Introduction

The purpose of this manual is to provide Residence Hall Directors and other staff with a framework of operation.  The Assistant Hall Director supplemental manual will go more in depth about office and paper work procedures.  Many of the policies and guidelines listed were developed through dialogue with sister institutions and ACUHO-I institutional members.

The definition of manual is:  "A small reference book, esp. one giving instructions" (American Heritage College Dictionary).  The following pages would better be defined as a reference tool.
Use is often, and share it with your staff whenever appropriate.  To quote our leader, "it's good stuff!".
    -DLS  June 1997
 

THE UNIVERSITY MISSION

In fulfilling its mission, WSU incorporates The Seven Principles for Good Practice in Undergraduate Education to maintain excellence in teaching, and Outcome Assessment to demonstrate the excellence of Winona State University’s programs and services.

These seven principles are outlined in The Wingspread Journal by Arthur W. Chickering and Zelda F. Gamson.  Good practice in undergraduate education:
1. Encourages student-faculty contact.
2. Encourages cooperation among students.
3. Encourages active learning.
4. Gives prompt feedback.
5. Emphasizes time on task.
6. Communicates high expectations.
7. Respects diverse talents and ways of learning.

Administrative

I. Staff Duty Procedure

In order to insure that a resource person is available to residents nightly, each residence hall will have a Resident Assistant (RA) on-duty nightly from 7:00 P.M. to 7:00 A.M.  If residents need assistance when their RA's are not available, they are to contact the RA who is on-duty in their residence hall.  The on-duty RA will be available in their room, unless they are at the desk from 7:00 P.M.-11:00 P.M., or responding to a residence hall emergency. It is a good idea of post who the RA on-duty will be at the hall desk.  This posting should include the name, telephone number and residence hall address of the RA on-duty. If residents need assistance when the RA on-duty cannot be reached, they are to contact their Residence Hall Director (RHD). If the RHD is not available, residents are to contact WSU Safety and Security at 457-5555.

A RHD is on-duty Friday-Monday starting at 4:30 P.M. on Friday until 8:00 A.M. the following Monday.  A list specifying the RHD on-duty will be posted at each residence hall reception desk.  This list will include the name, telephone number and pager number of the RHD on-duty.  It is a good idea to contact the RAs on duty during the evening to notify them of your location, and find out the mood of the buildings.

II. RHD On-Duty

A. Ten (10) days prior to the start of each new duty schedule, RHD's should discuss which duty weekends they would like to  be assigned.
B. An appointed staff member will formulate an on-duty schedule for the RHD's.  This schedule will be distributed to the Department of Housing and Residence Life staff, WSU Safety and Security, and others as needed.
C. If there are changes to the on-duty schedule, the appointed RHD is responsible for notifying  the Department of Housing and Residence Life, WSU Safety and  Security, and each residence hall reception desk of the on-duty changes.
D. In order to be available to residents and Residence Life staff while on-duty, the RHD on-duty is expected to be on-campus, or within a ten minute commute to campus after being paged.
E. Due to the nature of on-duty responsibilities, the consumption of alcoholic beverages should be limited.  Being intoxicated while on-duty is prohibited.
F. In the event of a crisis situation, the on-duty RHD will follow the notification process listed in the Crisis Management  section of the Residence Life Staff Manual.

III. Pager

A. If the RHD on-duty will be away from a their contact telephone number, he/she is to activate the pager.  To activate the pager, turn the switch from the off position to the on position.  A series of beeps will be heard.  Across the top of the pager there will be a series of dotted lines that appear on the screen. The pager is now activated.
B. When the RHD is paged, a series of beeps will be heard.  Across the screen will appear "1 Page."  Press the button next to the screen. On the screen will appear a telephone number, usually the front desk number of a residence hall.   Call the number on the screen immediately for your message.  After several seconds, the screen will again show a series of dotted lines.  To retrieve the telephone number from the pager, press the button next to the screen.
C. To silence the pager permanently, press the silent switch on the pager.
D. To illuminate the screen, press the light button on the pager.
E. The pager operates on a single 1.5 volt AA battery.  Replacement batteries are available through the Department of Housing and Residence Life.
F. Prior to using the pager, the on-duty RHD should conduct a test of the pager by contacting the front desk of a residence hall.

IV. RA On-Duty

A. The last week of each quarter RA's will submit to their AD a copy of their upcoming class schedule and requests for non-duty days.
B. After reviewing class schedules and requests for non-duty days, the AD will formulate a monthly or quarterly residence hall on-duty schedule for each quarter.
C. The name, telephone number and hall address of the RA on-duty should be posted at each residence hall reception desk nightly.
D. Changes to the current residence hall on-duty schedule must be approved by the AD.
E. Due to the nature of on-duty responsibilities, intoxication while on-duty and the consumption of alcoholic beverages prior to being on-duty is prohibited.  Alcohol should not be consumed at least eight hours prior to the duty night.
F. In the event of a crisis situation, the RA will follow the notification process listed in the Emergency Procedures section of the Residence Life Staff Manual.
G. RA's will be scheduled for on-duty responsibilities beginning the day the residence halls open through the day the residence halls close.
 
 
 
 

Advising
 

I. ADVISOR'S ROLE IN WORKING WITH GROUPS

The role of advisor can be a rewarding, but tough job.  As an advisor it is imperative that you do not dominate the group's discussion nor supersede the power that is part and parcel of the chairperson's position.  Equally important, however, is the responsibility that you have to convey a sense of enthusiasm and interest in the group and its tasks with which you are working.

It is important to remember that no two people have identical styles as advisors.  Each of us is unique.  Each of us has our own unique style of leadership, of providing feedback and of communicating with others.  The following general suggestions are made to help you in your role of advisor:

 A. The advisor should pay attention to how the group and its leaders operate and progress.
 B. It is the job of the advisor to observe the amount and kind of participation by group members.
 C. The advisor ought to observe the effectiveness of the leader and group members.
 D. The advisor should report to the group from time to time on what he/she has observed.
 E. The advisor must be capable of supplying information and facts at the request of the group leader.
 F. The advisor should assist the leader in seeing that all pertinent facts are considered.
 G. The advisor should observe, understand, and facilitate group feedback to discuss the individual needs of group members.

II. HINTS FOR FACILITATING A GROUP

 A. How to get and keep people interested
  1. Get and keep everyone participating.
  2. Show your own interest.
  3. Identify and call on interested members first.
  4. Use humor.
  5. Make everyone feel important.
  6. Arouse their curiosity.
  7. Keep a controversial discussion balanced.
  8. Keep your meeting free from distracting influence (don't be doing two things at
  once).
  9. Keep things moving and change the pace.

 B. Steps in thinking through an issue or deciding on an activity
  1. Recognize the issue or the need for an activity.
  2. Define, limit, and clarify it.
  3. Form an opinion or inference about it.
  4. Get facts.
  5. Weigh the facts and revise opinions according to the facts; develop a necessary
  course of action.
  6. Reach a conclusion or solution based on all available facts.
  7. Take action based on the conclusion.

 C. Errors that may be made
  1. Failure to define or limit topic.
  2. Looking for facts before you know what you are talking about.
  3. Jumping to conclusions - forming an opinion without facts.
  4. Failure to weigh facts correctly and revise opinions as a result of bias or
  prejudice.
  5. Inability to reach a conclusion.
  6. Failure to act on conclusions.

 D. To correct these errors a leader can
  1. Present the problem clearly, briefly, interestingly.
  2. Ask for answers, opinions, without supporting reasons.
  3. Try to get all possible answers.
  4. Call for reasons from everybody.
  5. Select answers that have vast popular support.  Ask for reasons for and against
  6. When all reasons and facts have been given, lead the group to a decision based
  on facts and plan a course of action.

 E. Steps in making a clear explanation
  1. Describe clearly or show the end product or goal.
  2. State and explain principles on which program is based.
  3. Give a broad overview of it before you begin any detailed explanation of steps
  or parts.
  4. Give detailed explanation of each step.
  5. Summarize:  Review the steps or parts briefly and show how they relate to the
  end product and the principles involved.

III. SUGGESTIONS FOR GROUP MEMBERS

A. Responsibility for the group is shared by all members of the group.
B. Identify with the group and its goals - if the group fails it's your fault, not the "group's" fault.
C. Decisions should always be made by the group.  They are not made by the leader, any individual, or any clique.  All important policies should be decided by the group.  The group should set its own goals - and decide on the techniques that it should use to accomplish them.
D. Be informal.  It is helpful to use first names, wear informal clothing, arrange chairs in an informal way (circles, not rows, etc.), encourage spontaneous discussion with few rules.

E. Use methods which will allow as many as possible of the group to participate.  Let the group discuss frequently in sub-groups.  Bring out minority and individual opinions by asking frequent questions of group members.
F. Be flexible.  Be flexible in rules, agenda, and in all proceedings in the group.  You should establish an agenda for your meeting, but you should always modify it when you find that the group wishes to modify it.  The constitution or your procedural rules should change progressively as the needs and interests of the group change.
G. The group should cut down the threat to individual members.  Get the group acquainted with each other as persons, use informal seating - minimize rules - separate the members of cliques or friendship circles - discuss the problem of status - use sub-groupings to get members used to talking in the group.  Don't interrupt or criticize.
H. The group should continually evaluate its progress.  This may be done by evaluation sheets, progress reports, sub-groups discussions, suggestion boxes, etc.  The important point is that it should be done often, briefly, and well.
I. Group members should be conscious of the importance of the roles they play in the group.  Study the different roles of members, analyze the role you play, consciously suggest roles that are helpful to group progress.
J. Sit so that if possible all members of the group can easily see the faces of all the other group members.  Sit in a circle or double circle - do not have the leader sit or stand apart from the group - do not sit too close or too far apart - be comfortable.
K. Let the group be active.  Let group members move around frequently - encourage an informal atmosphere - consciously provide for movement and verbal participation of all members.

IV. HELPING OTHERS WITH THE DECISION MAKING PROCESS

A. Define the problem (not enough time spent in defining the problem usually spells disaster.)
B. Collect and analyze the facts.
C. Examine all possible alternative solutions.
D. Test the alternatives.
E. Make a decision by appropriate procedures.
F. Evaluate the decision (no implementation is involved here).
 
 

Conduct and Discipline

INTRODUCTION TO THE CONDUCT AND DISCIPLINE SYSTEM

Living in the residence halls can provide students with one of the best opportunities to learn how to be effective members of society.  As a staff member, you will greatly affect the feelings of the student toward responsibility, self-discipline and self-determination which will be expected of him/her during and after the college experience.  The Resident Assistant (RA) is viewed as one to SET THE EXAMPLE for other students. Sincerity, responsible action, self discipline, and respect for the policies under which you work and the people with whom you work must become part of your life before you can expect the same from others.

Winona State University has a high respect for individuality among its citizens and acknowledges the right to choose individual values and standards.  The University makes no attempt to stand in loco parentis and be responsible for the total life of its students.  Students must learn to be responsible for their own behavior, and to accept the consequences of their behavior as well.

The University does, however, have the responsibility of maintaining an atmosphere in which students and faculty may pursue, under favorable conditions, the goals of the institution.  Likewise, the hall has the responsibility to maintain a similar atmosphere.  Both the University and the residence halls are acutely aware of individual freedom and have the responsibility to assure that this freedom is not violated by fellow students who are lacking in propriety or ethical sensitivity.

