UNIVERSITY OF OKLAHOMA
UNIVERSITY OF OKLAHOMA
Founded in 1890, the University of Oklahoma is a public research university located in Norman, Oklahoma just 20 mins. south of Oklahoma City. OU’s Norman undergraduate population is slightly more than 20,000, giving students a major university experience in a private college atmosphere. With three campuses in Oklahoma, OU also offers study abroad opportunities at several locations and OU campuses overseas.
Norman, OK 1890
MISSION STATEMENT
170 majors
400+ student organizations
The mission of the University of Oklahoma is to provide the best possible educational experience for our students through excellence in teaching, research and creative activity, and service to the state and society.
general information
Level
Institution Category
Carnegie Classification
Award levels
Campus Setting
(NCES, 2017-2018)
Four or more years
Degree-granting, primarily baccalaureate or above
Doctoral Universities: Highest Research Activity
Less than one year certificate
Bachelor's degree
Postbaccalaureate certificate
Master's degree
Doctor's degree - research/scholarship
Doctor's degree - professional practice
Suburb: Midsize
UNIVERSITY OF OKLAHOMA
ou demographic (Enrollment Statistics: Fall 2017)
RACE/ETHNICITY BY THE NUMBER:
59% White
9% Hispanic
5% Black or African American
5% Asian
4% Indigenous American or Alaska Native
7% Nonresident Alien
3% Race/Ethnicity Unknown
8% Two or more races
0% Native Hawaiian or Other Pacific Islander
92%
First to second year retention rates of first-time full-time (FTFT) bachelor's degree-seeking undergraduates. National Average: 79.8%
BY GENDER
BY RESIDENCY
67%
Graduation rates of FTFT degree/certificateseeking undergraduates within 6 years. National Average: 60%
4,100+
Bachelor's degrees awarded between July, 2016 - June, 2017
2,000+
Graduate degrees (Master's & Doctor's) awarded between July, 2016 - June, 2017
OU CULTURE
When OU's first president David Ross Boyd stepped off the train in Norman, Oklahoma in 1892, he was greeted with a barren expanse of prairie, no tree in sight. His only remark at this sight was "What possibilities!" At the University of Oklahoma, we have that same spirit: anything can grow if you have the drive to make it so.
OU SEAL & THE SEED SOWER
President Boyd wanted an official university seal. The idea came from a chapel talk he made on the parable of a man sowing seeds. In 1902, the University seal took shape. The Latin motto, "Civi et Republicae" translated to "For the Citizens and For the States."
The Seed Sower, a reminder of the importance of sowing the seeds of knowledge, to bear fruit in the future. The face of the Seed Sower on our university seal was rendered to resemble the first president of the university, David Ross Boyd, who took half of his first year’s salary and personally bought, planted and even watered the very first trees on the then-barren OU campus.
CRIMSON & CREAM
The school official colors are crimson and white. Even though crimson and cream became official over a century ago, you can still see those colors worn proudly by OU athletes and fans alike on gamedays or when they want to show their love for the university.
BOOMER SOONER & SCHOONER
The Sooner Schooner is a covered wagon reminiscent of the mode of travel used by pioneers who settled Oklahoma Territory around the time of the 1889 Land Run. Powered by matching white ponies named Boomer and Sooner, the Schooner races across Owen Field in a triumphant victory ride after every OU score. They are official OU mascots.
The terms “Boomer” and “Sooner,” as well as the image of the schooner are rooted in colonization and land theft in this state during the 1889 Land Run period. It is important to acknowledge that we are visitors of the lands to which Indigenous peoples have multiple claims, both as original occupants and as people who were forcibly resettled here. We honor and respect the diverse indigenous people connected to this land, as well as the population represented here at the University of Oklahoma.
getting your student id
SOONER CARD
The Sooner Card is the University of Oklahoma’s official identification card for students, faculty and staff. The Sooner Card features the cardholder’s sooner identification number, picture, affiliation with the University and graduating class (if applicable). The Sooner Card connects you to campus—granting you access to many buildings, campus restaurants, student services and so much more.
GETTING YOUR SOONER CARD
To get your Sooner Card, a valid, non-expired government issued photo ID with name, date of birth and picture is required. For example, a state issued driver's license, passport, green card or military ID are accepted. Your first Sooner Card costs $20 and the Sooner Card office accepts cash, check, credit/debit cards and Apple Pay. You can get you Sooner Card at these following places:
Oklahoma Memorial Union
900 Asp Avenue, Room 127
Norman, Oklahoma 73019
(405) 325-3113
Monday-Friday: 8 a.m. - 5 p.m.
SOONER CARD ONLINE
Stubbeman Place
1107 Elm Avenue
Norman, Oklahoma 73072
(405) 325-0862
Monday-Friday: 9 a.m. - 6 p.m.
You can manage your Sooner Card, run transaction reports and make deposits from anywhere at any time by simply logging into Sooner Card Online. You can also deposit your Sooner Sense here.
SOONER SENSE
Sooner Sense is the debit account that all Sooner Card holders can utilize for financial transactions across campus. Sooner Sense is convenient and easy to use. All funds are tied to the cardholder’s account and accessed by swiping or tapping the Sooner Card at select locations. Sooner Sense can be used campus-wide at locations such as:
- On-campus restaurants
- Sooner Print kiosks
- The University Bookstore
MOBILE SOONER CARD
Now you can add your Sooner Card to your mobile device and use it anywhere the physical Sooner Card is accepted. Open a door, enjoy a meal or attend an event all with a simple tap of your device.
SOONER CARD IN APPLE WALLET
Add your Sooner Card to Apple Wallet on iPhone or Apple Watch and use it anywhere the physical Sooner Card is accepted.
Here’s what you need:
• Your eligible device
• iOS 12 and watchOS 5
• Duo Mobile for two-factor authentication
• eAccounts Mobile for iOS
INSTRUCTIONS
ANDROID MOBILE SOONER CARD
Add your Sooner Card to your Android Device and use it anywhere the physical Sooner Card is accepted.
Here’s what you need:
• Your NFC-enabled Android device
• Duo Mobile for two-factor authentication
• Transact eAccounts for Android
1. Download eAccounts from the App Store or Play Store
2. Select University of Oklahoma
3. Select Norman from the campus list
4. Login using your 4x4 and password (this is the same username and password used for other OU sites)
5. Download and Install Duo Mobile
6. Enroll in Duo Multi-Factor Authentication
For specific step-by-step instruction, visit https://bit.ly/2I5g7bJ
7. Choose your preferred Duo Mobile two-factor authentication method
By adding your Sooner Card on your mobile smart devices (iphone, Android phone, Apple watch, etc.), you can easily access your ID, gaining access to different campus facilities, and make your campus transactions (meals, points, SoonerSense, etc.) without getting out your Sooner Card.
For more information, visit http://www.ou.edu/soonercard/mobile
dining on campus
MEAL PLANS
Meal Plans are designed to allow students the freedom to eat anywhere on campus without having to worry about carrying cash or credit cards. Meal plans are applied to your OU student ID, the Sooner Card.
MEAL/MEAL EXCHANGE
Meals reset every Sunday morning at 12:01 AM., and unused meals do not roll over from week to week. For Couch Restaurant and our Residential Colleges Dining facilities, the value of a meal is $12.50. For selected restaurants across campus, the value of a meal exchange is $8.50. For a meal that costs over $8.50, you can use an meal exchange, and points, cash, or Sooner Sense to pay for the rest. While meal points can be used at every dining facilities on campus, not all facilities take meal exchanges at all time. See a map next page to see where you can use your meal exchanges.
MEAL POINTS
Meal Points are a debit-card system loaded onto your Sooner Card that may be used at all campus dining locations. Each Meal Point equals $1. Each time you use the card, the amount of your purchase is deducted from your balance. Meal Points roll over from fall to spring semester, but not from spring to the next fall semester. Unused Meal Points will expire on the Friday of finals week of the spring semester.
PICK YOUR MEAL PLAN
These are some basic meal plans that offered with your Graduate Assistantship
You can pick your meal plan when you complete your housing contract. You should take into consideration how much you want to eat on campus, and where do you want to eat your campus (Ex: Restaurants in the Oklahoma Memorial Union only take meal exchanges after 2 PM). If you wish to change your meal plans, you can contact Main Housing Office (Walker Center, Rm 126) during Week 3 - Week 4 of the semester.
campus dining facilities
1. OKLAHOMA MEMORIAL UNION
• Crossroads • Chick-fil-A
• Quiznos • Baja Fresh
• Starbucks • Union Market
• The Laughing Tomato
2. BIZZELL MEMORIAL LIBRARY
• The Bookmark
• Bedrock Café
• Qdoba • Einstein Bros. Bagels
• Wagner Dining Hall
(Headington Hall Residents Only)
5. THE RESIDENTIAL COLLEGES
• Colleges’ Dining Halls
6. WALKER CENTER
• Xcetera
7. ADAMS CENTER
• Raising Cane’s
• Couch Express
10. CROSS
• Credo Kitchen • Glow Kitchen
• Acre Provisions • Basic Knead
• The Hive • Milkflower Gelateria
Take meal exchanges anytime
Take meal exchanges after 2 PM
Does not take meal exchanges
3. SARKEYS ENERGY CENTER
4. HEADINGTON HALL
8. COUCH CENTER
9. COUCH RESTAURANTS
11. OU COLLEGE OF LAW
• Amicus Café
12. SAM NOBLE MUSEUM
• Redbud Café
13. THREE PARTNERS PLACE
• Café 201
14. NATIONAL WEATHER CENTER
• Flying Cow Café
DINING FACILITIES DESCRIPTION
Housing and Food Services provides the OU community with more than 25 restaurants in 14 locations to enjoy.
ACRE PROVISIONS
Cross
The theme of Acre Provisions is called “Modern Farmhouse” with an emphasis on health and the local sourcing of the food found in the marketplace.
MARKETPLACE
7 AM - 9 PM
7 Days a Week
BORN & GRAZED
Grilled sandwiches with an emphasis on ingredients and flavor.
8 AM - 9 PM
7 Days a Week
(Breakfast only Monday - Friday)
FARMER & THE KALE
Vegan veggie butcher serving 100% vegan dishes.
11 AM - 9 PM
Monday - Friday
PITCH FORK
Grilled to order kabobs and kabob sandwiches served with mediterranean sides and naan.
11 AM - 9 PM
Monday - Friday
AMICUS CAFE
OU College of Law
Amicus Cafe serves a little something for everyone. From sandwiches and soups to flatbread pizzas to a hot daily special, law students, faculty and visitors enjoy the menu selections and the convenience of this cafe.
7 AM. - 2 PM
Monday - Friday
BAJA FRESH EXPRESS
Oklahoma Memorial Union
Baja Fresh Express offers flame-grilled Mexican flavor. You can get fresh, high quality, flavorful food, prepared from real recipes by hand, just the way you like it — big, fresh and delicious! You’ll find all of your favorites—burritos, tacos, quesadillas, nachos, salads, unique salsas and a variety of sides.
Monday - Thursday, 10 AM - 6 PM Friday, 10 AM - 5 PM
BASIC KNEAD
Cross
Basic Knead offers high-quality handmade staples such as pizza, pasta and breakfast baked goods.
11 AM - 11 PM
7 Days a Week
BEDROCK CAFE
Sarkey’s Energy Center
Bedrock Cafe is the perfect place to grab your favorite coffee drink, a Cow on the Fly sandwich or freshly-baked croissant.
8 AM - 3 PM
Monday - Friday
THE BOOKMARK
Bizzell Library
The newly-renovated Bookmark cafe features a variety of coffee beverages, pastries and Cow on the Fly items.
Sunday, 12 PM - 1 AM
Monday-Thursday, 7:30 AM - 1 AM
Friday, 7:30 AM - 8 PM
Saturday, 10 AM - 8 PM
CAFE 201
Innovation Hub
Cafe 201 features a variety of coffee beverages, snacks and Cow on the Fly items. Cafe 201 provides a great spot to recharge between studying or working in the FabLab.
8:30 AM - 3 PM
Monday - Friday
CHICK-FIL-A
Oklahoma Memorial Union
Monday - Thursday, 7:30 AM - 6 PM
Friday, 7:30 AM - 5 PM
Breakfast ends at 10 AM
COUCH EXPRESS
Couch Center
Couch Express is a great, quick stop before heading to class. Known for their grilled cheese sandwich, Couch Express also has breakfast items, fresh-baked cookies and daily specials.
Monday-Thursday, 7 AM - Midnight
Friday, 7 AM - 5 PM
Sunday, 5 PM - Midnight
COUCH RESTAURANTS
OU’s largest dining operation, features 14 unique restaurant concepts. At this all-you-care-to-eat venue, you can enjoy a wide variety of foods including stir fry, barbecue, bold vegan and vegetarian dishes, home cooking, traditional Mediterranean and much more. Couch Restaurants is also known for having the country’s only all-you-care-to-eat Chick-fil-A!
Breakfast:
Monday - Friday, 7 AM - 11 AM
Lunch:
Monday - Friday, 11 AM - 2 PM
Dinner:
Monday - Friday, 4:30 PM - 8 PM
Saturday - Sunday, 8 AM - 7 PM
CREDO KITCHEN
Cross
Credo is a fast casual restaurant with a higher end feel where freshness and flavor are king.
11 AM -10 PM
7 Days a Week
CROSSROADS
Oklahoma Memorial Union
Stop by anytime to enjoy a delicious burger or sandwich, and breakfast is served all day! With a stunning variety of options, Crossroads Restaurant continues to be the place where OU meets to eat! Located in the Oklahoma Memorial Union.
Monday - Wednesday, 7 AM - 11 PM
Thursday - Friday, 7 AM - Midnight
Saturday, 10 AM - Midnight
Sunday, 10 AM - 11 PM
EINSTEN BROS. BAGELS
Headington Hall
Bagels serves breakfast and lunch including our famous bagels and amazing coffee. Need breakfast or lunch for a group? We offer pick-uponly catering!
7:30 AM - 3 PM
Wednesday - Sunday
FLYING COW CAFE
National Weather Center
Flying Cow Cafe offers meals and snacks to satisfy all cravings. From daily specials to brick-oven pizzas to a grill menu, Flying Cow Cafe is a one stop shop to satisfy any appetite.
7:30 AM - 3 PM
Monday - Friday
FRESHENS
Oklahoma Memorial Union, Sarkey's Firtness Center, and Couch Restaurant
GLOW KITCHEN
Cross
Glow Kitchen is an allergen-friendly restaurant creating food free of the top 8 allergens. 11 AM - 8 PM
Monday - Friday
MILKFLOWER GELATERIA
Cross
Milkflower is an eye-catching gelateria serving fresh, clean ingredient gelatos and desserts.
Monday - Friday, 11 AM - 9 PM
Saturday & Sunday, 1 - 9 PM
QDOBA
Headington Hall
Qdoba served made-to-order burritos, tacos, quesadillas and more. 11 AM - 5 PM
7 Days a Week
QUIZNOS
Oklahoma Memorial Union
Quiznos offers toasted sub sandwiches, salads and soups in a quick service restaurant.
