Reslife College Workbook

This workbook belongs to:

OU housing and food services residential curriculum

paraprofessional staff job description and agreements

This is an agreement between _____________________________ and the Department of Housing and Food Service at the University of Oklahoma. This agreement takes effect July 28, 2019 and remains in effect until 3 full days after the spring semester closing or the above named individual is no longer employed in the capacity of ParaProfessional Staff, whichever occurs first. This position is only available as enrollment allows for the opening of various housing centers. Assignments may change as deemed necessary by Housing and Residence Life staff.

Residence Life Expectations of a ParaProfessional Staff:

• PPs will be assigned to a community based on the needs of a particular Center and the Residence Life program. This assignment could change at any time in the year based on the needs of the community.

•

PPs will treat all members of the residential community with respect without regard to race, religion, ethnicity, gender, gender expression, sexual orientation, class, nationality, or ability.

• PPs are expected to be familiar with campus resources and refer residents to the correct resource.

Academic Expectations of a ParaProfessional Staff:

• Employment is for one academic year. Employment is contingent on successful completion of the Residential Curriculum, job responsibilities, and performance evaluations.

• PPs must maintain a cumulative 2.5 GPA, as well as a 2.5 semester GPA and complete 12 hours of coursework each semester.

• PPs with a 2.0 - 2.49 GPA (semester or cumulative) will be placed on probation. A ParaProfessional Staff may only be placed on probation for academic performance ONE time during their entire term of employment as an PP. An PP cannot be hired on probation.

• A PP who makes a 1.99 GPA or lower (semester or cumulative) will have their employment terminated.

• A PP who is enrolled in an off-campus class or fully enrolled on a campus other than the University of Oklahoma Norman campus must inform their supervisor immediately.

• PPs must receive permission from their Center Coordinator/Community Coordinator/College Director and the Director of Residence Life should they wish to take over 17 hours of credit.

Disciplinary Expectations of a Resident Adviser:

• PPs must follow and enforce housing policies as defined in the Community Living Guide, The University of Oklahoma Student Code of Responsibilities and Conduct, Staff Housing Contract, Job Agreements, and Contract Terms and Conditions.

• PPs are expected to complete citations and/or informational reports immediately after an incident occurs.

• PPs are expected to meet with their residents to discuss any first time policy violations.

• PPs are expected to follow and use the chain of command appropriately. If PPs use the Open Door policy, they are expected to do so professionally which includes notifying their immediate supervisor before meeting with directors. If there is a concern with an immediate supervisor PPs are encouraged to speak to another Center Coordinator/Community Coordinator/College Director as soon as possible.

Time Commitment and Community Expectations of a Resident Adviser:

• The Resident Adviser position is considered a twenty (20) hour per week position.

• RAs are required to complete a set number of Central Office time each week, not to exceed ten (10) hours. Responsibilities to be completed in this timeframe include, but are not limited to:

o RAs will participate in their Center’s evening duty rotation.

o RAs will serve as desk staff in a set front desk schedule, not to exceed 3 hours weekly.

• PPs are required to attend weekly staff meetings on Monday evenings, as scheduled by your CC. PPs should make every effort to avoid scheduling classes or reoccurring commitments during this time.

•

PPs with community responsibilities are expected to complete ten (10) hours of Community Engagement time each week. Responsibilities to be completed in this timeframe include, but are not limited to:

o PPs will learn all residents’ names and develop rapport with members of assigned community within the first three weeks of the beginning of each semester.

o PPs will conduct a minimum of two Intentional Interactions per semester with each resident and log these interactions as instructed by their CC.

o PPs will coordinate and facilitate regularly scheduled community gatherings, meetings, programs, and other activities.

o PPs will assist with developing, executing, and promoting large scale curricular events hosted by OU Residence Life.

o PPs will attend three Faculty in Residence events per semester.

• RAs with SafeWalk responsibilities are expected to complete one SafeWalk shift per week and two weekend shifts per month. These shifts are six (6) hours in length. Other responsibilities include, but are not limited to:

o RAs will work with the Alternative Programming Graduate Resident Director to collaborate on events (both large and small scale) each month.

o RAs will complete Community Snapshots each month (by the 5th of the month).

o RAs will assist with administrative tasks such as (but not limited to) reading logged intentional interactions, reviewing residential curriculum documents.

Administrative Expectations of a ParaProfessional Staff:

• PPs are required to arrive prior to the beginning of an academic semester and will be required to stay after finals are over. (Training dates will be determined by the University Academic Calendar)

• PPs must be in the residence halls two weekends per month. Weekend off requests are submitted to the Center’s Resident Director for approval.

• PPs will be required to participate in housing or campus-wide events such as (but not limited to) Sooner Saturday, Arbor Day Celebration, Special Events, and Housing Re-Application. PPs will be notified of mandatory special events as the semester progresses. Central Office hours will be reduced in order to accommodate these events.

• Administrative tasks, as requested by a supervisor(s), are expected to be completed by assigned deadlines.

• Outside employment is limited to 10 hours per week and must be approved by the Center Coordinator/ Community Coordinator/College Director and Director of Residence Life.

•

PPs are expected to follow and complete all responsibilities and expectations as outlined in the PP Handbook as well as additional expectations as outlined by the Residence Life Professional staff.

• PPs are expected to log their hours worked on a monthly time sheet for payroll and compliance concerns.

Campus Expectations of a ParaProfessional Staff:

• PPs are campus mandatory reporters. If an PP becomes aware of an alleged act of sexual assault, stalking, dating or domestic violence, sexual harassment, or gender discrimination, the PP must promptly share the information with the Sexual Misconduct Officer, the Title IX Coordinator, or any of the Associate Title IX Coordinators. Contact information available at www.ou.edu/eoo.

•

PPs serve as Campus Security Authorities. (A Campus Security Authority (CSA) is an individual, who by virtue of their university responsibilities and under the Clery Act, is designated to receive and report criminal incidents to the Department of Public Safety so that they may be included and published in the university’s Annual Security Report. They have completed training on appropriately handling reporting crimes, victim relations and support, and related school policies.)

o PPs will receive CSA training as directed by Residence Life and the Division of Student Affairs in Resident Adviser Training prior to every fall and spring semester.

o PPs must complete all required online training modules from the OnPoint system and provide a certificate of completion to their Center Coordinator.

Additional Information:

• PPs are provided with meal plans as part of their compensation package. The meal plan is to be used by the PP. It is not meant to feed friends, family, or significant others.

• PPs will be furnished with a private room, a meal plan, and a monthly stipend of $225/month. (This stipend is pro-rated in the month of Mays for days worked.)

• PPs are required to sign an employee housing contract for their room.

• PPs are under a 10 month contract which may include working breaks and holidays throughout the year. PPs are required to work either OU/TX or Thanksgiving as well as have one duty week during either Winter Break or Spring Break.

• PPs are not to use the PP position to solicit, recruit, or in any way influence residents toward personal outside organizations, extracurricular activities, religious affiliation, and/or non-religious affiliation.

• Upon the end of the term as a ParaProfessional Staf, PPs must return their Housing and Food Services identification badge, all room and office keys, the PP handbook, citation book, and other items stipulated by the CC.

• PPs are issued an iPad, charging cord, and case by Residence Life. PPs are expected to follow the procedures outlined in the iPad Use Agreement including: following all OU IT and Student Code guidelines, using iPads for employment purposes primarily, and returning all issued items at the end of the academic year. If iPads are damaged beyond normal wear and tear or lost, the PP may be held financially responsible.

CHAIN OF COMMUNICATION

EXECUTIVE DIRECTOR of HOUSING AND RESIDENCE LIFE DIRECTOR of RESIDENCE LIFE

PHILOSOPHY

While the chain-of-communication may seem a burden and may appear to be an obstacle in “getting things done”, the purpose of the chain is to provide professional courtesy for employees in all levels of the department and deal with issues at the appropriate levels. This fundamental function of a chain-of-communication should be remembered at all times to keep the operation running smoothly with deference and respect for each level of responsibility and for predictability in communication.

ASSISTANT DIRECTOR of RESIDENCE LIFE CENTER/COMMUNITY CURRICULUM COORDINATOR

RESIDENT D IRECTOR

• Keep grievances at the lowest level.

• Never skip a level of administrators to discuss something about your job. Paranoia will be the result of this. Nobody likes to feel like people have skipped them or are talking around them. If someone “higher” or “lower” needs to hear from you, let the person being “skipped” know what is being said as a professional courtesy.

• Often an “Open Door” policy is offered by an administrator. This should never be confused as allowing employees to violate the chain and go directly to the “top.” An Open Door policy in Housing means any employee can come to any supervisor or administrator:

PARAPROFESSIONAL STAFF

(R esid ent Adviser , Resid ent Mentor, Cr oss Comm unit y Assi stant)

Adviser)

o to discuss a personal issue

o to make a suggestion which would benefit the department

o to ask about a university or housing policy

o to express a general concern that does not involve another person, such as a disagreement about our student development philosophy

o to express a concern or need to communicate with another department, for example: “As the Director, can you help me remove a block at the Registrar’s Office?” or “The Physical Plant is not being as helpful as I had hoped with our new landscaping. Can you help?

o to express concern over a perceived disastrous decision already made or soon to be made, for example: “You need to know that John Doe, who is interested in the accounting job, has been in jail three times for embezzlement.”

Administrators do not always have all the facts. If you have an important piece of information please do not hold back, even if it is unsolicited.

OPEN-DOOR-POLICY AND GRIEVANCES

Open Door Policy

The Executive Director of Residential Life and Housing Administration and the Director of Residence Life both work within the ‘Open Door’ policy. This policy is in place when an employee feels the organizational chain-ofcommunication will not satisfy their needs. An example of a situation that would warrant skipping up the chain of communication would be if you addressed an issue with your direct supervisor and did not feel like appropriate action was being taken. Employees must understand that to address their concern or suggestion, the Director/ AD will have to contact all the people involved. This gives all parties both the opportunity to secure a satisfactory resolution for all involved.

Grievances

A grievance (i.e. unhappiness, complaint, dissatisfaction, etc.) of any nature should be addressed to the most appropriate person (direct supervisor) or committee at the lowest possible level. It should be expressed as soon as is reasonably possible, in a professional and caring manner, and only to the person(s) involved. If the above rules are not respected, a grievance can easily be confused with gossip. Gossip is the sharing of inappropriate information with inappropriate people and is always divisive and hurtful. It is the policy of this department to actively avoid any appearance of gossip and to carefully air grievances professionally.

Staff members are expected to adhere to the above outlined chain-of-command. The following steps are the protocol that Paraprfessional Staff Members (PP) are expected to follow when a conflict, issue, or other cause for concern arises:

1. The PP should meet with their direct RD. If the PP feels, after speaking with the RD, that the situation has not been resolved to their satisfaction, they can then bring the matter to the attention of their CC. The PP should understand that their CC may speak with the RD regarding the situation.

2. After meeting with their CC, should the PP feel that the situation has not be resolved to their satisfaction, the PP can meet with the Assistant Director of Residence Life. The PP must request this meeting through their CC.

3. At this point, the PP can bring the situation to the Assistant Director to seek resolution. If, after this meeting, the PP is still unsatisfied with the outcome, they can meet with the Director of Residence Life. This request must be made by the PP to the Assistant Director of Residence Life. The Assistant Director will make the request for the meeting.

4. If the PP meets with the Director of Residence Life and is still displeased with the outcome of the meeting, they can make a request to meet with the Executive Director of Housing and Residence Life. This request must be made through the Director of Residence Life. The decision(s) of the Executive Director of Housing and Residence Life is final.

PPs should understand that at any time in the above outlined process, their RD or CC may be contacted regarding the situation. PPs that do not follow the above outline chain-ofcommand may be subject to corrective action.

While the department understands and emphasizes that PPs are students first, they have chosen to become employees of the University of Oklahoma and are expected to abide by the employment policies of the University and the departments.

Discipline and Misconduct

UNIVERSITY POSITIVE DISCIPLINE PROCEDURES

Staff misconduct or poor performance within the position and its expectations and responsibilities will result in disciplinary action. The following is the procedure for disciplinary action in the event of misconduct at any level of staffing:

Coaching/Counseling - Given by the direct supervisor. This step is documented and will become part of the staff member’s employment file. Supervisor will coach and come up with an action plan for employee to address the concerning performance or conduct.

