One aspect RPS does well in is demonstrating Availability for Holistic Support. According to Museus (2013) “The availability of holistic support is characterized by access to one or more faculty or staff members that they are confident will provide them with the information they seek, offer the help that they acquire, or connect them with the information or support that they need''. Residents have easy access to peer mentors in the form of Resident Assistants, managerial staff such as RLC-SDs and the Graduate Staff, and even faculty members who serve as Residential Fellows in Living Learning Centers and Thematic Communities. There is a robust support system residential students can depend on, and we are specifically trained to be generalists who provide residents with support and resources in all aspects of their college life, whether it is regarding housing, dining, physical or emotional health, finances or academics. When students are put in contact with institutional agents who connect them to support networks instead of being expected to chase down such networks on their own, they are much more likely to succeed (Museus, 2013).

Area of improvement: While diverse students can seek out spaces and services on campus where they can belong (culture centers, student orgs, clubs, affinity spaces, and thematic communities), they are faced with ignorance, discrimination, and alienation as soon as they step out of these bubbles. Last year, I observed first-hand how bias incidents permeate residence halls. Bulletin boards were often ripped when they centered around minoritized communities such as those focused on LGBTQ+ and Black History Month. There was also a rise in antisemitic incidents with slurs written on white boards anonymously. RPS must do a better job of proactively educating students about privilege, oppression, and identity before bias incidents occur instead of as a reaction to such incidents. Specifically, they need to provide residents with more opportunities for meaningful cross-cultural engagements. As Museus (2013) states, “students’ access to opportunities for meaningful cross-cultural engagement is positively associated with their success in college. Opportunities to engage in positive and purposeful interactions with peers from disparate cultural origins to promote higher levels of development and cultural awareness” (p. 211).

COVID-19 transition:

A difference I observed is that last year it was more difficult to engage the residents in our programs and events. This year I noticed that our residents have been generally very eager and ready to participate in the community and socialize. They are excited to attend the programs we put out for them. It is possible that this change is because we were transitioning back from virtual environments and social distancing last year, whereas our incoming class this year had already transitioned to the “new normal” and came in with the desire and expectation to engage with campus programs and be active members of their communities. It is crucial that the department and institution take advantage of our students' eagerness and willingness to be involved and provide them with more opportunities for cross-cultural engagement.