Monday - Thursday, 10 AM - 6 PM Friday, 10 AM - 5 PM
RAISING CANE'S
Adams Center
Monday-Thursday, 10 AM - 9 PM Friday, 10 AM - 3 PM (Sarkeys Location)
We have just ONE LOVE - hot, crispy chicken fingers made from fresh, never-ever frozen premium chicken tenderloins!!
Sunday - Wednesday, 11 AM - Midnight
Thursday - Saturday, 11 AM - 3 AM
RESIDENTIAL COLLEGES' DINING HALL
Dunham & Headington Residential College
All-you-can-eat facilities with many cook to order options.
Breakfast:
Monday - Friday, 7 - 11 AM
Lunch:
Monday - Friday, 11 AM - 2 PM
Dinner:
Monday - Friday, 4:30 - 8 PM
Saturday - Sunday, 11 a.m. - 7 p.m.
REDBUD CAFE
Sam Noble Museum
Redbud Cafe offers Cow on the Fly sandwiches, wraps and salads as well as soups, snacks and desserts.
10 AM - 3 PM
Tuesday - Saturday
STARBUCKS
Oklahoma Memorial Union
Monday - Thursday, 7 AM - 9 PM
Friday, 7 AM - 5 PM
THE HIVE Cross
The Hive is a modern coffeehouse where coffee is queen.
7 AM - 10 PM 7 Days a Week
THE LAUGHING TOMATO
Oklahoma Memorial Union
The Laughing Tomato offers fresh, hearty and flavorful selections. The delectable menu incorporates soups, wraps, salads and an ample selection of other snacks and sides to satisfy every taste bud, in addition to several locally-sourced menu items.
9 AM - 4 PM
Monday - Friday
UNION MARKET
Oklahoma Memorial Union
Guests can enjoy salad and hot bars, a variety of soups, fresh fruit and snacks, grab-and-go items and grocery staples.
Monday - Thursday, 10 AM - 6 PM Friday, 10 AM - 5 PM
XCETERA!
Walker Center
This on-campus convenience store has a lot to offer! It’s you’re one-stop shop for snacks and drinks, supplies for your room, and even features a cereal station.
Monday - Thursday, 7:30 AM - Midnight Friday, 7:30 AM - 10 PM Saturday, 10 AM - 10 PM Sunday, 1 PM - Midnight
FIRST STREET EAT
Enjoy delicious food from The Trailer and other local food trucks this fall. Food trucks will be located north of the Walker-Adams Mall near the Cate Rock Garden on Thursday. Meal exchanges, meal points, Sooner Sense, cash and debit/credit cards will be accepted.
* Weather permitting. Schedule subject to change.
To check the schedule, visit http://www.ou.edu/housingandfood/dining/first_ street_eats
TAPINGO
The Tapingo app offers guests various options for payment methods including credit cards, PayPal and Sooner Sense. In addition, OU Students will be able to use their meal plans through Tapingo in the same way that they would be able to if they walked up to the location to order.
1. Download either the iOS or Android app
2. Register an account with Tapingo – an OU email address or a personal email address can be used for initial Tapingo registration. During registration, guests will be asked to choose a PIN number that will be used to verify all orders placed within the app.
3. Once logged into the app, under “Settings,” (upper left-hand corner of the application home screen) select “Payment Methods,” to add a Sooner Card, Credit Card or PayPal account. To add a Sooner Card account, set University of Oklahoma as the campus and enter an OU email address and Sooner Card ID number to verify the account.
campus safety
OU Alert – An Alert System to notify students in case of an emergency on campus such as a tornado, fire, snow and ice and other campus-related issues. The University will deliver updates through text messaging, email, phone calls, social media, and on ou.edu. Students can enter their contact information and one additional phone number on accounts.ou.edu.
SafeWalk – A free service utilizing resident advisers to accompany members of the university community anywhere on campus from 8 p.m. to 2 a.m., 7 days a week. Call (405) 325-WALK to request a SafeWalk RA.
SafeRide – Provides safe and free transportation to OU students within the Norman city limits, no questions asked. Each student receives two free, on-demand taxi SafeRides (available Thursday - Saturday, 10 p.m. to 3 a.m.). Find SafeRide on the OU Innovate app.
TRANSPORTATION
Parking – Since you are Graduate Students working for Residence Life, you are eligible to purchase a Priority Housing Parking Permit. The Priority Housing Parking Permit cost $261 for the academic year, Aug. 15 to May 15. Student parking permits, maps and citation information are available on ou.edu/ parking.
Cleveland Area Rapid Transit (CART) – CART offers a free park-and-ride service to OU students. Most often, students will park at Lloyd Noble Center and ride the shuttle to the Brooks Street bus stop (near the stadium). The Lloyd Noble Center shuttle will pick you up or drop you off every 5-10 minutes. For other park-and-ride locations, visit ou.edu/parking.
Bicycles – The University of Oklahoma provides and promotes a bike-friendly campus. OU is committed to developing programs and providing infrastructure to support and accommodate bicycling to, from and on campus. Most recently, OU has developed a bike share program called Crimson Cruisers.
Through the SoBi app, students have access to one free hour of bike riding each day. Learn more about Crimson Cruisers, registering your personal bike, bike rack locations and more at ou.edu/bike.
Shuffle – Shuffle is dedicated to giving fun, safe and eco-friendly campus rides that enhance student experience and keep campus safe. And thanks to support from local and national brand partners, rides only cost $2 per person! They are only covering a one mile radius around campus. You can downoad the Shuffle app and request a ride, or wave them down.
program of study
ADULT AND HIGHER EDUCATION M.ED.
The Master's Degree in adult and higher education is designed to prepare professionals to assume administrative roles in adult and higher education; become more competitive candidates for leadership positions in adult and higher education; and conduct inquiry which contributes to the practice of adult and higher education.
The master's program is comprised of a comprehensive curriculum (no master's thesis is required) and practical experiences designed to prepare students for professional positions in a variety of education and training organizations including colleges and universities, governmental agencies, educational planning agencies, and business and industry. Graduate students must make a grade of “B” or better in core classes.
The master's program offers a variety of emphases designed to prepare graduates for 21st century education and the diverse student population it will serve. Program emphases include
COMMUNITY COLLEGE ADMINISTRATION
The community college concentration focuses on administration and research related to the community colleges. In this concentration, students are introduced to the unique role that community colleges play in the American higher education system, concepts and theories related to the administration of these institutions, and to critical research topics dealing with their constituents. This concentration prepares students to assume entry-level to mid-level administrative positions in the community colleges or related agencies.
HIGHER EDUCATION ADMINISTRATION
The higher education concentration focuses on topics related to general administration in colleges and universities. In this concentration, students will be introduced to theories, issues, and research related to organizational behavior, academic administration, financial management, and planning in higher education. This concentration enables students to become competitive candidates for entrylevel general administrative positions in higher education, intercollegiate athletics, and institutional development.
INTERCOLLEGIATE ATHLETICS ADMINISTRATION
The IAA concentration is philosophically embedded within the broader study of adult and higher education. As such, it reflects the realities of modern intercollegiate athletics programs within the context of the higher education setting. The curriculum is designed to provide a breadth of knowledge in higher education with specialized course work in intercollegiate athletics.
STUDENT AFFAIRS
The Student Affairs emphasis in EDAH is committed to helping students understand how colleges and universities work, the issues affecting college students and faculty, and how to best lead our colleges and universities to meet the challenges of our global and changing diverse democracy. Students will be challenged intellectually to consider the intersections of theory, research, and practice as they develop integrity, courage, and vision to advance social justice and educational equity in the field.
WORKFORCE, ADULT, AND CONTINUING EDUCATION
The Workforce, Adult, and Continuing Education (WACE) emphasis prepares professionals for work as administrators, program managers, trainers, and human resource and organizational development professionals in a variety of organizational settings including private firms, nonprofit and government organizations, and higher educational systems. Major emphases of the WACE program will equip individuals with a basic foundation, knowledge, and skills related to adult and workplace learning theories, instructional strategies, program planning and evaluation techniques, and lifelong- and neuroscience-based learning perspectives.
PICKING AN EMPHASIS
The EDAH program is designed to provide the students with the competencies necessary to teach, develop, and administer successful organizational and educational programs based on the literature and research in adult and higher education. Students will be exposed to significant insights related to management, leadership, evaluation, finance, marketing, development, program planning, distance and traditional learning, teaching strategies, organizational transformation, and human relations. Regardless of emphasis, all students must attend the same four core classes. Each emphasis is different based on the elective classes the students choose to take. You do not need to have an emphasis to graduate from your degree. Students should look into the courses and description of each emphasis in order make an informed decision regarding picking their emphasis of study.
COURSEWORK
The program is a 36-hour program which includes a core of 12 hours, 15 hours of course work in the selected area of emphasis, and 9 hours of graduate electives. Students are advised to take 3 hours per semester. During enrollment period, students should try to enroll in core classes first, as they are often the ones that filled up first. Students are advised to take no more than two core classes per semester, as the workload/information can be overwhelmed. Students may take the comprehensive exam only after completing the four core courses (or enrolled and in process of completing their last core classes) and at minimum 75% of the degree requirements
CORE (12 Hours)
EDAH 5013 The Adult Learner
EDAH 5023 Administration of Adult and Higher Education
EDAH 5033 Critical Literature in Adult and Higher Education
EDAH 5043 Introduction to Research in Adult and Higher Education
EMPHASIS (15 Hours)
Each emphasis includes a specific sequence of courses on the basis of the program emphasis selected. Students should consult with their assigned advisors regarding emphasis requirements.
ELECTIVES (9 Hours)
Electives should be chosen to supplement your program. With the approval of your advisor, you may select from any University of Oklahoma graduate course.
PRACTICUM (EDAH 5910)
Practical experiences (practica) are designed to provide students with opportunities to explore possible areas of professional interest. In addition, practica provide students with applied, specialized experience in one of the following areas: (1) Adult and Continuing Education; (2) Higher Education Administration; (3) Institutional Research; (4) Distance Education; (5) Student Personnel Services; (6) Intercollegiate Sports Administration; and (7) Workforce Learning and Development. Unpaid practica are strongly recommended for students who have not had at least one year's experience working in the field of adult and higher education.
COMPREHENSIVE EXAM
In lieu of a master's thesis, all students are required to take the master's comprehensive exam at the end of their program of study. Students may take the comprehensive exam only after completing the four core courses and at minimum 75% of the degree requirements. The Graduate College requires, without exception, that students be registered for a minimum of two hours to qualify as eligible to take the comprehensive exam. Students must register to take the exam.
The exam is a “take-home” format to be completed at your own pace over the course of a weekend in a word processing program. You can utilize course notes, materials, scholarly resources, etc., but you must complete the exam by yourself with no outside consultation or assistance. You will have 74 hours to complete and then upload the exam. The exam will cover the materials from the four core classes. Failure to provide plausible answers to all exam questions will result in a failure for the exam. The Comprehensive Exam is not offered during the summer. Exam dates are determined at the beginning of each Fall or Spring semester. The exam is typically on the first Saturday in November and April. Most students take the Comprehensive Exams in their third semester (Fall).
Application forms and deadlines are found on the Graduate College website. Please note that deadlines for the exam are early in the semester prior to the semester when you want to take the exam. Once registered, you will automatically be added to the “Comprehensive Exam” Canvas course. Please contact Graduate Program Studies at JRCOE_GPS@ou.edu or (405) 325-4525 for with questions about registering for the exam.
TIPS FOR COMPREHENSIVE EXAM
Comprehensive exam can be stressful, but it does not have to be. Here are some tips to help you prepare for the exam
• Take good notes when you take the class. It allows you to quickly revisit the material when you are preparing for the exam.
• See how different concepts in higher education relates to each other. It helps strengthening your understanding of different concepts and making it easier to recall different information.
• Try to apply the concepts you have learned into reality. Connect different theories into real and relatable concepts can help you better understand the material and how to apply that concept. Faculties want to see you demonstrate your understanding of the material, but also want to see how you will utilize your knowledge in a practical setting.
• List and define correctly, various theorists or researchers in your answer
• Answer must relate to question asked, not a simple regurgitation of a rehearsal answer that does not match the question asked
• Answer all of the question relating to all four core classes. Do not neglect any part of the exam because you think it is not important.
program of study
HUMAN RELATIONS (MHR - STANDARD)
The Master of Human Relations program is designed to provide a quality education for individuals interested in creating and leading team-based organizations, social justice and change, and helping people and communities. This degree programs have emphases in organizational management, counseling, human resources, and social justice and change.
The Master of Human Relations prepares you for any profession in which a knowledge of human behavior, organizational behavior, and social issues and change strategies is paramount.
CLINICAL MENTAL HEALTH COUNSELING (CMHC)
The University of Oklahoma offers the Master of Human Relations degree with an emphasis in Clinical Mental Health Counseling (CMHC) on the Norman, Tulsa, and Extended campuses.
This track prepares graduates for careers in counseling and emphasizes critical thinking, social justice, and multicultural competencies. This program is ideal for those pursuing a career as a Licensed Professional Counselor (LPC) and students completing this program will meet the academic requirements for the Licensed Professional Counselor license administered by the state of Oklahoma Board of Behavioral Health.
The curriculum is a non-thesis, 60-credit hour program. Candidates selecting this option must include in their program the following courses:
Theoretical Foundations of Human Relations (HR 5003)
Current Problems in Human Relations (HR 5013)
Research in Human Relations (HR 5023)
6 hours of Internship in Human Relations (HR 5200)
Students must also complete eighteen (18) hours of required counseling coursework and twenty-seven (27) hours of guided electives. A comprehensive exam is required of all candidates prior to completion of the degree.
Please see the Program of Study at https://bit.ly/2EKvrJW
HUMAN RESOURCES CONCENTRATION (HRC)
The mission of the Master of Human Relations (MHR), Human Resources concentration is twofold: first, to educate students in the Human Resources (HR) discipline, and second, to prepare them for careers in HR. Whether you are totally new to the HR discipline and desire foundational HR knowledge or you are already a seasoned HR professional looking for additional education to combine with your experience and certifications to take your career to the next level, the HR concentration is designed for you!
Developed with practicality in mind, the Human Resources concentration not only focuses on assisting students in acquiring a comprehensive knowledge and understanding of HR - its breadth and depth, but also on fostering a learning experience that promotes critical application of the acquired knowledge to real world HR scenarios. We believe this holistic approach will uniquely position students to readily enter the HR workforce with the knowledge, skills, and competencies necessary to contribute meaningfully to organizations.
