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 the Department of Student Union and Activities at least two weeks in advance.

2. Only sales, services, donations and games of skill are permitted (no gambling, raffles or games of chance are allowed).

3. Co-sponsorship with private firms is not permitted unless it is authorized by the Faculty Student Association (FSA) or Auxiliary Services.

4. If a fund-raiser is earmarked for charity or a philanthropic cause, or if it will be held outside the Union, approval must be obtained from the Assistant Director of Student Activities.  If revenue is expected in excess of $500.00, approval from the Vice President for University Affairs must also be obtained (Administration Building, Room 322, 632?6300).

5. Student groups must submit a copy of receipts from the charity or philanthropy to the Assistant Director of Student Activities.

6. Student groups may fund-raise for charities/foundations if the philanthropic endeavor fits in with the purpose or mission of the group.

7. Student groups must show financial accountability.

Business or other commercial solicitation which is not directly related to University Center operations is permitted on campus only if the vendor, organization, group or individual has obtained a permit from the Faculty/Student Association (Stony Brook Union, Room 282, 632?6514).

 
COLLEGE LEGISLATURE

College Legislatures, the student governments within Stony Brook's residence halls, were initially established in the late 1960's as a vehicle to  address the living and learning concerns of each residential unit.  The Student Polity Association allocates a considerable sum of money to each residence hall for social, recreational and educational purposes.

The Division of Campus Residences recognizes the college legislature as the forum for the discussion of issues concerning the quality of life within each particular residence hall.  The Residence Hall Association Council is recognized as the group that synthesizes the input of the twenty?six residence halls and serves as the responsive and responsible student advocate on issues that affect resident students in general.

In addition to spending Polity's allocation, the college legislatures may develop policies concerning quiet hours and recommendations concerning the use of space in the residence hall.  All space utilization must be approved by local professional staff and the Quad Director.  All events that take place within the Residence Hall must be approved by the college legislature.

The Residence Hall Director is the advisor to the college legislature.   He/she provides direction, advises, trains and facilitates group development.  Residence Hall Directors are expected to attend all college legislature  meetings.
 

ADVISING THE COLLEGE LEGISLATURE

Each residential college has a student government within it that is known as the Legislature, or LEG (lej).  The LEG is usually comprised of standard positions such as president, vice president, treasurer, secretary, or historian.  The residents are also asked to elect a senator to represent them at Student Polity senate meetings (Student Polity, Inc. is the overall student government body on campus).  The actual title and duties of building officials are delineated in the LEG constitution, which should be in the office files, but can be obtained from Student Polity.

Each LEG must ratify their constitution yearly, and supply Polity with a list of their officers and a signature card, as well as minutes from the election and subsequent meetings.  LEGs which fail to meet Polity regulations will have the budget for their building frozen.  Each building receives a standard portion of the student activity fee for each undergraduate resident of the building.  These funds are to be used for activities for the building residents, to be decided by the vote of residents of the building.

The RHD's role is that of advisor to the executive board of LEG. The RHD is required to meet with the LEG executive board weekly to assist them in setting up their agenda and addressing issues, and to attend all LEG meetings.  The LEG meeting is a perfect time to make announcements pertaining to building issues and RA programs as well as Divisional activities.  While each LEG constitution is different, RHDs traditionally have a few minutes each meeting to speak concerning building and campus affairs.  While the RHD is not to run LEG meetings, s/he should act as a role model and interject when appropriate in order to assist the executive members in running a smooth legislative meeting.

The role of the student staff members is to assist the building officials to meet the wishes of the residents.  One major role that the RAs play is to motivate residents to attend LEG meetings.  While building politics can be frustrating at times, Leg should be a fun activity to attend.  Many RHDs and RAs incorporate games and competitions into the meetings to enhance both the content and the attendance.  It is integral that the building staff maintain a positive relationship with the LEG officials.  In most buildings, Resident Assistants are restricted from being LEG officials, but may perform the duties of the other officials, such as RHA rep. or building senator.

As LEG is really the only regular, formal meeting of the building, other building representatives should request to be placed on the agenda in order to inform resident of current events.  Such representative as the Earth Action Board member, the Residence Hall Association representative and the building senator should all take the opportunity to inform residents and ascertain their opinions of campus issues.
 

RESIDENCE HALL EVENT REGISTRATION FORM

The purpose of this form is to assist students and student groups planning social, recreational, or educational programs.  The form helps students properly plan all the detail work that goes into the development of an effective program.  Items that must be considered by the coordinators are funding arrangements, make-up of attendees and security plan.  The procedures for completing the Event Registration form, and properly planning an event are outlined on the attached form and instruction sheet.

 
CAFETERIA USE GUIDELINES

Students or student groups requesting the use of residential cafeteria space must see the Quad Director at least ten (10) days prior to the event to obtain permission.  The Event Registration Form must be completed.

Students or student groups requesting the cafeteria space operated by the Faculty Student Association must see the specific Cafeteria Manager ten (10) days prior to the event in order to obtain permission.

These policies apply to both residential groups and other campus organizations.  Any group not affiliated with the University (recognized by Polity, University Administration, or the Office of Student Activities) may not use residence hall or cafeteria space without the written permission of the Quad Director and the Director of Student Activities.  Outside groups should be encouraged to use the Student Union facilities.
 

A/V EQUIPMENT

Professional staff and student staff may request the use of audio visual equipment from the Educational Resources and Services in the Javits Lecture Centers, Room 104.  Overhead projectors, slide projectors, 16 mm projectors, screens, cassette recorders, and accessories are available for staff development and programming purposes at a cost to the requestor.  Contact this office for specific procedures on reserving this equipment.
 

GUIDELINES FOR RESERVING RESIDENTIAL PROGRAMS VIDEO EQUIPMENT

Available:
19" TV monitor
video recorder
video camera and tripod
cassette recorder
Kodak slide projector

Only individuals who have attended the video workshop may sign out  and utilize equipment.  Workshops are held periodically.  Equipment may be signed out for a maximum of five (5) business days depending upon demand and specific programming needs.  Equipment should be returned immediately after use (the next business day).  If you will be keeping equipment overnight, you must secure it in an appropriate location.  After using equipment, repack it carefully using the styrofoam and stuffing within the carton.
 

VIDEOCASSETTE USAGE

According to the 1976 Copyright Act, only the copyright holder of the motion picture may authorize a performance at a place open to the public.  Universities may not show motion picture videocassettes unless properly licensed.  At this time, Stony Brook does not have a license.  Therefore, staff should make residents aware that they may be violating copyright laws.

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 the resident's achievements of their  individual, educational and personal goals.

Not only then do students share common need, 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" refers to a group of people sharing a common purpose, who are interdependent for the fulfillment of certain needs, who live in close proximity  and interact on a regular basis, who share in defining expectations for all  members of the group and assume responsibility for meeting these expectations, and who are respectful and considerate of the individuality of the other persons in the community.

"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 toward  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 one's self.

COMMUNITY AND COMMUNITY DEVELOPMENT

Community is first considered here as a general concept in order to gain  a broad perspective.  Community, sense of community, and the process of community development are presented in a general way that could be applied to a  variety of settings.  The overall intent of this section however, is to relate  the principles of community development to the residence hall setting.

The concept of community which has been adopted for use in the section  involves a group of people who: 1. live and/or work in close proximity, 2.share a common purpose, 3. are interdependent for the fulfillment of certain needs, 4. interact on a regular basis, 5. share in defining common expectations, and 6. are respectful and considerate of the individuality of other  persons with in the community.  The first four factors may be taken as given in many groups.  If a real sense of community is to exist, however, shared expectations, responsibility, respect and consideration must be developed.

Community development is the process of sharing the environment, of  creating the attitudes and developing the skills necessary to progress toward  the conditions which constitute community.  The word "community" implies that  it must be built from within; it cannot be imposed from without, even though  it must have support from outside.  This distinction is important.  Community  must be achieved by those who are part of it.  Others may foster a sense of  community by facilitating communication, encouraging cooperation, and responsibility, nurturing respect, and emphasizing interdependence among group members.  If a durable community is to exist, however, it must be developed by  the will of its own members.  Otherwise, it may collapse in the absence of the  external assistance.

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.  If the community members have recognized their  academic pursuits as a common purpose for being at the university; for they  have recognized that an individual's opportunity to learn can be either supported or obstructed by the behavior of peers; if they have together determined the conditions necessary for the pursuit of their learning opportunities  and have classified their expectations for one another; and if they do, in  fact, hold each other responsible for respecting the rights of fellow residents and for fulfilling responsibilities to the community, then a climate for learning will be assured and protected.

Second, and on a more practical side, community development should increase thesmoothness and effectiveness of the hall operation.  Then persons  in the hall recognize their interdependence and work together in spirit of  cooperations and collaboration, many potential problems can be alleviated.   Visible results may include:  willingness to abide by established policies and  actions and responses of group members; low damage rates; and broad 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 student's personal and social development, as well as with intellectual development, this factor alone might justify use of this approach.

A fourth, and more long range effect should be the influence on the resident's 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.

One might state additional reasons for developing community in residence halls; however, these four broad purposes provide sufficient reason for using the approach and serve as a solid foundation for the goals of residence halls.

GOALS FOR COMMUNITY DEVELOPMENT

Before considering how the development of community can be facilitated,  we will look more closely at what is to be achieved.  The following statements  are intended to stimulate development of specific staff performance objectives  for building community in a residence hall.  They represent goals (outcomes) of community building efforts??the individual and group behavior or conditions, that should be present if community exists.

