fun when making spreadsheets more complex than necessary. 

But the assignment that really stuck with me started off with an even stranger prompt.

“How many molecules are in the width of a car tire?”

Everyone in the class looked at each other like we didn’t expect those words to come out of anyone’s mouth that day. But we had the assignment and we “understood” the assignment. We all worked independently and came up with our numbers. The instructor told us to write all our individual answers on the board.

As each person wrote their answer on the board, the class collectively chuckled. All of our responses appeared to be so wildly different it was almost hysterical. I’m talking numbers ranging from 250M to 750M, if I remember correctly.

The instructor responded: “Nice job. Believe it or not, you are all correct.” 

He continued by explaining that the exact number itself didn’t matter. The order of magnitude is what mattered. 

As it turns out, being off by several hundreds of millions is inconsequential when looking at a scale of billions or even tens of billions. At any scale, differences within the same order of magnitude matters far less than differences across orders of magnitude. There is no meaningful difference between 26 and 78, provided there is also something in a different order of magnitude (i.e., 3 or 470). In other words, even wildly different estimates can still be “correct” if they fall within the same order of magnitude.

I think about this every day. Not the car tire. The lesson on magnitude and scale.

• A $100 RA program is insignificant within a $45M operational budget. But a $100 RA program means something on a $500 hall programming budget. One is 0.0002% and the other is 20%.

• In my first full-time job I had a campus-wide maximum occupancy of 400 beds. Missing my occupancy projections by 1 resident had a substantially bigger budgetary impact there than if I miss my current occupancy projections by 1 out of 6500, even with the same room rate at both campuses. 

• Replacing one closet door in a dorm room isn’t a big deal (~$300). But adding 1000 closet doors in a new build adds up quickly ($300K, or 3 orders of magnitude more). But then again, on a $150M new build project budget, it’s still only about 0.2% of the total cost.

• Logistically, there isn’t much of a difference in planning an event for 30 people and 60 people. But scaling up an order of magnitude and planning for 100+ people feels very different. The difference feels even more substantial when planning for one more order of magnitude up (1000+ people). Scale up another order of magnitude (10K+) and all of a sudden your event is actually just running a university.

• I know from my residence life days, there is a noticeable difference between directly supervising fewer than 10 RAs and 10 or more RAs. It’s nearly impossible to increase full-time direct reports more than one order of magnitude, but indirect reports can easily scale on orders of magnitude. In my previous job I had nearly 75 in my reporting umbrella. Now I’ve got ~150. The guy across the hall from me runs our in-house dining program. He has 1,500 in his reporting umbrella.

It’s certainly interesting to think about the economy of scale. It can actually be quite addictive because not only do the numbers grow, but they also accelerate. 

Thinking one order of magnitude up is also a valuable skill to develop. What would I have to expand, change, or modify in my process/procedure/system to handle the volume one order of magnitude higher? What techniques would I have to change in my management style if my staff size were to increase by one order of magnitude? What budget strategies would be effective or ineffective if my budget were to increase by one order of magnitude?

If these sound like questions you might get asked in your next job interview, they very well could be. Minimally, the answers to these questions should be imbedded into your responses in your next interview. If you want to move up, you should already be thinking about the next order of magnitude.

J.C. Stoner, Ph.D.
Director of Housing Systems & Services
University of North Texas

By Sydney Valentine-Parris

What is Policy?
Broadly, policy is the documented and formal guidelines and procedures that provide direction for functions and operations, decision-making, and maintaining standards. Policies are important because they function as a structural framework that outlines expectations, responsibilities, and processes within an organization or institution, big or small.   

Policy Types
There are four main types of policy: regulatory, constituent, distributive, and redistributive. Regulatory policy outlines what an entity can and cannot do and regulates it, such as the Individuals with Disabilities Education Act (IDEA), the Family Educational Rights and Privacy Act (FERPA), and Title IX. Constituent policies are often public policies made by federal, state, and local governments; for example, the Texas Public School Nutrition Policy dictates what foods are served in Texas public schools. Distributive policies are related to how funds, benefits, and resources are distributed to a specific group without directly taxing another group. Public research grants, such as those from the National Institutes of Health (NIH), are an example. Redistributive policies redistribute resources in an effort to achieve equity, like providing healthcare to low-income individuals through Medicaid and determining the distribution of benefits to low-income households via food stamps through the Supplemental Nutrition Assistance Program (SNAP).   