Below is just a sample of the topics the HR concentration is centered on: Employment Law, Workforce Staffing, Benefits, Compensation, Employee and Labor Relations, HR Trends and Emerging Issues, Diversity, Equity, and Inclusion, HR Strategy, Learning and Development, Technology and HR
Concentration completion requirements include:
6 hours of Human Relations core coursework
21 hours of Human Resources core concentration coursework
3 hours of Diversity, Equity, and Inclusion coursework
6 hours of Research and Application
Thesis and Non-Thesis options
Please see the Program of Study at https://bit.ly/2wxm0sU GRADUATE CERTIFICATES
The Department of Human Relations offers two graduate certificates: Helping Skills in Human Relations, and Human Resource Diversity and Development. These certificates can be taken by individuals with a bachelor’s degree, or by those who have or are pursuing graduate degrees at the University of Oklahoma. All course work taken for the certificates will apply to the Master’s of Human Relations (MHR). However, the certificate can be taken separately from the MHR. You must complete the Graduate Certificate Program Report (GCPR) form for the graduate certificate you wish to receive and submit it to the appropriate staff member. For more information, please visit https://bit.ly/2XjwA2m
MASTER OF HUMAN RELATIONS (MHR)
Human Relations is a multi-disciplinary field that promotes democratic values, advocacy and social justice. The program provides the skills and knowledge to work with diverse populations and to confront systemic social and organizational inequities. The Human Relations program focuses on three important areas:
COUNSELING
Emphasizes skill and knowledge to help guide individuals in such settings as family service centers, hospitals, and private and public mental health practices. It is appropriate for those interested in counseling and for helping professionals. The MHR Clinical Mental Health Counseling major is an accepted 60-hour program by the state of Oklahoma for the Licensed Professional Counselor (LPC).
ORGANIZATIONAL STUDIES
Focuses on organizational behavior, diversity in the workforce, human resource development, and leadership. In addition to concentrating on the intersections of race/ethnicity, gender and class, it also addresses work-life integration, organizational ethics, and social responsibility.
SOCIAL JUSTICE AND CHANGE
Concentrates on learning to analyze societal problems, apply change theory, design and evaluate solutions and outcome-based assessments, write grants, and develop and lead non-profit organizations.
COURSES
The Master of Human Relations is the standard 36 hour degree. The non-thesis option, available in Norman, Tulsa, and Advanced Programs, requires
4 HR core courses (12 credit hours)
6 credit hours of internship
18 hours of electives
Comprehensive exam
The thesis option, available in Norman and Tulsa, requires the same 4 core courses, electives, and a thesis instead of an internship and comprehensive exam.
Please see the Program of Study at https://bit.ly/310MwbS
COMPREHENSIVE EXAM
The purpose of the Comprehensive Examination is to give students an opportunity to review the theoretical aspects of the Human Relations field and to integrate that information with application as they approach the culmination of study for the Master of Human Relations degree. Therefore, it is not a mere review of courses completed.
First, when you receive your exam, you will be added to a Canvas course that will allow you to check the originality of your work. Second, if your paper is flagged as unoriginal by Turnitin.com (on the Canvas site), or if you have concerns about your exam, you may use the resources available through the OU Writing Center.
Upon receipt of the questions, students have thirty days (30) to complete and return the examination. If you do not submit the exam in Canvas on or before the due date to be evaluated you will receive a grade of an Unsatisfactory, which is a comp failure. This will count as one of your two attempts to pass the exam.
OPTION 1: COMPREHENSIVE EXAM
Each examination consists of two pairs of questions. Students should answer one question from each pair. Students should type the questions selected on a separate page which will serve as a cover page for the question. The answer to each question is to be between 2500-3000 words. This total includes text only, and does not include the cover page and reference page. All essays should double-space.
Students should focus on answering only the question asked. Make sure the answer stays on the topic and does not include tangential issues or information. The answers must reflect the student’s personal integration of several specifically identified concepts rather than a mere review of the literature. Generalizations should be carefully supported with specific examples. The subjects assigned should be addressed in some depth. Main points should be stated clearly, documented with references to the literature by citations in the text, and illustrated by specific examples. Students should clearly explain how the point(s) and the example(s) are connected with the assigned question.
Students are to cite specific references within the text of the answer and to include a reference list. Each answer must contain references from 7 different scholarly sources. The same sources can be used in both questions if appropriate. Each answer should contain its own reference page, which is in addition to the essay. It is important to cite the scholars who have contributed to an area of inquiry. Use scholarly books and journals and avoid using popular magazines or non-academic Internet sites as sources for your research.
OPTION 2: INTERNSHIP APPLICATION PAPER GUIDELINES
The Internship Application Paper Comprehensive Examination synthesizes course readings, personal and the internship experience(s), and student projections regarding future applications of course material and the internship experience(s). Students are asked to produce a critical examination of their internship experience(s), which reflects the integration of knowledge, principles and skills, and demonstrates mastery of core human relations principles, values and practices. Emphasis should be placed on the particular challenges the student may have experienced during their internship experience(s) and the ways in which human relations approaches (e.g., social justice/multicultural studies, counseling theory/methods, organizational management theory/methods) could address those challenges.
In 3300-4000 words (10-12 pages), students are asked to demonstrate the development, enhancement, and application of core Human Relations competencies and principles. This total includes text only, and does not include the cover page and reference page. All essays should be double-spaced. It is expected that at least 12 different references will inform the development of the paper, with at least three-quarters (9) of those reflecting articles in scholarly professional journals, books, book chapters, and/or governmental reports.
For the SPECIFIC INSTRUCTIONS OF THIS EXAM, please visit https://bit.ly/2Z1V8NL
THESIS
Although most students elect to take the comprehensive exam instead of writing a thesis, the HR program offers you the option of writing a traditional Master’s thesis. This is a good option for students who enjoy researching and writing, or for whom the thesis option better meets future career objectives. The thesis option does not require an internship or a comprehensive exam. You must, however, complete an additional research course to be selected by your thesis committee. For more information on the thesis option, please visit with your faculty advisor. Your advisor can provide detailed guidance to help you pursue the thesis option.
For the students on the Norman and Tulsa campuses pursuing the thesis option instead of the comprehensive exam, the final dates for defense of the thesis are May 5 for the Spring semester, July 31 for the Summer semester, and December 8 for the Fall semester.
The thesis must be filed in the OU Library no later than May 12 for the Spring semester, August 7 for the Summer semester and December 15 for the Fall semester.
For more detailed information for the HR Program, please visit https://bit.ly/2wtCemG
academic expectations
Adapted from TCU Graduate Student Experience 2018 - 2019 Handbook
CLASSROOM EXPECTATIONS
Attire - Even though there is no formal dress code for class, it is often expected for graduate students to dress business casual to class. If you have a presentation, clarify with the professors whether they are expecting presentation attire.
Decorum - You are expected to arrive in class with all the resources you need to be successful, i.e your books, laptop, pens/pencils, notebooks, etc. While most professors allow laptops, it is expected that you pay attention and do not web-surf.
Participation - Most classes are discussion based, so be prepared to engage with others on a variety of topics. Whether partcipation is graded in your courses, it is expected that you are engaged in all classroom activities and in the materials, as academic is the main reason you are here. Your Graduate Assistantship is contingent on your performance in class.
Other - If you are on duty, please inform the instructor before class starts and position yourself closer to the entrance so you would not disrupt the classroom if the duty phone rings. If you have a presentation or an exam, it is your responsibility to find another Graduate Resident Director to help holding the phone for you during class period.
TIPS FOR SUCCESS
• You are expected to complete your readings for your courses. It is important that you have read the material and are ready for discussions. If time gets tight, it is better to skim than to come in without an idea of what is going on.
• Set blocks of time in your schedule dedicated to studying/working on classwork.
• Practice active-listening skills when you are in class. Try to listen to comprehend and understand someone's experience rather than to respond. All of your classmates have a wide variety of experiences, and that experiential knowledge is just as important as the theories you will learn.
• Keep up with current events in your field. Beside the fact that it will enrich your understanding of the materials covered in class, some classes will require you to research and bring in topics of discussion.
• Talk to the professors if you have any concerns! They are there to guide you and serve as resources.
• Most classes (if not all) require you to participate in group work. Always carry your weight in those projects, and make sure you communicate with your group members. If you believe your group members are not carrying their weight, document your communication attempt and report to your instructor/professor.
• Discuss what you have learned with your peers/supervisor. We are a community of practice.
academic resources
There are various resources for Graduate Students to succeed academically at OU
OU WRITING CENTER
The OU Writing Center is a university-wide program that enriches learning, teaching, and research through engagement with writing. The OU Writing Center will provide you various resources, as well as have personal consultants help assisting students and faculty across the campus with all types of writing projects at any stage in the writing process.
Wagner Hall, Rm. 280 (405) 325-2936 writingcenter@ou.edu
http://www.ou.edu/writingcenter
OU CENTER FOR TEACHING EXCELLENCE (CTE)
CTE is to maximize the University’s academic impact by advancing innovation in the classroom and sharing expertise on teaching and learning. CTE strives to inspire, enable, and facilitate all instructors in the OU community to engage in evidence-based and student-centered instruction.
Wallace Old Science Hall, Room 224 (405) 325-2323 teach@ou.edu
http://www.ou.edu/cte
BIZZELL LIBRARY
The University of Oklahoma Libraries strives to lead in providing an exceptional library experience, supporting superior research services and scholarly communications, building on the excellence of our special collections, strengthening our community outreach, and investing in our staff to develop skills and capabilities as needed to ensure we continue to provide expertise of the highest quality.
(405) 325-4142 library@ou.edu
https://libraries.ou.edu/
FACULTY AND GRADUATE STUDENT CENTER
The Faculty & Graduate Student Center is a space dedicated to supporting the research and teaching needs of OU faculty and graduate students in a central campus location. Your OU ID is needed as access is limited to faculty and graduate students. Those who need to meet with undergraduate students should utilize the consultation rooms that are available in the common area of Lower Level 2 or meet with the students elsewhere in Bizzell. This is an incredible space to work on group projects or academic work.
Bizzell Memorial Library, L2
how to enroll
OVERVIEW
• Log into one.ou.edu using your OUNet ID and Password.
• Click the Academics tab located in the upper left corner, followed by the Enrollment tab located in the middle of the page.
• Click Enroll.
BUILD A PLAN
• Click Plan Ahead.
• Select the term for which you want to create a plan.
• Click Create a New Plan – you may create up to 5 plans per term.
• Using the information that you receive at your advising appointment, enter the subject and course number. Remember you can enroll in any 5000 and above course as electives outside of your major (EDAH or HR). Press Search
• To add a course to your plan, click Add next to the section you want. You will see the course appear in the panel below with the status “Pending.” Repeat the search process if needed
• To remove a course that you have planned, click the drop down menu under Action and select “Remove.”
• When you are finished adding courses, click Save Plan at the bottom of the page.
REGISTER FOR CLASS
• On the home screen, click Register for Classes.
• Select the term in which you would like to enroll
If you have already created a plan, click the Plans tab.
• You may add all courses from a plan or add them individually.
• You may remove a course by changing the drop down menu under Action.
• Click Submit. The status of each class will change from “Pending” to “Registered” and all of your classes will appear in color.
No plan? Follow these steps
• Use the Find Classes tab shown on the opposite page.
• Referring to the information that you receive at your advising appointment, enter the subject and course number. Then press Search.
• All of the available sections for the course will appear. Be sure to scroll to the bottom to see if there is more than one page of sections available. You can change the number of sections listed on each page by clicking the drop down menu.
• To add a course to your schedule, click Add next to the section you want. You will see the course appear in the panel below with the status “Pending.”
• When you are finished adding courses, click Submit at the bottom of the page.
• Once you have submitted your schedule, the status will change to “Registered” and all of your classes will appear in color
CHANGE VARIABLE CREDIT HOURS
Some courses have variable credit, meaning that they can be worth 1 to 3 credit hours at the discretion of the student enrolling. Example would be Practicum, Internship, Directed Reading course. Once you enroll in a course that has variable credit hours, the system will automatically enter you in the minimum number of hours for that course. To receive the desired amount of credit, you must manually change the number
While on the Register for Classes page, click My Schedule and Options to change the number of hours. Click on the credit hours and it will give you the credit hour range for the course in question.
Change the credit hours to the desired amount within the credit hour range and then click Submit. Once you have submitted the change you will get a message that states “Save Successful.” Contact your Academic Program Specialist or Enrollment Services if you have any issues.
TIME MANAGEMENT
Graduate Assistants must juggle a number of related responsibilities. At the same time that they are pursuing their own degrees, they also serve multiple roles: in their graduate assistantship, in their involvement, in their practicum/internship, etc. In many ways, the time management problems faced by graduate students are the same as those faced by university faculty and professionals in many disciplines. In these cases, time management and planning are essential; setting goals and ordering priorities are crucial. Above all, Graduate Assistants must plan and manage their time so that they are able to perform their duties as Graduate Assistants while remaining focused on their academic goal of successful degree completion.
Resist the temptation of just staying in your comfort zone and only being involved in your Graduate Assistantship as well as the temptation of getting involved in everything! Utilize the activities in the Graduate Assistant Development Series to plan out your professional development and identify those opportunities to get involved to maximize your time and effort. Ask your supervisor about various involvement opportunities on campus, or in what way you can improve as a professional. Use the Week-in-a-life activities to plan out your schedule, so you do not neglect your job duties, involvement, and self-care activities.
student affairs
MISSION STATEMENT
The mission of Student Affairs is to enhance students’ academic success by developing student skills, cultivating diverse, campus life experiences and enriching the university community through programs and services.
LEARNING GOALS
1. Assist students in realizing their goals – academic, personal, and professional.
2. Provide diverse cultural experiences to the University community.
3. Offer programs designed to enhance the academic experience.
4. Provide leadership development opportunities.
5. Create a safe, healthy environment in which students may live, study, socialize and work.
DEPARTMENTS
The division of Student Affairs is responsible for seventeen departments that provide the out-of-classroom experience that defines student life for OU students.
campus partners
We simply cannot do our work to the best of our abilities without the collaboration with our campus partners. Here are some departments both within and outside of the division of Student Affairs that we work with on the regular basis.
CAREER SERVICES
Career Services provides career assistance to all OU students from freshman year through graduate school. An outstanding staff provide programs and resources that assist students in discovering interests and selecting a major field of study, finding an internship or full-time employment, or applying for graduate or professional school.
Oklahoma Memorial Union, Suite 323 (405) 325-1974
oucs@ou.edu
http://www.ou.edu/career
GENDER
+ EQUALITY CENTER (GEC)
The Gender + Equality Center (GEC) fosters social justice by advocating for the rights of women and LGBTQ students, empowering those without a voice, and challenging inequality. It provides a number of programs to ensure student safety, well-being and success while at the university.
Oklahoma Memorial Union, Suite 247 (405) 325-4929 gec@ou.edu
http://www.ou.edu/gec
FITNESS + RECREATION
Fitness and Recreation provides recreational sports programs, fitness services and facilities. The Sarkeys Fitness Center, the university's recreation and fitness center, offers a state-of-the-art facilities and equipments, as well as a variety of services.
Sarkeys Fitness Center (405) 325-3053
fitrec@ou.edu
http://www.ou.edu/far
HEALTH SERVICES (Goddard)
Health Services (OUHS) is a fully accredited ambulatory health care facility staffed by board-certified physicians, physician assistants and registered nurses. The center offers the convenience of an on-campus location and the commitment to high quality care for students, faculty, staff and their dependents.
