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SDSM&T DEPARTMENT OF RESIDENCE LIFE PROPOSED STUDENT SUCCESS PROGRAMMING MODEL Adapted for SDSM&T by: Brian Craig Steinberg ASSISTANT DIRECTOR OF RESIDENCE LIFE FOR PROGRAMS MARCH-DAKE HALL DIRECTOR (During the 1999-2000 Academic Year) Originally Developed by Claudia Kamhi, George F. Thompson, and Kim Jones Kline Published by: ACUHO-I Sponsored by: The ACUHO-I Research and Educational Foundation |
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BASIC Y2K SUCCESS BuildingAStrongInvolving Community for the Year 2000
Social
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To complete the Unity programming
category requirement you must create and implement an on-going semester
long program that involves every resident in your commUNITY. Some
examples of Unity programs are discussion groups, intramural sports, and
floor-wide tournaments.
3. Tackling the Topic of Leadership
5. The 6 I's of Commun iiiiii ty
Preparing for your First Community Meeting
Remembering Residents' Names
Stacking Conversation
Preparing to Converse with the Quietest Resident
Making People Feel Important
Creating Social Networks
Can We Talk?
Apathy and Your Resident: Does it Exist?
Fringe Dwellers
Mapping Assets and Discovering DEAs
Identifying Matches and Making Matches
Tapping Assets
Filling Gaps
Recognition
Rituals and Traditions
Planning an Activity in Seven Easy Steps
Program Checklist
Program Evaluation
The Year in Program
Programming ideas (Social, Educational, Service, and Recreational)
14. Bringing Closure to Your Community
BASIC,
Building A Strong Involving Community, is a resource guide and model to
help you, the Resident Assistant, build a community on your individual
wing/floor and your residence hall. It is our intention to develop
a model that not only encourages planned activities on a floor, but that
also gives "credit" to Resident Assistants for taking the time to get to
know residents’ names, utilizing residents’ strengths, and helping residents
get to know one another. The BASIC model is interested in everything
that an RA knows about and does with her/his residents. Through BASIC
we are going to encourage you not to plan every activity that takes place,
but instead to help residents utilize one another. We want
you to think of yourselves as facilitators, not as the sole providers for
residents.
The skills required of you in the
BASIC model are skills that many employers will be looking for as you enter
the job market. As an RA you become the manager of a community.
As you move through this model, think not only about how BASIC relates
to you and the residents in your community, but also think about how profoundly
the concepts will help you when you enter the workforce.
"The age of mass production is fading fast. The emerging economy is based on knowledge, imagination, curiosity, and talent. What if we could learn to tap the wonderful, rich differences among people? Wouldn’t a corporation that could exploit the uniqueness of each of its 1,000 employees (or 10 or 10,000) be phenomenally powerful?" (Peters, 1994, p. 38)
The quote above by Tom Peters, a
businessman and author of a number of books on successful business people,
illustrates clearly that one of the most valuable skills one can possess
is the ability to tap into other people’s gifts, skills, assets and interests.
These are skills that you will acquire by using the BASIC model.
"Mapping Assets" and "Tapping Assets" are two terms you will see regularly
throughout the BASIC model.
When maximized, the RA position
is the opportunity for you to develop as a leader. Leadership
is transferable experience that employers look for in their management.
When asked to comment about the role of manager, Jack Welch, CEO of General
Electric, explained:
"We have to undo a 100-year old concept and convince our managers that their role is not to control people and stay ‘on top’ of things, but rather to guide, energize, and excite," (Duetschman, 1993, p. 9).
The work that you do to guide, energize,
and excite your residents about living in an involving community will develop
you as a leader and prepare you for a job even after you graduate from
college.
Roll-up your sleeves, and get ready
to dig in, because it is going to be an exciting year. Just
like with your classes, the more energy you put into your work, the more
rewarding the experience will be. The skills included in this model are
skills that will benefit you long after you check out your last resident.
Living in Residence Halls at the South Dakota School of Mines and Technology means living in a community of students. This community is a dynamic place, composed of various people with different values, cultures, lifestyles, and attitudes. As members of the community, we must strive to understand the individuality and life choices of those among us. We can best learn from one another in an atmosphere of positive encouragement and mutual respect. We must possess a genuine desire to learn from those around us as well as give others the respect and tolerance we desire. Each person has a role to play in our residence life community and should be allowed to do so.
SDSM&T Department of Residence Life communities incorporate the following:
EDUCATION - to ensure that teaching and learning take place beyond the classroom;
OPENNESS - so that ideas and thoughts can be discussed freely;
RESPECT - to ensure that individuality is honored so diversity can be pursued;
RESPONSIBILITY - so that the individual accepts obligations to the community and is held accountable for individual actions;
CARING - to ensure that the individual's well being is supported and that community service is encouraged;
INVOLVEMENT - so that all individuals have a voice in decisions concerning their community;
OWNERSHIP - to ensure that all individuals care for their building facilities and adjacent property;
CELEBRATION - so that SDSM&T history and culture is promoted and that community traditions are shared.
Your rights in our community include: To socialize in your room; to sleep and study without disturbance; to live in a supportive and stimulating community; to live in a safe, secure, healthy, and clean environment; to enjoy access to a variety of programs, services and facilities; and to involve yourself and others in promoting an educational, open, respectful, responsible, caring, involving, and celebrative community.
Your responsibilities in our community include: To consider the needs of other residents and balance them with your own needs; to promote care of the physical facilities, equipment, and services; to communicate with other residents and staff members, to let other residents know when they are disturbing you; to demonstrate a commitment to the community by getting involved; to promote campus and individual safety, and to demonstrate dignity and respect for all individuals.
Living in Residence Life at SDSM&T University affords you many opportunities to face challenges head on, achieve in a variety of areas and grow as an individual. However, these things only happen when you actively participate and support the community ideals stated here.
Adapted by Becky Petitt (from In Search of Community, Ernest Boyer, Carnegie Foundation For the Advancement of Teaching and Texas Tech Department of Housing and Dining Services), Office of Diversity Education in Residence Life, 1995, Texas A&M University.
As an RA, you can expect that you will develop as a leader this year. Being a leader not only means driving and supporting people but also helping to create leaders along the way. One thing you will realize very early on is that the way in which you interact with your residents will have a large effect on how successful you are as an RA. Rogers, Anchors, and Associates (1993) explain that the way in which you lead your floor will directly impact the kind of community you create. They state, "The dominant leadership style utilized by the RA will to a large extent determine the social climate of the living unit and will establish the style of interaction many residents have with the RA" (p. 326). Here are descriptions of the leadership styles that you may utilize in your community.
Directing
This style is characterized by high involvement on the part of the R.A. The group is dependant on you for information, direction, and activity.
Coaching
Using the coaching style, you will find yourself serving as the director, but you will spend more time involving the group in decision making. You are vital to the success of the team, but you also acknowledge the critical role of the residents.
Supporting
This style suggests that the RA take on the role of advisor instead of a primary coordinator of activities. This style is most effective when residents have acquired some of the information and skills necessary to take responsibility for planning activities for the community.
Delegating
This style is more effectively used in a well-developed community, where residents are active participants. The RA using this style is able to share the responsibility of activity planning, decision-making, and problem solving with residents on her/his floor.
Collaborating
Shared leadership characterizes
this leadership style. Everyone in the group takes on an equal role
of leadership responsibility. Each person is a collaborator in the
leadership process, rather than being a leader or a follower. Thus,
the entire group takes responsibility for its direction rather than relying
on a single person to be its guide.
A. Needs Assessment
Get to
know the student population that you will be working with. Find out
the classifications and majors of the students and see if there are similarities
among these students. If you are a new staff member, find out what
the environment within the hall has been and what needs have been met consistently
in that atmosphere. If you are a returning staff member, recall what
programming efforts were needed and work effectively within that environment.
