GENERAL ADMINISTRATION
QUAD OFFICE PROCEDURES

The Quad Office is the focal point of each quad and acts as the supervisory and coordinating unit for all activities within the quad.  The Quad Office tracks all housing assignments and check-outs as well as updating the housing database.  All quad mail is sent to the Quad Office for distribution, each RHD has a mailbox in the Quad Office and is responsible for picking up their mail daily.  All resident room keys are issued from the Quad Office and tracked by Quad Office staff.  The office serves as the filing center for housing agreements, maintenance reports, billing paperwork, incident tracking and judicial files.  All activities that occur within each residential college are eventually reported to and tracked by the Quad Office.
 

Role of the Quad Secretary

The Quad Secretary provides an integral support function to a residential area of approximately 1100 students, and serves as the principal receptionist in the Quad Office, the central administration office within the Quad.  S/he serves as liaison between residents and staff in reporting and processing routine requests in the areas of maintenance, housing, telecommunications, change of room assignments, etc.

The secretary is responsible for the daily management of all housing and maintenance records utilizing two different on-line databases.  S/he is responsible for communicating to the Quad Director and other staff within the Division any processing problems encountered that will negatively impact the residents and/or the institution.  In addition, the secretary tracks all damages and key billings, and monitors the inventory of keys and combinations within the quad.

The secretary serves as the sole clerical support to the Quad Director.  S/he screens routine requests for appointments, types, edits and prints all correspondence (including that of a sensitive/confidential nature), handles incoming telephone calls and maintains all personnel and office files.
 

Role of the Office Manager

The purpose of the Office Manager position is to provide support for the Quad Office and Quad Director.  The Office Manager works approximately 20 hours per week, predominantly during normal business hours (8:30 AM to 5:00 PM).  The position is a twelve month appointment, which includes Summer Session, Intercession, Spring break and some weekend responsibilities.  The performance
 

of the Office Manager is reviewed yearly and a determination is made concerning reappointment at that time.  Many of the responsibilities of the Office Manager must be coordinated with the Quad Secretary.  However, each Office Manager's responsibilities are defined by the Quad Director.

Typical Office Manager responsibilities include, but are not limited to, the following tasks:

a. Office Assistant (OA) staff selection, training, supervision and recruitment, including scheduling, maintenance of staff files, and time-sheet verification.

b. Maintenance and operations, including key and combination control, coordinating escorts for workers, conducting inspections, preparing reports, auditing paperwork and advance preparation for opening.

c. Maintaining appropriate administrative files, including housing records, damage billing, room changes, and student employment records.

d. Coordinating clerical responsibilities, such as check-in and check-out, utilizing the computer systems and the maintaining the quad-based records.

e. Attending staff meetings as needed, being knowledgeable and able to enforce policies, being familiar with campus resources and acting as an information and resource referral.
 

Office Assistant

The purpose of the Office Assistant (OA) position is to provide administrative support for quad and college offices.  The Office Assistant works approximately 8 to 15 hours per week during normal business hours (9:00am to 5:00pm).  The Office Assistant is expected to schedule hours in time blocks of at least two hours.  The Office Assistant is expected to arrive early and stay late for each semester.

Typical Office Assistant responsibilities include, but are not limited to, the following tasks:

a. Assist with clerical duties such as mail delivery, posting, check-in and check-out, maintain building maintenance, judicial, incident and room change files and records, create informational posters/bulletin boards, and assist with data entry.

b. Perform maintenance and operations tasks such as: reporting, recording and follow-up on maintenance tasks, escorting maintenance, custodial and extermination staff, monitoring key inventory, conducting building inspections, assisting with key and combination changes, coordinating health and safety inspections and performing physical labor and light office cleaning as required.

c. Assist with billing, housing administration, furniture and equipment inventories, Room/Suite Condition Reports, and Room Selection.

d. Attend staff meetings as required, be knowledgeable about and able to enforce policies, be familiar with campus resources and act as an information and resource referral.

Office Assistants are chosen from a pool of candidates.  Resident Assistants may qualify for the OA position, but are restricted from working within their own building, may only work 10 hours/week and must obtain the authorization of their supervisor before accepting an OA position.  Each OA must complete a Student Employment Clearance form prior to beginning employment. College office OA's are supervised by the RHD, who is responsible for tracking their work hours and verifying the time-sheet.  At the end of each pay period, the RHD must initial the time-sheet and forward it to the Quad Director, who will sign it and send it to Central Office for processing.  Quad Office OAs are supervised by the Quad Secretary.
 

Role of the Mail Clerk

The mail clerk is responsible for delivering all US mail to the various quads and buildings, including Schomburg Apartments, but not Chapin Apartments.  The mail clerk also delivers campus mail directed to residents.  The mail clerk is not responsible for office assistant duties.  Any inquiries or issues pertaining to the mail clerks should be directed to the Assistant Director for Residential Safety.
 

ADMINISTRATION OF COLLEGE OFFICE

The College Office is the center of administrative activity for the RHD and RA student staff.  Sensible organization and neatness are imperative for smooth operation.  Among the items necessary for the efficient operation of any college office are the following:

1. Adequate supplies, including a stapler, scissors, masking and scotch tape, construction paper, magic markers, etc.  The more adequately the office is supplied, the more creative staff members can be with publicity and communications.  See your Quad Secretary for supplies.

2. Commonly?used forms and paperwork, such as Incident Communication Forms, Event Registration Forms, discipline forms, log books for recording of daily incidents, events, and activities, and equipment sign?out forms.

3. Information, including files and reports, forms, procedures, programs, and correspondence, and the periodic handouts on safety procedures, substance abuse, etc., and a bulletin board well?stocked with reminders, expectations, guidelines, cheery encouragements, and/or appropriate comic strips.

4. An appealing environment, achieved through the use of cheerful posters, photographs, paintings, etc., by painting the office a warm color (in those buildings not yet revitalized), by the use of plants, and tasteful decorating creative staff members.

5. An attractively decorated main office door, complete with an up?to?date duty roster, as well as the RHD's office hours.

6. A bulletin board calendar of events, activities, programs, deadlines, etc., in the building.
 

Residence Hall Director (RHD) Office Hours

The Residence Hall Director position is clearly one in which the schedule of work varies from the typical work day or week.  In recognition of that uniqueness, the RHD's workday will typically begin at 10am, rather than the 8:30am starting time for most other professionals on campus.

Daytime work hours should be spent outside of the RHD's apartment.  An average of three (3) hours a day (15 hours/weekly) should be scheduled, on a regular basis, as time when residents can have access to the Residence Hall Director either by appointment or on a walk?in basis.  The balance of the RHD's office hours should be spent meeting with staff members, conducting building tours, conducting hearings and meetings and other building business.  These hours should be standardized, and approved by the Quad Director.  The RHD should keep the Quad Office informed of their location at all times.  Call forwarding should be used when the RHD or Office Assistant are not in the College Office.

Contact with residents regarding routine administrative matters such as room changes or non?emergency conflicts should be directed in a professional manner to the daytime hours whenever possible.  Nevertheless, it is inevitable that situations will occasionally arise very late at night that require the involvement of the RHD.  When this is the case, it is appropriate to begin the following workday after 10am.  Information concerning the situation should be made available to the Quad Director when he/she arrives in the Quad Office the following morning.  Similarly, during periods of peak time commitment, such as Staff Selection, it is appropriate, at the discretion of the Quad Director, to adjust the start of the following workday.  At such times the lunch hour may also be extended for personal business with approval of the Quad Director.

This option does not apply to regular evening and weekend commitments such as legislature meetings, student staff meetings, staff development meetings, or duty hours.  Occasionally it may be necessary for the staff to respond to requests for meetings, conferences, an other departmental needs at times outside the normal working day or on weekends.

