2018 ProStaff Playbook by GSHousing

2018-2019 RESIDENTIAL CURRICULUM STATESBORO CAMPUS EDITION

This Playbook has been designed to help new & returning ProStaff understand and implement our Curriculum Model. ProStaff are expected to utilize the Playbook during the year by bringing it to meetings, 1:1s, and Coaching Sessions.

Zone by Zone Playbooks include a requirement guide, a zone Calendar, strategy resources, staff development guides, Reflection Worksheets, and Note Pages for staff use.

TABLE of CONTENTS PART I - CURRICULUM OVERVIEW RESIDENTIAL CURRICULUM MODELS

CURRICULUM TERMINOLOGY

OUR RESIDENTIAL CURRICULUM

EDUCATIONAL PRIORITY & LEARNING GOALS GUIDING THEORY

LEARNING GOAL & OUTCOME RUBRICS STRATEGY TYPES & TERMINOLOGY

STRATEGY HIGHLIGHTS

STAFF DEVELOPMENTS RESIDENT DEVELOPMENTS EAGLE CHATS THE HALL WAYS MAGAZINE ASSESSMENT PRACTICES

OVERVIEW & DEADLINES COMPLEX-WIDE REPORT EAGLE CHAT EVALUATIONS STRATEGY EVALUATIONS PROSTAFF ZONE REPORTS PROSTAFF ASSESSMENT PROJECTS ZONE DEADLINES OVERVIEW

26 2

PART II - EDUCATION PLAN 2018-2019 DEPARTMENT-WIDE EDUCATION PLAN

ZONE BY ZONE PLAYBOOKS FALL PRE-ZONE PLAYBOOK (JULY 1 - AUG 9)

ZONE 1 PLAYBOOK (AUG 10 - SEPT 2)

ZONE 2 PLAYBOOK (SEPT 3 - OCT 7)

ZONE 3 PLAYBOOK (OCT 8 - NOV 14)

ZONE 4 PLAYBOOK (NOV 26 - DEC 7)

SPRING PRE-ZONE PLAYBOOK (JAN 2 - JAN 12)

ZONE 5 PLAYBOOK (JAN 13 - FEB 3)

101

ZONE 6 PLAYBOOK (FEB 4 - MAR 13)

115

ZONE 7 PLAYBOOK (MAR 25 - APR 21)

129

ZONE 8 PLAYBOOK (APR 22 - MAY 10)

143

PART III - RESOURCES CAMPUS DIRECTORY

152

ADDITIONAL CURRICULUM RESOURCES

153

PART I: CURRICULUM OVERVIEW

RESIDENTIAL CURRICULUM MODELS RESIDENTIAL LEARNING PHILOSOPHY Our department believes that learning takes place in and out of the classroom. Because we have so much interaction with students, especially in their first year, it is important that once basic health and safety needs are met we; focus our attention on student learning and development. Because of this, Georgia Southern University has utilized a Residential Curriculum Model since the summer of 2012. This model states that professional staff within the housing unit must take on the role of educators within the collegiate environment. As educators, it is our responsibility to intentionally and strategically provide opportunities for students to learn, grow, and develop. We do this by acknowledging that everyone learns and engages in different ways - thus we must provide a variety of sequenced experiences students can participate in to help them reach our curriculum goals. By utilizing meaningful, thoughtful, and intentionally designed strategies we are able to help our students reach pre-determined learning goals based on the culture and mission of our institution.

UNDERSTANDING RESIDENTIAL CURRICULUM MODELS Over the last ten years, Residence Education units have been examining their roles as educators on college campuses. As educators, we have been challenged to prove that by taking part in our out-of-classroom experiences, we are making a difference in a student’s learning experience. To do this, we must embed not only learning outcomes, but assessment strategies in our residence education efforts. While national assessments have demonstrated that just living on campus is a benefit to students’ sense of belonging and retention to the university, past models of education within residence life can be described as largely reactionary. Historically, students have been grouped together and then staff (Resident Advisors, in our case) respond to the environment that students create with a “programming model.” These programming models tend to be organized around a variety of structures, from wellness wheels to student development theories, and then applied to all students regardless of demographic or need differences. At Georgia Southern University, we determined that one-size-fits-all programming models no longer work. Today’s students are engaged in very different ways than when the traditional program model structure was created. Social media, private rooms, common living areas shared with up to 4 people (instead of up to 50) have changed how community is defined and experienced as well. The Residential Curriculum Model allows our staff to continue being reactive to the environment, while also proactively creating a learning environment within the residence halls. This model is very linear in its philosophy and it all stems from the institution’s and department’s mission and values. When building a curriculum model, the first step is an Archeological Dig to ultimately create an Educational Priority. The Educational Priority is the departments ultimate goal we have for student’s learning experience while living with us. It is then broken down into Learning Goals and Narratives, Learning Outcomes and Action Steps, Education Plans, and eventually the learning is implemented in the halls through various strategies. All of these components work together and multiple aspects of our department are tied into our curricular approach.

CURRICULUM TERMINOLOGY ARCHEOLOGICAL DIG - A review of an institution’s mission and goals to inform the design of a curriculum model. EDUCATIONAL PRIORITY - The accumulation of our institution and department’s goals and values, as it relates to the student residential experience. SUPPORTING THEORY - A developmental theory or model that serves as the foundation for learning in the Curriculum Model. LEARNING GOALS - A broad description of what you hope a student will gain or understand from participating in the residential experience. NARRATIVES - Descriptions of our Learning Goal in detail, clarifying terms and giving meaning to the Learning Goal. LEARNING OUTCOMES - A description of what a student needs to DO in order to accomplish a Learning Goal. RUBRIC - A chart that describes each Learning Goal by its Narrative, Learning Outcomes, and Action Steps to understand what the goal may look like at various levels. STRATEGIES - A technique utilized to help students reach the Learning Goals & Outcomes (e.g. newsletters, bulletin boards, programs, intentional interactions, trainings, etc). **See page 14 for specific strategy types & examples ACTION STEPS - Learning-oriented task(s) that strategies should utilize in order for participating students to successfully achieve the assigned Learning Outcome. DEPARTMENT-WIDE EDUCATION PLAN - A general curriculum plan designed by Central Staff (RELT) based on the Educational Priority, Learning Goals, and Outcomes of the curriculum to meet the needs of our entire resident population. COMPLEX-WIDE EDUCATION PLAN - A Department-Wide Education Plan tailored by ProStaff (Resident Directors, Area Coordinators, Graduate Resident Directors) to meet the needs of their Complex’s specific resident population. CW Education Plans are designed and submitted for approval to Central Staff over the summer. ZONES - A specific time period during the year that has various assigned curriculum requirements. STRATEGY THEME - Topical areas that a Learning Goal could address (e.g. leadership skills, sustainability, sexual assault, healthy habits, goal setting, etc). THE GOLDEN CIRCLE Optimist and Leadership Expert Simon Sinek coined the phrase “The Golden Circle” in his 2010 TedTalk called “How Great Leaders Inspire Action.” We use the Golden Circle model to talk to our staff about why our curriculum is important to our department. Essentially, the TedTalk addresses that many companies/groups know what they do, but they may not know WHY they do that. In his talk he states that knowing the WHY is the most important thing we can do to stay true to ourselves, to help those around us, and to sell our product - in this case the residential experience. Our curriculum is our WHY. Our WHY allows us to prioritize needs, provide a consistent student experience, and work together as a team towards a common goal across multiple campus’s.

OUR RESIDENTIAL CURRICULUM MODEL EDUCATIONAL PRIORITY & LEARNING GOALS Our Educational Priority is that â&#x20AC;&#x153;Students who participate in the residential experience will become engaged citizens and lifelong learners who actively contribute to the betterment of themselves and their communities.â&#x20AC;? In order for students to achieve this priority, we acknowledge that they must CHOOSE to participate in the residential experience and that the growth that takes place in the halls will continue after they leave our facilities. To reach this priority, the department has created four Learning Goals and their corresponding narratives.

Students who commit to self-discovery reflect on their own experiences and the environment which has shaped them. They challenge themselves to examine these experiences and understand how they influence their values, interests, strengths, and goals in an effort to pursue their purpose.

An engaged citizen is an individual who takes pride in their communities and seeks to understand the people within them. Through mutual respect for others and active participation in campus, local, national, and international activities, they develop an awareness of the social, economic, environmental, and political challenges communities face. They then use informed judgement to be active stewards of the common good.

Students who contribute to inclusive communities are aware of their own identities and realize their potential to be productive, positive change agents in their communities. They actively seek out knowledge about various cultures and experiences, while appreciating and celebrating the differences that make us unique.

A lifelong learner is an individual who can learn from others in various environments and then transfer their learning to different situations. They are able to think critically about sources of knowledge and apply their developing skills to move from being dependent on others to being a contributing member of their communities.

CURRICULUM GUIDING THEORY Each Residential Curriculum Model has a guiding theory that provides the framework for the implementation of student learning. Georgia Southern has chosen to use the Emotionally Intelligent Leadership theory to guide the implementation of our Learning Goals. This theory promotes an intentional focus on being aware of yourself, others, and the environment around you. By focusing on these areas, students are able to gain skills that enable them to become effective leaders and community members who have learned to manage their emotions through times of challenge and transition. This theory is directly applied to the creation of our Learning Outcomes, Action Steps, and is implemented into zone requirements, assessments, and staff development activities.

of Emotionally Intelligent Leadership involves awareness of the abilities, emotions, & involves awareness of your abilities, perceptions of others. Consciousness of emotions, & perceptions. Consciousness Others is about intentionally working with of Self is about prioritizing the inner work of reflection and introspection and and influencing individuals and groups to bring positive change. appreciating that self-awareness is a continual and ongoing process.

Emotionally Intelligent Leadership

Emotionally Intelligent Leadership involves awareness of the setting and situation. Consciousness of Context is about paying attention to how environmental factors and internal group dynamics affect the process of leadership.

of Emotional Self-Perception: You are able to identify emotions and their impact on your behavior. Emotional Self-Control: You are able to consciously moderate your emotions. Authenticity: You are transparent and trustworthy. Healthy Self-Esteem: You show a balanced sense of self by having confidence in your skills and showing humility.

Displaying Empathy: You can be emotionally in tune with others. Inspiring Others: You can energize individuals and groups. Coaching Others: You can enhance the skills and abilities of others.

Analyzing the Group: You can interpret and address group dynamics. Assessing the Environment: You are aware of and can use external forces and trends to lead effectively.

Capitalizing on Difference: You can benefit from multiple perspectives. Developing Relationships: You build networks of trusted relationships.

Flexibility: You are open and adaptive to change.

Building Teams: You can work with others to accomplish a shared purpose.

Optimism: You have a positive outlook on the future.

Demonstrating Citizenship: You can fulfill your responsibilities to your group.

Initiative: You are able to take action.

Managing Conflict: You can identify and resolve conflict.

Achievement: You strive for excellence and have high personal standards.

Facilitating Change: You can work toward a new and/or improved direction.

Since the EIL model is the guiding theory for our curriculum, it is woven into our curriculum strategies with residents, as well as a guiding component of our RA professional development activities. Look for this symbol as you flip through the Playbook to see how EIL is integrated into everything we do.

Allan, S.J., Haber-Curran, P., & Shankman M.L. (2015). Emotionally Intelligent Leadership: A Guide for Students. San Francisco, CA: Jossey-Bass

Students will reflect on how their experiences influence their current values, interests, strengths, and/or goals.

Strategies will allow students to IDENTIFY, REFLECT on, and DISCUSS experiences that have influenced their values, interests, strengths, and/or goals.

Students will gain a deeper insight into others’ values, interests, strengths, and/or goals to influence their own.

Students will utilize their values, strengths, and/or goals personally, professionally, or within group dynamics.

Strategies will allow students to EXPAND their understanding of other’s and their own values, interests, strengths, and/or goals.

Strategies will allow students to ARTICULATE, EXPLORE, & CONFIRM how their values, interests, strengths, and/or goals influence their future plans, relationships with others, and how to utilize them to pursue their life’s purpose.

BULLETIN BOARD / OTHER BULLETIN BOARD / OTHER Board on common health struggles students Residents are invited to take a picture of an face and how to overcome them, with a object they value and share that picture of the place for residents to write in ways they object and why it is import to them on Board stay healthy or health goals they may have. or in a community-wide GroupMe.

BULLETIN BOARD / OTHER Door hangers are placed residents doors that ask students to list what they think their top strengths and challenges are. RA compiles results and puts on Board.

COMMUNITY/COMPLEX-WIDE LG COMMUNITY/COMPLEX-WIDE LG COMMUNITY/COMPLEX-WIDE LG Health Wellness Ambassadors are invited Residents bring an object they value to a Career Services is brought in to discuss listing to speak to residents about ways to stay family style dinner in the complex and take high school and college experiences on their healthy, including nutritious options at the turns sharing with the group what the object is, resume before a job fair. Students are Dining Commons, demonstration of exercises why it has value to them, and how that value encouraged to bring their current resume that are effective and easy to do in the impacts their day to day lives and decisions. for a peer review session. residence halls, and partaking in a healthy After each person shares, residents are asked dessert together. to reflect on what they heard and how other’s values have made them feel about their own.

Name 3 health goals you have for the 2018-2019 year. (IDENTIFY) Describe your past and current health habits? (REFLECT) What did you learn from others while participating in this activity? (DISCUSS)

Identify at least one thing you learned from others during this experience and describe how does it affects your own values? (EXPAND)

RA follows up with residents on what they listed, providing resources to help and engages in conversation to learn more about their strengths. (ARTICULATE)

Stand near the letter that best describes your What did you learn about others from this event experience: A) I learned nothing from activity and have you reflected on your own this event. B) I learned something about myself strengths more? (EXPLORE) as I was speaking at this event. C) I learned something about myself by listening to others How are you listing skills you’ve gained from at this event. (EXPAND) your major on your resume? (CONFIRM)

Students will understand how communities they are a part of influence and are influenced by them.

Students will demonstrate civility with others by participating in activities focused on positive community change and celebration.

Students will develop an awareness of the challenges communities face and utilize strategies that allow for positive change.

Strategies will allow students to IDENTIFY communities they belong to, REFLECT on how these communities have impacted them, and EVALUATE their role in influencing these communities.

Strategies will allow students to BUILD effective relationships with other community members, ENGAGE in activities which improve their communities, and DEMONSTRATE respect for others through celebrations of community success.

Strategies will allow students to develop an AWARENESS of root causes of community challenges, ADDRESS group dynamics and external forces, and UTILIZE leadership skills to further sustainable community improvements.

BULLETIN BOARD / OTHER BULLETIN BOARD / OTHER Residents will list volunteer interests on a Students will fill in list on a Board their favorite door decoration. RAs will then take the door memory of a making a positive impact in a decorations and use interests to create a community they are/were a part of and list Board on upcoming volunteer opportunities. at least one way the community and they benefited from the experience.

BULLETIN BOARD / OTHER A bulletin board will provide residents with information on challenges faced by Georgians, discuss local resources such as the Blue Mile, and describe how they can provide assistance with these challenges.

COMMUNITY/COMPLEX-WIDE LG Residents will work together to decorate their floors as part of a complex-wide competition. During the decorating party, students will discuss the traits of successful communities theyâ&#x20AC;&#x2122;ve been a part of in the past and the role they played in that community.

COMMUNITY/COMPLEX-WIDE LG COMMUNITY/COMPLEX-WIDE LG Students watch a political or voting-based Leading up to the Superbowl, a food drive movie together. After movie, staff help competition will allow students to place their students register to vote and host a group bets on who will win the game by donating discussion on why voting is important and other to their teamâ&#x20AC;&#x2122;s box. Students will then watch ways to influence or positively effect the the game together and the food will be communities you are a part of. donated to a local pantry.

Name at least 2 communities you belong to? (IDENTIFY)

How did attending this event help you connect with those around you? (BUILD)

Chose one of the communities you belong to and describe how this community has impacted you. (REFLECT)

What are 2 things you learned about others involvement in their community from your participation in this program? (ENGAGE)

Describe your role in a community you are a part of and name one way you have influenced it. (EVALUATE)

Name at least one way you can use what you learned about your peers today to better connect with them in the future? (DEMONSTRATE)

What is one thing your peers taught you during the course of this activity that will strengthen your ability to be an active member of your shared community? (AWARENESS) What are two external forces that influence the way you interact with others in your community? (ADDRESS)

Students who contribute to inclusive communities are aware of their own identities and realize their potential to be productive, positive change agents in their communities. They actively seek out knowledge about various cultures & experiences, while appreciating and celebrating the differences that make us unique.

Students will acknowledge their own identity and examine how these identities are impacted by society.

Students will gain empathy for others and develop mutually beneficial relationships by exchanging experiences, knowledge, skills, and beliefs rooted in identities different than their own.

Students will critically examine how they can contribute to equitable communities by utilizing their experiences, identity, and skills to advocate for the needs of others and confront negative behaviors.

Strategies will allow students to LIST various identities they hold, EXPLORE how multiple identities may intersect, & ACKNOWLEDGE the challenges and privileges of those identities within society’s norms.

Strategies will allow students to DISCUSS the differences various identities experience, CELEBRATE the skills and achievements of those identity groups and its members, and DEVELOP reciprocal relationships with those different than them.

Strategies will allow students to EXPLORE how emotions may impact one’s ability to create positive change, UTILIZE resources in their environment and leadership roles to advocate for the needs of others, and PRACTICE using bystander intervention skills to disrupt unjust behaviors in their communities.

BULLETIN BOARD / OTHER BULLETIN BOARD / OTHER BULLETIN BOARD / OTHER Residents will put a picture of themselves on Interactive Board that allows community On half of a Board, students will list how they a Board write around their pic 3 things that members share something they learned about are responsible to their local community and they consider part of their culture. RA will their own identity or others identities from on the other half they will list 3 ways they provide string and pushpins for residents to another on the floor. Paper hearts provided to can increase their community involvement make connections between themselves and celebrate each others semester successes. others in their community that share culture. COMMUNITY/COMPLEX-WIDE LG Students will participate in a Speed Exchange that allows them a short amount of time to speak with someone about an aspect of culture and identity, before switching to a new partner and question. Staff will lead students in discussion regarding what they learned.

Name at least one thing you learned about your own identity from participating in this activity? (LIST)

COMMUNITY/COMPLEX-WIDE LG COMMUNITY/COMPLEX-WIDE LG Students will have the opportunity to pose Students will have the opportunity to learn questions to a panel of students whose cultural more about their own attitudes regarding apparel is commonly worn as costumes to sexual assault and practice bystander learn about cultural appropriation. intervention skills by participating in an event tied to the It’s On Us week at GSU.

Because of this activity, what is at least one new insights you’ve learned about others experiences, skills, and/or beliefs that are different than your own? (DISCUSS)

What did you learn from others today that allow you to influence your community in a positive way? (EXPLORE)

Describe how this activity contributed to your understanding of your own identity? (EXPLORE)

What are three campus resources you can Name three things you admire about the take advantage of when you are hoping to peers you met and learned more about during create a new student organization? (UTILIZE) this activity. (CELEBRATE) Describe at least one way society / norms What are two things you learned from influence those with identities different than How has this activity helped you to feel participating today that allow you to be your own? (ACKNOWLEDGE) equipped to engage with others in a more better at fostering inclusive communities at inclusive way? (DEVELOP) Georgia Southern? (PRACTICE)

Students will reflect on past experiences or participate in new experiences to apply their learning in future situations.

Students will think critically about how to utilize and share knowledge in responsible ways.

Students will develop skills which enable them to move from being dependent on others to being a contributing member of their communities.

Strategies will allow students to ARTICULATE what they have learned from past experience and EXPERIMENT with various strategies to determine how to effectively apply learning in future situations.

Strategies will allow students to LIST resources to gain new knowledge, REVIEW the credibility of knowledge and sources, and SHARE knowledge ethically with others.

Strategies will allow students to ASSESS their current areas of strengths and challenges, DETERMINE strategies to further develop their skills, and CONTRIBUTE to the success of their fellow community members.

BULLETIN BOARD / OTHER Students will recall their biggest ‘life lesson’ on an interactive door hanger that RAs will then compile into a bulletin board of guidance for residents to review.

BULLETIN BOARD / OTHER Board lists sources of information (such as academic journals, Wikipedia, news outlets, etc.) & has information regarding their credibility underneath each resource.

BULLETIN BOARD / OTHER RA will determine the top 5-10 majors of students on the floor and ask upperdivision students to contribute things they think first year students should know about that major and how to be successful in their first year.

COMMUNITY/COMPLEX-WIDE LG The Office of Career & Professional Development will discuss how to list and talk about extracurricular experiences in resumes and interviews. They will also discuss how social media can affect the job search process.

COMMUNITY/COMPLEX-WIDE LG Health Wellness Ambassadors will host “Health Mythbusters,” where students can ask common health related questions and accurate information and sources can be shared to determine what is accurate health advice and what is a myth..

COMMUNITY/COMPLEX-WIDE LG Students will take the EIL inventory and go through their results with staff, discussing areas of strength, areas of development, and determining 3 goals for themselves in the semester to develop their emotional intelligence.

Identify at least two things you’ve learned from this activity that will allow you to stay within your budget when grocery shopping in the future? (ARTICULATE)

Name 3 qualities of credible resources. (LIST) What is one way you can tell if a source is credible? (REVIEW)

After participating in this activity, what is one thing you want to learn more about and what is at least one way you can learn about this? (DETERMINE)

How did you practice your laundry skills in this program? Do you have a favorite method that you practiced? (EXPERIMENT)

What is one thing you should consider before posting a news article on social media? (SHARE)

Name the top 3 strengths you bring to a team you are working with. (ASSESS) What are three things you learned from participating today that enables you to positively influence your community? (CONTRIBUTE)

STRATEGY TYPES & TERMINOLOGY STRATEGY TYPE - WHAT’S THE DIFFERENCE? Traditions:

LGs:

Initiatives:

Developments:

Active events that aim to develop or increase a student’s sense of belonging on campus and in the residence halls

Intentional & diversely sequenced passive or active experiences that are directly tied to the Learning Goals of the Residential Curriculum

Passive or active experiences that are tied to student success, which includes campus partnerships and our Residential Learning Communities

Trainings or assessment practices that allow staff to develop their own skill sets, apply learning with others, or assess learning or effectiveness of practices

STRATEGY AREA - WHO’S IN CHARGE HERE? CommunityWide: Strategies to be utilized by an RA with their assigned residents

ComplexWide:

Strategies to be utilized in a specific hall, complex, or area

DepartmentWide:

Strategies coordinated by central staff to be utilized by staff in all areas

CampusWide:

Strategies coordinated by our campus partners to be implemented by all areas

EXAMPLES: TRADITIONS

LGs

Community-Wide: Floor Social Complex-Wide: Welcome Social Department-Wide: Battle of the Halls Campus-Wide: Conversations w/Professors

Community-Wide: Eagle Chats Complex-Wide: “Hot Wings, Hot Topics” Department-Wide: Snapshots Campus-Wide: AOD Trivia Nights

INITIATIVES

DEVELOPMENTS

Community-Wide: RLC Events Complex-Wide: Academic Recognition Efforts Department-Wide: Tutoring in the Halls Campus-Wide: ASC Presentations in the Halls

Community-Wide: RA Satisfaction Surveys Complex-Wide: ProStaff Assessment Projects Department-Wide: Fall Training or LEAD 3900 Campus-Wide: Safe Zone or Active Shooter Training 14

STRATEGY TYPES & TERMINOLOGY CONTINUED… SNAPSHOTS: Curriculum-related, interactive and passive strategies that allow residents to reflect on themselves and share their story with others. Snapshots will be developed and provided by Central Staff and are expected to be facilitated and hung in public Community-Wide or Complex-Wide spaces by Hall Staff.

There will be four Shapshots used throughout the year and each will correlate to one of the Curriculum Learning Goals. EXAMPLE (RIGHT): Addresses all four Learning Goals by allowing residents to reflect on themselves (LG1), learn about other members of their community (LG2), reflect on their own identity (LG3), and begin thinking about goals for the semester (LG4).