Self-discipline is a fundamental element of a healthy personality. Discipline in a hall situation should ideally be a confrontation resulting in positive behavior, an educational experience rather than a punitive one.  Handled effectively, discipline can lead to positive growth on the part of the students involved.

The purpose of this section is to provide a framework for working with conduct and discipline.  Please refer to the Winona State University Residence Hall Guidebook and/or the Resident Assistant Manual for specific policies and guidelines.

 
I. IDENTIFYING PROBLEMS

It would be well to review briefly three concepts which you have no doubt heard before, but which we must always keep in mind in our work.  First, individuals differ.  You cannot assume that your own way of thinking and feeling will fit a problem faced by another person.  To work with any individual, you must try to understand (without premature evaluation) his/her own particular perceptions of reality.  Second, behavior is motivated.  This seems obvious enough, but we often forget the conclusion which necessarily follows:  If we intend to change behavior, we must uncover cause rather than deal only with symptoms.  Third, normalcy is relative.  The entire adolescent age group behaves in ways which could be judged as abnormal from the adult point of view.  Most students have problems which involve strong feelings (just as we all do).  Most of them are relatively well adjusted.  They can still use help with their problems, but a certain amount of painful trial-and-error is beneficial as well as unavoidable.

 A. Being Sensitive to Problems
  To the observant counselor, problems always have outward indications.  As for
  the deeply disturbed person, you will want to obtain help from professional
  counselors in  working with and referring the student. First, you must see the
  problem.  A list of typical symptoms is provided here. Please remember that
  there is always a matter of degree and that persistent excesses are what
  differentiate serious from ordinary troubles.

  1. Scholastic failures inconsistent with student's known ability.
  2. Neglected personal appearance.
  3. Long moods of deep depression.
  4. Frequent conflicts with other persons.
  5. Inappropriate reactions, e.g., laughing at something tragic.
  6. Excessive ridicule of things the student would ordinarily accept.
  7. Hyperactivity without any evident goals.
  8. Compulsive behavior patterns.
  9. Constant complaining about being persecuted.
  10. Excessive fantasy, day dreaming, or inability to concentrate.
  11. Elaborate discussion of unrealistic plans.
  12. Signs of retreat to a more comfortable past, e.g., "good old days."
  13. Unusual physical symptoms or complaints about them.
  14. Irregular sleeping and eating.
  15. Habitual seeking of company without communicating any reason, i.e., an
  evident desire to communicate which never comes to fruition.

 Taken from:  Understanding Your Residents, John A. Sautter
 
 
 

II. SUGGESTIONS FOR MANAGING INTERPERSONAL CONFLICTS

Conflict is a natural consequence of interpersonal interaction.  Although it may not be the most desirable consequence, it is certainly a natural one and the absence of it probably signifies dishonest interaction.  When it arises on a floor/wing, those involved in it can usually be helped if someone else intervenes with invitations such as the following:

A. "I would like to check out my impressions of what each of you is saying to the other. Sounds like... (share impressions of what each is saying to the other).  Am I hearing what you are saying accurately?" (Let each person clarify as necessary but don't go beyond this and become involved in the conflict).
B. "Are there some things you would like for the other person to know, or know about you?  Can you share this with me now?"  (Make sure the person talks to you rather than to the other person).
C. "Would you like to share the same thing with the other person just as you did with me?"  (Allow each person to share, not to argue or renew the conflict)
D. "Is there anything either of you would like from the other at this point?" (Make sure the requests are realistic.  If not, give impressions and suggestions).

IV. CONFLICT MEDIATION SKILLS

 A. The Use of Mediation

 Residence hall staff members are often called upon to resolve conflicts between individuals living within their residence halls. Conflicts range from disagreements over the noise level to life-style conflicts between roommates.  Living with the students enables the residence hall staff member to act effectively as a mediator between the parties involved.  The purpose of a training session on mediation skills is to assist residence hall staff members in becoming more effective in assisting in the resolution of conflict situations.  The acquiring of such skills not only has short range benefit in assisting staff in performing their responsibilities within the residence halls, but it also gives the staff members some basic skills that can be used in situations that may be encountered in daily life after leaving the university.

 Most conflicts arise out of a difference in outlooks and values or rivalry between individuals.  The typical pattern of interpersonal conflict has been outlined by Yalom (1970):

      1. Both antagonists develop the belief that they are right and the other is wrong.
      2. Both antagonists believe they are right with equal conviction.
      3. The parties cease to listen to each other with any degree of understanding.
      4. The opponents stop listening altogether and unwittingly distort their perception of each other.
      5. Negative effect often increases for both parties.
      6. Conciliatory gestures may be perceived as deceitful tricks.
  7. If the social situation permits, the two parties may completely sever their relationship at this point, currently preventing the resolution of the misunderstanding.

 B. Outline of the Steps in the Mediation Process

1. Clarification of the Mediator's and Involved Parties' Roles

  Before an individual begins mediation between two parties, the mediator needs to explain his/her role, the expectations the mediator has of the two parties, and the basic ground rules. This helps to establish a framework in which to progress.  The ground rules for mediation are:
a) Mediation is an informal process.
b) It is expected that the involved parties will show a willingness to assist the mediator in using his/her resources and skills to listen, clarify, and then resolve the problem or area of concern. (Without this willingness to clarify and resolve the problem by all parties involved, a mediation session cannot be conducted.)
c) The focus of concern is on the clarification of communications of the parties involved, not the mediator.
d) The process needs to be carried out in a calm, rational climate (not involved with emotionalism.)
e) A mediator is not a decision-maker.  The mediator's role is to facilitate the clarification of communication and the development of alternative courses of action to resolve a given problem.  The responsibility for the development and implementation of a course of action remains with the involved parties.
f) A mediator needs to establish some control over the proceedings.
    1) Controlling of the voice levels of the individuals involved.
                 2) Being able to interject clarification of any communication at any time.
    3) Being able to control who speaks at a given time.

     C. Establish a helping environment
  1.Be a good listener - try to see the problem as the individual sees it - gain insight
   into the individuals frame of reference.
  2. Put the student at ease - instill a feeling of trust in you - be accepting of the
   student as a person while rejecting some forms of his/her behavior.
  3. Attempt to minimize your verbal input - allow their conversation to flow as freely as possible.  (Your aim is to gain a better understanding of their point of view.)
  4. Don't jump to conclusions or make assumptions.  If you are unsure about a point, ask for clarifications.
  5.Don't take sides in the conflict by assuming that one of the parties is wrong,
   irrational, or bad.
   6. Minimize your role as a "go-between" by carrying messages back and forth
   between the individuals who are not talking to one another.

 D. Eight Step Model - A Step by Step Approach

  1. Each conflict describes the situation as she/he sees it.
                a) Try to keep on a cognitive description without letting emotional overtones cloud the description.
               b) Stress agreement as to an understanding of the other's perception of the situation.
               c) Use areas of agreement as a starting point to reduce areas of disagreement.
2. Each conflictee describes his feeling regarding the conflict
 a) I feel          when you          because I           .
           emotion          behavior            effects
               b) Be sure to avoid hidden "I" messages which blame or label the other person.
              c) The mediator must determine what the needs of each conflictee are and make sure the conflictees are aware of the other's needs as well as the feelings. Conflictee 1 repeats what Conflictee 2 says and vice versa.
     3. Each should restate or paraphrase what the other has said until satisfied with
   his/her understanding.
    4. Mediator may want to restate, clarify here if necessary.
     5. Each conflictee describes the desired situation.
                a) Using information from the first two steps, the mediator helps the conflictee describe a situation which would be acceptable to all.
              b) The mediator may suggest situations that the conflictees are unable to perceive.
               c) The area of agreement should now include the conflictees' perceptions of the descriptions of feeling and meanings, and their agreement on what the desired situation would be if the conflict is reduced.
  6. Describe changes necessary to achieve the desired situations.  Each conflictee
   should list the changes they are willing to make and understand what the other will do.
  7. A detailed agenda is set up and agreed to.  Be specific.
  8. Follow-up later with mediator.  Put it in writing. Commitment/Contract.  Be
   specific.  "One week from today we will meet to see that this is working."  a) May not be satisfactory and need more work.
   b) Check out - is it fair?  Point it out.  Let them balance it out.
   c) Long standing conflicts -
                 1) Can it deal with everything at the same time.
                 2) Piecemeal - one conflict at a time.

 None of this will work without a commitment by all those involved.
 

DUE PROCESS RIGHTS
The Fourteenth Amendment

Due process involves two basic components.  The first, the "substantive component," consist of the basic set of principles on which due process is based.  The second, the "procedural component," consists of procedures that must be followed to assure that due process rights of the individuals are not being violated.

The following principles are included in SUBSTANTIVE DUE PROCESS:

 1.   Individuals are not to be disciplined or punished on the basis of unwritten rules
  or conditions.
 2. Rules must not be unduly vague.
 3. Individuals charged with rules violations are entitled to a hearing before an
  impartial body.
 4. Identities of witnesses or accusers are to be revealed.
 5. Decisions are to be supported by substantial evidence.
 6. A public or private hearing can be requested by the individual accused of a rule
  violation which will deprive him/her of some benefit.

The PROCEDURAL DUE PROCESS component involves a specific set of procedures to be followed in order to protect and individual's SUBSTANTIVE DUE PROCESS and give him/her "equal protection" under the law.  With respect to school decisions, the following steps generally are involved.

 1. Rules governing behavior or expectations are distributed in writing to the parties
  involved at the beginning of the year.
 2. Whenever a student or individual has been accused of breaking rules that might
  result in a due process claim, the charges must be provided in writing to the
  individual and, if they individual is a minor, to his/her  parents.
 3. Written notice of a hearing must be given, with sufficient time provided for the
  accused individual and his/her representatives to prepare a defense.  However,
  the hearing is to be held in a timely manner (usually within two weeks form
  accusation).
 4. A fair hearing must include the following:  a) right of the accused  to be
  represented by legal counsel if he/she desires;  b) right of the accused to be
  present, to present a defense, and to introduce evidence; c) right of the accused to
  face his/her accusers; d) right of the accused to cross-examine witnesses.
 5. The decision of the hearing board is to be based on evidence and to be timely
  given.
 6.  The accused is to be informed of his/her right to appeal the decision and the
  procedure for doing such an appeal.
 SEARCH AND SEIZURE
The Fourth Amendment

Copied and adapted with permission fromGehring's "Administrative College and University Housing: A Legal Perspective.

I. Plain View Exception

It is not considered a "search" for a state official who has a right to be in a certain location to detect something by one of his/her natural senses.  For example, a resident assistant walking down a central hallway does not conduct a "search" when he or she inadvertently overhears a loud conversation occurring within a residence hall room.  Likewise, if you (or even a policy officer) are properly within a student's room (e.g., with the student's consent, or incident to a lawful arrest) you may seize incriminating evidence of contraband which is in "plain view" (Washington, 1982; State, 1980A; State, 1976).