Impactful Educational Policies
Federal educational policies have undoubtedly impacted and have fundamentally shaped American education, influencing structure, funding, accountability, and privacy. Such policies include the Elementary and Secondary Education Act (ESEA) and the later Every Student Succeeds Act (ESSA), the Educate America Act, and the Family Educational Rights and Privacy Act (FERPA).    

The civil rights-era Elementary and Secondary Education Act (ESEA) was a landmark federal law enacted in 1965 that aimed to improve educational opportunities for economically disadvantaged students by directing federal funding to low-income student-serving school districts. In particular, Title I-A of ESEA is the primary source of federal funding for American elementary and secondary education (Skinner, 2024). ESEA was a civil rights-focused law designed to reduce the achievement gap between economically disadvantaged students and their peers through additional academic resources and support programs. The impact of ESEA is significant, as it was the first major federal involvement in public education funding, helped expand educational access, and highlighted a federal responsibility for educational equity. The more recent Every Student Succeeds Act (ESSA), established in 2015, is the main federal K-12 education policy. ESSA replaced the 2001 No Child Left Behind Act and reauthorized provisions of ESEA (Skinner, 2024). ESSA aims to ensure an equal and high-quality education for all students. Notably, ESSA still requires annual standardized testing and reporting of school performance, but shifts authority to states by allowing states to create accountability plans, set their own academic standards, and identify schools that need improvement. ESSA is impactful because it allows for a more balanced approach to federal oversight by increasing state control over educational policy, while also maintaining the federal commitment to education equity.    

In 1994, President Clinton's Educate America Act, also known as Goals 2000, established eight national education goals to be achieved by the year 2000. The Educate America Act focused on school readiness, high graduation rates, student achievement, teacher development, subject-matter competency, adult literacy, safe schools, and parental participation. The Educate America Act provided funding for state and local educational reform, setting a precedent for standards-based accountability in education, as did the aforementioned No Child Left Behind Act. While not all eight goals were fully achieved by 2000, the Educate America Act was impactful as it initiated long-term improvements in content standards, student performance, and high school graduation rates. However, states experienced "difficulty developing performance standards and assessments" (Orr, 2022).   

The Family Educational Rights and Privacy Act (FERPA) of 1974 is a federal law that protects the privacy of student education records, which applies to all schools receiving funding from the United States Department of Education (United States Department of Education, 2021). FERPA grants parents the right to inspect records and controls disclosure until the student turns 18 years of age or attends a postsecondary institution, at which point those rights transfer to the student. FERPA has impacted education by establishing clear and strict privacy protections for students and their sensitive information. As a result, institutions are required to manage student records and data diligently and must receive proper consent to release student information. 

References

Orr, A. J. (2022). Educate america act of 1994. EBSCO Knowledge Advantage.
Skinner, R. R. (2024). The elementary and secondary education act (ESEA), as amended by the every student succeeds act (ESSA): A primer. Library of Congress.
United States Department of Education, Student Privacy Policy Office. (2021). A parent guide to the family educational rights and privacy act (FERPA). United States Department of Education.

Sydney Valentine-Parris 
Texas Southern University, Public Policy Co-Chair

SWACUHO Executive Board Highlights — May 2026

Meeting Overview

Date: May 8, 2026

Meeting Time: 8:31am – 10:20 am

The Executive Board met virtually to discuss ongoing initiatives, upcoming events, and strategic priorities for the organization. Here are the key highlights:

Key Discussion Areas

Research, Assessment, & Information

• Annual Conference assessment data has been finalized. Overall, positive feedback with some noted concerns surrounding catering. 

• RAI is refining assessment tools and aligning survey questions with organizational goals.

• Plans underway to:

• • Reintroduce the Research Grant Application

  • Incorporate data into marketing efforts

  • Collect more targeted feedback (including exhibitor and host experiences)

• Board and committee members are encouraged to finalize assessment tools at least one month before events.

Programs, Engagement, & Communications 

• Roundtables continue to be highly successful across the region, with strong attendance and engagement.

• Communications will begin targeted outreach to committee chairs to increase blog submissions.

• A new Events webpage is in development to better highlight key programs and opportunities.

