Emmanuel Botchway
Ball State University
Actions
Emmanuel Botchway completed his master’s degree in Student Affairs Administration in Higher Education and is currently pursuing a doctoral degree in Higher Education at Ball State University. He currently serves as a resident manager for university apartments within Housing and Residence Life, where he supports residential communities and promotes student engagement, belonging, and academic and personal success. He previously served as an Assistant Residential Learning Coordinator, contributing to supportive and inclusive living-learning environments for students.
His research interests include student retention and success, student learning and development, first-generation students, international education, educational technology and information systems, assessment, and artificial intelligence in higher education. Emmanuel has a strong interest in research and scholarship that connects theory with practice to enhance student experiences and institutional practices.
Emmanuel is a member of ASHE, GLACUHO, ACPA, and ACUHO-I. He also serves on the GLACUHO Student Learning Committee, where he contributes to trend articles and programmatic initiatives focused on student learning and development.
Area of Expertise
AI on Call: Leveraging Artificial Intelligence for Crisis and Operational Response in Housing
Housing and Residence Life (HRL) professionals play a critical role in supporting student success and well-being, often balancing complex responsibilities such as on-call crisis response, student staff supervision, and administrative tasks. These demands frequently lead to stress, emotional exhaustion, and burnout, contributing to high turnover rates in the field. This study explores the potential of artificial intelligence (AI) to alleviate these challenges through the development and implementation of an AI-powered chatbot system. Using a two-phase, quasi-experimental design, the study evaluates the impact of the chatbot on professional and student HRL staff. Phase 1 assesses staff experiences without the chatbot, while Phase 2 measures changes in stress, emotional fatigue, and operational efficiency after its implementation. The chatbot is designed to provide immediate, standardized guidance on crisis protocols and administrative procedures, reducing reliance on late-night escalations and enhancing staff well-being. The findings of this study highlight the potential of AI-driven solutions to improve HRL operations, reduce disparities in knowledge and support, and contribute to a more inclusive and equitable environment for staff and students. This research offers a scalable model for leveraging technology to address critical challenges in higher education.
Don't Save Me but I Want to Live: Understanding Why Students in Crisis Refuse Emergency Transport
Crisis situations are among the most complex challenges faced within higher education, particularly in residential communities where students live, learn, and navigate personal challenges away from their families and familiar support systems. For first-year students living in residence halls, these experiences can be especially significant as they adjust to college life and learn how to seek and accept support during moments of crisis. Although students may recognize the need for help, seeking assistance does not always mean they are willing to accept the response that follows.
Some students refuse emergency medical services (EMS) transport even when their condition warrants additional medical attention. Others prevent the University Police Department (UPD) or emergency responders from approaching them in their residence halls, while some hesitate to report medical or mental health concerns because of fear, stigma, or concerns about how they may be perceived. For some students, simply seeing UPD or other emergency responders can increase their anxiety and make them less willing to engage with the response process. These situations raise important questions about how students experience campus crisis response and what influences their willingness to accept help.
This research explores why students in crisis situations refuse emergency medical services (EMS) transport in higher education settings. The session will discuss how students seek help during crises and how they want to be approached and supported by EMS and campus response systems. It also considers emotional, social, and institutional factors such as stigma, autonomy, and trust within residential communities and campus crisis response environments.
Emmanuel Botchway
Ball State University
Actions
Please note that Sessionize is not responsible for the accuracy or validity of the data provided by speakers. If you suspect this profile to be fake or spam, please let us know.
Jump to top