Since our primary concern here is on development of the student community, these statements are written with the student resident in mind.  The  same condition, in a general sense, however, can be applied to any sub?group  in a residence building and to the hall community as a whole.  Staff members  who are responsible for developing community among a particular sub?group will  direct their efforts to reaching these goals.  Sixteen goals are included  here.
1.  Familiarity, interaction, and acquaintanceship exists among members of
    a particular community.

2.  Members of a particular community are familiar, interact, and become
    acquainted with members of other communities within the residence hall
    and with the residence hall and with communities outside the hall.

3.  Contributions and achievements of community members and community sub
    groups are recognized and rewarded.

4.  Mutual expectations exist among members of a particular community.

5.  There exists a means of making and carrying out community decisions.

6.  Members of a specific community understand and accept their personal
    responsibilities as members of that community.

7.  Community members understand the expectations of other communities
    within and outside the residence hall.

8.  Community members are familiar with procedures, policies, and regulations
    of their particular community and the larger community which it is part.

9.  Community members respect the rights of others in their particular
    community and in other communities outside their own.
 

10. There exists formal and informal means for resolving interpersonal and
    inter group conflicts.

11. Community members are aware of the facilities, services, and activities
    available to them.

12. There exists a formal means of providing programs and activities to meet
    the personal, social, recreational, and educational interests and needs
    of community members.

13. Community members cooperate with each other in exploring common and
    individual interests and needs.

14. Community members initiate ideas and projects as well as participate in
    planned activities and programs.

15. Community members respect and enhance the physical environment of the
    total community.

16. Community members evaluate and provide feedback to other community
    members and to the community as a whole.
 

The value statements outlined below have been delineated to provide  direction for the programming efforts with the residence halls.  They are consistent with the mission statement and long range goals of Campus Residences.

     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 the responsibility of programming and leadership skills by
        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 awarded.

     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 deter?
        mine if they achieved their stated objective.

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

PROGRAM TYPOLOGIES

Programs that occur within the college residence halls are octen categorized within one of the following groups: community responsiblity, spiritual, intellectual, interperonal, life planning, personal health, and indentity. See Discription and formon the next page.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

TRACKING OUR PROGRAMMING PROGRESS
 
Each Residence Hall Director is responsible for maintaining a log of all  programs and activities that take place in his or her residence hall.  This monthly log will be delivered to the Quad Office on the first of each month.  The Quad Office staff summarizes the programming efforts of the previous month  and forwards the Quad Summary Report to the Central Office by the fifth day of  each new month.  The Quad Summary Reports will be copies and distributed to each quad staff.

Special Instructions for Completing the Program Log Report:

1. If the program was sponsored by a staff member, indicate his/her title
   after the name.  If the program was spomsored by LEG, indicate this on the LOG form.

2. Check only ONE CDM classification for each program.

3. Indicate all programming activity (hall meetings, pre/ post LEG events, passive bulletin
   boards, etc)

4. Keep your 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.

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

6. These summaries do NOT have to be typed.

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

HOW TO PLAN SUCCESSFUL PROGRAMMING

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

Assess Needs and Interests of 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

For the purpose of this section of the manual we will describe needs as  unconscious or unstated desires and interest as conscious or unstated desires. An example of an interest may be residents that indicated they want to see a  movie or that they are bored and want something to do.  Examples of their  needs are, the need for food, the need to reduce stress, the need for intimate contact with others, the need for a safe environment and the need to do well  in school.  In many cases, residents will tell you what they want (parties,  more study space, change in housing accommodations, etc.).  They are not as  likely to express their needs (in many cases they are unaware of what they  are).  A student's needs usually take priority over his/her interest.

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

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

WORD OF MOUTH

The first assessment tool is WORD OF MOUTH.  This implies asking people  about the kinds of things they are interested in.  A couple of things to  remember when using this tool:

?    don't ask students all from the same group; spread out your inquiry
     to be sure the answers you get represent an accurate cross?section of
     opinion

?    when asked "would you come to this kind of program" many more will
     respond "yes" than will actually show up; take that into consideration
     in your projections

?    this tool is best for quick, spontaneous or topic kinds of interest
     rather than a more general long term interest.  For example, getting
     people together for a big film like "Gone With the Wind" or rally for
     a team suddenly in the play?offs

QUALITY OF LIFE SURVEY

Each semester the Division of Campus Residences survey the various residents at random about the residence halls and the staff.  Areas included on the survey are environment, maintenance, custodial services, staff (professional and student), programming, and LEG.  Students are choosen at random to complete the survey.  Surveys are tallied and tailored to highlight each building and quad's achievements and other challenges.  Furthermore, the QLS is utlized in measuring achievement in departmental, quad and building goals.
 

DEVELOPMENTAL INTERVIEW

The developmental interview is a fundamental assessment tool for the  programmer.  It has three main goals:

1. PROVIDE A PERSONAL CONTACT BETWEEN THE PROGRAMMER AND THE          STUDENT.

2. PROVIDE A BASIS FOR DISCUSSION OF THE STUDENTS EXPECTATIONS OF THE
   PROGRAMMER, HALL, UNIVERSITY AND THEIR NEEDS AND INTERESTS.

3. OFFERS THE PROGRAMMER AN OPPORTUNITY TO PROVIDE INFORMATION AS     NEEDED AND SHARE HIS/HER EXPECTATIONS.

The developmental interview is conducted either one to one or in a small  group (no more than five).  A variety of methods may be used in inviting  students: invitation, appointments, informal, grab people as they go by, go to  their rooms, post sign up sheets.

A variety of combinations of people can form the group:  quad residents,roommates, all freshmen, class mix, mixture of personality types, students from opposite ends of the hall.

It is important that the student feels comfortable, so arrange a pleasant
setting, your room, comfortable seating, maybe some refreshments, seated in a
circle.  Decide the extent to which you will share the purpose of the gathering:  very informal or stated purpose.  Just don't use the words developmental interview, they frighten people.  Consider the pleasure of a person feeling important at your wanting to know them versus the phoniness  of an interview (particularly with friends or an upper?class student).  Begin
with the area most familiar and comfortable for the students:  Their family,  hometown, background.  You might ask questions such as:

      Where are you from, what is it like there?
      Things you enjoy doing, hobbies.
      What kinds of things were you involved with in high school?
 
From here, make a transition to the present; expectations of the University,
asking questions such as:

 Which of those things do you want to continue doing here?
 Why did you decide to come to Stony Brook?
 What do you expect to get out of Stony Brook?
 Do you have a major yet?

Then more into the residence halls, asking such questions as:

 Do you feel oriented to the campus yet?
 What do you want to get out of a residential experience?
 Are you getting to know other people fairly well?
 What would you like the atmosphere of your hall or building to have?
 How are you getting along with your roommate?
 Have you encountered any problems, or difficult situations?
 Do you need any help with them?
 What kinds of activities would you like to have?
 Which are you willing to help with?

Some other sources of information that will help you to assess the needs  and interests of residents are relevant theories such as those created by  Maslo, Chickering, Winston, Miller and Prince and other Student Development  theorists.  There are numerous sources which give  you an indication of concerns or issues that students are thinking about from one month to the next.  Examples of student thoughts are:

*Anxious to get away from home...excited to meet new people...glad to see  people again who really know me...wonder what classes will be like...

*Miss home and cooking that I'm used to...miss people who know me...nobody understands my culture...the U.S. is different from...strange habits...there are  lots of rules and policies to follow...what happened to freedom....confused...people do things my parents said were wrong...

*Time to face reality...problems that I thought would disappear when I came to  school are still there...midterms, need to do well...some friends homosexual...some are heterosexual...not sure anymore what I am...December is two months away...graduation...need a job...everyone is dating...what is wrong  with me...wonder if my friends will come back for Homecoming...it is lonely  without them...

*Procrastination is my middle name...if I'd stop procrastinating I wouldn't  have so much work to do now...Mom and Dad won't give me any money...will I  have enough to buy food...have to start buying presents somehow...wonder what  Thanksgiving will be like...nervous about going home...

*Finals, oh no, haven't done work during the semester...need good grades to  make up for midterms...need money to buy gifts and get home...do I really want  to go home...home just isn't home anymore...there sure are a lot of parties...
how can I find time to go to them and study...hope s/he doesn't meet anyone  during vacation...

*Been home too long...anxious...to get back to school and see people...wonder  if he/she still loves me...have to do better this semester...hope the weather  gets better soon...tired of staying inside...

*Social life, what's a social life...never go out...Valentines day is very  depressing...wonder what will happen...graduate applications...

*Pressure building for midterms...need to settle down and get some work  done...Spring Break coming soon...seems like everyone is going away...wish I  could afford to...maybe I'll go anyway...graduation is only two months  away...who am I...what am I going to do with the rest of my life...will anyone  hire me...

*Academic pressure building...finals only a month away...can't afford to mess  up now...have to start letting go...almost time to graduate...nice outside,  rather be doing things with friends...

*Graduate...party one last time...what am I doing...am I making a mistake...miss the Brook...wonder if our relationship will survive the summer...hope s/he doesn't meet someone else...find a summer job...hope it pays  will...time to face the real world...
 

MONTHLY PROGRMMING ISSUES

 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. GRE's 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 assign?
   ments 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.

 December

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

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

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

 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.

4. Outdoor winter activities are most popular at the beginning of the
   semester.

5. Many seniors begin or continue pursuing career possibilities or addi?
   tional 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 antici?
   pation, academic pressures, and unpredictable weather.  In order to channel
   this energy, it is suggested that programs be planned to help students ex?
   press 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 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. Student's busy academic schedule coincides with their desire to spend
   a lot of time with their friends before the school year ends.