** Refer to "Compensatory Time" information in "Personnel" of this manual.

Professional RHD staff should be aware and prepared for the following staffing needs and expectations when making vacation and/or summer plans:

a) All professional RHD staff are expected to participate fully in all sessions of Professional Staff August Training, which generally runs August 1-20.

b) All professional RHD staff are expected to participate fully in all sessions of Resident Assistant (RA) August Training, which generally runs August 20-31.  Staff are also expected to be present to fully prepare and supervise their student staff during Opening Weekend.

c) All professional RHD staff are expected to stay late at the end of the Fall semester in December in order to complete building closing responsibilities.  See your QD for exact dates.

d) All professional RHD staff are expected to return early for the Spring semester in January in order to prepare their building for opening.  See your QD for exact dates.

e) All professional RHD staff are expected to stay late at the end of the Spring semester in May, in order to complete all building closing responsibilities.  The Professional RHD staff contract ends May 31 annually and staff should expect to work through this date unless otherwise authorized by their supervisor.
 

Student Staff Duty

Resident Assistants are required to perform nightly emergency duties within the residence halls.  The purpose of this duty is to have at least one staff member available to assist the residents with any emergency which may arise.  While one staff member is normally assigned per night, RHDs in buildings with high activity levels at certain times or on certain nights may increase this as necessary.

Emergency duty begins at 7pm Monday through Friday and ends at 8am the following morning.  On Saturday and Sunday, duty begins at 8am and continues until 8am the following morning.  Student staff are required to remain within the building during this time.  Staff members on meal plan are permitted 1 hour to eat their meals in the cafeteria closest to their building, and must post appropriate signs indicating their whereabouts.  Staff may not leave campus.  Non-meal plan staff members are not permitted to leave the building to eat, as proper planning would make this unnecessary.

On weekdays, staff report to the college office at 7pm and assume duty.  They are to remain in the college office until 11pm (or as designated by the RHD).  After 11pm, staff must return to their room.  The college office telephone must be forwarded to the staff member's room, and a sign must be placed on the college office door indicating the staff member's name, telephone and room number.

On weekdays, staff are required to tour their building a minimum of three times during the duty period (the RHD may increase this).  During these tours, they are to inspect the facilities and be alert for any circumstances which may require their attention.  On weekends, staff are expected to tour the building a minimum of 5 times: a morning tour, an afternoon tour and 3 evening tours (the RHD may adjust this as necessary).

While on duty, staff are expected to confront any violations of policies and attend to any emergencies and reasonable requests for assistance by residents.  Staff are also expected to act as back-up for professional staff members and other student staff members as necessary to attend to any problems.

Staff are expected to complete a nightly duty sheet and submit it the following morning.  Any emergencies or incidents must also be documented using the Incident Communication Form.

**See also: Chapter 2 of the Student Staff Manual
 

Staff Meetings

Meetings with staff will be held on a weekly basis.  To ensure that information and input is quickly and accurately given to and received by all members of the Division, the following schedule of staff meetings is provided:

Monday:  9:45am ? 12noon: Quad Directors meet with Assoc. Director
Tuesday:10:00am ? 12noon: RHDs meet with their Quad Directors
Tuesday or Wednesday Evenings: RHDs meet with their RA staff
Thursday: 9:45am - 12noon: Professional Staff Development meeting

Copies of agendas for staff meetings should be submitted weekly to your supervisor.  Announcements for staff meetings should be provided to staff in writing.

Time at the beginning of each meeting should be set aside for letting participants indicate how they are feeling.  Processing time should be set aside at the end of each meeting.  These techniques are used to encourage openness and enhance trust within the group.
 
 
 

MASTER KEY POLICY

The issuance of master or submaster keys to Campus Residences staff members carries substantial responsibilities.  The security and discretionary use of master keys rests fully with the staff member(s) to whom the key(s) is/are issued.  Lost or stolen master or submaster keys jeopardize the security of resident students.  Moreover, improper use of these keys not only violates residents' right to privacy and security, but also undermines the basic trust needed for a healthy community.  The following guidelines have been established regarding the use and secure possession of master and submaster keys.

1. Professional staff members will sign a statement indicating receipt of all assigned keys and acceptance of responsibility for these keys.

2. Student staff members should sign a duty roster/key sign out (see attached form) in the college office whenever they remove and/or use a submaster or master key.  Student staff members are fully responsible for these keys whenever keys are signed out.  No student staff member should be in possession of a submaster or master key unless it is signed out in the duty roster.

3. At no time and under no circumstance may any staff member loan or give a master or submaster key to any unauthorized individual.  Authorization can only be granted by the Quad Director or a professional staff member of the Central Office staff.

4. At no time and under no circumstances may any student staff member remove a submaster or master key from the building.

5. At no time and under no circumstances should a staff member leave a submaster or master key anywhere but in the designated secure storage location.

6. Master and submaster keys may only be used for lockouts, entering authorized public spaces (e.g., lounges, recreation spaces, etc.) and entering student rooms in an emergency or for routine, announced inspections.  Master and submaster keys may never be used to enter a student's room in non?emergency situations, except where authorized by a professional Campus Residences staff member.

7. In the event of an emergency during which staff enters a student's room without his/her permission and without the immediate authorization of a professional staff member, staff must document the incident on an Incident Communication Form and report it to their supervisor as soon as possible.

8. Staff may never use a master or submaster key to allow another student access to a suite room or bedroom in which they do not reside.
 

Loss or Theft of Master Key

Lost or stolen master or submaster keys must be reported immediately to the staff member's supervisor.  RHDs should immediately notify the Quad Director.  Quad Directors must report missing master keys to the Assistant Director for Residential Safety and Public Safety immediately.  Staff members will be held responsible for lost master or submaster keys assigned to them.
 

Duplication of Master Keys

Staff are strictly prohibited from duplicating any master or submaster key.
 

Consequences

Loss or misuse of master or submaster keys results in serious consequences and problems for the Division of Campus Residences.  All staff assume full responsibility for the use and security of master and submaster keys in their possession and therefore must be held accountable.

1. In the event of any improper use of a master or submaster key by a staff member, the matter will be investigated by the staff member's supervisor and may result in either probation or termination.  In addition, student staff may also be charged judicially.  The results of any such investigation will be given to the Director of Residential Programs.

2. In the event of unauthorized duplication and possession of a master or submaster key, the matter will be reported to the Quad Director, who will investigate the incident and consult with the Assistant Director for Residential Safety.  If it is proven that the staff member either duplicated a master or submaster key, or possessed a master or submaster key (or duplicate) without authorization, the staff member may face disciplinary charges, with the possible sanction of termination.

3. In the event that a staff member loses a master or submaster key, or it is stolen from a staff member while in his/her possession, the matter will be reported to the Quad Director, who will investigate the incident and make a recommendation to the Director.  A final decision will be made by the Director; if negligence or irresponsibility on the part of the staff member is proven, the staff member will be either placed on probation or terminated.

Master Key Sign-out Log

Whenever a master is used by staff it must be signed out.  A sample log form is presented below.
 

Division of Campus Residences
University at Stony Brook
 
 

        Purpose/
       Title/  Location    Time     Time
Date Name    Position   of Use  Key/Code  Taken  Returned
 

6/09 J. Jones  RA  Fire Al.  XZ33   7 pm  9 am
6/10 S. Smith  RA  Lockout XZ33  6 pm  6:15 pm
6/10 B. Doe    RA    Duty  XZ  7 pm  8:30 am
 

PROFESSIONAL STAFF DUTY

All professional staff RHDs participate in a rotating on?call schedule.  Assistant RHDs/Program Assistant are given the option to participate in the schedule.  However, all staff participating in the duty rotation must have completed at least their Bachelor's degree.  It is expected that the "on?duty" person be available by pager so that he/she is able to respond to emergencies and unusual occurrences.  The professional staff must also be in close proximity to a functioning telephone in order to respond efficiently to student staff requesting assistance.