Verbal Warning - Given by the direct supervisor. This warning is documented and will become part of the staff member’s employment file. The staff member will sign this documentation verifying that they understand the warning and the misconduct.

Written Warning - This is more formal than a verbal warning. This must come from the staff member’s direct supervisor. This documentation will include details of the misconduct. Supervisor/Directors must work with TOD in advance of presenting Form to employee. This documentation will be signed by both the direct supervisor and the staff member and will be placed in the staff member’s file for the academic year. A copy of the positive discipline document will be forwarded to the Director of Residence Life.

Final Written Warning - This must come from the staff member’s direct supervisor. This documentation will include details of the misconduct. Supervisor/Directors must work with TOD in advance of presenting Form to employee. This documentation will be signed by both the direct supervisor and the staff member and will be placed in the staff member’s file for the academic year. A copy of the positive discipline document will be forwarded to the Director of Residence Life.

Termination - This process begins with the documentation of the misconduct, a review of previous disciplinary action, documentation of the failure to meet expectations, and a discussion with the direct supervisor. Recommendations for termination will be made to the Director of Residence Life for approval. Upon notification of termination, the staff member will be required to move out of their space within 48 hours and forfeit any future benefits.

Immediate Termination - The process for immediate termination will be instituted in the case of a staff member breaking policies of the University of Oklahoma Student Code of Conduct and Responsibilities or the Community Living Handbook that is deemed harmful to the community; or the staff member has flagrantly failed to meet the duties and responsibilities outlined in the job description. A staff member will be required to move out of their space within 48 hours and forfeit any future benefits.

NOTE: The first action step can start at Coaching/Counseling, Written Warning, or Final Written Warning depending on the conduct or performance issue. A physical copy of all positive discipline documents must be given to HFS Payroll. Dependent on the level of disciplinary actions, a witness might need to be present for a positive discipline conversation.

Inappropriate Behavior

The following is a clarification of what constitutes inappropriate behavior and will warrant immediate corrective action:

• Violation of University policy

• Misuse of room, master, and/or sub-master key(s)

• Gross insubordination (i.e., failure to attend a function, refusing to perform responsibilities of the job, or ignoring directives of supervisor, etc.)

• A series of insubordinate behaviors (i.e., chronically late paperwork, absences, and/or tardiness to meetings and activities, insufficient effort to fulfill position responsibilities, falsifying accounting paperwork, etc.)

• Violation of confidentiality

• Failure to inform your supervisor if a student’s health, safety or well-being is in question

• Misuse of residents’ or staff members’ room key

Employee’s Comment

By signing the positive discipline form, it simply means that you have received the information. If you disagree or have any grievances regarding the disciplinary process, you can submit a comment (physical document) to HFS Payroll or HFS Talent and Organizational Development. You can submit the comment within 3 days of the disciplinary action.

Administrative Strike

The administrative strike will be given for minor misconduct (ex: submit paperwork late, not answering the duty phone, etc.). 6 administrative strikes within an academic year will result in termination being requested.

Access to Personnel File

For the purpose of making PP employment decisions, Housing and Food Services maintains individually identifiable personnel files on persons who have been or are its employees. This policy provides guidelines for access to those records in order to promote an informed public while maintaining the security of personnel records necessary to protect the privacy of its employees and the interests of the institution in fulfilling its constitutional functions.

• Access to appropriate records shall be in accordance with the provisions of this policy and the University’s Open Records Policy.

•

CONTENTS. Those responsible for the custody of personnel files shall determine information to be placed in the files. Only such information as is relevant to the person’s employment with the institution shall be retained in these files. Examples of this type of information are:

o Performance Evaluations

o Service to University Housing and Food Service such as committees

o Behavior and discipline matters

o Awards and letters of commendation misconduct

At the University of Oklahoma, as well as all universities that are committed to excellence in education, we are not free from those who violate the student code and housing policies. It is our responsibility and duty to the student staff, student leaders, and residents of Housing & Food Services to provide an environment that promotes academic excellence and safety. To accomplish this it is important to recognize and educate those who violate those policies. The position of the Paraprofessional Staff is required to handle such situations of misconduct (including academic misconduct). When this duty is performed, it should be done in a professional manner that is both educational to the student and positive behavior modification, which, in some cases, is a life changing event.

STUDENT STAFF EVALUATION

COMMUNITY RESPONSIBILITIES MOVING IN MOVING THROUGH MOVING OUT

The Paraprofessional staff is a visible presence on the community.

Door is open to residents.

PP actively seeks to build relationships with residents.

PP assesses needs of community based on relationships and reports back to Pro-Staff appropriately.

DOES NOT MEET EXPECTATIONS

PP does not have a sufficient presence on their community.

The Paraprofessional staff uses Intentional Interactions to better understand the needs of their community.

Semester: x% Deadlines: 25%: 50%: 75%:

PP completes most (80%) Intentional Interactions, but does not frequently check in with Pro-Staff regarding Interactions or complete deadline percentages on time.

PP completes most (90%) Intentional Interactions and seems to understand the value of one on one conversations with residents. ProStaff is regularly made aware of interactions in the community. PP completes most deadline percentages.

PP completes 100% of their community’s intentional interactions. PP understands the importance of personal interactions with their residents and reports back to Pro-Staff consistently, while also completing all deadline percentages.

Paraprofessional staff does not complete an adequate amount of intentional interactions and does not recognize the importance of them.

The majority of the information in the intentional interactions was repetitive and non-descriptive. The information was written with some biases.

Paraprofessional provides information that covers 50% of the talking points.

The majority of the information was descriptive. The information was written with little biases.

Paraprofessional provides information that covers 75% of the talking points. The information was accurate and sufficient to assess the well-being of their community

The majority of the information was descriptive. The information was written with little biases.

Paraprofessional provides information that covers 100% of the talking points. The information was accurate and sufficient to assess the well-being of their community

The majority of the information in the intentional interactions was extremely repetitive and non-descriptive, potentially was copied and pasted. The information was written with some biases.

Paraprofessional provides information that covers none of the talking points.

The Paraprofessional staff encourages inclusion, education and personal growth for community members

Paraprofessional staff addresses individual concerns but may not provide proper follow up or education.

Paraprofessional staff is able to address issues, provide resources but does not always exhibit behaviors or actions that will contribute to the growth, development, and inclusion of all members in the community.

The Paraprofessional staff uses Residential Curriculum to create meaningful lesson plans and programs for their community and works with the educational priorities to ensure residents are getting a broad and educational experience in their community

Paraprofessional staff implements the given strategies (programs, community meetings, etc.) and complete the administrative process.

Paraprofessional staff engages their residents through multiple programs, but mostly based on community building learning goal, residents on top of the given strategies.

Paraprofessional staff is able to recognize, foreshadow and intervene on any community issues and behaviors that may not positively promote a community of inclusion, education and growth.

Paraprofessional staff utilizes The Scope to assess the needs of their community and cover many of the educational priorities in programming with their residents on top of the given strategies.

Paraprofessional staff has not exhibited the ability to address basic issues that arise on a community.

Paraprofessional staff fails to program and deliver the residential curriculum content for residents.

ADMINISTRATIVE RESPONSIBILITIES MOVING IN MOVING THROUGH MOVING OUT

Timeliness

Paraprofessional staff submits/does at least 75% of time sensitive information by the deadline. Resident Adviser may not truly understand the importance of timeliness.

Paraprofessional staff submits /does at least 75% of time sensitive information but clearly communicates ahead of time or through follow-up with Pro-Staff members about tardiness.

Paraprofessional staff submits/does at least 90% of the time sensitive information and understands that information must be passed timely through the hierarchical chain.

DOES NOT MEET EXPECTATIONS

Paraprofessional staff actions and timeliness do not show an appreciation for the time sensitive needs of others.

Attentive to policies and procedures

Paperwork

Paraprofessional Staff recognizes all policies and procedures, but may not understand enforcement or correct policy.

Paraprofessional Staff recognizes all policies and procedures and understands correct policy. PP also properly enforces policies and procedures.

Paraprofessional Staff is aware of most policies, enforces them and holds all community members and co-workers to those standards. PP knows where to find additional information or resources to reach out to for additional information.

Paraprofessional Staff does not have an appreciation for policy and often times does not adhere to policy.

Customer service / engagement

Paraprofessional Staff completes most paperwork on time. PP fills out paperwork to its most basic function.

Paraprofessional Staff all paperwork on time. PP fills out paperwork to its basic function with some detail.

Paraprofessional Staff is willing to help a resident with anything, but may need to ask Pro-Staff for clarification. PP is kind to all those who come to the front desk

Paraprofessional Staff can help a resident with anything without asking for help on basic functions and most intermediate functions. PP is friendly and engaging with those who seek assistance.

Paraprofessional Staff is thorough in their work and follows up with information as necessary

Paraprofessional Staff can help a resident with all customer service functions and direct a resident to a resource if they cannot help them. PP is always friendly and kind to those who are looking for help.

Paraprofessional Staff does not thoroughly or intentionally complete or utilize paperwork

Paraprofessional Staff is not willing to seek out information to help someone and is not always friendly or engaged.

Pro-Active

Paraprofessional Staff attempts to stay proactive with their floor and staff. PP reacts to situations instead of being proactive.

Paraprofessional Staff is pro-active with their floor and staff. PP tends to try and fix problems before they start.

Paraprofessional Staff is pro-active with their floor and staff. PP fixes problems before they start and follows up on the situation.

Paraprofessional Staff is not proactive and has to be asked before doing any action.

Teamwork

Paraprofessional Staff works with others, but mostly works independently.

Paraprofessional Staff is beginning to understand and utilize collaboration with others, but still works somewhat independently

Paraprofessional Staff shows a balance of collaborating and autonomy. PP gives respect and support to fellow staff members.

Paraprofessional Staff does not work well with others and does not have a collaborative attitude.

RETURNING PARAPROFESSIONAL PORTFOLIO

PORTFOLIO PURPOSE:

•

To assess the individual development of and review contributions made by the Paraprofessional staff during the current academic year

• To assess the personal motivation of the Paraprofessional staff to return the following academic

• year

• To assist with the selection of Paraprofessional staff

IMPORTANT REQUIREMENTS & REMINDERS:

• You must maintain a 2.5 GPA. If you are currently on probation, your rehire will be dependent on earning a 2.5 this semester.

•

Paraprofessional Contract will be a 10-month contract requiring you to work either OU/TX or Thanksgiving as well as Spring Break (the full week), Winter Break 1, Winter Break 2 or Winter Break 3. This will be included in the duty and break scheduling.

• Any returning Paraprofessionals must be returning for the full year. Those who are graduating or studying abroad will need to have a conversation with their Center Coordinator about potential special circumstances, but the contract is listed as 10 months so special requests cannot be guaranteed.

•

All items in the portfolio must be covered and we hope that you keep our learning goals and educational priority in mind while highlighting some aspects of your job. Not everything needs to be positive to be included.

• While you are welcome to share your preferences of center, as always, you are not guaranteed your preference. Placement will be based on needs of the community and the development of you as an Paraprofessional.

• Your offer is contingent upon your performance for the rest of the semester including but not limited to the following tasks: Intentional Interaction, closing procedures & reports, etc.

IMPORTANT DUE DATES

DUE DATE

•

FORMAT

Each Paraprofessional can use their own creativity to showcase their development and contributions. Some examples are Power Point/Prezi, Project Board Display, Webpage, Magazine, Scrapbook, etc.

• Please remember that your project will be given to your direct CC but reviewed by all Pro-Staff. Suggestions of things to include are: photos, statement/quote from resident, advertising, etc.

• Please note that while we understand people have different levels of creativity, we do expect for you to invest time in your project, as this portfolio is a reflection you and your work

• Though you may decide to do a creative project, we need something in a digital format to save to your file for reference so if you physically make something, either type out the content or take a picture to upload.

CONTENT

• You may choose to highlight these in many different ways, but the more examples are better.

• Again, please keep in mind that your portfolio should show proof of knowledge of our learning goals.