Think of some universal programs that may be needed with your individual
populations and how to initiate resident involvement in those programs.
For example, the residence hall
that you will be working in is March or Dake Hall, and is mainly filled
with freshmen, or the residence hall that you will be working in is Palmerton,
hall and is mainly upper-class students. What may be some programs
you could think of with just that much information? What are some
general programs that may be useful to this population? Now think
of how to involve residents in community building and programming.
What may be some interests of these people? During the course of
the year you will be addressing certain issues of the residence hall.
You must be able to understand what needs and wants must be addressed.
Planning the appropriate activity will help address the needs of the residents
and the hall. Refer to the programming section to find activities
that can be implemented.
B. Hall Mission
What is the mission for your hall? Or, what do you hope students will get out of living in this hall? What are you (staff, Hall Council, residents) going to do to fulfill the mission of the hall? The Community Living Creed can answer some of these questions.
C. Goals
Once you have defined the nature
of your hall, identified the occupants, and have a mission, you are ready
for a successful year. Goals must be set for the RA, the Residents
and the Hall itself. Goals can be discussed and set at the first
floor meeting of each semester. This is a good way to get the new
residents involved in the community and give them incentives to accomplish
these goals by having them directly involved with the goal-setting process.
One of the problems associated
with goal setting is that it is perceived as a way to manipulate people.
Our purpose should be to help residents decide for themselves what they
want to do, then devise a systematic approach for meeting those needs.
Here are some guidelines to follow as you set goals for your hall.
Goals should be:
1. Conceivable - You must be able to conceptualize the goal so that it is understandable and then be able to clearly identify what the first step or two should be.
2. Believable - In addition to being consistent with the mission of the hall, you must believe you can reach the goal. This goes back to having a positive, affirmative attitude about the hall. Few people can believe a goal that they have never seen achieved by someone else.
3. Achievable - The goals you set must be accomplished with the given strengths and limitations of the hall. For example, setting a goal to have everyone in the hall attend monthly meetings and to willingly participate in every activity is not a realistic or achievable goal. Have goals that seem achievable and once those goals are met then reassess the goals to reach a higher objective.
4. Controllable - If your goal includes the involvement of other people, you should use the goal as a stated invitation rather than a directive. This way, other individuals would be apt to participate more willingly. For example, if the goal is to have everyone on your floor participate in a program, this goal would not be acceptable. However, if you set a goal to have everyone on your floor personally invited to a program, this would be an achievable and controllable goal.
5. Measurable - A goal should be stated so that it can be measured. There should be a time, a date, objectives, and tracking to see if these goals are being met. For example: By September 10, you will know 75% of the residents on your floor, their name, major and something unique about them.
6. Desirable - The goal should be something that the hall really wants to do and is acceptable to do and should be one that residents want to do. There should be a balance with the goals and objectives of the hall, but the "want" factor in our programs is vital to influence the community for good.
7. Flexible - You should set one goal at a time with a number of objectives. Objectives are specific strategies to meet a goal. Setting an attainable goal with some objectives to accomplish that goal is a successful way of goal setting. If something needs readjusting, be flexible and reassess the goal and objectives for proper alternatives.
"Success is the piece of mind that
comes from knowing
you did the best you were capable
of doing: and you are
the only one that will ever know
that." - John Wooden
5. The 6 I's of commun iiiiii ty
BASIC supports Charles Schroeder in what he defines as the Four Essential Principles for Learning Communities. He explains that the four principles for learning communities to evolve are Involvement, Investment, Influence, and Identity (Schroeder, 1993). Since the publication of the first four I's, Frankie D. Minor (1993) has identified two additional I's, Introduction and Interaction. We believe that the last two I's added are so important, that we have listed them first. The 6 I's don't necessarily occur in the following order and some may overlap with one another. We will refer to the 6 I's throughout this model in order for the sections to be understood in a clear manner. Below is an explanation of the six principles to think about when developing community on your hall.
A. Communities must receive a formal INTRODUCTION :
"When students enter a new community, they are unfamiliar with the physical setting, policies, and practices. Older members of the community, or those in a position of authority, are responsible for welcoming, orienting, and teaching the norms, values and rules of the community to the new members" (Minor, 1993). Minor further explains that the introduction may be formal, or informal, such as discussion and observation, (Minor, 1993).
B. Communities should provide opportunities for INTERACTION :
" . . . Interaction provides residents the opportunity to bond together by sharing common experiences. As students interact, they are exposed to differing levels of development, knowledge, and experiences that allow them to both teach and learn . . . Ideally, faculty and staff participate in these common experiences to promote the feeling of 'campus as a community'" (Minor, 1993).
C. Communities must seek resident INVOLVEMENT:
"A true community encourages, expects, and rewards broad-based member involvement. The environment is characterized by a high degree of interaction with students assuming a multitude of roles . . . As a consequence, everyone is involved and everyone is needed. High involving floors are characterized by supportive interactions with students naturally helping one another with personal and academic problems" (Schroeder, 1993, p. 524-25).
D. Communities must allow residents to have INFLUENCE:
"In floor units that exhibit a high degree of influence, control is vested in members and students exert maximum control over their physical and social environments . . . They are also expected to develop a social contract whereby group standards are affirmed, both individually and collectively. In such units, students feel important, their perspective is valued, and their contributions are essential to the welfare of the group" (Schroeder, 1993, p. 524).
E. Communities must create, among residents, a sense of INVESTMENT:
"Investment is a reflection of psychological ownership and flows naturally from involvement and influence. Students care about one another and their group. Boundaries with respect to other groups are clear, and group or institutional property is guarded rather than being damaged . . . Students are simply unwilling to have staff assume responsibility for them -- they understand and appreciate the need for open, honest, and assertive communication with one another" (Schroeder, 1993, p. 524).
F. Community members must share a sense of IDENTITY:
"Floor units characterized by a
high degree of identity are those which focus on transcendent values.
Students in such units have shared symbols similar to those fraternities
and sororities use to signify their identities. In such living units,
members describe themselves in collective terms such as we and us, not
I and they, thereby reflecting their emphasis on common purposes and unity"
(Schroeder, 1993, p. 525).
"You give of little when you give
of your possessions.
It is when you give of yourself
that you truly give."
- Kahil Gibram
Top Ten things to do during check-in
and during the first week of classes:
From the home office in Palmerton
108.
10. Learn residents' names!
9. Set up a snack booth or lemonade stand for your residents during move in.
8. Have a cookout.
7. Have a TV "Veg-out" night.
6. Go to the Rec Center and work out together.
5. Take pictures of roommate pairs as they are settling in.
4. Do a progressive munchies feast within the hall or do this with other halls.
3. Set up a welcome bulletin board publicizing the new activities.
2. Create a map of residents on your wall, make sure you know their names.
1. TALK WITH THE RESIDENTS!!!!
Preparing for your First Community
Meeting
It is important that you are prepared
for your first floor meeting so that you start the year off on the right
foot. Your audience might never be as captive as they will be at
the first floor meeting. Make the most of it! Below are items
we recommend you include in your meeting. It will be important to
add to this list anything that your hall director requires you to talk
about.
A. Learning Names:
Dale Carnegie, entrepreneur, leader,
and author of How to Win Friends and Influence People, offers many practical
suggestions on principles that are important to remember when working with
people. The importance of learning and using names is one of the first
principles Carnegie addresses in his book. He explains:
"We should be aware of the magic contained in a name and realize that this single item is wholly and completely owned by the person with whom we are dealing . . . and nobody else. The name sets the individual apart; it makes him or her unique among all others" (Carnegie, 1981, p. 83). Begin figuring out how you are going to learn the names of each resident on your floor. Use a floor roster to begin memorizing names, so that they are familiar to you when your residents check in. Brainstorm ways that you can use your first floor meeting to learn residents’ names, as well as help them learn one another’s names. Early on in your meeting you will want to give residents an opportunity to hear each others name and maybe learn something about one another. Talk to your hall director and other RA's for creative suggestions about Icebreakers or team builders.