The plain view doctrine is only one example of the fact that a student is not considered to have a privacy right in matters which he or she knowingly exposes to the public.  The same principle applies if property or premises have been abandoned (Abel, 1960); or in and individual voluntarily  turns over certain information to a third party which the third party conveys to the government.  In any event, even if a student is held they have a justifiable expectation of privacy in what was discovered, there are a number of important exceptions to the general requirement that searched be conducted pursuant to a warrant.

II. Warrantless Searches

The Supreme Court has held that only "unreasonable" searches conducted without a warrant are condemned by the first clause of the Fourth Amendment.  In determining what is a "reasonable" warrantless search, the Court has permitted the law to evolve "in light of contemporary norms and conditions" (Payton, 1980, p. 51).  Generally, a warrantless search will be permitted for any of the following reasons:  (1) in an emergency; (2) to inventory lawfully obtained material; (3) if effective consent is given; (4) for certain limited kinds of health and safety inspections; (5) in instances when the search is conducted solely to maintain discipline or security in a state agency or institution; (6) in certain vehicle searches; (7) incident to lawful arrest, or when other forms of immediate action" by law enforcement authorities are justified.  Except for the latter tow, all of these warrantless searches may occasionally be relied upon by your residence hall staff in the normal course of duties.

III. Consent

Another significant exception to the warrant requirement is the "consent" search.  It is important to understand, however, that valid consent must be specific , unequivocal, truly voluntary (Morale, 1976; Piazzola, 1971).  The contention that students who sign a residence hall contract give "implied consent to any kind of search would be viewed with suspicion by the courts, and could not be relied upon by law enforcement authorities.  Furthermore, although one student living in a room could consent to a search of the entire room, such consent would not routinely apply to the personal effects of another occupant (LaFave, 1980).

IV. Summary of Findings

Students have a right to privacy in there residence hall rooms. It is not considered a search for a school official who has a right to be in a certain location to detect something by one of his natural senses. Housing administrators may make reasonable warrantless searches in emergencies, for necessary maintenance, inventory, health and safety inspections, or to enforce appropriate regulations which further the education mission of the institution.  These searches should be undertaken with student consent whenever possible and should be limited in frequency and scope. Generally, one student cannot legally consent to a search of the personal effects of another student, even if both occupy the same room.

Except in certain emergency situations, officials conducing a warrantless search should give notice of their identity and purpose, and should provide students with a written justification for the search. Searches conducted for the purpose of initiating criminal prosecution, or which are likely to produce evidence of crime, should be left to law enforcement officers.

Most courts do not preclude the consideration of illegally seized evidence in campus disciplinary proceedings.  Some institutions may wish to do so as a matter of policy.
 
 
 
 
 
 
 
 

INCIDENT REPORT
 

Classification of Incident:
??1? ??6  ??FYI  Date    _______________________________
??3  ??8     Time _______________________________
??4  ??9
??5  ??10     Location    ___________________________
 

Participant(s):   ID   Address  Office Use Only
1. ____________________ ______________ _____________ __________________
2. ____________________ ______________ _____________ __________________
3.   ____________________ ______________ _____________ __________________
4.   ____________________ ______________ _____________ __________________
5.   ____________________ ______________ _____________ __________________
6.    ____________________ ______________ _____________ __________________

Witness(es):
1. ____________________ ______________ _____________ __________________
2. ____________________ ______________ _____________ __________________

Details of the Incident:
____________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________  _______________________________________
Person Filing (Print)      Signature
 
 

RESIDENCE LIFE HEARING FORM
 

To: __________________________________________  __________________________________________________ Student’s Name      Report #

 __________________________________________  __________________________________________________
 Social Security Number     Hearing Date

 __________________________________________
 Campus Address

From: ____________________________________________________________________________________________________
 Name       Title

Re: Incident Report Dated  _______________________

This is to inform you that you are being seen for the alleged violation(s) of:   ______________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

The following sanction(s) is/are being imposed for the above violation(s):

??Administrative Warning   ___________________________________________________________________
??Alcohol Education Class  ___________________________________________________________________
??Community Service   Number of Hours  ________________    Completed By  ______ / ______ / ______
??Educational   ________________________________  Completed By  ______ / ______ / ______
??Reassignment   To  ____________________________    Completed By  ______ / ______ / ______
??Residence Hall Probation Through   ______ / ______ / ______
??Restitution   $  _________________________________________________________________
??Restriction   Location  ___________________________    Through   ______ / ______ / ______
??Termination of Contract  Effective  ______ / ______ / ______
??Charges Dropped  ___________________________________________________________________
??Other    ___________________________________________________________________

Notes: ____________________________________________________________________________________________________
___________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________
 

By signing this statement, I the undersigned student, hereby accept the above decision regarding my appeal.  I acknowledge that I fully understand the terms of the sanction(s) imposed and realize that the decision of the Hearing Officer with regard to my appeal is final.  Failure to complete any and/or all parts of the sanction will result in further disciplinary action including a hold placed on my University records.  Failure to sign this statement constitutes automatic imposition of above decision regarding the appeal.
 
 
 

__________________________________________________ __________________________________________________
Student Signature     Date  Hearing Officer     Date
 RESIDENCE LIFE APPEAL FORM
 

To: __________________________________________  __________________________________________________ Student’s Name      Report #

 __________________________________________  __________________________________________________
 Social Security Number     Hearing Date

 __________________________________________
 Campus Address

From: ____________________________________________________________________________________________________
 Name       Title

Re: Incident Report Dated  _______________________

This is to inform you that you are appealing the sanction imposed regarding the alleged violation(s) of:   _______________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

Sanction(s) imposed and under appeal:

??Administrative Warning   ___________________________________________________________________
??Alcohol Education Class  ___________________________________________________________________
??Community Service   Number of Hours  ________________    Completed By  ______ / ______ / ______
??Educational   ________________________________  Completed By  ______ / ______ / ______
??Reassignment   To  ____________________________    Completed By  ______ / ______ / ______
??Residence Hall Probation Through   ______ / ______ / ______
??Restitution   $  _________________________________________________________________
??Restriction   Location  ___________________________    Through   ______ / ______ / ______
??Termination of Contract  Effective  ______ / ______ / ______
??Charges Dropped  ___________________________________________________________________
??Other    ___________________________________________________________________

Notes: ____________________________________________________________________________________________________
___________________________________________________________________________________________________________

The following decision is rendered concerning the appeal:

??Sanction Upheld
??Sanction Overturned
??Sanction Changed To:  ___________________________________________________________________________
         ______________________________________________________________________________________________
         ______________________________________________________________________________________________

By signing this statement, I the undersigned student, hereby accept the above decision regarding my appeal.  I acknowledge that I fully understand the terms of the sanction(s) imposed and realize that the decision of the Hearing Officer with regard to my appeal is final.  Failure to complete any and/or all parts of the sanction will result in further disciplinary action including a hold placed on my University records.  Failure to sign this statement constitutes automatic imposition of above decision regarding the appeal.
 
 
 

__________________________________________________ __________________________________________________
Student Signature     Date  Hearing Officer     Date
 WINONA STATE UNIVERSITY
NONCOMPLIANCE & HOLD FORM
 

To: __________________________________________  _________________________________________________
Student’s Name      Report #

 __________________________________________  _________________________________________________
 Social Security Number     Hearing Date

 __________________________________________
 Address

From: ____________________________________________________________________________________________________
 Name       Title

Re: Incident Report Dated  _______________________

Our records show that you have not completed your disciplinary sanction(s) according to the parameters dictated in your sanction letter.   As a result, the following additional sanction(s) is/are being imposed:
 

??Community Service  Number of Hours  ____________ Completed by    ______ / ______ / ______
??Termination of Contract  Effective   ______ / ______ / ______
??Hold on University Records
??Other  ___________________________________
 
 

Notes: ____________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

By signing this statement, I the undersigned, hereby accept the above disciplinary action.  I acknowledge that I fully understand the terms of the disciplinary hold placed on my records and realize that a subsequent infractions of University or Housing policy will necessitate more severe disciplinary action, including, but not limited to, termination of contract.. Failure to sign this statement or to request an appeal, constitutes automatic imposition of above disciplinary sanction(s).
 
 
 
 
 
 

__________________________________________________ __________________________________________________
Student Signature     Date  Hearing Officer     Date
 
 
 
 
 
 
 
 

WINONA STATE UNIVERSITY
RESTRICTION NOTICE
 

To: __________________________________________
Student’s Name

 __________________________________________
 Social Security Number

 __________________________________________
 Address

From: ____________________________________________________________________________________________________
 Name       Title

Re: Incident Report Dated  _______________________

This letter serves to inform you of your restriction(s) from the areas designated below.  Once restricted, you are prohibited from entering the designated area(s).
 

??Lourdes
??Prentiss-Lucas
??Quad (Morey, Shepard, Richards, Conway)
??Sheehan
??All Residence Halls
??Kryzsko Commons
??Other  ___________________________________

Your restriction is effective from ______ / ______ / ______  through   ______ / ______ / ______

Notes: ____________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

By signing this statement, I the undersigned student, hereby accept the above disciplinary action.  I acknowledge that I fully understand the terms of the sanction(s) imposed and realize that subsequent infractions will necessitate more severe disciplinary action.  Failure to complete any and/or all parts of the sanction will result in further disciplinary action including a hold placed on my University records.  Failure to sign this statement or to request an appeal, constitutes automatic imposition of above disciplinary sanction(s).
 
 
 
 
 
 

__________________________________________________ __________________________________________________
Student Signature     Date  Hearing Officer     Date
 
 
 
 

WINONA STATE UNIVERSITY
NOTICE OF RESIDENCE HALL PROBATION
 

To: __________________________________________  _________________________________________________
Student’s Name      Report #

 __________________________________________  _________________________________________________
 Social Security Number     Hearing Date

 __________________________________________
 Address

From: ____________________________________________________________________________________________________
 Name       Title

Re: Incident Report Dated  _______________________

This letter serves to inform you of your restriction(s) from the areas designated below.  Once restricted, you are prohibited from entering the designated area(s).
 

??Lourdes
??Prentiss-Lucas
??Quad (Morey, Shepard, Richards, Conway)
??Sheehan
??All Residence Halls
??Kryzsko Commons
??Other  ___________________________________

Your restriction is effective from ______ / ______ / ______  through   ______ / ______ / ______

Any requests for entry into the restricted area(s) must be submitted, in writing, to the hearing officer.  If the request is granted, official notice detailing the constraints of the permission will be provided by the hearing officer.

Notes: ____________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

By signing this statement, I the undersigned, hereby accept the above disciplinary action.  I acknowledge that I fully understand the terms of the restriction and realize that a subsequent violation of this restriction will necessitate a citation for trespassing from an agent of the Winona Law Enforcement Center. Failure to sign this statement, or receipt of delivery, constitutes automatic imposition of above disciplinary sanction(s).
 
 
 
 
 
 

__________________________________________________ __________________________________________________
Student Signature     Date  Hearing Officer     Date
 
 

Crisis Management Procedures

I.  INTRODUCTION
Behavioral and emotional crisis of students are of concern to various departments and staff of the University.  The following procedures are intended to facilitate open, direct, and timely communication between University personnel and community agencies.  When coupled with sound judgment in assessing a given situation, these procedures will help to insure a professional and culpable response to emergency and crisis situations.