• Though you may decide to do a creative project, we need something in a digital format to save to your file for reference so if you physically make something, either type out the content or take a picture to upload.

COMMUNITY SAFEWALK

• Highlight at least 1 mediations/conflicts you help resolved (ex. Resident, center staff, roommate).

• Highlight at least one incident while on duty that was effectively managed.

• Highlight planned/given programs that reflect our learning goals

• Highlight at least 1 Intentional Interactions

• Highlight your experience working as a team with your staff

• Provide two areas of improvement you will make

• for the following academic year as a PP

• What were your goals from last semester and how did you reach them? Explain why or why you did not reach them. (2nd+ years only)

• List three goals and a few strategies on how you will reach them in the following year.

• Highlight at least 1 mediations/conflicts you help resolved (ex. Resident, center staff, roommate).

• Highlight at least one incident while on duty that was effectively managed.

• Highlight at least two Snapshots.

• Highlight at least 2 successful implementations of the learning goals you have used.

• Highlight your experience working as a team with your staff

• Highlight your experience with SafeWalk and challenges and successes that you’ve had in this role

• Provide two areas of improvement you will make for the following academic year as a PP

• What were your goals from last semester and how did you reach them? Explain why or why you did not reach them. (2nd+ years only)

• List three goals and a few strategies on how you will reach them in the following year.

*If you were hired in Spring 2020, please choose 4 items from the list. Listing three goals has to be one of your choices.

* Please remember that the requirements above are subject to change by Pro Staff

NOTES WEEK 2: AUG 25 - 31

NOTES WEEK 2: AUG 25 - 31

WHAT IS THE CURRICULAR APPROACH?

Curricular Approach is an intentional way of promoting learning in college and university residential education and student affairs programs. Borrowing from the methods utilized by educators in the classroom environment, learning for student is by design, not by chance. The intentionality carries through from the planning process, implementation, to assessment.

TRADITIONAL APPROACH VS. CURRICULUM MODEL

Traditional Curriculum

Identifies list of general topics or categories that students could be exposed to

Often based on reaction to recent needs displayed by students

Student leaders or student staff determine the content within the categories and the pedagogy

Determining effective pedagogy is often the responsibility of student leaders or student staff members

Focuses on who will show up to publicized programs; evaluated based on how many students attend

Sessions stand alone, disconnected from what has come before or what will come after, and vary by each student leader or staff member

Often in competition with other campus units for students' time and attention

Clearly defined and more narrowly focused educational goals are tied to institutional mission

Based on scholarly literature, national trends, and campus assessment data of student educational needs

Clearly definied learning goals and delivery strategies are crafted by professional staff

Lesson plans or facilitation guides developed by professional staff provide structure to guide student/peer leaders or student staff members

Utilizes a variety of strategies to reach each student; assessed based on student learning outcomes and effectiveness of the strategies

Content and pedagogy are developementally sequenced to best serve the learner

Campus partners are integrated into the strategies and content, and pedagogy is suject to review (internal & external)

Kerr, K. G., Tweedy, J., Edwards, K. E. and Kimmel, D. (2017), Shifting to Curricular Approaches to Learning be yond the Classroom. About Campus, 22: 22-31.

THE 10 ESSENTIAL ELEMENTS OF A CURRICULAR APPROACH

Shifting to using a Curricular Approach is not superficial nor is it simply utilizing learning outcomes to guide programming. A curricular approach utilizes these 10 Essential Elements.

THE TEN ESSENTIAL ELEMENTS OF A CURRICULAR MODEL FOR LEARNING BEYOND THE CLASSROOM

1. Directly Connects to the Institutional Mission

2. Learning Goals and Outcomes Developed and Based in a Defined Educational Priority

Learning goals are tied to institutional educational priorities such as general education, history, mission, and culture.

The primary educational aims of a unit are focused, interconnected, and clearly articulated.

3. Basis in Developmental Theory and Research Educational content and strategies are grounded in student development theory and learning pedagogy.

Educational Strategies are Developed to Advance Learning Outcomes

Educational Strategies Go Beyond Programmed Events

Educational strategies are determined based on what can best facilitate each student achieving the department learning outcomes.

Strategies like intentional conversations, community and organizational meetings, service initiatives, social media engagement, and campus events are structired to help achieve the learning outcomes.

Student Staff Are Utilized in Roles Appropriate To Their Skill Development Student leaders and staff members are considered to be facilitators rather than designers of educational strategies.

Learning is Scaffolded and Sequenced To Follow Time-Based Development

Key Stakeholders are Identified and Involved in the Planning Process

9. Peer-Review is Accomplished Through an Intentional Process

Cycle of Assessment for Student Learning and Educational Strategies

Educational content and strategies build upon one another for a coherent plan both across the academic year and the full college career.

Multiple units with intersecting goals work together to develop educational strategies that complement the student experience and advance the institution's mission

A regular review process is developed to get feedback from key partners and experts on content and pedagogy.

Assessment is focused on student attaintment oflearning outcomes and the effectiveness of strategies in a cycle of continuous improvement.

Kerr, K. G., Tweedy, J., Edwards, K. E. and Kimmel, D. (2017), Shifting to Curricular Approaches to Learning be yond the Classroom. About Campus, 22: 22-31.

SCOPE

The Scope is an innovative approach to an old idea: learning happens everywhere on campus. We utilize a curricular approach to learning in our on-campus living environments - we call this model The Scope. The Scope is aligned with the mission of the University of Oklahoma and the goals of the Division of Student Affairs. We believe that living with us on campus is a transformative experience and The Scope provides students those opportunities for growth and development.

The value of residential education is well documented in higher education scholarly literature. The past ten years have seen a shift to providing a curriculum for residential engagement as opposed to offering programs with less educational value. To be sure, community building and social engagement remain a priority in all residence life programs, but the transparency and intentionality of the residential curriculum allows students and staff alike to perceive the learning happening in our on-campus living spaces in an entirely new light.

Our focus areas, or learning goals, were developed collaboratively with Residence Life, Housing and Food Services, and the Division of Student Affairs. We believe these 5 learning goals encompass the ideas that all students can learn and grow with while at the University of Oklahoma. Those learning goals are:

OU housing and food services residential curriculum

Residence Life provides strategies for learning within these five goal areas including: residential programming (both large scale and small scale), international interactions with peer mentors and paraprofessional staff, passive programming (bulletin board, newsletter, social media, social norm campaign, etc.), and collaborating with campus partners and resources to connect them with residential students.

EDUCATIONAL PRIORITY & LEARNING GOALS educational priority

Housing and Food Services will cultivate and empower caring and engaged global citizens.

learning goals & narratives

COMMUNITY BUILDING

Interact with others through the exchange of ideas and culture, become aware of self and others, develop the ability to work with others and live in harmony, share social experiences and demonstrate commitment to the University of Oklahoma.

ACADEMIC ENGAGEMENT

Provide opportunities for academic engagement to enhance the environment for learning by exposing students to academic resources and assisting them in facilitating an added component to the classroom environment. Foster an environment that promotes academic achievement through proactively pursuing knowledge inside and outside of the classroom setting.

IDENTITY EXPLORATION

Encourage continuous discovery and understanding of an individual’s personal and social identity as well as the identities of others. Develop a personal identity through exploration of ideas, beliefs, values, ethics, and relationships that may look different from previous experiences. Communicate effectively, develop leadership skills, practice healthy behaviors, and reflect upon experiences to seek personal growth.

INTERCULTURAL COMPETENCE

Constructively communicate, relate, and engage with individuals of similar and different cultures. Recognize components of privilege and how personal identity can be made of many differing ideas.

COMMITTED COMPASSION

Develop compassion for others and a sense of responsibility built on this compassion. Demonstrate an awareness of others’ experiences, a willingness and ability to empathize with these experiences and perspectives, a desire to put others’ needs before one’s own when appropriate, and a sense of duty to serve and act on behalf of others in the local and global community.

COMMUNITY BUILDING

ACADEMIC ENGAGEMENT

FIRST YEAR

COMMITTED

UPPER YEAR

IDENTITY

FIRST YEAR

MOVING IN MOVING THROUGH MOVING OUT

Familiar with self, including where they come from and what their family and home community values; need encouragement, support, and guidance from staff

Aware of the importance and benefits of having and engaging in inclusive community.

Able to locate and identify academic resources.

Become more familiar with their residence and university community; engage, grow and learn within their community

Creating inclusive environments within one’s own community; Demonstrating pride in communities

Begin to seek out academic resources as they move toward more comprehensive learning, critical thinking and knowledge creation.

Feel like a member of the OU family and feel empowered to engage in and create their own communities.

Sense of ownership within inclusive community; bringing others in, leading by example; willingness to confront issues with and in the community that affect its inclusivity.

Recognize and appreciate lifelong learning and enjoy working creatively and independently with fewer guidelines.

UPPER YEAR

Taking advantage of available academic support. Identifying learning styles and motivations for continued academic achievement

FIRST YEAR Service based on campus expectations

UPPER YEAR

Exposure to issues in surrounding communities; awareness of experiences of others. Extrinsic motivation to engage in service

Invested in own learning through meaningful engagement in learning activities, integration of classroom learning and out of class/ professional interest.

Peer to peer education through mentorship within communities

Action is local or regionally based and prioritized to their interests and identities.

Acting on and engaging issues in campus/ local/ regional communities. Intrinsic motivations to participate in service

Commitment to lifelong learning, global engagement, holistic inquiry and ingenuity. Ability to work with and in inclusive communities

Continuing service locally, regionally, nationally and even globally.

Understanding one’s own position and place in society; using that understanding to be focused on how we can support, educate, develop and serve each other

FIRST YEAR

Able to respectfully discuss previously formed ideas of self

UPPER YEAR

Continue to develop a deeper awareness of self and begin to recognize that identities are interconnected and will continually grow and develop

Begin exploring new experiences, as well as realizing personal preferences and interests

Embracing your authentic self; Defining personal values based on intrinsic motivation; embracing new community

Develop a deeper awareness of self and recognize that identities are not fixed, but will continually grow and develop

Acknowledgment of areas of identity needing development. Willingness to continuously develop and reevaluate aspects of identity as they enter different phases of their lives

FIRST YEAR

Understand the basics of personal identity

Recognize elements of privilege, establishing genuine relationships with students from other cultures, backgrounds and identifiers

Advocating for differing identities, cultures and backgrounds, be an agent of change for a more socially just society

UPPER YEAR

Exposure to other cultures, backgrounds, and environments. Increased awareness of aspects of privilege and personal biases

Sharing personal backgrounds and learning from the experiences of others. Begin questioning personal biases and privilege. Consistently developing your world knowledge

Appreciating, accepting and advocating for others identities, backgrounds and cultures; understanding influence on personal development

THEORETICAL FRAMEWORK

Residence Life firmly believes that student affairs professionals are educators. Education and development is at the core of what we do and what we are trained in. To this end, curriculums should be based in the latest in developmental research and learning theory. Our educational content and strategies are grounded in student development theory and learning pedagogy.

TRANSITION THEORY (Schlossberg)

The journey from high school into college experience is a huge transition period for many college students. Grounded in the adult development literature, Schlossberg's Transition Theory includes an examination of different forms of transitions, the process, and the factors that influence transition.

Schlossberg said that there are hree types of transitions:

Four major sets of factors influence an individual's ability to cope with a transition period:

Chickering used the Transition Theory to explain the transition process of college students as:

As Residence Life professionals, it is important that we understand and support students through their crucial transitional period. Throughout their time with Residence Life, not only that we help students become acquainted to the college environment, but also to challenge students to explore new ideas and different perspectives. Our rubrics are laid out in a Moving In, Moving Through, and Moving Out formula, so that we have a better understanding of students' transitions and experience when they live on campus.

LEARNING PARTNERSHIP (Baxter Magolda)

The Learning Partnerships Model is a framework promote self-authorship in student leaders. It is based on three assumptions, which provide a challenge to students' assumptions about the way the world works:

1. Knowledge is complex and socially constructed

2. One’s identity plays a central role in crafting knowledge claims

3. Knowledge is mutually constructed via the sharing of expertise and authority

It also support students' learning by based on three principles:

1. Validate student leaders capacity to know

2. Situate learning in student leaders experiences

3. Define learning as mutually constructing meaning

There should be a balance of challenge and support from the educators throughout student's academic journey. The result of the learning partnership is to help students develop an internal belief system, an internal identity/sense of self, and a capacity for mutual, interdependent relationships.