PLAN PROGRAM

     The following are important in planning a program.

1.  Identify potential dates, times and places.

2.  Contact resource people.

3.  Arrange funding  ? This event will be funded by the building legislature
(General funding sources will be identified in a later section).

4.  Design Safety and Security.  If the program is expected to exceed 50 persons, an EVENT REGISTRATION form will need to be completed.

5.  Reconfirm with presenter(s).

6.  Develop publicity arrangements.

7.  Arrange food/beverages.  If food and beverages are being used for the event, be sure to purchase food with the tax exempt form at a local store.  (If ARA is being used for te event, follow catering steps located in the a later section.)

8.  Coordinate the evaluation process.
 

PROGRAMMING PLANNING OBSTACLES

     There are many things that can go wrong in the planning stages, the following are some of the most common.

1. "We Did it Last Year"

   One trap for program planners is to repeat a program from the past year's
   series of meetings because it was a success or just because they have
   always had programs like it.  Consider last year's successful experiences,
   but continue to evaluate and improve in the coming year's progress.

2. "Get a Big Name"

    Many a program planner feels that if she/he can get a "name" speaker,
   his/her problems will be over.  To assume that a person with a reputation
   will meet the needs of the members, speak well, and get audience partici?
   pation is generally too much to expect.
 

3. "Why Stick my Neck Out?"

   Many a program chairperson and his/her committee will shy away from a
   new idea or a new program with the attitude that "it might not work".
   Frequently, this attitude can cause programs to become stereotyped and
   sterile.  Perhaps a new type of program may not elicit all the results
   desired, but the willingness to be experimental can turn out programs or
   meetings that will be a credit to the program planner and the organi?
   zation as a whole.

4. "They've got to be Entertained"

   Many a program planner feels that an important need is to entertain the
   members.  This usually results in very little in terms of effective pro?
   gramming for the educational needs of the members.  A well?planned meet?
   ing with audience participation can induce high involvement and be enter?
   taining at the same time.

5. "We Cannot Change our Plans Now"

   Inability to be flexible is a frequent trap of program planners.  A
   program chairperson and her/his committee should attempt, therefore,
   to be flexible, but at the same time, should avoid the two pitfalls in
   too much flexibility:

   1. Avoid changes if they will result in damaging the organization's
      reputation by late cancellation of resources.

   2. Do not put off planning or postpone calling a meeting or two with
      the expectation that something will turn up.

6. "Three People said it was a Success"

   A typical trap for a program planner is to put  too much credence in
   the comments of a very small group.   S/he needs to make provision for
   ways of evaluation so that s/he can know how the members really feel.

7. "Audience Participation cannot be Planned"

   Quite often a program chairperson thinks that audiences participation
   is something that just happens to occur.  While there is some truth
   in this idea, it is also true that  audience participation can be
   planned.

8. "But I called to Check Yesterday"

   The physical facilities are often a genuine trap for program chair?
   persons.  A good program planner will make sure that accommodations
   are obtainable and will draw up a meeting plan which includes the
   kinds of physical facilities that are set up for a meeting.

9. "It Sounds Like the Same Old Stuff"

   In making suggestions to a program committee or a program chairperson,
   members will frequently suggest tried?and?true topics.  A program
   chairperson should be sensitive to the fact that there are certain
   topics of interest that recur in the needs of members which might neces?
   sitate choosing a new approach to a topic and a new resource person on
   the topic.

10. " Thank Goodness, It's Over!"

    The most typical reaction of a program planner is the sigh of relief
   that goes when a meeting comes to an end.  If a meeting is seen as an
   end in itself, the year's program never "hangs together".  A program
   committee generally will find it most stimulating to plan an entire
   year's program that takes into account the relationships between meet?
   ings.  In this way, the meetings will relate to one another.  A good
   meeting needs follow?through as well as good planning to make it a
   genuine success.

Adapted from "Ten Traps in Program Planning" by Gordon L. Lippit.

PUBLICITY

Publicity may also be referred to as promotions and advertising.  Regardless of what it is called there is some basic information that should be kept in mind.  Two?thirds of the time and energy involved in presenting a program  should be used to promote the program.  The tendency in Residence Life at  Stony Brook has been to spend too little time and energy on a program's promotion.  It is expected that "good" programs will sell themselves, that the news  will be spread by "word of mouth" or that by putting up some flyers we are  fulfilling our obligations.

When a program fails due to poor attendance, the assumption is made that  students are not interested in the topic.  The first step toward successful  programming is to put the blame where it belongs in the first place ? on advertising efforts (or lack thereof).  The selling of a program takes a positive attitude, an understanding of marketing concepts and  hard work .
 

PROGRAM TITLE

It is important to begin with an appropriate name.  The title should be  simple, fairly short, point to the goal of the program and not be in student  personnel lingo.  The title should be active (e.g.  Organize Your Time, Improve  Your Grades)  which generally enables it to be worked into sentences in other  advertising (e.g. "So this Wednesday evening, plan to spend an hour to help Improve Your Grades).

FLYERS

Flyers are generally the predominant aspect of an advertising campaign.  Therefore, time and energy should be spent in creating an effective piece of work.

On any given day on residence hall bulletin boards there are scores of different posters and flyers screaming for attention.  A poster with  Choosing  a Major  in big letters has little chance of registering in the minds of students suffering sensory overload.  Imagination is needed.  One must choose  something a student would want to see which is similar to the idea behind "SEX  ? now that I've got your attention".  A  flyer should contain just the basic information:  attention grabber, what,  where, and when.  If it is too "busy" it will not be read by students walking  by.

There are a variety of methods to produce flyers.  The kroy lettering  machine and stencil cutter produce professional looking, high quality flyers.   Other flyers could have magazine glossies pasted to them to attract attention.

Purple dittos are highly overused and should be used only if extremely  necessary.  Strive to use more pleasing, creative forms of publicity.  Here  are some suggestions to improve the effectiveness of purple dittos.

     1. Make flyer horizontal instead of vertical.

     2. Write lettering on a diagonal.

     3. Write lettering on a diagonal and hang poster so lettering is
        straight.

     4. Include a border around lettering and around flyer.

     5. Use other colored dittos (found in bookstore or stationary store).
        Use two or three on one ditto.

     6. Vary the size, thickness, and style of lettering on the flyer.

     7. Vary the shape of the flyer (cut it in circles, triangles, or in
        the shape of various objects).

     8. Use construction paper as a background for flyer.

     9. Use legal as opposed to regular size paper.

Related to flyers are teasers.  Teasers are hung several days to a week  prior to the information flyers.  The teaser should be ambiguous and raise  questions in the viewer's mind, causing him/her to seek the answers that will  be provided in the future flyers.  There should be an identifiable connection  between the teaser and the flyer.

NEWSLETTERS

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 and Central staff member.
 
   Outlined below are tips for publishing newsletters:

   a)   Provide useful information for residents (e.g., new policies and pro cedures, 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 mimeo stencils, not dittos.
   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 Service/Publication
This office, located on the third floor of the administration building,  publishes a variety of brochures, newsletters, and flyers including Currents"  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.

 ADVERTISING RESOURCE LIST

   Here is an easy resource list for people to call about different services:

Polity Printshop ?  Union Basement        Let's have a Party ? 611 Old Willets                                         Room 002                                   Bay Shore
                    2?6461                                     277?2789
                    (Price list available)               (All party supplies)

Budget Printshop ? 1087 Rt. 25A           Union Message Board ? Office of
                   (Across tracks)                       Student Activities
                   751?7799                               (electronic sign)

Statesman        ? Union Basement         Total Tee          ? Rickles Plaza
                   Room 075                                    Stony Brook Rd.
                   2?6480                                      and Rt. 327
                   (For ads and articles)                      751?7495
                                                      (All types printing)

Press            ? Grad Bio Basement
                   (For ads and articles)

Currents         ? Administration Bldg.
                   Room 322
                   (Two weeks before event)

WUSB               Union Building
Radio Public       2nd Floor
Service            2?6901
                   (Announcements)

Student Union    ? Student Activities Office
                   2?6828
                   (Hang signs and banners)
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 (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 presentor'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.

     Some reasons for not doing evaluations are:
    ? it takes time
    ? it is uncomfortable to listen to constructive feedback
    ? it's not importance since the program is over anyway
 

The RAs need to fillout the evaluation form (located on the back of the Program Planner) after the completion of any program.

RHDs and QDs are encouraged to have all RAs complete a more indepth evaluation of programs so that the College Offices may keep the program and evaluations on file for future references.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

SUPERVISING STUDENT STAFF PROGRAMS

RHD Supervision List

The following items should be discussed:
-How did the RA arrive at the topic?
 What are the needs of the community?
 How does the RA plan to have the program reach the community?
 Hoe does the prgram fit in the overall educational development of the community?
?Plan comprehensive time line.
?Did the RA contact speaker, reserve room, plan budget?
-Did the RA allocate funds at LEG meeting?
?What publicity will RA use?
 Will RA mention event at hall meetings and LEG.?
 Will Flyers be used? (remember flyer policy)
?Do you need food and when will you buy food, supplies & beverages.
?Who will you buy supplies?
  Checks from Polity will be madeout to suppliers.
  Make sure Treasurer of LEG has suppliers' name and $ allocation.
 Double check that allocation has been submitted to Polity
?Will the RA need volunteers (i.e., post flyers, security, set?up, clean?up, etc)?
-Evaluate program
 topic, presenter, audience reaction, publicity, etc
?How would you improve it for next time?
?When will RA send out thank yous to workers and guest speaker?
?Personally thank staff & LEG at meetings for their support
-Keep comments, suggestions and material from program on file for future reference

RESOURCES

The following is a listing of offices that have provided services useful  for programming.  Where possible, names of people to be used as contact  sources have been given.