B. Uncovering Community Expectations:
The Community Living Creed can be utilized in discussing community expectations, for the hall as a whole and residents as individuals. We also discussed the 6 I’s of a community. We explained that Introduction, Interaction, Involvement, Influence, Investment, and Identity were critical elements to building a community (Schroeder, 1993). This floor meeting alone is a perfect example of a formal way to provide an Introduction to your residence hall community. Any type of gathering, such as this community meeting or a community social event allows residents Interaction with one another. Requiring your residents to uncover community expectations is a perfect way to Involve floor members, give them Influence over their community, get residents Invested in honoring the expectations agreed upon, and finally, the parameters and expectations residents establish for one another is something that members of your community can Identify with. As you can see, the discussion of community expectations is critical in setting a precedent for community with your residents. Specifically, these points should be covered under Community Expectations: your expectations of the community, their expectations of you, and the residents’ expectations of one another. Let’s look at them one at a time.
1. What do you expect?
Have you thought about what you
expect from residents? Most people will do as much as you expect
of them. Therefore, if you expect little involvement and disinterested
residents, that is exactly what you will get. If what you are striving
for is an involving community, then explain that to your residents early
on. Let them know what kind of year you hope to have with them.
Don’t be afraid to expect your residents to get involved with one another
and hall activities. Let them know they have the power to develop
a community within the residence hall. This may be a good time to
discuss the goals.
Tell your residents about the BASIC
model. Let them know what is to come. If you are excited about
the challenge of building a strong, involving community, let your residents
know. If you are apprehensive about the process, tell them that.
Why not do the same regarding your feelings about playing the role of disciplinarian?
Chances are, at some point in their
lives, each of your residents has been a part of an involved group, so
talk to them about the similarities. Explain that this residential
community can be as positive an experience as any group experience that
they have had in the past. Give residents an idea of what you have
been challenged to facilitate. Don’t try to hide BASIC from your
residents. The residents’ aspect of BASIC is critical because they
are the key to a successful and effective process.
Let the students know that they
are a part of a student-empowered community. They have the power
to build a community that will grow and develop throughout the year.
The empowered community encourages resident involvement within the floor
and the hall and also provides a place for discussion of individual and
group rights and responsibilities. As a result, a stronger community
should develop; one that residents believe in and care about because they
have participated in creating their own environment.
2. What do residents expect from you?
Residents need to sense that you
are approachable and open to their suggestions, so be prepared to do a
lot of listening. Some residents might be up front and tell you that
they expect you to give them privacy and not disrupt them with a lot of
activities. Not all residents will be interested in the same level
of involvement. Discuss what goals you have for yourself and the
community.
This is also a perfect opportunity
to discuss your role as a disciplinarian. While your goal and purpose
is to promote a positive living community, it is important to be up front
and honest about your role when a law or university policy is violated.
Residents can expect that you will play the role of community builder,
however, when residents make irresponsible decisions you will be forced
into the role of disciplinarian.
3. What are the community members’ expectations of one another?
It is appropriate for community members to have expectations of one another. However, before residents can articulate their expectations, they need to see themselves as members of a community. One way to establish some sense of community is to have residents focus on their similarities. For instance, all residents on your floor are attending the same school, perhaps they are also the same sex and same age. Use part of your floor meeting to brainstorm similarities and discuss community expectations. You may want to refer to the Community Living Creed as Well.
C. Develop Rituals and Traditions:
"Rituals help to create, maintain,
and invent patterns of collective action and social structure" (Kuh, 1988,
p. 17). Now is a great time to begin thinking about the traditions
you can create, maintain, and invent on your floor so that residents can
share in them.
We will talk even more about traditions
later. For now you might try to find out if there are any traditions
the residents want to begin from the start of the school year. Some
ideas might be watching a weekly TV show or eating together one night a
week, having an open-door policy each afternoon at a specific time, or
celebrating one another’s birthdays. Other ideas can be found in
the Ritual and Traditions and the Programming Activity section of the model.
What traditions have you been a part of?
D. Department Agenda Items:
Your hall director will provide you with information that you need to discuss at your first floor meeting. Perhaps there is information about upcoming programs, changes in policy, quiet hours, room changes, and hall government. This meeting would be a place conducive to highlight and cover sections of the "SDSM&T Handbook" and “Department of Residence Life Handbook."
To review, we have suggested these five things to include at your first floor meeting:
A. A way for residents to get to know one another’s names.
B. Discussion of Community Expectations.
C. Discussion of Goals of RA, Hall, and the Residents.
D. Brainstorming of Floor Rituals.
E. Departmental Agenda Items.
Top 10 "Random" things to discuss at First Floor Meeting
10. Why does David Letterman do this anyway?
9. Programs you would like to see done or that there is a need for.
8. How to shut off the hot water when your roommate(s) are showering.
7. How to keep community involvement going throughout the year.
6. Discuss the goals of the RA’s, the hall, and the residents.
5. Make the practiced traditions on your floor a positive experience for all.
4. Include Residence Hall Staff, Residents, and RHA in community building.
3. Explain that the residents have the power to develop a community.
2. Go over outside resources for possible programming opportunities.
1. TELL YOUR RESIDENTS ABOUT BASIC!!!!!!!!!!
Remembering Residents’ Names
We told you earlier we were going to revisit the importance of knowing names. Up until now, however, learning the names of residents has only been something that you thought about. Now you can take action!
"... a person’s name is to that person the sweetest and most important sound in any language... The information we are imparting or the request we are making takes on a special importance when we approach the situation with the name of the individual. From the waitress to the senior executive, the name will work magic as we deal with others. . ." (Carnegie, 1981, p. 83)
Carnegie’s advice is especially
important advice to you as an RA. We are in the business of imparting
lots of information and making many requests of our residents. If
knowing a resident’s name can make a difference in the way he/she receives
your information, then it is worth taking the time to learn each resident’s
name. Consider it a small investment with lots of return!
Harry Lorayne is a noted teacher
of memory. In his book entitled, The Memory Book, Lorayne suggests
the following five tips:
Be sure to hear the name.
Ask how the name is spelled.
Make a remark about the name--any
remark. For example, "Oh, I just met a person with the same
name."
Use the name where appropriate during your initial conversation.
Use the name again when you say goodbye.
"Remember this: anything you can
visualize, anything that is tangible and meaningful, is already half-remembered.
Names like Flag, Carpenter, Hunter, Rivers, Knight, Armstrong, already
have meaning; they can be visualized because they create pictures in your
mind. . . If you meet someone named Bill, picture a dollar bill.
For Richard, picture someone being rich. For Denise, picture your
niece" (Lorayne, 1985, p. 34).
7. Interaction: Stacking Conversations
Stacking information is a technique used to remember what you have learned during conversations with your residents. We stack conversations because we never know when we are gathering a piece of information that we could use in the future. Dale Carnegie tells a story of a particular piece of information that he "stacked" when he met people:
"For many years I made a point to find out the birthday of my friends. How? Although I haven’t the foggiest bit of faith in astrology, I began by asking the other party whether she/he believed the date of one’s birth has anything to do with character disposition. I then asked her/him to tell me their month and day of birth. If she or he said November 24, for example, I kept repeating to myself, "November 24, November 24." The minute my friend’s back was turned, I wrote down the name and birthday and later would transfer it to a birthday book. At the beginning of each year, I had these birth dates scheduled in my calendar pad so that they came to my attention automatically. When the natal day arrived, there was my letter or telegram. What a hit it made! I was frequently the only person on earth who remembered" (1981, p. 60-61).