BULLETIN BOARDS: Space for RAs to provide curriculum related content, as well as important information, Snapshots, and/or event flyers. Some pre-determined content may be provided for RAs (ex. closing information) and RAs will be asked to create bulletin boards that connect to each of the Learning Goals. Examples will be provided. “THE HALL WAYS” CURRICULUM MAGAZINE: Magazine published at the start of each zone for residents, families, and campus partners. Magazine contains articles connected to Learning Goals, highlighting campus partners, and Complex-Wide/RLC specific pages. DOOR DECS: Fun and customized door decorations made by RAs for residents throughout the year. EAGLE CHATS: Meaningful conversations RAs have with their residents to build relationships, increase sense of belonging, develop residents within curriculum goals, and assess the needs/concerns of our residents. RESIDENTIAL LEARNING COMMUNITIES (RLCs): Specialty communities within the halls that allow students to live with other residents in common academic or campus programs (Living-Learning Communities or LLCs) or with a similar interest (Theme Communities or TCs). For more information visit: GSUHousing.com/ResidentialLearningCommunities DEVELOPMENTS TYPES: Each level of staff will have the opportunity to grow as professionals by participating in personal and professional development activities. Some to highlight include RA Staff Meeting Developments, RA 1:1 Developments, and Grad 1:1 Developments (See next page for details). 15

STRATEGY HIGHLIGHTS PROSTAFF / GRAD DEVELOPMENTS PROSTAFF 1:1 DEVELOPMENT SESSIONS Generally, ProStaff will meet with their direct supervisor on a weekly basis to discuss Complex needs, questions, student concerns, facility needs, etc. During this time, supervisors will ask about curriculum progress and may ask ProStaff to take part in a reflection or activity that helps them develop personally and professionally.

PROSTAFF CURRICULUM COACHING SESSIONS In each zone (including Pre-Zones), Complex ProStaff/Grads will meet with their curriculum supervisor to discuss curriculum progress, challenges, questions, and assessment practices. Staff should come prepared to talk about these items, as well as any budgetary concerns, resource needs, or staff concerns they may have. ProStaff should come to their coaching session ready to reflect on their progress. Sample reflection questions include:  How have your curricular efforts been going? How do you know your strategies were successful? How does this

information help you plan for the upcoming zone?  What trends are you noticing with your residents and staff?    

How can you use curriculum strategies to recognize student successes? How can the curriculum strategies help you to develop them more in their areas of challenge? How have you been using your Complex-Wide Data Report to inform Complex practices, curriculum strategies, and address student needs? What Learning Goal(s) do you feel most comfortable with? Which one(s) do you find most challenging? What is challenging about it for you? How can you develop personally to help you overcome this challenge? How does the curriculum help you to get to you know your residents? How does it help you to develop your staff members? How does using the curricular approach help you to develop as a professional in the field? If you were being interviewed right now regarding how you intentionally meet the needs of students and staff, what would you say?

PROSTAFF/GRAD STAFF MEETING DEVELOPMENTS Throughout the year, ProStaff/Grads will be provided with professional development sessions that allow staff to grow in the field and within their position. The Professional Staff Training & Development / Grad Development Committees will determine the needs of our current staff in the fall and provide staff with specific information by October.

GRAD 1:1 DEVELOPMENT SESSIONS In each Zone, ProStaff will be provided with sample reflection questions (see in Zone Playbooks) to go through with their graduate staff members. The goal of these reflections is to help the staff member develop in their position, as a professional, and (potentially) as a member of the student affairs field. Because not all graduate staff members are in the Higher Ed masters program, it is important that ProStaff adapt questions to meet the needs of their students and their chosen profession. Additionally, some sample questions will be better asked to new versus returning graduate students and it is the ProStaff’s responsibility to ask reflection questions that will help their student develop best.

DEVELOPMENT TOPICS BY ZONE Fall Pre-Zone: Zone 1: Zone 2: Zone 3: Zone 4: Spring Pre-Zone: Zone 5: Zone 6: Zone 7: Zone 8:

Understanding Your Position, the Department, & Our Goals Developing Your Supervision Skills Understanding the Role of Your Identity & How It Can Affect Relationships with Residents, Supervisory Dynamics, and Creating Inclusive Communities Exploring Assessment Practices & Providing Feedback for Positive Change Conducting, Receiving, & Understanding the Implications of Staff Evaluations Re-Assessing Your Student Population & Adjusting Complex-Wide Goals/Strategies Using Your Position to Advance Your Career Goals Creating Your Personal Vision & Philosophy Review of Learning & Telling Your Story to Others Providing Effective Feedback for Complex/Department-Wide Improvements 16

RA DEVELOPMENTS Throughout the year, ProStaff will use a number of techniques to help our RAs grow personally and in their positions, ensuring a quality experience for both our student staff and residents. RA developments will be based on the Emotionally Intelligent Leadership Model, helping our staff to grow through the capacities in SELF, OTHERS, and CONTEXT. Some of these development activities will be predetermined by Central Staff, but many will be left to the ProStaff to determine as they know their staff’s needs best. Both the 1:1 and Staff Meeting Development Sessions (detailed below) will be utilized in each of the zones below, focusing on specific capacities within the EIL model:      

ZONE 1: SELF ZONE 2: OTHERS ZONE 3: CONTEXT ZONE 5: SELF ZONE 6: OTHERS: ZONE 7: CONTEXT

Emotional Self-Perception, Emotional Self-Control, Authenticity, & Healthy Self-Esteem Displaying Empathy, Inspiring Others, Managing Conflict, Developing Relationships, & Building Teams Analyzing the Group Flexibility, Optimism, Initiative, & Achievement Coaching Others, Capitalizing on Difference, Demonstrating Citizenship, & Facilitating Change Assessing the Environment

RA 1:1 DEVELOPMENT SESSIONS In order to role model intentional conversations (Eagle Chats), build strong relationships, and help staff develop, we are asking that RA supervisors set aside time in one 1:1 per zone for EIL reflection exercises. ProStaff will be provided with sample reflection questions for each zone requiring a RA 1:1 Development session. However, ProStaff can adjust questions to staff needs and decide to ask the same questions to everyone versus individualizing questions per staff member.

RA STAFF MEETING DEVELOPMENTS In addition to the personal and professional development sessions provided by Central Staff, Committees, Training, and the Resident Advisor Delegation (RAD), ProStaff will lead a development session connected to the EIL model in each of the above zones. ProStaff can find development options geared towards the capacities above in the following places:

GOOGLE DRIVE: In the Google Drive, there will be an ongoing list of sample activities ProStaff can use with their staff to complete their professional developments as well as resource folders. RESOURCE LIBRARY: Our Resource Library in Watson Commons has the entire Emotionally Intelligent Leadership suite, which includes inventories, books, development guides, and activity resources. These activities are easy for ProStaffs to copy and use in a staff meeting, 1:1 or at a LG Strategy. Please check out any materials you are interested in with Cathy Lucas in office 317.  EIL: A Guide for College Students : This book explains the origins of the EIL model and provides resources for students to understand the model, the capacities, and why emotional intelligence is a necessary skill.  EIL: Inventory : Handed out during RA Fall Training, the inventory leads students through reflection questions and are scored to give them their areas of strength and areas of development.  EIL: Facilitation & Activity Guide : Written for ProStaff to guide students through activities that allow them to develop in each of the capacities. The activity guides give ProStaff a detailed outline on what materials they need, how much time the activity takes, and how to facilitate the learning experience.  EIL: Student Workbook : Written for students who would like to engage more in their EIL development, this workbook compliments activities outlined in the Facilitation & Activity Guide. It includes handouts, worksheets, case studies, and reflection questions.  EIL: Development Guide : Written for students and ProStaff to provide hundreds of ideas on how you can improve capacities through various activities. Provides reflection questions, movies connected to a capacity, online resources, learning opportunities, books, student quotes, and more. TIP FROM THE CURRICULUM TEAM These EIL books are an AMAZING resource. If you have a capacity you’d like to develop in personally or have your staff develop in, the books have activities, reflection questions, worksheets, facilitation guides, and resources all laid out for you. Don’t re-invent the wheel - Take advantage of these resources!

STRATEGY HIGHLIGHTS RA DEVELOPMENTS CONTINUED COMMUNITY MAPS In a 1:1 or RA Staff Meeting in Zone 2, ProStaff will lead RAs in a community mapping or community sociogram activity. The goal of this activity is to assess whether or not RAs are building relationships with their residents and helping them to support their residents by finding common factors shared by their residents. There are many ways to facilitate this activity and Central Staff will provide resources to ProStaff, however they can determine how to best complete this activity with their staff. A sample activity is located in the Fall Pre-Zone Playbook to be practiced by ProStaff with their RAs.

RESIDENT DEVELOPMENTS Many of our strategies involve active events, but it is important to note that not all residents enjoy or have time for active events. In order to engage as many of our residents as possible, we also utilize passive, small group, and individualized strategies. The main goal with these strategies is to help our residents grow within the four Curriculum Learning Goals through self-reflection, community building activities, sharing their story with others, and learning from others stories.

COMMUNITY BULLETIN BOARDS In each zone, ProStaff should instruct RAs to create bulletin boards that are 1) visually appealing, 2) engaging/interactive, and 3) meets a Learning Goal or increases a student’s sense of belonging. Throughout the academic year RAs should touch on each of the Learning Goals at least once and ProStaff can provide additional guidelines or requirements as they see fit. Sample bulletin board examples for each Learning Goal will be provided by Fall Training.    

ZONE 1: INCREASED SENSE OF BELONGING ZONE 2: RA CHOSEN LEARNING GOAL ZONE 3: RA CHOSEN LEARNING GOAL ZONE 4: CLOSING INFORMATION

   

ZONE 5: INCREASED SENSE OF BELONGING ZONE 6: RA CHOSEN LEARNING GOAL ZONE 7: RA CHOSEN LEARNING GOAL ZONE 8: CLOSING INFORMATION

**NOTE: NOT ALL COMPLEXES HAVE COMMUNITY-WIDE BULLETIN BOARDS AS AN OPTION. WHEN THIS IS THE CASE, PROSTAFF SHOULD WORK WITH CURRICULUM SUPERVISOR TO DETERMINE HOW TO ADJUST THIS STRATEGY TO MEET THE PHYSICAL RESTRAINTS OF THEIR COMPLEX.

COMMUNITY AGREEMENTS In Zone 2, RAs will create a Community Agreement with their Residents. While individualized to each community, all Community Agreements should be determined by as many members of the community as possible, should be displayed as best as possible in the communit’s space (barring facilities challenges), and the agreement must include at least: 1. Community-determined rules/norms members will agree to uphold in order to ensure a safe, inclusive learning environment for all the community’s individuals (much like Brave Space or Safe Space rules). 2. Community-determined goals for each of the Curriculum Learning Goals (for example for Developing as a Lifelong Learning the community could list the following as a goal: “This community will acknowledge and celebrate each others strengths through recognition and monthly birthday parties.”). Some of the items for this step may be pulled from the community determined rules/norms. **NOTE: PROSTAFF CAN DETERMINE THE BEST WAY TO DEFINE “COMMUNITY-WIDE” FOR THEIR COMPLEX. IN TRADITIONAL HALLS, IT MAKE SENSE TO BE EXCLUSIVELY WITH EACH RA AND THEIR RESIDENTS. BUT FOR SMALLER HALLS OR RAS THAT SHARE SPACE, IT MAY MAKE MORE SENSE FOR THE NEEDS OF THE COMMUNITY TO WORK TOGETHER.

RESIDENT SNAPSHOTS ProStaff and RAs will be provided with two “Snapshots” per semester connected to each of the Learning Goals. These Snapshots will be provided by Central Staff and are intended to be filled out by residents and hung in a community space (when facilities permits) so that students share their stories and learn more about each other.  SNAPSHOT 1 (Zone 1): SELF-DISCOVERY  SNAPSHOT 3: (Zone 5): INCLUSIVE COMMUNITIES  SNAPSHOT 2 (Nov 11-Closing): ENGAGED COMMUNITIES  SNAPSHOT 4 (Apr 14-Closing): LIFELONG LEARNER

ROOMMATE AGREEMENTS One of the most common curricular strategies we utilize is facilitating Roommate Agreements with our residents. These agreements provide students with the opportunity to discuss needs, explore preferences, and find compromises with the peers they live with - skills that touch on every one of our Learning Goals and all aspects of the Emotionally Intelligent Leadership model. By providing residents an opportunity to establish open, transparent, and respectful relationships with their peers, we are establishing a learning environment that is vital to student success. Roommate Agreements will be discussed at the first mandatory Community-Wide meeting and are due to the RA by the start of Zone 2 (September 10th). RAs will have a week to review the agreements, have follow-up conversations where needed, and turn in their agreements to their ProStaff. ProStaff and administrative staff will make copies of each of the agreements to be given back to the RA who will provide the copy to each room that participates. Like many aspects of having a diverse student population, Roommate Agreement requirements will be different for some RAs. While Roommate Agreements have been created with all students’ needs in mind, first-year students will be required to complete a Roommate Agreement. RAs for first-year students are expected to coach and mediate conversations between roommates while the agreement is being completed. While this strategy is not required for upperdivision students, Central Staff requires that RAs for upperdivision students at least make their residents aware of the agreements and encourage them to complete one. As residents move rooms and new roommates are integrated into spaces, RAs are responsible for discussing with the room any need to alter or update their current agreement. This process will also happen if a roommate concern is brought to ProStaff/RAs. The Roommate Agreement will be used as the first step of most roommate mediations conducted by the RAs.  Aug 11: Provide Roommate Agreements to Residents  Sept 10: Agreements Due to RA

 Sept 17: Reviewed Agreements Due to ProStaff  Sept 28: Copy of Agreement Given to Residents

RESIDENTIAL LEARNING COMMUNITIES One of the most impactful practices we utilize is the option for students to self-select into one of the communities in our Residential Learning Communities program. This program includes four Living-Learning Communities (LLCs) and six Themed Communities (TCs) for first year and upperdivision students on both the Statesboro and Armstrong Campus. Research shows that RLCs help students experience a smoother transition to college, provide them with an increased sense of belonging, give them the opportunity to form more engaging relationships with faculty/staff, promotes an openness to hearing views other than their own, and showing an increased rate of retention to the university and/or their major. At Georgia Southern, we use our RLCs as a strategy within our Curriculum Model. Each RLC has their own RLC Learning Outcomes and essentially a ‘mini-curriculum’ designed by faculty, staff, and members of University Housing. For the students, this means that they have the opportunity to participate in Complex/Community-Wide strategies, as well as strategies exclusively designed for members of their RLC. Example strategies include common/linked courses, required programs, field trips, success workshops, career development opportunities, orientations, RLC leadership opportunities, and more.

For staff working with RLCs, this means we are even more intentional with the strategies we utilize in these communities. Staff members are implementing more than one educational plan, and our staff are meeting with academic and campus partners on a regular basis. ProStaff and RAs may be released from certain tasks by their supervisor to be able to meet the needs of these communities and their partners. While there may be extra responsibilities working with these communities, there are multiple benefits for staff working with them. One of the consistent things staff report is an increased satisfaction working with these student populations (due to their high engagement and participation rates) and the increase professional development our staff have the opportunity to get by working with those outside of the department.

RA RECOMMENDATION: Many of the strategies that we utilize in our curriculum overlap with each other and there is no rule that you can’t kill two birds with one stone! When possible, encourage your staff to complete their Eagle Chats while they are completing their resident developments. This allows staff to save time, but it also provides the perfect opportunity for RAs to complete their Eagle Chats is an organic and stress free way! 19

STRATEGY HIGHLIGHTS EAGLE CHATS GENERAL One of the most important strategies we utilize within our curriculum model is intentional interactions with students, which we call Eagle Chats. Eagle Chats are a tool that allow RAs to have meaningful conversations with their community members, show support and care for these individuals, provide resources, and learn more about their residents’ goals, values, and interests. Because each resident may need something a little different and each staff member has a different personality, there is no specific time an RA has to spend completing an Eagle Chat - nor do Eagle Chats have to be a 1:1 conversation only. ProStaff are asked to talk during training with their RAs about what they consider to be an effective Eagle Chat. Central Staff will provide resources/topics to cover in Eagle Chats each zone and a reporting system for RAs to complete as they finish these conversations.

EAGLE CHAT REPORTING ProStaff and RAs will have access to a Qualtrics form to report their completed Eagle Chats. RAs will stipulate which campus they work at, what building they are in, what zone they are in and if the outreach was successful. For successful outreach, RAs will provide information about the conversation and what they know about the resident at that time. ProStaff will be able to log into the form results at anytime to pull information, review specific residents interactions, and provide information for other parties as needed. Additionally, at the end of each zone a Central Staff member will pull all Eagle Chats for each Complex and add the data to their Complex-Wide Assessment Report (See Assessment Practices & Templates). ProStaff will be able to review the report to see students of concern, common indicators of student success, and unique questions that correspond to student needs throughout the academic year.

REPORT CONTENT & QUESTIONS While every zone will have zone specific questions, many of the questions asked in the Eagle Chat Reporting form will be the same from zone to zone. Every zone RAs will be asked to report the following standard questions:  Resident Name / EID / Room Number  Common Indicators of Student Success  Date of Outreach (Successful or Not)  Are there are any roommate concerns  Referrals Provided  Is ProStaff follow-up needed? RAs will also be provided with prompt questions they can use during each zone to start deeper conversations. These are not required questions to ask, however they do correlate to issues we see at various times of the year and they exist to help RAs who are ‘stuck’ trying to have deeper conversations with their residents. They will include a summary of their conversation with their residents in the Eagle Chat reporting form, as well as other zone specific questions such as:  Does the student feel safe on campus?  Did the student participate in House Calls?  Is the student planning on returning to Housing?

 Is the student involved on campus?  Does the student have connections with others around

campus?

EAGLE CHAT GOALS & VARIANCES RAs will be given goals each zone regarding what percentage of their community they should be able to hold and report their Eagle Chats with. Because we have a variety of student populations and community demographics, it is important to note that not all RAs will have the same Eagle Chat requirements. The first difference is that Zone 1 has a higher completion rate goal due to the fact that Zone 1 is when students are just moving in, RAs are already doing occupancy checks, and it is important to meet with the residents to build relationships from the beginning of the semester. RAs can use their Snapshots, Community Social, Bulletin Board, and other existing strategies as ways to connect with residents and complete their Eagle Chats.

FIRST YEAR

Z1 Z2 Z3 Z5 Z6

EC1 EC2 EC3 EC4 EC5

EC6

UPPERDIVISION EC1  EC2  EC3  EC4 

ZONE 1 GOAL %

OTHER ZONES

0-40 Residents

80%

75%

44-55 Residents

75%

70%

Over 55 Residents

70%

65%

GOAL %

The second difference is that complexes with a majority of first year students will be required to complete more Eagle Chats due to the increased sense of connection and assistance that first year students need. 20

REPORTING COMMON INDICATORS Five ’common indicators’ were chosen to be evaluated during each Eagle Chat: 1) Sense of Belonging, 2) Academic Success, 3) Coping Skills, 4) Financial Stability, & 5) Likelihood of Retention. These common indicators were chosen because research has shown that these areas are some of the most important factors of student retention and success. When reporting Eagle Chats, RAs will be asked to reflect on their past conversations and interactions with the resident and report if the student should be categorized as GREEN, YELLOW, or RED within each Common Indicator. Students who are GREEN are interpreted to be without concern and doing well in the area. Students who are YELLOW are interpreted to be in need of some assistance in the area, but are not yet in a crisis situation. Students who are RED are interpreted to be in a state of crisis within that area; if actions are not taken in the foreseeable future there may be major consequences for the student. For any student that an RA lists as RED, they must provide some additional information on why they feel the student falls into this category. RAs are encouraged to give more information about anyone with one or more YELLOWS as well. This information helps both ProStaff and Central Staff to follow up with students of concern, provide information for the Behavioral Assistance Team, and give the department a quick look at the student population and their challenges of the time. It is important for ProStaff to note that one of the things RAs struggled with when we introduced this assessment tool was that many RAs feel that they would 1) get students in trouble if they marked them YELLOW or RED or 2) they were being judgmental of their residents. ProStaff need to take the time to explain to RAs why we ask these questions and explain how this assessment is ultimately a tool for the department to use to ensure student success by providing extra assistance to those who may need it. Additionally, this assessment is acknowledging that RAs may not have specific conversations with their residents about these factors and the assigned category depends on the information the RA has at the time of reporting. For all students who have been listed as RED, ProStaff will provide direct follow up (see Assessment Practices & Templates). Those with one or more YELLOW should be discussed in a RA 1:1 to determine appropriate follow up and RA support. Resident is reporting not feeling like they belong at Resident may not feel like they are connected to others in Georgia Southern. They are not connected to others the hall or around campus. They may not communicate around campus and lack engagement in hall/campus-wide effectively or respectfully with others. They may report not events and/or organizations. They report not being feeling supported by others, faculty, or the institution. They satisfied with their hall/campus experience and they are struggling to find places to engage around the questions whether or not they should stay. They may campus. They may report feeling discriminated against by report multiple situations of discrimination against peers, faculty, or the institution. themselves or people like them around campus. They may not feel safe in their environment.

SENSE OF BELONGING

Resident is connected/connecting with others in the hall or on campus. They communicate with others in an effective and respectful manner. They feel supported by their peers, staff, and the institution. They are engaged/engaging in hall/ campus activities and/or organizations. They feel as though they belong at Georgia Southern.

Resident feels successful in their academics. They are reporting good grades, they like their subject matters, and they are using academic resources on campus to enable them to succeed. They report having strong formal/informal relationships with faculty on campus. They show interest in their major/career field and have identified or taken part in activities that will allow them to advance academically and professionally.

Resident may be struggling to maintain grades in one or two classes. They may report having issues within their academic program, such as not knowing what classes to take, not connecting with faculty, or not understanding subject manner. They may be aware of resources to support their academics, but they have not used them or they have used them but with no success. They may report thinking about changing their major.

Resident is reporting multiple classes that they are struggling or failing in. They do not feel supported by their academic department. They have refused to take part in resources that can help them academically succeed or they have given up on the resources being able to help them.

ACADEMIC SUCCESS

Resident is able to find solutions to challenges they face. They are able to manage their emotions when things do not work out the way they would choose. They either have no reported mental health issues or they have coping mechanisms to help them manage their mental health needs. They have identified campus/community resources they can use to overcome their challenges.

Resident may struggle to independently move past challenges they face or identify resources to support their needs. They may be struggling to maintain their mental health and overall wellness needs. They may lack maturity managing their emotions when they are stressed.

Resident is failing to move past challenges they face and they are either not taking advantage of resources that can help them or they have given up on the resources. They are not able to manage their emotions and are taking part in risky behavior as a coping mechanism (alcohol, drugs, high-risk sexual behaviors, etc). They may feel hopeless in their situation.

COPING SKILLS

Resident has not reported any major financial burdens. They have average or above budget management skills. They have alternative means of financial relief if needed (campus/ off-campus job, family contributions, scholarships, etc) or they feel confident that they could gain alternate means if needed.

Resident may have reported financial struggles or concerns that go beyond the average students concerns. They may report struggling to pay for classes, food, or other basic needs. They may have tried to find alternative financial means, but are struggling to secure them.

Resident has reported financial struggles that impact their ability to not only be successful at Georgia Southern, but also to continue at the institution. They may report lacking funds for basic needs (such as food, clothes, etc), but also for books, tuition, schools supplies, and more. Their attempts to find alternative financial means have not been successful and they don’t know what else to do.

FINANCIAL STABILITY

Resident is confident in their ability to succeed at the institution, despite challenges that arise. They intend to return to Georgia Southern in the next semester (if not already graduating).

Resident may be thinking about transferring schools or deciding whether or not to continue in college at all.

Resident has reported that they will not be able to stay at the institution much longer. They have decided to transfer or drop out of college.

LIKELIHOOD of RETENTION

STRATEGY HIGHLIGHTS THE HALL WAYS - CURRICULUM MAGAZINE GENERAL INFORMATION “The Hall Ways” is an interactive, online magazine that provides students on both the Statesboro and Armstrong campuses with articles that help them develop within the Learning Goals, connects them to hall-specific information, provides student/ staff spotlights, OTM winners, and promotes campus events. The magazine will be published at the beginning of each zone and it will be distributed to students through email, social media, and will be available on the University Housing Website. “The Hall Ways” was created to accomplish three tasks: (1) to reduce email spamming through Constant Contact, (2) provide real time data about views, clicks, and links for ProStaff analysis, (3) reduce some workload from ProStaff, and (4) provide a fun, more interactive way for ProStaff to relay information to their residents. Topics in this magazine will be associated with the particular zone that it covers, as well as specific programs in each hall.

EDITORIAL STAFF The Editorial Staff for “The Hall Ways” will include AD of Residential Learning (Erin McFerrin), the GA for Administration & Finances (Carlene Robinson), the GA for Curriculum & Assessment (Michaela Simpson), an Armstrong Campus member, and a member of the central marketing team. This team will solicit articles/information from Housing staff and campus partners, design the framework of the magazine, write articles, and edit content. While this team is the main group of editors, we will be soliciting information from others throughout the year and this could be a great opportunity for ProStaff and RAs to improve their writing skills and have an article published. The main point of content for questions regarding the magazine will be the GA Carlene Robinson [Carlene-robinson@georgiasouthern.edu].