??AIM (Advancement on Individual Merit) Program
 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
 330, Administration, 2?6630
 Provide names of alumni interested in coming back to campus to do  programs.

??AMUSEMENT CENTER
 Stony Brook Union, 2?6400
 pool tables and video games.

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

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

??DISABLED, OFFICE OF THE
 133 Humanities, 2?6749
 Presentations on the needs of disabled students, films also available.

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

??EROS
 119 Infirmary, 2?6450
 Presentations on birth control, pregnancy, sexually transmitted diseases  and any other sexual health care issue.

??FINE ARTS CENTER
 Box Office, 2?7230
 Schedule and ticket prices for plays, concerts, speakers, etc.

??FIRE SAFETY
 108 Suffolk Hall, South Campus, 2?6410
 Fire Safety and Prevention Presentation

??FOREIGN STUDENT AFFAIRS
 113 Central Hall, 2?7025
 Information about the needs of foreign students

??G.A.Y.L.A. (Gay and Lesbian Alliance)
 045B Stony Brook Union, 2?6469
 Panel discussions and general information about the gay, lesbian and  bisexual community.

??I?CON (Annual Convention of Science Fiction, Poet and Fantasy)
 257 Stony Brook Union (Polity Suite), 2?6460

??INTERFAITH CENTER
 154?165 Humanities
 Baptist Ministry, 2?6564
 B'nai B'rith Hillel Foundation, 2?6565
 Greek Orthodox, 363?5460
 Protestant Campus Ministry, 2?6563
 Roman Catholic Campus Parish, 2?6560

??INTERNATIONAL ART OF JAZZ
 115 Nassau Hall, 2?6590

??MUSEUMS AND GALLERIES
 Fine Arts Center Gallery, 2?7240
 Library Galleria, 2?7100
 Union Gallery, 2?6822
 Museum of Long Island Natural Sciences, 2?8230
 Museum of Anthropology, 2?7622

??NATIONAL ORGANIZATION OF WOMEN
 S?215 Social and Behavioral Sciences, 2?7687

??S.A.I.N.T.S. (Scholastic Achievement Incentives for Non?traditional Students) 256 Stony Brook Union, 2?6460
 Resource for Minority Student Programming

??STUDENT ACTIVITIES
 266 Stony Brook Union, 2?6828

??UNIVERSITY COUNSELING CENTER
 Infirmary, 2nd floor, 2?6720
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

OTHER FUNDING SOURCES

This 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 and, (3) Community agencies and businesses.

(1)  Large Student Organizations

 (A) (PSC :  If an activity is being planned that will be open to the entire campus community, it may be possible to develop the program  as a continuing club.  Contact the PSC Council through the Polity  office.  It is necessary to be on their Thursday night agenda, at  least one week in advance.  Be prepared with a budget, a list of  organizers/officers, and a letter of intent/constitution.

 (B)  Residence Hall Association (RHA):   This organization, composed of  resident college representatives, has been responsible for campus  events, like fruit basket deliveries and computer dating.  Here  you may find assistance in areas of residence hall safety and community development areas.  To contact them, ask legislature officers or the RHD who the building representative is, or contact  the Assistant Director for Student Development (RHA Advisor).

 (C)  College Legislatures:   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.  They may be able to provide supplies, clearance for space, and a myriad of other resources.  Just contact the president or chairperson and attend a meeting.

 (D)  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 Quad Directors for individual quad meeting times and locations.

(2)  Campus Organizations and Clubs
 (A)  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.

 (B)  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.

 (C)  Mental/Physical Health:   The directory is filled with on?campus  support services and care related offices with brochure and  program ideas.  They may be willing to come into the halls and do presentations.

 (D)  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.

 (E)  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.

(3)  Community Organizations

 (A)  University Food Service:   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 serv ice specializing in deli platters, cheese and vegetable trays and  desserts.  Their main office is in the Union.

 (B)  Community Agencies :  Stony Brook, which is part of the Three Vil lage 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

POLICY:  The following policies have been established regarding fund raising  on campus:

1. Only fund raising or solicitation of funds that result in a benefit to the University are permitted on the campus of the State University of  New York at stony Brook, except as specifically authorized by the University President or designee.

2. Fund raising activities for which the anticipated revenue exceeds $500  may not be undertaken on campus without written authorization from the  Vice President for University Affairs (Administration Building, Room  322, 632?6300).

3. Campus mail may be used for University approved solicitation or fund  raising.

4. The University does not honor requests from individuals or organizations  outside the University community for lists of names and addresses of  faculty, staff and students at SUNY at Stony Brook.

5. Business or other commercial solicitation which is not directly related  to University Center operations is permitted on campus only if the vendor, organization, group or individual has obtained a permit from the  Faculty/Student Association (Stony Brook Union, Room 282, 632?6510).

6. Solicitation and fund raising to support student activities and projects  may not be undertaken on campus without written authorization from the  Vice President for Student Affairs (Administration Building, Room 348,  632?6700).  Such events may be consistent with missions, goals and mandates of the University.  If the use of equipment or building space for  such activity is required, the fund raising group or individual must  complete and submit a Facilities Use Request form to the Director of  Student Union Activities (Stony Brook Union, Room 226, 632?6820).

COLLEGE LEGISLATURE

College Legislatures, the student governments within Stony Brook's residence halls, were initially established in the late 1960's as a vehicle to  address the living and learning concerns of each residential unit.  The Student Polity Association allocates a considerable sum of money to each  residence hall for social, recreational and educational purposes.

The Division of Campus Residences recognizes the college legislature as  the forum for the discussion of issues concerning the quality of life within  each particular residence hall.  (The Residence Hall Association Council is  recognized as the group that synthesizes the input of the twenty?six residence halls and serves as the responsive and responsible student advocate on issues  that effect resident students in general.)

In addition to spending Polity's allocation, the college legislature may  develop policies concerning quiet hours and recommendations concerning the use  of space in the residence hall.  (All space utilization must be approved by  local professional staff and the Quad Director.)  All events that take place  within the Residence Hall must be approved by the college legislature.

The Residence Hall Director is the advisor to the college legislature.   He or she provides direction, advises, trains and facilitates group development.  Residence Hall Directors are expected to attend all college legislature  meetings.
 
RESIDENCE HALL EVENT REGISTRATION FORM

The purpose of this form is to assist students and student groups planning social, recreational, or educational programs.  The forms help students  properly plan all the detail work that goes into the development of an effective program.  Items that must be considered by the coordinators are health  and safety regulations, alcohol guidelines, clean?up, security operations, and  funding arrangements.  Outlined below are the procedures for completing this  form.

  The Form is required for all events that take place within the public  areas of the residence halls, the cafeterias (except those operated by  F.S.A.), and the surrounding grounds.

 The forms should be completed at least ten days prior to the event.   Forms should be available in all Quad Offices.

A. The forms should be completed as follows:

 1. Fill in all information.

 2. Obtain signatures from:  a) Chairperson of Legislature/Quad
                                        council
        b) RHD(for <50 participants)
          c) Quad Director(for > 50)
 If the activity is a major event (100 or more people), the Director of Student Activities must sign the form also.

 3. Information should be logged into a "Quad Facilities Use Request  Log" located in your Quad Office.

 4. Copies of the form are distributed to those offices identified on  the bottom of the form by the sponsor.  It should be distributed  and fully completed 48 hours prior to the event.

B. Items to include in the Comments Section (attach additional sheets if(  any).

  1. Clean?up.

  a. Area must be left in the condition in which it was found.

  b. All debris and garbage as a result of the event must be  bagged and placed in the dumpster.

  c. Floors should be mopped.  Students and staff should work  with custodial personnel prior to event and make arrangements to  borrow equipment.

  d. Clean?up should be completed immediately after the event.

  e. A clean?up committee should appear at bottom of form or on  an attachment.

 2. Ending Time* (indoor events only, see below for outdoor events)
  a.  Weekdays (Sundays through Wednesday) 11 p.m.
  b. Thursdays     12 a.m
  c. Fridays and Saturdays   2 a.m.

 3. Noise.  Sponsor must respond to requests from any member of the  community to lower volume of music.

 4. Occupancy Limits.  At no time during the event should the number  of people exceed fire safety occupancy limits.

 NOTE:  To determine the ending time for outdoor events, you should consult with the Director of Student Activities.

D. Other items to review with the sponsoring group (can be at attachment)

 1. Type and amount of beverages to be served.
 2. Type and amount of food being served.
 3. Failure to comply with stated requirements, stipulations, or  requests, or any violation of the University Student Conduct Code may  result in billing and/or cancellation of privileges regarding future use  of public space.
 
 

CAFETERIA USE GUIDELINES

Students or student groups requesting the use of residential cafeteria  space must see the Quad Director of the specific quadrangle at least ten days  prior to the event to obtain permission.  In addition to the Limited Events  Clearance Form, the event sponsors must also complete the Quad Office's  Cafeteria Event Form.

Students or student groups requesting the cafeteria space operated by  the Faculty Student Association must see the specific Quad Cafeteria Manager  ten days prior to the event in order to obtain permission.

These policies apply to both residential groups and other campus organizations.  Any group not affiliated with the University (recognized by  Polity, University Administration, or the Office of Student Activities) may  not use residence hall or cafeteria space without the written permission of  the Quad Director  and  the Director of Student Activities.  Outside groups  should be encouraged to use the Student Union facilities.

Furthermore, ARA may be able to cater at an event.  Catering information is all the following pages, but for more information call ARA at 2-7295.
 