Goddard Health Center (405) 325-4611
goddard@ou.edu
http://www.ou.edu/healthservices
LEADERSHIP & VOLUNTEERISM
Leadership & Volunteerism prepares students for leadership responsibilities and roles through educational leadership programming and student volunteer opportunities. The office advises The Big Event, OU students’ annual day of volunteerism, coordinates campus awards and recognition programs, and serves as a resource for student organizations.
Oklahoma Memorial Union, Suite 249-253 (405) 325-4020
leadandvolunteer@ou.edu
http://www.ou.edu/leadandvolunteer
STUDENT CONDUCT
This department is responsible for the day-today administration of the Student Rights and Responsibilities Code, the university’s discipline system and coordinates due process under the OU Academic Misconduct Code. It also coordinates alcohol compliance checks for the university's Greek community, and serves as a resource to the university community for dispute resolution and positive alternatives to hazing and alcohol/drug abuse.
Walker Center, Room 209W (405) 325-1540
studentconduct@ou.edu
studentconduct.ou.edu
OKLAHOMA MEMORIAL UNION (OMU)
The Oklahoma Memorial Union is the living room of the university, providing spaces to study and relax. Student organizations may host organization meetings, dinners, receptions and dances in The Union. The Union Programming Board (UPB) is a dynamic student-run organization dedicated to providing diverse programs in the Oklahoma Memorial Union for the University of Oklahoma community.
Ok Oklahoma Memorial Union, Suite 428 (405) 325-2121
union@ou.edu
http://www.ou.edu/union
UNIVERSITY COUNSELING CENTER
Unversity Counseling Center provides a wide range of counseling services including traditional counseling (individual, couple, group), psychological assessment, psychiatry, consultation and outreach. In addition the center is home to an APA accredited pre-doctoral psychology internship program.
Goddard Health Center, Room 201 (405) 325-2911
goddard@ou.edu
http://www.ou.edu/ucc
STUDENT LIFE
Student Life is the “hub” of student life at OU. By providing motivation, guidance, encouragement and support to students throughout their collegiate experience, Student Life provides program opportunities and student activities that enhance students’ academic pursuits. The department is also a central resource for more than 400 registered student organizations as well as a variety of programs and services for all OU students.
Oklahoma Memorial Union, Suite 370 (405) 325-3163 http://www.ou.edu/studentlife
ORIENTATION & TRANSFER PROGRAMS
Orientation & Transfer Programs (OTP) offers several venues for any incoming students to get aquainted to OU. From Camp Crimson to Transfer Leadership Class, OTP is a great way to have an introduction to the campus community.
MULTICULTURAL PROGRAMS AND SERVICES
MCPS offers several programs a year - cultural and intercultural celebrations, heritage and awareness events, dialogues, workshops, student leadership and cohort meetings, prejudicereduction trainings, wellness initiatives and Social Justice Engagement opportunities - all focused on teaching students personal and interpersonal skills necessary to be most effective in a diverse world.
MCPS welcomes ALL students, faculty, staff and community members to our events while at the same time supporting and celebrating specific constituency groups
1. African American Programs & Services
2. American Indian Programs & Services
3. Asian American Programs & Services
4. Latino Programs & Services
5. OU Cousins
FRATERNITY & SORORITY PROGRAMS & SERVICES
Fraternity and Sorority Life has long been a part of campus life at the University of Oklahoma. Since the early 1900s on campus, fraternities and sororities have been providing spaces for students to spend time together and challenge each other to be better. Fraternity and Sorority Programs and Services, a branch of the Office of Student Life, is committed to furthering the mission and values of our fraternity and sorority community.
1. Interfraternity Council (IFC)
2. Independent Greek Council (IGC)
3. Multicultural Greek Council (MGC)
4. National Pan-Hellenic Council (NPHC)
5. Panhellenic Association
CAMPUS ACTIVITIES COUNCIL (CAC)
CAC is the programming branch of OU's Student Government Association. CAC is responsible for programming inclusive, campus-wide events that serve all students. As an organization, we initiate and implement quality campus-wide programs throughout the academic year to all facets of campus life, with an emphasis on building community, developing leaders, and leaving a legacy.
MONEY COACH
The OU Money Coach Program will assist students with personalized, effective financial planning, coaching and financial literacy strategies to help ensure healthy lifelong financial behaviors, continous enrollment and, ultimately, graduation from the University of Oklahoma.
Couch Center, 2W (405) 325-4692 moneycoach@ou.edu
SOONER SUCCESS (Academic & Life Coach)
The Sooner Success Program is an individualized program where graduation coaches meet regularly with students to discuss academic services on campus, goal setting, career and major choices, getting involved on campus, time management, study skills and more. Coaches will continue to be a resource to their students throughout the student’s time at OU
Cate Center, Quad 4, 3rd Floor (405) 325-2577
ACADEMIC ADVISING RESOURCE CENTER (AARC)
418 Cate Building 1 (405) 325-1596
UNIVERSITY COLLEGE
University College includes Advising, the Assessment Center, the Center for Student Advancement, Freshman Programs, and the Student Learning Center to serve OU students. University College was one of the first academic units in the United States to focus on meeting the special needs of first year students. Since then, many colleges and universities have patterned their first year experience (FYE) programs on the University College model.
Lissa & Cy Wagner Hall, Suite 203 (405) 325-3521 ucquestions@ou.edu http://www.ou.edu/univcoll/
Resources under University Colleges
ACADEMIC ADVISING
Lissa and Cy Wagner Hall, Suite 100. (405) 325-3521
CENTER FOR MAJOR EXPLORATIONS
Cate Center 4 (rooms 382 & 383) (405) 325-1684 exploremajors@ou.edu
FRESHMAN PROGRAMS
Lissa and Cy Wagner Hall, Suite 170. (405) 325-3470 freshmanprograms@ou.edu
STUDENT LEARNING CENTER
Lissa and Cy Wagner Hall, Suite 245. (405) 325-7621 studentlearning@ou.edu
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
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
ca mpus invol vement
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
Scholarships
Whitehand Hall
405-325-3701
scholarships@ou.edu
http://scholarships.ou.edu
Enrollment Services
Buchanan Hall, Rm. 230 405-325-3572
enroll@ou.edu
http://www.ou.edu/enrollment
Student Learning Center
Wagner Hall, Rm. 245
405-325-7621
studentlearning@ou.edu
http://www.ou.edu/univcoll
Sooners Helping Sooners
OMU, St. 370
405-325-3163
shs@ou.edu
http://www.ou.edu/give/shs
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/writingcenter
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
stud en t se rvic es
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
he alth 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
2775 Monitor Ave
405-325-1911
oupd@ou.edu
http://www.ou.edu/oupd
Behavioral Intervention Team (BIT)
405-325-7700
normanbit@ou.edu
http://www.ou.edu/ normanbit
Compass Network
Cate Quad 4, Floor 3
405-325-8103
compass.network@ou.edu
Gender + Equality Center
OMU, St. 247
405-325-4929
gec@ou.edu
http://www.ou.edu/gec
Cate Center Office
405-325-WALK (9255) housinginfo@ou.edu
http://www.ou.edu/ police/crime/ou-safewalk
OU Advocates
OMU, St. 247
405-615-0013
http://www.ou.edu/ content/gec/advocacy
Career Services
OMU, St. 323
405-325-1974
oucs@ou.edu
http://www.ou.edu/career
Counseling Center
Goddard, Rm. 201
405-325-2911
goddard@ou.edu
http://www.ou.edu/ucc
SafeRIDE
OU Innovate App
405-325-7433
saferide@ou.edu
http://www.ou.edu/ studentaffairs/our_departments/saferide
Please call 911 if there is an emergency situation. You must notify Pro-Staff so we can help you best support your residents.
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
NORMAN, OKLAHOMA
Norman is a great town with a lot of fun activites: twenty-five festivals and events, five golf courses, historical attractions, antique shops, OU sports, and more. We have about 20,000 students and about 100,000 permanent, year-round residents. Summer Norman and school year Norman feel like two completely different places because of the traffic on campus.
Norman, Oklahoma is the home of the University of Oklahoma. It is the third largest city in the state. Norman has a small town feel with big city activities. It is known as the “City of Festivals,” for holding over 25 annual festivals and events throughout the year. Norman is also home of several historical attractions, great shopping and exciting activities to keep everyone entertained! Norman is also an easy drive to downtown Oklahoma City.
quick facts
6.5% Two or more races
:120,000+ people
3.8% Indigenous American or Alaska Native
3.4% Asian
4.1% Black or African American
5.4% Hispanic
0.2% Native Hawaiian or Other Pacific Islander
80% White
MISCELLANEOUS:
Area: 189.5 Square Miles
Mayor: Breea Clark
Mean Annual Temperature: 61.4 oF (16.3 oC)
Mean Annual Precipitation: 35.4 in City Manager: Steven Lewis
Average Annual Snowfall: 5 - 9 Inches County: Cleveland
local dining spots
CAMPUS CORNER
Home of the best shopping, dining and college game day experience. Located on Boyd between University & Asp Ave.
APPLE TREE CHOCOLATE
Locally owned candy store guaranteed to have something for everyone!
Monday - Thursday, 11 AM - 9 PM
Friday - Saturday, 11 AM - 10 PM
Sunday, 10 AM - 5 PM
BAKED BEAR
Custom ice cream sandwiches made to order with freshly baked cookies, brownies and donuts, paired with super premium craft ice cream!
Monday - Thursday, 12-10
Friday - Saturday, 12-12
BLACKBIRD GASTROPUB
Known for its pot roast nachos, elevated pub grub & wide whiskey selection.
Sunday - Saturday, 11AM- 2AM
HIDEAWAY PIZZA
Local chain featuring build-your-own pies and a variety of Italian fare.
Sunday - Thursday, 11 AM - 9:30 PM
Friday - Saturday, 11 AM - 10:30 PM
CRIMSON AND WHIPPED CREAM
Gourmet bakery and coffee bar located on historic Campus Corner.
Monday - Thursday, 8 AM - 9 PM
Friday, 8 AM - 10 PM
Saturday, 9 AM - 10 PM
Sunday, 9 AM - 6 PM
DIAMOND DAWGS
Hot dogs, corn dogs and burgers. Stop by to try the Wonderboy, their Capt'n Crunch coated Corndog!
Sunday - Tuesday, 11 AM - 10 PM
Wednesday - Saturday, 11 AM - 3 AM
FUZZY'S TACO SHOP
Modern counter-service chain serving Bajastyle tacos & other Mexican eats, plus beer & margaritas.
Sunday - Wednesday, 10 AM - 10 PM
Thursday - Saturday, 10 AM - 12 AM
HURT'S DONUTS
Offbeat donut shop with a laid-back vibe specializing in quirky sweets with unique flavors.
Sunday - Saturday, 12 AM - 12 AM
INSOMNIA COOKIES
Bakery chain known for late-night deliveries, and warm, delicious cookies!
Monday - Friday, 9 AM - 3 AM
Saturday - Sunday, 11 AM - 3 AM
I SUSHI
A small dine in, take out and delivery sushi restaurant located on campus corner.
Monday - Friday, 11 AM - 9 PM
Saturday, 12 PM - 9 PM Sunday, closed
JIMMY JOHN'S
Counter-serve chain specializing in sub & club sandwiches, plus signature potato chips.
Sunday - Wednesday, 11 AM - 12 AM
Thursday - Saturday, 11 AM - 3 AM
KONG'S TAVERN
Modern sports bar specializing in frozen drinks, alcoholic milkshakes, and the best nightlife ambience. With TVs & state of the art sound & lighting, Kong’s is the biggest sports bar the city has to offer.
Monday - Wednesday, 2 PM - 2 AM
Thursday - Sunday, 11 AM - 2 AM
LOUIE'S
Casual American eatery and pub serves a wide variety of affordable options in a come-as-youare atmosphere.
Sunday - Saturday, 11 AM - 1 AM
THE MONT
Family and student-friendly, venerable American and Mexican eatery with a popular landscaped patio.
Sunday - Saturday, 11 AM - 2 AM
NEW YORK PIZZA & PASTA
Joint offering NYC-style pizza by the slice or pie, along with Italian entrees, subs & other eats.
Monday - Wednesday, 11 AM - 11:45 PM
Thursday - Saturday, 11 AM - 2:30 AM Sunday, closed
O'CONNELL'S
Humble, wood-paneled sports bar offering American grub & beer on tap, plus trivia & karaoke nights.
Saturday & Monday, 11 AM - 12 AM
Tuesday - Friday, 11 AM - 2 AM
Sunday, closed
OTHELLO'S
Venerable family-owned spot crafting Italian fare in a relaxed setting with a patio.
Sunday - Thursday, 4 PM - 10 PM
Friday - Saturday, 4 PM - 11 PM
PAD THAI
Thai restaurant offering classic dishes, including a lunch buffet, in a modest space with a patio.
Monday - Friday, 11 AM - 10 PM
Satuday, 12 PM - 10 PM
Sunday, 12 PM - 9 PM
PEPE DELGADO'S
Tacos, burritos & other order-at-the-counter eats served in bright, casual surroundings.
Monday - Saturday, 11 AM - 9 PM Sunday, Closed
PHO WINNER
Pared-down eatery serving Vietnamese dishes, pho & bubble tea in spartan surroundings.
Monday - Saturday, 11 AM - 9 PM
Sunday, Closed
THE PORCH
Grab a bite to eat or enjoy one a craft drink while you take in the iconic view of campus from a roof top patio.
Monday - Saturday, 11 AM - 2 AM
Sunday, 11 AM - 12 AM
SECOND WIND COFFEEHOUSE
Second Wind is a Non-Profit coffee shop founded in 2008 with the goal of having an inclusive space for students at the University of Oklahoma. Coffee prices are based on suggested donations in order to make coffee accessible to all!
SEVEN47
Casual American eatery and pub serves a wide variety of affordable options in a come-as-youare atmosphere.
Sunday, 10AM - 2 PM
Tuesday, 5 PM - 10 PM
Wednesday, 5 PM - 12 AM
Thursday - Saturday, 5 PM - 2 AM
STARBUCKS
Seattle-based coffeehouse chain known for its signature roasts, light bites and WiFi availability.
Monday - Friday, 6 AM - 9 PM Saturday, 6:30 AM - 9 PM
Sunday, 7 AM - 8:30 PM
T.E.A. CAFE
T.E.A. Cafe aims to cater towards Norman's diverse community by committing to a fun and friendly environment with top notch quality.
Monday - Saturday, 11 AM - 9 PM
THAI DELIGHT
Spicy curries, sushi rolls & other Asian specialties served in a warm, down-to-earth restaurant.
Tuesday - Sunday, 11 AM - 3 pm & 4 PM - 9:30 PM
VOLARE
The best wood-fired Neapolitan pizza this side of the Atlantic.