PROSTAFF CONTENT & PHOTO RESPONSIBILITIES ProStaff will be responsible for providing content and pictures for Complex and RLC specific pages of the magazine each zone. Each magazine issue has a content deadline that ProStaff MUST meet for their assigned pages and any additional articles staff agree to create. ProStaff will not be responsible for formatting the content, only providing it. GA Carlene Robinson will provide ProStaff with a template of how and when to submit information. ProStaff will also be responsible for two marketing needs. They will contribute at least 5 marketing-friendly pictures per Zone to the “Stock Photos” folder in the Google Drive to ensure that the department can tell their story through effective marketing strategies and personal connections. Additionally, Marketing is setting up a calendar of upcoming events to take pictures at and staff will be responsible for adding all Complex- or Campus-Wide events to this calendar.

CAMPUS PARTNER CONTRIBUTIONS The University Housing Marketing team will be assisting with many aspects of “The Hall Ways,” including photos, identifying additional campus partners, and providing design elements. Any Georgia Southern affiliate can contribute to the magazine, but it has to be approved through the editors and there must be a connection to one of the curriculum Learning Goals. Organizations automatically approved are: the Dean of Students Office, Residential Facilities, and Public Safety. Additional partners that have agreed to submit content or help sponsor a page: Academic Success Center, Office of Multicultural Affairs, Office of Student Conduct, Health Services, Athletic Department, Center for Recreation and Intramural Sports, Wellness, and Office of Career and Professional Development.

SUBMISSION PROCESS & FORM A google submission form has been created that allows all pertinent information to be recorded for ease of access. Articles are due roughly two weeks before the publish date (see dates on page 68). A monthly reminder email will be sent out, along with a link to the submission form. Articles should be 150-300 words. Photos would be appreciated, but are not mandatory. The theme of the overall content should be reflected in the articles. Articles should be in a .pdf, .doc, or .docx format only, and photos should be attached separately in a .jpeg, .jpg, or .png format only. The deadline is set in advance to allow for further editing and/or additional information. If email correspondence begins over an article, then sending updates over the email is permitted. Information for the calendar will be pulled from the weekly newsletter, The Flyer, unless the ProStaff has an event that they have not recorded yet.

THE HALL WAYS - DEADLINES & CONTENT CALENDAR ZONE 1 - WELCOME WEEK Content Deadline: 7/13/2018 Publish Date: 8/6/18

  

Resource List How to Handle Your First Week Staff in the Hallway

  

OTM Winners Complex/RLC Pages Student Org Pages

ZONE 2 - SELF Content Deadline: 8/17/2018 Publish Date: 9/4/18

  

Goal Setting  Vision Boards  Career & Professional Development 

OTM Winners Complex/RLC Pages Student Org Pages

ZONE 3 - SELF/OTHERS Content Deadline: 9/21/2018 Publish Date: 10/8/18

  

Voting Away from Home RA Selection Halloween Themes

  

OTM Winners Complex/RLC Pages Student Org Pages

ZONE 4 - WINTER CLOSING Content Deadline: 10/26/2018 Publish Date: 11/12/18

  

Self Care Techniques Acing your Finals Holiday Closures

  

OTM Winners Complex/RLC Pages Student Org Pages

ZONE 5 - WELCOME BACK Content Deadline: 11/30/2019 Publish Date: 1/14/19

  

Signing up for Housing New Years Resolutions Financial Aid/Scholarships

  

OTM Winners Complex/RLC Pages Student Org Pages

ZONE 6 - OTHERS/CONTEXT Content Deadline: 1/18/2019 Publish Date: 2/4/19

 

Bystander Interventions Cute Date Ideas in Statesboro

  

OTM Winners Complex/RLC Pages Student Org Pages

ZONE 7 - CONTEXT Content Deadline: 2/22/2018 Publish Date: 3/11/19

  

Career Planning Spring Break Cleaning Thinking Ahead/Summer School

  

OTM Winners Complex/RLC Pages Student Org Pages

ZONE 8 - EOY CLOSING Content Deadline: 3/29/2018 Publish Date: 4/15/19

  

Moving Out Summer Jobs Self Care Techniques

  

OTM Winners Complex/RLC Pages Student Org Pages

THE HALL WAYS - PROSTAFF CONTENT EXAMPLES ProStaff are encouraged to take time during the Pre-Zone to map out what content they would like to concentrate on for their Complex pages in the magazine. Additionally, if the staff have any articles they think would be good for all students, they are encouraged to send these articles to one of the Editorial Staff. Below are some examples of what ProStaff can do with their Complex pages.       

Monthly Message from Complex ProStaff Upcoming Complex Event Calendar & Highlights Pictures & Reflections on Previous Complex Events Student and/or Staff Spotlights Complex Recognition Program Resident of the Month Conduct Trends

      

Complex Challenges to Be Addressed Complex Safety Tips RA Written Articles Event Flyers Complex Pictures Complex Social Media Information Social Media Campaigns 23

ASSESSMENT PRACTICES OVERVIEW & DEADLINES As with any large scale initiative, assessment plays an important role to determine initiative success and future implementation strategies. This section contains a general overview of the assessment practices and ProStaff deadlines that will take place in the 2018-2019 year regarding the Residential Curriculum Model.

COMPLEX-WIDE REPORT ProStaff will be provided with a Complex-Wide Assessment Report that will be updated each zone with Eagle Chat results, academic success information, RLC assessments, and more. It is the ProStaff responsibility to review this data with their supervisor and add Complex-Wide assessment information to the document. The document seves as a year-long recap of assessment in the Complex and a blueprint for future ProStaff to understand the halls population.

EAGLE CHAT DATA & FOLLOW-UP Eagle Chats will be conducted by RAs in most zones. A Central Office GA will pull completed Eagle Chat numbers and students of concern weekly. This will enable ProStaff to easily see their Complex’s completion rate, hold RAs accountable, help with staff training, and follow up with students of concern (SoC).

Zone Due Date

Hall Ways Content

SAMPLE ProStaff Assessment Project Timeline

9/7

7/13

Determine Project

10/12

8/17

Set Timeline & Tasks

11/30

9/21

Research & Stakeholder Interviews

12/14

10/26

Assessment Methods Determined & Tool Built

2/8

11/30

Assessment Conducted

3/15

1/18

Data Analyzed

4/26

2/22

Draft of Project Report Discussed

5/17

3/29

Present Project

After data is pulled each week, ProStaff are expected to review their Complex’s data and conduct follow up with SoC by reviewing previous SoC Eagle Chat data, attempting to make personal contact with the student within 5 business days of the Eagle Chat being submitted, and recording all follow-up efforts in a provided form/spreadsheet that will be shared with Central Staff and the Behavioral Assistance Team BAT), Dean of Students, Office of Student Conduct, University Counseling Center, University Police, etc. This reporting tool does not replace needed incident reports. Consult with your direct supervisor if you have any questions or concerns. STUDENTS OF CONCERN DEFINED: Any student who has one or more RED Common Indicators, multiple YELLOWs, or a history of RED/YELLOWs.

STRATEGY EVALUATIONS ProStaff will be asked to fill a strategy evaluation for each strategy utilized for either 1) Complex-Wide Strategies, 2) Residential Learning Community Strategies, or 3) Department-Wide Strategies in the Complex. Questions asked on the evaluation include:  Basic Information About Strategy  Applicable Learning Goals/Outcomes  Number of Participants Who Attended/Participated  Synopsis of Strategy  Satisfaction Questions (What did participants react positively or negatively to? What should others know about this strategy before utilizing it in their Education Plan?)  Action Step Assessments (How did you incorporate the Learning Outcome Action Steps into the strategy and how do you know the action step was achieved?) **Initiative and Development Strategies may also require assessment, but Central Staff will provide directions, materials, and instructions on these assessment practices. 24

PROSTAFF ZONE REPORTS At the end of each zone, ProStaff are responsible for filling out a Zone Report (template in Shared Drive & Google Drive), saving it in their Complex’s curriculum folder in the Shared Drive, and sending a copy to their direct supervisor and their curriculum supervisor. Questions included in the report include:

    

Successes & Challenges of the Zone Additional RA Instructions Anything Central Staff should know ProStaff Assessment Progress Report Strategy Evaluation Overview (description & type of strategy, strategy effectiveness, participants, etc)

PROSTAFF CURRICULUM ASSESSMENT PROJECT To continue improving our curricular practices, Central Staff is requiring ProStaff to complete a yearlong assessment project and submit a report and presentation on findings by the end of the May 2019. In addition to helping the department be innovative and data-driven, one of the main goals is to provide ProStaff with a professional development project that they will be able to take within them after their time at Georgia Southern and talk about in future interviews. This action-based assessment project will allow ProStaff to practice research methods, data gathering practices, data analysis, report writing, and presentation skills. While topics will need approval by Central Staff before assessing, ProStaff will have the ability to brainstorm questions or topics they would like to assess, have the option of working with another team member, and will be provided with support through the year on assessment practices they are utilizing. During curriculum coaching sessions, ProStaff will discuss project progress, challenges, and support needs. At the end of the academic year, all ProStaff will be asked to present their project to each other, Central Staff, and possibly campus partners. See potential timeline for the project to the left.

CAMPUS CLIMATE & STAFF EFFECTIVENESS SURVEYS Each year the department hosts at least one large scale assessment project and surveys residents and staff on their perception of their RA/Supervisor’s effectiveness. The Staff Effectiveness surveys (or 3600 evaluations) help us to assess the main areas of strengths and challenge for each staff member. They take place before evaluation season in the late fall. This year’s large scale assessment project will be a department-built campus climate survey much like EBI/Skyfactor, but specifically designed to the needs and questions on our campuses. This survey is tentatively set to be completed during Zone 5. Both of these surveys will be designed by Central Staff and department committees and distributed by Complex staff.

PROSTAFF ASSESSMENT TIPS & TRICKS REVIEWING COMPLEX-WIDE REPORT DATA Your Complex-Wide Report will have multiple tabs that address student demographics, Eagle Chat completion rates, Eagle Chat data, GPA progress reports, campus climate survey, etc. ProStaff is asked to create their own tabs for any in-hall assessments they do, such as RLC assessments, student preferences, etc. Because this spreadsheet has a lot of data and information, it can be overwhelming to look at. However, it is a very organized document that is easy to navigate. The purpose of keeping all this data together in one document is to provide staff with a quick resource to get to know their population - whether a returning staff member refreshing themselves or a new staff member looking through the previous years report. To pull a RA Eagle Chat data report directly from Qualtrics, ProStaff will 1) log-in to Qualtrics, 2) open the report, 3) clicking on Data & Analysis, 4) adding a filter by selecting their Complex, and 5) sorting by RA First Name. APPLYING ASSESSMENT RESULTS TO CURRICULUM PLANNING Another way to use this report is to review the data from a very broad perspective to see if there are any common themes or trends that should be addressed in The Hall Ways content, direct emails, or staff training. Examples of applying data trends includes:  If ProStaff pull a RA’s Eagle Chats and see that they have attempted to reach out to 85% of their community, but have only had successful interactions with residents 35% of the time - it may be worth addressing how and when they are approaching residents in a 1:1.  If ProStaff see that their students have a lower fall GPA as compared to other Complexes, they can look through their Eagle Chat data to see how many students have been referred by RAs to the Academic Success Center and invite campus partners in to help students improve their study skills.  If ProStaff were interested in comparing student success of RLC members, they could pull data from RLC members versus non-RLC members and compare percentages of green Common Indicators. 25

ZONE DEADLINES OVERVIEW Below you will find a general overview of items to be completed by the end of each zone. This is not a comprehensive list and there may be certain zones that have different deadlines. Additionally, ProStaff have the ability to add stipulations or Complex-Wide requirements as they see fit. Z1 RA Zone Deadlines Sept 3

Oct 7

Nov 11

ProStaff Zone Deadlines Sept 7 Oct 12 Nov 16

Feb 3 Mar 10 Apr 21 Dec 10

Feb 8 Mar 15 Apr 26 May 17

RA ZONE DEADLINE  All Strategies & Socials RAs are Responsible For Per Zone  Eagle Chats Completed & Reported  Bulletin Board Posted for Upcoming Zone PROSTAFF ZONE DEADLINE  RD Zone Report Due to Curriculum Supervisor / Direct Supervisor  All Zone Strategies Completed  All Strategy Evaluations Completed & Saved in Shared Drive  5 Marketing-Friendly Photos saved in “Stock Photos” folder in Google Drive  Grad 1:1 Developments for Zone Completed  RA 1:1 / Staff Mtg Developments for Zone Completed  Outreach to Previous Zone’s Students of Concern Completed & Reported

OTHER DEADLINES  Complex-Wide Education Plan Submitted & Approved  Snapshot Deadlines  The Hall Ways Content Deadlines  Zone Curriculum Coaching Sessions Scheduled for Semester  Beginning of Semester RA Bulletin Boards  Other Departmental Deadlines

PART II: EDUCATION PLAN

2018-2019 DEPARTMENT-WIDE

EDUCATION PLAN OVERVIEW The following Education Plan has been designed for predominantly first-year complexes on the Statesboro Campus. Please note that Armstrong Campus, upperdivision complexes, or mixed complexes may have altered plans that suit the needs of their communities best. Additionally, while upperdivision notes are listed in the Playbook, it does not contain detailed notes for the Residential Learning Communities.

July

FALL PRE-ZONE - STAFF TRAINING (JUL 1 - AUG 9)

1 8 15 22 29

2 9 16 23 30

3 10 17 24 31

4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28

2 9

3 10

4 11

12 19 26

13 20 27

14 21 28

15 22 29

16 23 30

17 24 31

18 25

7 14 21 28

1 8 15 22 29

September 2 9 16 23 30

Battle of the Halls: RA Edition

Lip-Syncing Competition

Pro/RA EIL Inventories & Discussions

RA Academic Success Scholars

RA Daily Developments

Training Assessments

Community /Complex Welcome Socials

1 8

RA Welcome Event

ZONE 1 - WELCOME TO CAMPUS (AUG 10 - SEP 2)

August S

ProStaff Training Retreat

3 10 17 24

4 11 18 25

5 12 19 26

6 13 20 27

October

1st Community Meetings

Snapshot#1/Bulletin Boards (RA Choice) Eagle Chats Battle of the Halls

Social Media Challenge

Community-Wide Late Night

RLC Events

“The Hall Ways” Magazine

Tutoring in the Halls

Complex / Department Social Media

Staff Professional Developments

ZONE 2 - SELF (SEP 3 - OCT 7) Community / Complex Socials

Eagle Chats / Eagle Chat Follow Up

ProStaff Choice (LG1)

Community Agreements (LG2)

ProStaff Choice (LG3)

House Calls (LG4)

OPTIONAL: ProStaff Choice (Any LG)

RA Community Maps

Academic Success Presentations

Tutoring in Halls

Roommate Agreements

Fire Drills

“The Hall Ways” Magazine

RLC Events

1 8

2 9

3 10

4 11

5 12

6 13

Complex / Department Social Media

Staff Professional Developments

Assessment Strategies

Bulletin Boards (LG Choice)

21 28

22 29

23 30

24 31

ZONE 3 - SELF / OTHERS (OCT 8 - NOV 14)

November S

S 2 9

3 10

Community / Complex Socials

Eagle Chats / Eagle Chat Follow Up

ProStaff Choice (LG1)

Town Hall (LG2)

ProStaff Choice (LG3)

Stress-Less Week/B.A.D. (LG4)

OPTIONAL: ProStaff Choice (Any LG)

Fire Drills

1 8

Snapshot#2/Bulletin Boards (LG Choice) Tutoring in the Halls

18 25

19 26

20 27

21 28

22 29

23 30

“The Hall Ways” Magazine

RLC Events

Complex / Department Social Media

Staff Professional Developments

Assessment Strategies

Snapshot #2 (Nov 1-Closing)

December S 2 9 16 23 30

M 3 10 17 24 31

T 4 11 18 25

W 5 12 19 26

T 6 13 20 27

7 14 21 28

1 8 15 22 29

ZONE 4 - WINTER CLOSING (NOV 26 - DEC 7) Study Break

Closing Floor Meeting / Bulletin Boards

“The Hall Ways” Magazine

Complex / Department Social Media

Assessment Strategies

Eagle Chat Follow Up 28

Each zone will have traditions, LGs, initiatives, and developments - but the requirements and specifics may vary from zone to zone. Generally, the first two zones each semester is focused on welcoming students to/back to campus. During these zones, there are requirements for socials and department-supported events. In the second two zones of each semester, ProStaff will add strategies focused on the Learning Goals/Outcomes. Some of these strategies will be pre-determined by the department and some will be determined by the ProStaff as they create their Complex-Wide Education Plan. In all of the previously mentioned zones, RAs will complete community socials and Eagle Chats, each hall will host a social, and at least one strategy must be a late night event. In the last two zones of each semester, staff will focus on closing their building and hosting one study break program.

SPRING PRE-ZONE - STAFF TRAINING (JAN 2 - 13) Pro/RA EIL Check In’s

RA Welcome Event

RA Daily Developments

RA Academic Success Scholars

EIL Goal Check-In

Training Assessments

ZONE 5 - WELCOME BACK (JAN 14 - FEB 3) Community /Complex Welcome Socials

1st Community Meetings

Snapshot#3/Bulletin Boards (RA Choice) Eagle Chats

January S 6 13 20 27

7 14 21 28

1 8 15 22 29

2 9 16 23 30

3 10 17 24 31

4 11 18 25

5 12 19 26

February S

1 8

2 9

15 22

16 23

Academic Excellence Week

RLC Events

“The Hall Ways” Magazine

Tutoring in the Halls

Complex / Department Social Media

Staff Professional Developments

RA Selection Process Begins

LEAD 3900 Course

10 17 24

11 18 25

12 19 26

13 20 27

14 21 28

7 14 21 28

1 8 15 22 29

2 9 16 23 30

ZONE 6 - OTHERS / CONTEXT (FEB 4 - MAR 13) Community / Complex Socials

Eagle Chats / Eagle Chat Follow Up

ProStaff Choice (LG1)

Spring Break Safety (LG2)

Acts of Kindness Day or SAAW (LG3)

ProStaff Choice (LG4)

OPTIONAL: ProStaff Choice (Any LG)

RA Appreciation Week

OPTIONAL: ASC Presentations

Tutoring in Halls

RHA Elections

Fire Drills

“The Hall Ways” Magazine

RLC Events

Complex / Department Social Media

Staff Professional Developments

Assessment Strategies

Bulletin Boards (LG Choice)

ZONE 7 - CONTEXT (MAR 25 - APR 21) Community / Complex Socials

Eagle Chats / Eagle Chat Follow Up

#MyHallStory (LG1)

ProStaff Choice (LG2)

Bystander Intervention (LG3)

ProStaff Choice (LG4)

OPTIONAL: ProStaff Choice (Any LG)

Fire Drills

March S 3 10 17 24 31

M 4 11 18 25

5 12 19 26

6 13 20 27

April S

1 8

2 9

3 10

4 11

5 12

6 13

21 28

22 29

23 30

2 9

3 10

4 11

May S 5

1 8

Snapshot#4/Bulletin Boards (LG Choice) Trivia After Dark

“The Hall Ways” Magazine

Tutoring in the Halls RLC Events

20 27

21 28

22 29

23 30

24 31

Complex / Department Social Media

19 26

Assessment Strategies

Staff Professional Developments

ZONE 8 - EOY CLOSING (APR 22 - MAY 10) Study Break

Closing Floor Meeting / Bulletin Boards

“The Hall Ways” Magazine

Complex / Department Social Media

Assessment Strategies

Eagle Chat Follow Up 29

FALL PRE-ZONE

PLAYBOOK

FALL PRE-ZONE REQUIREMENT GUIDE IT’S TRAINING TIME Y’ALL! During the Fall Pre-Zone, students have not yet arrived on campus and therefore our curriculum efforts are largely focused on the personal and team development skills of our professional, graduate, and student staff. All of the training components we utilize tie back to creating safe, inclusive, and educational environments for our student - thus they are all connected to our curriculum Model. While the training schedules will outline all the components of these “Developments,” we have outlined a couple of specific Learning Goal connected developments that will occur during training below.

TRADITIONS    

ProStaff Training Workshop RA Training Welcome Events “Battle of the Halls: RA Edition” Team Spirit Activities Lip-Syncing Competition

NOTES

LGs    

ProStaff EIL Inventory & Discussion RA EIL Inventory & Developments RA “What Do You Want to Learn?” Activities The Hall Ways (Complex-Wide Information)

INITIATIVES   

Development of Complex-Wide Education Plans Induction of RA Academic Success Scholars RLC Training Meetings

DEVELOPMENTS       

ProStaff Fall Training Sessions RA Summer Modules RA Fall Training Sessions ProStaff 1:1s Grad 1:1s / Development (POSITION OVERVIEW) Complex Curriculum Coaching Sessions Training Assessments

JUL 1 - AUG 9 SUN 1 - JULY

MON

TUE

WED 4

OFFICE CLOSED

THU 5 CURRICULUM

FRI 6

SAT 7

LAUNCH

Opt: Dinner @ Casey’s

9 CURRICULUM

10 YOUR EIL

PLANNING WORKTIME

12 OPTIONAL

INVENTORY

13 CURRICULUM

COACHING SESSIONS

COACHING

WWPic: Alumni Spirit Opt: Dinner @ Ben’s

17 CURRICULUM

20 S.S. & EIP

PLANNING WORKTIME

Annual Watermelon Cutting @ 10am

29 IN HALL

31 CURRICULUM

WELCOME

HALL WAYS CONTENT DUE

STAFF WORKSHOP

RA MODULES

GRDs Arrive

MOVE OUT

WWPic: GSU Spirit

RAs Begin Arriving

Opt: Dinner @ Ben’s

EDUCATION PLANS DUE

1 - AUG

2 INTRO OF RA

DAY

SCHOLARS

All Staff Mtg RA Training Starts Battle of the Halls: RA Edition

Central GAs Arrive

The Hall Ways Publication Date

BCD’s

RLC Peer Mentor Training

OMI

DA Training 1st Floor Mtg Honors & Lab LLC OMI

SoLead OMI Honors Orientation

Hall Welcome Socials

Eagles Night Out

STRATEGY RESOURCES TRADITIONS Complex-Wide: ProStaff will host a welcome to training social for their incoming staffs on July 27th. Department-Wide: Central Staff will host a retreat for ProStaff so that our newly assembled team can learn about ourselves and each other. A Game of Thrones theme will be integrated into student staff training, which will also include a lip-syncing completion between halls, and a “Battle of the Halls: RA Edition”

LEARNING GOALS (LGs) Community-Wide: RAs will be provided a guidebook for the year that will include reflection and note sections for training. They are expected to use this resource during training and the school year, bringing it to each 1:1 and staff meeting. Department-Wide: In both professional and student staff training, the Central Staff will be providing the means for each individual to use the Emotionally Intelligent Leadership inventory to be able to reflect on and address areas of strength and challenge we each hold as professionals. In RA Training, ProStaff will be providing a menu of Learning Goal connected strategies RAs will participate in, called the “What Do You Want to Learn?” Sessions. These sessions role model to our student staff how to integrate curriculum, reflection, and learning into active and fun strategies. Campus-Wide: Campus partners will attend various sessions in training and participate in a Resource Fair for student staff.

INITIATIVES Community-Wide: Staff will meet during ProStaff/RA training for Residential Learning Community (RLC) meetings. These meetings will introduce staff, campus partners (when available), and Peer Mentors (when able) to each other, allow time to discuss RLC plans for the year, and decide welcome strategy logistics. Complex-Wide: ProStaffs will be responsible for developing their Complex-Wide Education Plan, due to supervisor and Curriculum Supervisor by July 27th. Department-Wide: The department will recognize the academic achievements of our staff during the introduction and induction of the RA Academic Success Scholars on August 2nd. Additionally, all RLCs will have welcome meetings that will enable staff to plan for the beginning of the year with their RLC residents and learn more about RLC requirements for the 2018-2019 academic year (dates/times vary).

DEVELOPMENTS Department-Wide: ProStaff will lead student staff in daily development activities (see p. 38 for details).

CURRICULUM PLANNING REFLECTION CURRICULUM REFLECTION QUESTIONS Below are some of the things you may want to think about as you design your Complex-Wide Education Plan.  What do I know about my student population and their needs?  How can I use strategies to address our curriculum goals and help them to be successful individuals personally, academically, and as members of a community?  How do I ensure that my strategies are achieving the learning outcomes and are sequenced to help students develop within the learning outcomes?  Am I utilizing diverse types of strategies or relying on just active events?  Am I choosing strategies based on my own / staff’s desires or based on the goals of the curriculum?