II.  GENERAL EMERGENCY GUIDELINE
Decision and action on the part of Administrative/Student Affairs professionals and paraprofessionals in a crisis situation should be guided by the following:

 A.  Student Welfare
The first and most important point to be kept in mind is the student's health and safety as well as that of those around the student.  Certain situations will necessitate immediate contact with WSU Safety and Security, Law Enforcement Center, the Fire Department, Women's Resource Center (WRC) and/or the hospital.

 B.  Communication
The following persons/departments should be notified immediately of the situation in the following order or as appropriate to the situation/crisis.
 1.  If the emergency occurs in the residence halls:
  a)  Residence Hall Director (during the week)
  b)  Professional Staff member on call OR the RHD
  c)  WSU Safety and Security (if not already involved)
  d)  Director of Housing and Residence Life
The point at which the Dean of Student Affairs is contacted is generally left to the discretion of the Director of Housing and Residence Life
    e)  The WSU Counseling Center
    f)   Dean of Student Affairs or his/her appointee
g)  Public Information Director if determined necessary by the Dean of Student Affairs
h)  Outside agency such as WRC if deemed necessary
2.  If the emergency occurs outside of the residence halls, but on campus:
 a)  WSU Safety and Security (if not already involved)
 b)  Dean of Student Affairs or his/her appointee
  c)  The Public Information Director if determined necessary by
the Dean of Student Affairs
d)  Outside agency such as WRC if deemed necessary
   3.  If the emergency occurs off campus:
 a)  WSU Safety and Security (if not already involved)
 b)  Dean of Student Affairs or his/her appointee
c)  The Public Information Director if determined necessary by
the Dean of Student Affairs
d)  Other University staff  when  appropriate
e)  Outside agency such as WRC if deemed necessary
4.  If the event requires consultation with a counselor and there is none available, you may consult with Community Memorial hospital.

C.  72-Hour hold
If, after a preliminary assessment, a WSU Counselor or other University official determines that a serious crisis exists, he/she may initiate a 72- hour hold on the student.  Only a licensed consulting psychologist, physician, or a public health nurse are authorized to initiate a 72-hour hold.  The person in question should be transported to Community Memorial hospital in either an ambulance or by a third party.

If the emergency takes place at night, the Law Enforcement Center, with sufficient evidence, may commit a student for 72 hours.  The student may also voluntarily commit him/herself for a 72-hour hold.  The student will be requested to authorize a release of the information gained during the 72-hour hold to the WSU Counseling Center.  In the event that a student refuses to provide external evaluation data to the University, and if it is felt that the student poses are real threat to him/herself and others, the Dean of Student Affairs or his/her appointee may summarily suspend the student from the residence hall or from the University pending a full evaluation.

III.  ON-CALL PROCEDURES
 A.  WSU Safety and Security
Safety and Security provide daily 24-hour service to respond to campus emergencies.  Security personnel also monitor all residence halls during specified time periods.  These personnel are responsible for checking the identity of students and guests entering and leaving the residence halls to insure the safety of all students.  Safety and Security also provide an escort service for WSU faculty, staff, and students. Safety and Security can be contact at 457-5555.
 
 B.   Residence Hall
The provision of a Residence Life staff member on duty is intended to provide weeknight and 24 hour weekend telephone access for consultation in campus emergencies.  Professional staff on duty will be available at their home phones (as listed) or,  if there is not answer at their home, their pager numbers.  An attempt should be made to contact the Residence Hall Director of the building in which the emergency is taking place.

  C. Counseling Center
 The WSU Counseling Center provides emergency counseling during the day from 8 a.m.-4 p.m. Monday-Friday only.  The Counseling Center can be contacted by dialing 457-5330.
 
IV. GUIDELINES FOR HANDLING EMOTIONAL/PERSONAL CRISIS SITUATIONS
 The following guidelines are for extreme medical/psychological crisis situations.

      A. When determining response ask the following question:  Should the response be...
            1.  Immediate vs. delayed?
           2.  Hospitalization vs. support?
           3.  Medical, psychological, or legal?
      B. Any student who has threatened or attempted suicide shall first be treated for any  medical emergency.
      C. All suicide gestures or attempts of residence hall students will be reported to the Director of Housing and Residence Life immediately, who will inform appropriate personnel including the Dean of Student Affairs. All suicide gestures or attempts of off-campus students will be reported to the Dean of Student Affairs immediately.
      D. Community Memorial Hospital Procedures
           1. The Community Memorial Hospital Emergency Room will take cases of medical or psychological emergency of WSU students.  When possible, it is recommended that the Emergency Room be notified in advance so that they may be better prepared for the arrival of the student. It is further recommended that  ambulance service be utilized in transport.  A staff member's car should not be used for transport.  The Emergency Room can be contacted by calling 454-3650.
           2. The Emergency Room physician on duty or the psychiatrist/psychologist on call will make the final decision to hospitalize or discharge any emergency case brought in.
           3. Prior to the student's discharge, the Hospital will notify the WSU staff member who brought the student to the hospital so that the staff member can schedule the appropriate follow-up with the WSU Counseling Center and/or Health Service upon the student's release.
           4. Students will be requested, by the hospital personnel, to sign a release of information to the Counseling Center and/or Health Service and other appropriate outside agencies.
E. The Counseling Center and/or Health Service will meet with the student to determine what, if any,
   action is appropriate including the implementation of the Mandatory Withdrawal Policy.  This
   meeting will normally take place the day of the incident if possible or as soon as appropriate staff
   are available.
       F. The WSU Counseling Center will be responsible for follow-up as appropriate (and with
         consideration for confidentiality) with the Director of Housing and Residence Life
         and/or the Dean of Student Affairs as soon as the initial assessment is complete.

V.  STUDENT DEATH PROTOCAL
  A. When notice of student death is received, the Dean of Student Affairs is notified, who, in turn, notifies the President of the University.  (See F)
  B. In case of a campus death, contact the coroner/law enforcement authorities.  The coroner informs
    the family.
  C. The Dean of Student Affairs office shall immediately contact the following:
    1. Clergy
    2. Counseling Center
    3. Register's Office
    4. Housing Office
    5. Business Office
    6. Dean of College (in relation to the student's major)
    7. Health Services
    8. President of the Student Senate
  D. The Office of Student Affairs shall collect pertinent data on the students.  Information can include
   but is not limited to:
    1. Social security number
    2. Class status (freshman, sophomore, junior, senior)
    3. Major/minor
    4. Advisor
    5. Current quarter classes and professors
    6. Family's name and address
    7. Holds, if any
    8. Religion (if known)
  E. Communicate with the family and inform them of University Services (i.e. Counseling Center,
   Campus Ministry, etc.).
  F. Office of Student Affairs shall notify President's Office that a student death has occurred.  Give the
   President pertinent information that has been gathered.
  G. Follow-up
1. The Counseling Center and Clergy shall provide consultation and support to survivors.
 This could include siblings, close friends, floor residents, etc.
2. Student Affairs shall assist the family in collecting student's personal belongings and
 coordinate records of outstanding financial obligations.
3. The Counseling Center shall make periodic phone calls to family to see if the University
 can be of any help.
4. The Dean of Student Affairs and the President shall send a card or letter of sympathy and
 attend the funeral if possible.  The President's Office and Student Government may wish
 to send flowers.
5. The Student Affairs Office shall follow-up one week with a formal letter informing the
 family of actions taken to assist them on campus;  this usually contains information
 about loans, refunds, bills, belongings, etc.

VI. Suicide Attempts/Threats
A. Call the Director of Housing as soon as possible.
B. The Director of Housing will then decide if the VP of Student Affairs should be contacted.
C. Discuss the case with a WSU counselor and proceed with the directions given.
D. If instructed or indicated, the parents or guardian may be contacted.
E. Document all facts to be given to the Director of Housing and Student Affairs the morning after the incident.
F. Assist staff with helping the students on the floor or wing who need special attention in the aftermath
of this type of emergency.
G. Set up a follow-up meeting with the student.  Request permission from the student to allow the
counselor to release any information to you.  If the student has not agreed to see a counselor, encourage them to meet with a counselor on campus.
H. Continue documenting all contacts with the student and keep a file of your conversations.
 I.   Follow-up with the student periodically to see how they are doing.  However, so not become the
students counselor.

Phone Numbers

Student Affairs 457-5300

President's Office 457-5003

Coroner 454-3650

Law Enforcement Center 454-6100
 
 

Family Educational Rights and Privacy Act of 1974
Minnesota Government Data Practices Act

This is intended to provide information about the above Acts as they relate to disclosure of educational records to persons other than the student without written authorization from the student.  Many University employees, in addition to the Records Office staff, have access to such information which is necessary to facilitate the requirements of their positions.

Attached is a synopsis of the laws as referenced above.  Below are some simple guidelines that should be followed:

       1. Do not use information from students' records for unauthorized purposes.
       2. Do not disclose information from students' records to unauthorized individuals.  This
 includes other University employees.  Offices and employees are screened by the
 Registrar before they are authorized to access students' records.
       3. Do not give out information which is not included in a printed directory of the
 University.  Students' class schedules, for example, are not considered directory
 information and therefore are not to be released.  There are also a number of students
 that have requested anonymity who do not appear in the printed directories, but their
 records appear on computer terminals that have been given access to the Student
 Records System.   A notice will flash on the computer terminal screen when you
  have accessed a student's file who has requested anonymity.  If information,
 including directory information, is released for these students, you are in violation of
 the data privacy acts.

Requests for educational information of students should be referred to the Records Office for screening.  It is highly recommended that supervisors and department heads periodically review the data privacy requirements with their staff.  Student employees within a department are considered the same as other employees and must be informed of the data privacy requirements at the same time they are employed.

Student Rights and Data Privacy Policy

Winona State University is obligated to conform to the fair information practices required by the Family Educational Rights and Privacy Act of 1974 as amended (The "Buckley Amendment") and the Minnesota Government Data Practices Act.  The Registrar of the University uses a document prepared and published by the American Association of Collegiate Registrars and Admissions Officers (AACRAO) entitled, "A Guide to Post-secondary Institutions for Implementation of the Family Educational Rights and Privacy Act of 1974 as Amended," for guidance in complying to the Act.

The laws are applicable to post-secondary institutions in two primary ways: 1) institutions must permit students to inspect and review their education records; and 2) in most instances only information defined and publicized by the institutions as "directory information" will be released without the express consent of the student unless otherwise directed by the student. However, under certain circumstances all educational records may be released without consent of the student; examples of such circumstances are identified in this document.  (WSU quarterly class schedules and the catalog contain a statement regarding the release of information and describes what is considered to be "directory information.")

1. Students may inspect and review their educational records.
 Students may request permission to review any of their educational records at Winona State.  (Educational records do not include personal teaching records of instructors, information kept by the law enforcement arm of the University [campus security] or records pertaining to student employment which is classified as public personnel data.)  An appointment should be made for this purpose with the designated authority within the appropriate department or office.

 Students must be provided the opportunity to challenge the contents of their educational records which they consider inaccurate, misleading, or otherwise in violation of their privacy or other rights.  Such challenges must be acted upon within a reasonable period of time and students notified of the decision.  If not satisfied with the decision, students may request a formal hearing in writing.  Decisions of the University will be final.  Students may, if they wish, place a statement in their records explaining their position which will be included in the educational records disclosed to an authorized party.