It is easy to see how someone might use information stacked about a birthday. Just like Dale Carnegie, you can write it down and then wish a person happy birthday on her or his birth date. Not everything your residents tell you is going to be worth stacking. The more you do it, the better you will become at recognizing opportunities to use the information you receive. For instance, imagine the conversation below:
RA: Hi, I’m your RA, Tanisha.
Resident: Hi, I’m Janet.
RA: (Noticing Janet setting up
her computer) That is a great system! Is it new?
Janet: Kind of, I worked at a computer
store for the past two years and I’ve been piecing it together, slowly.
This conversation could go on and
on. If the RA knows anything about computers, she could continue
talking to Janet about the equipment. If the RA does not know anything
about computer equipment, she could ask questions (getting the resident
on comfortable ground), or talk about hardware and software.
Could any of that conversation
be worth stacking? Sure! Not only is the resident’s name important,
but it also is worth stacking the fact that Janet worked in a computer
store. You might find another resident who is having a problem getting
her or his computer system hooked up. Janet could be a good
resource person. Janet may own or be familiar with software applications.
If your residents need some help with computing on campus, Janet could
assist them in setting up their accounts on campus.
Preparing to Converse with the
Quietest Resident
Have you ever heard of Larry King? For more than thirty years he has been in the talking business. Currently, he works as the host of the only worldwide talk show. e is also the author of a book called How to Talk to Anyone, Anytime, Anywhere. In putting together the BASIC model, we thought it was important to share some of what Larry King had to say. As an RA, a tremendous amount of your work is done through conversation with others. And, if a man who has more than thirty years of experience admits that there is an art to conversing with people, we knew that RAs could certainly benefit from what he had to say.
Before we get too heavily into the subject of conversation, it is important to talk about the fact that there are many different kinds of RAs. For instance, depending on whether an RA is shy or outgoing might affect the way she/he gets to know her/his residents. Some people like talking to small groups, while others love being in large crowds. One way is not better than the other, but it is important to recognize the difference.
Larry King suggests, "To overcome shyness, remember that the person you are talking to is probably just as shy as you are. Most of us are. Reminding yourself of this will do wonders for your ability to shed your own shyness" (King, 1994, p 34).
Shy or not shy, outgoing or not outgoing, there are a few ingredients that need to be present in every good conversationalist:
The right attitude-the willingness
to talk even when it might not be comfortable at first.
A sincere interest in the other
person and an understanding that he/she is shy.
An openness to them about yourself.
Keep an "open door" available,
this may bring the shy resident to approach you.
Increase your visibility on the
floor: Stop in rooms or on the floor and say, "Hi."
Below are more helpful hints from the "King" of communication!
A. Get people on comfortable ground
Ask them about themselves.
That will give you something to talk about, and your conversation partner
will consider you a fascinating talker. Why? People love to
talk about themselves (King, 1994, p. 37).
"Everybody’s got at least one subject
they love to talk about" (King, 1994, p. 28).
B. Use current topics and news items
Use these issues to start conversation with even a stranger. Is there a court case being tried in the courts? Is there something going on overseas that the country is talking about? What is going on around campus that has got everyone talking? Newsworthy events are a wonderful way to strike up a conversation with most anyone. "To be a good conversationalist, you have to be ready to talk about what’s on people’s minds--and it may be the subject they just heard about on the radio and saw on the evening news . . ." (King, 1994, p. 50).
C. Ask Great questions
Larry King insists that "Why is the greatest question ever asked, and it always will be. And is certainly the surest way of keeping a conversation lively and interesting" (King, 1994, p. 53). Conversely, steer away from simple yes/no questions, since they usually yield one or two word answers. Once the person has answered your question it is the end of the topic and possibly even the end of the conversation. Below is an example:
Avoid closed-ended questions..."Did
you have a good summer vacation?"
Instead ask open-ended questions..."What
was the highlight of your summer vacation?
Why?"
"Once you have looked into the eyes
of people in a foreign
country, you realize you all want
the same thing: food on your
table, love in your marriage, healthy
children, laughter & the
freedom to be. The religion, the
ideology, and the government
may be different, but the dreams
are all the same."
- Erma Bombeck
Making People Feel Important
What is so critical about making
people feel important as you build an involving community? What is
it that makes people feel important? How could striking up a conversation
and listening to people’s stories make them feel important?
Dale Carnegie in his best-selling
book, "How to Win Friends and Influence People," refers to what he calls
"The Primary Law of Human Conduct." The law is simple. "Always
Make The Other Person Feel Important." He asserts, "You can make
more friends in two months by becoming interested in them" (Carnegie, 1981,
p. 100). Plain and simple, this means that taking the time
to hear people’s stories will pay off in building the interpersonal relationships
necessary to create an involving community. As you continue to interact
with residents and learn their names, think about creative ways in which
you can seek out and listen to residents’ stories. Remember Carnegie’s
Primary Law of Human Conduct and let the stories begin!
If listening to stories is your goal, here are some tips designed by counselors that allow storytellers to feel comfortable and continue to talk with you. Ivey (1994) offers these hints for active listening:
A. Keep Eye Contact When Possible
However, remember cultural differences. "Research indicates that some African Americans in the United States . . . may look more at an individual when talking and slightly less when listening. Among some Native American groups, eye contact by the young is a sign of disrespect. Some cultural groups (for instance, certain Native Americans, Inuit, or Aboriginal Australian groups) generally avoid eye contact, especially when talking about serious subjects" (Ivey, 1994, p. 29).
B. Be Conscious of Body Language
Your body language can affect how open people are in telling you their stories. "A natural, relaxed body style that is your own is most likely to be effective, but be prepared to adapt and flex according to the individual with whom you are talking" (Ivey, 1994, p. 29).
C. Remember Your Tone of Voice
"Your voice is an instrument that communicates much of the feeling you have toward another person or situation. Changes in its pitch, volume, or speech rate convey the same thing that changes in eye contact or body language does" (Ivey, 1994, p. 30).
We are sure you have found out,
some stories are short and sweet, while others are long and involved.
Earlier you reflected upon the
stories you have heard since your residents arrived. You have also read
tips on how to be an effective listener. One of the best ways to
make someone feel important is to be an attentive listener. Use these
skills to your advantage while communicating and interacting with your
residents.
Until residents know one another, it will be very difficult to create a community. Having you know the residents is one thing, but it is also important that they know one another. "Early in the year, it is important to have social and/or recreational activities that encourage residents to establish contact with each other and to accomplish the elementary step needed to transform the conglomerate of individual residents into a group" (Winston, 1993, p. 322).
Your goal during Creating Networks is to help residents get acquainted:
Help residents learn one another’s names, interests, and personality characteristics.
Use bulletin boards to announce birthdays, activities, recreational sports, floor meetings etc.
Collect e-mail addresses/web-pages and post them on bulletin boards or pass them out.
Encourage an "open door" policy.
Collect data about your floor in order to plan an activity.
Have the floor participate in a recreational activity together.
Consider the following questions in collecting data for your floor:
Of the residents on your floor, how many names do you have left to learn?
Since check-in day, have you received any new residents (hall transfers, room changes)? If so, what can you do to meet those students, as well as introduce them to the rest of the community?
What kind of initiative can you take in order to learn the remaining residents’ names?
How much time have you given yourself to learn the remaining resident names?
Now: Make observations about the physical layout of your building and floor. Where are the recreational facilities, bathrooms and study areas? Where is the RA room located in relation to residents? Is there a space where residents tend to spend a lot of time? Are there any physical hindrances to the layout of your floor (Winston, 1993, p. 466)?