SPACE FOR NOTES & PLANNING: MAKE SURE TO UTILIZE ONLINE & SHARED DRIVE RESOURCES TOO! 34

REFLECTION WORKSHEET CURRICULUM PLANNING REFLECTION CONTINUEDâ&#x20AC;¦ CURRICULUM REFLECTION NOTES

ZONE PLANNING NOTES ZONE 1

ZONE 5

ZONE 2

ZONE 6

ZONE 3

ZONE 7

ZONE 4

ZONE 8 35

REFLECTION WORKSHEETS & NOTES PROSTAFF TRAINING: EIL REFLECTION INVENTORY RESULTS

CAPACITY

SCORE

SIGNAL

Emotional Self-Perception - ESP Emotional Self-Control - ESC Authenticity - AU

Flexibility - FL

SELF

Healthy Self-Esteem - HSE

Optimism - OP Initiative - IN Achievement - AC Displaying Empathy - DE Inspiring Others - IO

CONSCIOUSNESS OF SELF Area of Strength:

Capitalizing on Difference - CD Developing Relationships - DR Building Teams - BT

CONSCIOUSNESS OF OTHERS Area of Strength: Area of Development:

Area of Strength:

Demonstrating Citizenship - DC Managing Conflict - MC Facilitating Change - FC Analyzing the Group - AG Assessing the Environment - AE

CONTEXT

CONSCIOUSNESS OF CONTEXT

OTHERS

Area of Development:

Coaching Others - CO

Area of Development: SIGNAL STRENGTH EXAMPLES

REFLECTION QUESTIONS 1. How do you think your areas of strength and areas of development affects you in your current position?

2. What are 2 ways you can capitalize on your areas of strength this year?

3. What are 2 ways you can work on your areas of development this year?

GRAD 1:1 DEVELOPMENT : UNDERSTANDING THE DEPARTMENT GENERAL Training and opening is an exciting but very busy time for all our staff. For our Grads, they are learning the ins and outs of their role, opening, the culture of our department/campus - Plus starting classes. During the Fall Pre-Zone, ProStaff should take time to process the topics above to help our Grads be successful in their positions. ProStaff can use the sample questions below to have this conversation or use their own questions.

SAMPLE TOPICS    

ProStaff Expectations of Grad Grad Expectations of ProStaff Grad Supervision of Resident Advisors Desk Management/Operation

 ProStaff Expectations of Grad during RA Training  ProStaff Expectations of Grad during Opening  Res Ed closed weekends for the Fall semester

SAMPLE QUESTIONS        

What are your expectations of me as your supervisor? What kind of environment do you need to be successful in your position? What do you think the goal of your position is? What are you hoping to get out of this experience? What questions do you have about your position? About my position? About the department? How do you balance multiple tasks that need to be accomplished? What do you think you’re going to excel in while in this position? What do you think will be challenging about this position? How can I help you to overcome that challenge?

CONVERSATION NOTES:

ITEMS TO COVER IN EVERY GRAD 1:1     

Duty Concerns Desk Issues Staying Balanced and Wellness RA Concerns, Issues or New Info Administrative Task-Update

    

Personal Issues Academics Conduct Res Ed Meeting Updates Curriculum Review

    

Professional Development Weekly RA Staff meeting Topics Grad role in RA staff meeting Building Concerns Residents of Concern

REFLECTION WORKSHEETS & NOTES RA TRAINING: DAILY STAFF DEVELOPMENTS DEVELOPMENT PLAN ProStaff are responsible for determining development activities for student staff during each day of training. These activities are categorized as Team Developments (activities to help your team get to know each other and bond) and Skills Developments (activities that help the RAs develop a needed skill for the position). Below is the outline of the Development Plan ProStaff should work within and Development examples are listed in the back of the playbook. Beyond the two required Development activities, you may use one of the provided examples or another activity that you think your staff will respond to and meets the Learning Goal and Outcome.

DEVELOPMENT PLANNING NOTES July 30 - Team Development LG1 (SELF) - ProStaff Choice

July 31 - Skills Development LG2 (SELF) - EIL Devo #1 

August 7 - Team Development LG1 (CONTEXT) - EIL Devo #2  August 1 - Team Development LG1 (OTHERS) - ProStaff Choice

August 2 - Skills Development LG1 (OTHER) - ProStaff Choice

August 3 - Team Development LG3 (CONTEXT) - ProStaff Choice

August 6 - Skills Development LG4 (CONTEXT) - ProStaff Choice

RA TRAINING: EIL DEVELOPMENT #1 ProStaff will be leading RAs through two required Developments. The first will take place the day after the RAs take the EIL inventory and learn more about the leadership model in a training session. During this Development, staffs will have the opportunity to reflect on their individual results thought a written reflection in their RA Playbook. In their Playbook, the RAs can plot their inventory results on the provided EIL Line Chart to visually see their results and choose the areas of strength and development they would like to concentrate on this year. As the RAs are answering their reflection questions, the ProStaff should hang the capacity signs (provided by Central Staff) around the room. When the staff is ready, ProStaff will ask RAs to move to their Area of Strength for SELF. Staff will then have the opportunity to discuss with each other how they excel in these capacities and how they feel this strengths may help them as a member of a team. This process will be repeated for OTHERS and CONTEXT. Before the second EIL Development on August 7th, RAs will be asked to finish their reflection in their Playbook and come ready to discuss possible goals for their areas of development.

RA TRAINING: EIL DEVELOPMENT #2 In the second required Development, staff will reflect on what they learned about themselves during training and relate it back to their EIL score. The first activity in this Development is asking the staff to use markers to mark on a large, laminated copy of the EIL Line Chart the 3 Areas of Strength they plan to capitalize on and 3 Areas of Development they would like to work on during the academic year. You can either make stickers, sticky notes, or ask RA to use symbols with their initials to signify their top capacities of strengths and development. ProStaff will then lead the staff in a discussion about the combined strength of their team this year. Then staff will fill out the second reflection in their Playbook about how they can take action to work on their areas of development throughout the year. Staff will be asked to add this information to a large poster for the staff (provided by Central Staff) and then discuss one of these areas of development with the larger group. Throughout the year, the staff will be asked to encourage each other to keep developing their capacities and take advantage of the strengths present on the team.

REFLECTION WORKSHEETS & NOTES STAFF NAME

NOTES

STRENGTHS

CHALLENGES

EIL INVENTORY NOTES

FOLLOW UP NEEDED

REFLECTION WORKSHEETS & NOTES RA TRAINING: STAFF GOALS & TASKS

RA TRAINING: COMPLEX GOALS & OPENING NOTES

STAFF RESOURCE OPENING TO-DO LIST 

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OPENING NOTES

ZONE ONE

PLAYBOOK

ZONE ONE REQUIREMENT GUIDE THE RESIDENTS ARE HERE! This is an exciting, busy, and a bit overwhelming time for both students and staff. For a lot of us, we have gotten through months (or more!) of training, preparing for our students to arrive, putting together strategies and resources for student an staff success, and taking part in the massive undertaking that is OMI. Now that they are here, our main focus is introducing them (or re-introducing them) to campus, creating some Complex pride, and getting students connected to other students and campus resources.

TRADITIONS        

Complex-Wide Welcome Social Community-Wide Social Community-Wide Late Night Intramural Team Sign-Ups Battle of the Halls Social Media Challenge / Social Media Management Door Decs & Decorated Halls Bulletin Boards (RA Choice)

ZONE FOCUS Sense of Belonging & Campus Connections

NOTES

LGs     

Eagle Chats Facilitate & Hang Snapshot #1 1st Community Meetings The Hall Ways (Complex-Wide Information) Conversations with Professors

INITIATIVES  

RLC Welcome Events, Orientations, & Connected Courses In Hall Tutoring

DEVELOPMENTS       

RA Staff Meetings / Development (SELF) RA Staff 1:1s / Development (SELF) ProStaff Meetings / Development (ASSESSMENT PROJECT) ProStaff 1:1s / Development (TBD) Grad 1:1s / Development (SUPERVISION SKILLS) Strategy Evaluations Complex Curriculum Coaching Sessions

CAMPUS OPTIONS TO CONSIDER         

Day One Eagles Night Out Weeks of Welcome Events Eagles After Dark Events Sustainability Attitudes Survey (Aug 27-Sept 17th

AUG 10 - SEP 2 SUN 5 - AUG

MON 6

TUE

WED 8

THU 9

FRI 10

OMI

SAT 11 Eagles Night Out 1st Floor Mtg

Door Decs, Bulletin Boards, & Hall Decorations

Roommate Agreements Given to Residents

Welcome Socials

Occupancy Checks Due Magazine Content Due Conversations with Professors

20 - COACHING 21 WEEK

In Hall Tutoring Begins (Every Sunday)

Sex Signals (SS)

Think Fast Triva (SS)

Boro Browse

St. Org. Fair

RHA General Body

RA Training Assessments Due

Social Media Challenge & RHA Door Knocking

Day One

RHA BLOCK PARTY

1 - SEPT

RHA General Body RHA Care Packages

Snapshot #1 Displayed

Battle Of The Halls Prep

Labor Day 4

Battle Of The Halls

Home Game

PROSTAFF ZONE DEADLINE RA ZONE DEADLINE

The Hall Ways Publication Date

ALL STAFF MTG

BATTLE OF THE HALLS WEEK CALENDAR  Aug 27: RHA Open Meeting  Aug 28: Complex Spirit Night  Aug 29: OTM Party or ProStaff Choice  Aug 30: OTM Party or ProStaff Choice  Aug 31: Battle of the Halls Competition

OTM’s Due

RHA Program Week

First Friday: Taste of Statesboro

Home Game

RHA PROGRAMMING WEEK CALENDAR  Sept 4: Bingo Night @ SP  Sept 5: Pool/Ping Pong Tournament @ SC  Sept 6: Sip N’ Paint @ KE  Sept 7: Board Games @ UV 47

STRATEGY RESOURCES TRADITIONS Community-Wide: RAs are responsible for hosting at least once community social, taking students to one late night campus event (defined as an event between 8pm to midnight on Thursday, Friday, or Saturday Night), and putting up bulletin boards / door decs. Complex-Wide: ProStaff, with the assistance of the RAs, are responsible for hosting a Complex-Wide Welcome Event (Friday, Aug 10), a social media challenge (Aug 13-17), implementing university / Complex spirit strategies during the Battle of the Halls Prep week (Aug 27-30), and recruiting students to take part in the Battle of the Halls (Aug 31). Department-Wide: Central Staff will provide ProStaff and RAs with expectations and needs for the Battle of the Halls. Campus-Wide: ProStaff and RAs will market the intramurals program.

LEARNING GOALS (LGs) Community-Wide: RAs will be responsible for conducting Eagle Chats, using the provided Snapshot with their residents, and conducting their first Community Meeting (by Sat, Aug 11). Complex-Wide: ProStaff will provide content for their Complex/RLC specific sections of the “The Hall Ways”

Magazine Department-Wide: Central Staff will provide ProStaff and RAs with Snapshots and Bulletins, communicate expectations and needs for Battle or the Halls, and develop content for “The Hall Ways” magazine. Campus-Wide: Campus Partners will be hosting Eagles Night Out (Aug 11), Weeks of Welcome Events, Eagles After Dark, ‘Boro Browse (Aug 21), Student Org Fair (Aug 23), and more during this Zone.

INITIATIVES Community-Wide: ProStaff, RAs, and Central Staff will help the Residential Learning Communities welcome students to campus through welcome events, orientations, and/or connected courses. Complex-Wide: No Requirements Department-Wide: In Hall Tutoring Begins Every Sunday in Each Hall from 7-9pm Campus-Wide: Campus Partners will be hosting Conversations with Professors (Aug 12). Office of Sustainability is asking for ProStaff to help graduate student Bailey Chandler with an assessment project on students perceptions of sustainable practices and the effectiveness of intervention strategies. Survey Link will be sent out and asked to be filled out on both campuses.

DEVELOPMENTS Community-Wide: No Requirements Complex-Wide: ProStaff will help their graduate and undergraduate student staff continue to develop through weekly Staff Meetings, Staff 1:1s, a RA Staff Meeting Development and RA 1:1 Development focused on and capacities within EIL SELF, and a Grad 1:1 Development Reflections focused on Supervision Skills. Department-Wide: Central Staff will help support ProStaff through professional staff meetings, a ProStaff Mtg Development focused on their Assessment Project, 1:1s, Curriculum Coaching Sessions, and professional development opportunities.

Campus-Wide: No Requirements

SPOTLIGHT ON “EAGLE CHATS” COMMON STUDENT STRESSORS

ZONE 1 EAGLE CHAT QUESTIONS

At this time of year, students are adjusting to life on campus. They may be unfamiliar with the campus community and are simultaneously trying to maintain long distance relationships. They are worried about developing a new social life and may be experiencing roommate conflicts. Financial struggles may be keeping them up at night as they seek to pay for classes, textbooks, and more.  Roommate Concerns  ProStaff Follow Up Needed?  Interaction Summary

RAs will be asked to provide the following information in their Zone 1 Eagle Chat reporting form. RAs will have access to zone specific prompt questions that will help them get to know their students and gain more information about the Common Indicators in an organic way.  General Student Info  Common Indicators  Resource Referrals

SPOTLIGHT ON “LATE NIGHT REQUIREMENTS” WHAT ARE WE ASKING? During Zone One, we are asking that all RAs host a Community-Wide Social that is a “Late Night” program. Because there are so many opportunities to engage with students at campus partner events during this time, we recommend that they use Weeks of Welcome Events, the Eagles After Dark Series and other traditional programs to meet this requirement. After Zone One, we are asking that each Complex has one Late Night option. This could be a Complex-Wide Social, LG event, or ProStaff requiring that the Community-Wide Socials are Late Night in that Zone.

WHY ARE WE REQUIRING THIS? University and college campuses have started implementing more and more of these events to help, not only engage students, but to deter students from taking unhealthy behaviors and decisions, such as underage drinking and illegal substances. While we are not requiring ProStaff to be present during these strategies, we feel as a department that we have a unique opportunity to contribute to campus alcohol-alternative programming.

LATE NIGHT DEFINED: Activities that take place after 8pm on a Thursday, Friday,or Saturday Night.

SPOTLIGHT ON “BATTLE OF THE HALLS” BASIC DESCRIPTION A committee will be put together to organize Battle of the Halls. Committee will likely have representatives from Central Staff, RAs, RHA, NRHH, RAD, and CRI. Prep Week will take place from Aug 27 -30 and there will be a culminating event on Aug 31. The goal of event is to increase students sense of belonging and to grow residents pride at Georgia Southern and within their Complex.

FACILITATION OF STRATEGY Committee will determine point system, large event activities, incentives, etc. However, creating an event per night during Prep Week, tracking halls points, and marketing opportunities to earn points will be up to each Complex’s staff. Currently NRHH and RHA have agreed to participate. RHA will be hosting a social media campaign during the week and giving points for students who attend the RHA Open Meeting on Monday. NRHH will be providing ProStaff with information to host OTM parties in their Complex. Additionally, ProStaffs will be responsible for planning a Complex Spirit Night and one other ProStaff choice strategy. More information to come!

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

RHA Open Mtg Watson MPR 7pm

Spirit Night

OTM Party or ProStaff Choice

Battle of the Halls Competition TBD: 5-8pm 49

REFLECTION WORKSHEETS & NOTES CURRICULUM STRATEGY PLANNING REFLECTION & NOTES WELCOME SOCIAL PLAN:

BATTLE OF THE HALLS PLAN:

SOCIAL MEDIA CHALLENGE PLAN:

MAGAZINE CONTENT:

COMPLEX SPECIFIC RA REQUIREMENTS OR EXPECTATIONS:

OTHER CURRICULUM NOTES:

PROSTAFF ASSESSMENT PROJECT REFLECTION & NOTES ASSESSMENT PROJECT REFLECTION QUESTIONS Below are some of the things you may want to think about as you determine your ProStaff Assessment Project. 

What are things I am interested in knowing more about?



Of these items, what are interests that if assessed would help the department continue to improve the curriculum model and the experience we provide our students & staff?



Of these items, what remaining interest(s) will also help me to learn more about assessment practices or fit into my own professional goals?



Is there someone else on staff who has similar interests / goals that I could work together with to utilize each others strengths?

ASSESSMENT PROJECT IDEA NOTES

PROJECT EXAMPLES Below are possible ideas for assessment projects that could be completed by ProStaffs.            

Specific Strategy Effectiveness Curriculum Success Armstrong / Statesboro Comparison Student Sense of Belonging via participation, hall, or specialty community RA Understanding & Satisfaction with Curriculum Model RLC Student Learning & Satisfaction Town Hall Engagement & Cross-Campus Findings Review of Qualitative Eagle Chat Data by Zone Social Media Engagement Effectiveness Curriculum Integration into Conduct Practices Curriculum Progress of LEAD 3900 Students Assessment of #MyHallStory Qualitative Data Student Affairs Divisional Strategic Plan Strategy Progress Assessment & Reporting

REFLECTION WORKSHEETS & NOTES RA DEVELOPMENT REFLECTION In order to role model intentional conversations (Eagle Chats), build strong relationships, and help staff develop , we are asking that RA supervisors set aside time in one 1:1 per zone with each staff member for reflection exercises. Below are sample reflections ProStaff can use during Z1 to help students reflect and grow in capacities within the Emotionally Intelligent Leadership area of “Consciousness of Self,” specifically the Capacities of Emotional Self-Perception (ESP), Emotional SelfControl (ESC), Authenticity (AU), & Healthy Self-Esteem (HSE). ProStaff can adjust questions to staff needs and choose whether to ask the same questions to everyone on staff versus individualize questions.

SAMPLE RA DEVELOPMENT QUESTIONS  (ESP) What emotions do you tend to feel in times of stress? In times of happiness? Be specific.(ESP) In what ways does your understanding of your own emotions benefit you as a leader?  (ESP) How do your emotions affect your actions when you are stressed? When you are happy? Provide examples.  (ESP) In what ways does your understanding of your own emotions benefit you as a leader?  (ESC) Do you feel like you can easily control your emotions? Are there any situations that this is easier for you? More challenging for you?  (ESC) Do you have any examples of times you’ve struggled to manage your emotions? What was the situation? How did you handle it? What would you do different if you could go back?  (AU) In what ways are your values displayed in your day to day actions?  (AU) How often do others know your motives? Are their times when you are not transparent with your motives? How does that affect your role as a leader?  (AU) Would you consider yourself trustworthy? How do you promote this in your life?  (AU/HSE) Do you feel you have a balanced sense of self? Do you understand what strengths and skills you possess?  (HSE) Would you consider yourself a resilient person? What are examples of ways you are resilient? What are examples of things you don’t feel as resilient in or you have to force yourself to be more resilient in?  (HSE) What role does feedback play in a honest understanding of yourself? Is the thought of asking others for feedback worrisome to you? Why or why not?  (HSE) Have you asked for feedback from others? If not, what is holding you back from doing so?

REFLECTION NOTES ON RA 1:1 DEVELOPMENT NEEDS What questions do you think would be most beneficial to your RAs to ask during this zone? Do you plan to ask all your RAs the same set of questions or would you rather individualize your set to each student?

REFLECTION NOTES ON RA STAFF MTG DEVELOPMENT NEEDS What topic(s) do you feel you need to address with your whole staff together during this zone? What activities may you use to address these topics? What resources can you use to find these activities?

**SEE RESOURCE LIBRARY & GOOGLE DRIVE DEVELOPMENT FOLDER FOR EXAMPLES**

RA 1:1 DEVELOPMENT NOTES NAME

TOPICS DISCUSSED

DEVELOPMENT OPPORTUNITIES

REFLECTION WORKSHEETS & NOTES GRAD 1:1 DEVELOPMENT : SUPERVISION SKILLS DEVELOPMENT GENERAL The beginning of the year can be both relieving and overwhelming. After getting through the training and opening process, it may seem like you have down time - but for a lot of our new grads this is also their first semester of graduate school and they need time to adjust to expectations of graduate coursework. During the Zone 1, ProStaff should take time to check in with grads on how they are handling this new expectation and how they are establishing themselves as a supervisor. ProStaff can use the sample questions below to have this conversation or use their own questions.

SAMPLE TOPICS  Clarification of Housing Policies and Procedures  Clarification of Desk Management Procedures  Expectations of Supervising Others

 Goal-Setting  Grad Class Schedule for Semester  Balance of Class vs. Work

SAMPLE QUESTIONS  Tell me about the best supervisor you ever had. What made them the best? What did they struggle with?  Tell me about the most challenging supervisor you ever had. What made them so challenging? What did they excel in?  Who do you want to be as a supervisor? What skills and strengths do you bring to your staff? What challenges do you

feel you need to work on as a supervisor or as a professional (could be EIL/StrengthsFinder related)?  What supervisory situations most excited for? Most nervous about?  How can I help you build and grow as a supervisor? How do you like to learn new skills or develop existing skills?  What are your expectations of me as your supervisor? What should I expect from you? What do you think your staff

will expect from you?  What do you want your supervision philosophy to be? Review the GRD Supervision Philosophy in the manual and

ProStaff can share their own supervisory philosophy.  What do you think the difference is between supervision, advising, and leading a group? Discuss the comparisons and

the differences together.  How should we work together to supervise our Complex-Wide staff? What are our joint goals for staff, students, and

the Complex?  What classes are you taking this semester? What do you like so far? What do you think will be challenging? What

kinds of assignments will you be completing this semester?  What do you think will be most exciting and challenging about balancing courses, the administration of your

assistantship, and the needs of students/staff?

CONVERSATION NOTES:

POTENTIAL ITEMS TO COVER IN GRAD 1:1s     

Duty Concerns Desk Issues Staying Balanced and Wellness RA Concerns, Issues or New Info Administrative Task-Update

    

Personal Issues Academics Conduct Res Ed Meeting Updates Curriculum Review

    

Professional Development Weekly RA Staff meeting Topics Grad role in RA staff meeting Building Concerns Residents of Concern

EAGLE CHAT PROGRESS

ZONE SUCCESSES

ZONE CHALLENGES

CENTRAL STAFF FOLLOW UP

FOLLOW UP NOTES STAFF

STUDENTS

FACILITIES

MEETINGS

STAFF RESOURCE SAMPLE FIRST FLOOR MEETING TOPICS Welcome  Introductions / Icebreakers/Name Games  Snapshot Activity

Role of Resident Advisor  1:1 Conversations (Eagle Chats)  Serve on Duty / Crisis Management  Community Building  Complex-Wide / RLC Programming  Serve as a Resource  Roommate Mediations Community Information  Expectations of Residents  Community Agreements / Town Halls  Community/Complex/Campus Traditions  Upcoming Events  Roommate Agreements Process  Room Change Process Social Media & Community Communication Plan  Important Phone Numbers (UPD, RA on Call, RA, Clubhouse, etc)  Housing & Complex Social Media Accounts & Upcoming Social Media Challenge  Community Chat (GroupMe, etc) Complex Resources & Amenitities  Other RAs  ProStaff  RHA  Clubhouse  Computer Lab  Games Rooms  Front Desk / Supply Check Outs  Pool / Volleyball / etc

Complex Facilities  Laundry Facilities & Tips  Submitting Work Orders  Trash/Recycling  Parking Campus/Complex Policies  Alcohol / Drugs  Animals  Weapons  Guests/Visitors  Keys  Joint Responsibility  Smoking  Unapproved Appliances  Health & Safety Violations  Bicycles  Quiet Hours Emergency Procedures  Fire Alarms  Panic Buttons  Emergency Shut Off Valves  Inclement Weather Shelters & Procedures Other Campus Resources  UPD  Counseling Center  Health Services  RAC/Wellness  Student Conduct / Dean of Students  Academic Success Center  Student Success Services  Student Activities  Office of Leadership & Comm. Engagement  Office of Multicultural Affairs

ZONE TWO

PLAYBOOK

ZONE TWO REQUIREMENT GUIDE TO FLOURISH OR FLOUNDER… THAT IS THE QUESTION. At this time of year, students are beginning to get familiar with campus and learning about new expectations that are set for them. The campus tends to slow down after the excitement of Weeks of Welcome, and students can begin to flourish in their new community or can become homesick and missing close family and acquaintances. Zone Two is important in the University and department’s retention efforts by ensuring the residents are becoming engaged and finding a community away from home.