The learning partnerships model gives learners control of and responsibility for their educational journeys. The tandem bicycle metaphor is often used to describe the learning partnership model, in which educators should take the back seat to provide guidance, leaving the front captain’s seat to the learner to make their own decisions and direct their own journey.

LEARNI NG PA RTNE RS HIP MO DE L CH A LLENG E

EDUCATIONAL STRATEGIES

Residence Life uses various strategies to engage students in learning. Depending on the area and the student population, the strategies might look and/or be facilitated differently to fit the residents’ needs.

INTENTIONAL INTERACTION

A one-on-one meeting between paraprofessional staff and residents guided by a suggested set of questions and prompts that are developmentally appropriate and situated within the context of a resident’s experience.

PROGRAMS

Programs are centered around common themes and provide opportunities for staff to engage residents through activities or presentations that encourage student to engage in reflection and learning.

Floor Programs

Floor programs can be educational programs that are developed by professional staff and facilitated by paraprofessional staff, or community building programs that are developed and facilitated by paraprofessional staff.

Large Scale Programs

Large scale programs are community building or educational programs that are developed and facilitated by professional staff.

Passive Programs

Passive programs are designed to give resources and tools to students in passing to promote students’ engagement and self-directed learning, developed by professional staff and facilitated by paraprofessional staff.

SOCIAL MEDIA

Social media engages students on various social media platforms (Facebook, Instagram, Groupme). Professional staff will use social media frequently throughout the semester to provide important info mation to residents regarding upcoming events, resources on campus, tips for success, etc.

COMMUNITY MEETINGS

Community meetings are opportunities where student staff connect with residents and cover a wide range of topics such as community living standards, housing policies & student code, offered resources on campus, and also to address any community issues or concerns.

intentional interaCtions

Intentional Interactions form the basis of what we hope will be meaningful relationships between staff and students. They are generally one on one conversations that follow a lesson plan and structure in order to provide staff with a snapshot of how that student is faring at the University of Oklahoma. Paraprofessional staff are required to have two (2) intentional interactions per semester with each resident.

Although intentional conversations happen in most residential areas with different names: Intentional Interactions for first year students, Cross Catchups for Cross, and Community Connection Chat for our residential colleges, all of them are developed to ensure students’ success in those areas. For the purpose of this document, we will use “intentional interactions” as the generic term to describe the intentional conversations happening in each residential area.

PURPOSE:

Intentional Interactions provide Paraprofessional staffs with an opportunity to engage their residents individually in conversation and reflection about their personal wellbeing, their academic progress, and their experience in the community. Intentional Interactions are an opportunity to strengthen the relationship between Paraprofessional staff and each individual resident.

LEARNING OUTCOMES:

Community Building

Provided opportunity for residents to recognize university staff as resources to assist in the formation of relationships and community, identify resources, events, and experiences that aid in the contribution of community creation. Help students to develop communities and build lasting relationships

Academic Engagement

Provide opportunities for academic engagement to enhance the environment for learning by exposing students to academic resources and assisting them in facilitating an added component to the classroom environment. Foster an environment that promotes academic achievement through proactively pursuing knowledge inside and outside of the classroom setting.

Intercultural Competence

Interact with others through the exchange of ideas and culture, become aware of self and others, develop the ability to work with others and live in harmony, share social experiences and demonstrate commitment to the University of Oklahoma.

preparing for intentional interactions:

•

Make a plan. Think about and develop a plan for how you will ensure you have these conversa tions with residents. You may want to have them sign up to meet with you during a community meeting, place a schedule on your door, or set your own goals for which residents you want to connect with each week.

• Be comfortable. These conversations should occur wherever a resident feels most comfortable. They could be over a meal, in the resident or Staff member’s room, or during a walk together on campus.

• Actively listen. Remember to use the basic listening skills you were taught during training. This includes asking open-ended questions, helping a resident think through their choices, and being ready and able to suggest resources.

• Be transparent. New residents may be unfamiliar with why we do Intentional Interactions and what their roles are. Let residents know that these conversations are opportunities for them to utilize a peer leaders as a resource and are an opportunity for the student to explore getting the most out of their college experience. If residents are concerned about confidentiality, remind them that although you will treat the information you discuss with discretion, you will share infor mation with your supervisor, especially if you are concerned about the student’s health and safe ty. The counseling center can provide confidential services, if needed.

• Don’t be creepy. The Intentional Interaction guides suggest topics to explore and questions to use in your conversations. This is not a check list. This is not an interview. You should not read suggest ed questions verbatim to a student. Instead, incorporate the questions and topics organically into your conversation and if a particular theme or question resonates more with a resident, feel free to help them explore it more deeply.

Adapted from Paul Gordon Brown’s blog series on Intentional Conversations in Residential Curriculum https://blog.room pact.com/category/residential-curriculum/

due dates:

FRIDAY, SEPTEMBER 27 AT NOON

First set of Intentional Interactions of Fall Semester should be logged by this date.

FRIDAY, NOVEMBER 22 AT NOON

Second set of Intentional Interactions of Fall Semester should be logged by this date. FRIDAY, FEBRUARY 28 AT NOON

First set of Intentional Interactions of Spring Semester should be logged by this date.

FRIDAY, APRIL 24 AT NOON

Second set of Intentional Interactions of Spring Semester should be logged by this date.

intentional interaction tracker tool

% of RESIDENTS

ACTUAL NUMBER

questions for Intentional interaction:

How was the student experience at OU so far? What does the student like about living on campus? What do they dislike?

How is the student doing in cla sses?

What has stressed the student out? What has been the most positive and the harde st part of your transition to college?

experience transition engagement

academic

INTENTIONAL INTERACTIO N

Is the student having the nece ssary skills in order to be successful at OU?

1. Examples of questions for exploring Student Experience

• How is your experience at OU?

• Are you enjoying your time here at OU? How so?

• What is your favorite thing about being at OU?

• What do you like about living on campus? What do you dislike?

Does the student get along with their roommate( s)?

Does the student feel connected to the campu s community?

2. Examples of questions for exploring Transition Issues

•

•

•

•

•

How are you adjusting to college life?

How are you doing with being away from home?

Are you experiencing any homesickness?

Are you talking to your family members more/less/same as when you moved in?

What is your favorite thing about being at OU?

• What is one thing you have gotten involved with or want to get involved with?

3. Examples of questions for exploring Academic Wellbeing

•

•

How are your classes going so far?

Are you attending every class?

• What are your most and least favorite classes and why?

•

•

What are some resources you plan on taking advantage of to be successful?

How do you keep yourself organized and on top of assignments?

• Have you found your ideal place, time, method of studying?

• What tools are you using to manage your time?

4. Examples of questions for exploring Engagement

•

How are things going with your roommate and suitemates?

• How are you sleeping at night? How are you and your suitemates doing with your cleaning schedule for the bathroom?

•

Do you feel like you are getting to know people on your community?

• What is one thing you think we should do as a community this year?

• What is one thing you have gotten involved with or want to get involved with?

referral map:

The referral map presents common issues that students might face on their college journey. If you indicated that a student might leave campus or is struggling, you must use the referral function to let Pro Staff know so we can intervene (if necessary) and provide said student the support they need. This also indicates that we might need to contact various campus partners to address students’ concerns

If a student is struggling with some concerns that are not present on this list, please use the Other tag and describe what the student is struggling with.

REFERRAL ACTION STEPS:

Beside logging the issues, you should take innitiatives and help your students by introducing them to various resources on campus and to guide them towards those resources. Here are some recommended action steps for these students’ concerns.

STUDENT CONCERNS

Conduct Issues

Isolation

Roomate Issues

Stress/Mental Health Issues Substance Use/Abuse

RECOMMENDED ACTION STEPS

Help students understand responsibilities & the rules in community living guide. Please refer students to ProStaff, Student Conduct, or OU Counseling Center if students’ concerns exceed normal conduct issues.

Help connect students to campus. Invite students to dinner, connect students to student organizations. introduce students to other residents in the community. If students are in severe isolation, please let ProStaff know.

Conduct a roommate mediation and revise the roomate agreements. Please let ProStaff know if situations escalate.

Eating Habits Please refer students to counseling services. You can walk students to Couseling Center in Goddard, or encourage students to call and schedule an appointment with Counseling Center by calling (405) 325 - 2911

Sleep Issues

Time Management

You can give students tips and advice to help them with their concerns. If it is a health issue, please refer them to counseling services.

You can give students tips and advice to help them with their concerns. If you need resources for time management, please contact ProStaff. This would be a great opportunity for a program. If it is a health issue, please refer them to counseling services.

Employment

If students need a job, please contact ProStaff. You can refer students to jobs. ou.edu for a campus job. If you think students would be a great Paraprofessional Staff for Residence Life, please encourage them to apply the Resident Adviser Class.

Visa Issues Please ask students to immediately contact International Student Services.

Financial Holds Please encourage students to schedule an appointment with the Money Coaches and to explore scholarship on the CASH (the Centralized Academic Scholarship Hub) application, and please also let ProStaff know.

Scholarship Affordability

Learning Accomodations

Please encourage students to talk to their instructors and register with the Disability Resources Center.

Major Selection Please encourage students to talk to Major Exploration Office.

Class Attendance You can give students tips and advice to help them with their concerns. If you need resources for time management, please contact ProStaff and we have programs you can put on. If it is a serious concern, please let ProStaff know.

Grades Study Habits

Test Taking

Please let ProStaff know if you need any assistance during this process.

CAMPUS RESOURCES

ACADEMIC SERVICES

Academic Advising Resources Center (AARC)

Cate Quad 1, Floor 4 405-325-1596 advising@ou.edu http://ou.edu/advising

Library

Bizzell Library 405-325-3341 library@ou.edu http://libraries.ou.edu

Assessment Center

Buchanan Hall, Rm. 216 405-325-4336 ucac@ou.edu http://www.ou.edu/uni vcoll

Major Exploration

Cate Quad 4, Floor 3 405-325-1684 exploremajors@ou.edu http://ou.edu/advising

CAMPUS INVOLVEMENT

Leadership & Volunteerism Office

OMU, St. 249 - 253 405-325-4020 leadandvolunteer@ou.edu http://www.ou.edu/ leadandvolunteer

Student Life

OMU, St. 370 405-325-3163 http://www.ou.edu/ studentlife

Enrollment Services

Buchanan Hall, Rm. 230 405-325-3572 enroll@ou.edu http://www.ou.edu/en rollment

Student Learning Center

Wagner Hall, Rm. 245 405-325-7621 studentlearning@ou.edu http://www.ou.edu/uni vcoll

Disability Resource Center

University Community Center 405-325-3852 drc@ou.edu http://www.ou.edu/drc

Writing Center

Wagner Hall, Rm. 280 405-325-2936

writingcenter@ou.edu http://www.ou.edu/writ ingcenter

Union Programming Board (UPB)

OMU, St. 428 405-325-2113 upb@ou.edu http://www.ou.edu/upb

Housing Center Student Association (HCSA)

Couch Center, Rm. 131 405-325-3701 hcsa@ou.edu http://www.ou.edu/ housingandfood/hcsa

FINANCIAL SERVICES

Student Financial Center

Buchanan Hall, Rm. 105 405-325-9000 sfc@ou.edu http://www.ou.edu/sfc

Money Coach

Couch Center, 2W 405-325-4692 moneycoach@ou.edu http://www.ou.edu/ moneycoach

Scholarships

Whitehand Hall 405-325-3701 scholarships@ou.edu http://scholarships.ou.edu

Sooners Helping Sooners

OMU, St. 370 405-325-3163 shs@ou.edu http://www.ou.edu/give/shs

HEALTH & WELLNESS

Health Services

Goddard Health Center 405-325-4611 goddard@ou.edu http://www.ou.edu/ healthservices

OUPD

Fitness & Recreation Sarkeys Fitness Center 405-325-3053 fitrec@ou.edu http://www.ou.edu/far

SafeWALK

Gender + Equality Center

OMU, St. 247 405-325-4929 gec@ou.edu http://www.ou.edu/gec

SafeRIDE

Counseling Center

Goddard, Rm. 201 405-325-2911 goddard@ou.edu http://www.ou.edu/ucc

2775 Monitor Ave 405-325-1911 oupd@ou.edu http://www.ou.edu/oupd

Cate Center Office 405-325-WALK (9255) housinginfo@ou.edu http://www.ou.edu/ police/crime/ou-safewalk

OU Innovate App 405-325-7433 saferide@ou.edu http://www.ou.edu/ studentaffairs/our_depart ments/saferide

INTERVENTION RESOURCES

Behavioral Intervention Team (BIT) 405-325-7700 normanbit@ou.edu http://www.ou.edu/ normanbit

OU Advocates

OMU, St. 247 405-615-0013 http://www.ou.edu/ content/gec/advocacy

OU 24 Hour Reporting Hotline 844-428-6531 university.community@ ou.edu www.ou.ethicspoint.com.