A.V. EQUIPMENT

Professional staff and student staff may request the use of audio visual  equipment from the Educational Communications Center located in the Lecture  Hall, Room 104.  Overhead projectors, slide projectors, 16 mm projectors,  screens, cassette recorders, and accessories are available for staff development and programming purposes.  The process to sign out equipment is as  follows:

 a. Obtain( Audio?Visual Services Request Form (SUSB 724) from a Quad  Office, the Office of Campus Residences, or the ECC Office located  in the Lecture Hall, room 104.

 b. Complete the form.  If the equipment is being requested by a student staff member, the form must be co?signed by a Residence Hall  Director or Quad Director in the box labeled "requester".

 c. The form is taken to the Campus Residences Office for final approval by the Assistant Director for Staff Development (or any  other Central Office Professional staff member).

 d. The authorized form is delivered by the requester to the ECC Office.

The Educational Communication Center does not deliver equipment.   Requester must pick up and return the equipment according to the dates  specified on the Audio?Visual Request form.

GUIDELINES FOR RESERVING RESIDENCE LIFE VIDEO EQUIPMENT

Available: (19" TV monitor, video recorder, video camera and tripod, cassette  recorder, and Kodak slide projector.

 a. Only individuals who have attended the video workshop may sign out  and utilize equipment.  Workshops are held periodically.

 b. Equipment may be signed out for a maximum of five (5) business  days depending upon demand and specific programming needs.

 c. Equipment should be returned immediately after use (the next business day).  If you will be keeping equipment overnight, you must  secure it in a professional staff member's apartment, not a College Office.

 d. Only trained professional staff members may utilize the video  equipment (must be present during operation).

 e. When handling equipment, please be extremely careful especially  when using the camera.

 f. After utilizing, please repack the equipment carefully using the  styrofoam and stuffing within the carton.

 g. In order to reserve the equipment, call Assistant Director for  Staff Development for assistance at least one week before the  program.  A log will be maintained on the word processor.
 

  VIDEOCASSETTE USAGE

According to the 1976 Copyright Act, only the copyright holder of the  motion picture may perform at a place open to the public.  Universities may  not show motion picture videocassettes unless properly licensed.  At this  time, Stony Brook does not have a license.  Therefore, staff should make residents aware that they may be violating copyright laws.

On the following page, a copy of a list of videos that are available at Campus Residences Central Office.  The RHD or QD needs to call Lisa Davis or Alice martin at 2-6750 to rteserve the video tape.  All video tapes need to be returned with twenty-four hours after its use.

The Division of Campus Residences and Department of Residential Programs have several awards that are given on a regular basis to professional staff, student staff and resident students.  Information regarding nomination deadlines and specific criteria are distributed by the Senior Staff.

EMPLOYEE OF THE SEMESTER
Each department within Campus Residences nominates 2 staff members each semester (spring, summer & fall) and forwards these nominations to the Divisional Employee of the Semester selection committee.  This award recognizes staff who have given outstanding service to the Division for the designated period.  An awards ceremony is held each semester and the winner receives a plaque.

DISTINGUISHED SERVICE
There are six (6) categories in which a staff member can be nominated for a Distinguished Service Award from Residential Programs:
 Student Development
 Systems Innovation/Research & Assessment
 Crisis Intervention
 Extraordinary Efforts in Staff Development
 Environmental Enhancement
 Customer Service
There are separate awards given for professional and student staff.  The awards are presented at year-end banquets.

BEYOND THE CALL
Any staff member (student or professional) can be nominated for one of these awards at any time throughout the year.  Given for actions or efforts "above and beyond the call of duty", nominations for this award can be forwarded to the Director at any time for consideration.

STUDENT STAFF TRAINING & DEVELOPMENT COMMITTEE AWARDS
Given at the year-end banquet, the following awards are for student staff only:
 Program of the Year    Outstanding Service by RA
 Outstanding RA Program   Outstanding OM/OA

STUDENT LEADERSHIP AWARDS
Given at the year-end leadership banquet, the following awards are designated specifically for non-staff student leaders:
 First Year Student Award for Outstanding Leadership
 First Year Student Award for Community Service
 Outstanding Student Leadership (not a first year student)
 Outstanding Community Program

NATIONAL RESIDENCE HALL HONORARY (NRHH)
Designed to honor the top 1% of residence hall students for their outstanding contributions and academic achievements.  An induction ceremony for student members occurs in January each year.

 
ABANDONED PROPERTY

Items left behind by residents after they have properly checked out should be donated to a local charity or discarded UNLESS the item(s) are considered to be valued at $200 or more.

Items valued at $200 should be tagged (date, location found) and placed in storage.  Building Pro Staff should make a reasonable attempt to contact the rightful owner of this property and make arrangements for it to be picked up.

Quad Directors should notify Associate Director or Director that they require storage.

Unless staff have written authorization, items left behind cannot be claimed as personal property by any other person.

If Pro Staff require further information, clarification or if they wish to request an exception to these guidelines, they should consult with the Assistant or Associate Directors of Residential Programs.

AIR CONDITIONERS

Air conditioners are prohibited in student bedrooms and lounges.

This policy is necessary because of the fact that electrical circuitry installed in residence halls 15 to 25 years ago was not designed to withstand the demands today's students place on it.  Personal care and entertainment appliances are more popular than ever.  Residential Chef's Cooking Program appliances also add a considerable load.  Therefore, positive regard for fire safety dictates that we ban the luxury of air conditioners.

Medical Exceptions:
If a resident's physical well-being requires air conditioning (to filter out harmful allergens or to maintain consistent temperature and humidity controls) and this need is well documented by their primary physician, the Division will try to provide a suitable environment where an air conditioner can be installed.  This often requires moving the resident from his/her current assignment to a building and/or room that can handle the additional electrical load.  Interested residents may apply for this assistance by writing to the Quad Director.  Applications must include thorough documentation from the current physician and will be screened by the Student Health Service.

Policy Violations:
If a resident independently decides to place an air conditioner in his/her room, staff should follow the steps outlined below.

1. Advise the resident that air conditioners are prohibited and explain the rationale for this policy.  Give him/her an Official Directive that the air conditioner must be removed from the window immediately and removed from the residence halls within 48 hours.

2. If the resident does not comply with the expectations outlined above, the Residence Hall Director should give him/her an Official Letter of Warning.

3. If the air conditioner is not removed 24 hours after receipt of the warning letter, call Public Safety and ask the Shift Commander to impound the air conditioner.  Be sure to follow up after 24 hours to verify that the air conditioner was impounded.
 

ALCOHOL GUIDELINES

See also the University Student Conduct Code, section IIA.7.

Related Issues:

1. Staff Reporting Procedures -  All incidents related to violations of the alcohol policy will be recorded on an Incident Communication Form.  The Quad Director will assess the seriousness of the situation and proceed with judicial action.

2. Kegs or other common containers - In the event that a keg or common container of two or more gallons is found or suspected, the staff should use the following procedure:

 a) Contact Public Safety and have the RHD on duty for the area paged.  Also request that Public Safety send back-up support.  Arrange to meet in the College Office.

 b) A suspected common container should be confronted by professional staff and Public Safety.  The professional staff member should ask the resident(s) to be allowed to enter the room/suite to look for the common container.  If the resident(s) object, Public Safety can authorize the professional staff to enter.

 c) If the common container is found in the room/suite, the container may be untapped, drained or confiscated by Public Safety.  It should not be confiscated by a Residential Programs staff member.

 d) Names and student identification numbers of party sponsors and guests should be recorded before the group is dispersed.

3. Identifying Underage Residents and Guests:

 a) The burden of proof lies with resident or guest.

 b) Staff, when they have a reason to believe that someone is not of legal age, should request (using an Official Directive) proof of age.
 
 c) If, by checking against available records, the person has provided false information, the resident or guest should be dealt with accordingly.

 d) The incident should be documented on an ICF.

4. Information to Residents about the Alcohol Policy will be  provided via:

 a) Floor Meetings

 b) Building/Quad Newsletters

 c) College LEG Meetings
 

ANIMALS/PET POLICY

See also the University Student Conduct Code, section IIB.6e.
No resident shall have or harbor unauthorized pets or other wild or domestic animals in the residence halls.

a) Authorized pets are limited to fish only.

b) No room/suite/apartment shall have more than a total of 30 gallons of water (i.e. two tanks of 15 gallons each, or one tank of 30 gallons total).

c) Residents possessing any unauthorized pet(s) in the residence halls will be subject to judicial action.
 

PROCEDURES FOR DEALING WITH WILD, STRAY AND INJURED ANIMALS ON  CAMPUS

Bats and Birds:  RHDs should contact Public Safety, who will, in turn, contact Environmental Health and Safety. Personnel from the office will remove the bat or bird by netting the animal.

Injured Cats or Dogs: The Brookhaven Animal Shelter (286-4940) will respond directly to any RHD's request to remove an injured cat or dog between 9:00 a.m. to midnight.

After midnight, RHDs should contact Public Safety who will, in turn, contact the Brookhaven Animal Shelter.

Stray Cats and Dogs: Contact Environmental Health and Safety
(2-6410) for further information regarding cats and dogs.

Wild Animals:  The Department of Environmental Conservation (444-0345) is a referral agency which will answer specific questions or address specific concerns.

Volunteers for Wildlife will sometimes take injured wild animals needing care or assistance and nurse them back to health.
 

ANTENNAS

Exterior antennas are not permitted.

