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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 democra