Compass Network

Cate Quad 4, Floor 3 405-325-8103 compass.network@ou.edu

Please call 911 if there is an emergency situation. You must notify Pro-Staff so we can help you best support your residents.

STUDENT SERVICES

Housing & Food Services

Walker Center, Rm. 126 405-325-2511 housinginfo@ou.edu http://www.ou.edu/ housingandfood

Information Technology Various locations 405-325-HELP (4357) needhelp@ou.edu http://www.ou.edu/ouit

Compass Network

Cate Quad 4, Floor 3 405-325-8103 compass.network@ou.edu

Career Services

OMU, St. 323 405-325-1974 oucs@ou.edu http://www.ou.edu/career

EVENTS HANDLING GUIDE

Noise complaint

Key/ID checkout

Go to location of complaint to address issue. Ask for Student ID(s). Give out citation/referral if needed

Go to the front desk to issue proper resources

Access Issue Issue temporary ID

Medical Emergency

Visitation (after hours)

Keep area clear (and assist if possible).

WHO TO CALL OTHER

RA Partner RD on duty/OUPD if needed

If it’s not an emergency, write down students’ information and Pro Staff will handle it during business hours. If it’s an emergency, call Duty RD.

911 and Duty RD. Keep Duty RD updated if there’s a transport to the hospital.

Complete citation and Maxient forms if needed

Complete forms on StarRez

Drugs/Other illegal substances

Ask for Student ID(s). Ask nonresident(s) of that community to leave. Give out citation if needed.

Ask for Student ID(s). Ask residents to dispose all alcohol and paraphernalia. Issue citations/ referrals for involving parties.

Call OUPD immediately

Alarm

Emergency maintenance issues (involving body fluids, flood, security, etc.)

Unless it is an isolated malfunction (room smoke detector, fire door, etc.), handle all alarms according to emergency procedures.

Report to maintenance and Duty RD immediately. Call OUPD if needed.

Crime Situation (theft, weapons, fights, etc.) Call OUPD/Duty RD immediately

Assess the situation. If it’s an emergency, call 911 and duty RD. If it’s not an immediate emergency, inform Pro Staff

RA Partner RD on duty/OUPD if needed

Complete citation and Maxient forms if needed Alcohol

RA Partner RD on duty/OUPD if needed

OUPD/RD on duty

OUPD/RD on duty

Call maintenance if it’s a malfunction issue

Emergency Maintenance. Duty RD OUPD

OUPD/RD on duty

OUPD/RD on duty

Complete citation and Maxient forms if needed

Fill out BIT report or log a Mapworks referrals/interaction

After Hours: (215) 201

Move In Day

Colleges, & Cross Move In Day

Orientation

Move In

Day

COMMUNITY PREPARATION LIST

Please utilize your community time appropriately and complete these tasks in order to get your community ready prior to move-in.

Complete Room Inspection on StarRez Rooms and document any problems. If there is any serious issue, please notify Pro-Staff immediately and contact facilities management.

Check and make sure keys work for their community

Put up door decorations for residents

Put up Community Rules & Reminder posters

Put up a provided snapshot

Complete room stuffing (if needed)

OTHER TASKS TO COMPLETE

NOTES WEEK 2: AUG 25 - 31

Complete the community map each month as your community changes. Highlight information in the spaces provided. Utilize the map as needed to help you keep track of intentional completion.

NEW RESIDENTS/ROOM CHANGES:

INTENTIONALS COMPLETED THIS MONTH:

INTENTIONALS LEFT TO COMPLETE:

PP Event: Identity Wheel Activity Starts

Day Holiday Room Change Process

Starts Meal Plan Change Process

Grade of W for Dropped Course(s) for Undergraduate students

Final Day to File Graduation Application

Event: Identity Wheel Activity Ends

Event: Letter to Home

Community Meeting

Complete the community map each month as your community changes. Highlight information in the spaces provided. Utilize the map as needed to help you keep track of intentional completion.

NEW RESIDENTS/ROOM CHANGES:

INTENTIONALS COMPLETED THIS MONTH:

INTENTIONALS LEFT TO COMPLETE:

IDENTITY WHEEL ACTIVITY

Adapted for use by the Program on Intergroup Relations and the Spectrum Center, University of Michigan.

TIMELINE: Sunday, September 1 - Sunday, September 15

OVERVIEW:

The Identity Wheel Activity encourages students to reflect on their personal identity as well as their social identity. This activity encourages students to reflect on the relationships and dissonances between their personal and social identities.

LEARNING OUTCOMES:

• Identity Exploration (Moving In) - Student will be able to articulate their own personal identity as well as social identity, and begin to think about invisible identity

• Intercultural Competence (Moving In) - Student will be able to differentiate between personal identity and social identity

MATERIALS NEEDED:

This list of materials is the absolute minimal to host this program. If you would like to add any other component to this event, please consult your ProStaff as it will affect your programming timeline.

• Printed worksheets from Pro-Staff

• Writing utensils for residents

ACTIVITY GUIDELINES:

1. INTRODUCTIONS

• Welcome participants, and introduce yourself. Distribute a copy of the Identity Wheel handout to each participant.

• During this activity we will reflect on and discuss our identities and how they relate to our experiences in society. We will introduce new ideas and encourage you to explore your own identity in new ways. We hope you will continue the conversations we start today after this program.

2. COMMUNITY AGREEMENTS

When exploring sensitive or personal topics, it’s important to take steps to ensure that you create a safe space. Start this activity by setting community agreements. See the last page for more on community agreements.

• Speak from the “I” perspective: Avoid speaking for others by using “we,” “us,” or “them.”

• Listen actively: Listen to understand, not to respond. Sometimes we are tempted to begin formulating what we want to say in response, instead of giving 100 percent of our focus to the speaker. So let’s make sure we are listening 100 percent.

• Step up, step back: If you usually speak up often or you find yourself talking more than others, challenge yourself to lean in to listening and opening up space for others. If you don’t usually talk as much in groups and do a lot of your thinking and processing in your own head, know that we would love to hear your contributions, and challenge yourself to bring your voice forward in the conversation.

•

Respect silence: Don’t force yourself to fill silence. Silence can be an indication of thought and process.

• Share your first draft: Suspend judgment and allow others to be unpolished in their speaking. If you are unsure of their meaning, then ask for clarification.

• Uphold confidentiality: What shared here stays here, what learned here leaves here. Assume that personal identities, experiences, and perspectives shared in this space are confidential unless you are given permission to use them.

• Lean in to discomfort: Learning happens on the edge of our comfort zones. Push yourself to be open to new ideas and experiences even if they initially seem uncomfortable to you.

After you read through the list, ask if anyone has comments or questions about the community agreements overall. Then ask the group if anyone has anything to add to the list. Take responses and add them to the list. Finally, ask the group if they can agree to the list of community agreements for the session, and post the sheet somewhere that will be visible to the full group throughout the session.

3. PERSONAL IDENTITY WHEEL

• Start with the Personal Identity Wheel activity. This will help students openning up and be more comfortable. These questions can be considered lower risks.

• Give students have five minutes to fill in your identity for each of the categories listed.

• For the Three Adjectives to Describe Yourself portion, ask students if those are the adjectives others used to describe you, or if those are the adjectives you would like to be described as?

• Show your own personal identity wheel as an example.

• Ask students to share in small groups/pairs. (If they are comfortable, they will talk to someone new. If they aren’t, they will stick with a friend. Let the comfort level in pairing reside with participants.)

• In the full group, ask for a few volunteers to share what they think the definition of personal identities is. Then provide them with the definition.

• Personal identities are individual traits that make up who you are, including your hobbies, interests, experiences, and personal choices.

• Many personal identities are things that you get to choose and that you are able to shape for yourself. Personal identities might determine whether or not you have a natural inclination to go in a certain personal direction.

4. SOCIAL IDENTITY WHEEL

• We are now going to talk about social identities. They are called “social identities” because our society strongly influences how we categorize other people and ourselves based on these identities in significant ways. Social identities influence the experiences we have as members of any particular group. They are shaped by common history, shared experiences, legal and historical decisions, and day-to-day interactions.

• Social identities also affect personal identities. For example, your social class may have a strong impact on the education you receive and the profession that you end up in.

• Give students have five minutes to fill in your identity for each of the categories listed.

• Show your own personal identity wheel as an example.

• Ask students to share in small groups/pairs.

• Have each participant spend two to three minutes sharing their social identity wheel in their group. They should only share what they are comfortable sharing. If they decide not to share aspects of their social identity or are uncomfortable doing so, encourage them to internally reflect and consider why this part of who they are is something they don’t want to share.

5. DISCUSSION

• Which aspects of your social identity feel especially meaningful to you and why?

• Which aspects of your social identity don’t feel as meaningful to you and why?

• Are there any that you hadn’t thought of before today, and if so, why do you think that is?

• What experiences have you had that make the identities in your inner circle more salient to you?

• Why do you think more about some of your identities than others?

• How do your identities influence your sense of belonging at OU and other groups that you’re part of?

letter to home

TIMELINE: Sunday, September 22 - Sunday, October 6

OVERVIEW:

First Year students tends to exhibit signs of homesickness during the sixth week of their first term. Residents will use the given postcards to reflect on their time and experience at OU and to connect to their loved ones to reduce their homesickness

LEARNING OUTCOMES:

• Community (Moving In) - Paraprofessional staff facilitates community bonding and make themselves known as available resource for students.

• Identity Exploration (Moving In) - Students articulate their experience at OU and express their homesickness state to their loved ones.

MATERIALS NEEDED:

This list of materials is the absolute minimal to host this program. If you would like to add any other component to this event, please consult your ProStaff as it will affect your programming timeline.

• Given postcards

• Printed writing prompt

• Writing utensils for residents

ACTIVITY GUIDELINES:

• Provide residents postcards & writing utensils

• If residents are struggling with what to write, provide them with writing prompt

• Once they are done, RA must gather their postcards and give them to Curriculum RD or so we can help you deliver it to the Campus Post Office – Central Mail.

letter to home writing guides

Most of us have a connection to a place we call home, some place familiar, or where we grew up. It can be challenging and, at times, even painful to move some place new and experience a longing to feel the comfort of home. Let your loved ones know how you are doing in college, and don’t be afraid to show how much you miss them! Reflect upon your time here, and introduce your loved ones to your OU family!

writing prompts

There simply are suggestions if you are stuck and don’t know where to start your letters. Feel free to use this as a guide if you need.

• Let your loved ones know how you are doing!

o How are your classes? How are you doing academically?

o How is your social life? How are your new friends in college? Do you enjoy the connections you made with your peers or faculty/staff?

o Is OU your new home away from home? How so?

o Is there anything else you would like to share about your time here at OU?

• What do you want to know about home?

o Don’t afraid to ask how loved ones are, and if there is anything changed when you were gone.

o What do you miss about home? Let your loved ones know!

o What do you want to do the next time you are coming home?

• Don’t forget to invite your loved ones to your new home! Show them your room and classes, take them on a tour around campus, and tell them any OU tales you have heard during your time here!

have fun writing!

If you experience homesickness, please talk to someone about it. My job, as your Resident Adviser is to listen and provide you resources if you need. The Counseling Center can help you cope with this or any other concern you are experiencing, and I would love to walk with you there.