The main campus is divided into three "on?duty" areas:
Mendelsohn and H Quads   pager #: 275-4982
Roth and Tabler Quads   pager #: 275-4983
Kelly and E. Roosevelt Quads  pager #: 275-4986

Monday through Friday professional staff members begin on?call responsibilities at 5:00pm, when the Quad Offices close, and continue through until 8:30am the following morning. On Saturday, Sunday and holidays when the Quad Offices are closed, duty begins at 10:00am and continues through until 10:00am the following day.

Quad Directors, or a designee of each area, are responsible for providing the Director's secretary with an Area Duty Schedule/Roster for the academic semester at least one week before the beginning of the semester.

** See "Duty Scheduling" below

Duty schedules/rosters will be distributed to Residential Programs Professional Staff and a copy to each college and quad office.  As the roster contains all professional staff home phone numbers, they are not to be posted where residents may see them.

If for some reason a staff member wishes a switch on the duty  roster, he/she is responsible for communicating the changes to the Director's Secretary and all the RHDs in the two Quads in the affected area.  Unless it is an emergency, the switch should be made at least 24 hours prior to the date of duty.

Some emergencies (e.g., attempted suicide, disorderly groups, etc.) require the presence of the professional staff member on duty.  In each case, sound professional judgment and discretion must be used.

To maximize personal safety when responding to emergencies outside one's residence hall, professional staff should consider the following alternatives:
? contact another professional staff member to accompany you in  traveling to the scene of the incident
? have a student staff member in your building accompany you
? ask a student you are familiar with to escort you
? contact the Walk Service to accompany you
? have a staff member meet you at your destination
- request that Public Safety transport you to the scene

Whenever a professional staff member will be away for an evening, weekend or extended period of time, he/she should alert the person on duty for their area of any major events, potential conflicts or emergencies in the building.  Clear instructions should be left with the student staff as to whom to contact in case of an emergency.

Each RHD should review with their own student staff when it is appropriate to contact the RHD on duty versus their own building RHD.  The RHD on duty should use their own common sense and judgment in determining when it is necessary to involve the RHD of the building when responding to an emergency.

The RHD on duty must be able to be present at the scene of an emergency/incident, if necessary, within a few minutes.  Therefore he/she should be in close proximity to campus and the Quads at all times.  While on duty, staff members are to adhere to the following guidelines regarding travel away from their building:

 The professional staff member on duty is limited to West Campus proper, University Hospital, Chapin Apts. and businesses along Rt. 25A, parallel to the LIRR tracks, between 7-11 convenience store west to Park Bench restaurant.

The RHD on duty must be able to respond by phone immediately and therefore should carry change or phone card in order to respond to a page from these remote locations.

The RHD must carry the duty pager at all times and is NEVER to consume alcohol at any time while on duty.

Procedure for transferring the pager to professional staff on duty:

a. Weekdays (Monday through Friday mornings):
The professional staff member on duty is responsible for bringing the equipment (pager and duty keys of the area Quads) to the Quad Office of the succeeding duty person by 5:00pm.

b. Weekends (Saturday and Sunday mornings):
During Saturday and Sunday mornings, the professional staff member on duty will be responsible for hand-delivering the pager and duty keys by 10:00am to the professional staff member succeeding him/her on the duty schedule.

 THE STAFF MEMBER WHO HAD THE PAGER IN HIS/HER POSSESSION IS THE PERSON WHO ASSUMES DUTY RESPONSIBILITIES.  THE STAFF MEMBER REMAINS ON DUTY UNTIL THE PAGER HAS BEEN TRANSFERRED!

The pager must be kept "charged".  Thus the unit should be in the "off position" when the unit is in the Quad Office.  Batteries for the pagers can be obtained from the Director's Secretary.

Quad Directors and RHDs must train student staff on how, why and when to contact Public Safety in order to reach the professional staff member on duty.  It is imperative that student staff identify themselves as a student staff member, give their location and specifically request the RHD of a particular area.  They must give a telephone number where they can be reached.  Remember, Public Safety is acting as a relay for us.  We cannot afford to give inaccurate information.

Incident Communication Forms should be filled out and distributed as appropriate when a professional staff member on?duty is contacted.  They should be completed by the RHD who receives the call and then forwarded to the Quad Director for review and processing.

Professional staff should be familiar with emergency notification procedures and the physical layout of the two quads they are covering, as well as Chapin and Schomburg Apartment complexes.  (See attached LK1 map)

Joint staff meetings to review procedures and acquaint the student staff with the professional staff should be conducted at the beginning of the year.

As the professional staff member on duty, you may be contacted to respond to an emergency in the University Apartments complexes of Chapin or Schomburg if the Building Coordinator on-duty does not/can not respond.  Therefore, familiarity with these facilities is recommended.

During Intersession, a campus-wide duty rotation schedule will be in effect.  One professional staff member will serve as the on?call person for the entire campus, in contrast to the academic year procedure of area duty, per 24 hour "on-duty" period.

During the summer period (June 1 ? July 31) the same procedure of campus-wide duty will be in effect.  However, the rotation will include only those summer RHDs and designated Asst. Residence Hall Directors on contract for the department during these summer months.

During the periods Commencement-May 31 and August 1-summer moveover, a campus?wide duty roster using all RHDs will be in effect.

Staff members covering duty during holidays (e.g., Thanksgiving, Christmas Day, etc.) will be given appropriate compensatory time.
 

Duty Scheduling

The Professional Staff Training & Development Committee (PSTD) is responsible for initiating the duty scheduling process.  Areas should designate one person who is responsible for facilitating the duty schedule for each academic semester and ensuring that the complete schedule is delivered to the Director's secretary at least 1 week before the beginning of each academic semester.  For Intersession and moveover periods of campus-wide duty, the Chair of the PSTD committee will facilitate a lottery system to complete the duty rotation.  See the below calendar summary for further information.

August 1(start of Pro Staff contract period) - Friday before summer moveover:    Campus duty
     All RHDs participate

Fall semester: Saturday of August moveover - close of residence halls Fall semester: Area duty
     All RHDs participate
     ARHDs may participate if designated

Thanksgiving holiday: Wed. evening before holiday - Sunday am
     Campus Duty
     * Staff member(s) covering Thanksgiving      Day (Thursday) and the Friday after,      receive 1 COMP day for each of these duty      days.

Intersession: Close of halls Fall semester - Friday before classes begin Spring semester: Campus Duty
     All RHDs participate
     ARHDs may participate if designated
     * Staff member(s) covering duty Christmas      Day holiday and New Year's Day holiday      receive 1 COMP day for each of these duty      days.  Staff member covering duty for New      Year's Eve holiday receives 1/2 COMP day      for this duty day.  The staff member      covering duty on MLK holiday receives 1      COMP day.

Spring semester: Friday before Spring semester classes begin - Mon. after Commencement:  Area duty
     All RHDs participate
     ARHDs may participate if designated

Tuesday after Commencement - May 31(end of Pro Staff contract period):    Campus duty
     Only non-summer contract RHDs participate
     ARHDs do not participate

Summer session (June 1 - July 31):
     Campus Duty
     Only summer, on-contract, RHDs and ARHDs      participate
 
 
 
 

Professional Staff National Conference Coverage - ACPA & NASPA

Each Quad will maintain minimum coverage at all times.  Minimum coverage is defined as one professional staff member (who participates in the duty rotation) physically living in the quad.  This means staying overnight and being available to the Quad Office for assistance during the day.

If a quad staff finds that all staff members have requested to attend the same conference, they have two (2) options:

a. Find another pro staff person to actually live in one of the apartments in their quad and fulfill coverage responsibilities.

b. Discuss the issue as a group and determine which staff member will forego attending the conference and remain on campus.

The duty schedule will remain at one person per area; switches will occur as necessary.

If we are at minimum coverage, all staff members who are using departmental funds must realize that if an emergency that so warrants occurs on campus, they may be contacted during the conference and asked to return to campus.
 
 

POLICIES, PROCEDURES, REPORTS

Copy Policy

The Division of Campus Residences supports extensive copying facilities for the routine needs of the staff.  All standard multi-copy forms are issued to the Quads from the Central Office warehouse.  When supplies are depleted, these forms are ordered from Graphic Support Services by Central Office personnel.  All other standard forms are duplicated on an "as needed" basis in the Campus Residences Print Shop using the photocopier or the Gestetner ink copier.