2. Directory information for release.
 Information that will be released upon request that is considered "directory information" includes the name, address, telephone number, degrees, awards, and licenses received, participation in officially recognized activities and sports, dates of attendance, major(s) and minor(s) field of study, name of parents, when associated with awards and officially recognized activities and sports events, year in school, and date of graduation.
 Students who do not wish this information to be released may submit a written request for anonymity to the Records Office. Note: schedules of students' classes are not considered directory information.

3. Institutions may disclose educational records without written consent of students to:
       a. Personnel within the institution who have a legitimate educational interest.
 Personnel authorized for such access are to use it only for  legitimate purposes
 and are not to release or disclose personal identification or information of students to
 others who are not authorized for such access.
       b. Persons or organizations providing financial aid to the students (except parents of
 students older that 18 unless parents have established that the student is a dependent
 according to Internal Revenue Code 1954, Section 152).
       c. Organizations conducting studies to develop, validate, and administer predictive
 tests, to administer student aid programs, or to improve instruction.  Those
 organizations may not disclose personal identification of students, and the
 information must be destroyed when no longer needed for the projects.
       d. Accrediting organizations carrying out their accrediting functions.
       e. Persons in compliance with a judicial order or a subpoena.
f. Persons in an emergency, if the knowledge of information, in fact, is necessary to protect the health or safety of students or other persons.

All personnel who have access to educational records are to be informed by supervisors and department heads of the above restrictions.  Student employees allowed to access such information should be screened and informed of their obligations to protect students' records and personal identification.Violations of the data practices act can result in certain civil and criminal penalties.

The Department of Housing and Residence Life at Winona State University provides directory information concerning current residents in the manner described above. The Department of Housing and Residence Life will not provide forwarding address information.  Inquiries of this nature should contact the WSU Records Office.
Professional Development and Travel

The Department of Housing and Residence Life encourages staff members to actively pursue professional development activities that include: participation in national and regional conferences; participation in professional association committees; attendance at campus and Minnesota State University System workshops and seminars, and involvement with campus and departmental committees.

Guidelines for Professional and Development Travel

Funding for professional development activities and travel are subject to the Department of  Housing and Residence Life's budget status and approval of the Director of Housing and Residence Life.  Eligible staff members should utilize other available funding resources in coordination with requests for departmental funding.

    1. Residential Life central staff members are encouraged to attend one regional conference
 per year (e.g. UMR ACUHO, MCPA, MACURH etc.).

    2. Resident Assistants are eligible to attend one paraprofessional conference selected by the
 Residential Life Staff Development Committee.

    3. Generally, priority will be given to staff travel requests if they are presenting a program at
 a conference. Should the conference occur after January 1 of any given year, the staff
 persons requesting funding should be returning to WSU for the following year.
 Exceptions are subject to the discretion of the Director of Housing and Residence Life.

    4. Travel to conferences for the purpose of recruiting professional staff members will be
 funded by the Department of Residential Life.

    5. Participation in national and regional professional associations and committees is
 encouraged. Funding for attendance at meetings and conferences is subject to the
 approval of the Director of Housing and Residence Life.

    6. Funding for other types of professional development activities (e.g. Minnesota State
 University System workshops) will be left to the discretion of the Director of Housing
 and  Residence Life.

    7. Staff members are expected to develop and provide their supervisor with an annual
 professional development plan.  Attendance and funding requests for professional
 development activities should be consistent and supported by individual staff member's
 professional development plan.  Professional development plans should identify
 anticipated budgets and funding sources.

    8. Staff members eligible for Professional Improvement Funds (PIF) should contact the
 President of MSUAASF for grant applications, procedures, and time-lines.  PIF
 application should be made prior to submitting requests for funding.

   9. MSUAASF staff are encouraged to utilize available MSUAASF Travel, Education, and
 Professional (TEP) funds.  Contact the president of MSUAASF for TEP application,
 procedure and time-line.

   10. Support staff members are encouraged to attend local, state and university workshops and
 seminars. Funding for these workshops and seminars is subject to the approval of the
 Director of Housing and Residence Life.

   11. Registration fees for conferences and workshops will be paid at the membership rate for
 the sponsoring association or organization. Exceptions may be granted by the Director of
 Housing and Residence Life.

    12. Housing and Residence Life staff members who attend conferences, workshops and
 seminars are expected to present and share information and materials upon request of the
 Director of Housing and Residence Life.
 

The appropriate WSU Absence and Travel Form must be completed and approved prior to travel to professional activities. Upon returning, the appropriate WSU Expense Report must be completed and submitted in order to receive reimbursement.
 
 
 
 

    Professional Organizations

I. ACHUO-I

In response to an unprecedented rise in college enrollment after World War II, and the subsequent
concerns of housing and feeding this growing student population, the Association of College and
University Housing Officers was officially organized in 1951-52. In 1980, the "I" was added to the
ACUHO name, indicating the membership's commitment to international expansion. Today, ACUHO-I
boasts a membership of over 5,000 individuals, from approximately 825 colleges and universities,
serving 1.6 million students worldwide.

Despite its impressive size, ACUHO-I remains a volunteer- driven association. Leadership is provided
by an elected executive board along with hundreds of volunteers on over 30 committees and task
forces.

The need to provide support services for ACUHO-I volunteers became apparent in the mid-1980s. In
1984, the ACUHO-I Central Office was opened on The Ohio State University campus in Columbus to
provide administrative, technical, and clerical support. The Central Office staff:

1. collects and maintains financial records for membership dues; Foundation contributions; and
   exhibits, advertising and conference income
2. maintains the Association and Foundation data bases and produces and coordinates mass mailings
   to both groups
3. assists with membership recruitment and Foundation fund-raising campaigns
4. produces and markets Association publications
5. responds to member inquiries
6. fosters and maintains relationships with other professional associations

ACUHO-I Central Office
Voice: 614.292.0099
FAX: 614.292.3205
E-mail: osuacuho@postbox.acs.ohio-state.edu

 A. MEMBERSHIP OPTIONS AND BENEFITS
   1. Institutional Member:  (annual dues are based on total housing capacity)
a. Eligibility: Institutions of higher education that have personnel involved in the
Improvement and coordination of the various aspects of student residence halls and
    apartments, food service, developmental programming, administration, conferences,
    plant operations, maintenance, and related programs.
        b. Benefits:
1) A listing in the ACUHO-I Membership Directory, and three copies of the
Directory.
2) Three one-year subscriptions to the Journal of College and University
Student Housing (published twice a year).
                         3) Five one-year subscriptions to the Talking Stick news magazine (8 issues a year).
                         4) Access to over 200 research and information surveys and reports.
                        5)  Member discounts on all ACUHO-I publications for all residence staff.
                         6) Member discounts for the international annual conference and other special
    interest conferences and workshops.
   2. Associate Affiliate Member:
   a. Faculty/staff: open to any employee at an institution of higher education eligible for
   membership in the Association (see Eligibility above).
   Private residence hall operator: open to any individual who operates a private residence hall
   at an institution of higher education eligible for membership in the Association
   (see note on Eligibility above).
         b. Benefits:
                          1) A listing in the ACUHO-I Membership Directory, and a copy of the Directory.
                         2) A one-year subscription to the Journal of College and University Student Housing
    (published twice a year), and a one-year subscription to the Talking Stick news
    magazine (8 issues a year).
                 3) Access to over 200 research and information surveys and reports.
    4) Member discounts on all ACUHO-I publications, conferences, and workshops.
   3. Student Affiliate Member:
a. Open to any student at an institution of higher education eligible for membership
 in the Association (see Note on Eligibility above).
         b. Benefits:
                         1) A listing in the ACUHO-I Membership Directory.
2) A one-year subscription to the Journal of College and University Student
Housing (published twice a year).
3) Personal copies of the Talking Stick news magazine  from the date of
membership.
                         4) Access to over 200 research and information surveys and reports.
                        5) Member discounts on all ACUHO-I publications, conferences, and workshops.
                         6) For qualified students, eligibility for internships and participation in placement
    services at the ACUHO-I Annual Conference.

Taken from ACUHO-I web page, http://www.acuho.ohio-state.edu

II.ACPA Membership

 A. BENEFITS
1. Professional Development through ACPA’s highly regarded annual conventions, informative
Teleconferences, regional workshops and specialty conferences.
2. Networking with Colleagues and Experts in your field. When your friends are ACPA
professionals, advice is literally only a phone call away.
3. Cutting-Edge Perspective to keep you current on pressing student affairs issues, through
ACPA’s extensive publications and opportunities for professional interaction.
    4. Career Advancement through ACPA’s renowned national convention placement service.
4. Leadership Opportunities through active participation in ACPA’s Commissions, Standing
Committees, and State Divisions. Work with peers to organize workshops, write newsletter
articles, and manage other projects to express your creativity and develop your leadership abilities.

     Taken from ACPA's web site, http://www.acpa.nche.edu
 
III. NASPA

 A. NASPA GOALS
 All NASPA activities are focused toward the fulfillment of five core goals:

     1.To provide professional development to our members through the dissemination of high quality
   information and exemplary models of practice
    2.To provide leadership in higher education through policy development and advocacy for students
   on important national issues
     3.To promote pluralism, diversity, and internationalism in NASPA and the profession
     4.To provide leadership for promoting, assessing, and supporting student learning and successful
   educational outcomes
     5.To maintain, evaluate, and develop a high quality association infrastructure to meet current needs
   and anticipate future trends

  B. Membership
 Any student affairs administrator, faculty member, graduate student, or staff member at an
 institution of higher education may join NASPA. Reduced membership dues are available for
 individuals employed at member institutions, full-time teaching faculty at nonmember institutions,
 and graduate students studying student affairs who are not full-time employees of any institution.

 Educational associations, governmental agencies, and other nonprofit groups supportive of NASPA's
 goals other than colleges and universities may join as nonprofit subscribing members. Individuals,
 organizations, manufacturers, or suppliers of goods and services that operate for profit and support
 the policies, purposes, and activities of NASPA may join as for-profit subscribing members.

 C. BENEFITS
1. Participation in an extensive network of more than 7,300 student affairs professionals and
  students opportunities for professional development through national and regional
  workshops and meetings at a reduced member rate -- usually 25% off the nonmember price
2. Access to publications that keep you up-to-date on the most important topics involving your
  campus
      3.  Volunteer opportunities on a state, regional, or national level
      4. Opportunity to publish with and for your peers
       5. Opportunities for personal and professional renewal

 D. PROFESSIONAL DEVELOPMENT
 NASPA offers more than 20 regional and national workshops and meetings throughout the year
 which feature high caliber speakers, informative sessions, and outstanding opportunities to network
  with your colleagues. Additionally, NASPA maintains 11 Networks which enable professionals with
 similar interests to explore topics for discussion and debate, to exchange programming ideas, and to
 focus on issues for the consideration of the Board of Directors.

 E. PUBLICATIONS
 Once you join NASPA, you will receive the NASPA Forum, a monthly publication, which addresses
 current topics in the field and highlights association achievements and activities. You will also
  receive the NASPA Journal, a quarterly publication, which features in-depth manuscripts of
 current research.