Now: How can this information be helpful to you in building community and coordinating hall activities?
Now: What is the social/organizational makeup of your hall? Have you noticed groups of residents who spend time together? Are there hall traditions? Which residents, if any, have demonstrated leadership?
Are there negative influences on your corridor? If there are negative influences, what are they and what do you attribute them to (Winston, 1993, p. 466)?
Now: Describe some of the characteristics of the students living on your floor: gender, race, ethnicity, religion, disabilities, sexual orientation, academic major, daily schedules, personality types, traits or preferences (Winston, 1993, p.466).
Now: Describe the ways in which
knowing the social/organizational makeup of your floor will be helpful
in building community and coordinating hall activities.
"Often people attempt to live their
lives backwards: they
try to have more things, or more
money, in order to do more
of what they want so that they
will be happier. The way it
actually works is the reverse.
You must first be who you
really are, then do what you need
to do, in order to have
what you want." - Margaret Young
Helpful Hint: Since all residence
halls at SDSM&T has ethernet connections you should set up a communication
system with your residents. If you have a lot of freshmen, why not help
them activate their accounts? Make sure to involve upper-class students
and the Help Desk to assist with this process so that you do not get overwhelmed
with requests for help from freshmen.
Can We Talk?
The topic of dialogue, or discussion, is critical to hearing all of the voices in a community. This occurs throughout the residence hall at all times, but it is very important during floor and hall meetings. This section was designed to prepare you for the role of moderator in a community dialogue. Earlier we discussed listening to the stories of your residents, and how this strengthens interpersonal relationships by making people feel important. In that section we focused on listening to community members rather than creating dialogue. In this section we will focus on creating dialogue between members of the community.
Why is dialogue important among members of a community? To begin with, community is the place where people feel they belong, fit in, are cared for, and a place where they feel important (Roger, Anchors, and Associates, 1993). In addition to being a place where people fit in, a community ideally should be a place where it is acceptable to disagree or experience conflict. Lappe’ and DuBois (1994, p. 252) cite the art of "Creative Conflict," or dialogue, as a means of demonstrating diverse perspectives, uncovering interests in a group, and building group confidence. They advocate dialogue that creates an environment "safe" for difference.
To create such an environment, it
is necessary to ease the fears of community members surrounding dialogue
and conflict. Fears may include embarrassment, ignorance, and ridicule.
Can you recall a time when you hesitated to join a discussion due to any
of the fears mentioned above?
How can you create an environment
"safe" for difference? Lappe’ and DuBois (1994) offer some key ideas
in this area:
Agree to leave labels at the door
Agree to disagree, then explore
common ground
Keep focus on the present - and
on solutions
Support restrained expressions
of anger
Be prepared to speak your mind
Make no permanent enemies
Finally, remember that no community
can deal effectively with an issue unless it is acknowledged.
In addition to creating an environment
"safe" for difference, it is also important to be aware of how to set up
and facilitate a community dialogue. Larry King (1994) offers his
thought on how to "Quarterback a Conversation" which may aid in coaching
community dialogue. Larry advocates:
A. Choose a topic that will involve everybody.
This is key as you try to bring members together based on topics that are relevant to the community.
B. Solicit opinions
This is a great way of getting community members invested and involved as you let them drive the discussion.
C. Help the shyest person in the group
Including everyone interested and allowing their voices to be heard is key to involvement.
D. Don’t monopolize the conversation
Remember that you are a community member and perhaps coach of this meeting. Focus on what your community members are saying and ask thought-provoking questions.
E. Ask ‘what if’ questions
These are questions that will help shape the direction of the process. You can get your voice out there by asking, "What might happen if we . . .?" Remember the evolution of your role from directing to coaching.
F. Pay attention to the physical setting
The setting chosen for the meeting should be large enough to accommodate everyone comfortably, allow for community members to see one another while speaking, be well lit, and just the right temperature to avoid the crankiness associated with a room being too cold or hot.
Apathy and Your Residents: Does it Exist?
If involvement is so important why
do so many RA’s complain about apathy in their communities?
Over time we have set the norm
for passive environments in our residence halls. Think about it.
In most residence halls, it is the RAs who plan programs for the community.
And, in planning those programs, the RA frequently goes outside the community
to university police officers, peer educators, and other offices to find
someone who will present an assigned topic. The RA probably makes
the publicity announcing the event, and if there are refreshments at the
program, it is probably the RA who purchased them.
Discipline is handled the same
way. If a resident is being disruptive, often it is the RA who is
contacted to take care of it. If garbage is left in the hallway,
the RA at best will address it, and at worst will ignore it like the rest
of the floor. Ultimately, the custodians will pick it up. All
residents have to do is check into his or her room on opening day and try
to stay out of trouble for the rest of the year. We communicate our
expectation that residents stay out of trouble, but we do not communicate
our expectation that residents get involved. Therefore, we create
passive environments where to be unobtrusive is the standard.
Schroeder and Mable explain, "In too many cases, the elevated role of the RA as a peer counselor and developmental programmer led to the practice of doing even more for students, rather than encouraging them to do it for themselves. Instead of valuing such processes as the RA advising a floor leadership or programming group toward shared objectives, expectations shifted to such direct RA outcomes as a specified number of programs per semester as a RA job requirement. A shift from rewarding community building processes to defining success as specific events for which the RA was accountable for has perhaps created a disincentive for RA’s to spend the time and patience to develop contributive justice among members of the floor community" (Schroeder, Mable and Associates, 1994, p. 222). In other words, RA’s have become so used to doing all of the necessary community building for their residents that they no longer expect their residents to be involved.
"A Community is like a ship; everyone
ought
to be prepared to take the helm."
- Henrik Ibsen
Fringe Dwellers
By now you have noticed that some of your community members may not be involved in the everyday activities of the community. Finding ways to include these individuals based on their own needs and desires can be challenging. Why concentrate on community members who appear to be disinterested or never seem to be home? The answer to this question is simple. BASIC is based on the belief that each resident has something to offer the community.
"A community’s effectiveness and
success are based, in part, on its ability to listen to and respond to
the voices of those who are unable to speak, or whose voices are drowned
out by the more aggressive, self-assured members of the community.
In order to do that the community must acknowledge that the voiceless exist
and must make a commitment to seek out these individuals into a dialogue
that addresses their needs" (Roger, Anchors, and Associates, 1993, p. 465).
Some individuals, by choice, are
not going to be active participants in the community. It is important
for you to know why this may be happening and if there may not be a way
to provide a service to even the most elusive resident. Are you still
having periodic contact with these residents? Can you answer simple
questions about these individuals such as major, hometown, academic year,
hobbies, interests, etc.? Why has this person chosen, if that is
the case, to distance him or herself from the community? Could it
be outside interests, work, or perhaps family responsibilities?
Dennis Roberts, author of Value
Education Through Activities Involvement, reviews three characteristics
of inclusive student groups. He suggests there is a commitment to
democratic decision-making, support for risk-taking, and recognition of
student accomplishments (Roberts, 1989). In using BASIC, you are
well on your way to having all three of the "Roberts’ Rules for Inclusiveness"
present in your community.
The discussion you and your residents
had during the first floor meeting about expectations and rituals was one
of the opportunities to involve your residents in democratic decision making.
Involving students in planning and leading events, tapping assets, and
using residents to fill one another’s "gaps," are all examples of residents
taking risks. Robert’s third suggestion of recognition is something
that will be focused on later in the Recognition section.
9. Influence: Mapping Assets and Discovering
DEAs (Desired Experiences and Accomplishments)
Mable and DeCoster (1980) assert that establishing an accepting atmosphere where residents can comfortably articulate personal values, experiences, and aspirations are one of three levels of community building. "As student staff members, through their own skills of self-disclosure, assist students to think, feel, act upon self-knowledge, and to discover and cultivate who they are, meaningful relationships will emerge" (p. 208).