NOTES

NOTES WEEK 2: AUG 25 - 31

Complete the community map each month as your community changes. Highlight information in the spaces provided. Utilize the map as needed to help you keep track of intentional completion.

NEW RESIDENTS/ROOM CHANGES:

INTENTIONALS COMPLETED THIS MONTH:

INTENTIONALS LEFT TO COMPLETE:

october community meeting

TIMELINE: Sunday, September 29th – Sunday, October 13th

1. ICEBREAKER OR PROGRAM

a. If you don’t have a favorite icebreaker, make sure to ask your RD for resources!

b. This would be a good time to tie in a program about alcohol safety, homesickness, etc. since you have an audience that is required to be there.

c. If you chose to do a program, maybe save it until the end of the meeting, but let your residents know about it.

2. DEPARTMENTAL ANNOUNCEMENTS

a. Remind residents of YOUR office hours! How do they find you?

b. Safety and Security Reminders

i. Visitation Hours

ii. Noise Policy

iii. You are responsible for your own guests.

iv. Don’t open the door for strangers.

c. How are classes?

i. Study lounges on every floor

ii. Housing Learning Center – Adams Center

iii. 24 Hour Study Lounge in Adams, Johnson Lounge

3. MAINTENANCE ISSUES

a. If you are having any problems with your room, please let your PP know—ESPECIALLY if you are having floods or other emergency issues.

b. Remind residents that they need to keep the 10-inch clearance from the A/C unit

c. Furniture CANNOT be removed from room or common areas.

d. Sign up with me for a mandatory maintenance check before deadline so I can come to make sure everything is good! (Maintenance Checks are due by November 1st)

e. Maintenance Checks will be completed during the last two weeks in October (October 20th – November 1st)

f. You can also submit a maintenance request online

i. Go to housing.ou.edu

ii. Click on the “Quick Links” tab

iii. Select “Maintenance Request”

iv. Fill out the form as completely as possible

4. ROOM CHANGES

a. Last day to submit a room change request is November 19th.

b. If you are having roommate issues, please let me know

5. MEDICAL AMNESTY

If you are worried about the wellness, safety, etc of a fellow student or friend, please don’t hesitate to call 911. You will not get in trouble if you are trying to help someone who is very badly intoxicated or in a bad state of mind.

6. INTERESTED IN BECOMING AN RA/RM/CA?

a. See me (PP) after this meeting for more info on informational sessions, etc. Apps available now at housing.ou.edu

b. RA Class Info Session Dates and Locations: i. ii. iii.

7. NEXT MEETING

Next meeting, and final meeting for the semester will happen in the first week of November. We will be going over important break information and what you need to know if you’re leaving or staying over the winter break.

8. QUESTIONS FOR PROSTAFF/NOTES

MAINTENANCE CHECK INSTRUCTION

TIMELINE: Sunday, October 20th – Friday, November 1st

OVERVIEW:

Maintenance Check serves as an opportunity for you to walk through your community and record/ report and major damages in your community. It is also an opportunity for you to check in with your residents and make sure that they are having a positive experience in their community.

INSTRUCTION:

•

•

Paraprofessional staff will receive a spreadsheet from ProStaff (either digital or physical)

Paraprofessional staff needs to document any maintenance needs and turn in to ProStaff by the deadline of Friday, November 1st

• You will be checking for the following:

a. 12 inch clearance from the AC unit

b. Smoke detector/sprinkler

c. Any noticable/visible maintenance issues or any issues mentioned by residents

d. If a resident lives alone in a double room, make sure that there is no spreading. If it is, please remind the resident that they can have a roommate at any time; and they can potentially be charged for a single rate.

e. Set up of the room must be seen from the front door and does not block off any exit. It can be a fire hazard to block off any exits.

f. Remind residents that their room should be clean, trash needs to be picked up and disposed appropriately, and they need to respect the living space.

g. Anything that violates H&F Living Guide can be found during Mandatory Maintenance Check will result in citation or referrals (depending on the living space)

i. Fire Hazard (Candles, toaster, etc.)

ii. Alcohol containers (depending on the living space) iii. Others

h. If you have any residents whose status check needed, please notify ProStaff immediately.

* Please also check empty rooms and complete the maintenance check in case there are any maintenance issues we need to pay attention to.

NOTES

this to check and see which residents participated in your

and

Give a check on any rooms that you are done with Maintenance Check. Highlight the rooms

Green - if cleaned

Yellow - if there are minor issues

Red - if there are any major issues that ProStaff needs to be aware of

this to check and see which residents participated in your

and

Complete the community map each month as your community changes. Highlight information in the spaces provided. Utilize the map as needed to help you keep track of intentional completion.

NEW RESIDENTS/ROOM CHANGES:

INTENTIONALS COMPLETED THIS MONTH:

INTENTIONALS LEFT TO COMPLETE:

NOVEMBER community meeting

TIMELINE: Monday, November 4th – Sunday, November 17th

1. THANKSGIVING BREAK

a. Remind residents that we remain open during Thanksgiving Break so they can come and go as they please to their rooms

b. Get a list of people staying so we can make sure we know who’s around and if we need to reach out to them about any campus Thanksgiving meals

2. FINALS

a. Finals week is December 9th through December 13th.

b. 24 Hour Quiet House will begin Sunday, November 1st at 12:00 am. PPs will not give warnings so please keep in mind that this a time to quietly prepare for exams.

c. If you need suggestions for great study places on campus, please ask!

3. WINTER BREAK

a. The halls do not close over Winter Break. You are welcome to come and go ask you please. b. Halls will be staffed by PPs throughout the entire break

c. If you are leaving campus for an extended period of time, please make sure to complete the following:

i. Make sure air vents can breathe! Remove all items on top or within 10”.

ii. Unplug everything, except for fish tanks and refrigerators.

iii. Clear out all food and drinks that may spoil over the four-week holiday. iv. Raise blinds.

v. Turn the A/C to 68 degrees.

vi. Take out the trash. You don’t want your room to smell when you return. vii. Turn ALL the lights off.

Lock the bathroom door (if applicable)

ix. Lock the room door.

d. Note that PPs and ProStaff will be doing walkthroughs following final exams to make sure rooms are good.

e. If you are occupying the room over break, make sure you change your floor hanger when you enter/leave the room.

4. LEAVING OU

a. Residents who are not planning on returning to OU or the residence halls need to contact the Main Housing Office (405-325-2511) in order to ensure they get the correct information and fill out the proper paperwork. If they fail to do so, charges will continue.

b. Residents who are leaving for good should return their key to their PP when they check out, not leave it in their room or with their roommate.

5. FOOD OVER BREAKS

Posters will be posted throughout the halls about what food locations are open over break. Please look at these and plan ahead!

6. NEXT MEETING

Spring Semester Meeting will happen during the week of Monday, January 13th – Sunday, January 26th.

7. QUESTIONS FOR PROSTAFF/NOTES

Thanksgiving Vacation

Exam Preparation Period Starts

Quiet Hours

Winter Break Duty Week

Starts at Noon

Winter Break Duty Week

at Noon

Winter Break Duty Week

at Noon

Session Begins

NOTES

NOTES

RDs & PPs come back from break

12

Last Day to Register Before Classes Begin January Community Meeting Begins

Classes Begin 100% Reduction of Charges on Complete Withdrawals/ Dropped Courses Begins

Martin Luther King Day Holiday

No Reduction of Charges on Complete Withdrawals/ Dropped Courses after this date

this to check and see which residents participated in your

and

Complete the community map each month as your community changes. Highlight information in the spaces provided. Utilize the map as needed to help you keep track of intentional completion.

NEW RESIDENTS/ROOM CHANGES:

INTENTIONALS COMPLETED THIS MONTH:

INTENTIONALS LEFT TO COMPLETE:

JANUARY community meeting

TIMELINE: Monday, January 13th – Sunday, January 26th.

1. INTRODUCTION & ICEBREAKER

a. Welcome Back!

b. Introduce any new community members

2. COMMUNITY LIVING ENVIRONMENT

a. Cooperation, consideration, mutual respect – Community Living Guide and roommate agreement.

b. Accountable for actions – we will not tolerate code violations.

c. Cleanliness – take pride in your floor.

d. If you are living in a room by yourself and not paying for a single room – you must keep your stuff on your side of the room ONLY! You are subject to getting a roommate at anytime and we need the space ready to move into!

e. Housekeeping cleans common areas and bathrooms, not here to clean up after you.

f. Keep stuff out of hallways.

g. Please do not spread your items/belonging to both sides if have not paid for a single room. Spreading may result into fines.

3. CENTER OFFICE AND STAFF

a. Location of center office and difference between main housing office

b. Purpose of office (key check-out, lock recombs, temp ID, info, room changes, general assistance)

c. Your office hours in your room

4. ROOM CONDITIONS

a. Responsible for any room damages

b. Submit any maintenance (no matter how small) – if it is not fixed, tell PP or office (housing.ou.edu)

c. Remember that in May this will all be VERY important when you are moving out…

5. POLICIES

a. Remind residents that rules have not changed

Go over visitation and noise again

Remind no alcohol or drugs

6. ROOM CHANGES

a. Students can request a room change request online

b. Students will be notified via email before noon of their room change status, whether approved, denied or waitlisted.

c. Students granted room changes can pick up their key and begin moving between 12 pm Thursday and 5 pm Friday.

d. Operations will also notify students who will be receiving a roommate via their OU email account. This will be done weekly throughout the semester.

7. EMERGENCY PROCEDURES

a. Fire alarms – always assume a real fire when alarm sounds. Go to nearest exit. USE THE STAIRS! DO NOT USE THE ELEVATORS!! You will be cited if caught not adhering to evacuation procedures, e.g. remaining in room, using elevator, etc.

b. Fire Drills are schedule the second week of school.

c. Severe weather season is always upon us. Please read the emergency signs on the back of your doors and adhere to all staff and intercom instructions

d. Reminder of the difference between a Potentially Dangerous Situation Day and a Shelter in Place case.

e. Severe weather drills are a great opportunity to practice where to go. Listen to all instructions through the annunciation system.

8. SAFETY & SECURITY

a. The campus is not immune to crime. Most are crimes of opportunity that could have been prevented by the victim.

b. DO NOT PROP THE SECURITY DOORS OPEN. Close all of the doors behind you.

c. Use and carry room keys and ID always. LOCK your doors when you leave for class. DO NOT GIVE YOUR KEYS TO ANYONE!

Lock your room when you leave.

Do not let strangers into the building or onto the floor.

All maintenance/housekeeping staff wear badges. Call police if suspicious people are around.

DO NOT hold security doors open for anyone you do not know personally.

PPs also wear badges.

7. SERVICES

a. Laundry, vending / ice machines

Study Lounges

Mail (8:30 AM – 4:15 PM) in Cate Quad 4, Oliver House

Housing Learning Center in Adams Center first floor

SafeWalk (325-WALK)

Safe Ride, download OU Innovate app for access to vouchers

Meal Changes – Third week of school, can change online on your contract.

this to check and see which residents participated in your

and

Complete the community map each month as your community changes. Highlight information in the spaces provided. Utilize the map as needed to help you keep track of intentional completion.

NEW RESIDENTS/ROOM CHANGES:

INTENTIONALS COMPLETED THIS MONTH:

INTENTIONALS LEFT TO COMPLETE:

-

this to check and see which

participated in your

and

Complete the community map each month as your community changes. Highlight information in the spaces provided. Utilize the map as needed to help you keep track of intentional completion.

NEW RESIDENTS/ROOM CHANGES:

INTENTIONALS COMPLETED THIS MONTH:

INTENTIONALS LEFT TO COMPLETE:

march community meeting

TIMELINE: Sunday, March

WELCOME

– Friday March

Any important community updates or announcements

2. REMINDER OF OFFICE HOURS

3. SAFETY AND SECURITY REMINDERS

a. Always accompany your guests

b. Do not allow strangers to enter our floor

4. HOW ARE CLASSES?

Housing Learning Center – Adams Center

5. MAINTENANCE ISSUES

a. Maintenance Checks for the Spring will occur the 2 weeks following Spring Break (Monday, March 23th – Friday, April 3rd)

b. You should be submitting maintenance requests online

i. Go to housing.ou.edu…Click on the “Quick Links” tab…Select “Maintenance Request”…Fill out the form as completely as possible

c. Maintenance will be coming by to do filter changes. Please have 10-inch clearance or they will not be able to change your filter and you will be charged

6. ROOM DAMAGES

a. Responsible for all property within the room

b. If there are any damages, you will be charged to repair them

c. Charges are applied to your Bursar account

d. Start thinking about that for check-out

e. Might be a good idea to start taking things home in small trips now

7. ROOM CHANGES

a. Last day to submit a room change request is Tuesday, April 23rd.