• Podcast engagement continues to grow with recent episodes released!

New Initiatives & Decisions

• Approved $1,000 in seed funding for a West Texas Drive-In working group pilot program.

• Approved resolutions honoring 16 graduating professionals across the region.

• A Money/Scholarship/Fiscal Task Force is forming, with recommendations expected by Mid-Year.

• Development of an Event Wrap-Up Report tool to improve continuity and institutional knowledge.

Corporate Partnerships & Sponsorships

• Work is underway to enhance corporate partnership structures, including:

• • Clearer sponsorship levels and benefits

  • Improved communication guidelines with sponsors

• A new webpage is being developed to expand corporate partner engagement opportunities.

Website & Technology Updates

• Continued improvements to SWACUHO’s website, including:

• • Awards & Recognition updates

  • Future centralized Events page

• Increased focus on making key information more accessible outside of the handbook.

Awards & Recognition

• The SHINE form is now live on the website! This is a great way to provide some additional recognition throughout the year.

• Efforts are underway to streamline awards processes and increase visibility of recipients.

• Resolution of Commendation certificates for graduates will be distributed to recipients.

Financial Snapshot

• Major conference expenses processed; continued monitoring of budget and revenue streams.

• Mid-Level Summit registration is underway with steady participation.

Looking Ahead

• Continued focus on:

• • Data-informed decision-making

  • Expanding access to professional development

  • Strengthening member engagement across the region

Voting Items

• ✅ Approved $1,000 in seed funding for a West Texas Drive-In working group pilot program.

• ✅ Approved 16 resolutions honoring professionals graduating with advanced degrees across the region.

Treasurer Snapshot

• Updated budget details are available via the Treasurer’s shared Google Sheet.

Upcoming Events

• AR Roundtable – May 26, 9 a.m.

• May Texas Roundtable - May 26 from 12:00 pm - 1:00 pm CST. 

• SHO Virtual Roundtable - May 28, 2-4 p.m.

• Mid-Level Summit - June 4-5

• Campus Home. Live! - June 21 – 24, 2026

• Graduate and Entry-Level Roundtable - June 25 at 11am

• SHO Virtual Roundtable - July 21, 2-4 p.m.

• Graduate and Entry-Level Roundtable - September 2

• SWACUHO-U at Rose State College in Oklahoma - September 28-30

• Graduate and Entry-Level Roundtable - November 13

• Student Staff Leadership Conference at TWU - November 13-14

Questions or Ideas?

Reach out to your State Director if you would like more information about anything mentioned here!

Arkansas State Director
Leanna Payton
Henderson State University
arkansas@swacuho.org

Oklahoma State Director
Whitney Arbaugh
Northeastern State University 
oklahoma@swacuho.org

Texas State Director
Nicholas Brown
East Texas A&M University
texas@swacuho.org

By Nick Brown

Early in my career, I focused a lot on getting tasks done and making sure things ran correctly, but I noticed that wasn’t always enough when things got complicated. When communication was unclear or relationships weren’t strong, even good decisions didn’t land the way they should. Over time, I started to see that the teams and student experiences that worked best weren’t just those with strong processes, but those where people trusted each other and felt informed, included, and supported.

That understanding has shaped how I lead the team I work with today. I try to stay consistent and clear with expectations, and I make it a point to be present and accessible, not just when things are going well but especially when things are not. One of the most valuable lessons I’ve learned in my career is that strong relationships, clear communication, and investing in people are what ultimately create successful teams and meaningful student experiences.

I share this because it’s a reminder that success in any team or student experience isn’t just about strong processes or getting work done. It really comes down to how people show up for each other. When relationships are strong and communication is clear, teams are better able to work through challenges and create  better experiences for students.

Nicholas "Nick" Brown
Director of Residential Living and Learning

By Laura Palmer

Computer & Systems Engineering was not my first choice. I originally wanted to become a medical doctor. A family friend who worked in engineering encouraged me to explore the field because he loved it. It was a growing interdisciplinary area, and he believed it would give me many career options—including opportunities connected to healthcare.

He took me under his wing and gave me the chance to participate in some of his work projects. Through that experience, I saw how systems are built piece by piece and how every part contributes to the whole.