These sections will help you discover the information you need in order to assist students in self-disclosing in addition to thinking, feeling, and acting upon their self-knowledge. This section in BASIC will enable you to bring your community to a new level.
By this point in BASIC, you have hopefully uncovered a lot of information about your residents. The focus in this section is to continue discovering information. Specifically, the information you will be looking for is the contribution each resident can make to your community as well as what she or he can gain from the community.
A. Mapping Assets:
Almost anything that makes a resident
unique can be considered an asset. For example, a resident who plays
an instrument, has taken a trip, collects music, is computer proficient,
can cook, plays a particular sport, pays his or her way through school,
is a member of the Greek community, or held a summer job has lots of assets.
Identifying assets is not hard. As in other sections, you probably
can identify the assets of many residents without leaving your chair.
B. Discovering Desired Experiences and Accomplishments (DEAs)
DEAs are anything your residents would like to do, try, or change. Do residents talk about improving their grades, becoming more computer literate, finding a job, changing their physical appearance, trying a new sport, finding or losing a boyfriend or girlfriend? All of these are examples of DEAs. Think of the different DEAs that you have heard your residents talk about. Are there common themes to some of those DEAs? Are there some that spark your interest?
Identifying Matches and Making Matches
Refer back to the "Stacking Conversations" section of this booklet where we found that Tanisha’s resident was versed in computers and software. This asset possessed by Tanisha’s resident could be matched with a number of DEAs. For instance, Janet could assist a resident who desires to purchase a new computer in picking out the right software. She might also be matched up with someone who desires to learn more about changes in technology. We have provided some examples to get you started.
ASSETS
Joe plays the guitar and writes
music in his spare time.
DEAs
Drew bought a guitar and is teaching himself how to play. He mentioned to you that he was interested in practicing with someone.
ASSETS
Sharon has been in a sorority for the past two her friends years.
DEAs
Cara is being pressured by to rush a sorority and does not know if it is the right move for her.
ASSETS
Sanjay is an avid weight lifter and runner. He expressed an interest in getting in shape before spring break.
DEAs
David and Nathan have goes to the gym at least four times a week.
ASSETS
Iris has one of the highest grade point averages within her the community. She is a science education major and excels in laboratory courses.
DEAs
Georgia is really struggling chemistry class and is contemplating dropping the class if she fails the next test in two weeks.
"Nature has given us one tongue,
but two ears,
that we may hear from others twice
as much
as we speak." - Epictetus
10. Investment: Tapping Assets
You might have already been tapping assets by connecting residents with one another to solve problems. The focus for this section of BASIC is to consciously create opportunities for assets to be tapped. The beauty of this is that simultaneously, residents’ needs will be filled. Research done by Schroeder, Mable and Associates (1994) supports the notion of tapping assets to build community and develop leadership on a hall. They explain:
"Leadership is a relational process: people working collaboratively together toward shared purposes . . . The outmoded passive notion of followers must be replaced with the active role of members empowered to share leadership. Explicitly linking leadership to the responsibility of community members toward their shared purposes will generalize students’ responsibility to the broader campus community, their other organizational commitments, and their eventual off-campus residential and professional communities" (p. 224-25).
Tapping Assets is using one person’s talents, gifts or experiences to fill another person(s) needs. Dale Carnegie (1981, p. 28) gives an example of an asset that was tapped:
Paul Harvey, in one of his radio broadcasts, "The Rest of the Story," told how showing sincere appreciation can change a person’s life. He reported that years ago a teacher in Detroit asked Steve Morris to help her find a mouse that was lost in the classroom. You see, she appreciated the fact that nature had given Stevie something no one else in the room had. Nature had given Stevie a remarkable pair of ears to compensate for his blind eyes. But this was really the first time Stevie had been shown appreciation for those talented ears. Now, years later, he says that this act of appreciation was the beginning of a new life. You see, from that time on he developed his gift of hearing and went on to become, under the stage name of Stevie Wonder, one of the greatest singers and songwriters of the seventies."
Stevie Wonder was able to help his
classmates find the missing mouse because his teacher recognized a gift
he had and tapped it for the good of the community. Keep in mind
however that not every experience, talent and gift will interest all residents.
The key to Tapping Assets is to target community members who are genuinely
interested in learning what another community member has to offer.
Personally inviting community members who share the same desired experiences
as well as opening up the experience to the entire community is likely
to produce an event to remember.
Have you observed residents tapping
one another’s assets (getting help in class, being taught a sport, seeking
advice from another student etc.)? How did this occur and who was
involved? Is there a time in the last week when you directed or facilitated
a match? Who were the residents involved and what were the issues?
Filling Gaps
Filling gaps can be done in two
different, yet simple ways. The first way to fill a gap is to identify
DEAs in the community that cannot be filled with community members’ assets.
The second way to fill a gap involves identifying information/experiences
not already in the community. Both types of gaps involve filling
the needs of community members and doing so with assistance from outside
the community.
Filling Gap Type #A
Now we want you to apply your information about resources to what you know about your residents. When you were making matches on your community map, did you find that some DEAs did not have corresponding assets, in other words they went unmatched? What are some outside resources that you could tap to fill those unmatched DEAs?
Filling Gap Type #B
Filling gaps also is looking at community members and figuring out what might be missing from their experience in the hall. These gaps might not be anything you have heard residents talk about. These gaps are, perhaps, some of the most important, because they are the ones NOT talked about. Most people do not speak outwardly about doing poorly in classes or struggling with their consumption of alcohol. Yet, we know college students across the country struggle with these issues. Support on issues such as academics, sexuality, health, diversity, personal safety, career exploration, drugs, alcohol, and relationships is an important part of what you do as a student leader. In looking at this list of topics, can you think of community members who could benefit from learning more about particular topics? Prepare to plan some of these learning opportunities for those in your hall.
Recognition
Have you ever been recognized for something you have done well? Why do you think you remember being recognized? Fred Bauer, author of the article, "The Power of a Note," tells the following story to underscore the importance of recognition.
Former Ford chairman Donald Petersen,
who is largely credited for turning the company around in the 1980's, made
it a practice to jot positive notes to associates every day. "I’d
just scribble them on a memo pad or the corner of a letter and pass them
along," he says. "The most important ten minutes of your day are those
you spend doing something to boost the people who work for you."
"Too often," he observes, "people we genuinely like have no idea how we
feel about them. Too often we think, "I haven’t said anything critical;
why do I have to say something positive? We forget that human beings
need positive reinforcement--in fact, we thrive on it!" (Bauer, 1991, p.
74).
The story illustrates the importance
of taking the time to recognize the contributions of others. Notes
or e-mails are particularly useful forms of recognition because they do
not require a lot of time or money. They are not, however, the only
form of recognition. Depending upon who you are recognizing, you
might also consider using posters, a letter in an employment file, pieces
of candy, items from a Dollar Store, baked goods, signs on a resident’s
door, a floor/building bulletin board. At your next staff meeting,
ask your hall director to facilitate a five-minute brainstorming session,
where you can swap ideas with other staff members.
The How To’s of Recognition
As you have reflected upon the necessity of recognition, it is also important to be aware of how to provide effective recognition. Glance over the following six tips and then put yourself to the test.
Be specific:
Don’t be vague in giving feedback,
such as "Thanks for your help." Rather say something such as
"Thanks for assuming that extra
responsibility."
Be individual:
Team and individual recognition go hand in hand. When rewarding a team for a job well done, it is important to recognize individual efforts that allowed the team to succeed.