If you are having roommate issues, please let your PP know

8. EMERGENCY PROCEDURES

a. Every alarm is an emergency

b. Remind residents of rally points and the importance of GOING to rally points and not leaving

9. SEVERE WEATHER PROCEDURES

a. Follow the instructions of the voice system

b. Note the difference between a Potentially Dangerous Situation Day (there will be warnings and time to get to a best place of refuge) and Shelter In Place (no time to move to another building for shelter, go to the interior hallways on the 2-6th floor in the towers, basements (If applicable), or the DLB stairwell.)

7. CHECK OUT & CLOSING

a. Checkouts are either 24 hours after your last final OR Saturday, May 9th at 10 am, whichever comes first.

b. More info in your closing floor meeting, happening the first week in April. (Monday, April 6th –Sunday, April 12th, 2020)

8. NOTES & QUESTIONS

MAINTENANCE CHECK INSTRUCTION

TIMELINE: Monday, March 23th – Friday, April 3rd

OVERVIEW:

Maintenance Check serves as an opportunity for you to walk through your community and record/ report and major damages in your community. It is also an opportunity for you to check in with your residents and make sure that they are having a positive experience in their community.

INSTRUCTION:

•

•

Paraprofessional staff will receive a spreadsheet from ProStaff (either digital or physical)

Paraprofessional staff needs to document any maintenance needs and turn in to ProStaff by the deadline of Friday, April 3rd

• You will be checking for the following:

a. 12 inch clearance from the AC unit

b. Smoke detector/sprinkler

c. Any noticable/visible maintenance issues or any issues mentioned by residents

d. If a resident lives alone in a double room, make sure that there is no spreading. If it is, please remind the resident that they can have a roommate at any time; and they can potentially be charged for a single rate.

e. Set up of the room must be seen from the front door and does not block off any exit. It can be a fire hazard to block off any exits.

f. Remind residents that their room should be clean, trash needs to be picked up and disposed appropriately, and they need to respect the living space.

g. Anything that violates H&F Living Guide can be found during Mandatory Maintenance Check will result in citation or referrals (depending on the living space)

i. Fire Hazard (Candles, toaster, etc.)

ii. Alcohol containers (depending on the living space) iii. Others

h. If you have any residents whose status check needed, please notify ProStaff immediately.

* Please also check empty rooms and complete the maintenance check in case there are any maintenance issues we need to pay attention to.

NOTES

Preparation

16: apr 26 -

this to check and see which

participated in your

and

Complete the community map each month as your community changes. Highlight information in the spaces provided. Utilize the map as needed to help you keep track of intentional completion.

NEW RESIDENTS/ROOM CHANGES:

INTENTIONALS COMPLETED THIS MONTH:

INTENTIONALS LEFT TO COMPLETE:

april community meeting

TIMELINE: Monday, April 6th – Sunday, April 12th, 2020

1. WELCOME

a. Closure activity (even just coordinating addresses is good, just something to bring closure) optional

b. Residents should submit to you a finals week schedule (OPTIONAL, but highly advised)

c. Take Roll

d. Reminder that finals week is May 4th – May 8th, 2020

2. SUMMER SCHOOL/ GRADUATING SENIORS

a. Check to see if anyone is graduating or living in housing for Summer School:

b. If someone is graduating, participating in graduation, they can stay until Sunday at 1:00pm with prior approval from CC. Remember to submit their names to your CC for them to get the Late Leaver Form.

c. Those who are staying for summer may stay until after they check into their new space (Date TBA). When they pick up their key for summer school they should be ready to move and will be signing up for a check out time when they pick up their summer key.

d. Any student who needs information regarding Spring Extension/Summer Housing can go to the Main Housing Office to receive more information.

3. CHECK OUT

EXPRESS CHECK OUT

a. Express Checkout is an easy way for residents to check out of their space during Dead Week and Finals Week.

i. Residents who do Express Checkout will bring their key to the front desk of their center to complete their checkout.

b. Residents will sign up on their housing portal on housing.ou.edu.

i. Residents must opt out to complete a checkout with their PP in lieu of Express Checkout. ii. If opting into Express Checkout, they must pick a time and date for their checkout.

c. Please read and follow all directions given on the form. This information will explain the steps you need to take to not be charged for an improper check out.

d. You will be agreeing to pay all charges for damages that are found in your room after you return your keys.

REGULAR CHECK OUT

a. Signing up for a check-out time:

i. All residents who opted out of Express Checkout must officially check-out through their floor PP by setting an appointment. The Desk RAs will not conduct check-outs.

ii. Sign up with YOUR PP at least 24 hours in advance.

iii. Explain your check-out appointment schedule with the listed times you are unavailable.

iv. Residents must be completely moved out of their room and ready to leave at their scheduled check-out time!

b. Cleaning and getting the room ready for check-out

i. Thoroughly clean room — even if you are the first resident to leave your room.

ii. You will be asked to sign charge slips if their room is not clean when you leave – even if you are the first to leave. These slips will be voided if the room is clean when they suite is empty.

iii. Sweep, dust, and wipe all shelves and cabinets

iv. Clean off your door (wipe off marker, remove any decorations, etc)

v. Properly dispose of all trash. Dispose of large items in the dumpsters in the basement. The trash chute is NOT designed for large items.

vi. Ensure all university furniture is present. You will be charged for missing furniture.

vi. Raise the blinds, set the thermostat to 68, turn out all the lights, and lock the door.

c. Room Inventory

i. If the room inventory does not show damage and the room is damaged at check-out, we will charge the resident(s) to repair the damage. The damage flyer is attached, show to jog their memory.

d. Turning in their key

i. At conclusion of the check-out, you will turn in your key! Do not leave key with roommate or slide it under my door.

ii. Check the key in on StarRez and have the resident sign for it. This is proof that you returned your key. If you don’t have it, we have to charge you for a lock recomb.

$128 for Adams, Cate and Walker $132 for Couch

Super Suites: Walker -$153 Couch - $160 $15 Bathroom Key for Cate $50 for Cross

This is

of which building and complex you are a part of

4. SUMMER & FALL HOUSING

a. If you have not decided on housing for the fall, we would love to have you!

b. If you want to sign up for summer housing, drop by our office—Walker, room 126 between 8 am and 5 pm Monday through Friday. If you want to complete a fall contract, you can do this through our website at housing.ou.edu.

c. If you have any questions or concerns, you can contact us 3 ways:

i. Call us: 405-325-2511

ii. E-mail us: housinginfo@ou.edu

iii. Come by and see us: Walker, room 126 between M-F 8 am- 5 pm

5. SWIPE 2 SHARE PROGRAM

Students will be able to buy pantry-specific items from Xcetera with extra Meal Points during the last two weeks of the semester. This is a wonderful way for us as a student body to eliminate the waste associated with Meal Plan Points and help our community. All items purchased for the drive will be taken by our Swipe to Share team, sorted, cataloged, and transported to our partner Food and Shelter Inc. as well as the OU Student Pantry.

6. MISCELLANEOUS

a. There is NO Summer storage for residents.

b. Housing on campus for Fall 2020 still available. – Sign up in Main Housing Office.

c. The cable remote that was provided to you at the beginning of the year needs to remain in room.

d. Forwarding your mail: Complete the online mail forwarding request ASAP!

e. All residents must be officially checked out of the residence halls 24 hours after their last final or by Saturday, May 9th at 10am, whichever comes first.

f. Avoid the rush and check out prior to Friday afternoon!

g. 24-hour quiet rule begins Saturday, April 25th at 12:01am.

h. If a resident has a microfridge, have them clean it and leave it in their room. We will pick those up after check-out – please let your RA know if you have one of these refrigerators.

i. Dollies will not be provided by H&F for check-out. If a resident needs a dolly, they need to bring their own.

j. Remember to take any bikes home. Bikes not removed will be auctioned off this summer!

* If there are any changes in procedures, ProStaff will contact you and let you know.

notes:

A: may 10 - 16

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general timeline

This general timeline serves as a guide, and is suggesting the MINIMUM requirement. Remember that your events get more ellaborate and the scope of your event become larger, the longer it will take for you to plan your events. Remember, your procratisnation is no one elses' emergency.

• What are your event's learning outcomes? Are your learning outcomes driving your program? Is your program really achieving your desired outcomes?

• Is this developmentally appropriate for the students in the time frame?

• What are some possible dates? Locations? Are there any major campus events going on at the same time?

• Is there anyone you would like to collaborate with?

• What are some activities you would like to see at this event?

• How are you assessing your learning outcomes

• Complete Roompact form(s)

• Reserve space (and rain location if it's outdoor), finalize a time and date

• Identify the supplies needed for your event. This included decorations, activity supplies, table & chairs, projectors, etc.

• Reach out to campus partners/guest speakers if you need one

• Come up with a concrete assessment method. What data are you gathering and how?

• Complete and turn in your POs/requests for food, rentals, supplies, etc. All of your orders should be placed to process.

• Come up with a publicity plan for your event

• Reach out for volunteers

• Publicize your event. It does not matter how good your event is. If you do not publicize effectively, no one will come.

• Finalize any details for your event. If it is large scale, it might be helpful to include an event map so you know where things can go

• Finalize volunteer schedules (if needed)

your supplies

Create specific tasks for your volunteers

Check in with your guest speakers/campus partners for final details

• Create detailed timeline/layout for day-of (including clean-up)

your assessment data (Programming & learning

on Roompact

reflective activity

Check in with your speakers/campus partners with thank-you notes

reserving space

RESIDENTIAL AREA ACTION STEPS

Couch & Walker Shelter

1st floor/lobby of residence halls

Email Debbie Wells Walker-Adams Mall dwells@ou.edu Cate-Rock Garden or Couch Restaurant for Tabling

https://bit.ly/2RkBxpz Adams Basements

Cross facilities

• Black Box Theatre

• DIY "Do it Yourself" Creative Space

• Rehearsal Nooks

• First Floor Den

• Courtyard

Davenport's or Couch Restaurant (Reserved)

https://bit.ly/2WVjLzi

Email Stacy Lemmert slemmert@ou.edu

Dunham.College@ou.edu Heading College Headington.College@ou.edu

Dunham College

Couch Practice Center

You can only reserve Couch Practice Center facilities 24 hrs in advance with 2 hr chunk

Create a calendar invite on Outlook

Invite the following account for the space you want to reserve.

• Couch Flex Room cpcflex@ou.edu

• Couch Huddle Room cpchuddle@ou.edu

Traditions

NON-RESIDENTIAL AREA

HTCC/Jim-Thorpe

Dale Hall Community Room (9th floor)

Email Traditions CC

https://bit.ly/2XkFTCi

https://bit.ly/2XocyqF

Innovation Hub Collaborative Spaces https://bit.ly/2Zu6zxT South Oval https://bit.ly/2XopFrK

Classroom

Not available to reserve the first 3 weeks of each semester Reservation request will be considered tentative until 5 days before the date requested.

https://bit.ly/2ZqRygi

Accounting Operations is currently located on the second floor, east wing of Walker Center.

Karen Littlefield 325-2881 klittlefield@ou.edu

Staff Accountant

Brandie Wright 325-7426 bwright@ou.edu Staff Accountant Kevin Smith 325-6468 smithk@ou.edu Staff Accountant James Pickle 325-4714 jamespickle@ou.edu Staff Accountant

Erica Hogue 325-6154 ehogue@ou.edu Payroll Specialist Karen Buntin 325-6153 kbuntin@ou.edu Payroll Specialist Nicole Rollins 325-4062 nrollins@ou.edu Asst. Dir. , Accounting Pam Ketner 325-1286 pketner@ou.edu Chief Financial Officer

ACCOUNTING PROCEDURES

Please note that University policy requires that all program expenditures be pre-authorized. Failure to do so may result in paying for your program with non-university funds.