TRADITIONS     

Complex-Wide Welcome Social Community-Wide Social Late Night Requirement Applied to 1 Strategy Intramural Team Sign-Ups Social Media Management

SELF NOTES

LGs          

ZONE LG FOCUS

Eagle Chats Roommate Agreements LG Bulletin Boards - RA Choice LG1 SELF - ProStaff Choice LG2 SELF - Community Agreements LG3 SELF - ProStaff Choice LG4 SELF - House Calls OPTIONAL: LG SELF - ProStaff Choice Fire & Inclement Weather Drills The Hall Ways (Complex-Wide Information)

INITIATIVES     

RLC Strategies RLC Connected Courses Academic Success Center Presentations AOD Trivia Nights In Hall Tutoring

DEVELOPMENTS         

RA Staff Meetings / Development (OTHERS) RA Staff 1:1s / Development (OTHERS-COMMUNITY MAPS) ProStaff Meetings / Development (USING QUALTRICS) ProStaff 1:1s / Development - TBD Grad 1:1s / Development (IDENTITY & RELATIONSHIPS) Complex Curriculum Coaching Sessions ProStaff Review of Z1 Eagle Chat Data & Student Outreach ProStaff Assessment Project Strategy Evaluations

CAMPUS OPTIONS TO CONSIDER    

Step Into Statesboro Unity Fest Wellness S.O.S. Week Events Family Weekend

   

RHA Program Week Events Homecoming Week Events Sustainability Intervention Assessments (SIA) 60

SEPT 3 - OCT 7 SUN 2 - SEPT

MON 3

TUE

WED 5

LABOR DAY 4

THU 6

FRI 7

SAT 8

PROSTAFF ZONE DEADLINE ALL STAFF MTG RA ZONE DEADLINE

The Hall Ways Publication Date

RHA Program Week

OTM’s Due

First Friday: Taste of Statesboro Home Game

RHA General Body Completed Roommate Agreement Due to RAs to Review

House Calls 5-8PM

RA Roommate Agreement Follow-Up / ASC Hall Presentations

WELLNESS SOS WEEK

Sleep Fair

SIA: Lexture

Fresh Check Day (SS)

Jumpstart Your Finances (SS)

Digital Detox

Magazine Content Due

SIA: Documentary

RHA General Body

1 - OCT

SIA: Lexture

24 - COACHING 25 WEEK

Roommate Agreements Due to ProStaff

RHA General Body SOS Week Kickoff

Step Into Statesboro

Roommate Agreements to Residents

SIA: Documentary

FAMILY WEEKEND Home Game

SIA: Cam. Clean Up SIA: Cam. Clean Up RHA General Body

ALL STAFF MTG

Screaming Eagles

OTM’s Due

HOMECOMING WEEK

Homecoming Parade & Game

RHA General Body RA ZONE DEADLINE

The Hall Ways Publication Date

RHA Scavenger Hunt @ WA

PROSTAFF ZONE DEADLINE

61 61

STRATEGY RESOURCES TRADITIONS Community-Wide: RAs are responsible for hosting at least once community social. Complex-Wide: ProStaff, with the assistance of RAs, are responsible for hosting one Complex-Wide social and maintaining Complex-Wide social media. Department-Wide: No Requirements. Campus-Wide: ProStaff and RAs will market campus events that aid in a students sense of belonging at the university, such as signing up for intramurals and participating in Homecoming Events.

LEARNING GOALS (LGs) Community-Wide: RAs will be responsible for conducting Eagle Chats, completing and displaying their Community Agreements (LG2 SELF Strategy), creating a LG-Connected Bulletin Board, and facilitating Roommate Agreements. Complex-Wide: ProStaff will provide content for their Complex/RLC specific sections of the The Hall Ways magazine, utilizing ProStaff chosen strategies to meet LG1 SELF and LG3 SELF, assisting with the facilitation of House Calls (LG4 SELF Strategy), and working alongside the Fire Marshall and Facility Services to complete fire and inclement weather drills. Department-Wide: Central Staff will develop and distribute The Hall Ways magazine and manage the logistics of House Calls (LG4 SELF Strategy). Campus-Wide: ProStaff and RAs will market campus events that have a high impact on students, such as Step Into Statesboro, Wellness S.O.S. Week, and the Unity Fest.

INITIATIVES Community-Wide: ProStaff, RAs, and Central Staff will be responsible for facilitating RLC strategies and will start prepping for RLC marketing needs. Complex-Wide: AOD will be hosting Trivia Nights in each hall, rotating halls through the year. Department-Wide: In Hall Tutoring takes place Every Sunday in Each Hall from 7-9pm. Campus-Wide: ProStaff will request an activity from the Academic Success Center to be hosted in the hall. The Office of Sustainability is hosting “Intervention Strategies” that will be assessed to see what strategy is most effective.

DEVELOPMENTS Community-Wide: No Requirements. Complex-Wide: ProStaff will help their graduate and undergraduate student staff continue to develop through weekly Staff Meetings, Staff 1:1s, a RA 1:1 Development asking staff to create Community Maps, a Staff Meeting Development focused on improving capacities within EIL OTHERS, a Grad 1:1 Development focused on Identity & Relationship Building, completing strategy evaluations, and reviewing Z1 Eagle Chat Data & provided needed Outreach to “RED” students. Department-Wide: Central Staff will help support ProStaff through professional staff meetings, 1:1s, Curriculum Coaching Sessions, and professional development opportunities. Campus-Wide: No Requirements ***ONE STRATEGY WITHIN ZONE SHOULD BE A LATE NIGHT EVENT**

SPOTLIGHT ON “HOUSE CALLS” BASIC DESCRIPTION House Calls in a strategy that allows residents to learn more about campus resources and meet campus partners in an engaging and personalized way. Using campus partners and student leader as volunteers, Complex staff will escort volunteers around the complex to knock door to door conducting resident “House Calls.” During these House Calls, volunteers will ask students how they are doing, what questions they have, and provide resources to help them overcome challenges and/or meet their goals. Research shows that the more campus connections a student has, the more likely they are to succeed because their sense of belonging is higher. This strategy utilizes this research and builds off Eagle Chats with new and possibly influential campus connections. FACILITATION OF STRATEGY Central Staff members and a committee of staff volunteers will recruit volunteers, build marketing materials, provide volunteer training and resources, and place volunteers in their Complex locations. Complex-Wide staff will help by marketing the strategy, letting residents know that a door to door program will be occurring, and encourage residents to participate by sharing the goal of the program. Volunteers will be provided with general information about housing, campus resources, and specific educational conversation topics. STRATEGY NOTES  This strategy will take place in primarily first-year and transfer student locations only. Complexes without these populations should utilize a strategy to their choosing that increases students sense of belonging or increases Complex pride. Staff of these communities are welcome to serve on the House Calls Committee.  While volunteers will come in wanting to talk about their organizations, they will be asked to only promote their organizations when it is appropriate to each individual conversation. This strategy is not designed to be a recruitment tool.  This strategy does potentially take campus partners and housing staff into student space. Staff/Volunteers should not enter space unless invited.  This strategy is not designed to be an accountability or conduct tool. RELT/Central Staff will determine circumstances that should be reported up, but catching minor violations and such is not the purpose of the program.

SPOTLIGHT ON “COMMUNITY MAPS” The RA 1:1 Development this zone is having staff members complete a Community Map of their residents. It is recommended that ProStaff wait till at least Sept 24th utilize this strategy. The goal of Community Maps, otherwise known as Sociograms, is 1) to see if RAs know their residents like they report they do and 2) to help them process their community as both individuals and a collective community. By using a Community Map, RAs will identify things they know about their residents, find connections between members of the community, and discover community trends that may impact Community-Wide programming or topical areas covered by curriculum strategies. This activity will help RAs grow in multiple capacities within the EIL model, specifically OTHERS capacities: 1) Developing Relationships 2) Building Teams.

SPOTLIGHT ON “ASC PRESENTATIONS” ProStaff are asked to consider the academic needs of the residents within their complex and put in a request to the Academic Success Center to have one of their staff lead residents through a presentation or activity that can help them be more academically successful. ProStaff can find common topics covered and the request form on the ASC website, under “Presentations and 1-on-1 Consultations.” ProStaff can choose from one of the common topics or work with our partner to develop an activity for the residents. ProStaff are expected to market the strategy, provide materials/food (if applicable), and have a Complex staff member available to be present prior to and at the event.

SPOTLIGHT ON “AOD TRIVIA NIGHTS” During Fall Training, ProStaff will sign up for a pre-determined date to host an AOD Thursday Trivia Night event for their trivia series. Each of the event dates has a different educational focus, such as Campus Policies, Safety, Sexual Health, or Mental Health. AOD will market the events to the larger campus community, but RDs will be responsible for targeted marketing to their residents, providing food, 5 questions, and incentives. 63

REFLECTION WORKSHEETS & NOTES CURRICULUM STRATEGY PLANNING REFLECTION & NOTES COMPLEX SOCIALS, SOCIAL MEDIA, & MAGAZINE:

LG1 (SELF) - PROSTAFF CHOICE:

LG2(SELF) - COMMUNITY AGREEMENTS:

LG3(SELF) - PROSTAFF CHOICE:

LG4(SELF) - HOUSE CALLS:

COMPLEX SPECIFIC RA REQUIREMENTS OR EXPECTATIONS:

OTHER CURRICULUM NOTES:

PROSTAFF ASSESSMENT PROJECT PROGRESS & NOTES GENERAL PROGRESS REFLECTION 1. What project have you decided on? Will you be working with anyone? 2. What are you hoping to gain from this project/topic? How will it benefit the department? How will you as a professional benefit from this project? 3. What do you think will be easy about this project? Challenging? What resources do you have access to that will help you successfully complete your project? Have you considered reaching out to the Office of Institutional Effectiveness? 4. Please email your project timeline to your curriculum and direct supervisor by Oct 12th. CONTEXT

  

NOTES:

What question(s) are you asking about students’ learning? Is there any literature to support your assessment project (i.e. frame the question, provide context for your assessment project, inform your methodology or analysis/interpretation)? How does assessment of the learning outcome(s) you will assess fit into strategic directions for your program (and/or the unit/college/institution)?

TIMELINE - BE REALISTIC!



When will each step of your assessment project occur?

WHO’S INVOLVED

 

Who are the key stakeholders that need to be involved in this project? How will they be involved and what are their deadlines?

LEARNING OUTCOMES

 

What learning outcome(s) are you interested in assessing Why is the assessment of a this particular outcome relevant to our department?

METHODOLOGY

    

How will you collect information about your question? Do you need to create an assessment tool? Are there already others measuring the data you need? Is there a specific population you want to focus on? What do you anticipate your sample size (%) to be?

TIMELINE:

Do you need IRB Approval for this assessment?

ANALYSIS

 

How will the data you collect help you understand your question? What methods will you use to analyze the data you collect?

INTERPRETATION

    

How will you interpret the results of your analysis? Who will be involved in the interpretation? How can you involve stakeholders in this process? How will you decide the implications of your interpretation? Who will determine if actions can/should be taken as a result of your implications?

COMMUNICATING YOUR RESULT

 

Who should receive the results of your assessment How will you communicate the results differently to different groups? ADAPTED FROM: offices.depaul.edu/teaching-learning-and-assessment/ assessment/assessing-learning/Pages/assessment-planning.aspx

REFLECTION WORKSHEETS & NOTES RA DEVELOPMENT REFLECTION In order to role model intentional conversations (Eagle Chats), build strong relationships, and help staff develop , we are asking that RA supervisors set aside time in one 1:1 per zone with each staff member for reflection exercises. Below are sample reflections ProStaff can use during Z2 to help students reflect and grow in capacities within the Emotionally Intelligent Leadership area of “Consciousness of Others,” specifically the Capacities of Displaying Empathy (DE), Inspiring Others (IO), Managing Conflict (MC), Developing Relationships (DR), & Building Teams (BT). ProStaff can adjust questions to staff needs and choose whether to ask the same questions to everyone on staff versus individualize questions.

SAMPLE RA DEVELOPMENT QUESTIONS            

(DE) How do you embrace other people’s emotions? (DE) Do you think you relate and be in tuned with other’s emotional state? (IO) Do you think you help inspire individuals and groups? If so, can you share? (IO) How do you involve other people’s thoughts and strengths into your perspectives? (MC) What do you think of when you hear the word ‘conflict’? How does it make you feel? (MC) How comfortable do you feel confronting conflict? With people you have relationships with? With others you do not have a personal connection to? With people on the same team as you? With those above you? (MC) Think about an individual who easily gets under your skin. What does this person do to push your buttons? What is your automatic response? (DR) What kinds of relationships do you typically have with others? How many people are you close too versus acquaintances? Do you consider yourself to have a meaningful network of relationships? Why or why not? (DR) How do you define a meaningful relationships? What traits are a part of this kind of relationship? How do you build these relationships? (BT) When you are a member of a team, how do you make sure everyone has the same goal and understands their roles? (BT) Are you able to recognize other’s strengths and skills? (BT) Do you think you help enhance someone’s skills and abilities?

**SEE RESOURCE LIBRARY & GOOGLE DRIVE DEVELOPMENT FOLDER FOR EXAMPLES**

RA 1:1 DEVELOPMENT NOTES NAME

TOPICS DISCUSSED

DEVELOPMENT OPPORTUNITIES

REFLECTION WORKSHEETS & NOTES GRAD 1:1 DEVELOPMENT : UNDERSTANDING THE ROLE OF YOUR IDENTITY AND HOW IT CAN AFFECT RELATIONSHIPS WITH RESIDENTS, SUPERVISORY DYNAMICS, & CREATIVE INCLUSIVE COMMUNITIES GENERAL September is still the beginning our Graduate Resident Director’s journey in housing. While things are still fresh and new for them, this is also a time where “bumps” or “issues” may begin to surface as the GRDs begin to define their role within their community, assume all of their position responsibilities, adjust to coursework, and build more supervisory based relationships with students and staff.

SAMPLE TOPICS  Clarification of Housing Policies and Procedures  Clarification of Desk Management Procedures  Supervising Others & Documenting Issues

 20 Hours/Week (Balancing Work/Class)  Identity Development  Building Inclusive Communities

SAMPLE QUESTIONS  Have you had any student staff that have not been meeting expectations? How are you addressing that with them? Do you know/ understand the policies regarding documenting staff?  How do you hold staff accountable while maintaining good relationships? How do you like to be held accountable?  How do you think your identity can play a role in how students and staff you supervise interact with you? How can you use your identity to build deeper relationships? How can it hinder relationships?  How does a student or staff’s identity change how you interact with them?  What is an identity or social group you feel you need to learn more about?  What are ways we can ensure that we are building / supporting inclusive communities in the halls?  What kinds of identity development or inclusion trainings have you been a part of? Are there any on campus you’d like to take part in?

CONVERSATION NOTES:

POTENTIAL ITEMS TO COVER IN GRAD 1:1s     

Duty Concerns Desk Issues Staying Balanced and Wellness RA Concerns, Issues or New Info Administrative Task-Update

    

Personal Issues Academics Conduct Res Ed Meeting Updates Curriculum Review

    

Professional Development Weekly RA Staff meeting Topics Grad role in RA staff meeting Building Concerns Residents of Concern

EAGLE CHAT PROGRESS

ZONE SUCCESSES

ZONE CHALLENGES

CENTRAL STAFF FOLLOW UP

FOLLOW UP NOTES STAFF

STUDENTS

FACILITIES

MEETINGS

STAFF RESOURCE TIPS & TRICKS FOR EFFECTIVE ROOMMATE AGREEMENTS TIPS FOR COMPLETING EFFECTIVE ROOMMATE AGREEMENTS Living With A Roommate & Staff Role in Roommate Success: Having a roommate and being a roommate can be one of the best experiences of University life. Students approach and attitude to this new experience is essential. Their willingness to share, communicate, compromise and work through conflicts, are all factors in roommate success. It is important for staff to remember that many residents have never shared a room with anyone before and they will need to learn how to compromise in this environment. Some residents expect that their roommate(s) will be their best friends, and while we hope that this is the case, it is more important that residents accept, appreciate, and grow from the experience of living with someone who is different then themselves. ProStaff and RAs are essential in making sure that residents are doing their best to care and respect each other, communicate concerns, and establish guidelines for success within each unit by providing residents the resources to create a Roommate Agreement. While not required (though HIGHLY encouraged) for upperdivision students, this tool can minimize roommate misunderstandings and conflict. RAs should role model and coach residents how to address problem behaviors tactfully and in an open manner. Major Talking Points All Rooms Should Discuss:  Schedules: study time versus sleep time, noise hours vs quiet hours  Guests: acceptable hours, allowed to spend the night, significant others  Room Condition: temperature, cleanliness, etc  Sharing: personal belongings, shared expenses (toilet paper, cleaning supplies, etc),  Communication: what ways are best to communicate with one another when problems arise ACUHO-I STATEMENT OF RESIDENTS' RIGHTS AND RESPONSIBILITIES: Residents in University housing facilities possess specific individual and group rights while engaged in activities that are part of University life. With these rights, residents have reciprocal responsibilities to ensure these same rights for other residents. Housing personnel should educate residents regarding these rights and responsibilities that are associated with community living and use them as a guide in making decisions concerning resident welfare and behavior. The following statements define minimal expectations regarding these rights and responsibilities: Residents Have the Right to:

Residents Have the Responsibility to:

 To have reasonable access to their living accommodations

 To adhere to rules and regulations  To comply with reasonable requests made by staff, or university

               

based on a published schedule of occupancy To live in a clean and secure environment To facilities and programs that support the pursuit of academic success To expect a regionally competitive price on housing accommodations and/or food service To have access to written copies of university housing rules and regulations, or individual building policies that govern individual and group behavior To the respect and safety of personal property To study without interruption or interference To be free from unreasonable noise To be free of intimidation or harassment To express themselves freely within established guidelines To expect enforcement of housing agreement/contract To have direct access to staff who provide assistance, guidance, and support as needed To host guests within established guidelines To receive equitable treatment when behavior is in question To enjoy individual freedoms regardless of race, ethnicity, sex, national origin, disability, age, religion, sexual orientation, or political affiliation To participate in resident governmental bodies, and housing departmental committees To have access to individual and group social, educational, and developmental opportunities in their living community

officials, or fellow residents

 To meet payment schedules for room, board, and other required           

housing fees To monitor and accept responsibility for behavior of guests To report violations of rules and regulations to appropriate staff To respect the rights of others, as stated above To respect the diverse backgrounds and interests of those others who are different from them To treat others in a civil manner and manage conflict in a mature manner To be serious in their academic pursuits To participate actively in self-governance To participate in housing departmental committees as requested To express themselves individually, or by association with groups To participate in judicial proceedings to determine appropriate standards of behavior To contribute positively to the community by participating in educational and developmental activities

Information Adapted from ACUHO-I Statement of Resident’s Rights and Responsibilities, Approved 1987, Revised 2002 72

ZONE THREE

PLAYBOOK

ZONE THREE REQUIREMENT GUIDE MY ROOMMATE ATE MY POPTART AND I HATE THEM. With increased student engagement at this time of the year, there is also an increase in students experiencing stress due to academic pressures, balancing social life and increased constraints on time, going home to see family, and more. Because of this increased stress level, we frequently see more roommate conflicts and need to help residents focus beyond themselves to learning how to balance the needs of OTHERS. Now is a good time to help staff with conflict management skills, so that they can pass on these skills to their residents.

TRADITIONS     

Complex-Wide Welcome Social Community-Wide Social Late Night Requirement Applied to 1 Strategy Intramural Team Sign-Ups Social Media

ZONE LG FOCUS

S E LF / OT H E R S NOTES

LGs          

Eagle Chats Facilitate & Hang Snapshot #2 LG Bulletin Boards - RA Choice LG1 SELF/OTHERS LG2 SELF/OTHERS - Town Halls LG3 SELF/OTHERS LG4 SELF/OTHERS - Stress Less Week OPTIONAL: LG SELF/OTHERS - ProStaff Choice Fire & Inclement Weather Drills The Hall Ways Magazine

INITIATIVES    

RLC Strategies RLC Connected Courses AOD Trivia Nights In Hall Tutoring

DEVELOPMENTS           

RA Staff Meetings RA St. Mtg. Development (CONTEXT-ROOMMATE MEDIATIONS) RA St. Mtg. Development (CONTEXT-COMMUNITY IMPACT) RA Staff 1:1s / Development (CONTEXT) ProStaff Meetings / Development (TBD) ProStaff 1:1/ Development (TBD) Grad 1:1s / Development (ASSESSMENT) Complex Curriculum Coaching Sessions ProStaff Review of Z2 Eagle Chat Data & Student Outreach Strategy Evaluations ProStaff Assessment Project

CAMPUS OPTIONS TO CONSIDER    

International Festival Unity Fest NRHH’s Hall-O-Ween The Hook Up (SS)

   

The Key to Acing Courses (SS) RHA Service Project Night Learning to Make Choices (SS) Nat’l Coming Out Day Events

   

Think Before You Drink Week

OCT 8 - NOV 14 SUN 7 - OCT

MON 8

RA ZONE DEADLINE

TUE

WED 10

THU

FRI

National 12 Coming Out Day

PROSTAFF ZONE DEADLINE

RHA General Body

AIC / RCI 15

SAT

AIC / RCI 16

AIC / RCI 17

AIC / RCI 18

AIC / RCI 19 SAACURH RLC 20 SAACURH RLC

Taylor Wesley Speaker RHA General Body

The Key to Acing Courses with Sandra McGuire

What’s on Tap?

21 SAACURH RLC 22 NCC-IT App Opens 23

RHA Alcohol Awareness Event

Think Before You Drink Week

RHA Care Packages Learning to Make Choices (SS)

31 - Halloween

Magazine Content Due

1 - NOV

RHA General Body Service Project Night

NRHH’s Hall-O-Ween

The Hook Up (SS)

Fall Open House

RHA General Body OTM’s Due

Stress Less Week

12 - COACHING 13 WEEK

Bingo After Dark

Around the World in 4 Floors @ CP

Home Game

Snapshot #3 Displayed RA ZONE DEADLINE

RHA General Body The Hall Ways Publication Date

ALL STAFF MTG

PROSTAFF ZONE DEADLINE

75 75

LEARNING GOALS (LGs) Community-Wide: RAs will be responsible for conducting Eagle Chats, creating a LG-Connected Bulletin Board, and facilitating Snapshot #2. Complex-Wide: ProStaff will provide content for their Complex/RLC specific sections of the The Hall Ways magazine, facilitate ProStaff chosen strategies to meet LG1 SELF/OTHERS and LG3 SELF/OTHERS, host a Complex-Wide Town Hall (LG2 SELF/OTHERS Strategy), utilizing campus events, Bingo After Dark, & Complex-Wide strategies to provide residents with activities for Stress Less Week (LG4 SELF/OTHERS Strategy), and work alongside the Fire Marshall and Facility Services to complete fire and inclement weather drills. Department-Wide: Central Staff will develop and distribute The Hall Ways magazine and manage the logistics of Bingo After Dark, an event during Stress Less Week (LG4 SELF/OTHERS Strategy). Campus-Wide: ProStaff and RAs are encouraged to review university calendars and market campus events that have a high impact on students, such as Think Before You Drink Week events, Student Success Series events, International Festival, Unity Fest, and more.

INITIATIVES Community-Wide: ProStaff, RAs, and Central Staff will be responsible for facilitating RLC strategies and connected courses. Complex-Wide: AOD will be hosting Trivia Nights in each hall, rotating halls through the year. Department-Wide: In Hall Tutoring takes place Every Sunday in Each Hall from 7-9pm. Campus-Wide: No Requirements.

