Dr. Rae Chresfield, assistant vice president for health and wellbeing, and Zach Runge, coordinator for leadership and governance, presented at the April 4 University System of Maryland (USM) Conference, “Beyond Barriers: Access, Equity, and Student Success.” Held at UMBC, the symposium brought together USM stakeholders and campus teams to examine equity and its impact on student outcomes and to identify or further explore effective strategies and best practices that foster an environment where all students can thrive. The program included an exploration of data and demographic trends; concurrent sessions centered around student outcomes, student populations/groups, and student services/resources; institutional and cross-institutional team time; and a student panel. 

Dr. Chresfield gave two presentations. “Training Faculty and Staff to Report Student Behavior Objectively in a CARE Report” focused on how accurate and objective reporting of student behavior is essential for effectively addressing concerns through the CARE and/or BIT systems. Faculty and staff learned how to distinguish between objective and subjective language when submitting CARE reports. The session provided practical tools for identifying objective, factual observations and avoiding subjective interpretations. “By training faculty and staff to report behaviors objectively, we can ensure that all students receive the appropriate support and intervention, without the risk of bias influencing the process,” Dr Chresfield shared.  

“Empowering Non-Clinical Staff to Support Student Success” explored the vital role of non-clinical staff in managing clinical conversations to improve student access to mental health support. “Non-clinical staff—often the first point of contact—are critical in bridging the gap between students and counselors,” said Dr. Chresfield. “However, psychological jargon can create confusion regarding what constitutes a formal diagnosis and what reflects temporary discomfort, complicating these initial interactions.” The session addressed how non-clinical staff can be trained to distinguish between these nuances and respond appropriately, ensuring that students receive timely and effective care. Dr. Chresfield added that empowering non-clinical staff to navigate these conversations confidently allows institutions to reduce barriers to care, enhance access, and promote equity in support services.

Runge’s presentation, “Creating a Recovery-Friendly Campus,” focused on how faculty and staff can support students who are in recovery from or impacted by substance use disorder (SUDs). He shared insightful facts and figures as well as various ways to incorporate allyship into our work, whether it be in the classroom or other spaces where we interact with students. “Given the increasing amount of fatal substance overdoses and the party culture often associated with college life, it is imperative that higher education professionals know how to support recovery efforts,” Runge said. “By consciously considering how we engage with this student population, higher education professionals can work to create recovery-friendly campuses that not only dismantle the stigma associated with SUDs but also promote inclusivity.”