Talking Stick - May/June 2017 - 44

effect they are likely to have on
overall student well-being in terms
of happiness and health. This tool,
originally used in 2008 by the Health
Promotion Team of the South London
and Maudsley NHS Foundation
Trust, includes questions that
focus specifically on how likely a
student would be to participate
in an activity based on equity and
diversity factors. The questions
specifically allow students to note if
a prospective activity would make
them feel excluded because of their
gender and/or sexuality. The goal for
this questionnaire is to ensure that
all of the village's events are open
and accessible to all, regardless of
their gender, sex, age, ethnicity, or
any other factors. Additionally, the
questionnaire makes sure that events
and programs support students
in one of the following categories:
self-esteem and confidence,
academic performance, mental/
emotional well-being, physical
health, social connectedness, sense
of accomplishment, or spiritual/
cultural identity. If respondents show
a high sense of exclusion, then these
proposed events are evaluated on how
they can be more inclusive.

Supporting Facilities
by Andy Robison

While serving LGBTQ student populations often focuses on policies and
programs, it's important to remember
how building design and functional
space play a key role in these goals as
well. As illustrated in Kurt Lewin's social psychology formula of B = f(P,E),
building design shows how "behavior is the function of the person in
their environment." James Banning's
campus ecology model recognizes that
the campus is a system made up of
people, programs, activities, buildings,
and connecting environments. And,
of course, to fulfill Maslow's hierarchy

44

TALKING STICK

FOR
GENERATIONS,
RESIDENCE HALL
RESTROOMS AND
BATHROOMS HAVE
CARRIED GENDER
DESIGNATIONS,
BUT THOSE
DESIGNATIONS
ARE EVOLVING
THROUGH THE
USE OF INCLUSIVE
SIGNAGE AND
DESIGN. GENDERNEUTRAL SIGNAGE
IS BECOMING MORE
COMMON ACROSS
ALL INSTITUTION
TYPES . . .

of needs, facilities must provide a
safe and stable living environment to
support all other mid-level and higherlevel learning functions.

In short, smart building design plays
a role in the experience students have
within the built environment. In terms

of LGBTQ students in particular, campuses are now building and renovating
facilities with more privacy and safety
considerations in mind. This includes
resident rooms and, most importantly,
bathroom facilities. Private bathrooms
are a universal solution - a single-use
space with a toilet, sink, shower, and
lockable door - but they lack an economy of scale in larger facilities. In larger
common bathrooms, sinks may be in
a shared area, but toilets and showers
are behind lockable partition doors.
This feature ensures the privacy,
safety, and security of the individual
and their personal belongings. Private
and semi-private restroom layouts
with individual toilet and shower
partitions offer flexibility and interchangeable signage options. Even
more flexibility is offered when a roll
gate is installed to divide a group
bathroom into halves. The function of
the space can be designated by housing staff or can be decided upon by
student residents at the beginning of
each academic year.
Updating building signage, particularly for restrooms, is a valuable step
as well. For generations, residence
hall restrooms and bathrooms have
carried gender designations, but those
designations are evolving through the
use of inclusive signage and design.
Gender-neutral signage is becoming
more common across all institution
types, although the actual terms used
vary with the accepted norms of each
campus.
Designers and facility staff must be
careful that signage describes the function of a space, not the person using
the space. As Dani Clark, residential
life administrator at Purdue University
in West Lafayette, Indiana, advises,
"Label the room, and let users choose
how the space is used; a good first step
is changing the signage of a single toilet restroom to simply read 'Toilet' and
omit gender designations." This step
can be replicated on resident floors



Talking Stick - May/June 2017

Table of Contents for the Digital Edition of Talking Stick - May/June 2017

Talking Stick - May/June 2017
Contents
Vision
Just In
Calendar
Your ACUHO-I
Transitions
Res Life
Facilities
Regroup
Conversations
First Takes
Around Student Affairs
New Members
Snapshot
Talking Stick - May/June 2017 - Intro
Talking Stick - May/June 2017 - BB1
Talking Stick - May/June 2017 - BB2
Talking Stick - May/June 2017 - Talking Stick - May/June 2017
Talking Stick - May/June 2017 - Cover2
Talking Stick - May/June 2017 - 1
Talking Stick - May/June 2017 - 2
Talking Stick - May/June 2017 - 3
Talking Stick - May/June 2017 - Contents
Talking Stick - May/June 2017 - 5
Talking Stick - May/June 2017 - 6
Talking Stick - May/June 2017 - 7
Talking Stick - May/June 2017 - Vision
Talking Stick - May/June 2017 - 9
Talking Stick - May/June 2017 - Just In
Talking Stick - May/June 2017 - 11
Talking Stick - May/June 2017 - 12
Talking Stick - May/June 2017 - 13
Talking Stick - May/June 2017 - 14
Talking Stick - May/June 2017 - 15
Talking Stick - May/June 2017 - 16
Talking Stick - May/June 2017 - 17
Talking Stick - May/June 2017 - Calendar
Talking Stick - May/June 2017 - 19
Talking Stick - May/June 2017 - Your ACUHO-I
Talking Stick - May/June 2017 - 21
Talking Stick - May/June 2017 - Transitions
Talking Stick - May/June 2017 - 23
Talking Stick - May/June 2017 - Res Life
Talking Stick - May/June 2017 - 25
Talking Stick - May/June 2017 - 26
Talking Stick - May/June 2017 - 27
Talking Stick - May/June 2017 - Facilities
Talking Stick - May/June 2017 - 29
Talking Stick - May/June 2017 - 30
Talking Stick - May/June 2017 - 31
Talking Stick - May/June 2017 - Regroup
Talking Stick - May/June 2017 - 33
Talking Stick - May/June 2017 - 34
Talking Stick - May/June 2017 - 35
Talking Stick - May/June 2017 - 36
Talking Stick - May/June 2017 - 37
Talking Stick - May/June 2017 - 38
Talking Stick - May/June 2017 - 39
Talking Stick - May/June 2017 - 40
Talking Stick - May/June 2017 - 41
Talking Stick - May/June 2017 - 42
Talking Stick - May/June 2017 - 43
Talking Stick - May/June 2017 - 44
Talking Stick - May/June 2017 - 45
Talking Stick - May/June 2017 - 46
Talking Stick - May/June 2017 - 47
Talking Stick - May/June 2017 - 48
Talking Stick - May/June 2017 - 49
Talking Stick - May/June 2017 - 50
Talking Stick - May/June 2017 - 51
Talking Stick - May/June 2017 - 52
Talking Stick - May/June 2017 - 53
Talking Stick - May/June 2017 - 54
Talking Stick - May/June 2017 - 55
Talking Stick - May/June 2017 - 56
Talking Stick - May/June 2017 - 57
Talking Stick - May/June 2017 - 58
Talking Stick - May/June 2017 - 59
Talking Stick - May/June 2017 - Conversations
Talking Stick - May/June 2017 - 61
Talking Stick - May/June 2017 - 62
Talking Stick - May/June 2017 - 63
Talking Stick - May/June 2017 - First Takes
Talking Stick - May/June 2017 - Around Student Affairs
Talking Stick - May/June 2017 - 66
Talking Stick - May/June 2017 - 67
Talking Stick - May/June 2017 - 68
Talking Stick - May/June 2017 - 69
Talking Stick - May/June 2017 - New Members
Talking Stick - May/June 2017 - 71
Talking Stick - May/June 2017 - Snapshot
Talking Stick - May/June 2017 - Cover3
Talking Stick - May/June 2017 - Cover4
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