Monday - Wednesday, 4 PM - 11 PM Thursday, 4 PM - 2 AM
Sunday - Monday, 9 AM - 10 PM
Tuesday, 9 AM - 6:30 PM
Wednesday - Friday, 9 AM - 10 PM
Friday - Saturday, 11 AM - 2 AM
Sunday, 11 AM - 11 PM
DOWNTOWN NORMAN & MAIN STREET
In historic downtown Norman, you can eat at quaint cafes, shop in stylish and vintage boutiques, enjoy the arts and entertainment and take care of business.
ALL ABOUT CHA
All About Cha specializes in serving gourmet coffee and tea while providing high-quality breakfast and lunch/dinner menus.
Monday - Saturday, 8 AM - 11 PM
Sunday, 10 AM - 10 PM
BENVENUTI'S
Refined option offering elevated Italian fare, prime steaks, seafood & wine amid a cozy ambiance.
Sunday - Thursday, 5 PM - 9 PM
Friday - Saturday, 5 PM - 10 PM
CLASSIC 50'S
Known for its pot roast nachos, elevated pub grub & wide whiskey selection.
Sunday - Thursday, 11 AM - 11 PM
Friday, 11 AM - 12 AM
Saturday, 10 AM - 12 AM
DAS BOOT CAMP
Bavarian brews & German pub food are served in an open space with a beer hall vibe & sports on TV.
Sunday - Tuesday, 11 AM - 10 PM
Wednesday - Saturday, 11 AM - 12 AM
THE DINER
Breakfast & lunch spot renowned for its chili, huevos rancheros & hearty American fare.
Monday - Wednesday, 6:30 AM - 2 PM
Thursday - Friday, 6:30 AM - 2 PM & 5 PM - 10 PM
Saturday - Sunday, 7 AM - 2 PM
THE EARTH CAFE & DELI
Neighborhood cafe & deli offering a menu of coffee, tea, organic smoothies & health-minded meals.
Monday - Saturday, 8 AM - 8 PM
Sunday, 10 AM - 5 PM
GABERINO'S
Subs, pizza, pastas & hearty Italian mains served in a quaint family-run trattoria in a strip mall.
Monday - Thursday, 11 AM - 9 PM
Friday - Saturday, 11 AM - 10 PM
Sunday, closed
THE GARAGE
Trendy bar with TV sports & games, known for inventive gourmet burgers, tacos & hot dogs
Sunday - Thursday, 11 AM - 12 AM
Friday - Saturday, 11 AM - 1 AM
GRAY OWL
Art & bikes accent this airy, open-timbered coffeehouse with light bites & a chill, hip vibe.
Sunday - Saturday, 7 AM - 10 PM
MICHELANGELO'S COFFEE & WINE BAR
Mellow espresso & wine bar offering chocolates, pastries, Italian-inspired sandwiches & pizza.
Monday - Friday, 7 AM - 10 PM
Saturday, 8 AM - 10 PM
Sunday, 9 AM - 8 PM
NEIGHBORHOOD JAM
Breakfast specialist serving innovative American plates, plus lunch, in a laid-back, modern space.
Sunday - Saturday, 6:30 AM - 2:30 PM
OZZIE'S
Home-cooked American chow, including an allyou-can-eat option, offered in this retro-themed diner.
Monday - Saturday, 6 AM - 9 PM
Sunday, 6 AM - 3 PM
SERGIO'S ITALIAN BISTRO
Traditional Italian dishes & build-your-own pizzas are prepared at this cozy bistro with live music.
Sunday - Thursday, 10:30 AM - 9 PM
Friday, 10:30 AM - 10 PM
Saturday, 4 PM - 9 PM
STELLA NOVA
Stella Nova provides crafted, small batch coffee, convenient & friendly service, and an enchanting environment in order to meet the diverse needs of guests.
Sunday - Thursday, 5:30 AM - 10 PM
Friday - Saturday, 5:30 AM - 11 PM
SWEET BASIL THAI CUISINE
Warmly painted, art-lined outpost for familiar Thai favorites like tom yum & noodle dishes.
Sunday - Saturday, 11 AM - 3 PM & 5 PM - 10 PM
SYRUP.
Bustling daytime eatery serving a range of classic breakfast & lunch plates in a modern interior.
Monday - Friday, 7 AM - 1 PM
Saturday - Sunday, 7 AM - 2 PM
TARAHUMARA'S
Laid-back, family-owned cantina with a bar & a patio dishing Mexican & Tex-Mex classics.
Sunday - Thursday, 11 AM - 8:30 PM
Friday - Saturday, 11 AM - 10 PM
TATSUMAKI RAMEN & LOUNGE
Unfussy eatery offering Japanese fare such as noodle soups with creative toppings & sushi rolls.
Monday - Thursday, 11 AM - 2 PM & 5 - 9 PM
Friday - Saturday, 11 AM - 2 PM & 5 - 9:30 PM
Sunday, Closed
THAI THAI
Casual, colorful restaurant preparing curries, noodles, fried rice & other Thai specialties.
Tuesday - Friday, 11 AM - 3 PM & 5 - 9:30 PM
Saturday - Sunday, 12 PM - 9:30 PM
FAST FOOD
THE WINSTON
The Winston is the place to go for great lunch in Norman! Enjoy favorites like their Chili-Lime Chicken Salad, Avocado Toast, Herb-Baked Trout, Coconut-Ginger Ahi Tuna Salad and much more.
Monday - Friday, 11 AM - 12 AM
Saturday, 10 AM - 12 AM Sunday, 10 AM - 9 PM
Beside local restaurants, Norman also has various fast food chain locations:
Arby’s
Braum's Ice Cream & Dairy Store
Burger King
Carl’s Jr.
Chicken Express
Chick-Fil-A
Chipotle
Dairy Queen
Del Taco
Firehouse Subs
Five Guys
Freddy’s Frozen Custard & Steakburgers
Greek House
Ihop
Jack In The Box
Jersey Mikes
Johnnie’s Charcoal Broiler Express
KFC
McAlister’s
McDonalds
Panda Garden
Panera
Pei Wei
Pizza Shuttle
Qdoba
Raising Cane’s
Schlotzsky’s
Slim Chicken’s
Sonic
Taco Bueno
Taco Bell
Taco Casa
Taco Mayo
Torchy’s Tacos
Waffle House
Wendy’s
Whataburger
Zaxby’s
GROCERY SHOPPING LOCATIONS
Norman has several places to gather some groceries and other everday items!
ALDI
Retail chain selling a range of grocery items, including produce, meat & dairy, at discount prices.
Sunday - Saturday, 9 AM - 9 PM
CREST
Crest Foods is a family owned and operated business chain of grocery stores in Oklahoma.
Sunday - Saturday, 12 AM-12 AM
HOMELAND
Homeland's mission is to serve its community by providing exceptional customer service and competitive prices. Also available are a hot deli and pharmacy!
1724 W Lindsey St
Sunday - Saturday, 6AM–11PM
2600 W Robinson St
Sunday - Saturday, 6AM–11PM
1251 Alameda St
Sunday - Saturday, 7AM–11PM
NATURAL GROCERS
Retail chain focused on natural & organic groceries, supplements, household products & more.
Monday - Saturday, 8:30 AM - 9:05 PM
Sunday, 9 AM - 8:05 PM
SPROUTS FARMERS MARKET
Specialty chain offering a range of natural & organic grocery items.
Sunday - Saturday, 7 AM - 10 PM
TARGET
Retail chain offering home goods, clothing, electronics & more, plus exclusive designer collections.
Monday - Thursday, 8 AM - 11 PM
Friday - Saturday, 8 AM - 12 AM
WALMART NEIGHBORHOOD MARKET
A Walmart catered to picking up last minute groceries while also offering a limited collection of items for household needs.
2551 Classen Blvd
Sunday - Saturday, 6 AM - 12 AM
3571 W Rock Creek Rd
Sunday - Saturday, 6 AM - 12 AM
WALMART SUPERCENTER
Retail chain offering home goods, clothing, electronics & more!
3651 Classen Blvd
Saturday - Sunday, 12 AM - 12 AM
601 12th Ave NE
Saturday - Sunday, 12 AM - 12 AM
333 N Interstate Dr
Saturday - Sunday, 12 AM - 12 AM
THINGS TO DO IN NORMAN!
The City of Festivals, Norman is far more than a simple college town with its collection of museums, community events, and its many festivals.
2ND FRIDAY NORMAN ART WALK
The 2nd Friday Norman Art Walk is a monthly, citywide celebration of art in Norman. It’s a collaboration between artists, art organizations, and businesses, brought to you by the Norman Arts Council. All events are free and open to the public from 6pm to 9pm. The main action happens in Downtown Norman where many of the businesses are having art shows, live music, giveaways, and other fun activities.
Cost: Free to attend
Location: Downtown Norman
BEATS AND BITES AT RIVERWIND CASINO
Each month, May through August, the COOP Ale Works Beats & Bites Festival brings you an amazing combo: dozens of the metro’s best food trucks and great live music. Vendors with the coolest merchandise. A beer garden! Plus free, live outdoor concerts from some of the best acts around. Oh, and a fireworks display, in July, naturally.
Cost: Free to attend
Location: Riverwind Casino Concerts are monthly, May - August, and begin at 8 PM
ESCAPE THIS NORMAN
An Escape Room is a form of entertainment that involves creativity, problem-solving and teamwork to “escape” from a locked room. You will be “locked" in a themed room of your choice and you’ll have one hour to solve puzzles and find codes in order to escape. There are several rooms to choose from, as well as a game room for parties and team-building events. Unplug from your devices and spend quality time with family and friends! Reservations can be made online or by phone call. Walk-ins are also welcomed, but not guaranteed.
Cost: $22.00/Person
Location: 550 24th Ave. NW, Suite C Tuesday-Thursday 4:30PM - 8:00PM Friday 4:30PM - 12AM Saturday 12PM - 12AM Sunday 12PM - 8PM
FRED JONES, JR MUESUM OF ART
Through its growing collections, diverse exhibitions, and programs, the Fred Jones Jr. Museum of Art creates opportunities for the University family, the people of Oklahoma, and our national and international audiences to derive knowledge, understanding, and enjoyment from the visual arts.
Cost: Free Thursday, 10 AM - 9 PM Friday - Wednesday, 10 AM - 5 PM
HEYDAY ENTERTAINMENT
Bi-level laser tag arena with bridges & ramps, plus mini-golf, a ropes course, arcade & pizza place.
Cost: Dependent upon activities
Location: 3201 Market Pl
Sunday - Wednesday, 11 AM - 10 PM
Thursday, 11 AM - 11 PM
Saturday - 10 AM - 1 AM
INTERNATIONAL PANTRY
The international pantry has been Oklahoma's gourmet and kitchenware destination since 1978. The store carries everything your kitchen needs, including a complete selection of cutlery, cookware, bakeware, kitchen gadgets, linens, small electrics, culinary gadgets, glassware, barware, gourmet foods, ethnic foods, Made in Oklahoma foods, specialty spices, coffee, bulk olives and much more! If you're looking to brush up your culinary skills, there are also cooking classes offered from local chefs. You will receive recipes of each dish, observe the chef prepare each course, and then enjoy their creations!
Cost: $45-75
Location: 1618 W Lindsey St
Monday - Saturday, 10 AM - 6 PM
JAZZ IN JUNE
Jazz in June exists to provide the hippest jazz festival around as a gift to our community. The festival remains free to the public.
LOOT & XP
A board game café off of 24th and Main in Norman, Oklahoma. Customers of all ages and types are welcomed to come buy games or play games in store. While playing games, grab some food and drinks at their concession. Offering a variety of games to play, this place is defintely fit for a fun group hangout!
Cost: $6 for complete access to library $3 if you bring your own game/materials
Location: 2228 West Main St
Sunday, 12 PM - 11 PM
Monday - Thursday, 3 PM - 11 PM
Friday - Saturday, 12 PM - 1 AM
NORMAN MUSIC FEST
Norman Music Festival is a free, independent music festival in downtown Norman, Oklahoma Founded in 2008, NMF was originally a one-day event and has since grown to span two nights and one full day and night of music and arts. NMF features performers from several different genres in both indoor and outdoor venues.
Cost: Free
Location: Downtown Norman April 25 - 27, 2019
OU STAR PARTY
Cost: Free
Location: Brookhaven Village & Andrews Park
June 20 - 22, 2019
Every Wednesday night while University of Oklahoma (OU) is in session, the Physics and Astronomy department hosts public star parties on the roof of their observatory. The star parties have several telescopes with each one set up to view a binary star, nebula, planet, or star cluster.
OU ATHLETICS
OU athletic events are a big part of the OU experience, especially Saturdays in the fall and with 47 national championships! Students receive free admission to all athletic events, except football and men’s basketball. All you have to do is show your OU student ID.
To purchase OU Football and Baskettball tickets, visit http://www.soonersports.com/
OU UNIVERSITY THEATRE
You can enjoy high-quality theatre productions by our fine arts students from September through May. This includes Drama, Dance, Musical, Opera, Lab Theatre, or Music Concert.
Cost: $5 - 10 depending on the productions (Advance Purchase)
PINOT'S PALETTE
Attendees paint during evening classes at this art studio chain serving alcohol at most locations.
Cost: $22 - 35/person
Location: Downtown Norman April 25 - 27, 2019
SHALL WE DANCE?
A dance studio dedicated to the partnerdancing styles of Ballroom, Latin, Country, and Swing. No partner? No problem!
SOONER BOWLING CENTER
Complex offering 24 lanes with bumpers, glow-inthe-dark parties, pool tables & American eats.
Cost: $5 - $10
Location: 550 24th Ave
Monday - Thursday, 10 AM - 12 AM
Friday - Saturday, 10 AM - 1 AM
Sunday, 12 PM - 12 AM
STAR SKATE
Old-school roller rink offering party packages & regular special events such as speed meets.
Cost: $5 - $10
Location: 2020 W Lindsey Thursday, 6 PM - 9 PM Friday, 7 PM - 10:30 PM
Saturday, 1 PM - 5 PM & 7 PM - 10:30 PM Sunday, 2 - 4 PM
SUMMER BREEZE CONCERT SERIES
The Summer Breeze Concert Series has become a Norman tradition, featuring national and local musicians performing in Norman's Lions and Andrews Parks. These May through September, Sunday evening concerts are casual familyfriendly events. Bring a blanket and picnic basket and enjoy!