The copier machines are to be utilized by Print Shop personnel only, and all printing and copying requests must be made to these staff members.  Print Shop Request forms (see attached form) are available at the print shop, and must be completed for each order.  Staff must indicate their name, phone number, date of request and pertinent data regarding the print job, such as number of originals, number of copies requested, paper color, etc.

All printing requests should be authorized by the Quad Director if for a quad function, a committee chair for committee functions or a Central Office staff member.  This allows for appropriate budgeting of funds and resources by the various departments.

Any quad that has a photocopy machine is responsible for developing adequate guidelines for the usage, care and supplies for their copy machine.  The Quad Director is responsible for the supervision of this equipment.  A quad office with its own photocopier may still utilize the Print Shop.
 

University name, stationary, equipment

The University's name, as well as any state property, may not be used for commercial, organizational, personal or political gain.  When representing the University in an official capacity, staff members should use University Stationery.  Letterhead is not for personal use.  Personal telephone calls made on state equipment should be paid for by the staff member.
 

Quality of Life Survey

Each semester, the Quality of Life Survey (QLS) is given to a number of residents, chosen at random.  As its name suggests, this survey supplies the Division with information concerning the current feelings and opinions of residents towards many aspects of life on campus and especially within the residence halls.  The information gathered assists staff members in goal setting and planning for future activities.

All staff are required to participate in the successful completion of this survey.  Residents are asked to participate voluntarily, and staff must make every effort to obtain their cooperation.  A minimum 80% return rate is required of each building.  It is suggested that Resident Assistants hand deliver the surveys to those students randomly chosen to participate.
 

Opening Report

Each semester, professional staff members are asked to complete a report regarding the activities of opening week.  This is due to the Quad Director two weeks after the beginning of the semester.  This document should contain information regarding the level of success of efforts to assist residents with a smooth check-in, as well as an evaluation of activities and programs which occurred during opening week.  Strategies used to prepare the building for opening, tasks that were required and items that were necessary for the opening of the building should be included.  All suggestions for improving future efforts should also be included.  This document is forwarded to the Quad Director and is used as a reference for the annual reports completed at the end of each year.

Annual Report Guidelines-RHD Report (1995-1996)

Deadlines for submission:  First Draft Final Draft

RHDs to Quad Director:   April 19  May 24
QD to Associate Director:  May 24  June 7
Associate to Director:      June 14

All reports should follow the format and outline below.  Three copies of the final report are due to the Quad Director.  Suggested length of each section is indicated in parenthesis.

I. Introduction (1 page)

a. Brief summary identifying and highlighting the achievements completed during the past year

II. Goals and Objectives (5 pages)

a. Starting with Goal #1 list the 5 goals and the annual objectives selected (list each goal on a separate page)
b. For each goal, discuss your progress (successes or failures) in reaching the objective.  Include assessment data from the QLS and other measurements to assess progress
c. Clearly, with SPECIFICS, indicate how you know that you either met or did not meet your goal

III. Current Residential Themes (3 pages)

a. Creating a Community for Learning - What have you done this year to create a learning community in your building or quad?  Have you been successful?  How do you know/how did you assess?
b. Students in Transition (FYRE) - What have you done to assist the new residents in your building or quad to adjust and succeed in their new environment?  Have you been successful?  How do you know/how did you assess?

IV. Other Achievements (3 pages)

a. Identify and summarize other achievements accomplished but were not listed in Section II
b. Involvement of faculty in residence

V. Staff Profile (2 pages)

a. Discuss how the staff performed as a unit, highlighting how they worked together achieving departmental goals and Unit Objectives
b. Discuss the strengths and weaknesses of those (subordinate) staff members who will be returning next fall, training recommendations
c. Indicate hall placement and room assignment
d. List summer addresses of next year's student staff

VI. Student and Community Profile (2 pages)

a. Discuss and identify student leaders; their contributions and accomplishments
b. Discuss major discipline issues/trends confronted
c. Discuss psychological issues/trends confronted
d. Comment on how these 3 items (a-c) may affect next year

VII. Programming/Staff (2 pages)

a. Discuss your programming expectations/requirements and whether or not you were successful in fulfilling them.  Give clear indications as to WHY.  How did you motivate or reward staff for fulfilling requirements?
b. Number of educational programs offered both Fall and Spring Semesters
c. Number of social programs offered both Fall and Spring Semesters
d. Discuss the more successful programs and traditional programs offered
e. Comment on the types and range of programs offered
f. Discuss the use of the FSA programming funds

VIII.Programming/College Legislature-(Quad Council (1 page)

a. Number of educational programs offered both Fall and Spring Semesters
b. Number of social programs offered both Fall and Spring Semesters
c. Discuss the more successful programs offered
d. Comment on the types and range of programs offered
e. List summer address of college leg officers (if elected)/involved students

IX. Staff Training (1 page)

a. Comment on training and development initiatives for student staff
b. Comment on training and development initiatives for professional staff
c. Discuss ways to improve training and development programs for both student or professional staff

X. Facilities Management and Safety (1 page)

a. Overview of building condition
b. Building problem areas
c. Special projects which are pending
d. Specialty rooms and/or projects which were installed within the last few years
e. Safety and security initiatives and problems

XI. Challenges/Planning for the Coming Year (2 pages)

a. Discuss major issues or problems for your building or Quad that will need to be addressed next year.  Identify creative action planning directed at resolving and/or making progress in these areas
b. Recommendations to the Department directed at meeting our goals and affecting Student Development
c. Recommendations to the Division directed at meeting our goals and affecting Student Development

RHD Transition Folder

The RHD transition folder is a collection of information, materials and resources left by the departing RHD for the incoming RHD.  It is hoped that the transition folder will help the new RHD locate items quickly and thus be able to function more efficiently.

This folder is due to the Quad Director following the same schedule as the Annual Report. (A supplementary aid may be an audio or video taped tour of the office and building to locate specific items.)

1. REPORTS
 a. Annual Report (most recent)
 b. Annual Reports (historical) - location
 c. Programming Reports/Tallies (most recent)
 d. Programming Reports/Tallies (historical) - location

2. FILES
 Explanation of the file system and location
 a. Student Staff Meeting Minutes/Agendas
 b. College Legislature Minutes/Agendas and any other relevant materials
 c. Program Planners
 d. Common Area Damage Logs and Files
 e. Maintenance Logs
 f. Occupancy Information/floor plans
 g. Health & Safety Inspections
 h. Historical files

3. FORMS
 Any forms that are specific to the college or quad only give one copy, location, and explain use.  Centralized forms will be available throughout RHD Training.

4. EQUIPMENT
 List with descriptions, serial numbers, condition and the location where it is stored.
 a. Legislature owned equipment and supplies (e.g. recreational equipment, TV, VCR)
 b. College Office equipment, furnishings, and supplies
 c. Public Area furnishings and equipment (including special facilities)
 d. Staff apartment furnishings and equipment (plus any work requests)
 e. Keys: Master, submaster, special keys - should be listed and then checked in with the Quad Director and Asst. Dir. for Residential safety, as directed by QD

5. OPERATIONS INFORMATION
 Explanation of the file system and location
 a. College Office Hours and Operation
 b. Mail Service
 c. Duty Schedule and System
 d. Hours for special facilities
 

6. RESOURCES
 Explanation of the file system and location
 a. Professional Staff Manual
 b. Student Staff Manual(s)
 c. Terms of Occupancy
 d. Student Conduct Code
 e. College Legislature Constitution
 f. Undergraduate and Graduate Catalogues
 g. Telephone Directory
 h. Residence Hall Association Brochure and Materials

Annual Report Guidelines-QD Report (1995-1996)

Deadlines for submission:  First Draft Final Draft

RHDs to Quad Director:   April 19  May 24
QD to Associate Director:  May 24  June 7
Associate to Director:      June 14

All reports should follow the format and outline below.  One copy of each of the RHD reports must be in each QD report.  Suggested length of each section is indicated in parenthesis.