There is only one exception to the antenna policy: Since professional staff apartments are the primary, "permanent" residence of professional staff, an antenna is allowed and will be installed by Residential Operations staff upon request.  (See your Zonal Lead)
 

APPLIANCES
 
The University offers some students the option of cooking in certain areas.  The use of appliances in the residence halls has the potential to endanger the safety of others.  Microwaves are allowed (like other cooking appliances) in the designated public cooking areas in cooking buildings, but are not permitted in meal plan buildings, unless provided by the University.  Due to fire codes, the following electrical appliances are prohibited from use in student bedrooms: microwaves, space heaters, irons, hot plates, any cooking appliance including but not limited to toasters, ovens, hot pots, corn poppers, etc.
 

UNAPPROVED APPLIANCES, Procedures for Dealing With

The following procedures should be followed when a Residential Programs staff member discovers an unapproved cooking appliance in the residence halls.

1) The staff member who discovers the appliance should contact the resident(s) directly and inform them that the appliance is not approved.  The normal Health & Safety notification sheet is an appropriate format to notify residents.  This should then be documented on an ICF.  As per H/S procedures, the resident(s) then has 24 hrs to correct the problem (eg. remove the appliance).

2) The RHD of the building will then follow-up with the student(s) directly.  The student(s) who are found to be responsible for the possession of the appliance will receive a Verbal Warning for the first offense, and also an Official Directive to remove the appliance from the campus.

3) If the same or other appliances are discovered additional times in the same location, the staff member will again document
the presence of the appliance and provide the RHD with the information.  The RHD will then speak to the student(s) and issue and Official Directive for the student to remove the appliance from the building.  The RHD will follow-up via the student conduct process, adhering to the following minimum sanctions for individuals found to be responsible:
A) 1st Violation: Verbal Warning, Official Directive to Remove
B) 2nd Violation: LOW, Educational Sanction, Official Directive to Remove
C) 3rd Violation: LOW, Relocation, Educational Sanction, Probation and Confiscation of Appliance
D) 4th Violation: LOW, Suspension from Residence Halls

NOTE: In cases of first and second violations, the RHD should visit the room to inspect for compliance to the official directive.

4) Confiscation of Appliance: This will constitute the student taking their appliance to a secure location within the building or quad for storage.  The item will be inventoried and the student will be issued a receipt.  The student may then claim the appliance with the receipt and their check-out RCR/SCR with both their signature and that of the building staff member.

5) If appliances are discovered during break periods, the staff will follow all procedures as noted above, and will have paperwork available for the student(s)' return.
 

BALCONIES

The balconies on Mount and Hendrix are considered roof areas.  The balconies in Kelly Quad are suite access areas.  Barbecuing is prohibited on the balconies.  Storage of furniture, glass items, or bicycles on the balconies is prohibited.
 

BARBECUES

All barbecuing needs to take place on University designated grills which should be at least 25 feet from any building.  Barbecuing is prohibited on balconies, indoors, or out of windows.
 

BICYCLES

Bicycles may not be chained to railings, left in lounges, stairwells, public areas or balconies, or stored anywhere that would hamper the egress of residents during an emergency.
 

BUILDING CODES

Each residence hall has at least five unique code names.  The following chart identifies these names and when they are typically used.

Stage Numbers.  Have you ever wondered why the quads on the Division's staff list are not organized in alphabetical order?  They are listed chronologically by their stage numbers, e.g., Mendelsohn Quad or Stage IV through Chapin Apartments or Stage XVI.  The stage number indicates the order in which the residence halls were built.  Thus, Irving and O'Neill are the oldest halls on campus.  This code is most frequently used on capital rehabilitation progress reports.

Alpha Code.  SUNY Central uses a one or two letter code, plus the letters RESH (residence halls), to identify buildings on all property control forms (from inventories to surplus forms to audits.)

Campus Letter Code.  The abbreviated building name is most commonly used on campus, e.g. campus maps, telephone director, and activity sheets.

Numeric Code.  Residential Operations Guidelines requires numerical building codes on all Work Requests.  Some zonal crews have dropped the first number of the code, e.g. 61 becomes 1.
 
 BUILDING CODES
 DIVISION OF CAMPUS RESIDENCES
 SUNY AT STONY BROOK

QUAD  BUILDING ALBANY'S ALPHA CAMPUS NUMERIC STAGE NO.
    PROP.CONTROL LETTER WORK REQ. CAP.REHAB.
Mendelsohn Ammann ANRESH  AM  032  VIII
  Gray  ASRESH  GR  031  VI
  Irving G-RESH  IR  030  IV
  O'Neill G-RESH  ON  030  IV

H  Benedict H-RESH  BE  033  VI
  James  JSRESH  JA  034  VIII
  Langmuir JNRESH  LA  035  VIII

Roth  Whitman AARESH  WH  061  IX
  Cardozo ABRESH  CA  062  IX
  Hendrix BARESH  HE  063  X
  Mount  BBRESH  MO  064  X
  Gershwin ACRESH  GE  065  IX

Tabler Hand  CARESH  HA  071  X
  Douglass CBRESH  DO  072  X
  Dreiser CCRESH  DR  073  X
  Sanger CDRESH  SA  074  X
  Toscanini CERESH  TO  075  X

Kelly  Dewey  DARESH  DE  081  XI
  Baruch DBRESH   BA  082  XI
  Eisenhower DCRESH  EI  083  XI
  Schick DDRESH  SC  084  XI
  Hamilton DERESH  HN  085  XI

Eleanor Stimson EARESH  ST  091  XII
Roosevelt Keller EBRESH  KE  092  XII
  Greeley ECRESH  GY  093  XII
  Wagner EDRESH  WA  094  XII

Harry Chapin
Apartments

  A  APTA     450  XVI
  B  APTB     451  XVI
  C  APTC     452  XVI
  D  APTD     453  XVI
  E  APTE     454  XVI
  F  APTD     455  XVI
  G  APTG     456  XVI
  H  APTH     457  XVI
  I  APTI     458  XVI
  J  APTJ     459  XVI
  K  APTK     460  XVI
  L  APTL     461  XVI

Arthur A. C       0100
Schomburg A       0101
Apartments B       0102
 
COOKING PROGRAM

The Residential Chef's Cooking Program, unique to Stony Brook, was instituted in the 1970's as a result of food service workers' strike.  This program provides students the opportunity to cook their own meals in kitchens in corridor-style quads, and in suite rooms in suite-style quads.  This program is funded through a fee students pay each semester and is supposed to be self-sufficient.  Because residence halls were not designed with cooking in mind, annual maintenance and major replacement costs are higher for plumbing, sewerage and electrical systems.  Several negative effects of the program are:  1) a higher incidence of roach and rodent infestation, 2) excess grease and garbage, 3) lower furniture life expectancy, 4) increased risk of fire, and 5) students eating unbalanced meals.  In spite of these problems there is strong student support for this program.

The fees derived from the Residential Chef's Cooking Program are used to pay the salaries of the custodial staff employed to clean end hall lounges (EHLs) and kitchens in Mendelsohn, H and Eleanor Roosevelt Quads.  In addition, the fees must pay for the repair or replacement of equipment and part of the cost of the pest control services.
 

CUSTODIAL SERVICES

Custodial services include, but are not limited to:

-cleaning and maintaining coatings on soft tile, ceramic, concrete, and other  floor surfaces
-vacuuming and dusting
-cleaning windows
-removing trash
-replacing light bulbs and tubes
-setting up for special events
-removing snow at building entrances
-opening and closing unoccupied building entrances and
 windows (during summer months)

A positive working relationship between Residential Programs staff and custodial support staff is critical.  The physical appearance, and more importantly, the general cleanliness of the buildings in which people live and work has a powerful impact on attitudes and community development.  Working relationships based on mutual trust and respect will survive the occasional frustrations (e.g. supply shortages, "trashed" floors, etc.) that crop up.

Each Quad Director meets regularly with the Custodial Supervisor for his/her quad to discuss mutual concerns and to review upcoming programming plans that may require special custodial attention before and/or after the event.  During check-in, check-out, and move-over periods, Quad Directors and Custodial Supervisors maintain daily contact, both verbally and in writing.  Residence Hall Directors are expected to maintain the same high frequency of contact with the custodians working in their buildings.
 

ELECTRICAL APPLIANCES AND WIRING

All appliances used should be UL (Underwriter Laboratories) approved.  Underwriters Laboratory, is an independent agency that tests electrical appliances and parts to ensure they meet industry standards.  Appliances should be checked for frayed and/or defective wiring which are potential fire hazards.  Gas, alcohol or other flame-producing appliances may not be used.  Octopus (multiple) plugs are prohibited.

Several room spaces may be on the same circuit breaker.  In addition, staff apartments may be on the same circuit breaker as student rooms or suites.  As a result, it is important for everyone to work together, particularly during high usage periods, to avoid circuit breakers blowing.  One way is to stagger the time that meals are cooked.  Appliances using a high number of amps should not be plugged into the same wall for the same reason.  Refrigerators and broilers place the heaviest load on the circuit breakers.  Each quad's circuit breakers are designed to handle a different amperage.  If problems persist, check with the electrician of your area.
 
Only heavy duty extension cords with one appliance plugged in, or power strip with a 20 amp circuit breaker are acceptable.  Other extension cords may not be able to handle the amperage and could burn out, or cause a fire.
 

FIRE SAFETY

Residents are not permitted to use crepe paper/streamers to decorate their doors or to have door decorations which extend beyond their door frame and into the hallways.  To comply with state and federal regulations and for fire safety education, unannounced fire drills are conducted monthly in each residence hall.  All residents are required to evacuate the building at the sound of the fire alarm during a drill or actual fire.  Failure to do so will result in University judicial action.  RHD staff will be responsible for providing necessary training to student staff for fire drills in their building.
 