 F. LEADERSHIP OPPORTUNITIES
 NASPA is a member driven association with volunteer opportunities on all levels. You can focus
  on local or state activities; or you can have a significant impact on national programs and strategies.
 Volunteer opportunities range from member services activities to the NASPA Journal editorial board
 to program coordination to development of world wide web sites.

Taken from NASPA's web page, http://www.naspa.org
 
 
 
 

Student Interaction

I. Students have the right to…
A. To have free access to their living accommodations.
B. To live in a clean and secure environment.
C. To expect a regionally competitive price on housing accommodations and food service.
D. To written copies of university housing rules and regulations, or individual building
   policies which govern individual and group behavior.
E. To the respect and safety of personal property.
F. To study without interruption or interference.
G. To be free from unreasonable noise.
H. To be free of intimidation or harassment.
I. To express themselves creatively within established guidelines.
J. To expect enforcement of the housing agreement/contract.
K. To direct access of staff who provide assistance, guidance, and support as needed.
L. To host guests, within established guidelines.
M. To equitable treatment when behavior is in question.
N. To enjoy individual freedoms without regard to race, sex, national origin, handicap, age,
   religion, sexual orientation, or political affiliation.
O. To participate in student governmental bodies, and housing department committees.
P. To individual and group educational and developmental opportunities in their living
   community.

II. Students have the responsibility…
A. To adhere to rules and regulations.
B. To comply with reasonable requests made by staff, or university officials
C. To meet expected room and board payment schedules.
D. To monitor and accept responsibility of guests.
E. To report violations of rules and regulations to appropriate staff.
F. To respect the rights of others, as stated above.
G. To participate actively in self-governance.
H. To participate in housing departmental committees are requested.
I. To express themselves individually, or by association with groups.
J. To participate in judicial proceedings to determine appropriate standards of behavior.
K. To contribute positively to the community by participating in educational and
  developmental activities.
 

III. STUDENT DEVELOPMENT PHILOSOPHY

 Post-secondary education in our democratic, pluralistic society takes many forms to serve the very broad spectrum of persons now seeking its benefits.  Most traditional of the forms is the university, one of the most complex structures in modern society.  The university has three basic missions; teaching, research, and public service.  All those associated with post-secondary education are directed toward its most primary goal of positively influencing each student's full development, whether the student is enrolled for one course or many, at the age of 17 or 71.  (College Student Development Profession) Hence, student development has come to mean the following four things:

1. Student development is a concept describing how people grow in a college environment.

2. It is an organizational component of a college, i.e., counseling, admissions, financial aid,
   housing, placement, records, and other student service areas.
3. It is a philosophical position which affirms the belief that the best way to educate people is to
   integrate fully all objectives of learning (cognitive, affective, and psychomotor) toward
   an end of self-determination.
4. It is a professional strategy intended to facilitate growth in other human beings through the
 skillful use of competencies in:
a) goal setting
b) assessment
c) behavior change
  5. We attempt to do this behavior change through the use of:
a) instruction
b) Milieu management
c) consultation

Supervision

I. INTRODUCTION
Successful supervision is a complex task which involves several components.  Six key components to successful supervision are:*

 A. Creating a Vision and Setting Expectations
 Communicate your vision of how the staff will interact with each other and be seen by those outside of
 the group.  Ask staff how this compares to their vision; compare and contrast.  Make sure staff have a
 written copy (and a clear understanding) of their job description, employment agreement, and
 expectations.  Outline your premise of operation or goal statement (example at end of goal section)  so
 that staff know what to expect and can begin building trust in you.

 B. Establishing Individual Relationships
 While much of your work will be done with staff as a team, it is important to establish individual
 relationships and rapport with each member.  The most effective supervisor is able to alter his/her style
 of supervision to meet the maturity and skill level of each staff member.  This is easier to do if you know
 each person individually.  Helpful things to know about individuals include how they prefer to receive
 feedback, how comfortable they are with autonomy, how much personal sharing they are comfortable
 with, etc.  Look for "common ground" (shared interests) to make a connection on a more personal level.

 Be aware that while you want to develop individual relationships with each staff member, it is important
 to maintain enough professional distances to allow you to make objective decisions when evaluating
 performance or dealing with personnel matters.  Your personal relationship should never cloud your
 objectivity as a supervisor.  Be aware also that jealousy may arise if staff perceive that you like one
 person better than another.  You may find it easier to relate to some people more than others, but it is
 important to balance the time you spend with different staff and be aware of any action that could be
 perceived as “playing favorites.”  From the beginning, make it clear that you want to have a friendly
 relationship with each person and that you welcome feedback if someone is feeling neglected or ill at
 ease with you.

 Being compared to a previous supervisor can be a problem, especially when staff complain that you are
 not doing things the way in which they are accustomed.  It is helpful to listen respectfully to the staff
 and take their feedback into consideration.  Perhaps the feedback will cause you to change your mind
 about what you are doing; if not, you can respond tactfully by saying that you are the supervisor now
 and asking staff to keep an open mind and give your way a try.  Invite staff to talk to you again if they
 are still unhappy after giving your way a chance for a reasonable period of time.

 C. Setting Goals
 The importance of working with your staff to set goals (both group and individual) cannot be
 underestimated.  Goals provide a sense of direction and a measure to determine what you have
 accomplished when the year ends. It is important to set goals at the beginning of the quarter/semester
 and review (and revise) them periodically; they should be realistic.  The people involved need to be
 committed to accomplishing the established goals.  Without commitment, it is merely an exercise.  Most
 staff need training in how to write goals and develop plans that are measurable and specific.  Your
 commitment to this, and your assistance as staff develop their goals, will make a great deal of difference.

 D. Staff Development
 On-going staff development is an important component of successful supervision.  It should be based on
 realistic assessment of your staff members' job skills and should be geared to meet their needs.  Training
 should be periodic and planned in advance, using whatever resources available to you.  You own staff
 can be resources, sharing their expertise with others in the group.  When utilizing your own staff to
 conduct training, it is advisable to meet with them beforehand to review their training goals and program
 outline and offer feedback.  As a general rule they will be less experienced at presenting than you, and
 may need guidance.  With RAs it is important to make sure you are offering activities focused on a
 balance between team building, job skills training, and personal growth training.  While it is important
 to plan your staff development program in advance, it is equally important to retain a degree of
 flexibility in case a more urgent training need arises.

 E. Staff Conflicts/Discipline of Employees
 No matter how good of a supervisor you are, staff conflicts and employee performance problems occur.
 It is important not to take this personally and to give careful consideration as to how to respond.  It is
 important to remain objective, making sure you understand all sides of the issue.  It is also important to
 hold staff accountable for doing a good job, remain sensitive to individual  circumstances, and strive for
 consistency.

 F. Staff Evaluation
 Evaluation, or performance appraisal, is another important component of successful supervision.  It is a
 means of formally reinforcing staff members for what they do well and offering feedback on areas that
 can be improved.  When done well, evaluations can serve as an excellent tool for growth and the
 development of your employees.

Taken with permission from Alan Hoesly and Linda Johnson's presentation "Survival Tips for the First-Time Supervisor", UMR-ACUHO November, 1994.

II. GOALS as a Supervisor
 A. Why Goals are Important:
  1.  Reduces frustration
  2.  Gives direction/purpose
  3.  Provides structure/control
  4.  Provides a sense of accomplishment
  5.  Goals have flexibility
  6.  Facilitates communication
  7.  Definite expectations are set
 B. Characteristics of Attainable Goals:
  1. Conceivable
a) Must be able to conceptualize the goal so that it is understandable and  be able to identify clearly what the first few steps are.
  2. Believable
a) Must believe you can reach the goals; few people can believe a goal which has never been achieved by someone else.  Believe in yourself.
  3. Achievable
a) Must be consistent with your capabilities.  Be realistic about a goal and it's achievability.
  4. Desirable
a) Should be something that you want to do; self-motivation is very important to successful attainment of goals.
  5. One-at-a-time
a) If attention is given to more than one thing at a time, nothing gets accomplished.
     Make sure that you can see the end result yet be able to focus on the steps needed to
     achieve it.
   6. Growth Facilitation
   a) Should contribute to your progress and growth, either personally or as a group.
 C. How to Set Goals
  1.  Visualize what the desired outcome will be.
  2.  Get agreement and commitment; involve others when appropriate and possible.
  3.  Move from general to specific.
  4.  Initiate an action plan; develop a series of specific, measurable strategies with target
            dates for accomplishment.
  5.  Get agreement and commitment once again.
  6.  Review and continually update
 D. Rules for Goal Setting
  1.  Write them down--reread, remind, prioritize.
  2.  Take time to quietly think, with your head and your heart, about what you want to
           achieve.
  3.  Write down goals in the first person and present tense.
  4.  Write goals briefly, so they can be re-read in a short amount of time.
  5.  Set target dates to accomplish action plan and goals, and state what you want to
          happen.
  6.  As you read your goals, imagine how good you will feel as you achieve them.
  7.  Look at your behavior--does your behavior match your goals?
  8.  Always take time to catch yourself doing something right toward achieving your goal.
  9.  Share your goals with others so they can possibly assist you in reaching your goals.
 E. Sample of a Supervisor's Premise of Operation
  1.  Everything is a learning experience.  Consequently, there are no failures.
  2.  Mistakes happen.  Actions based on honest intentions will be understood.
  3.  New ideas are encouraged.
  4.  Competence is rewarded, and competition is discouraged among team members.
  5.  It's okay to have upset feelings with one another, and with me,  and to express those feelings.
  6.  Stumbling and learning to pick oneself up is a growing experience (but I will prevent
    someone from stumbling if I can).
  7.  I encourage caring group members and relationships that are meaningful.

III.  STAFF DEVELOPMENT/RELATIONS
  A. Examples of Appropriate Use of Conflict Styles
  1. Competing
a) When quick, decisive action is vital- e.g. emergencies
b) On important issues where unpopular actions need implementing- e.g. cost cutting
c) On issues vital to the organizational welfare when you know you are right.
d) Against people who take advantage of noncompetitive people.
  2. Collaborating
a) To find an integrative solution when both sets of concerns are to important to be compromised.
b) When your objective is to learn.
c) To merge insights from people with different perspectives.
d) To gain commitment by incorporating concerns into a consensus.
e) To work though feelings that have interfered with relationships.
  3. Compromising
a) When goals are important, but not worth the effort or potential  disruption of more assertive modes.
b) When opponents with equal power are committed to mutually exclusive goals.
c) To achieve temporary settlements to complex issues
d) To arrive at expedient solutions under time pressure.
e) As a backup when collaboration or competition is unsuccessful.
  4.  Avoiding
a) When an issue is trivial, or more important issues are pressing.
b) When you perceive no chance of satisfying your concerns.
c) When potential disruption outweighs the benefits of resolution.
d) To let people cool down and gain perspective.
e) When gathering information supersedes immediate decision.
f) When issues seem tangential or symptomatic of other issues.
  5. Accommodating
a) When you find you are wrong, to allow a better position to be heard, to learn, and to show your reasonableness.
b) When issues are more important to others than yourself, to satisfy others and maintain cooperation.
c) To build social credits for later issues.
d) To minimize loss when you are outmatched or losing.
e) When harmony and stability are especially important.
f) To allow subordinates to develop by learning from mistakes
 B. Strategies Employed To Avoid Conflict
  Obviously, there are times when conflict should be avoided; however, when employees
  constantly avoid resolving differences and dealing with angry feelings, then intimacy and
  integrity are lost and can be difficult to recover.