Cost: Free
Location: Lions Park, Flood and Symme May - August
Cost: $45
Location: 2260 W Main St
Monday - Friday, 10 AM - 9 PM
Saturday - 10 AM - 4 PM
COMMUNITIES OF FAITh
BAHA'I FAITH
Baha'i Faith of Norman 526 Iowa St
BAPTIST
Alameda Baptist Church 1503 Alameda St
Baptist Student Union University of Oklahoma
Berry Road Baptist Church 500 N Berry Rd
Bethel Baptist Church of Norman 1717 W Lindsey St
Blue Lakes Baptist Church 201 W Indian Hills Rd
Calvary Free Will Baptist Church 3730 N Porter Ave
Community Missionary Baptist Church 701 E Apache St
Concord Missionary Baptist Church 1500 Stubbeman Ave
Cooperating Baptist Fellowship of Oklahoma 1017 Elm Ave
East Robinson Baptist Church 4150 E Robinson St
Everlasting Life Baptist Church 925 E Brooks St
Enterprise Baptist Church 2425 84th Ave SE
Faith Baptist Church 3661 120th Ave SE
Faith Pointe Baptist Church 3404 36th Ave NW
First Baptist Church of Norman 300 W Comanche St
First Free Will Baptist Church 2601 24th Ave SE
First Hispanic Baptist Church 1639 Stubbeman Ave
Franklin Baptist Church 7327 E Franklin Rd
Little Axe Baptist Church 3405 168th Ave NE
Lakeview Baptist Church 10510 Alameda Dr
Mainstream Oklahoma Baptists 1017 Elm Ave
Northeast Baptist Church 905 E Rock Creek Rd
Pleasant Hill Freewill Baptist
4800 E Franklin Rd
Robinson Street Baptist 801 E Robinson St
Southern Oklahoma Chinese Baptist Church 625 E Frank St
Trinity Baptist Church 801 N Peters Ave
Union Baptist Association 1637 Stubbeman Ave
Westwood Baptist Church 724 Fairway Dr
BUDDHIST
University Buddhist Association University of Oklahoma CATHOLIC
St. Joseph’s Catholic Church 211 N Porter Ave
Our Lady of Lebanon Maronite
500 Alameda St
St. Mark the Evangelist Catholic Church 3939 W Tecumseh Rd
St. Thomas More University Parish and Student Center
100 Stinson St
CHRISTIAN
Cornerstone Christian Church 2323 Classen Blvd
First Christian Church 220 S Webster Ave
ISLAMIC
Islamic Society of Norman 420 E Lindsey St
JEHOVAH’S WITNESSES
Jehovah’s Witnesses 2201 E Imhoff Rd
LUTHERAN
Grace Evangelical Lutheran Church 900 24th Ave NW #1
Trinity Lutheran Church 603 Classen Blvd
University Lutheran Church 914 Elm Ave
MESSIANIC
B’Nai Shalom Messianic Congregation
Online - FB : https://www.facebook.com/ bnaishalomtv/
METHODIST
Bridgeview United Methodist Church
4300 W Indian Hills Rd
First American United Methodist 1950 Beaumont Dr
Goodrich Memorial United Methodist Church 200 Hayes St
McFarlin Memorial United Methodist Church 419 S University Blvd
St. Stephens United Methodist 1801 W Brooks St
The Wesley 428 W Lindsey St
MORMON
The Church of Jesus Christ of Latter-day Saints 848 Elm Ave
New Life Bible Church 330 Broce Ct
Redeemer Church 1320 W Lindsay
Seeker Church 1118 N Berry Rd
Victory Family Church 4343 N Flood Ave
Wildwood Community Church 1501 24th Ave NE
PENTECOSTAL
Apostolic Worship Center United Pentecostal Church 3221 N Porter Ave
First Pentecostal Church of God 1055 24th Ave SE
PRESBYTERIAN
NON-DENOMINATIONAL
Antioch Community Church 1330 E Lindsey St
Crosspointe Church 2601 24th Ave SE
Grace Fellowship 102 W Eufaula St
LifeSpring Church 600 W Tecumseh Rd
Christ the King Presbyterian Church 2373 Blvd
First Presbyterian Church 555 S University Blvd
Grace Presbyterian 310 N Findlay Ave
Memorial Presbyterian Church 601 24th Ave SW
residential curriculum
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 beyond 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
3. Basis in Developmental Theory and Research
4. Educational Strategies are Developed to Advance Learning Outcomes
5. Educational Strategies Go Beyond Programmed Events
6. Student Staff Are Utilized in Roles Appropriate To Their Skill Development
7. Learning is Scaffolded and Sequenced To Follow Time-Based Development
8. Key Stakeholders are Identified and Involved in the Planning Process
9. Peer-Review is Accomplished Through an Intentional Process
10. Cycle of Assessment for Student Learning and Educational Strategies
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.
Educational content and strategies are grounded in student development theory and learning pedagogy.
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 leaders and staff members are considered to be facilitators rather than designers of 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 beyond the Classroom. About Campus, 22: 22-31.
residential curriculum
what is the 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
1. Community Building
2. Academic Engagement
3. Identity Exploration
4. Committed Compassion
5. Intercultural Competence
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
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.
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
UPPER YEAR
Aware of the importance and benefits of having and engaging in inclusive community.
FIRST YEAR
UPPER YEAR
Able to locate and identify academic resources.
Taking advantage of available academic support. Identifying learning styles and motivations for continued academic achievement
FIRST YEAR Service based on campus expectations
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.
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.
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.
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.
UPPER YEAR
Exposure to issues in surrounding communities; awareness of experiences of others. Extrinsic motivation to engage in service
FIRST YEAR
UPPER YEAR
Able to respectfully discuss previously formed ideas of self
Continue to develop a deeper awareness of self and begin to recognize that identities are interconnected and will continually grow and develop
FIRST YEAR
UPPER YEAR
Understand the basics of personal identity
Exposure to other cultures, backgrounds, and environments. Increased awareness of aspects of privilege and personal biases
Acting on and engaging issues in campus/ local/ regional communities. Intrinsic motivations to participate in service
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
Recognize elements of privilege, establishing genuine relationships with students from other cultures, backgrounds and identifiers
Sharing personal backgrounds and learning from the experiences of others. Begin questioning personal biases and privilege. Consistently developing your world knowledge
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
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
Advocating for differing identities, cultures and backgrounds, be an agent of change for a more socially just society
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:
1. Anticipated
2. Unanticipated
3. Nonevents
Four major sets of factors influence an individual's ability to cope with a transition period:
1. Situation
2. Self
3. Support
4. Strategies
Chickering used the Transition Theory to explain the transition process of college students as:
1. Moving In
2. Moving Through
3. Moving Out
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.
CH A LLENG E
- Comp lex wo rk and life challenges
- Shar e author it y; interdependence
- Develo p person al autho ri ty
- Mutu al learning and prob lem so lving
- Respect learners’ t ho ughts and feelings
- Si tu at ed in learners’ experiences
LEARNI NG PA RTNE RS HIP MO DE L
BLOOM'S TAXONOMY (Bloom)
Bloom’s Taxonomy is a hierarchical ordering of cognitive skills that can, among countless other uses, help educators teach and students learn. Although Bloom's taxonomy is not our foundational theoretical framework, it is an incredibly useful tool for us to identify our learning outcomes, build our facifitation guide, and assess our student's learning.
Knowledge dimension
Cognitive dimension
REMEMBER
FACTUAL
The basic elements a student must know to be acquainted with a discipline or solve problems in it.
CONCEPTUAL
The interrelationships among the basic elements within a larger structure that enable them to function together.
PROCEDURAL
How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.
METACOGNITIVE
Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition
Retrieve relevant knowledge from long-term memory. List Recognize Recognize Identify UNDERSTAND
Construct meaning from instructional messages, including oral, written and graphic communication. Summarize Classify Clarify Predict APPLY
Carry out or use a procedure in a given situation. Respond (to question) Provide (advice, answer, example, etc.) Carry out Use
ANALYZE
Break down material into its component parts Categorize Differentiate Integrate Deconstruct EVALUATE
Make judgments based on criteria and standards. Select (the best, most fitted, etc.) Determine Judge Reflect CREATE Put elements together to form a coherent whole; reorganize into a new pattern or structure. Generate Assemble Design (a workflow) Create
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 infomation 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.
graduate assistant curriculum
Residence Life’s commitments to our graduate students is evidenced by our sequenced graduate student curriculum. The professional staff has created a two year educational plan for graduate students to explore the profession of Student Affairs, understand their role as a scholar-practitioner, and continue to develop their own identity in Student Affairs.
statement of needs
In student affairs, graduate student development is often being ignored due to the assumptions based on their academic level (Gansemer-Topf, Ross, & Johnson, 2006). However, just like any other populations, graduate students need support through their transition period as well as their development, both personally and professionally. According to A Model for Graduate Student Development developed by MIT Careers Office – Graduate Student Perspectives, during their earlier stage of transition, graduate students can meet different challenges such as maintain motivation due to imposter syndrome, lack of sense of purpose and direction, and difficulties in managing academic demands. During their time in graduate school, graduate students continue to need support to manage self-motivation as complacency can develop, as well as to balance between academic and other areas of their lives such as involvement, assistantship, and social life. During their exit stage, they can suffer from disengagement due to the demands of balancing between job search and academic rigor, pressure to make rapid progress, and imposter complex, etc. (MIT Careers Office – Graduate Student Perspectives, 2007).
As stated in both OU Student Affairs’ mission statement and Residence Life’s educational priority, we, as the division, commit to “enhance students’ academic success” and “contribute to students’learning” by “developing student skills, cultivating diverse, campus life experiences and enriching the university community.” We can enhance our graduate students’ experience and learning by creating opportunities for students to engage with current student affairs professionals, explore their professional identities, and develop their scholarship outside of the classroom environment.
THEORETICAL FRAMEWORK
In order to help graduate students develop and communicate their professional identity, we use Chickering’s Theory of Identity Development – Seven Vectors as the main framework. As many developmental aspects will be addressed in their course work in graduate school and through the exposures in their current graduate assistantship, the curricular strategies can contribute to graduate students’ professional identity development in the following ways:
VECTORS
Developing Competence
Managing EmotionsMoving Through Autonomy Toward InterdependenceDeveloping Mature Interpersonal Relationships
Establishing Identity
Developing Purpose
Developing Integrity
(Chickering, 1969)
METHODOLOGY
Based on ACPA & NASPA’s Professional Competencies Rubrics, we will develop a rubric to adequately assess graduate students’ development.
Graduate students will receive tools to:
- Verbalize and express their emotions/thoughts through a critical lens in a professional way through their writing examples and artifacts
- Document their growth in interpersonal relationships and leadership development
- Be autonomous in their work on the e-portfolio with feedbacks and guidance provided by student affairs professionals and career services experts
By using critical theories, graduate students will be asked to think critically about different higher education issues/hot topics, their professional mission and values, and higher education research, etc. and they can reflect their understanding and demonstrate their intercultural competency through their artifacts writing.
Graduate students will be asked to reflect critically on their values and express them through their professional mission. Graduate students will also receive the tools to distinguish their passion from purpose, develop goals based on their values and mission, and develop the language to express them in a professional and scholarly way.
Graduate students will be asked to develop an action plan that is integrated into their work and other strategies implemented by Residence Life (Theory to Practice), Student Affairs, or their graduate coursework (Practicum) based on their personal and professional values and mission statement.
The proposed methodology listed above incorporate critical theories in Experiential Learning and Transformational Learning models. Graduate students, in the division of student affairs in general and in residence life specifically, are encouraged to think critically about various issues of social inequity while forming and developing their professional identity. They will have opportunities to reflect on their personal identities and how it can make an impact in their practice in the field of student affairs.
RUBRICS
MOVING IN
Graduate Students will understand the thought and reasoning behind the implementation of our residential curriculum and understand their role as a community builder in their spaces.
MOVING THROUGH
Graduate students will begin to learn the culture of the university and the different ways we approach community across campus, especially in our residential spaces. Graduate Students will feel like a member of the OU Family and feel empowered to engage in and create their own positive communities as well as build lasting relationships. Graduate students will have the knowledge and comfort to help others navigate and develop their own communities.
MOVING OUT
Graduate Students will be passionate and engaged with the University of Oklahoma Community. They will be able to not only belong to the larger community but be able to create and facilitate community building and growth in this area for undergraduate students.
Graduate Students will understand the resources and materials presented and promote those resources to others. Graduate Students recognize and appreciate lifelong learning and enjoy working creatively and independently with fewer guidelines. With this knowledge and skill, Graduate students will motivate others through their actions and example.
Graduate Students are other-oriented, but acting with the expectation of return or reward. Compassion they show may come from the idea of us versus them, with the motivation to serve others based on available opportunities and what points, credit, or personal gains they may receive. Action is local or regionally based and prioritized to their interests and identities.
Graduate Students will have a base understanding of their personal identity and begin to understand and develop how they want to shape their professional identity. Graduate Students will partake in conversations surrounding identity development and begin to recognize the role identity takes in their personal and professional lives. Graduate students may begin to conceptualize the idea of being an aspiring ally, but may understand it as a noun.
Graduate Students begin to developed and identify passion areas and interests. Graduate Students will have an understanding of theory and its place in our curriculum and the development of the academic strengths of our students. They will recognize the relationships between academics and the student’s life experience. They will learn to apply their knowledge in their academic and work settings.
Graduate students are able to use resources to gather research and present on passion areas and higher education topics. Graduate students use their knowledge and research to apply theory to their work within Residence Life. Graduate Students will strive academically and be able to provide successful strategies to undergraduate students.
Graduate students are able to understand their identities and be able to tell their own story. They understand the importance of celebrating and appreciating other's stories and cultures. Graduate students see how identity plays a role in the larger community on our campus.
Graduate Students will understand the importance of perspective taking of others. They will understand the difference between volunteerism and service learning. Graduate Students being incorporating service learning into their planning and practices.
Graduate Students develop a deeper awareness of self which has been constructed through internal exploration and engagement with others. They are comfortable in their identity including their interests and abilities and will better understand how to navigate previous communities with a new and explored identity. They also recognize that identities are not fixed, and in being an aspiring ally they begin to look at how their identity moves through spaces.
Graduate Students are able to tell their own story, including their shown and hidden identities. They have begun to understand others stories and begin advocating for the appreciation and admiration of differing identities, cultures, and backgrounds. Graduate Students will understand and own the privileges they hold, as well as be willing to be an agent of change and create learning and teachable moments in the workplace and beyond.
Graduate Students are empathic to others without personal motivation behind their actions and feelings. Graduate Students treat everyone with compassion and recognize the humanity of all people. Use empathy to create sustainable projects and initiatives that deconstruct systems of oppression in the local community and recognition of the impact on a global scale.
Graduate Students will have developed a deep understanding of their own identity. They are able to create meaning of their personal and professional identity and how it impacts and interacts with the identities of those around them and in a larger society. Graduate students will be able to facilitate and create activities and strategies to help undergraduate students develop a better sense of their own identity. Recognizes ally as a verb and consider the spaces that they move in the lens of their identity.
Graduate Students will understand oneself and others and be able to place the individual within structures that are intertwined, recognizing that changes in one part of the system will result in changes in other parts. Graduate Students identify knowledge, skills, and attitudes that will develop the ability to consider the interrelationship of the parts within the whole and to understand issues and events as they relate to larger systems and their power differences.
EDUCATIONAL STRATEGIES
THEORY-TO-PRACTICE & SERVICE LEARNING
In the Fall semester, different teams within Residence Life present a scholarly article and its impact on our practice within housing. These presentations and discussions serve to highlight how we use classroom-style learning in everyday practice. In the Spring semester, graduate students and full-time staff will develop a small scale project as a deliverables for their topics to bring their theory into practice.