OPEN FLAMES, CANDLES AND INCENSE

Because of the danger of fire, lighted candles and any kind of open flame, including charcoal grills, oil lamps and incense, is prohibited in all residence halls.
 

HEALTH AND SAFETY GUIDELINES & INSPECTIONS

RHDs must coordinate monthly Health and Safety Inspections in their buildings and follow-up accordingly with residents who are in violation of health and safety regulations.  For purposes of routine health and safety inspections, staff will post notices at least 24 hours prior to the visit.  A standardized form will be provided to staff to aid them with these inspections.  Residents will typically be given 48 hours to correct violations.  If the student fails to correct the violation, judicial action my be appropriate.  Staff should conduct a follow-up inspection to ensure that all violations have been corrected.

See attached sample form for conducting Health & Safety Inspections.
 

HEAT AND HOT WATER OUTAGES

Heat and hot water outages may be either planned or unscheduled.  Campus Residences staff assume a very important role in both cases by serving as the primary link in the chain of communication between residents and Physical Plant personnel.

I. Planned Outages.  The Physical Plant employs a preventive maintenance program for plumbing which requires an annual shutdown of heat and hot water services on Main Campus.  This outage is traditionally advertised during the last week of April and is scheduled for the end of May, when occupancy rates in the residence halls are lowest.  It generally lasts for approximately one week.  Hot showers are still available in the gym during the outage.  Access to an apartment in the Harry Chapin Apartments is provided, pending availability, to professional staff for hot showers.

II. Unscheduled Outages.  The Association of Physical Plant Administrators of Universities and Colleges estimates that the average life span of a steam generator is approximately 27 to 35 years.  Since most of Stony Brook's residence halls were built approximately 20-25 years ago, many of the steam generators are nearing the end of their productivity and need to be replaced.  Funding for new steam generators has been requested in each of the last 5 Capital Budget Requests for rehabilitation, most of these have been replaced.  Campus Residences staff should still be prepared to cope with some unexpected outages.

A. Chain of Communication.  Campus Residences staff members should follow the usual procedure for emergency notification outlined in detail elsewhere in this manual.  Power Plant personnel have been instructed to respond to all lack of heat concerns.  Therefore, they will only accept calls from professional Campus Residences staff members.  RAs should be instructed, therefore, to notify their RHD, the Quad Office or the professional staff member on duty of all heat and hot water problems to ensure appropriate action.
 Using All-in-1, the Director of Operations is responsible for notifying the Director of Programs and the Quad Director about any outages of extended duration (e.g. longer than 24 hours) as they occur.

B. Rumor control.  Each Quad Office is responsible for posting notices whenever there are heat and/or hot water outages.  Each Residence Hall Director should establish a timely method for providing residents with dates and times for outages and posting these notices in high traffic areas (e.g. bathrooms in Mendelsohn, H, and Eleanor Roosevelt and on suite room doors in Roth, Tabler, Kelly Quads) on the affected floor, wing, or area.  These posters can help accomplish four important objectives:

 (1) informing residents that Campus Residences staff are aware of the situation and have reported it to the proper authorities in the Physical Plant,
 
 (2) limiting the number of excessive, panicky calls to Residential Operations that detract from solving the crisis at hand,

 (3) reinforcing the message that Campus Residences staff are responsible for reporting these concerns, while the Physical Plant is responsible for resolving them,

 (4) apprise students of how and when new information will be shared.
In short, using these posters can help Campus Residences staff to minimize anxiety producing rumors.
 

LAUNDRY ROOMS

The Faculty Student Association (FSA) is the campus agency responsible for providing ancillary services to the campus.  Laundry machines are, therefore, provided by them and maintained by FSA's contractor.  All problems and/or complaints should be directed to the FSA which is located in the Student Union and can be reached at (516) 632?6510.  FSA is also responsible for
the general upkeep of the laundry area.  For example, if the room needs repainting, you should contact FSA.
 

LIABILITY

While every effort is made to provide a healthy and safe environment, the University assumes no responsibility for the personal property of students.  This includes damage, loss, theft, fire, water damage, flooding or personal injury.  The University is not liable for damages unless it is proven that the State is negligent.  The burden of proof is upon the complainant.  DO NOT offer your opinion as to whether the University either is or is not (should or should not be) liable.  Since you do not have the authority to back, a statement such as this would be misleading information.  The legal ramifications could
be quite unfortunate.

However, an example of negligence in the residence halls might be damages resulting from a facilities related concern if it had been reported several times and no action had been taken.  This is one of the reasons we maintain such thorough logging systems for reporting maintenance issues.  We occasionally need to be able to provide proof that we reported a specific concern to the appropriate office(s) for resolution.

Staff members should not discuss matters with students, parents, or
lawyers that appear to be headed for litigation.  Refer them to the Office of Risk Management (see section on "How to Register a Complaint").  Be sure to report potential claims to your Quad Director.

EDUCATING RESIDENTS - You can help your staff and residents to establish appropriate expectations by becoming aware of the following facts:

1. Each complaint is thoroughly investigated.  Final decisions are rendered on a case by case basis.

2. Residents frequently feel that "no action" has been taken if the problem persists.  This is not necessarily true.  Visible results may be slow to appear due to labor or supply shortages.

3. Residents tend to forget that burst pipes, malfunctioning generators and roof leaks are an unavoidable, albeit aggravating, reality of property ownership.  Our future homeowners need to learn that these problems are not necessarily a case of negligence.  In fact, these problems are frequently referred to as "acts of God".  Residents' best protection in these cases is  either inclusion in their parents' homeowners' insurance policy or a tenant's insurance policy registered in their own name.  Residents are encouraged to insure their belongings.  The Division of Campus Residences has information about personal property insurance coverage for interested students.

HOW TO REGISTER A COMPLAINT:
If a resident wishes to pursue a claim for property damage or bodily injury, please advise him/her to complete a Small Claims Form (available from the  Assistant Director for Residential Safety and Security) and a written statement outlining the details of the incident and forward these materials to the Office of Risk Management in the Administration Building.  The statement should include the following information:

1. Identity of the damaged item (or diagnosis and prognosis).

2. Approximate date(s) of purchase, receipt(s) (or medical bill), and current value of property.  Since depreciation of property will be taken into consideration, it is usually in the resident's best interest to provide "before" and "after" pictures.  If original receipts are unavailable, residents may substitute estimated prices.

3. A description of the incident (e.g. flooding from broken pipe), the date it occurred, and a thorough explanation of the damages (e.g. guitar case in 4" of water, hinges fell off).
 

LOFTBED POLICY

The purpose of this policy is to establish minimum standards for resident constructed loftbed assemblies as set forth in N.Y.S. Dormitory Authority Policy #09800-2 and in the New York State Uniform Fire Prevention and Building Code:

1. All wood components shall be fire retardant impregnated.  Wood must have appropriate certification stamp or written certification documentation.
2. The loftbed shall not restrict free and easy movement within the room.
3. The maximum height of loft assemblies shall be three feet (3') below ceiling level.
4. Loftbed assemblies shall be fitted with side rails to prevent falling episodes and contact with windows.
5. In order to enable escape during emergency, windows shall not be impeded by loftbed assemblies.
6. Loftbed assemblies shall be free-standing and unattached to any part of the building.
7. Both Environmental Health and Safety and Campus Residences' staff must approve each room for loftbed use.
8. All loftbed designs shall be approved by Environmental Health and Safety.  (Pre-approved designs are available from Environmental Health and Safety.)
9. After construction, all loftbeds shall be inspected by Environmental Health and Safety and given a certification number.  Certification numbers shall be affixed to the loftbed assembly.
10. Loftbeds that do not meet inspection parameters will require deficiency correction within seven days.  Loftbeds that are not correct within this period of time will need to be removed.

For additional information, please contact the Fire Safety Division of the Department of Environmental Health and Safety at 2-6410.
 

LOUNGES

Every residence hall on the Stony Brook campus contains several lounge areas.  Lounges are typically used for studying, cooking, eating and intended for the use of all resident students.  The furniture provided in these lounges is intended for the use of all resident students.  Lounge furniture is not to be taken from the lounge area and used in hallways or students rooms.  Lounges are not to be used as sleeping quarters or guest rooms by students or guests of students.
 

MAIL SERVICE

Each Quad has a Mail Clerk hired and supervised by the Assistant Director for Residential Safety and Security, who distributes all US mail to the residents of the Quad.  The mail clerk is responsible for picking up the US mail from the Quad office and distributing it into each individual resident's mailbox daily.

According to federal law each piece of mail must be delivered, forwarded, or returned to sender within 24 hours after it arrives in the mailroom.  The only exception to this rule is that 3rd Class, bulk rate, and non?profit organization permit mail should be thrown out if it is not deliverable.  Magazines and newspapers may be forwarded if the addressee has guaranteed forwarding postage.  When a student has a new address on campus all mail should be forwarded via campus mail.

A forwarding address card (See attached sample) should be completed by each resident during the check?out process, or when a room change occurs, and forwarded to the Quad mail clerk.

Large packages, sent via U.S. mail are typically delivered to the area's central mailroom.  When a package arrives, the mail clerk logs the package and notifies the resident that the package is available for pick-up from the mailroom during the designated hours.  Packages delivered by UPS are brought to the Quad Office for pick?up/distribution to residents.

Special categories of mail (e.g. certified, registered, and items sent via C.O.D.) must be kept at U.S. Government Post Offices until the addressee can pick them up.  Campus residents receive yellow notification forms that include a brief description of the item, along with their usual campus mail.  This form must be presented, in person, at the Post Office on Main Street in Old Stony Brook to obtain this mail.