  There are several general strategies persons use in their efforts to avoid conflicts:

1. The Dishonest:  A life built on deceit or on evasion of sharing real feelings.
2. The Accommodationist:  This type of person always wants to please the other no matter how
  angry he/she gets in the process.
3. The Martyr:  "Suffer in silence" is the motto.  He/she likes to tell you about how he/she takes
 abuse but never makes an effort to keep from getting hurt.
4. The Punisher:  This person likes to punish others by remaining silent and/or by refusing to
 discuss things.
  5. "Peace at any price":  He/she assumes that it is better to live with a bad situation rather than try
    to correct it.  It is safer to live with a bomb than try to defuse it.  Step around the hot
 spots.
  6. The Romanticist:  If one loves the other person, he/she should accept the other person - lock,
 stock, and barrel.  Because of love, one does not challenge or question him/her.
7. The Resigned:  "You made your bed, now lie in it."  You chose him/her now accept the
 results of that choice.
8. The Transferer:  "If my boss hits me, I'll kick the dog."  Rather than confront the one with
   whom he/she clashes, he/she passes hostility on to another.
9. The Non-entity:  This is the person who has no will of his/her own, no identity, no opinion.
   This type of person avoids conflict by not being personally involved.
10. The Guilty:  A person who knows he/she is wrong, so he/she wants to avoid discussion.

 "Avoiders of conflict" are dirty fighters because intimacy cannot be achieved until those concerned sit
 down and openly, honestly, and rationally face up to the things that separate them.  Each must be willing
 to share with the other; and each must be willing to listen to the other.

IV. EVALUATION
 Evaluation is one of those unfortunate words that carries with it a negative connotation regardless of the
 intended purpose it has.  Just the mere mention of the word can send chills up the back of the most
 competent employee. However, we firmly believe that an evaluation process is a learning tool and
 should not cause anxiety.

  A. The evaluation tool serves an important role for several reasons.
    1. Need for objective feedback - Because human nature is what it is we all have a difficult
   time accurately perceiving the ways in which we impact others. Most of us tend to either
   be too lax or too hard in the evaluation of our own performance.  Therefore, to provide us
   with an "on-going appraisal" of our effectiveness as a staff member, input from other
   sources is essential.
2. Need to measure success - As a member of the helping profession you will find that it is
   difficult to quantify the extent to which you help people.  Unlike a doctor who may deal
   with a patient's illness and see visible and quantifiable indications of improvements, a
   residence hall staff member is less aware of the impact his/her skills are having upon the
   people he/she is responsible for.  Therefore, one of the best ways to become aware of
   whether or not our present style of performance is being effective is to ask those who we
   are working for and/or with how we are doing.
   3. Need to work as a team - The evaluation process assumes that all levels need feedback; they
     need to be responsive to constructive feedback, and last, but not least, the evaluation
 process recognizes that we all need strokes.

Each of us will be growing from our present level of competency to higher levels throughout the year.  As a team we owe it to each other to provide input and feedback that will allow us to become increasingly more productive members of our team.  Therefore, we must be candid with each other at evaluation time because not doing so may impair someone from attaining the level of achievement they are capable of.  In being honest with each other, however, we must recognize several other factors listed below.

  The importance of confidentiality
  The need to accentuate the positive
  To be aware of each others' feelings
  Keep in mind students' needs and that we work for them.

Hopefully, this philosophical overview has provided you with some insights to the reason why we have an evaluation process, and also why we feel it is more helpful than it is painful.

 B. Performance Appraisal Tips
1. Let employees know well in advance what they will be evaluated on, show them the form(s)
  or procedures that you use, and how you interpret the rating scale.
2. Be as objective as possible, taking care to evaluate the employee's performance, not his/her
  personality.  It is important to separate your personal feelings for an employee (whether
  positive or negative) from the job he/she is doing.
3. Be sure you have sufficient documentation to support your ratings, using quantitative
  measures to the furthest degree possible.
  4.   Base the evaluation on observable characteristics and accomplishments.
5. Do not allow hearsay concerning an employee to influence your ratings.  It is important to
  investigate rumors and complaints, but this should take place prior to the evaluation.
6. Employees should always be informed of a performance problem and given an opportunity to
 respond and improve.  Ideally, this should happen before the evaluation process and a
 plan worked out for improvement.  Progress, or lack of progress, toward improvement
 should be reflected on the evaluation.
7. Attitude plays a big role in an employee's success on the job and contribution to the team
 effort.  This should be evaluated along with specific job skills/tasks.  Be prepared with
 specific examples of how a poor attitude (or a positive one) has been evidenced by the
 employee’s actions(s).
8. Evaluations are stressful for most employees, and for supervisors, as well.  Being prepared in
 advance, with specific examples and documentation to support your ratings will help you
 (the supervisor), to feel more at ease.  Employees will feel more at ease if they know
 there will be no surprises and if you encourage them to participate in dialogue with you
 about how they see themselves doing the job.  You should allow the employee to express
 agreement or disagreement with your ratings and explain his/her rationale.  If you have
 prepared carefully in advance, you should not feel compelled to back down on your
 ratings.  However, you may wish to compromise on some items, if the employee presents
 compelling evidence which causes you to question your original judgment.
  9. As part of the evaluation meeting, set mutually agreed upon objectives and goals for the
   future and formulate behaviorally observable objectives.

V. DISCIPLINE OF STAFF
A. Talk to the individual in private.
B. Obtain all the facts and utilize only the facts.  Rumors and hearsay should be treated carefully.  Ask the employee if rumors are true.  If the employee denies the rumors, and you cannot substantiate them, deal only with the facts available to you.
C. Determine whether the employee knew the action or lack of action was a violation of their contract or job description.
D. Restrict the discussion to the facts, keeping personalities out of it.
E. Communicate to the individual that a failure or error does not void past accomplishments
  or label the individual as bad.   (By the same token, the present concern cannot be ignored
  because of past accomplishments.)
F. Remain calm.  Avoid prejudging.  Perhaps there are circumstances of which you were unaware.
G. Allow the employee to express his/her views and feelings.  Explore the individual's view of the problem and of how you can assist in its correction.
H. Reach agreement on the facts
I. Select and carry through appropriate sanction.
J. Meet with the employee to evaluate progress.  Positive feedback may be offered prior to the meeting, if you have noticed improvement.
K. Document ALL action.
L. Discipline consistently with all employees.

VI. TERMINATION
A. The employee should never be surprised by his/her termination.
B. Never terminate in anger
C. Be certain that training or instructions to improve were complete and understood.  Put it in writing!
D. Except in cases of gross misconduct, be certain that you have given the employee a reasonable period of time to demonstrate potential for meeting responsibilities.
E. Always discuss you intent to terminate with your supervisor prior to announcing it to the employee in question.

F. Make certain you have appropriate documentation to support your decision to terminate.
G. In most cases, the employee should leave the job by mutual agreement.  This is        accomplished by working with the individual to insure that he/she understands his/her shortcomings and is unwilling or unable to change.  In most cases the employee will realize the situation and offer a resignation.  If termination by mutual agreement is not possible, take action to dismiss the individual using appropriate documentation.  It is extremely destructive to all staff members when one individual is not living up to the expectations of the job or the group yet continues to hold the position because the supervisor is unwilling or unable to take appropriate action.

VII. Residence Life Staff Discipline Guidelines

These are only a sample of the possible sanctions which may occur.  Additional infractions such a noise violations, misuse of masters, etc. will be dealt with by the Hall Directors and the Director of Housing should they occur.  Take pride in your position and think before you act.  You will be protecting your job security and the reputation of the WSU Housing program.  Note:  These are guidelines only--a range of consequences encompasses each offense and each situation.

             Infraction  1st 2nd   3rd

             1.  Unexcused absence from Written reprimand Written reprimand Discharge
              Staff Meeting / Training and hall “extra” and Probation

             2.  Reporting to duty under Discharge
             the influence of alcohol/drugs

             3.  Failure to follow   Written reprimand Discharge
             Director’s orders  and Probation

             4.  Unsatisfactory grades or Discharge
             failure to make satisfactory
             progress

             5.  Unauthorized absence Written reprimand Suspension or
  Probation Discharge

             6.  Failure to enforce rules Written reprimand Suspension or
             or policies of the University Probation Discharge

             7.  Failure to complete paper- Written reprimand Sanctions and/or Discharge
             work or turn in on time  Probation

              8.  Failure to comply with  Discharge
              University policies and rules (drugs, alcohol)
 
 
 
 
 
 

RESIDENT ASSISTANT EVALUATION
Winona State University
Housing and Residence Life

Please answer all questions honestly.  This evaluation will help residence hall staff to provide better service for students.  PLEASE RETURN TO THE FRONT DESK OR A HOUSE CHAIR.

RA Name:____________________________________________  Floor/wing:______________________

5=Strongly Agree  4=Agree  3=Sometimes Agree   2=Disagree   1=Strongly Disagree   N/A

1. Your RA is available at   5 4 3 2 1 N/A
 reasonable hours.

2. Your RA is dedicated to creating a  5 4 3 2 1 N/A
 pleasant living environment on
 your floor.

3. Your RA makes an attempt to   5 4 3 2 1 N/A
 get to know residents.

4. If your RA is busy, he/she arranges  5 4 3 2 1 N/A
 another time to meet with you.

5. Your RA has an open door policy  5 4 3 2 1 N/A
 (you may speak to them at any time).

6. Your RA responds in a timely   5 4 3 2 1 N/A
 manner to your requests.

7. Your RA is fair when enforcing polices. 5 4 3 2 1 N/A

8. Your RA is tactful when enforcing  5 4 3 2 1 N/A
 policies.

9. Your RA is consistent in enforcing  5 4 3 2 1 N/A
 policy.

10. Your RA attempts to protect the  5 4 3 2 1 N/A
 rights of all residents on the floor.

11. Programs have been of interest   5 4 3 2 1 N/A
 to you.

12. Your RA helps to get residents  5 4 3 2 1 N/A
 enthusiastic about programs.

13. Your RA promotes floor unity.  5 4 3 2 1 N/A

14. Your floor meetings have been  5 4 3 2 1 N/A
 helpful and worthwhile.

15. Your floors meetings have been  5 4 3 2 1 N/A
 informative.

16. Your RA tries to find answers to   5 4 3 2 1 N/A
 questions he/she does not know.

17. Your RA demonstrates an attitude  5 4 3 2 1 N/A
 of respect toward you.

18. Your RA demonstrates an attitude   5 4 3 2 1 N/A
 of respect toward others.

19. Your RA is friendly.    5 4 3 2 1 N/A

20. Your RA is enthusiastic about  5 4 3 2 1 N/A
 his/her job.

21. Your RA is receptive to residents.  5 4 3 2 1 N/A

22. Is your RA informed about:
  university resources   5 4 3 2 1 N/A
  activities    5 4 3 2 1 N/A
  policies    5 4 3 2 1 N/A

23. Does your RA explain:
  university resources   5 4 3 2 1 N/A
  activities    5 4 3 2 1 N/A
  policies    5 4 3 2 1 N/A

24. Do you know who the Resident Coordinator is?  ? yes  ? no

25. Do you know who the Hall Director is?   ? yes  ? no
Please use the space provided to talk about your RA’s strongest skill area and/or things your RA may need to improve upon.  Also include any suggestions that you have about Residence Life.
 