I. Introduction (1 page)

a. Brief summary identifying and highlighting the QUAD achievements completed during the past year

II. Goals and Objectives (5 pages)

a. Starting with Goal #1 list the 5 goals and the annual objectives selected (list each goal on a separate page)
b. For each goal, discuss your progress (successes or failures) in reaching the objective.  Include assessment data from the QLS and other measurements to assess progress
c. Clearly, with SPECIFICS, indicate how you know that you either met or did not meet your goal

III. QLS (3 pages)

a. Review your distribution and collection strategy for Fall and Spring
b. Discuss how you utilized the data once it was available to you
c. Discuss results of interest

IV. Other Achievements (3 pages)

a. Identify and summarize other QUAD achievements accomplished but were not listed in Section II or III
b. Involvement of faculty in residence

V. Staff Profile (2 pages)

a. Discuss how the staff performed as a unit, highlighting how they worked together achieving departmental goals and Unit Objectives
b. Discuss the strengths and weaknesses of those (subordinate) staff members who will be returning next fall, training recommendations

VI. Student and Community Profile (2 pages)

a. Discuss and identify student leaders for your Quad Council; their contributions and accomplishments
b. Discuss major discipline issues/trends confronted
c. Discuss psychological issues/trends confronted
d. Comment on how these 3 items (a-c) may affect next year

VII. Programming/Staff (2 pages)

a. Number of educational programs offered both Fall and Spring semesters
b. Number of social programs offered both Fall and Spring Semesters
c. Review if you met core requirements why/how, why not?
d. Discuss the more successful programs and traditional programs offered
e. Discuss the use of the FSA programming funds

VIII.Staff Training (1 page)

a. Comment on training and development initiatives for student staff
b. Comment on training and development initiatives for professional staff
c. Discuss ways to improve training and development programs for both student or professional staff

IX. Facilities Management and Safety (1 page)

a. Overview of Quad condition
b. Quad problem areas
c. Special projects which are pending
d. Specialty rooms and/or projects which were installed within the last few years
e. Safety and security initiatives and problems

X. Quad Management

a. Review August Opening for your Quad - strengths, weaknesses, recommendations for next year
b. Review Closing for your Quad - strengths, weaknesses, recommendations for next year
c. Review Quad Office management, functions and staffing
 

XI. Challenges/Planning for the Coming Year (2 pages)

a. Discuss major issues or problems for your Quad that will need to be addressed next year.  Identify creative action planning directed at resolving and/or making progress in these areas
b. Recommendations to the Department directed at meeting our goals and affecting Student Development
c. Recommendations to the Division directed at meeting our goals and affecting Student Development
 

PROGRAMMING
 
 
 

 
PROGRAMMING & COMMUNITY DEVELOPMENT

Regardless of their individual motivations, students have come to the university where learning is the primary activity.  Priorities may differ, but all students share in the challenges of the learning process and the frustrations of coping with the university.  The very nature of the residence hall setting suggests a common purpose for residents' achievements of their individual, educational, and personal goals.

Other common needs can be identified.  Fundamentally,  residence hall students share those human needs which are common  to all people.  Abraham Maslow (1954) puts human needs into a  hierarchy of five classifications: physiological, safety, love,  esteem, and self?actualization.  Robert Ardrey (1970) discusses three primary human needs:  security, stimulations, and identity.  Regardless of the classification system preferred, hall residents  share in their humanness and general cultural context, in spite of differing  individual backgrounds and experiences.

In addition, most hall residents are 18 to 22 years of age.  This  period, which overlaps late adolescence and early adulthood, has been discussed by Donald Blocher (1966), Arthur Chickering (1969), and Erik Erikson  (1968).

As summarized by Blocher, this stage of human developments is characterized by a "reaching out for new values, ideals, motivations, and purposes."  Specific developmental tasks include:  identity formation, particularly as it involves educational and vocational decisions; and development of sound interpersonal relationships.  The development of "reciprocal behaviors" and "reciprocal relationships" based on mutuality and cooperation is central to  personal growth at this stage, says Blocher.

Chickering emphasized the importance of developing interpersonal competence, the ability to work cooperatively and productively with others, and  of recognizing and accepting interdependence as an essential reality of living.

Not only then do students share common needs, but many of the developmental tasks emphasized for the young adult are related to the elements of community, such as identity, social roles, reciprocal relationships, and interdependence.  It is evident that helping students develop a sense of community  can provide a stable and stimulating environment which will facilitate their  personal growth and maturity.
 

COMMUNITY DEVELOPMENT

"COMMUNITY" has been described in many ways.  For the purpose of our mission and goals the term will be defined as: " A Group of individuals engaged in social interaction, possessing common interests and goals, and who show concern for and are sensitive to the needs of other members; it is an inclusive, vital, essential context for promoting tolerance and acceptance of diversity and self exploration".  Furthermore, "...community aims at promoting the common good, imparts a sense of belonging and supports the ultimate goal of encouraging students' personal development".

 From "Developing and Enhancing Student Communities" by . Anchors, K.B. Douglas and M.K. Kasper in Student Housing and Residential Life, R. Wilson, S. Anchors and Associates, Jossey Bass, 1993 and "The Experienced Resident Assistant, G. Blimling, 1995.

"COMMUNITY DEVELOPMENT" is the process of shaping the environment or building  on the experiences and needs of members both individually and collectively, on  creating the attitudes and developing the skills necessary to progress towards the realization of those conditions which make up community.

"SENSE OF COMMUNITY"  refers to that feeling of cooperativeness of commitment  to the group welfare, of willingness to communicate openly and of responsibility to and for others, as well as oneself.
 

PURPOSE OF DEVELOPING A COMMUNITY

Recognizing that community development efforts can serve to meet students' needs, it is important to look more broadly at the purpose of community development.  What potential does community developmental hold for serving the  educational mission of the university?  The degree of community achievement should positively affect the quality of the student's living?learning experience in several ways.

First, an environment conducive to studying and learning should exist within the residence hall:
a) Community members must recognize their academic pursuits as a common purpose for being at the University.
b) Individual opportunities to learn can be either supported or obstructed by the behavior of others.
c) Community members must agree upon the conditions necessary to ensure success in pursuing educational opportunities and clarify their expectations of behavior.
d) Members must be held responsible for respecting the rights of others and for fulfilling responsibilities to the entire community.

A climate for learning will be assured and protected if the above conditions are achieved and maintained.

Second, and on the more practical side, community development should increase the smoothness and effectiveness of the hall operation.  If persons in the hall recognize their interdependence and work together in a spirit of cooperation and collaboration, many potential problems can be alleviated.  Tangible results may include a greater willingness to abide by established policies and  more positive actions and responses of group members, lower damage rates, and broader participation in problem solving.

Third, community both requires and stimulates the development of personal competencies and skills which are characteristically sought during the  period of late adolescence.  Since most hall residents fall within this age group and since student personnel professionals have been traditionally concerned with students' personal and social development, as well as with intellectual development, this factor alone might justify use of this concept of community development.

A fourth, and more long range effect should be the influence on the residents' attitudes and behavior after graduation, hence an influence on the  larger society.  The residence hall and the campus are specialized examples of the many communities that one is likely to have a part in throughout a lifetime.  The residence hall provides a laboratory for learning a concept of community and how it may be developed.  Residents who gain a sense of community and who experience community in their hall should be better prepared to move into a larger society where their participation as responsible community members and leaders will be needed.
 

COMMUNITY DEVELOPMENT THROUGH PROGRAMMING

The following statements provide direction for the programming efforts with the residence halls.  They are consistent with the mission statement and long range goals of Campus Residences, and assist staff in developing community through programming.

A. A diverse set of program offerings is required in order to meet the needs and interests of our diverse residence hall population.