TEACHING OPPORTUNITIES
Resident Directors interested in gaining teaching experience have a wide array of opportunities to hone their skills, including the RA Class, developing and presenting ongoing training opportunities for student staff, facilitating Residence Life curriculum, etc.
SEMINAR SERIES
An important part of developing professionals is the investment from upper level administration as well as our student affairs professionals. Resident Directors will get opportunities to have facetime from the Student Affairs leadership team as well as opportunities to learn from other student affairs professionals through seminars, workshops, or informational interview. Sessions are sequenced based on Graduate Students' needs for professional development and professional skills.
READ & LEAD
The Strategic Guide to Shaping Your Student Affairs Career, sessions developed by full time staff to coordinate with book chapters, appropriately sequenced and scaffolded to our graduate students' needs and development. Sessions will be hosted in each Fall semester.
ELECTRONIC PORTFOLIO
Follow the Bowling Green University SAHE model, assist in development and creation of e-portfolios highlighting resumés and competency development. The e-Portfolio will serve as an assessment tools of Resident Directors' growth and development.
CENTRALIZED ONE ON ONES
The One on One structure will be common across all areas for at least four one on one meetings, common professional development planning. Performance evaluations will be provided to graduate students at the beginning of their job agreement, and will occur throughout the semester.
MONTHLY MONDAY CHAT
Each month, Resident Directors will be able to discuss in groups about topics that pertaining to their development, including transition issues, academic, impostership syndrome, etc. Each topic is developed and facilitated by full time professional staff.
tentative schedule
This is a tentative schedule. We will inform you as soon as we finalize any changes. Please visit the Canvas page for more details. HIghlighted items are due on Canvas at Noon. There are development opportunities that are not included in this calendar.
summer 2019 formal training schedule
summer 2019 formal training schedule
FRIDAY,
2
9
TUESDAY,
9
9
THURSDAY,
TUESDAY,
THURSDAY,
e-portfolio
Follow the Bowling Green University SAHE model, Residence Life department at the University of Oklahoma wants to assist Graduate Student in development and creation of e-portfolios to highlight their professional competencies and development, showcase diverse artifacts to support your proficiencies, and contextualize those artifacts for your next steps (potential employer, advanced graduate degree, etc.) The E-Portfolio must include the following items:
RESUME
Although your resume should be tailored specifically to whichever job you are applying to, you can display your standard resume and/or CV on your e-Portfolio. Resume is an opportunities to advertise your skill sets, proficiencies, and other relevant experiences.
PERSONAL STATEMENT
A personal statement is an opportunity to showcase your goals and passions, your strengths and competencies, and your professional and/or academic aspirations. The personal statement can take many forms, including a statement of purpose (focus on your credentials and aspirations), a leadership profile (showcase your leadership styles), an education philosophy (reflect your beliefs and practices as an educator/student affairs practitioner). Depending on your goals, you can include some, or all of the elements in your personal statement.
PROFESSIONAL DEVELOPMENT PLAN
The Professional Development Plan is an opportunity to show your growth and development, and your plan to improve yourself professionally in the up-coming years (3 - 4 years). In this section, you can document how you have grown and what opportunities you have taken for your professional development during your time in graduate school, your self-assessment project, and what opportunities do you want to take in the future to advance your professional goal.
ARTIFACTS
Artifacts are the documents and media that you include in your ePortfolio. They act as evidence of your skills, experiences, and knowledge. Examples of artifacts include essays, blog posts, videos, assessment reports, lesson plans, pictures, and certificates. As you gather materials for your ePortfolio, remember to display relevant evidence and include a variety of artifacts.
OTHER
This list is certainly not exhaustive of options for you to showcase your skills and experiences. The E-Portfolio can be your personal branding or profesional website. Be creative in your process!
Due dates: For 2nd year/returner/graduating graduate students only
First draft: 11/15 Revised draft: 1/30
resume
Due on Canvas at Noon on the following dates: 8/26 and 11/14.
CRITERIA
Overall Appearance/Style
MOVING IN
Format is not appealing. Information is not laid out in a clear format. Does not draw attention and has lack of structure.
MOVING THROUGH
Consistent in style but has some uneven white space or does not fill up a page. Important information may not stand out clearly to reader. Appearance may lack appropriate use of bold/italics, font, bullet points or margins.
MOVING OUT
Fills page, not crowded. Consistent in font style and layout. Information is clear. Centered on page and good choice of font and type size. Structure has clear purpose.
Category Selection
Resume does not include subject headers, or lack appropriate categories or category selection is unclear
Experience
No type of experience (work, volunteer, leadership or other) is listed. Descriptions are not detailed and offer no illustration of what was done.
Category selection is well defined and order of information on page is good, may need to be structured differently to be more effective.
Appropriate experience listed. Sentence fragments are used, but descriptions may not be result oriented or verbs may be weak.
Choice of subject headers is excellent. Most important items are listed on the top half. Categories selected include enough information within each to substantiate the need for the heading.
Appropriate experience listed with organization name, title, dates, and location. Sentence fragments are concise, direct, and accomplishment oriented; strong verbs and appropriate verb tense is used. Results are quantified. Listed in correct chronological order
Education Section is not included or crucial information is missing. Section lacks information and format.
Additional information may need to be included to increase length of resume or too much information may be included.
Typos/Spelling Errors
Additional Sections
Mechanical errors are so widespread that they are distracting.
Additional sections are missing.
Few errors, shows but consistent pattern. Information may be abbreviated when it should be spelled out.
Additional section is missing key information, or information is weak or irrelevant.
Degree and major are listed with graduation month and year, name and location of school. If GPA is listed it is over a 3.0. Honors and Scholarships are included here or in their own section if more appropriate. Important information is highlighted.
No or extremely minor errors (Capitalization, spelling, grammar).
Included additional section with relevant, well organized, and easy to understand information. If appropriate, leadership roles and related activities are indicated.
PROFESSIONAL DEVELOPMENT PLAN
Use this worksheet to help summarize your interests and needs for growth and development in your current position and for future positions. You can also access it on Canvas page. Due 9/5 on Canvas.
What are my aspirations for this academic year? What experience, education or support would help me advance professionally? Break them down into 5 concrete goals below and create an action plan.
1
2
3
4
Am I sufficiently challenged by my responsibilities?
Who do I want to connect to?
First-year only: Who do you want to conduct an informational interview with? What do you hope to learn from them? What are some questions are you asking them?
informational interview
For first-year GA only. Due on Canvas on 10/31
Who are you interviewing?
What do you hope to learn from them?
What are some questions are you asking them?
Please write a short reflection (1-2 pages) about your interview with the following information:
- Information about the interviewee (Name, title, why do you choose this individual, and how?)
- Summary of the significant information you gained from your interviewee
- What did you learn from your interview?
- How are you hoping to utilize the information in the future?
- The impact this interview had on your career/passion pursuits? Noting that this can have a positive or a negative impact. Sometimes we realize we do not want what we originally thought, and that's okay!
- Any other information or additional positive outcomes from your interview?
Please visit the canvas page for more resources (interview questions, professional etiquette, etc.)
REQUIREMENTS:
1. The person you choose to interview may not be someone with whom you already have an established relationship. They must be someone new to you, otherwise you aren’t expanding your professional network.
2. You may conduct a face-to-face interview (best) or a telephone/Skype interview. You may not “interview” via email. This would be inconsiderate and unprofessional.
3. Please remember that you are a reflection of the department, so act professionally. This interview can certainly help you network, but it can also harm your reputation if you are unprepared or act unprofessionally.
4. Once you have submitted your reflection, your supervisor will receive a copy and will discuss your reflection with you during your following one-on-one meeting.
ACHIEVEMENT INVENTORY
Graduating GA only. This can reflect your achievement in your role as a Resident Director, in your involvement, in your internship/practicum, or your academic work. Due on Canvas on 10/31.
YEAR ACHIEVEMENTS/ARTIFACTS
Ex: 1st Create a programming menu
NOTES
Developed some program-in-a-bagas well as audited existing programs on campus
EDUCATIONAL PHILOSOPHY
Adapted from University of Calgary
First-Year GA (EDAH recommeded) only. Due 1/30 on Canvas.
An educational philosophy statement clearly communicates what our beliefs are about educational leadership, why we hold these beliefs and how we translate our beliefs into practice. Please use the following guide to draft your Educational Philosophy. Examples are available on Canvas.
PHILOSOPHY STATEMENT COMPONENTS
Beliefs about educational philosophy
GUIDING QUESTIONS
What are my beliefs about educational leadership in postsecondary education? Why do I hold these beliefs? Who or what has most informed my leadership approaches? How have my beliefs been influenced by my experiences postsecondary educator and/or scholarly literature related to leadership? What difference do I hope to make as a leader? What does it mean to be a good leader in a postsecondary context?
Educational leadership activities and initiatives
Impact and Influence
Future Aspirations
What educational leadership activities, practices and initiatives have I implemented? How do these align with my beliefs? When have I felt most engaged and affirmed as an educational leader? What are my key strengths and skills as a leader? What am I most proud of? What sets me apart? What are some of my accomplishments as a postsecondary leader?
What difference have I made, and how do I know? What has been the impact and influence of my educational leadership (on me, on students, on colleagues, on my department, on my faculty, on the institution and beyond)? What have others learned from my leadership approaches?
How will I continue to develop, grow, and improve as a leader? What interests me most about teaching and learning in post-secondary education? What changes do I most hope to see and inspire? What are my future goals and aspirations as a leader in post-secondary education?
Developing an educational leadership philosophy statement provides an opportunity for individuals to reflect on their own leadership beliefs and activities. This process also makes visible the many ways in which leadership is formally and informally enacted by individuals on our campus.
LEADERSHIP PHILOSOPHY
Adapted from University of Calgary
First-Year GA (HR recommeded) only. Due 1/30 on Canvas.
A leadership philosophy statement clearly communicates what our beliefs are about leadership, why we hold these beliefs and how we translate our beliefs into practice. Please use the following guide to draft your Leadership Philosophy.
PHILOSOPHY STATEMENT COMPONENTS
Beliefs about leadership philosophy
Personal leadership activities and initiatives
Impact and Influence
Future Aspirations
GUIDING QUESTIONS
What are my beliefs about leadership as a concept? Why do I hold these beliefs? Who or what has most informed my leadership approaches? How have my beliefs been influenced by my experiences in the field? What difference do I hope to make as a leader? What does it mean to be a good leader in a professional context?
What leadership activities, practices and initiatives have I implemented? How do these align with my beliefs? When have I felt most engaged and affirmed as an leader? What are my key strengths and skills as a leader? What am I most proud of? What sets me apart? What are some of my accomplishments as a leader in the professional setting?
What difference have I made, and how do I know? What has been the impact and influence of my leadership (on me, on colleagues, on my department/organization)? What have others learned from my leadership approaches and practices?
How will I continue to develop, grow, and improve as a leader? What interests me most about the field? What changes do I most hope to see and inspire? What are my future goals and aspirations as a leader in post-secondary education?
Remember that both Educational and Leadership Philosophy is meant to reflect who you are as a person and a professional. It should not only showcase your values, beliefs, but also your relevant experiences and accomplishment in the field. For HR student, this can certainly be tailored to your counseling philosophy, or your management philosophy so it can be applicable to your future work/ career aspirations.
READ & LEAD GUIDED READING
The Strategic Guide to Shaping Your Student Affairs Career is a book for any student affairs professional who wants to strategically shape their career path―and will be particularly helpful for people who are entering a career in student affairs.
CHAPTER 1: INTRODUCTION TO THE FIELD
The student populations I serve are:
Their unique needs are:
How does my role/mydepartment address those needs?
How do other campus partners help addressing the needs of my students?
CHAPTER 2: NEW PROFESSIONALS THROUGH THE MAGNIFYING MIRROR
What are some expectations do you have for your GA-ship? Are they being met?
What are some skills you have already had? Which one of them are considered "useful"?
Rank your compentencies, based on the ACPA/NASPA Professional Competencies Rubrics https://bit.ly/2z1Pb96
Advising & Helping
N/A Foundational Intermediate Advanced
Assessment, Evaluation, & Research
N/A Foundational Intermediate Advanced
Equity, Diversity, & Inclusion
N/A Foundational Intermediate Advanced
Ethical Professional Practice
N/A Foundational Intermediate Advanced
History, Philosophy, & Values
N/A Foundational Intermediate Advanced
Human & Organizational Resources
N/A Foundational Intermediate Advanced
Law, Policy, & Governance
N/A Foundational Intermediate Advanced
Leadership
N/A Foundational Intermediate Advanced
Personal Foundation
N/A Foundational Intermediate Advanced
Student Learning & Development
N/A Foundational Intermediate Advanced
CHAPTER 3: CREATING A STUDENT AFFAIRS CAREER STRATEGY
Do you have a “dream first job” in mind?
Do you have a type of institution that you prefer?
What are some qualifications/requirements for you to attain said job?
Highlight any qualifications you met. What are some skills you need experience in?
What are some opportunities that can help you attain those skills?
SKILLS
OPPORTUNITIES
CHAPTER 6: PLANNING FOR PROFESSIONAL DEVELOPMENT
PROFESSIONAL DEVELOPMENT SUPPORT INVENTORY
PROFESSIONAL ORGANIZATIONS
What are some professional organizations can help you reach your goals?
National:
PEOPLE
Who are the people you want to engage in this conversation? Who do you want to connect to?
Local:
INSTITUTIONAL INVOLVEMENT
What are some involvement opportunities for you to engage in your passion at OU?
RESOURCES
What are some resources (webinars, readings) that help strengthen your skills and knowledge? Build yourself a (digital) library!
CHAPTER 4: LIFELONG LEARNING
FORMAL LEARNING
What are some areas of your academic passion/research interest?
You can research and create presentations/workshop materials to market yourself as an educational expert in said areas. This can be useful for class projects, conference proposals, interview presentations...
INFORMAL LEARNING
Please document your accomplishments/knowledge/experience in the following areas
Volunteering
Interning
Shadowing
Serving on Committees
Reading Literatures
Webinars
Participating in Conferences/Institutes
Intentional Conversations (about ...)
CHAPTER 5: THE JOB HUNT & EXTENDING YOUR EXPERIENCE
What are some functional areas are you interested in?
Where do you want to live?
Type of Institution
Other non-negotiables:
Audit your transferrable skills
TRANSFERRABLE SKILLS
Salary & Benefits
REQUIREMENTS
Networking Inventory
CHAPTER 8: SELF-REFLECTION
As stated in the reading, self-relfection is a very personal process. Each of us reflects in our own way. This worksheet meant to serve as a guide for you to self reflect on your skills, strengths, values, and room for improvement, etc.
TALENT/ SKILLS
What are your greatest talents or skills?
What talents or skills do you admire most in others?
Which of your talents or skills gives you the greatest sense of pride or satisfaction?
What talent or skill do you wish to develop for yourself?