After graduating, I moved thousands of miles from Peru to the United States. I was not able to return to school right away, and I was unsure whether I would ever use my degree here.

In my original career path, I expected to use my Computer & Systems Engineering degree to build software systems, manage technology projects, and help organizations improve efficiency through better processes.

What I learned in college, however, became useful in an unexpected way.

My undergraduate degree taught me to think in systems. I learned to analyze workflows, identify bottlenecks, and make adjustments to improve efficiency. I learned to recognize all the components that make up a system, understand how they relate to one another, and evaluate their impact on the larger whole. I also learned to break projects into tasks and create practical solutions to recurring problems. Most importantly, I learned that past success does not guarantee future success. Systems must be continually reviewed and refreshed in order to survive and thrive.

Before long, I realized this was exactly how I viewed the housing system I am now part of. How do all the people, processes, and resources connect? Where are the bottlenecks? What changes would improve the flow of the system and make it more effective?

Because of that mindset, I have been able to implement project management systems that help organize our processes throughout the year. That has been especially valuable in designing processes in StarRez, coordinating move-in, and partnering with my team during the busiest housing seasons.

My undergraduate degree may seem unrelated to my current housing career, but it has proven incredibly useful. Sometimes the most valuable lessons are the ones we end up using in places we never expected.

Laura Palmer
Associate Dean of Residence Life at Arkansas Tech University

By Maggie Guzman

In 2010, when I was a fresh, new professional at Texas A&M University, I was approached by Tom Murray (some of our more seasoned members surely remember Tom!!) who asked me if I’d be interested in helping him host the 2012 annual conference in College Station. Tom and I worked together on our campus and he was also one of those SWACUHO legends who’d served for many years both on the board and on committees and knew literally everyone. We’d just come back from the annual conference in Austin, where we’d sat on the program committee together and he’d introduced me to at least a dozen people I’d never have approached on my own. I vividly remember laughing and telling him, “Sure, Tom. If I’m still in College Station in 2012 I’ll help you.” He bid for the conference with my name on it as co-host and won the bid. Fast forward to a year later…I was still in College Station, Tom unexpectedly retired, and there I was, holding the Host reins all on my own.

I’d be lying if I said it was easy. For those who know me, I’d probably use the phrase, “It was a TIME, y’all,” to describe the experience. I wasn’t new to SWACUHO, so I had a sense of what the conference included – programs, exhibitors, food and cool swag – but I’d only served on a couple of committees and really had no idea how the business – especially the budget – of the organization worked. Nor did I, at that time, have many connections, still being a new professional. Tom was supposed to be the face of the conference and I was supposed to do the behind-the-scenes logistics. But there I was, thrown into the forefront, leading our host committee (many of whom outranked me in our department), figuring it out as I went (thanks to the incredible mentorship of Kenny Mauk, who was Treasurer then)…believe me when I tell you it was a time.

But oh my gosh, it was also such a tremendous opportunity for me! I learned so much about leadership, delegation, budgeting, how to motivate volunteers, how to communicate with a wide variety of stakeholders, and how the business of SWACUHO worked…some of the lessons were hard-won, but oh so worth it. Mostly, I learned the benefit of saying yes and leaning into discomfort, both of which are lessons that continue to serve me (more about that later). And at the end of that conference, Kyle Estes asked me to serve on the board as Technology Coordinator, which kick-started years of service to an organization I have come to absolutely love.

Fast forward again to 2022, when SWACUHO was looking for someone to host the 2024 conference. Everyone was still recovering from COVID, and people weren’t particularly inclined to offer their still exhausted and already thinly-spread staff to host, which was understandable. So, along with Brandi Bowen, Katy Pelton, and Matt Grief, I threw my hostess hat back on and we volunteered to host the 2024 conference in Denton.

That was also a time, but in a very different and very wonderful sense of the phrase. After having served on the board in a variety of roles, I understood how the organization worked. I was more comfortable making decisions and interfacing with all of the stakeholders. I was more at ease standing in front of the conference to speak. It was honestly one of the most fun experiences I’ve had in my career, and is the reason I put my name in the fray to serve as Conference Coordinator.