Be personal:
Each of us appreciates praise in a different way. Some of us are mortified by public displays, whereas, some of us thrive on it. Do your homework.
Be timely:
Don’t wait until the end of the year to sing your people’s praises. Give praise along the way, with frequency.
Be sincere:
When we are specific, timely, and
proportional in our praises of an individual, there’s a much greater chance
it will be perceived as honest and well meant recognition.
Ways to Recognize an Individual(s)
Hold a resident of the month award (see programming section).
Post recognitions on a community bulletin board.
Send personal "thank you" notes, e-mails, or on the hall web page.
A one-on-one personal recognition
can be very powerful as well.
11. Identity: Rituals & Traditions
The idea of rituals is grounded in giving a community some form of an identity or common purpose. If you think about your own involvement, or the involvement of your friends in RHA, Greek organizations or other clubs on campus, you can probably identify rituals that were present. Even RA and RHA training can be considered a Department of Residence Life ritual. Each year RAs and hall councils on this campus, and campuses throughout the country, know that they will go through a period of training for their positions. It is a common experience that we all share and that we can count on happening each year.
"Rituals or traditions are staged, public and stylized versions of how things should be and beliefs about how things are that eloquently describe and shape cultural patterns. Although the possibilities for expression are endless, similar patterns are repeated over time and become part of, as well as reflect, a group’s history. These patterns teach cooperation, the importance of tradition, social relation, and solidarity, tasks and goals of the group, and the place of authority" (Kuh and Whit, 1988, p.17).
Beginning of the Year
Recall the discussion earlier on, regarding identity. Those pages included a discussion on the importance of group identity in building community. Reflect on a time that you were in a community that had formal or informal rituals and how those rituals affected a strong sense of community. We suggest initiating a community driven ritual at your first floor meeting because we believe that this could assist you in building a sense of identity among your community. Some examples are: Hardrocker Football games and other sporting events, movie nights, eating together, playing intramurals, and performing community service.
Throughout the Year
Have any other rituals or traditions developed in the community since the beginning of the year without your support? Is there a possibility that there are rituals taking place in the community that you are not involved in? Take some time with community members to find out what things they do on a daily basis with other community members?
"Rituals/traditions make statements about the quality of life within the community, and set standards against which people are asked to compare and modify their behavior, values, activities, and relationships" (Kuh and Whitt, 1988, p. 17). It is true that for every positive ritual that is established, there can be a negative ritual established. Positive rituals might take the form of community dinners, shopping expeditions, sporting events or study breaks.
There are many positive rituals
that occur throughout SDSM&T Residence Halls. Negative rituals
usually involve anything that is against the law or our code of conduct.
12.
Programming: Planning an Activity in
7 Easy Steps
1. ASSESSING RESIDENTS’ NEEDS/DESIRES
All too often RAs attempt to plan
programs without assessing the needs/desires of their residents. Assessing
needs and areas of interest of your residents is the first and most important
step in planning successful programs. The tendency is to program
based on your needs or likes or what easily fits into the topic of the
month and then to be upset when only one person shows up.
Needs assessment can be handled
in several ways. You may want to start out your year with a written
interest assessment questionnaire, which lists a number of possible programs
and ask people to evaluate how they feel about having those programs on
their floor. The survey may also include a section for the students
to reply if they have any specific interests or resources. If you
use these surveys, try assessing programming needs at the beginning of
the year, and then, intermittently throughout the year, review and update
the surveys with your residents.
Sometimes there are topics that
residents don’t express interest in at first, but are necessary as a part
of college life. Those may include alcohol awareness, sexual assault,
financial aid, health issues, etc.
By using interest awareness surveys
you can determine programming needs within the hall. Informal discussions
with students can also help determine needs and interests because they
may bring out a need for study skills from one resident or test anxiety
from another or an interest in sports from yet another resident.
Attentive listening skills may develop a wide variety of interesting topics
for you to explore as programming ideas. Being able to plan an event
will help you in the future. Supervisors look for employees who are
able to plan projects and follow through with details.
This year we have compiled programs
that address various issues of Social, Educational, Community Service,
Unity, Cultural/Diversity, Spiritual/Emotional and Sports/Physical areas.
Other Programming Ideas are available as well. Various issues will
be identified during the school year. These Needs and Responses have
been added also. The programs and ideas are available on the Department
of Residence Life web page.
2. GENERATING IDEAS/Idea formulation
One method used to design a program or provide ideas is brainstorming. When you brainstorm an idea, all criticism is ruled out, freewheeling is encouraged, and a large QUANTITY of ideas is the goal. Brainstorming ideas could be incorporated into the assessment of your residents needs and interests. Brainstorming at a floor meeting is another good way to generate ideas for programs. Brainstorming is best done in small groups. After the entire process, focus on three or four ideas and make them
REALITY.
Utilize the ideas from the Department of Residence Life web page. There are many program ideas that cover many topics. There is also a section that addresses several issues that occur throughout the year.
3. DRAFTING THE PROGRAM/Setting the date
Now you’ve evaluated the students
and come up with a great idea for a program, all you have to do now is
decide when to have it.
Take each of the items that the
group expressed an interest in. Tackle one idea at a time.
Decide what needs to be done and who will complete the task. This
is a wonderful time to think about "Tackling the Topic of Leadership."
Take into consideration how developed your community is and the various
skills of your residents. Do your residents need you to provide them
with direction, or could you involve your residents and coach them through
what they do not know to help them plan the activity?
Set a tentative date.
Check with the Hall Director &
Hall Council to see if other activities or events are planned for that
date.
Find out what other activities
(movies, concerts, etc.) may be planned for campus.
Check a long range TV Guide or
call the local stations to see if there might be a special or movie which
could detract from your program.
Check around the hall to see how the residents feel about the date.
Finalize the date and STICK to it. Confusion will result if you keep changing the date.
Do not simply ask for volunteers. Ask residents, by name, if they will take part of the responsibility.
Take into consideration the best time of day to hold the activity. Think about the most visible and accessible areas of the floor. Lounges or lobbies generally have the maximum ability to attract residents.
Don’t be afraid to experiment with different locations.
4. GETTING YOUR HANDS DIRTY
So now you have an idea and a date! The next step is putting the program together. Taking care of the details is where the work begins. You can look upon making the arrangements as a real pain or view it as a learning experience that will help you in life. If you take the second view you will have a much more enjoyable experience and continue to develop your skills and residents. To ensure that your program is one of quality and success, the following is a description of the essential elements found in a quality program:
The program is publicized at least three days to a week prior to the program date.
The speaker/presenter is an authority on the subject matter or has researched the topic thoroughly.
The presentation emphasizes involvement rather than a passive attendance.
Students learn about a pertinent topic, each other, or themselves.
The program is well organized, planned, and followed through appropriately.
Arrangements should be made several weeks prior to the program. You will avoid last minute complications and save yourself headaches by planning ahead.
A good programmer uses some sort
of checklist to organize the details of the event. On the following
pages is a thorough checklist for you to follow to develop and implement
a SUCCESSFUL program.
Any program that will demand a
large audience could utilize this popularity by charging a can of food
or an article of clothing for the local Food Banks or a clothing drive
for admittance.
5. GETTING THEM THERE/Activity Implementation/Publicity
Advertising
This can make or break a program.
You may have the best idea in the world, but unless people know the 5 W’s:
who, what, where, why, and when, the program may flop. Following
are some of the hints to help you when planning your publicity.
Utilize:
bulletin boards
flyers or posters in unique areas (stairwell ceilings, floors, common area bathrooms "stall talk")
word of mouth
personal invitations and approaching residents personally
newsletters
monthly calendars
web-pages
FOOD!
Mention the programs during floor
meetings or have them in conjunction with floor meetings.