 
 
 
 
 
 
 
 
 
 

ASSISTANT HALL DIRECTOR EVALUATION
Winona State University
              Housing and Residence Life

AD’s Name : _______________________________  Date : ___________________________
Building : __________________________________  Evaluator : _______________________

The following is designed to summarize the job performance of the Assistant Hall Director.

Rating Scale :
[5] Outstanding – Exceptional performance while fulfilling job requirements
[4] Commendable – a job well done.
[3] Conscious effort – met job requirements, however potential for improvement
[2] Needs improvement – has not completed all assigned tasks and responsibilities thoroughly
[1] Unacceptable – no effort has been made in fulfilling job requirements
[N/A] Not able to evaluate

TEAM PLAYER: Supports and assist fellow staff members, arrives at meetings on time, shows up for one-on-ones with RA’s, etc. Is the AD a dependable staff member? Open to new ideas regarding desk operations, payroll, etc?

RATING : [5] ____  [4] ____ [3] ____ [2] ____ [1] ____ [N/A] ____

COMMENTS: ______________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

OPERATIONS: On time with administrative details, (duty schedule, work orders, weekly reports, deadlines, surveys, etc.) Did the AD complete all opening and closing assignments, and was there consistent dedication to the job throughout the quarter?

RATING : [5] ____  [4] ____ [3] ____ [2] ____ [1] ____ [N/A] ____

COMMENTS: ______________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
 
 
 
 
 
 
 
 
 

HALL COUNCIL: Advises hall council, proper training and feedback for student leaders, availability, interactions with exec. Board, etc.

 RATING : [5] ____  [4] ____ [3] ____ [2] ____ [1] ____ [N/A] ____

COMMENTS: ______________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

DESK OPERATIONS: Support for quality student service, reg. Scheduled meetings for desk staff, ability to confront and inappropriate behavior of desk staff and recognition of receptionist, consistency, fairness, training, hiring/releasing, organization of staff office, forms, and log book.

 RATING : [5] ____  [4] ____ [3] ____ [2] ____ [1] ____ [N/A] ____

COMMENTS: ______________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

GENERAL ATTITUDE: Towards building, RAs, HD, and Housing. Does the AD’s attitude reflect and appreciation of the team and the organization?

 RATING : [5] ____  [4] ____ [3] ____ [2] ____ [1] ____ [N/A] ____

COMMENTS: ______________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

OVERALL PERFORMANCE: Has the AD improved throughout the quarter? What areas is the AD consistently good at and what areas need improvements in?

 RATING : [5] ____  [4] ____ [3] ____ [2] ____ [1] ____ [N/A] ____

COMMENTS: ______________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ADDITIONAL COMMENTS: _______________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Terms of Employment

The period of employment is a ten month contract beginning in August.  Summer employment is available to a limited number of Residence Hall Directors, depending upon funding and availability.

Minimum qualifications include a bachelor's degree and experience in working with student residence populations.  A Master's degree in counseling, college student personnel, or related field is preferred.

ANTICIPATED COMPENSATION BY THE UNIVERSITY

         10 month 12 month

Salary         $21,283 $25,540

Fringe Benefits (social security, insurance, retirement)  $  5932 $  7011

Furnished Apartment      $  4800 $  4800
 

Total Compensation       $32,015 $37,351
 

Residence Hall Directors accrue 6.75 hours of vacation time and 4.00 hours of sick leave per pay period.  Vacation and sick time are determined by the employee and their supervisor.  There are twenty  paid holidays (depending upon which day the holiday falls) per academic year.  Several retirement plans are available, please consult with Human Resources (457-5006) for more information.

Other benefits Hall Directors receive include cable hook-up and access to the Residential Computer Network in their apartments, local telephone service,  and a reserved parking space.
 
 
 
 
 
 

POSITION DESCRIPTION

MINNESOTA STATE UNIVERSITY SYSTEM

TITLE: Residence Hall Director       UNIVERSITY: Winona  State University
 
 BASIC FUNCTION AND RESPONSIBILITY:

The Residence Hall Director is responsible for the administration of the Residence Life objectives for a residential area containing anywhere from 390-550 residents. The responsibilities of the Residence Hall Director are diverse and require a significant personal commitment in facilitating a residence hall environment that is conducive to learning and the growth of the whole resident. In addition, the Residence Hall Director will assume responsibility for administering a variety of central departmental responsibilities commensurate to 25% of their work load.

CHARACTERISTIC DUTIES AND RESPONSIBILITIES:

Facilitate individual student growth, learning, and development by providing well trained and caring staff of one (or two)  Resident Coordinators and six to eleven (6-11) Resident Assistants.

Provide a variety of intentionally planned growth opportunities based on student development and community development models.

Advise and provide developmental training opportunities for hall council, its committees, and officers.

Develop a residence hall learning environment that reflects responsive citizenship and a sense of community.

Assume direct responsibility for one or more of the following Departmental programs:

 Paraprofessional Staff Training and Staff Selection
   Assistant Hall Directors
                               Resident Assistants

Leadership development of self, staff members, hall council, and other residents.

Counsel, advise, and serve as an advocate for residents through the development of responsive relationships with residents.

Coordinate the residence hall desk operation and other administrative duties to insure quality services for students.

Insure a quality living environment through serving as a liaison to food service, janitorial staff, monitoring the maintenance of existing physical facilities, and participating in the planning of facility renovation as required.

Provide support services in computer technology that includes serving as a liaison to WSU Director of Residential Computer Services for network connections, facilitating computer training and support opportunities for residents, and administrating laser printing services at residence hall reception desks.

Participate in University activities, projects, and committees that will foster personal and professional development and promote Departmental objectives.

SUPERVISION RECEIVED:
Functional and administrative supervision is received from the Director of Housing and Residence Life.

SUPERVISION EXERCISED:
Functional and administrative supervision is exercised over one (or two) Assistant Hall Director, six to eleven (6-11) Resident Assistants, a work-study allocation, and Residence Hall program budget.

MINIMUM QUALIFICATIONS:
The ideal candidate for this position will possess a commitment to student learning; knowledge of student and community development theories; decisive and consultative administrative skills; proficiency and competency with student affairs/residential life computer applications; and the ability to communicate effectively with diverse student, faculty, and staff populations.

A Master's degree in College Student Personnel, Counseling and Guidance, Higher Education, or human services preferred; a Bachelor's degree in a human services field required, plus residence hall work experience. Live-in required. All applicants must be able to lawfully accept employment in the United States at the time of an offer of employment.

This description is intended to indicate the kinds of tasks and levels of work difficulty that will be required of positions that will be given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be.  It is not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his/her supervision.  The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of a similar kind or level of difficulty.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Major Tasks of a RHD
 

 1.   Advising
Hall Council Meetings
 IRHC Meetings
 Training
 Recruitment
 Marketing
 

2. Facilities
 Inspections
 Maintenance Relations
 Vandalism
 Repair and Replacement
 

3. Student Interaction
 Formal:
  Discipline
  Conflict Mediations
  Academic Interventions
Informal:
  Spontaneous Meetings
  Attending Hall Events
  Follow-up with students
  Hall Tours
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

4. Administration
 Central Staff Meetings
 Committee Meetings
 Duty/On-Call Responsibilities
 Responding to Calls
 Budgeting
 Occupancy
 Interaction With Other Offices
 Crisis Management
 

5. Supervision
 Staff Meetings
 1-to-1's
 Selection
Training
 Support
 Recognition
 

6. Professional Development  Conference Attendance
 Course work
 Committees
 Teaching
 
 
 
 
Hall Director Benefits

I. STAFF APARTMENT POLICY

As part of remuneration Residence Hall Directors and Assistant Residence Hall Directors receive a semi-furnished apartment.  These apartments are for personal use and may not be sublet or house other students.  An approved Housing and Residence Life will complete an inventory of the apartment prior to occupancy and after occupancy. Only persons who are legally bound to the Residence Hall Director should live in the University owned apartments.  Exceptions are to be made by the Director of Housing and Residence Life.

 Pets (dogs, cats, birds, lizards, fish) are allowed in Residence Hall Director
 apartments.  The Director of Housing and Residence Life should be consulted
 before a dog or cat is to be brought into the apartment.  The Residence Hall
 Director is responsible for any damage (inside and outside) that they pet may
 cause, and must maintain a humane environment for the pet.

Staff are allowed to remain in their apartments while off contract if they are returning the following academic year.  Those individuals not returning for the following fall must determine a date to vacate with the Director of Housing and Residence Life prior to the end of their contract.

Any damage or cleaning other than from normal use will be the responsibility of the staff member.  Mid-year repair other than normal maintenance will be the responsibility of the staff member also.  Staff apartments must be left in the condition in which they were found when staff members checked in.  For these reasons staff are encouraged to obtain renter's insurance.

All alterations of staff apartments shall be according to regulations established by the Department of Housing and Residence Life.  All painting must be in approved by the Director of Housing and Residence Life or his/he appointee.

II. STAFF KEYS

 In general, the following keys will be issued:

Central Staff: will be issued only those keys which provide access to their work site(s).  The Director of Housing Residence Life may choose to maintains access to a master key for all residence halls in his office. Other Central Staff members may gain approval for access to a master key for the Residence Halls.

Residence Hall Directors: will receive a key for Kryzsko Commons, two apartment keys, a master sequential key (access to all residence hall sequential boxes), and an office key.   It is not advisable for an RHD to carry a master key as it will help to avoid misuse and costly replacement.

  A. Lost Keys
  If a staff member loses his/her keys, the following is to take place:
  1.He/she is responsible for the re-core on the room or apartment key at the rate
  assessed students for re-coring.
  2. He/she is to pay a charge to be determined by the Director of Housing and
Residence Life for re-coring all additional areas.

 B. Misuse of Keys
   Staff members using keys for reasons other than performing their duties
   may be dismissed from employment.  This is to be determined by the
   Director of  Housing and Residence Life.

III. TELEPHONES
 State telephones shall not be used for personal long distance calls.  This includes the use
 of the Winona State University 800 number as well as the department's WATS line.
 Telephone calls made using these numbers are billed back to the University and/or the
 department.

 Local phone service is provided in your apartment.  You must pay for your own long
 distance service.  National Teleservice, AT&T ACUS, and Sprint are some options that
 are available.

IV. RESERVED PARKING POLICY
Each Residence Hall Director will receive a reserved parking place in the lot close to their building(s) according to the following:
A. This space may not be transferred to another student or guest.
     B. It is the staff member's responsibility to notify WSU Parking and Security of the license number of the vehicle that will be parking in the reserved space.
 C. Enforcement of the reserved spaces will be the same as other parking spaces in the residence hall lots