1. It takes seven (7) full working days to process purchase orders once your paperwork reaches Accounting Operations. Please plan ahead!

2. To avoid delays, be sure that your paperwork is complete. For example, did you fill out the vendor information? Did you get all the appropriate signatures? Did you attach Food Services reservation confirmation? Please write legibly.

3. All receipts, invoices or work orders must be returned to Accounting Operations. Failure to return receipts within seven (7) working days of your activity will result in your account being frozen. In addition, if your activity is canceled, you must return the unused purchase order to Accounting Operations or reply to the PO email for your account to be credited.

4. Any off campus activity will require an activity attendance form. For example, if you take a group to Hey Day, we need to have the names of the attendees.

5. You are required to have a PO for Food Services. A copy of the PO and Food Service Confirmation will be emailed to you at the end of the PO process. You will take both items to pick up your order. Remember, you are responsible for placing your order with Food Services. Also, if Food Service offers the items, they must be purchased from Food Service.

6. You may not, under any circumstances, exceed the amount of your purchase order.

7. Never leave a business without an itemized, legible receipt (invoice) detailing each item purchased and its purchase price, as well as the total amount of the purchase. The vendor name and address must also appear on the invoice. If you do not receive a receipt it is your responsibility to return to the business and obtain one. Note: We are exempt from paying sales tax.

8. Please do not assume your PO request has been turned in to Accounting Operations unless you turned it in yourself.

9. Gifts and/or prizes are not allowed to be purchased with University money. These items may be obtained by donation only.

10. If you need to contract with a vendor for services, you must begin planning at least six (6 weeks) in advance. Contracts require additional time for processing.

PURCHASE ORDER REQUESTS

ALL purchases require pre-authorization. This means for anything you want to purchase, you must submit a purchase order request. This includes purchases from all University departments.

A purchase order (PO) gives you the ability to charge needed items. This is a privilege granted to Housing and Food Service by various businesses. A purchase order must be used to charge at any business. Note: We are tax exempt.

PO requests require 7 working days to process. This means you must turn in your request seven (7) working days before you need to pick it up. Working days means Monday, Tuesday, Wednesday Thursday or Friday. Day 1 means prior to 12:00 noon. If a PO request is turned in after 12:00 noon it will be considered day 2. For example, if you need the PO on Friday September 13th, you must turn in the request by 12:00 noon, Wednesday, September 4th. The date of your event is considered day eight (8).

University Holidays or Administrative Leave days for inclement weather do not count as a working day.

You must complete a Purchase Order Request Form for all purchases. Paper copies will be available in your center office. This form must be completed in its entirety before a purchase order will be issued. Be sure that the following is on each PO request.

a. Title, date, and location of activity.

b. Amount of your purchase. For vendors other than Food Service, overestimate the purchase order amount by $10-20. This will allow you a cushion for emergencies.

c. Estimated number of attendees. (16 or less requires completion of an attendance form)

d. Vendor name-from the approved vendor list.

e. Items to be purchased. Be specific when listing the items you wish to purchase and list all items to be purchased.

f. Copy of Food Service reservation confirmation for Food Service order.

g. Signatures-be sure all signatures have been obtained. Note: Your request will not be processed without all appropriate signatures.

Under no circumstances are you ever permitted to charge over the approved amount. If your needs change and more money is needed, complete paperwork for a new PO and exchange the old PO for a new one. The amount of a PO request or the items to be purchased cannot be changed without the approval of your center coordinator.

Purchase orders will be emailed to you by Accounting Operations. If you cannot print them, reply to the email and Accounting will have it printed for you to pick up. Take the purchase order to the business. (With Food Service orders take the purchase order and the reservation confirmation form.) Leave a copy of the purchase order with the cashier. Bring back a copy of the purchase order along with an itemized receipt. Be sure the receipt is legible and includes the vendor name, address and amount of your purchase. The receipt should state the items purchased, quantity and amount. (Food Service orders do not require anything to be turned in.)

All receipts must be returned to Accounting Operations within seven (7) working days of your activity.

All unused purchase orders must be returned to Accounting Operations or an email sent to Accounting to be voided. If you do not use a purchase order, it must be returned for Accounting to void before those funds will be available for use.

If you do not return paperwork within seven (7) working days of your activity, your access to funds may be revoked.

A list of businesses currently accepting purchase orders is on Roompact. Please note this list is subject to change at any time. Additional copies are available in Accounting Operations. If you know of any other business willing to accept purchase orders other than the ones indicated on the vendor list, contact Accounting Operations.

We will be glad to contact the vendor to see if they are willing to open an account for us. (Except Walmart, Hobby Lobby and Michaels.)

TRANSFER

If you need to reimburse another RSA or Center account, you may transfer funds to their account with a purchase order request form. You must complete the PO request and check Transfer to Floor or Account Number section. Be sure to list the activity description, date, and items you are purchasing.

You may also make a transfer to another University departmental account. For example, if you wish to purchase BSA Stompdown tickets, this is done in the same manner. Complete the PO request and check Transfer to Floor or Account Number section. You are responsible for providing the department name and number for the department to which the transfer is being done. You also need to provide the contact name, phone number and/or email address for the other department. You will be given documentation to pick up your tickets.

PCARD PURCHASES

Several staff members have access to the University Pcard. Purchases may be made with vendors who do not accept purchase orders and online vendors. Pcard’s may not be used to purchase food. You must get prior authorization for Pcard purchases by filling out a Pcard form (green sheet) and submitting it with pricing documentation (ex. print screen of the website’s pricing or a vendor’s quote sheet) to the Pcard holder. Next make arrangements with that staff member to accompany you when making the purchase. After the purchase is complete, the cardholder should submit the completed/ signed Pcard form and the final receipts to Accounting. Remember that each vendor/receipt should have its own Pcard form.

SPECIAL OR COMBINED CENTER EVENTS

Occasionally, you may plan a center wide or combined center event that may require the monetary assistance of several floors or centers. One center will pay for the event and receive transfers as reimbursement from other centers.

One center will submit the paperwork for the entire event, making a note which floors will be transferring money to their center. The other centers will submit a PO request for a transfer to that one center. Use a separate PO Request form for each center. The appropriate accounts will be debited or credited.

MISCELLANEOUS PURCHASES

OFFICE SUPPLIES

The University currently has an exclusive contract with Staples for the purchase of office supplies. Therefore, general office supplies must be purchased from Staples.

FOOD SERVICES PURCHASES

To order from Food Service, first contact Stacy Lemmert to check for availability and price estimates. If Food Service offers a product or item, it must be purchased from them, unless due to circumstances, they cannot provide it. This must be noted on your PO request. (You will receive a reservation confirmation from Food Service listing items which can be provided and their cost.) Then submit a PO request to Accounting Operations and attach a copy of the reservation confirmation. A PO will be processed.

All general PO procedures apply. You must have your PO number before you will be allowed to place the final order.

Beverages

The University of Oklahoma has a contract with Coca-Cola. Purchases of any brands of soft drinks, other than Coca-Cola products are prohibited. If you purchase non Coca-Cola products with your activity funds, you may be required to reimburse The University of Oklahoma for those products. Coca-Cola does offer a wide variety of beverages; so hopefully, you can find a product that will be acceptable. These are the Coca-Cola products we are aware of:

All Coke Hi-C Fuze Tea All Diet Coke Mello Yellow Gold Peak

All Coke Zero Fanta Dasani Water All Sprite Barq’s Root Beer Vitamin Water

All Powerade Pibb Xtra Smartwater Minute Maid

PRINTING SERVICES

A PO is required for Printing Services (including the copy shop in the Union). Copies cannot be made at a copy shop off campus without prior approval from H&F. Keep in mind you cannot purchase office supplies unless the items are not available from Staples.

GIFT/PRIZES

Gifts/ Prizes are only allowed via donation. You cannot purchase them with University Funds.

ACTIVITY ATTENDANCE FORM

All off campus programs require that an activity attendance form be submitted along with the receipt. These include, but are not limited to miniature golf, bowling and ice skating and any events with 16 or less attendees. If this form is not completed and turned in with your receipt, your account may be frozen.

INDEPENDENT CONTRACTOR

A request for independent contractor approval must be completed if the service provider, such as Bands, DJ’s, Speakers, and the like is not incorporated. If they are not incorporated and do not have a Federal Tax ID number, this form must be completed before a contract can be made and they can be paid. Please follow the steps listed below.

1. Start 6 weeks in advance when dealing with a vendor of this nature.

2. Ask the vendor if they are incorporated and have a Federal Tax ID number.

a. If they do have a Federal Tax ID number – make a note of this number for our office and

b. If they do not have a Federal Tax ID number – page 2 of the independent contractor approval form must be completed by the vendor and authorized by HR before a contract for services can be completed.

3. Ask Accounting Operations to complete page 1 of the Independent Contractor form. The form will then be forwarded to both a HFS Administrator and to Human Resources for signature authorization. An IC form must be completed for each event.

4. If the vendor is not already setup in Crimson Corner, we will require them to fill out a current W-9 and sign it.

5. If the vendor is a Foreign National, there is an additional form that must also be completed. Copies of these forms are available in Accounting Operations. We will let you know when the Independent Contractor form has been approved and a Contract for Services form may be completed. As you can see, this process is lengthy and must be started early so all documents can be processed in time. Please contact Accounting Operations with any questions about this process.

6. contract for services may be completed.

CONTRACT FOR SERVICES

A contract for services form must be completed whenever you wish to contract with a vendor to give a demonstration, lecture, or program. This includes DJ’s, Speakers, and bands. This form acts as your invoice. It must be completed properly and must be forwarded to your Director for approval. This also can be a lengthy procedure, so please consult the Accounting Operations staff for assistance. The procedures are as follows:

1. Our standard contract for services only requires 4 weeks in advance. If they insist on having their own contracts they must be turned in at least 6 weeks in advance to your Director’s office.

2. Our contract would be reviewed and signed by your Director. If they turn in their own contract it will be reviewed by the Director and submitted to Student Affairs at least 20 working days prior to the date that the contract must be signed. If the vendor needs a check on the day of the activity, this schedule must be moved up to accommodate the vendor.

3. Student Legal Counsel will review their contract and return it to Student Affairs for review.

4. Student Affairs will return their contract to your Director.

5. The Director will review any changes/recommendations by Legal Counsel and will either sign the contract or deny the contract based upon Legal Counsel’s advice.

6. Your Director is the only person authorized to sign the contract.

7. Your Director will distribute a copy of their contract to the corresponding area and accounting for payment processing. In order to be assured that a contract will have plenty of time to go through this process, it is recommended that contracts be provided to your Director’s office at least four (4) weeks prior to being signed unless it’s not our standard contract then it needs to six (6) weeks prior. In addition, it is recommended that the planning of a program requiring a contract with a vendor, begin many weeks in advance. The contracts should be submitted immediately so if the contract is not approved, an alternate program may be planned.

CONFERENCE ATTENDANCE

Preparation to attend a conference must begin at least two months before the start of the conference. Additional paperwork is required for any conference you and your staff/council members plan to attend. Accounting Operations will need to know:

1. Names and OUID numbers of all attendees.

2. Date, location and purpose of conference are required in writing. Conference web sites are a good source for this information.

3. Is lodging included in the registration fee? If not, you must stay in hotels designated by the conference for these charges to be covered. Special arrangements will need to be made if lodging is not included in the registration fee.

4. What kind of transportation will you need? Charter bus companies are contracted by the University. Cars will need to be reserved from OU Fleet Services. A Res Life staff member will need to make these reservations for you.

5. If you charter a bus, will the driver need lodging arranged?

You will need to complete separate paperwork for conference fees, bus/car charters, conference t-shirts, other conference fees and lodging if not provided. Specific State of Oklahoma and University policies must be followed regarding travel. Therefore, we strongly recommend that you make an appointment with an Accounting Operations staff member for assistance with conference planning before any arrangements are made. Please note that payment to the conference is holder is no longer allowed before the event. Make sure that the conference holder will accept a University Purchase Order and will allow payment after the event has been held.

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