DEVELOPMENTS Community-Wide: No Requirements. Complex-Wide: ProStaff will help their graduate and undergraduate student staff continue to develop through weekly Staff Meetings, Staff 1:1s, RA 1:1 Development focused on improving capacities within EIL CONTEXT, RA Staff Meeting Developments focused on Community Impact Reflections and Effective Roommate Mediations, a Grad 1:1 Development focused on Assessment Practices & Providing Feedback, completing strategy evaluations, and reviewing Z2 Eagle Chat Data & provided needed Outreach to “RED” students. Department-Wide: Central Staff will help support ProStaff through professional staff meetings, 1:1s, Curriculum Coaching Sessions, ProStaff Assessment Project, and professional development opportunities. Campus-Wide: No Requirements ***ONE STRATEGY WITHIN ZONE SHOULD BE A LATE NIGHT EVENT**

SPOTLIGHT ON “STRESS LESS WEEK” BASIC DESCRIPTION Stress Less Week is a time for students to learn skills and participate in activities that allow them to de-stress before finals week. ProStaff will plan for one event, activity, or passive strategies per day during the week that their Complex’s students will respond to best. These strategies should allow students to:  Articulate what they have learned from past experiences  Experiment with ways to address a challenge(s)  Determine the most effective ways for them to address these

 List resources to gain new knowledge  Review the credibility of knowledge and sources  Share credible knowledge with others

challenges

FACILITATION OF STRATEGY Central Staff will organize Bingo After Dark on Wednesday, Nov 7th at the Dining Commons for all Complexes to participate in. University Wellness said that they would take requests for programs in the halls, such as bringing in therapy dogs, finding yoga/mediation instructors, worry free nights, trivias, Fresh Check Day, Health Hut, etc. In order to request a program with them, please contact Michelle Martin AND Annel Estrella no later than September 3rd. RHA has plans to hold two large events during this week, one in CP and one in SP. NRHH may be holding small service events during this week as well. As we get closer to the date, information will be provided to staff, however below is a tentative schedule to work from as you are planning. MONDAY Stress Less Week Kick Off (EACH COMPLEX)

TUESDAY RHA, NRHH, WELLNESS PARTNERSHIP OR COMPLEX-WIDE STRATEGY

WEDNESDAY Bingo After Dark

SPOTLIGHT ON ST. MTG. DEVELOPMENTS

“EFFECTIVE ROOMMATE MEDIATIONS” & “COMMUNITY IMPACT REFLECTION” There are two RA 1:1 Developments during this zone, both connected to Consciousness of Context: Analyzing the Group. EFFECTIVE ROOMMATE MEDIATIONS Resources for this activity can be found in the Shared Drive, LEAD 3900 folders (See Sessions #8, #9, #11, and #12). In these folders you will find training resources on peer helping skills, a roommate mediation agenda, and sample mediation examples that can be used as role plays. While students used these same materials in their LEAD 3900 class previously, each experience in the position brings a new understanding of student needs and ways to resolve conflict. One idea is to have some of your returning RAs act out a couple of roleplays for your new staff and then provide feedback/ask questions. COMMUNITY IMPACT REFLECTION During one of the staff meetings we would like RDs to create a development activity that allows the RAs to increase their “Analyzing the Group” capacity while also asking (and taking up answers to) the following question: “What is an example of a moment you made a positive impact in a residents day or life while in the RA position? What did it mean to them and what does it mean to you?” **Finished reflections should be typed up by ProStaff Admin and reported to the Curriculum Supervisor**

Context Capacity: Analyzing the Group Being able to recognize how group values, rules, rituals, and internal politics play a role in every group. EIL is about being able to diagnose, interpret, and address these dynamics.

THURSDAY RHA, NRHH, WELLNESS PARTNERSHIP OR COMPLEX-WIDE STRATEGY

FRIDAY RHA, NRHH, WELLNESS PARTNERSHIP OR COMPLEX-WIDE STRATEGY

SPOTLIGHT ON “TOWN HALLS” ProStaff are asked to utilize a “Town Hall” strategy in order to provide residents the opportunity to engage productively and positively in their Complex-Wide community. Action steps connected to this strategy include: 1) Allowing students to BUILD effective relationships with other community members, 2) ENGAGING in activities which improve their community, and 3) DEMONSTRATING respect for other through celebrations or community success. It is preferred that this strategy be in person, but depending on the needs of the Complex it may be virtual or passive. Examples of ways ProStaff could achieve each of these Action Steps include:  BUILD:  Including team builders, name games, & icebreakers into the strategy  Allowing residents to meet all the Complex’s staff members during a Panel Discussion  ENGAGE:  Putting out a suggestion box with guidelines  Facilitating discussions that address concerns about Complex facilities, policies, or programming  DEMONSTRATE:  Giving residents the ability to recognize the positive aspects of living in the Complex  Integrating OTM writing elements into strategy  Writing cards for custodial/maintenance staff

REFLECTION WORKSHEETS & NOTES CURRICULUM STRATEGY PLANNING REFLECTION & NOTES COMPLEX SOCIALS, SOCIAL MEDIA, & MAGAZINE:

LG1 (OTHERS) - PROSTAFF CHOICE:

LG2(OTHERS) - TOWN HALL:

LG3(OTHERS) - PROSTAFF CHOICE:

LG4(OTHERS) - STRESS LESS WEEK:

COMPLEX SPECIFIC RA REQUIREMENTS OR EXPECTATIONS:

OTHER CURRICULUM NOTES:

PROSTAFF ASSESSMENT PROJECT PROGRESS & NOTES GENERAL PROGRESS REFLECTION 1. Who are some of the department stakeholders and/or campus partners youâ&#x20AC;&#x2122;ve identified who may need to be involved in your project or interested in their results? Have you contacted them about the project yet? Have you set any expectations with them? 2. Is there any data that is already collected by the department or university that you can utilize in your project? How can you get access to that information? Do you need IRB approval for your project? 3. What resources, including scholarly articles, have you found relevant to your assessment project? What are some key takeaways/resources from the literature that has impacted your assessment project? 4. Do you feel you have a clear direction with your project, or are you struggling to develop argument/research statement? Is your assessment project laid out in a way to supports clear progression of thought? 5. What is your timeline for your project? Please list in detail.

NOTES:

PROJECT TIMELINE:

PROJECT TO DO LIST:

REFLECTION WORKSHEETS & NOTES RA DEVELOPMENT REFLECTION In order to role model intentional conversations (Eagle Chats), build strong relationships, and help staff develop , we are asking that RA supervisors set aside time in one 1:1 per zone with each staff member for reflection exercises. Below are sample reflections ProStaff can use during Z1 to help students reflect and grow in capacities within the Emotionally Intelligent Leadership area of “Consciousness of Context,” specifically the Capacities of Analyzing the Group (AG). ProStaff can adjust questions to staff needs and choose whether to ask the same questions to everyone on staff versus individualize questions.

SAMPLE RA DEVELOPMENT QUESTIONS  (AG) Give me an example of a time that you recognized an internal problem with a group or a team and how did you     

address it? (AG) What happens when members of a group have different values? How does that affect the group? How can you help those individuals still work together on a common goal? (AG) What knowledge and skills does a leader need to be effective, successful, and influential? (AG) How do you figure out what motivations or agendas members are bringing to a group/project/collaboration? How do you as a leader help balance individual versus group needs? (AG) What's an example of a time that you saw conflict within a group? What was the conflict about? How did it affect individuals in the group? How did affect the group as a whole? What did you do/would you do to resolve this conflict? (AG) Ask RAs to watch each other in staff meetings the week before the development. Ask RA in 1:1s what they observed from the meeting regarding how people interact in groups, how people react to each others, etc?

**SEE RESOURCE LIBRARY & GOOGLE DRIVE DEVELOPMENT FOLDER FOR EXAMPLES**

RA 1:1 DEVELOPMENT NOTES NAME

TOPICS DISCUSSED

DEVELOPMENT OPPORTUNITIES

REFLECTION WORKSHEETS & NOTES GRAD 1:1 DEVELOPMENT : EXPLORING ASSESSMENT PRACTICES & PROVIDING FEEDBACK FOR POSITIVE CHANGE GENERAL During the month of October our graduate students are often stressed with midterm exams and papers… somethings they may have procrastinated on. The excitement of opening has past, the realities of the job have set in, and the Grads are settling into a grove in their position. This provides us an ideal time to refocus efforts, reassess goals, and learn new skills. Things to be on the lookout for during this time is an increase in roommate disputes, keeping RAs motivated, and getting ready for fall break/closing.

SAMPLE TOPICS     

Open House and Closed Weekend Expectations RA Burnout, Stress, and Recognition Efforts Time-Management with the Position and Your Academics Picking Classes for Spring Semester Roommate Conflicts and Mediations

 Begin explaining & planning for RA staff evaluations (due in November)  Fall Break & Upcoming Closing Info  GRD self-evaluation & mid-semester feedback from RD

SAMPLE QUESTIONS  What do you think about when you think about assessment?  Why is assessment important?  How do you think our department utilizes assessment? Discuss the various ways assessment practice are weaved through the department and the field of student affairs.  What are some assessment, evaluation, or research activities you have taken part of in your past? Are these elements in your graduate coursework? If so, what do you have to do for them?  What do you know about assessment practices? What are some examples of different assessment types? What is the most creative assessment practice or technique you’ve ever seen?  What kinds of assessment resources or information do you think you need to be successful in your position?  You have an upcoming curriculum event that I would like you to assess. What do you think we should do to assess whether or not students learned from this event?  A major piece of assessment is having a learning objective, or a goal to learn from an assessment. Lets practice writing a Learning Objective(s) for this event assessment.  What are some ways you can use assessment to make a positive difference?  What are effective ways you can give feedback to your staff? Your supervisor? Your department?

CONVERSATION NOTES:

POTENTIAL ITEMS TO COVER IN GRAD 1:1s     

Duty Concerns Desk Issues Staying Balanced and Wellness RA Concerns, Issues or New Info Administrative Task-Update

    

Personal Issues Academics Conduct Res Ed Meeting Updates Curriculum Review

    

Professional Development Weekly RA Staff meeting Topics Grad role in RA staff meeting Building Concerns Residents of Concern

EAGLE CHAT PROGRESS

ZONE SUCCESSES

ZONE CHALLENGES

CENTRAL STAFF FOLLOW UP

FOLLOW UP NOTES STAFF

STUDENTS

FACILITIES

MEETINGS

NOTES

ZONE FOUR

PLAYBOOK

ZONE FOUR REQUIREMENT GUIDE TO FLOURISH OR FLOUNDER… THAT IS THE QUESTION. At this time of year, students are beginning to get familiar with campus and learning about new expectations that are set for them. The campus tends to slow down after the excitement of Weeks of Welcome, and students can begin to flourish in their new community or can become homesick and missing close family and acquaintances. Zone Two is important in the University and department’s retention efforts by ensuring the residents are becoming engaged and finding a community away from home.

TRADITIONS    

Closing Community Meeting Closing Bulletin Boards Social Media Engagement: Closing Information Focus Social Media Engagement: Good Luck on Finals Focus

LGs 

ZONE FOCUS

FA L L C LO S I N G NOTES

NO REQUIREMENTS

INITIATIVES    

RLC Study Break Events RLC Connected Courses Complex-Wide Study Break Program In Hall Tutoring

DEVELOPMENTS        

RA Staff Meetings / NO DEVELOPMENT ProStaff Meetings / NO DEVELOPMENT ProStaff 1:1s / NO DEVELOPMENT Grad 1:1s / Development (STAFF EVALUATIONS) Complex Curriculum Coaching Sessions Strategy Evaluations ProStaff Review of Z3 Eagle Chat Data & Student Outreach ProStaff Assessment Project

STRATEGY RESOURCES TRADITIONS Community-Wide: RAs will hold closing floor meetings and put up information about closing on bulletin boards Complex-Wide: ProStaff will use social media to send out closing information and wish students luck on finals

DEVELOPMENTS Complex-Wide: ProStaff will help their graduate and undergraduate student staff finish weekly Staff Meetings for the semester and there will not be RA 1:1’s unless needed. Grad 1:1 and Developments will continue, Z3 data will be reviewed by ProStaff, and outreach will be provided for Z3 “RED” students. Department-Wide: Central Staff will help support ProStaff through professional staff meetings and 1:1s. 88

NOV 26 - DEC SUN 18 - NOV

MON 19

TUE 20

WED 21

THU 22

FRI

SAT

30 - Last Day of Classes

1 - DEC

Thanksgiving Break 25

Finals Care Package Delivery Magazine Content Due

Closing Meetings Start

OTM’s Due

Home Game

HALLS CLOSE

FINALS WEEK

Grads On Break

PROSTAFF ZONE DEADLINE

INITIATIVES Community-Wide: RLC’s will host an End of Semester Study Break program and finish their connected courses. Complex-Wide: Complex will host a study break/de-stressor program for residents. Ideas include: late night socials, late night pancake dinners, healthy foods in lounges, treat trollies, door to door Scan-Tron deliveries, etc. Department-Wide: In Hall Tutoring will have its last night on Dec 2nd from 7-9pm.

REFLECTION WORKSHEETS & NOTES CURRICULUM STRATEGY PLANNING REFLECTION & NOTES SOCIAL MEDIA & MAGAZINE:

STUDY BREAK PROGRAM:

CLOSING MEETINGS:

OTHER CURRICULUM NOTES:

PROSTAFF ASSESSMENT PROJECT PROGRESS & NOTES GENERAL PROGRESS REFLECTION 1. If you were going to create an “elevator pitch” for your project (short summary of what it is and why it is important), what would that be?

2. What is the assessment method / tool you decided to utilize to complete your project? Do you need permission to use this tool? Do you need to create a tool?

3. How do you plan to entice your target audience to participate in your assessment project? What barriers to participation might you encounter? What is your marketing plan?

Are you staying with your timeline? Moving faster, slower, as anticipated? Do you need to make any adjustments to your project?

GRAD 1:1 DEVELOPMENT : CONDUCTING, RECEIVING, & UNDERSTANDING THE IMPLICATION OF STAFF EVALUATIONS GENERAL It is the end of the fall semester! For most of our Grads, they are completing their first semester of their master’s degree. After having a semester completed, Grads may have the opportunity to reflect on the semester as a whole, including their and the complex’s successes and challenges. Because the RA selection cycle is right around the corner, it is a good time to start talking to Grads about the selection process, LEAD 3900, and the importance of evaluations when justifying staffing changes.

SAMPLE TOPICS  Student Staff Evaluations  GRD Evaluations & Receiving Feedback  End of semester success and challenges

 Topic areas for student staff training in the spring  Continued professional development and learning opportunities

SAMPLE QUESTIONS  How are the staff members that you supervise doing? What are they doing well? In what areas are they struggling?  What is some information you plan to provide your staff on their staff evaluations? How do you include the positive things as well as area of improvements? Is there anything you have not listed on a staff members evaluation that you are struggling to included in your evaluation?  Do you have a plan to go over their evaluation with them? If yes, walk me through your plan. If no, let’s walk through an approach to giving an evaluation.  Would you like to shadow one of my evaluations?  What areas of your role do you consider a success this semester?  What areas of your role do you feel you need to continue to develop?  If you could name three successes and three challenges to the semester, what would they be?  What are topic areas you feel the student staff need additional training on?  Do you feel prepared to conduct student staff training in January?  What do you feel are areas for you to continue to grow and develop in?  What opportunities can we help provide to support you in your professional journey?

CONVERSATION NOTES:

POTENTIAL ITEMS TO COVER IN GRAD 1:1s     

Duty Concerns Desk Issues Staying Balanced and Wellness RA Concerns, Issues or New Info Administrative Task-Update

    

Personal Issues Academics Conduct Res Ed Meeting Updates Curriculum Review

    

Professional Development Weekly RA Staff meeting Topics Grad role in RA staff meeting Building Concerns Residents of Concern

FOLLOW UP NOTES STAFF

STUDENTS

FACILITIES

MEETINGS

CENTRAL STAFF FOLLOW UP

CLOSING NOTES

STAFF RESOURCE SAMPLE CLOSING CHECKLIST ______ Closing Bulletin Board Materials/Content Provided to RAs (Wed, Nov 7th) ______ Closing Bulletin Boards Hung (Sat, Nov 10th - Mon, Nov 12th) ______ Closing Meeting Materials / Content Provided to RAs (Wed, Nov 14th) ______ Closing Meetings Held (Mon, Nov 26th - Fri, Nov 30th) ______ RAs follow up with residents who did not attend floor meeting (By Mon, Dec 3rd) ______ RA CLOSING DUTIES COMPLETED AFTER CLOSING AT __________ ON ___________ ( ________________ )     

All Flyers/Bulletin Board Content & Staples Removed Winter Health & Safety Inspections Completed Exteriors Reviewed for Lights Out / Window Sticks / Blinds Down Common Spaces Reviewed for Cleanliness, Facilities Needs, & Disposed Food All Room Doors (Unit & Bedroom Locked)

______ Residents Checking Out Permanently Must Turn in Keys to ProStaff/Housing ( ________________ ) ______ RAs Prepare Spring Bulletin Boards & Door Decs ( ________________ ) ______ Non-Returning RAs Return Work Supplies      

Nametag (Gold) Keys Staff ID (Plastic) Programming Materials RA Manual Housing Polos *** HALL T-SHIRTS NOT COLLECTED - RAs KEEP

______ Complex Team Tasks Completed     

Inventory / Organization of Supply Closet(s) Clubhouse Refridgerator Cleaned Front Desk Cleaned / Organized Clubhouse Flyers, Posters, & Bulletin Boards (Plus Staples) Removed Computer Lab Computers Turned Off

SPRING RA RETURN NOTES RAs may come back beginning Monday, January 7th, 2019 at 12:00PM, but MUST be back NO LATER than 5:00 pm on Tuesday, January 8th, 2019. ProStaff MUST be notified by phone call, text, or face to face contact when they return. Training will take place Tuesday, January 8th from 5:00pm - January 11th to 5:30PM. Times are subject to change for January 8th through January 11th.

SPRING PRE-ZONE

PLAYBOOK

SPRING PRE-ZONE REQUIREMENT GUIDE … AND WE’RE BACK!! The Spring Pre-Zone will consist of staff training, preparing for spring opening, and getting ready for a fun, but busy, semester. The spring is always fast and furious, with selection processes, conferences, assessment practices, admission events, and more. Its important to set yourself up for success at this time to avoid you, Grads, or RAs being overwhelmed during the spring. Ways to do this include reviewing fall successes and challenges, providing solutions for challenges, finding ways to streamline processes, and being prepared ahead of time for large events.

TRADITIONS  

NOTES

RA Training Welcome Back Social Spring Move-In Prep

LGs  

The Hall Ways Magazine Induction of RA Academic Success Scholars

DEVELOPMENTS       

ProStaff Spring Training Sessions RA Spring Training & Daily Developments RA Development (EIL REVIEW & GOALS) Grad 1:1 Development (REASSESSING STUDENT NEEDS) Complex Curriculum Coaching Sessions ProStaff Assessment Project Check In’s Training Assessments

STRATEGY RESOURCES TRADITIONS Complex-Wide: ProStaff will host a welcome to training social for their incoming staffs on July 27th.

LGs Community-Wide: RLC’s will host an End of Semester Study Break program and finish their connected courses. Complex-Wide: ProStaff will get ready for the spring by providing Complex specific content for The Hall Ways magazine, planning social media management, and reviewing and adjusting Education Plan as needed.. Department-Wide: High academically achieving RAs will be recognized by Central Staff as RA Academic Success Scholars (during training, Academic Success Week, or RA Appreciation Week).

DEVELOPMENTS Complex-Wide: ProStaff and RAs will complete a short training week to help develop skills, get ready for the spring semester, and reflect on fall achievements.

JAN 2 - JAN 12 SUN 30 - DEC

MON 31

TUE 1 - JAN

WED 2

THU 3

FRI 4

SAT 5

OTMs Due

~RAs Return~ Complex Welcome Socials

RA Bboard Deadline

Halls Open @ Noon

Spring RA Training 15

Magazine Content Due

Classes Start

NOTES

REFLECTION WORKSHEETS & NOTES CURRICULUM REFLECTION & ADJUSTMENTS Part of utilizing a curriculum model is thinking intentionally about student needs and learning goals. While we have a good idea of what students need throughout the year, each student population is a little different and has different interests. Now is the time to reflect on the fall semester and adjust your spring curriculum to best meet the needs of your individual population. Below are questions to ask yourself to help you through this adjustment process. 

What do you know about your student populations needs that you didn’t know in the fall semester?



What strategies did our Complex use in the fall that were successful? What did students respond positively too?



What strategies did our Complex use in the fall that were challenging or unsuccessful? What will you need to do differently in the spring to address / alleviate these challenges?

CURRICULUM REFLECTION NOTES

DEVELOPMENT REFLECTION WHAT DEVELOPMENT TOPICS SHOULD BE ADDRESSED WITH RAs IN THE SPRING?

WHAT DEVELOPMENT QUESTIONS SHOULD BE ASKED TO GRADS IN THE SPRING?

GRAD 1:1 DEVELOPMENT : RE-ASSESSING YOUR STUDENT POPULATION & ADJUSTING COMPLEX-WIDE STRATEGIES GENERAL It’s time to welcome our Grads back to campus and start spring training. This is a great time for Complex-Wide staff teams to think about how they work together, what their goals are, and if anything needs to be adjusted to better suit the needs of students and staff. This is also a good time check in with your Grads to make sure they are enjoying their graduate program, are being personally successful. Additionally, most ProStaff know that the spring can be a whirlwind of recruitment, selection, interviews, conferences, heavy workloads, and more. It’s important to talk to your Grad about the cycles of the spring and how they could be affected by this time frames busy schedule.

SAMPLE TOPICS    

   

Opening Prep Welcoming Back Staff & Students Goals for the Spring Semester Resident Inventories

Revisiting Staff Expectations Black Out and Closed Dates in the Spring Selection Cycle Review Spring RA Development Ideas

SAMPLE QUESTIONS  What trends have you noticed in the fall semester? How do you think these trends should affect our spring practices?  What Learning Goals do you think our students and/or student staff need more development in?  Are there any staff that we need to pay a bit more attention to (for improvement, concerns, etc)? How should we work

with these staff to ensure that they are successful in their position or are able to successfully transition out of their position?  How have we been doing as a team regarding meeting our expectations of ourselves and of each other? Are there expectations we need to adjust? Are there any new expectations we should provide our RAs during training?

CONVERSATION NOTES:

POTENTIAL ITEMS TO COVER IN GRAD 1:1s     

Duty Concerns Desk Issues Staying Balanced and Wellness RA Concerns, Issues or New Info Administrative Task-Update

    

Personal Issues Academics Conduct Res Ed Meeting Updates Curriculum Review

    

Professional Development Weekly RA Staff meeting Topics Grad role in RA staff meeting Building Concerns Residents of Concern

FOLLOW UP NOTES TRAINING NOTES

OPENING NOTES

STUDENT / STAFF / CENTRAL STAFF FOLLOW UP

100

ZONE FIVE

PLAYBOOK

101 101

ZONE FIVE REQUIREMENT GUIDE WHAT AM I DOING WITH MY LIFE? This zone is filled with both excitement for a new year, seeing campus friends again, and setting new year’s resolutions - as well as dread for having to resume classes. Residents will be experiencing new professors, many will be looking for jobs, and some will even be preparing for professional job/internship searches. They may also be aware of or interested in student leadership opportunities for the upcoming year (such as becoming a Desk Assistant, SGA or RHA Executive Board Member, RLC Peer Mentor, or participating in the RA selection process).

TRADITIONS      

Complex-Wide Welcome Back Social Community-Wide Welcome Back Socials & Floor Mtgs Bulletin Boards (RA Choice) Intramural Team Sign-Ups Social Media Management Academic Excellence Week Strategies

LGs   

ZONE FOCUS Sense of Belonging & Campus Connections

NOTES

Eagle Chats Facilitate & Hang Snapshot #3 The Hall Ways Magazine

INITIATIVES    

RLC Strategies RLC Connected Courses AOD Trivia Nights In Hall Tutoring

DEVELOPMENTS        

RA Staff Meetings/ Development (SELF) RA Staff 1:1s / Development (SELF) ProStaff Meetings / Development (TBD) ProStaff 1:1s / Development (TBD) Grad 1:1s / Development (CAREER GOALS) Complex Curriculum Coaching Sessions Strategy Evaluations ProStaff Assessment Project

CAMPUS OPTIONS TO CONSIDER             

MLK Day of Service MLK Day Speaker

102

JAN 14 - FEB 3 SUN 13 - JAN

MON 14

TUE

WED

CLASSES 15 START

THU 17

FRI

SAT

RA Bboard Deadline The Hall Ways Publication Date

New Student Socials

SPRING COMMUNITY SOCIALS

21 - COACHING 22 WEEK

RHA Application Opens MLK Day & Service Event

Spring Tutoring Starts

Occupancy Checks Due

1 - FEB

ALL STAFF MTG Climate Survey Intro RA Success Scholars

Snapshot #3 Displayed

RHA General Body

Spring Open House

ACADEMIC EXCELLENCE WEEK

RHA General Body The Hall Ways Publication Date RA ZONE DEADLINE

Campus Climate Survey Kick Off

OTMâ&#x20AC;&#x2122;s Due

PROSTAFF ZONE DEADLINE

103

STRATEGY RESOURCES TRADITIONS Community-Wide: RAs are responsible for hosting at least once Community-Wide welcome back social, hosting a spring Community Meeting, and putting up Bulletin Boards. Complex-Wide: ProStaff, with the assistance of RAs, are responsible for hosting one Complex-Wide Welcome Back Social (with focus on new students as applicable) and maintaining Complex-Wide social media. Department-Wide: Central Staff will provide staff with ideas, requirements, and materials for Academic Excellence Week. Campus-Wide: ProStaff and RAs will market campus events that aid in a students sense of belonging at the university, such as signing up for intramurals and more.

LEARNING GOALS (LGs) Community-Wide: RAs will be responsible for conducting Eagle Chats and facilitating/hanging Snapshot #3. Complex-Wide: ProStaff will provide content for their Complex/RLC specific sections of the The Hall Ways magazine. Department-Wide: Central Staff will develop and distribute The Hall Ways magazine. Campus-Wide: ProStaff and RAs are encouraged to review university calendars and market campus events that have a high impact on students, such as MLK Day of Service, MLK Day Speaker, Black History Month events, and more.