B. The programming process should be an educational one for the program coordinators as well as targeted groups.

C. It is our responsibility to develop the of programming and leadership skills of student staff and student leaders.

D. In order to promote the future development of the programming effort, resource files and programming reporting should be shared among the residence hall staffs and student groups.

E. All staff members should be committed to promoting diverse programs within their areas.

F. Staff members must encourage students to take responsibility for planning programs.

G. Programming that contradicts the educational mission of the Residence Life Program or that may adversely affect some community members should be avoided.

H. Outstanding programming efforts should be rewarded and acknowledged.

I. A balanced set of programs should be offered at the floor, residence hall, quad, and campus levels in order to promote a more complete awareness of the interactive elements of the Stony Brook community.

J. All programs need not be designed for large numbers.

K. Emphasis must be placed on program evaluation for planners to determine if they achieved their stated objective.

L. Programs should be focused on meeting student needs using the most effective methods.
 

COMPREHENSIVE DEVELOPMENT MODEL - (CDM) PROGRAMMING MODELS

The Comprehensive Development Model has been created specifically for the Department of Residential Programs as the programming model staff follow in planning and implementing educational and social programs for resident students.  The model is not just an adaptation of one specific student development theory, but rather a formalized eclectic model for use with our staff and students.  The CDM is at the heart of all programming efforts in the department and the programming report is constructed around the model.  RA programming requirements have also been developed around the CDM, with each RA required to plan and implement two (2) educational and two (2) social programs per semester, utilizing a variety of CDM components.

Multiculturalism is the center of the model with seven (7) component areas completing the "wheel."  (see attached model)  Specifically, the seven areas are:

 Community Responsibility
 Spiritual
 Intellectual
 Interpersonal
 Life Planning
 Personal Health
 Identity

 
RESIDENCE HALL PROGRAMMING LOG
 
One goal of the Residence Life program is to share the wealth of programming ideas that are generated by the professional staff and the student staff.  By exchanging programming efforts within the framework of a resource library, current staff members as well as future staff members may benefit.

Each Residence Hall Director is responsible for maintaining a log of all programs and activities that take place in his/her residence hall.  This monthly log is due to the Quad Office on the first Tuesday of each month. The Quad Director reviews these monthly reports and forwards a copy of each report to the Associate Director in Central Office.  Quad Summary Reports are developed by the Associate Director distributed to each quad staff periodically.

See attached sample form and instruction sheet.

Tips for completing the Residence Hall Programming Log form:

1. Do not estimate attendance in retrospect; get in the habit of counting attendees and immediately recording this information.

2. Note whether the program was primarily Educational or Social.  Check only ONE classification for each program.

3. If the program was sponsored by a staff member, indicate that person's title.

4. Check the appropriate "Target Audience" box.

5. Indicate the appropriate number of the primary CDM component met by the program.  Refer to the identification system on the bottom of the form.  For example: LEG meetings fulfill the "Community Responsibility" (3) component of the CDM.  Check only one (1) classification for each program.

6. Keep report forms handy and enter programs as they occur so it is not necessary to rely on memory at the end of each month to complete the form.

7. Add up the totals on the bottom of the form.

8. These summaries do not have to be typed, but should be legible.

9. Include August's programs with September's, January's with February's and May's with April's.
 

PROGRAMMING MODEL

Successful programming requires effective planning.  In order for the programming to be educational for both planners and
 
participants, it is recommended that the following model be utilized.

Assess Needs and Interests of the Planning Group:
A. Develop programming philosophy.
B. Conduct goal setting exercise.
C. Conduct informal group discussion.
D. Evaluate expertise of group members.

Assess Needs and Interests of Target Population:
A. Utilize questionnaires.
B. Utilize interest inventories.
C. Utilize informal group.
D. Utilize selected interviews.
E. Utilize suggestion box.
F. Utilize relevant theory.
G. Utilize assumptions based upon experience.

Select Program:
A. Brainstorm
B. Sort and Evaluate input.
C. Solidify ideas.

Develop a Theme:
A. Formulate program rationale.
B. Articulate what is to be accomplished.
C. Identify specific objectives.
D. Identify what needs and whose needs will be satisfied.

Plan Program:
A. Identify potential dates, times, and places (check for schedule conflicts)
B. Contact resource people (early!).
C. Develop publicity arrangements.
D. Design decorations.
E. Develop policy concerning admission to the program.
F. Arrange funding.
G. Arrange food/beverages.
H. Coordinate the evaluation process.

Delegation of Responsibilities:
A. Set clear expectations for workers.
B. Attempt to balance the workload among the committee members.
C. Pair up "rookies" with "veterans".
D. Develop a checklist of tasks and meet frequently to monitor progress.

Finalize Plans:
A. Check that all arrangements have been made (adjust accordingly).
B. Conduct a "walk through" or trial run.

The Event:
A. Arrive early to set up and finalize details.
B. Coordinators make sure that things proceed according to plan.

Follow?up and Evaluation:
A. Clean up
B. Return equipment.
C. Pay bills.
D. Remove publicity from walls.
E. Send thank you's to all helpers.
F. Measure attendance.
G. Measure level of participation.
H. Measure programming efficiency.
I. Assess whether the program met the pre?established goals.
J. Assess participant satisfaction.
K. Consider follow?up programs.
 

ASSESSING NEEDS AND INTERESTS

To find out the needs and interests of the residents, use at least one of the following assessment tools:

     1. Word of mouth
     2. Surveys
     3. Listening
     4. Developmental interviews
 
No one tool alone will successfully assess interest.  The tools must be used together complementing one another.

Another way to select a program is to be aware of the academic calendar as well as the psychological calendar of students which is crucial to the relevance and success of an event.  People's moods and schedules determine  whether they will attend a particular program.  If a program is appropriately timed and well advertised, people will usually make the program a part of their schedule because it fits their priorities and needs at the time.  Vacations, exams and the weather play an important role in determining the number of people that will attend an event.  For example: physical fitness programs will most likely be popular in March when people are preparing for Spring; study skills sessions would be best if received in the early part of a semester especially after the first set of exams when students are defining their academic needs.  The following calendar provides suggestions:

SEPTEMBER:
1. Most people are actively seeking ways to meet new people and becoming involved in a social or activity group or organization.  It is a crucial time for organizations to plan activities and include new members in their organization when their energy and enthusiasm are high.

2. Traditionally, this has been a low test period.

3. Many students are likely to be looking for ways to become involved as a member of the campus community.

4. Since many students have a lot of initial expenses, such as books, tuition and housing costs, programs on budgeting may be helpful.

5. Seniors are likely to begin thinking about their plans after graduation, i.e., professional schools, careers, etc.

OCTOBER:
1. In the past, it has been shown that exams get heavy during October.

2. GREs and other professional school exams occur.

3. Experimentation during September may cause some students to re?examine their values and priorities.

NOVEMBER:
1. Pre?registration for Spring semester courses occurs in the beginning of the month.

2. Many students are having to make decisions about their course and major selection.

3. Academic pressures are usually evident with approaching exams and assignments deadlines.

4. For some students, funds for the semester, may start dwindling.

5. Students are preparing for Thanksgiving break. Some need assistance with rides home.

6. Student evaluations of residence hall staff are done this month along with many other surveys.

DECEMBER:
1. This may be an expensive month for students having to pay for travel costs, social activities, and gifts for the holidays.

2. This is usually a very busy time for students with the high number of exams, assignments, and seasonal activities competing for their time.

JANUARY:
1. Many students return from Christmas break with new plans to make Spring semester productive, both academically and socially.

2. Organizations are usually getting reorganized and planning for second semester if they haven't done so already.

3. Activities are usually well received at the beginning of the semester to integrate people back into campus. Outdoor winter activities are most popular at the beginning of the semester.

5. Many seniors begin or continue pursuing career possibilities or additional schooling opportunities.

FEBRUARY:
1. This is a good month to involve people in programs because many students have time to participate in activities.