MP2 FOLLOW-UP PROCEDURES FOR RHDs

In order to provide more efficient and courteous service to students with facilities concerns, the Department of Residential Programs proposes that a consistent follow-up procedure be implemented.  This procedure is based upon our belief that it is the responsibility of all Departments in the Division of Campus Residences to provide services related to the follow-up of facilities issues.  These procedures would be followed on a monthly basis.

1. On the first Monday of each month, each quad office will print out a building specific list of all MP2 requests that are on the system as READY, OPEN, and CLOSED.  This list will be inclusive of all items so listed since the previous report was generated.  This list will be distributed to each RHD on the following Tuesday morning.

2. RHDs will then check each entry on their list for the following:

a) Verify that all work they intended to request during the past month has actually been entered into the system, and that it is accurate. Since any READY request can be changed before it is OPEN, any problems with the entry of this data will be addressed by the RHD to the Quad Secretary or Office Manager, and appropriate modifications will be made.

b) Items that are noted as CLOSED, but still remain to be done.

c) Items that are not being addressed in a timely manner (4 weeks for non-red dot items).

3. For follow-up of 2b and 2c, the RHD will communicate the MP2 number, date entered and a brief description of the work requested to the QD no later than the following Tuesday at Noon.

4. The QD will then review the information and provide the Director of Residential Operations with a list from their quad that outlines the information as noted in #3.

5. The Director of Residential Operations will then follow-up with each individual QD within five business days as to the status of the MP2 numbers provided.  The Director of Residential Operations and the individual QDs will determine if their review can be done via the telephone or if a meeting is required, and will proceed accordingly.
 
MINIMUM PRICE INDEX (MPI)
RESIDENCE HALL DAMAGE RATES
(As of June 4, 1996)

The following index lists the minimum charge required to repair and/or replace Stony Brook's residence hall facilities and the furnishings within.  Please contact the individuals listed below for clarification and/or price quotes for unlisted or specialized items.

For Questions about:    Contact:
Furniture: replacement and moving  Asst. Dir. Resource Mgt.
       2-9004

Phones: policy and service   Asst. Dir. Admin. Srvcs
       2-6685

Improper Check-out    Asst. Dir. Res. Security
Key/Core replacement    2-9533

Cleaning, insects, lightbulbs   Asst. Dir. Res.Operations
       2-6686

Carpet, Drapery     Asst. Dir. Admin.Services
       2-6922

General Maintenance:    Maintenance Supervisor
Glass, painting, plumbing,   2-6750
carpentry, masonry, electrical,
grounds

Caution: Be sure to contact your zonal lead or custodial supervisor as appropriate whenever the price for a damaged item is accompanied by an *.  These damages must be individually assessed to determine the exact amount of materials and labor hours required.
 
 

Changes to the Minimum Price Index are continually being updated to help recover the difference between billings and receivables.  Updated copies of the MPI are distributed to staff annually.
 
Bathroom Facilities

Shampoo Hose        $ 61.00
Shower body rebuild, Mendelsohn & H Quads      202.00
Shower body replace        402.00
Shower body replace, Mendelsohn & H Quads      432.00
Shower curtain          33.00
Shower curtain bar         69.00
Shower drain snake         21.00*
Shower handles- pair         81.00
Shower head           61.00
Shower head, Mendelsohn & H Quads       73.00
Shower head, rebuild         66.00
Shower strainers replace        86.00
Soap tray           70.00
Stalls (shower & toilet)       750.00
Stalls,  ""        ""  , marble     1283.00
Toilet bowl          322.00
Toilet floor, replace        199.00
Toilet paper holder (suites)        91.00
Toilet reset          72.00
Toilet seat replace         51.00
Toilet stoppage          21.00*
Toilet tissue bar          31.00
Toilet, wall hung, replace       324.00
Trap, drain (shower)         21.00*
Trap, drain (bathroom)         21.00*
Towel bar/hook          59.00
Urinal, replace         514.00
Wash basin          231.00
Wash basin, chair carrier, Mendelsohn & H Quads     384.00
Wash basin, drain, snake       21.00*
Wash basin, faucet 4" replace       197.00
Wash basin, faucet 8" replace       252.00
Wash basin hair sink faucet/hose      202.00
Wash basin strainers w/pipe        81.00
Wash basin, wall hung, replace      314.00
Wash basin (w/ accessories)       424.00

Bedframes

Bedframe           74.00
Bed legs           25.00
H-frames           35.00
Mattress (twin)          54.00
Mattress (queen)          90.00

Blinds

Blind repair          60.00
Replace 30 X 60          45.00
Replace 80 X 60          60.00
 

Brick Cleaning

Brick cleaning exterior & interior     $ 21.00*

Carpet

Carpet cleaning (per hour)        21.00*
Carpet replacement, halls,  /sq.yard      15.44
Carpet replacement, bedrooms, /sq.yard       9.57
Installation of above, (add to yardage)       6.50

Ceiling Tile

Ceiling Tile          21.00*

Chairs

Chair, student desk         25.00
Chair, metal coated stacking (lounge)      75.00

Cleaning

Cleaning           21.00*

Closets

Closet doors, folding (large slat accordion)    109.00
Closet doors, handle type        46.00
Closet shelf          56.00

Cooking Suite Items

Cooking hood          146.00
Chandelier (Gershwin)         91.00
Microwave, small (Gershwin)       155.00
Kitchen seating booths       2644.00
 Table only, for above       241.00
 Upholstery per half seating unit     341.00
Kitchen Table (for all other areas)       148.00

Cove Base

Cove base, labor          21.00*
Cove base, entire room        151.00
Cove base, partial room (per linear foot)          5.00

Doors

Door check, student room      $ 73.00
Door check, exterior         97.00
Door frame          144.00
Door hinge           56.00
Door room number signs         33.00
Door replacement, student room      427.00
Door refinishing, per side       101.00
Door repair (nail, dart holes in door)      21.00*

Drains

Tub drain          106.00
Shower drain          21.00*
Kitchen drain          21.00*

Draperies

Drapes, single window replacement (<36")      125.00
Drapes, double ""     ""          (<48")      200.00
Drapes, triple ""     ""          (<96")      275.00
Drapes, sliding glass door       300.00
Drapes, odd size        Call **
Drapery cleaning, single window per pair       25.00
Drapery cleaning, double ""     ""  ""      50.00
Drapery cleaning, triple ""     ""  ""     100.00

Exit Signs

Ceiling mounted w/ one face        51.00
Ceiling mounted w/ two faces        76.00
Wall mounted w/ one face        51.00
Wall mounted w/ two faces        76.00
Emergency light (Kelly, Roosevelt)      176.00
Emergency light with Exit (Kelly, Roosevelt)    246.00
Exit signs, no emergency light (Kelly, Roosevelt)   126.00

Faucets

Faucet, shower          97.00
Faucet, tub          143.00

Fire Safety

Fire hall, simplex (Mendelsohn & H Quads)        85.25
Fire horn           90.00
Fire extinguisher  lounge refill        8.25
Fire extinguisher  lounge replacement      84.50
Fire extinguisher suite refill        6.50
Fire extinguisher suite replacement         14.00
Glass fire/smoke doors         57.00
Heat detector          41.00
 After 5:00 pm        121.00
Fire lamps (Tabler Quad)        18.00
Manual pull station         50.00
Smoke detector (building)       130.00
Smoke detector (room)         75.00

Floods

Floods         $ 21.00*

Floor Tile

Floor Tile           21.00*

Furniture

Room Furniture:
 Student desk (blonde)       179.00
 Student desk (Vanstee)       193.86
 Student desk chair        25.00
 Student pedestal (blonde)      125.00
 Student pedestal (Vanstee)      135.37
 Student dresser (blonde)      195.00
 Student dresser (Vanstee)      211.18
 Student bookcase (blonde)      104.00
 Student bookcase (Vanstee)      112.63
 Bookcase light fixture        44.00
 Student mattress         54.00
 Student bedframe (complete)       74.00
  bedframe legs (each)       20.00
  bedframe H frame        35.00
 Student standing lamp        95.00
 Student coffee table, round      273.00
 Student coffee table, square      219.00
 Student 3 seat oak frame couch     429.00
 Student 2 seat oak frame couch     369.00
 Closet door         104.00
 Closet shelf         40.00
Lounge Furniture:
 Chairs, metal coated stacking       75.00
 Dolly for above chairs       115.00
 Coat rack         125.00
 Bench, oak (93K)        490.00
 Bench, oak (94K)        529.00
 Couch, sectional MELLO, square unit      369.00
 Couch, sectional MELLO, wedge unit     395.00
 Carrel, study area       400.00
 Bulletin board         90.00
 Folding table         85.00
 Stove, 30"         283.00
 Microwave, Amana        779.00
 TV, 52" (ROTH)       1734.00
 VCR, Sharp         204.00
 Rear projection screen       450.00
  VCR to above unit       365.00
  Amp to above unit       240.00
  Speaker to above unit      150.00
  Cart for above unit      125.00
  TV for above unit      5320.00
  Installation for above unit    1600.00
Apartment Furniture:
 Refrigerator/freezer. frost-free    $383.00
 Queen size boxspring & frame      234.00
 Queen size mattress only       90.00

Recycling room:
 Recycling bin, green 26"       72.00
 Recycling bin, brown 32"       78.00
 Recycling bin, burgundy 38"       83.00
 Recycling bin, brown 44"       88.00

Furniture removal:
 Includes re-storage, disposal & labor, per item      35.00

Graffiti