INITIATIVES Community-Wide: ProStaff, RAs, and Central Staff will be responsible for facilitating RLC strategies (including orientations and spring welcome back events) and connected courses. Complex-Wide: AOD will be hosting Trivia Nights in each hall, rotating halls through the year. Department-Wide: In Hall Tutoring takes place Every Sunday in Each Hall from 7-9pm starting on January 20th. Campus-Wide: No Requirements. ***ONE STRATEGY WITHIN ZONE SHOULD BE A LATE NIGHT EVENT**

DEVELOPMENTS Community-Wide: No Requirements. Complex-Wide: ProStaff will help their graduate and undergraduate student staff continue to develop through weekly Staff Meetings, Staff 1:1s, RA 1:1 & Staff Meeting Development focused on improving capacities within EIL SELF, a Grad 1:1 Development focused on Using Your Position to Advance Your Career Goals, completing strategy evaluations, and reviewing fall assessment data. Department-Wide: Central Staff will help support ProStaff through professional staff meetings, 1:1s, Curriculum Coaching Sessions, ProStaff Assessment Project, and professional development opportunities. Campus-Wide: No Requirements

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SPOTLIGHT ON “ACADEMIC EXCELLENCE WEEK” This strategy helps us recognize our students and staff for their academic achievements throughout the year. As fall semester grades are posted, ProStaff will have access to see the general range of their populations GPAs (ie. Less Than 2.0, 2.1-2.5, etc). This allows ProStaff to assess student population needs and recognize students for their hard work. As part of this strategy, ProStaff are asked to utilize a strategy each day of the week that celebrates achievements or provides a way for st udents to increase their academic success skills. These can be passive or active events. Some examples include:  Bulletin Boards Recognizing Students  Social Media Campaign with Study Tip of the Day  CL Recognition through GroupMe  Candy Deliveries to High Achievers

 Bring in ASC for Success Programs  Meet & Greet with the Tutors  Invite ASC Peer Mentors to host a Game Night and talk about their program  Host a Goal Setting Program

WEDNESDAY JAN 9TH The Statesboro Campus may host a recognition event for students who received a 3.5 or higher. ProStaff will be notified on decision closer to spring semester.

**Additional Ideas will be provided by Central Staff**

SPOTLIGHT ON UPCOMING CULTURAL & ADVOCACY EVENTS During this time of the year there are multiple campus programs put on by various units that focus on cultural celebrations, service events, and advocacy programs. Some examples of these include:         

Holi Festival D.I.F. Conference MLK Day of Service MLK Day Speaker RecycleMania Sexual Assault Awareness Week Black History Month International Women’s Day Caesar Chavez Day

        

Demin Day Women’s History Month Celebrate Diversity Month Autism Awareness Month Day of Silence for LGBT Youth Earth Day Jewish American Heritage Month Walk a Mile in Her Shoes Vagina Monologues

   

Cup of Prevention No Impact Week Random Acts of Kindness Day National Developmental Disabilities Awareness Month  Asian-Pacific American Heritage Month

SPOTLIGHT ON “THE RA SELECTION PROCESS” The spring semester gets busy with multiple staff search processes happening, including the RA Selection Process. ProStaff should expect to be fully integrated into the selection process, from hosting recruitment socials, encouraging students to apply, teaching a section of LEAD 3900 from Jan to Feb, filling out LEAD 3900 evaluations, helping facilitate Interview Day, and being prepared for Selection Day. Things to keep in mind during this process is RLC placements, new vs returner ratios, graduating staff ratios, and more. RAs have the opportunity to be involved in LEAD 3900 by applying to be a Peer Leader and all RAs are expected to be involved in recruitment efforts and Interview Day.     

Oct-Dec (RA Recruitment & Social Sessions) Dec (RA Applications Due & Invitations to LEAD 3900 Extended) Jan-Feb (LEAD 3900 Course) Mar (LEAD 3900 Course Evals Due, Interview Day, & Selection/Placement Day) Apr (Selected Candidates Notified, Accepted Letters Due, and New RA Staff Meeting)

We are half way through the year! This might be a good time to review your “Emotionally Intelligent Leadership” areas of strengths and developments. How have you worked on these in the last semester? What success have you had? What do you still need to do to become more emotionally intelligent? 105

REFLECTION WORKSHEETS & NOTES CURRICULUM STRATEGY PLANNING REFLECTION & NOTES COMPLEX SOCIALS, SOCIAL MEDIA, & MAGAZINE:

ACADEMIC EXCELLENCE WEEK EVENTS:

CAMPUS CLIMATE SURVEY LAUNCH AND MARKETING:

COMPLEX SPECIFIC RA REQUIREMENTS OR EXPECTATIONS:

OTHER CURRICULUM NOTES:

106

PROSTAFF ASSESSMENT PROJECT PROGRESS & NOTES GENERAL PROGRESS REFLECTION 1. What are things that you need to be considering at this point? 2. What deadlines do you have approaching? 3. What kind of communication have you had / do you need to have with participants and stakeholders? 4. How are you / are you planning to evaluate your data?

5. What have you learned from this process? What has been challenging so far?

NOTES:

PROJECT TO DO LIST:

ADAPTED FROM: offices.depaul.edu/teaching-learning-and-assessment/assessment/assessing-learning/Pages/assessment-planning.aspx

107

REFLECTION WORKSHEETS & NOTES RA DEVELOPMENT REFLECTION In order to role model intentional conversations (Eagle Chats), build strong relationships, and help staff develop , we are asking that RA supervisors set aside time in one 1:1 per zone with each staff member for reflection exercises. Below are sample reflections ProStaff can use during Z1 to help students reflect and grow in capacities within the Emotionally Intelligent Leadership area of “Consciousness of Self,” specifically the Capacities of Flexibility (FL), Optimism (OP), Initiative (IN), & Achievement (AC). ProStaff can adjust questions to staff needs and choose whether to ask the same questions to everyone on staff versus individualize questions.

SAMPLE RA DEVELOPMENT QUESTIONS  (FL) Would you consider yourself someone who is adaptive? Can you provide me an example of how you were open to

change? What about a time that you weren’t open to change? How did you react to others in those situations?  (FL) How do you gather and utilize the perspectives of different group members when making a decision or moving a

group forward?  (OP) Do you feel like you have a positive outlook on your future? Why or why not? What are ways that you excel or

struggle with being optimistic?  (OP) How have you seen optimism affect organizations? How about a lack of optimism?  (IN) When you hear the phrase “Take Initiative,” what do you think of? What is your own philosophy regarding taking

initiative / others taking initiative? Is there such a thing as taking too much initiatives?  (IN) Tell me about a time you took initiative on a project. What project was it, how did it go, and what did you learn

about yourself from your actions and the reactions of others?  (AC) What are some achievements you have set for yourself this year? Are they obtainable? How do you feel about

reaching these high personal standards?  (AC) Do others perceive you as achievement oriented? What are the positive and negative ramifications of these

perceptions?

**SEE RESOURCE LIBRARY & GOOGLE DRIVE DEVELOPMENT FOLDER FOR EXAMPLES**

108

RA 1:1 DEVELOPMENT NOTES NAME

TOPICS DISCUSSED

DEVELOPMENT OPPORTUNITIES

109

REFLECTION WORKSHEETS & NOTES GRAD 1:1 DEVELOPMENT : USING YOUR POSITION TO ADVANCE YOUR CAREER GOALS

GENERAL The start of spring semester brings the sensation of a “New Year.” There is a ton of excitement with the possibilities of the spring semester and many ProStaff/Grads will have new personal and professional expectations. This time of year is perfect for re-establishing the relationship between ProStaff & Grads, ProStaff/Grads & Returning RAs, and ProStaff/Grads & New RAs. Asking questions about winter break, spring plans, and re-bonding with staff is important. Additionally, for many Grads this is a time for internship or job search. ProStaff should take time in their Grad 1:1 to ask their Grads questions about career needs, professional development goals, job/internship search resources, and how to talk about their current position in resumes, cover letters, and interviews.

SAMPLE TOPICS    

Goals for the spring semester Revisit RD expectations of GRD Revisit GRD expectations of RD Res Ed closed weekends for the Spring semester

 Revisit GRD class schedule for semester / balance of

class vs. work  Res Ed closed weekends for the Spring semester  January / February staff development ideas

SAMPLE QUESTIONS  Tell me more about your career goals. What are some of your short term goals? Long term?  What kinds of experiences do you need to have to reach your short and long term career goals? Are their skills you’d like to develop while in this position? Areas of improvement you’d like to develop further?  Let’s take a look at your resume. Together we can identify some areas to focus on this semester, missing skill sets you need to reach your goals, and/or available opportunities that may be beneficial to you.  Why did you choose the career path you did? What do you think you will be most passionate about in this career path? What do you think will be the most challenging?  What are some of the emotional intelligence capacities that you think are the most important to being in your chosen career field? Do you excel in these capacities? Why or why not? How can we help you to develop those capacities?  Are you searching for any job or internship opportunities right now? What are you doing to search? Have you have your resume reviewed? What do you need to be successful? How will this factor into your job/life/school balance?  Tell me what 3 things your job search will be looking for in a successful candidate. Let’s pretend you are in an interview for one of these positions right now, how would you explain your current position and the skills you use in this position that transfer to the position you want?

CONVERSATION NOTES:

POTENTIAL ITEMS TO COVER IN GRAD 1:1s     

Duty Concerns Desk Issues Staying Balanced and Wellness RA Concerns, Issues or New Info Administrative Task-Update

    

Personal Issues Academics Conduct Res Ed Meeting Updates Curriculum Review

    

Professional Development Weekly RA Staff meeting Topics Grad role in RA staff meeting Building Concerns Residents of Concern 110

EAGLE CHAT PROGRESS

ZONE SUCCESSES

ZONE CHALLENGES

CENTRAL STAFF FOLLOW UP

111

FOLLOW UP NOTES STAFF

STUDENTS

112

FACILITIES

MEETINGS

113

NOTES

114

ZONE SIX

PLAYBOOK

115 115

ZONE SIX REQUIREMENT GUIDE IT WAS THE BEST OF TIMES. IT WAS THE WORST OF TIMES. At this time of year, students may feel a sense of optimism as they realize that they are over the hump of the academic year. Although they have another semester of schooling under their belt, they may become more stressed, overwhelmed or burnt out on coursework. During this time their social life is important to their success. If they have a lack of relationships formed or their established relationships are weakening, they may experience an increase in mental health concerns (such as depression or anxiety).

TRADITIONS      

Complex-Wide Welcome Social (Campus Climate Survey) Community-Wide Social Late Night Requirement Applied to 1 Strategy Intramural Team Sign-Ups Social Media Staff Appreciation Week

LGs         

ZONE LG FOCUS

OT H E R S / C O N T E X T NOTES

Eagle Chats LG Bulletin Boards - RA Choice LG1 OTHERS/CONTEXT - ProStaff Choice LG2 OTHERS/CONTEXT - Spring Break Safety LG3 OTHERS/CONTEXT - Random Acts of Kindness Day or Sexual Assault Awareness Week LG4 OTHERS/CONTEXT - ProStaff Choice OPTIONAL: LG OTHERS/CONTEXT - ProStaff Choice Fire & Inclement Weather Drills The Hall Ways Magazine

INITIATIVES    

RLC Strategies RLC Connected Courses AOD Trivia Nights In Hall Tutoring

DEVELOPMENTS          

RA Staff Meetings / Development (OTHERS) RA 1:1 / Developments (OTHERS) ProStaff Meetings / Development (TBD) ProStaff 1:1s / Development (TBD) Grad 1:1 / Development (PERSONAL VISION FOCUS) Campus Climate Survey Launch & Campaign Complex-Wide Curriculum Coaching Sessions ProStaff Review of Z5 Eagle Chat Data & Student Outreach Strategy Evaluations ProStaff Assessment Project

CAMPUS OPTIONS TO CONSIDER     

Sexual Assault Awareness Week Events Wellness Week RecycleMania OMA Holi Festival OMA Step Afrika

116

FEB 4 - MAR 13 SUN 3 - FEB

MON 4

TUE

WED 6

THU

FRI

SAT

RHA General Body The Hall Ways Publication Date Campus Climate Survey Kickoff

RA ZONE DEADLINE

RHA Valentine’s Care Package

17 SAACURH RBC

Random Acts of Kindness Day

PROSTAFF ZONE DEADLINE

OTM’s Due

16 SAACURH RBC

RA APPRECIATION WEEK / WELLNESS WEEK

Magazine Content Due

RHA Elections

SEAHO

SEAHO 28

SEAHO 1- MAR SEAHO 2

ALL STAFF MTG RHA General Body

ACPA 4

ACPA 5

RHA General Body

10 NASPA

NASPA 12 COACHING WEEK

RHA General Body RA ZONE DEADLINE

The Hall Ways Publication Date

SEXUAL ASSAULT AWARENESS WEEK

ACPA 6

ACPA / TPE 7

TPE 8

TPE 9

NASPA

OTM’s Due

NASPA 13

NASPA 14

Spring Break (MAR 18-22) PROSTAFF ZONE DEADLINE

117 117

STRATEGY RESOURCES TRADITIONS Community-Wide: RAs are responsible for hosting at least once community social. Complex-Wide: ProStaff, with the assistance of RAs, are responsible for hosting one Complex-Wide social and maintaining Complex-Wide social media. Department-Wide: Central Staff and ProStaff will work together to recognize staff during Nat’l RA Appreciation Week. Campus-Wide: ProStaff and RAs will market campus events that aid in a students sense of belonging at the university, such as signing up for intramurals and more.

LEARNING GOALS (LGs) Community-Wide: RAs will be responsible for conducting Eagle Chats and creating a LG-Connected Bulletin Board.. Complex-Wide: ProStaff will provide content for their Complex/RLC specific sections of the The Hall Ways magazine, facilitate ProStaff chosen strategies to meet LG1 OTHERS/CONTEXT and LG4 OTHERS/CONTEXT, create or walkover to an event that enables residents to learn sexual/alcohol/drug safety information before spring break (LG2 OTHERS/CONTEXT Strategy), create an event celebrating Random Acts of Kindness Day or participating in Sexual Assault Awareness Week events (LG3 OTHERS/CONTEXT Strategy), and work alongside the Fire Marshall and Facility Services to complete fire and inclement weather drills. Department-Wide: Central Staff will develop and distribute The Hall Ways magazine. Campus-Wide: ProStaff and RAs are encouraged to review university calendars and market campus events that have a high impact on students, such as Wellness Week, Sexual Assault Awareness Week, and more.

DEVELOPMENTS Community-Wide: No Requirements. Complex-Wide: ProStaff will help their graduate and undergraduate student staff continue to develop through weekly Staff Meetings, Staff 1:1s, RA 1:1 and Staff Meeting Development focused on improving capacities within EIL OTHERS, a Grad 1:1 Development focused on Creating Your Personal Vision & Philosophy, completing strategy evaluations, and reviewing Z5 Eagle Chat Data & provided needed Outreach to “RED” students. Department-Wide: Central Staff will help support ProStaff through professional staff meetings, 1:1s, Curriculum Coaching Sessions, ProStaff Assessment Project, and professional development opportunities. Campus-Wide: No Requirements

***ONE STRATEGY WITHIN ZONE SHOULD BE A LATE NIGHT EVENT**

118

SPOTLIGHT ON “RA APPRECIATION WEEK” BASIC DESCRIPTION To appreciate all the work that our RAs do, we will be hosting a surprise RA Appreciation Week for our staff. A small group of staff members will plan the events for this week (most likely the Recognition Committee), but some events may include:    

De-Stress Event with Wellness Trampoline/Clubhouse Night Notes of Affirmation Social Media Kudos from Staff & Residents

   

RA Appreciation Bulletin Board Certificates of Appreciation RA Appreciation Ribbons/Buttons Hall Posters/Banners

Additional ideas and materials will be provided to ProStaff to generate ideas for their individual staffs.

SPOTLIGHT ON “CAMPUS CLIMATE SURVEY” BASIC DESCRIPTION Each year our department does one large assessment project to evaluate student learning, determine department effectiveness, or benchmark services against other comparible instituations. This year Central Staff will be creating an assessment tool to gauge student satisfaction in the halls, determine areas to improve, areas of strengths, and student benefits of living on campus / in an RLC. In addition to creating the tool, Central Staff will create marketing and provide incentives for participation, while ProStaff and RAs will directly encourage residents to take part in the survey by utilizing the assessment at their Complex-Wide social event and more. Each Complex is asked to get at least 75% of their residents to fill out the survey by the end of Zone 7.

SPOTLIGHT ON LG3 (OTHERS/CONTEXT) ProStaff are asked to chose between strategies to celebrate Random Acts of Kindness Day or recognize Sexual Assault Awareness Week. Both events connect residents to others around campus and touch on various aspects of LG3 (below), but if a ProStaff member has an event they would rather do in this zone they can speak to their Curriculum Supervisor about substituting a strategy. Random Acts of Kindness Day

Sexual Assault Awareness Week

Helping others is sometimes a big thing and sometimes very small. For those who want to recognize the little things that do a lot for others, using Random Acts of Kindness Day as a strategy provides a lot of possibilities. There are TONS of ideas and resources on the internet and some examples include:

This week is dedicated to raising awareness about sexual assault and how to have a safe spring break. Throughout the week we will honor victims of violence as well as teach you how to make your spring break a success. The Clothesline Project is national project to honor and support victims of violence and sexual assault. Students (victims and those honoring victims) will be able to choose a shirt to write a message speaking out about these critical issues. Contact Gemma Skuraton for Sexual Assault Awareness Week program calendar.

       

Free Hugs Booth Flower/Candy Giveaway Student Recognition OTM Parties Send a Smile Complex Blood Drive Hidden Notes of Encouragement Inspirational Chalking

**Special Note: Neither students nor staff should be mandated to participate, work, volunteer for, or walk students over to this program due to it’s triggering nature.

LG3 (OTHERS/CONTEXT) ACTION STEPS  Discuss the difference various identity experience  Celebrate the skills and achievements of various identity groups and its members  Develop reciprocal relationships with those different than you

 Explore how emotions may impact one’s ability to create positive change  Utilize resources in their environment and leadership roles to advocate for the needs of others  Practice bystander intervention skills to disrupt unjust behaviors in their communities 119

REFLECTION WORKSHEETS & NOTES CURRICULUM STRATEGY PLANNING REFLECTION & NOTES COMPLEX SOCIALS, SOCIAL MEDIA, & MAGAZINE:

CAMPUS CLIMATE SURVEY LAUNCH AND MARKETING:

STAFF APPRECIATION:

LG1 (OTHERS/CONTEXT) - PROSTAFF CHOICE:

LG2(OTHERS/CONTEXT) - SPRING BREAK SAFETY:

LG3(OTHERS/CONTEXT) - RANDOM ACTS OF KINDNESS DAY OR SEXUAL ASSAULT AWARENESS WEEK:

LG4(OTHERS/CONTEXT) - PROSTAFF CHOICE:

COMPLEX SPECIFIC RA REQUIREMENTS OR EXPECTATIONS:

OTHER CURRICULUM NOTES: 120

PROSTAFF ASSESSMENT PROJECT PROGRESS & NOTES PROGRESS QUESTIONS TO CONSIDER 1. What are things that you need to be considering at this point? 2. What deadlines do you have approaching? 3. What kind of communication have you had / do you need to have with participants and stakeholders? What are the key components of your assessment project that you will share with stakeholders in the presentation period? Will you have someone review your project? If so, who and when? 4. Have you completed looking for research and examining the collected data? How are you / are you planning to evaluate your data? 5. What have you learned from this process? What has been challenging so far? 6. Have you began putting your thoughts and research down in writing? If you could describe what stage of the project you are in, what would you say?

NOTES:

PROJECT TO DO LIST:

121

REFLECTION WORKSHEETS & NOTES RA DEVELOPMENT REFLECTION In order to role model intentional conversations (Eagle Chats), build strong relationships, and help staff develop , we are asking that RA supervisors set aside time in one 1:1 per zone with each staff member for reflection exercises. Below are sample reflections ProStaff can use during Z1 to help students reflect and grow in capacities within the Emotionally Intelligent Leadership area of “Consciousness of Others,” specifically the Capacities of Coaching Others (CO), Capitalizing on Difference (CD), Demonstrating Citizenship (DC), & Facilitating Change (FC). ProStaff can adjust questions to staff needs and choose whether to ask the same questions to everyone on staff versus individualize questions.

SAMPLE RA DEVELOPMENT QUESTIONS  (CO) Who are some people you consider to be good coaches? What makes them effective coaches? What are things that they do that you can do with your staff and residents to help be a coach for them?

 (CO) When has a close friend, coach, mentor, peer, or supervisor challenged you to go to your next level? How did they challenge you? What was your reaction to the challenge? How did they also support you?

 (CO) In what areas have you seen growth in this team and complex? In what areas do you hope the team and complex will still grow in during the spring semester?

 (CO) How do you promote teaching or coaching in your community, classroom, and as an RA?  (CD) When you think of your staff team, what are the strengths individuals bring to the team? What are skills or strengths you think need to be brought in to the group in order to help move the group forward?

 (CD) Think about a group you’ve been a part of that everyone was very similar (goals, identity, experience, etc) and a group you’ve been a part         

of where everyone was very different. What were each of these groups good at? What was challenging about both of these groups? What did you learn about yourself from both of these groups? (DC) How are you personally responsible for others? What do you do differently when you feel responsible for others or the needs of a group? (DC) Have you ever been a part of a group where you or another individual had different goals or objectives than the rest of the group? How did this affect the individual? How did this affect the group? (DC) Would you say you demonstrate citizenship in your role as an RA or as a student leader on campus? If so, how? (DC) Do you feel your peers and residents think you have developed or contributed to establishing a community of trust between everyone? (DC) Tell me a time when you demonstrated citizenship and fulfilled your responsibilities to your community or group? (FC) How do you work toward facilitating change? Can you provide an example? (FC) Have you had the opportunity to facilitate change in your community or on your staff? (FC) Consider your own reactions to change. What is your gut reaction to change? What emotions do you feel when you think of change? What does this mean for you when you are in a changing organization/group? When you are trying to implement change? (FC) Think about an aspect of the department or the staff that you would like to see changed in some way. What do you think that should look like? Why? Why do you think it isn’t that way? What are actions you could take to influence change in this aspect? Who needs to be considered in these changes?

**SEE RESOURCE LIBRARY & GOOGLE DRIVE DEVELOPMENT FOLDER FOR EXAMPLES**

122

RA 1:1 DEVELOPMENT NOTES NAME

TOPICS DISCUSSED

DEVELOPMENT OPPORTUNITIES

123

REFLECTION WORKSHEETS & NOTES GRAD 1:1 DEVELOPMENT : CREATING YOUR PERSONAL VISION & PHILOSOPHY GENERAL With ProStaff at conferences, Spring Break, RA, GRD, and RD selection processes, AND midterms this time of year, finding time to have a good intentional one-on-one may be a challenge. Make sure to carve out time in your schedule to make sure these are happening, and you are taking the time to support your GRD and yourself in these positions. During this zone you will focus on helping your Grad talk about their personal vision and philosophy. This will help them to talk about their views in interviews, effectivity and succinctly be able to tell their story, and personal philosophy statements that may be assigned to them in class.

SAMPLE TOPICS  Midterms  Spring Semester Scheduling

 Thinking about award nominations  Role in selection processes

SAMPLE QUESTIONS  What personal qualities do you most want to emphasize about yourself as a professional to others? How can you use

and display these qualities in a working environment?  What are the most important values you want to express at work?  What do you ultimately want to achieve? What is your vision for yourself five years from now? What will need to hap-

pen in order for you to be proud of your career progress five years from now?  ProStaff can walk Grad through a visualization of this vision. Example: Imagine that you are managing and leading the hall of your dreams. Envision that everything is exactly the way you want it to be: the type of building you are running, the institutional culture, its size and complexity, the people involved, and your own capabilities as a Resident Director and leader. Imagine that you are every bit as successful as you want to be. Feel it and see it. Keep imagining yourself in the future and be as specific as possible in your observations.  Where exactly are you? Who is your student? What are you doing? Who are you interacting with? What does the position look like? How are you feeling? Why do you want to be exactly where you are? What is the bigger impact you are having?  How can you sum up your vision and mission as a supervisor?  What is the impact that you want to have and how would you like to be perceived?