2. The beginning of the month is usually a low time for exams.

3. Some students may begin looking for summer employment or other summer opportunities.

MARCH:
1. In the past, students have shown moods that reflect pre?vacation anticipation, academic pressures, and unpredictable weather.  In order to channel this energy, it is suggested that programs be planned to help students express their feelings and release their energy.

2. In the past, this has been a high exam and assignment month.

APRIL:
1. Pre?registration for the Fall semester occurs, causing students to make many decisions about the coming year.

2. Many students are having to find a balance between the influx of activities that are planned for this month and their academic responsibilities.

3. Spring weather usually brings a change in mood; some people are looking for new relationships and activities.

4. Many students are waiting to hear about decisions on job possibilities and pending graduate school applications.

MAY:
1. Many organizations are utilizing the last weeks of the semester to plan next year's calendar.

2. The number of social activities is usually high.

3. Students' busy academic schedules coincides with their desire to spend a lot of time with their friends before the school year ends.
 

PUBLICITY/MEDIA

There are varieties of methods that may be employed to publicize upcoming events or secure media coverage of special projects or programs.  Some of these methods are outlined below:

Quad Newsletters:
Quad Newsletters have become a primary means of keeping students informed of services and programs, publicizing important deadline dates, presenting interesting information, and building quad spirit.  Each quad should publish newsletters during check?in and check?out periods.  Copies of quad newsletters should be sent to each Quad Director.
 
Outlined below are tips for publishing newsletters:
a) Provide useful information for residents (e.g., new policies and procedures, academic deadlines, etc.).
b) Feature items on successful programs that promote community spirit.
c) Include students on your publication staff!
d) Include sketches, especially those that relate to your quad!
e) Use quality artwork.
f) Include a "Quote of the Week" or a trivia contest question.
g) Avoid publishing personals.
h) Have fun creating your masterpiece!

Statesman:
The "official" student newspaper.  Administrative offices such as Residence Life are allocated a small portion of space for important announcements such as student staff selection information and housing procedures.  Statesman will cover newsworthy items when asked.  It pays to develop a positive working  relationship with one or more reporters which can come in handy when you have  a story to tell.

University News Services/Publications:
This office, located on the third floor of the Administration Building, publishes a variety of brochures, newsletters, and fliers including "Stony Brook Happenings"  which serves as the Campus Community's Calendar of Events.  If you wish to have a program listed in this publication, you must submit a form to the office three weeks prior to the scheduled event.
 

ADDITIONAL PUBLICITY IDEAS

Announce at meetings
Balloons
Banners
Bathroom doors
Buttons
Chalk on sidewalk
Classroom bulletin boards
Costume runs
Decorate lobbies/public areas
Flyers
Fortune cookies
Hats
Hot air balloon
Invitations
Key chains
Knock on doors
Mailboxes
Newsletters
Paint windows
Pennants
Personals
Post signs in elevators
Posters
Print on napkins
Program teaser
Radio stations
Reminders under/on room doors
Sandwich boards
School newspaper
Skits in cafeteria
Stall stories
Stickers
Table tents
Toothpick in food with message on it ( check with food service)
Word of mouth
Write backwards and read through mirror
 

ADVERTISING TIMELINE

The timing of advertising during a promotional campaign is crucial.  Below is a suggested calendar for an ad campaign with zero being the day of the  program.  There is flexibility to give or take a day due to weekends, holidays, and publication schedules.

Day 21?  Plan Time Line
    20?
    19?
    18?  Discuss article with newspaper editors, submit according   to dead?lines
    17?
    16?
    15?  Letters drafted for typing, blurbs drafted and submitted   to newsletters.
    14?  Teasers and flyers printed.  Announce to staffs and LEG
    13?
    12?
    11?
    10?  Teasers posted, personals and radio ads submitted
     9?
     8?
     7?  Post banner in Union, reminders to staff
     6?  Target letters sent
     5?
     4?  Write information on Lecture Center bulletin boards
     3?
     2?
     1?  Reminders to staff
     0?  Program! Knock on doors, table tents in cafeteria
     1+?
     2+?  Send follow?up letter/evaluation to participants and   thank you notes to presenters

ADVERTISING RESOURCE LIST

Polity Printshop
Stony Brook Union Basement                                         Room 002
2?6461

Budget Print Center
1087 Rt. 25A (Across LIRR tracks, opposite the overpass)
Stony Brook
751-7799

"Statesman"
(For ads and articles)
Stony Brook Union Basement
Rooms 057,058 &-75
2-6480

Stony Brook Union
(Union Message Board and to obtain permission to hang banners/fliers)
Student Activities Office
Room 266
2-6828

Faculty and Staff Newsletter
(At least three weeks prior to event)
Administration Bldg. 322
206311

WUSB
(Public Service Announcements to PSA Director)
Stony Brook Union
Room 260
2-6901
 

DELEGATION

Delegating tasks is an important skill to learn.  Not only does it free up some of the delegator's time, but it provides other individuals with valuable experience and a sense of responsibility for helping the activity to succeed.  The following suggestions may provide ideas for delegating responsibility.

? Make sure that everyone who wants a job gets one (even if you have to create one.
? Don't give responsibilities to those who really don't want it (this creates frustration for both of you).
? Don't assume that someone who wants to take on a job knows how to complete it (offer suggestions and resources).
? Make tasks meaningful and important so the person doing them can feel proud of his/her contribution.
? Distribute tasks and workloads evenly and reasonably.
? Define the job clearly.
? Be enthusiastic about ideas and offers for help.
? Know your group and their talents (capitalize on human  resources).
? Address people personally when delegating.
? Offer incentives for unpopular tasks (i.e., pizza for clean?up  crew).
? Encourage your helpers to get people to help them (make  delegators out of them).
? Don't fall into the trap of doing too much, but pitch in and help  so it doesn't look like you are just telling people what to do  and not helping yourself.
? Keep lists of who is doing what and continually check their  progress.
? Always say thank?you and recognize individual contributions.
 

EVALUATION

Many programmers tend to neglect the evaluation portions of the program.  Some people evaluate a program by looking at the number of people in attendance.  However, this does not tell you if:

? you achieve your stated objectives
? your publicity was effective
? the presenter's style was effective
? there are any improvements that can be made in the program
 
In addition, evaluations can communicate to the participants that you are concerned about them and provide a strong resource for future programmers. It can provide a list of questions that can be answered in follow?up presentations.

The following are examples of evaluation forms that have been used in the past.
 
Kelly Quad

 PROGRAM FEEDBACK
 

Please circle the response which best represents your opinion of this program  and the presenter.
 

INFORMATION:         Useful      5 4 3 2 1      not useful
 

INTEREST:            Interesting 5 4 3 2 1      uninteresting
 

FORMAT:              Organized   5 4 3 2 1      disorganized
 

USE OF TIME:         Efficient   5 4 3 2 1      wasteful
 

OPPORTUNITY TO
PARTICIPATE:         Adequate    5 4 3 2 1      inadequate
 

PRESENTER'S
STYLE:               Good        5 4 3 2 1      poor
 

ABILITY TO
COMMUNICATE:         Effective   5 4 3 2 1      ineffective
 

RESPONSE TO
QUESTIONS:       Knowledgeable    5 4 3 2 1      unprepared
 

OVERALL
QUALITY:             Excellent   5 4 3 2 1      poor
 

What did you like best about this program?
 
 
 

What would you improve?
 
 
 

NAME OF PROGRAM/PRESENTER _______________________________________
 
Tabler Quad

 PRESENTATION EVALUATION

 Overall rating ? Poor   1  2  3  4  5    Excellent
 

TITLE_______________________________________
 

PRESENTER___________________________________
 

1. What did you like about the presentation?
 
 

2. What didn't you like about the presentation?
 
 

3. What parts did you find useful and/or relevant?
 
 

4. What did you like/dislike about the presenter's style?
 
 

5. What improvements can you suggest in the presentation?
 
 
 

What additional topics or presenters would you like to see? (Use back of sheet if necessary).
 
 
RESOURCES

The following is a listing of offices that can provide services useful for programming.