Saying yes to Tom in 2010 showed me that good things happen when you take a risk. Since then, I’ve continued to say yes to opportunities that scared me, overwhelmed me, and for which I had neither experience or knowledge (but a willingness to learn really quickly!). Taking on those challenges has led me on a career trajectory that I never dreamed I’d end up on in a place I love. Taking those risks has also led to some pretty incredible things in my personal life as well. And even when things get difficult, I can honestly say that so far, I’ve yet to regret saying yes when those opportunities have presented themselves.

So if you’re still reading this, the point I’m trying to make to you is this – if you are even thinking about hosting, go for it! At the very least, reach out to me and we’ll have a conversation about what that commitment looks like and how I can support you through the experience. I promise that if nothing else, you’ll grow as a professional and learn a few things about SWACUHO. But I also have a feeling that you’ll end up having the time of your life and making some new friends, too! And who knows, you also just may find yourself embarking on a whole new phase of SWACUHO service!

Maggie Guzman
SWACUHO Conference Coordinator

SWACUHO Executive Board Highlights — April 2026

Meeting Overview

Date: April 10, 2026

Meeting Time: 8:31am – 9:56 am

The Executive Board met virtually to continue strategic plan adoption, advance communication and technology practices, support upcoming professional development opportunities, and address ongoing operational and governance priorities.

Key Discussion Areas

Strategic Plan Adoption and Communications 

• The Board formally adopted SWACUHO’s new Purpose Statement and approved updates to the Strategic Focus Areas.

• The Board discussed plans to share strategic goals publicly, allowing members to better see themselves in the work of the Association.

• The Communications Committee will support a campaign to share elements of the Strategic Plan across platforms.

• Strategic Plan webpage updated.

Professional Development & Engagement

• The Mid-Level Steering Committee shared updates on the Mid-Level Summit (June 4–5), including speakers, registration promotion, and ongoing planning.

• The Board discussed scheduling Virtual Roundtables through the summer, including both state-based and position-based sessions.

• Program planning continues for upcoming showcases, workshops, and the annual “Best of” Series.

Technology & Communication Tools

• The Board approved piloting Band as a communication platform and pausing use of GroupMe during the pilot period.

• Continued improvements are underway for the SWACUHO calendar, website banners, and content visibility.

• The Board reviewed options presented by the Career Pathways Committee for the future of SWACUHO’s LinkedIn presence, supporting a move toward a public group with moderated posting to increase engagement and visibility.

Corporate Partnerships & Sponsorships

• The Board discussed strategies to expand and strengthen corporate partner engagement, including clearer expectations around communication.

• Future outreach may include targeted vendor engagement and review of sponsorship benefits.

• The Corporate Sponsorship Committee continues follow-up work after the Annual Conference.

Awards, Recognition, & SHINE Initiatives

• Awards & Recognition is finalizing website updates and planning communications to support spring recognition efforts.

• The Board discussed refining processes for recognizing retirees and memorial acknowledgements, with follow-up conversations planned with Awards & Recognition.

• Leadership was encouraged to stay alert to campus-level awards and recognitions to elevate association-wide visibility for SHINE recognition.

Operational & Governance Updates

• The Board approved adding Gaggle (email listservs) as a line item in the 2026–2027 Executive Budget to support growing membership.

• Continued discussion occurred around the Donations Task Force, including identifying individuals with subject-matter expertise to support the work.

• Updates were shared regarding nonprofit conversations occurring across other regions.

Voting Items

• ✅ Adoption of the new Purpose Statement

• ✅ Approval of updates to Strategic Focus Areas

• ✅ Addition of Gaggle service expense as a line item to the 2026–2027 Executive Budget

• ✅ Approval of Mid-Level Summit Registration Rates (electronic vote on 4/1/26)

Treasurer Snapshot

• Updated budget details are available via the Treasurer’s shared Google Sheet.

Upcoming Dates

• Graduate and Entry-Level  Roundtable: April 21 (virtual)

• Arkansas State Roundtable: April 22 (virtual)

• Texas State Meeting: April 28 (virtual)

• Mid-Level Roundtable: May 6 (virtual)

• SHO Roundtable: May 8 (virtual)

• Mid-Level Summit: June 4–5 (College Station, TX)

• Campus Home.Live!: June 21–24 (Orlando, FL)

Questions or Ideas?

Reach out to your State Director if you would like more information about anything mentioned here!

