Talking Stick - January/February 2016 - 40

are looking for in a roommate through some open-ended questions. They
would receive percentage matches on those yes/no questions and then they
could look at their matched results and see how those potential roommates
answered the open-ended questions. We received great feedback from
students on this process, although it did not decrease the number of room
changes we granted each year.
Amy Crim: Our new incoming students are able to match a roommate
if they like, and a new and a continuing student may also request to be
together. For those new students that do not match with a roommate, they
are paired based on the application data as best as we can. This process
has evolved over time. The application has been expanded for improved
matching, and the online selection with incoming groups has been added
within the past few years.
Our returning, incoming exchange, returning off-campus programs,
and regional campus exchange students all are able to self-select their room
and their roommates if they like during the room selection processes.
Ryan King: There are essentially two options students have for picking
roommates. The first is that they know another student coming to school
(same gender and academic stream for first-year students), and they can
put each other's name and student ID on a roommate form which matches
those two together. The second part is if a student does not know someone;
then there is a set of personality questions that students can complete.
This process is a little random, but it does try to match similar personality
characteristics with other students and potentially match them together. We
use this process because we have a number of double rooms and suite-style
(apartment-style) rooms and want to consider other factors like a student's
personality characteristics if they end up being placed with roommates.
Stephen Apanel: We have a four-year residency requirement, and students
have to apply to live off campus, which is based on seniority. Our first years,
we paired students based on a questionnaire they completed; however,
where they live is based on academics.
About one third of the first-year class participates in our residential
college program. Those students will live on the same floor(s) that have the
same college. We have some professors who teach a foundation seminar
class for first years who request to have their classes clustered together.
After those, I look to see if we have any interest in substance free and quiet.
Historically, we don't have any left, as they are in a residential college or
a clustered foundation seminar. I have been here for six years and have
followed that model. I have been intentional about setting up communities
that listen to different music, come from different parts of the country
and world, etc. However, we recently acquired StarRez, and things will be
changing.
Crim: How does your department work with enrollment/recruitment and
retention to ensure that you are able to house all first years and returning
students? Have you had years where you struggled to accommodate
students who wanted to continue living in residence, or are most students
open to moving off campus if given the opportunity?
Apanel: Our enrollment is very consistent, which I know I am blessed
to have. I work with admissions on the number of incoming first years,
reserve that number of beds and a little more, just in case. At this point, we
have 400 applications for 200 spots to live off campus for next year, and
that's typical.

40

TALKING STICK



Talking Stick - January/February 2016

Table of Contents for the Digital Edition of Talking Stick - January/February 2016

Talking Stick - January/February 2016
Contents
Vision
Just In
Calendar
Your ACUHO-I
Transitions
Res Life
Assessment
Conduct
Match Game
Basic Training
Conversations
First Takes
Around Student Affairs
New Members
Snapshot
Talking Stick - January/February 2016 - Intro
Talking Stick - January/February 2016 - Talking Stick - January/February 2016
Talking Stick - January/February 2016 - Cover2
Talking Stick - January/February 2016 - 1
Talking Stick - January/February 2016 - 2
Talking Stick - January/February 2016 - 3
Talking Stick - January/February 2016 - Contents
Talking Stick - January/February 2016 - 5
Talking Stick - January/February 2016 - 6
Talking Stick - January/February 2016 - 7
Talking Stick - January/February 2016 - Vision
Talking Stick - January/February 2016 - 9
Talking Stick - January/February 2016 - Just In
Talking Stick - January/February 2016 - 11
Talking Stick - January/February 2016 - 12
Talking Stick - January/February 2016 - 13
Talking Stick - January/February 2016 - 14
Talking Stick - January/February 2016 - 15
Talking Stick - January/February 2016 - 16
Talking Stick - January/February 2016 - 17
Talking Stick - January/February 2016 - Calendar
Talking Stick - January/February 2016 - 19
Talking Stick - January/February 2016 - Your ACUHO-I
Talking Stick - January/February 2016 - 21
Talking Stick - January/February 2016 - Transitions
Talking Stick - January/February 2016 - 23
Talking Stick - January/February 2016 - Res Life
Talking Stick - January/February 2016 - BC1
Talking Stick - January/February 2016 - BC2
Talking Stick - January/February 2016 - 25
Talking Stick - January/February 2016 - 26
Talking Stick - January/February 2016 - 27
Talking Stick - January/February 2016 - Assessment
Talking Stick - January/February 2016 - 29
Talking Stick - January/February 2016 - 30
Talking Stick - January/February 2016 - 31
Talking Stick - January/February 2016 - Conduct
Talking Stick - January/February 2016 - 33
Talking Stick - January/February 2016 - 34
Talking Stick - January/February 2016 - 35
Talking Stick - January/February 2016 - Match Game
Talking Stick - January/February 2016 - 37
Talking Stick - January/February 2016 - 38
Talking Stick - January/February 2016 - 39
Talking Stick - January/February 2016 - 40
Talking Stick - January/February 2016 - 41
Talking Stick - January/February 2016 - 42
Talking Stick - January/February 2016 - 43
Talking Stick - January/February 2016 - 44
Talking Stick - January/February 2016 - 45
Talking Stick - January/February 2016 - 46
Talking Stick - January/February 2016 - 47
Talking Stick - January/February 2016 - Basic Training
Talking Stick - January/February 2016 - 49
Talking Stick - January/February 2016 - 50
Talking Stick - January/February 2016 - 51
Talking Stick - January/February 2016 - 52
Talking Stick - January/February 2016 - 53
Talking Stick - January/February 2016 - 54
Talking Stick - January/February 2016 - 55
Talking Stick - January/February 2016 - Conversations
Talking Stick - January/February 2016 - 57
Talking Stick - January/February 2016 - 58
Talking Stick - January/February 2016 - 59
Talking Stick - January/February 2016 - First Takes
Talking Stick - January/February 2016 - Around Student Affairs
Talking Stick - January/February 2016 - 62
Talking Stick - January/February 2016 - New Members
Talking Stick - January/February 2016 - Snapshot
Talking Stick - January/February 2016 - Cover3
Talking Stick - January/February 2016 - Cover4
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