AIM (Advancement on Individual Merit) Program/EOP
W?3520, Library, 2?7090
 Academic support programming such as burnout, study skills, test anxiety.  In addition, can serve as a resource for minority student programming.

ALUMNI ASSOCIATION
E-1315 Library, 2-6630
 Provides names of alumni interested in coming back to campus to present programs.

DOWNTOWN AMUSEMENT CENTER
Stony Brook Union, 2?6400, 2-6505
 Pool tables and video arcade.

CAREER PLACEMENT CENTER
W?0550, Library, 2?6810
 Workshops in career planning, resume writing, and  interviewing skills.

CENTER FOR ACADEMIC ADVISING AND MENTORING
E?3310, Library, 2?7082
 Academic Advising Workshops.

DISABLED STUDENT SERVICES
133 Humanities, 2-67448 (voice), 2-6749 (TDD)
 Presentations on the needs of disabled students.

AFFIRMATIVE ACTION/EQUAL OPPORTUNITY
474 Administration, 2?6280
 Presentations on sexual and racial harassment.

FINE ARTS CENTER (STALLER CENTER FOR THE ARTS)
Box Office, 2?7230
 Schedule and ticket prices for plays, concerts, speakers.

FIRE SAFETY (ENVIRONMENTAL HEALTH AND SAFETY)
108 Suffolk Hall, South Campus, 2?6410
 Fire Safety and Prevention Presentations.

FOREIGN STUDENT SERVICES
E-5340 Library, 2?7025
 Information about the needs of foreign students.

LESBIAN, GAY, BISEXUAL, AND TRANSGENDER ALLIANCE (LGBTA)
045B Stony Brook Union, 2?6469
 Panel discussions and general information about the gay lesbian, bisexual and transgender community.

I?CON (Annual Convention of Science Fiction, Poet and Fantasy)
258 Stony Brook Union (Polity Suite), 2?6045

INTERFAITH CENTER
154?167 Humanities
Southern Baptist Ministry, 2?6564
Hillel Foundation for Jewish Life, 2?6565
Protestant Campus Ministry, 2?6563
Roman Catholic Campus Parish, 2?6562
Islamic Society of North America, 979-6156
Unitarian Universalist Campus Ministry, 751-0297

INTERNATIONAL ART OF JAZZ
474-2929

MUSEUMS AND GALLERIES
Staller Fine Arts Center Gallery, 2?7240
Library Galleria, 2?7260
Union Gallery, 2?6822
Museum of Long Island Natural Sciences, 2?8230

NATIONAL ORGANIZATION FOR WOMEN (Campus Committee)
W-33350 Library, 2-7695

RESIDENTIAL PROGRAMS PEER EDUCATION GROUPS
Division of Campus Residences, Mendelsohn Quad, 2-6750
 CARE: Chemical and Alcohol Resource Educators
 SAFE: Sexual Assault Facilitators and Educators
 APE: AIDS Peer Educators
 DPE: Diversity Peer Educators
 NOURISH: Nourish Mind, Soul and Body: Eating Disorders Peer    Education group

S.A.I.N.T.S. (Scholastic Achievement Incentives for Non?traditional Students)
256 Stony Brook Union, 2?9507
 Resources for Minority Student Programming.

STUDENT ACTIVITIES
266 Stony Brook Union, 2?6828

UNIVERSITY COUNSELING CENTER
Student Health Service, Infirmary Rd., Infirmary 2nd floor, 2?6720
 

FUNDING RESOURCES

Within the Department of Residential Programs there are several avenues that staff can utilize to obtain funding for social and educational programs.

FSA (Faculty Student Association):
This group of faculty and student representatives, in charge of all auxiliary monies collected on campus, allots a large amount of money back to our department each year from the operation of auxiliary facilities on campus.  Each quad receives an average of $1,200 annually which is distributed and monitored by the QD.  RA and RHD staff can access these funds by working with their QD and completing the "Request for FSA Residential Programming Funds" form.  These monies can be used to purchase supplies and food, and pay presenters for programs.  It is essential to save receipts in order to be fully reimbursed.
 

Staff Development and Supplies Budgets:
Each quad is allotted monies for staff development activities and to order supplies for the operation of the college offices and any special projects/needs.  These funds are easily accessed by working with the Quad Director.
 

Petty Cash:
Each Quad Director maintain a $200 petty cash fund annually as well.  This money can be used to assist staff in purchasing items for programs, which is then reimbursed by the designated program funds.  This is helpful to staff so that they do not have to use their own monies.  Contact the QD for use of petty cash.
 

Tips for use of program funds:
1. In order to use any of these funds, the RA should discuss the program idea and its cost with his/her RHD, complete the necessary paperwork, and submit it through the appropriate channels (usually the QD).

2. Funding is available on a first?come, first?served basis only.

3. RAs are responsible for completing all paperwork associated with paying an outside speaker.

The following section provides additional sources of funding for the various programs staff members will be organizing and presenting.  As more creative and elaborate projects for the residence community develop, it may become necessary to secure some sort of outside assistance to ensure the proper and  efficient operation of the program.  It must be stressed here that funding is not only monetary assistance.  Funding may take the form of space usage, volunteer work forces, and other resources.  Included within are tips and directions on how to go about finding organizations that may be willing to  help sponsor an event(s).  It has been divided into three major sections:

 1. Large student organizations
 2. Clubs and campus organizations
 3. Community agencies and businesses
 
 
 

1. Large Student Organizations
Residence Hall Association (RHA):   This organization, composed of  resident student representatives, is responsible for representing the interests of residential students to the campus community and large campus events such as the annual fruit basket deliveries. They have monies to sponsor programs.  To contact them, ask your LEG officers who your RHA representative is, or contact the RHA office in Mendelsohn Quad.

College Legislatures (LEG):   Each of the residence halls is allocated a certain amount of money from Polity based on the number of residents in the building.  The exact use of this allocation is at the discretion of the individual building government and their constitution.  RAs are encouraged to utilize LEG as a source of funding for social and educational programs.  Contact the LEG president.

Quad Councils: This body of volunteer representatives focuses in  on Quad events and may be able to help organize and facilitate  large and small group functions.  Contact your Quad Director for individual quad meeting times and locations.

2. Campus Organizations and Clubs
Cultural Programs: The Student Activities Office and Polity keep  a list of all "cultural" clubs.  These organizations can be a  source of information on films, plays and events.  They may be  willing to help sponsor events that pertain to their constituency.

Educational: It may be worthwhile to investigate the various  academic departments, honor societies and undergraduate groups to  see what resources they possess.  Contact the Student Activities  Office or Undergraduate Studies Office for an up?to?date listing.

Mental/Physical Health: The directory is filled with on?campus  support services and care-related offices, including the Infirmary and the Sports Complex.  They may be willing to come into the halls and do presentations.

Spiritual Programs: The University houses many spiritual and  religious groups that can be consulted for information and also  serve the community in matters of the "soul".  More information  may be obtained from the Interfaith Center in the Humanities  Building.

Student Activities Board (SAB)/Committee on the Cinematic Arts  (COCA): These social groups may be elicited to give support in  co?sponsoring some of your events.  They are also good to contact  regarding equipment rental.

University Food Service (ARAMARK): They may provide refreshments, or  prepare meals for programs.  For instance, they have been known to  allocate cafeteria space for parties, speakers and other events.  The food service also has brochures detailing their catering service specializing in deli platters, cheese and vegetable trays and desserts.  Their main office is in the Union.

3. Community Organizations
Stony Brook, which is part of the Three Village Area, is full of organizations and businesses that have interests in the University.  There are many alumni and graduates that can be reached through the Alumni Office.  These groups and individuals may help out with knowledge, information, career planning, donations and price specials.
 

FUND RAISING ACTIVITIES

The following policies have been established regarding fund raising  on campus.  For more information, pick up a copy of Student fund-raising/Sales Policies and Procedures at the Department of Student Union and Activities.

1. All fund-raising/sales must be approved by