An unusual, gimmicky, out of the
ordinary advertisement will be the most effective. You can write on balloons
and tie them to residents’ doors.
It is best to use two waves of advertisements. The first wave should be about a week before the program so that people can plan ahead; the second wave should be three days prior to the event. NOTE: A large-scale program (i.e., semiformal, little brother/sister weekend) will need much earlier advertisement.
Place posters and flyers up at least two weeks prior to the event; add a little information at a time on the same poster.
Always remind people the day of the program. Door Knock, Door Knock, Door Knock!!!!!!!!
Themes
Develop a theme or logo and use it throughout your publicity! Picture the idea or logo all around you. You can get ideas from some of the following places: Magazines, books, catalogues, posters, newspapers, clip are, quotes, comic strips, etc.
Lettering
Lettering is an integral part of any publicity campaign. It comes in many styles, sizes, and can be done in different colors depending on use. Different types of lettering are stencils, adhesive, typeset, computer, free hand and press on. Publicity is only as effective as you make it. Lettering allows you to capture someone’s attention. Don’t loose that attention by CONFUSING the reader with too many different styles of letters.
Signs
The signs, posters, and flyers you design will be a vital part of your programming. Here are a few hints to make your signs more successful.
A successful sign tells the story quickly, boldly, and in a direct way.
1. Drop all extraneous matter, topics, and minor details at the outset of your planning.
2. Write down what you want to say. Use only specific information to tell the story.
3. The type of style should be easy to read. Most people read from top to bottom. Place information in this order - important information first.
4. Make your sign an attention getter.
5. Emphasize one word to capture someone’s attention. Make it larger; a different color; different lettering or use capital letters.
6. Space letters close together, but far enough apart that they’re still easily readable.
7. Include American Disabilities Association (ADA) accommodations: Persons with disabilities please contact (your contact #) to inform us of your special needs. We request notification 3 working days prior to the event to enable us to assist you to the best of our abilities.
Colors
Color is very important when making signs. Certain color combinations work better than other colors. Here are several color combinations with the most readable colors to the least readable.
1. Purple on Yellow
2. Black on White
3. Yellow on Black
4. White on Black
5. Purple on White
6. White on Purple
7. White on Green
8. Green on White
9. Red on White
10. White on Red
11. Black on Orange
12. Orange on Black
13. Red on Green
14. Green on Red
15. 15. Yellow on White
16. White on Yellow
Where To Publicize
Be sure to check with your hall director and follow Department of Residence Life-posting guidelines.
6. CELEBRATING THE EVENT: IT’S SHOWTIME
Make sure that the following are accomplished to insure a successful program.
The person(s) in charge of the program should arrive early enough to make sure all last minute details are handled.
Make sure to meet presenters and special guests at a predetermined location to make them feel comfortable and avoid confusion.
Have someone introduce all presenters and special guests at the beginning of the program.
ENJOY YOURSELF
After the program, thank the presenter and make sure that clean up and breakdown is accomplished.
Don’t put it off until another time.
7. EVALUATION/Wrapping up: You’re done . . .
This is the most important aspect of the programming process. The information obtained will help you in planning future activities and will aid people in the future who are considering similar events. Evaluation should be done regardless of how formal or informal your program is. Evaluation can come in the form of verbal feedback or written feedback. Both are effective as long as you apply it to your future activities. There are two ways in which you should evaluate your program:
1. Formal Evaluation – Fill out a Program Evaluation form (white copy to the Office of Residence Life, Yellow copy to your hall director, and the pink copy is for you to keep for your records.
2. Informal Evaluation - Ask program
attendees what they thought. Evaluate and critique the results with
the planning committee.
Some particular things to keep
in mind when evaluating:
Don’t judge success by attendance alone.
What was the level of involvement between the audiences and the presenter?
Was the effort put into planning worth the results achieved?
Did the patrons feel it was worth their time? Money?
A good sign is when the presenter or speaker says to you "Let’s do that again sometime soon."
Since the program was started to satisfy some need that the students had, ask yourself and them if that need was satisfied.
Don’t Forget To Send A Thank You!
PROGRAM CHECKLIST
Planning
1. Is there sufficient time to plan the function to insure its success?
2. Does the planned date conflict with any other campus or residence hall programs?
3. Is the desired location available on the planned date?
4. Have funds been allocated for the event?
5. Have committee work assignments been made?
6. Is the committee culturally diverse?
7. Have all of the hall executive
officers and staff members been informed of the program?
Special Arrangements
1. Have the necessary forms been submitted and approved to reserve the facility?
2. Is the facility accessible to community members with disabilities?
3. Have there been any arrangements for students with disabilities?
4. Have arrangements been made for food and beverage requirements?
5. Have required security deposits been paid?
6. Has entertainment been selected?
7. Has the entertainer contract been secured and approved through the proper channels?
8. Have arrangements been made for any special equipment needs (i.e., stage risers, lighting, dressing room, tickets, cash box, etc.)?
9. Check the Student handbook for
University Requirements.
Publicity and Promotion
1. Check with facility manager regarding any restrictions on decorating/advertising.
2. Ensure that publicity invites all community members to attend, not just those of the topic focus.
3. Plan decorations to compliment program theme.
4. Be sure advertisements do not depict persons by stereotype.
5. Are committee members assigned
to put up and take down publicity, etc.?
Refreshments
1. Have all arrangements been made for refreshments?
2. Has catering contract been secured?
3. Have all serving arrangements
been made (set up, plates, cups, etc.)?
During the Event
1. Be prepared to facilitate discussion, even if the group is hesitant to open up.
2. Be prepared to appropriately confront insensitive comments or behavior of participants.
Clean-Up
1. Have individuals been assigned to a clean up committee?
2. Is cleaning equipment available if needed?
3. Check with the facility manager
to know exactly what clean up procedures to follow.
After the Event
1. Have all the bills been paid?
2. Has borrowed equipment been returned?
3. Have the facilities managers been contacted for follow-up comments regarding the event and clean up?
4. Have "thank you" notes been sent?
5. Have you conducted an evaluation
of this event?
PROGRAM EVALUATION
Program Evaluation forms are
available at the Department of Residence Life (Plamerton 108). Every
effort will be made to try to get these evaluation forms on the internet
for your completion.
The Year In Programming
Students go through a number of situations and emotions during the school year. These situations and emotions change during the course of the year. The following are some examples of students’ needs and programming responses broken down for the months of the year.
August and September
Students’ Needs:
Homesickness
Roommate Conflict
Value Crisis
Adjustment to New Academic Environment
Socialization
Long Distant Relationships
Financial Adjustments
Orientation to Campus
Loneliness
Program Responses:
Floor Parties
Get Acquainted Parties
Campus Tours
Cook Outs
Scavenger Hunt
Room Decoration
Birthday Calendar
Roommate Conflict
Movie Night
Pre-game Socials
October
Students’ Needs:
Test Anxiety
Stress from Midterms
Grief from not Being Part of a
Group
Summer Pregnancies Beginning to
Show
Sexual Conflicts
Dating/Non-dating Relationships
Roommate Problems
Low Self-esteem
Homecoming Blues
Program Responses:
Study Workshops
Pre-game Socials
Test Taking Skills
Study Breaks
Human Sexuality Program
Parenthood Planning
Halloween Costume Party
Alcohol Policies
Door Decorating Contest
Time Management Skills
Intramural Sports
November
Students’ Needs:
Thoughts on Suicide
Academic Pressures
Pre-final Stress
Depression and Anxiety
Increase Alcohol Consumption
Time Management Skills
Pregnancies
Roommate Problems
Health Problems
Lack of Friends
Financial Distress
Program Responses:
Floor Activities
Hair and Makeup Demo
Nutrition and Physical Fitness
Time Management Skills