CONVERSATION NOTES:

POTENTIAL ITEMS TO COVER IN GRAD 1:1s     

Duty Concerns Desk Issues Staying Balanced and Wellness RA Concerns, Issues or New Info Administrative Task-Update

    

Personal Issues Academics Conduct Res Ed Meeting Updates Curriculum Review

    

Professional Development Weekly RA Staff meeting Topics Grad role in RA staff meeting Building Concerns Residents of Concern 124

EAGLE CHAT PROGRESS

ZONE SUCCESSES

ZONE CHALLENGES

CENTRAL STAFF FOLLOW UP

125

FOLLOW UP NOTES STAFF

STUDENTS

126

FACILITIES

MEETINGS

127

NOTES

128

ZONE SEVEN

PLAYBOOK

129

ZONE 7 REQUIREMENT GUIDE DEAR STRESS, WE NEED TO TALK. At this time of year, we tend to see a rise in drug and alcohol use, as well as more severe cases of mental health. The midterm panic is back in full force and the pressure of the speed of the spring semester may be getting to some… even to you! Students also have the pressure of looking for summer jobs, internships, and full time employment. There are a lot of activities and recognition events that students who are involved are expected to attend and that leaves social and academic commitments to pile up.

TRADITIONS     

Complex-Wide Social Community-Wide Social Late Night Requirement Applied to 1 Strategy Intramural Team Sign-Ups Social Media

LGs          

ZONE LG FOCUS

CONTEXT NOTES

Eagle Chats Facilitate & Hang Snapshot #4 LG Bulletin Boards - RA Choice LG1 CONTEXT - #MyHallStory LG2 CONTEXT - ProStaff Choice LG3 CONTEXT - Bystander Intervention Skills LG4 CONTEXT - ProStaff Choice OPTIONAL: LG SELF/CONTEXT - ProStaff Choice Fire & Inclement Weather Drills The Hall Ways Magazine

INITIATIVES     

Trivia After Dark RLC Strategies RLC Connected Courses AOD Trivia Nights In Hall Tutoring

DEVELOPMENTS         

RA St. Mtgs / Development (CONTEXT - COMM. IMPACT) RA 1:1 / Developments (CONTEXT) ProStaff Meetings / Development (TBD) ProStaff 1:1s / Development (TBD) Grad 1:1 / Development (LEARNING FOCUS) Complex-Wide Curriculum Coaching Sessions ProStaff Review of Z6 Eagle Chat Data & Student Outreach Strategy Evaluations ProStaff Assessment Project

CAMPUS OPTIONS TO CONSIDER     

Walk A Mile In Her Shoes NRHH’s Eggstravaganza D.I.F. Conference OMA Drag Show 130

MAR 25 - APR 21 SUN 24 - MAR

MON 25

TUE 26

WED 27

THU 28

FRI 29

SAT 30

Spring Break ALL STAFF MTG #MyHallStory Staff Edition

RHA Care Packages

1 - APR

Walk a Mile in Her Shoes

RHA General Body

#MyHallStory

Magazine Content Due

COACHING 9 WEEK

OTM’s Due

RHA General Body TENTATIVE: Golden Eagles

RHA General Body Snapshots #4 Displayed

The Hall Ways Publication Date

NRHH’s Eggstravaganza

TENTATIVE: Golden Eagles

RA ZONE DEADLINE

Earth Day

Closing Meetings Start

Trivia After Dark

PROSTAFF ZONE DEADLINE

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LEARNING GOALS (LGs) Community-Wide: RAs will be responsible for conducting Eagle Chats, creating a LG-Connected Bulletin Board, and facilitating Snapshot #4. Complex-Wide: ProStaff will provide content for their Complex/RLC specific sections of the The Hall Ways magazine, facilitate ProStaff chosen strategies to meet LG2 CONTEXT and LG4 CONTEXT, facilitate the day of event logistics of #MyHallStory (LG4 CONTEXT Strategy), facilitating a strategy that teaches students about bystander intervention skills (LG3 CONTEXT Strategy), and work alongside the Fire Marshall and Facility Services to complete fire and inclement weather drills. Department-Wide: Central Staff will develop and distribute The Hall Ways magazine and manage the logistics of #MyHallStory (LG1 CONTEXT Strategy). Campus-Wide: ProStaff and RAs are encouraged to review university calendars and market campus events that have a high impact on students, such as the D.I.F. Conference, OMA’s Drag Show, Walk A Mile In Her Shoes, and more.

DEVELOPMENTS Community-Wide: No Requirements. Complex-Wide: ProStaff will help their graduate and undergraduate student staff continue to develop through weekly Staff Meetings, Staff 1:1s, RA 1:1 Development focused on improving capacities within EIL CONTEXT, a RA Staff Meeting Development focused on Community Impact Reflections, a Grad 1:1 Development focused on Review of Learning & Telling Your Story to Others, completing strategy evaluations, and reviewing Z6 Eagle Chat Data & provided needed Outreach to “RED” students. Department-Wide: Central Staff will help support ProStaff through professional staff meetings, 1:1s, Curriculum Coaching Sessions, ProStaff Assessment Project, and professional development opportunities. Campus-Wide: No Requirements

***ONE STRATEGY WITHIN ZONE SHOULD BE A LATE NIGHT EVENT** 132

SPOTLIGHT ON “#MYHALLSTORY” BASIC DESCRIPTION A committee will be put together to organize #MyHallStory. This strategy will allow students to reflect on their residential experience, share how it was impactful, and learn from others stories. In addition to being a strategy for students, this strategy will also count as an assessment strategy for the department, helping us to gather student quotes that help us improve practices and recruit in future years. While details will be determined later, the strategy is based off of NPR’s StoryCorps program and our department would work with Marketing to set up booths for students to tell their story.

STRATEGY LOGISTICS Central Staff and Strategy Committee would be responsible for managing logistics, working with campus partners, and creating marketing materials. ProStaff and RAs would be responsible for marketing the strategy with their particular population and managing day of event logistics. **PROSTAFF ASSESSMENT PROJECT NOTE: This strategy has the potential to be a ProStaff Assessment Project. ProStaff that are interested in this as their project would help to organize event, manage logistics, come up with sample questions, and analyze the data for trends.

SPOTLIGHT ON “COMMUNITY IMPACT REFLECTION” During this zone, ProStaff will revisit a prior Development Activity, this time focusing on CONTEXT: Assessing the Environment. COMMUNITY IMPACT REFLECTION During one of the staff meetings we would like RDs to create a development activity that allows the RAs to increase their “Assessing the Environment” capacity while also asking (and taking up answers to) the following question: “What is an example of a moment you made a positive impact in a residents day or life while in the RA position? What did it mean to them and what does it mean to you?” ***Finished reflections should be typed up by ProStaff Admin and reported to the Curriculum Supervisor*** Context Capacity: Assessing the Environment Be able able to recognize the social, cultural, economic, and political forces that influence leadership. Emotionally intelligent leaders use their awareness of the external environment to lead effectively.

SPOTLIGHT ON “BYSTANDER INTERVENTION SKILLS DEVELOPMENT” WHAT ARE WE ASKING? During this zone we would like ProStaff to determine a strategy that will help residents learn bystander intervention skills. This could be taking advantage of existing campus programs (Safe Zone Training, attending Walk A Mile In Her Shoes, etc) or facilitating a strategy of your own. Resources for facilitating this kind of training exist in the LEAD 3900 Shared Drive folders. Some examples of potential strategies for this include:  Skills Development Session for Confronting Microagressions  Skills Development Session for Interrupting Sexual Assault Attempts  Bulletin Boards on Using Helping Skills to Support Those Effected by Microaggressions  Door Hangers on Helping Friends Who Are Affected By Mental Health Issues **Special Note: Neither students nor staff should be mandated to participate, work, volunteer for, or walk students over to programs based on sexual assault, suicide prevention, etc, as these programs can be triggering in nature. Additionally, if a bulletin board or other passive strategy is utilized, ProStaff should be cognizant of any trigger warnings that should be present.

133

REFLECTION WORKSHEETS & NOTES CURRICULUM STRATEGY PLANNING REFLECTION & NOTES COMPLEX SOCIALS, SOCIAL MEDIA, & MAGAZINE:

LG1 (CONTEXT) - #MYHALLSTORY:

LG2(CONTEXT) - RD CHOICE:

LG3(CONTEXT) - BYSTANDER INTERVENTION:

LG4(CONTEXT) - RD CHOICE:

COMPLEX SPECIFIC RA REQUIREMENTS OR EXPECTATIONS:

OTHER CURRICULUM NOTES:

134

ProStaff ASSESSMENT PROJECT PROGRESS & NOTES PROGRESS QUESTIONS TO CONSIDER 1. What are things that you need to be considering at this point? 2. What deadlines do you have approaching? 3. What kind of communication have you had / do you need to have with participants and stakeholders? What are the key components of your assessment project that you will share with stakeholders in the presentation period? Will you have someone review your project? If so, who and when? 4. Have you completed looking for research and examining the collected data? How are you / are you planning to evaluate your data? 5. What have you learned from this process? What has been challenging so far? 6. Have you began putting your thoughts and research down in writing? If you could describe what stage of the project you are in, what would you say?

NOTES:

PROJECT TO DO LIST:

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REFLECTION WORKSHEETS & NOTES RA DEVELOPMENT REFLECTION In order to role model intentional conversations (Eagle Chats), build strong relationships, and help staff develop , we are asking that RA supervisors set aside time in one 1:1 per zone with each staff member for reflection exercises. Below are sample reflections ProStaff can use during Z1 to help students reflect and grow in capacities within the Emotionally Intelligent Leadership area of “Consciousness of Context,” specifically the Capacity of Assessing the Environment (AE) and overall reflection on the year (OR). ProStaff can adjust questions to staff needs and choose whether to ask the same questions to everyone on staff versus individualize questions.

SAMPLE RA DEVELOPMENT QUESTIONS  (AE) How do you utilize external dynamics and trends to lead a community, organization, or group? Give an example

of how you did this during the year.  (AE) Why is it important for an RA and student leader to exhibit the ability to interpret and analyze environmental    

factors that affect groups or organizations? Is this easy for you? Challenging? How have you increased your awareness of these dynamics this year? (AE) We’ve reflected a lot on your emotional intelligence this year. This is reflection-in-action. How does reflecting throughout the RA experience differ from just acting in the RA role? How has it helped you? How has it challenged you? (AE) Think about the department, your Complex staff, or a student organization you are a part of. What external factors do you think will affect this group in the next year? In positive ways? In challenging ways? How can/would you help this group address these factors? (OR) What have you learned about your emotional intelligence, yourself, and your position during this year? (OR) If you could change one thing about your experience as an RA so far, what would that be? Why?

**SEE RESOURCE LIBRARY & GOOGLE DRIVE DEVELOPMENT FOLDER FOR EXAMPLES**

136

RA 1:1 DEVELOPMENT NOTES NAME

TOPICS DISCUSSED

DEVELOPMENT OPPORTUNITIES

137

REFLECTION WORKSHEETS & NOTES GRAD 1:1 DEVELOPMENT: REVIEW OF LEARNING & TELLING YOUR STORY TO OTHERS GENERAL We made it to the month of April! That means the job is done… April Fools!!! What it does mean, for our graduate students, is that their mind is probably ready to just focus on their classes and make sure they catch up on the potential internship hours they need in order to finish the semester. At the same time, we are about to hit one of the most time intensive points of the year that requires all hands on deck. So, in April, it is important to really consider how to meet each other’s needs and support each other through it. April’s one on ones are a great time to map out final school/assistantship duties and responsibilities so everyone can be on the same page and establish their personal, academic, and job-related responsibilities for the remainder of the year. Some sort of “end of the semester” team activity is recommended for closure.

SAMPLE TOPICS  Informal Check-In  Staff Appraisals

 Preparing for closing and summer  Reflection on Learning

SAMPLE QUESTIONS               

Are you taking the time to focus on your academics? Do you feel you are ready to conclude your graduate coursework for this semester? How can we continue our communication efforts during this busy time? How can I support you? What are 2 things you learned about yourself from this Grad experience? What are some of the things you learned about yourself as a supervisor of student staff? What are some things you would do differently? Why. What are some highlights that you think of when reflecting on the semester? What are some of the resources that you have been able to utilize in order to be successful this semester? What are some skills you would like to enhance or grow within the role? What are some ways or connections we can build to help you be successful next semester? What are some ways you need additional support as you continue to work with the RAs? Do you feel you are ready to conclude your graduate coursework for this semester? What are some staff challenges and achievements our team has faced this year? Do you think your residents have learned from you this year? What have your RAs learned from you? What have you learned from your staff and/or students? What are some things you have learned from our campus partners throughout the semester?

CONVERSATION NOTES:

POTENTIAL ITEMS TO COVER IN GRAD 1:1s     

Duty Concerns Desk Issues Staying Balanced and Wellness RA Concerns, Issues or New Info Administrative Task-Update

    

Personal Issues Academics Conduct Res Ed Meeting Updates Curriculum Review

    

Professional Development Weekly RA Staff meeting Topics Grad role in RA staff meeting Building Concerns Residents of Concern 138

EAGLE CHAT PROGRESS

ZONE SUCCESSES

ZONE CHALLENGES

CENTRAL STAFF FOLLOW UP

139

FOLLOW UP NOTES STAFF

STUDENTS

140

FACILITIES

MEETINGS

141

NOTES

142

ZONE EIGHT

PLAYBOOK

143 143

ZONE 8 REQUIREMENT GUIDE YOU DON’T HAVE TO GO HOME, BUT YOU CAN’T STAY HERE. At this time of year students are a range of emotions. For many, they are excited for the end of the year and the end to coursework. They may be excited and proud of their work over the last year and could be looking forward to seeing friends from back home again. Some may be graduating and getting full time positions. For others, they may have anxiety about going home for the summer or not know where they are staying for the summer. For nearly all, they are looking forward to finals being over. While some may be excited to leave and some may not, our end of year closing process means that they will all be moving out soon!

TRADITIONS    

Closing Community Meeting Closing Bulletin Boards Social Media Engagement: Closing Information Focus Social Media Engagement: Good Luck on Finals Focus

LGs 

ZONE FOCUS

E OY C LO S I N G NOTES

NO REQUIREMENTS

INITIATIVES    

RLC Study Break Events RLC Connected Courses Complex-Wide Study Break Program In Hall Tutoring (Ends on May 5th)

DEVELOPMENTS       

ProStaff Meetings / NO DEVELOPMENT ProStaff 1:1s / NO DEVELOPMENT Grad 1:1s / Development (EFFECTIVE FEEDBACK) Complex Curriculum Coaching Sessions ProStaff Review of Z7 Eagle Chat Data & Student Outreach Strategy Evaluations ProStaff Assessment Project Presentations (After Closing)

DEVELOPMENTS Complex-Wide: ProStaff will help their graduate and undergraduate student staff finish weekly Staff Meetings for the semester and there will not be RA 1:1’s unless needed. Grad 1:1 and Developments will continue, Z7 data will be reviewed by ProStaff, and outreach will be provided for Z7 “RED” students. Department-Wide: Central Staff will help support ProStaff through professional staff meetings and 1:1s. 144

APR 22 - MAY 10 SUN 21

MON 22

TUE 23

WED 24

THU 25

FRI

SAT

RHA General Body RA ZONE DEADLINE

PROSTAFF ZONE DEADLINE

Closing Meetings Start

Last Day of 4 Classes

RHA Care Packages

Undergrad Commencement (Armstrong) OTM’s Due

FINALS WEEK

Undergrad Commencement (Statesboro)

Halls Close

PROSTAFF ZONE DEADLINE

145

REFLECTION WORKSHEETS & NOTES PROSTAFF ASSESSMENT PROJECT PROGRESS & NOTES ASSESSMENT REVIEW & PROGRESS 1. What steps of the assessment project do you still have left to do? 2. What have you learned from your data already? How are you planning to share your projects data? Presentation, poster, discussion, memo, etc? Who will you be sharing it with? 3. What implications came from your assessment? Have you formulated any recommendations based off your review of the data? 4. How has the assessment process been for you? What has been challenging? What has been enjoyable? 5. Pretend that you are in a job interview for a level above your current position. If you were asked the following question, what would you say? “Tell us about a time you had assess the success, worth, or effectiveness of a departmental process, project, or event. How did you narrow what you wanted to learn? How did you conduct your assessment? What was the result of this assessment project?”

NOTES:

PROJECT TO DO LIST:

REFLECTION OF LEARNING:

146

GRAD 1:1 DEVELOPMENT : STAFF EVALUATIONS GENERAL The last month of the academic year is a time where finding balance between work and academics is the hardest for a GRD. More than likely, our graduate students will want to focus on their classes and finishing up their academics as strongly as they can. It is important to really consider how to meet each other’s needs and support each other through it.

SAMPLE TOPICS    

Finals Schedule and Expectations of Availability Spring Semester Closing Final Staff Evaluations, Bonding, & Appreciation Closing Res Curriculum

 Summer and Fall Semester plans  Res Ed Golden Eagle Awards (GEA) & Nominations  Finishing the Semester Strong

SAMPLE QUESTIONS  How has the department helped you grown since you have been working with us?  Positive and constructive feedback is very important to continuing to improve skills, organizations, and initiatives. Since

we very much value the Grad point of view, can you provide some positive and constructive feedback for each of the topics below?  Departmental (procedures, policies, staff roles, etc)  Supervisor Feedback (things you have received from your supervisor, things that have been challenging, etc)  Complex-Wide (desk procedures, staff adjunct areas, division of workload, etc)  Program Specific (curriculum, student leadership, training, selection, etc)  What are some ways to keep RA engaged and motivated?  What is your vision for the Grad role moving forward?  Identify 2 ways you can/will leave your legacy within the department. What are ways you’ve contributed to the department? How will/have you left your mark?

CONVERSATION NOTES:

147

CLOSING NOTES SAMPLE EOY CLOSING CHECKLIST ______ Closing Bulletin Board Materials/Content Provided to RAs (Wed, Apr 10th) ______ Closing Meeting Materials / Content Provided to RAs (Wed, Apr 17th) ______ Closing Bulletin Boards Hung (Wed, Apr 17th - Sun, Apr 21st) ______ RA Check Out Flyers on RA Doors ( _______________ ) ______ Closing Meetings Held (Mon, Apr 22nd - Fri, Apr 26th) ______ RAs follow up with residents who did not attend floor meeting (By Wed, May 1st) ______ Closing Information Removed / All Boards cleared of content and staples ( _______________ ) ______ RA Closing Room Inspection Forms Due to ProStaff ( _______________ ) **LOCK ALL DOORS BEHIND YOU ______ RA CLOSING DUTIES COMPLETED AFTER CLOSING AT __________ ON ____________ ( _______________ )       

All Flyers/Bulletin Board Content & Staples Removed Walkthrough Checklist Completed and in Closing Folder Exteriors Reviewed for Lights Out / Window Sticks / Blinds Down Common Spaces Reviewed for Cleanliness, Facilities Needs, & Disposed Food All Room Doors (Unit & Bedroom Locked) All Keys Checked & Logged in ProStaff Provided System All Cleaning Grids and Damage Claim Forms Completed and in Closing Folder

______ RAs Return Work Supplies      

Nametag (Gold) Keys Staff ID (Plastic) Programming Materials RA Manual Housing Polos *** HALL T-SHIRTS NOT COLLECTED - RAs KEEP

______ Complex Team Tasks Completed      

______ RAs Check Out with ProStaff

148

CLOSING NOTES

149

NOTES & REFLECTION CURRICULUM NOTES SOCIAL MEDIA & MAGAZINE:

STUDY BREAK PROGRAM:

CLOSING MEETINGS:

STAFF

STUDENTS

FACILITIES

CENTRAL STAFF FOLLOW UP

150

PART III: RESOURCES

151

CAMPUS DIRECTORY CENTRAL HOUSING MAIN HOUSING: 912-478-5406 RES. FAC. DIS. (RF): 912-478-5728 MEG HEINS: 912-478-5717 BEN WICKER: 912-478-7521 ERIN MCFERRIN: 912-478-8435 STEPHANIE REWITZER: 912-478-1726 CASEY WEAVER: 912-478-1064 CATHY LUCAS: 912-478-0430 CARRIE BRYANT:9 12-478-1730 CENT. GRAD SUITE: 912-478-0431

ARMSTRONG CAMPUS KATIE FESTER: QUENISHA GRAVES: DUSTIN ROBERTS:

EMERGENCY NUMBERS UNIVERSITY PD: 912-478-5234 RDOC: 912-314-1583 RELTOC: 912-687-4808 HOSPITAL: 912-486-1000 HOC: 912-682-0204 MOC: 912-531-3244 RFOC: 912-687-4313

CENTENNIAL PLACE

FREEDOMâ&#x20AC;&#x2122;S LANDING

FRONT DESK: 912-478-4400 RA on CALL: 912-678-5240 RD NATASHA: 912-478-4220 RD CHEMAR: 912-478-4216 GRD LIZAIDA: 912-478-8702

FRONT DESK: 912-478-8100 RA on CALL: 912-678-5239 RD KIMBERLY: 912-478-8103 RD SHERI: 912-478-8102 GRD ABBY: 912-478-8101

EAGLE VILLAGE FRONT DESK: 912-478-8200 RA on CALL: 912-678-5238 RD TELECIA: 912-478-4131 GRD MIRANDA: 912-478-4136 GRD DAVID: 912-478-4136

FRONT DESK: 912-478-4091 RA on CALL: 912-678-5232 RD COLTON: 912-478-2039 GRD NATASHA:

SOUTHERN PINES FRONT DESK: 912-478-7700 RA on CALL: 912-678-5235 RD DOM: 912-478-4140 GRD KAITLYN: 912-478-4141

UNIVERSITY VILLAS FRONT DESK: 912-478-2010 RA on CALL: 912-678-5233 RD VERVA: 912-478-2020 GRD DANI: 912-478-

SOUTHERN COURTYARD FRONT DESK: 912-478-4139 RA on CALL: 912-678-5236 RD KENZEL: 912-478-8000 GRD SAPHERIA:

CAMPUS PARTNERS Academic Success Center Writing Center Leadership & Community Engagement Office of Multicultural Affairs Career & Professional Development University Wellness / CRI Health Services Counseling Center Student Support Services Financial Aid Registrar / Student Records Bursar / Student Accounts Eagle Card Center Library IT Services Dean of Students Student Conduct Student Accessibility Resource Center

KENNEDY HALL

WATSON HALL FRONT DESK: 912-478-3130 RA on CALL: GRD NICOLE: 912-478-2334

OTHERS x5371 x1413 x1435 x5409 x5197 x5436 x5641 x5541 x2387 x5413 x5152 x0999 x5311 x5028 x2287 x3326 x0059 x1566

152

ADDITIONAL RESOURCES GOOGLE / SHARED DRIVE RESOURCES ProStaff and RAs will be provided with multiple curriculum resources in the Department Shared Drive and the Goole Drive. Some materials include: calendars of interest, reporting forms, strategy examples, development examples and more!

ROOMPACT BLOG & WEBSITE (WWW.ROOMPACT.COM) Roompact is a digital tool for residence education units that focuses on education, learning, and engagement Specifically with residential curriculum models. Within their website, they host an online blog that has many useful article to help staff effectively implement a curriculum model. Some of these articles include:         

Did They Learn Anything? 27 Quick Questions to Assess Student Learning 6 Ways of Building Residence Hall Communities: Updated for the Social Media Age Dear RAs… I Want You to STOP Programming! 4 Documents that Place “Student Learning” at the Core of Residence Education 10 Different Strategies for Promoting Residential Student Learning EBook - Be A Residential Curriculum Change Agent EBook - The Residential Curriculum Self-Assessment Instrument EBook - Developing a Co-Curriculum Learning Model The Intentional Conversations Series:  Part I: What Are Intentional Interactions and Why Should You Use Them?  Part II: How to Structure Intentional Conversations  Part III: Developing an Intentional Conversation Curriculum Guide for Student Staff  Part IV: Don’t Be Creepy - Training Student Staff for Genuine Intentional Conversations  Part V: How to Track and Assess Intentional Conversations

SOCIAL MEDIA Facebook Group - Residential Curriculum Discussion Facebook Group - Residential Curriculum Facebook Group - Residence Life Professionals

CONFERENCES & INSTITUTES ACPA’s Institute on the Curricular Approach (Formerly RCI) ACUHO-I’s Academic Initiatives Conference

SCHOLARLY ARTICLE LIST Keeling, R.P. (Ed.) (2006). Learning Reconsidered 2: Implementing a campus-wide focus on the student experience. Washington, DC: NASPA. Kerr, K.G., & Tweedy, J. (2006) Beyond seat time and student satisfaction: A curricular approach to residential education. About Campus, 11(5), 9-15. Klippenstein, S., & James, P. (2002) Residential Nexus: A focus on student learning. Talking Stick, April. Kuh G.D., Kinzie, J., Schuh, J.H., Whitt, E.J. & Associates (2005) Student success in college: Creating conditions that matter. San Fancisco: Jossey-Bass. Whitt, E.J. “Are All of Your Educators Educating?” About Campus, 2006, 10(6), 2-9. 153