Arkansas State Director
Leanna Payton
Henderson State University
arkansas@swacuho.org

Oklahoma State Director
Whitney Arbaugh
Northeastern State University 
oklahoma@swacuho.org

Texas State Director
Nicholas Brown
East Texas A&M University
texas@swacuho.org

By Faith Earl

When I first stepped onto campus at ASU-Beebe in small Beebe, Arkansas, I was focused on the same things many new students are—finding my classes, meeting people, & figuring out how to live away from home. At the time, I didn’t realize that some of my most meaningful experiences would come not just from the classroom but also from the residence halls I called home and the communities built within them. 

Living on campus quickly became more than just a convenience—it was my entry point into connection, leadership, and personal growth. The energy in the halls is unlike anything else on campus. Everyone is new, everyone is searching, and everyone is, in some way, becoming. Being surrounded by that kind of transformation every day is powerful––and it’s what drew me deep into housing and student involvement. 

From the start, I was already engaged as a Student Leader Scholar and involved in SGA. Through that involvement, I connected with individuals in the Residence Hall Association (RHA), and what began as simply attending meetings and small events soon grew into something much more impactful. RHA gave me a vision for advocacy—creating spaces where residents felt heard, developing programs that brought people together, and recognizing the efforts of those who often go unseen.

Through those connections, I found both inspiration and direction. A current Resident Assistant (RA) encouraged me to apply for the role as she prepared to graduate. Taking her advice, I applied—and was selected to serve as an RA for the spring semester of my freshman year. That moment marked a turning point in my journey.

During my time as an RA, I began to see higher education as more than just my own academic path—it became a potential career. I grew increasingly aware of the many layers of Student Affairs and found fulfillment in supporting residents through everyday moments: conversations in the hallway, late-night lockouts, intentional programming, and the relationships that formed along the way. It was work that felt meaningful in both small and significant ways.

One of the most pivotal experiences during this time was attending the 2019 SWACUHO RA Conference (now known as the Student Staff Leadership Conference). This was my first introduction to SWACUHO—but certainly not my last. It expanded my perspective, connected me to a broader network of student leaders, and deepened my interest in the field.

As I approached the final stretch of my undergraduate experience, another unexpected opportunity emerged. In November of my senior year, my supervisor, Zack Tucker, shared that a Hall Director position would be opening over winter break. The role required graduating with a bachelor’s degree in the semester of starting the position. After thoughtful consideration, I decided to apply—and was selected.

Balancing my final semester as an undergraduate while preparing to step into a professional role pushed me to think seriously about my future in higher education. Through many conversations with faculty and staff, I began mapping out my next steps. That process ultimately led me to apply to the Arkansas Tech University Student Affairs Administration online graduate program. In a moment that felt both exciting and affirming, I received my acceptance less than 24 hours after submitting my application.

Graduate school, combined with my role as a Hall Manager, further solidified my passion for the field. During this time, I reconnected with SWACUHO and attended my first Annual Conference in 2023. That experience was transformative—I built meaningful professional connections, gained valuable knowledge, and created memories that will stay with me for a lifetime. It was also at this conference that I became involved with the Communications Committee, where I now serve in my second year as co-chair.

Returning to campus after that conference, I felt re-energized. I was encouraged not only to continue my graduate studies, but also to pour back into my staff and residents while continuing to explore the many opportunities within higher education.

That momentum carried me into the next chapter of my journey. In Fall 2023, I graduated with my Master’s in Student Affairs Administration. Shortly after, in May 2024, I accepted a full-time Residence Life Coordinator (RLC) position at the University of Central Arkansas. In this role, I’ve had the opportunity to supervise a residence hall while advising both RHA and NRHH—bringing my journey full circle in many ways.

Of course, this journey hasn’t been without its challenges. Balancing responsibilities, managing expectations, and supporting students through difficult moments all require patience and resilience. Yet, those challenges have also been some of my greatest teachers. They’ve shaped me into a stronger leader, a better listener, and a more thoughtful advocate.

Looking back, I can confidently say that my involvement in housing has defined my college experience—and my career path—in ways I never expected. It’s where I found purpose, built lasting relationships, and developed skills that extend far beyond campus.

For anyone beginning their journey in higher education, my advice is simple: get involved, stay curious, and don’t underestimate the impact of community. You never know where a residence hall hallway might lead you—but it just might change everything.