STRENGTHS/ WEAKNESSES
What are your greatest strengths?
What do you feel are your biggest weaknesses?
What behaviors, traits, or qualities do you want other people to admire in you?
What qualities or traits do you most admire in others?
VALUES
What are ten things that are really important to you?
What are the three most important things to you?
Do you think you have lived out your values everyday?
REFLECTION
How do you like to be challenged?
How do you like to be supported?
I do my best when...
I am comfortable when…
I struggle when...
I feel stress when...
I wish I had...
The best experience I had was...
I wish I knew...
JOB AGREEMENT
Departmental Expectations
TIMELINESS
Residence Life staff, including Graduate Resident Directors, are expected to be on time to all events and meetings. This includes departmental and campus events, staff meetings, student meetings, and meetings with other professional and paraprofessional staff across campus. In regards to deadlines, timeliness should be of highest priority. A deadline should not be missed, however, in the case that the task cannot be completed on time or within expectations, the GRD should notify the direct supervisor on the task prior to the passing deadline to come up with a solution.
COMMUNICATION
Communication is a key to a successful staff and team. Be sure to follow these simple rules when responding:
• Email – 24 business hours
• Phone – End of business day
• In person – Need you now It is better to over-communicate than to miss something important. This is especially true in emergency situations in which communication is key to keeping students safe.
Communication is also key when it comes to disagreements and disputes. Remember the 48 Hour Rule: after 48 hours are you venting? If so, what are you going to do about it? If you have an issue with something or someone, follow the correct procedures for chain of command and the open-door policy.
CONSISTENCY
All Residence Life staff should stay consistent in the ways in which situations are handled and the way in which you work with student staff, student leaders, and residents. This includes conduct meetings, day to day working with your staff, and other Residence Life staff including peers. While special circumstances may occur, recognize that all student staff, student leaders, and residents should be treated fairly and equitably. If you have questions pertaining to a special circumstance do not hesitate to contact your direct supervisor.
PARTICIPATION
Active participation in all aspects of your job is vital not only to get tasks accomplished but also to create a working and actively engaged team. Participation allows you to lead by example as many of your peers, staff, and supervisors will be looking to you to lead the way in many situations and events, such as emergencies, collaterals and training. This includes active participation in implementing and revising residential curriculum. If you show energy and commitment to the department, student staff, student leaders, and residents will follow.
RESPECT
Respect comes in many forms. The respect you expect to receive should be the respect you give to others as well. This includes avoiding gossiping about situations or sharing information that may defame a person, their work, or their character (unless a safety and/or security concern). Bullying of any kind, whether physical or verbal will not be tolerated.
Finally, when in meetings of any sort, it is important that you are giving your attention to the person speaking, this includes putting your cell phone or other electronics away unless necessary.
PROFESSIONALISM
Model professional behavior. As a Graduate Resident Director, you will be in the spotlight for your staff and your residents. This includes your actions, speech, attire, as well as your social media. Always remember that as a part of a professional staff, you are always on stage. There is always a possibility that the behavior you show off-campus can either positively or negatively affect your reputation oncampus.
SUPPORT & COOPERATION
Many staff members oversee many different tasks and wear many different hats. It is important to support peers, staff, and residents. There are going to be assignments or events that are collateral projects and it is important to cooperate with those supervising the event as well as your peers and staff. Support the mission and values of the department and university.
OFFICE HOURS & AVAILABILITY
• The Graduate Resident Director position is considered a twenty (20) hour per week position.
• GRDs are expected to schedule office hours within their area of Residence Life that fall between 9 am and 5 pm, Monday through Friday.
• Some GRDs may have work hours outside of the 9-5 timeline due to the function of their position and therefore may schedule some of their ours outside that time frame.
• Office hours are to be used primarily for Residence Life related work rather than personal or academic work.
GRDs should schedule their office hours at the beginning of the semester, with input from their direct supervisor, and stick to those hours throughout the semester, unless circumstances require a change (either temporary or permanent). These should be posted somewhere accessible to student staff, student leaders, and residents.
Graduate Resident Directors should be aware early on that the nature of a “typical” day can vary greatly and should be prepared to rearrange tasks as needed.
OFFICE SPACE
Remember that our offices are places of work and should be kept clean at all times. We do not live in our offices, though sometimes it feels like we do. Meetings or one-on-ones with student staff, student leaders, and residents sometimes happen unexpectedly and it is important that your office is always in a condition that allows for these to occur in a professional manner.
ATTIRE
While we do have a jeans policy, which allows for clean, non-ripped jeans to be worn every day, this does not negate the fact that professional attire while in the office or during office hours should be business casual and office appropriate. This means that clothing should be free of stains and holes. There are times where unexpected meetings or events may occur that staff will attend without notice to change. As such Graduate Resident Directors represent the department during these times and should dress the part.
If you are concerned about whether an outfit is work appropriate, discuss your concern with your direct supervisor.
Resident Directors have access to a variety of keys, including individual room keys, building sub-masters, and building master keys. Under no circumstances shall keys be used to facilitate pranks.
You may only open a room for the resident of that room. If you do not know the resident, you must check their ID and housing records. If the resident does not have an ID in their possession (i.e., it is locked in the resident’s room), you may look up their profile on StarRez. Do not give access to a room to anyone who is not a resident. This includes parents, relatives, suite-mates, etc. If a problem arises, contact your direct supervisor.
If the resident is not present, you may only enter the resident’s room in rare instances such as a health and well-being check, emergency maintenance problem, or to turn off an unattended loud stereo or alarm clock. If it becomes necessary to do this, get permission from your direct supervisor to enter and have another Housing and Food staff member (including an RA or GRD) witness your entry. Additionally, a Room Entrance Notification slip must be completed and a copy left for the resident(s).
There will be times during the school year that you will possess a sub-master or master key for a building. Because this is such a tremendous responsibility and issue of security, you must be extremely careful not to lose these. You are encouraged to carry the appropriate key for the job. For example, if the task you need to complete only requires a single room key, do not use the sub-master. If only the sub-master is required, it is best to leave the master in the lock-box. You may be held professionally and financially accountable for any keys that you lose.
PERSONAL RELATIONSHIPS
It is inappropriate for a supervisor to date or even appear to be dating someone under their supervision including student staff, student leaders, and residents. Additionally, Resident Directors must be cautious about “outside” friendships with student staff, student leaders, and residents, especially those under their supervision. If a dating/romantic relationship were to develop, the staff member would be expected to be direct and upfront with their supervisor. If the relationship were to continue, one of the parties may be moved.
SEXUAL MISCONDUCT, DISCRIMINATION, AND HARASSMENT POLICY
The University of Oklahoma explicitly condemns sexual harassment of students, staff, and faculty. Sexual harassment is unlawful and may subject those who engage in it to University sanctions as well as civil and criminal penalties.
For more info, please visit the University of Oklahoma Staff Handbook, in the addendum.
In the university setting, it is a more complicated process of keeping the trust of the student and knowing when to share this knowledge to the appropriate person and at the appropriate time. The purpose of confidentiality is to provide a safe and secure setting to share private information between student staff, student leaders, and residents and the administration so that students’ personal needs and concerns can be addressed without public ridicule or scrutiny.
Whenever a student (or anyone) comes to you with a problem that they would like to speak to you about in private, the first thing you must make clear to the person is that you can be trusted with any information. However, you must explain to them should any information be given during that meeting that requires you to share it with your direct supervisor, Director of Housing, or OUPD, you are required and bound by state and federal law to pass that information up the chain of command. With that being said, hold this meeting in a secure location where you can close the door and prevent any form of unintentional listening from anyone else. If the individual that requested the meeting is of the opposite sex, it is recommended that you leave the door and/or blinds open. However, steps should be taken to ensure that others outside of room cannot listen in on the conversation. Next, ask the individual if you can take notes during the meeting so that you may better perform your duty as a Resident Director. Remember, if someone has come to you seeking out a confidential meeting, in most cases, there is a serious nature to call for such a meeting. Give the individual your complete undivided attention and respect. It is your responsibility to serve the individual as best as you can by listening to all details of the matter and to form a plan of action that may require outside help even if the resident wishes not to do so. Undoubtedly, you will have student staff, student leaders, and residents seeking your counsel in this manner and you must be fully prepared to protect the rights and privacy of that individual. Finally, follow-up with the resident with a telephone call and/or wellness check. This will allow the resident to see your commitment to their and will convey the message that he/she can come to you with any problem.
COMPUTER USAGE GUIDELINES
As part of your responsibilities, you will spend a great part of your time on a computer. For GRDs, this will usually include email, creating/updating occupancy spreadsheets, pulling old files or letters off the I-Drive, using Microsoft to create and revise various parts of the residential curriculum, and designing flyers for an upcoming program. All Resident Directors have access to the I-drive. The I-drive is a network drive shared by many departments in Student Affairs, including Housing and Food Services. A network drive is essentially a “hard drive” that can be accessed throughout the network. The I-drive is shared among everyone who has access to the network, including Residence Life Resident Directors. To access, open My Computer > Under network drives, click on the shared drive > Make sure that you are in the ResLife folder > Click on the appropriate area folder.
As a Student
GRADES
Resident Directors are required to maintain at least a 3.0 grade point average each semester and overall, as well as completing a minimum of 6 hours.
AVAILABILITY
Work with your direct supervisor to discuss your course workload including major assignments, tests, projects, etc. This should be done as early in the semester as possible to avoid surprises or mismanaged time.
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.
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 letter 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 letter 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 or Written Warning depending on the conduct issue. A physical copy must be given to HFS Payroll. Dependent on the level of disciplinary actions, a witness might need to be present.
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 conduct form, it simply means that you have received this information. If you disagree or have any grievances regarding the disciplinary process, you can submit a comment (physical document) to HFS Payroll. You can submit the comment 3 days after 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 will result in the next step of the disciplinary procedures.
ACCESS TO PERSONNEL FILE
For the purpose of making GRD 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 Resident Director (RD) 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.
PERFORMANCE CHECK INS
As a Graduate Resident Director we are committed to helping you shape an experience where you learn and grow as person and as a professional. Throughout your time as an RD and as part of the curriculum we created for you, you will have a few performance check-ins throughout the year. These check-ins will be consistent with all Resident Directors and focus on your growth and improvement in the department. You will be able to view the check-ins along with the formal evaluation so you have knowledge of what to expect in the meeting. During the semester, the direct supervisor may also address any inappropriate behavior, GRD misconduct, or poor performance within the position, its expectations, or responsibilities.
chain of communication
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 chainof-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.
What does all this mean?
• 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:
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.
(adapted from the University of North Texas Hall Director manual)
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-of-communication 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-communication. The following steps are the protocol that Resident Directors are expected to follow when a conflict, issue, or other cause for concern arises:
1. Resident Directors should meet with their direct supervisor. If the Resident Director feels, after speaking with their direct supervisor, that the situation has not been resolved to their satisfaction, they can request to meet with the Assistant Director of Residence Life. The RD must request this meeting through their direct supervisor.
2. At this point, the RD can bring the situation to the Assistant Director to seek resolution. If, after this meeting, the RD is still unsatisfied with the outcome, they can meet with the Director of Residence Life. This request must be made by the RD to the Assistant Director of Residence Life. The Assistant Director will make the request for the meeting.
3. If the RD 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 Director of Housing and Food Services. This request must be made through the Director of Residence Life. The decision(s) of the Director of Housing and Food Services is final.
Resident Directors should understand that at any time in the above outlined process their direct supervisor may be contacted regarding the situation. Resident Directors that do not follow the above outline chain-of-communication may be subject to disciplinary action. While Housing and Food Services is understanding and emphasizes that RDs 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 department.
performance evaluation
performance check-in #1
TRAINING
Focus and Engagement throughout Training:
Please complete during the week of 9/9 - 9/13
MOVE IN
Timeliness:
Relationship Building and Team Work:
Problem Solving & Adaptability:
New Ideas, Problem Solving Skills:
Office Routine:
ADMINISTRATION
Attentiveness to Staff Needs:
Self Motivation/Autonomy:
NOTES
CURRICULUM
Understanding of the Curricular appraoch:
Comprehension of role in Curriculum:
Engagement in the Community Education Planning:
DEVELOPMENT
performance check-in #2
CURRICULUM
Advancement of learning & knowledge:
Taking initiative and providing content:
Creation and Facilitation of Scope strategies:
Please complete during the week of 11/25 - 11/29
PROFESSIONAL DEVELOPMENT
Experience Opportunities:
Office Routine:
ADMINISTRATION
Attentiveness to Staff Needs:
Self Motivation/Autonomy:
Self-Motivated Plan:
NOTES
Supervision/Advising:
Supervisor Goals for RD:
Building relationships:
RD Goals:
performance check-in #3
Accomplishments of the Semester:
Areas of Challenge:
Professional Development Growth:
Support Needed from Supervisor:
Please complete during the week of 4/13 - 4/17
NOTES:
The Resident Director is present in the office and available to Resident Advisers/ Community Assistant/ Student Staff/Student Leaders.
Resident Director holds regular one on one meetings with student staff
MOVING IN MOVING THROUGH MOVING OUT DOES NOT MEET EXPECTATIONS.
Resident Director is present during office hours and is available to Resident Advisers/ Community Assistant/ Student Staff/Student Leaders.
Resident Director schedules one on one meetings and utilizes the guide in the workbook to talk with the staff and follows up with information that is requested.
Resident Director provides support and advocacy to other groups (RSA, Citations Appeal Board, etc.) within the center.
Resident Director is timely and complete with Occupancy Report each week.
Resident Director provides support to groups included under their job responsibilities.
Resident Director turns in a completed Occupancy Report on time and provides detail needed for the operations team.
Resident Director is engaged in the office interactions and intentionally reaches out to Resident Advisers/ Community Assistant/Student Staff/ Student Leaders.
Resident Director holds intentional one on ones and utilizes both the guide in the workbook and own creativity to connect with student staff and infers the support and resources that the student staff needs.
Resident Director provides support to their groups, as well as other that they don’t directly supervise, when asked.
Resident Director is completes Occupancy report early and provides thorough details.
Resident Director utilizes office hours to full potential and intentionally engages with students and Residents while in the office.
Resident director holds one on ones and utilizes different strategies that are intentional based on the staff member and follows up with resources and information accordingly.
Resident Director intentionally supports all groups within the Center and works with their co to provide assistance when needed.
Resident Director completes Occupancy report early, provides thorough detail, and prepares thoughtful questions for the occupancy meeting.
Resident Director is not a sufficient presence in the office for the Resident Advisers/ Community Assistant/ Student Staff/Student Leaders.
Resident Director does not hold regular one on ones and/or does not provide support and guidance in these meetings.
Resident Director does not provide support or guidance to groups within the center.
Resident Director does not complete the occupancy report on time and does not fill it out completely.
Resident Director follows up with Operations in a timely manner in regards to questions on the occupancy report.
Resident Director responds within one business day to questions from operations regarding the occupancy report.
Resident Director responds within the same business day to questions on the occupancy report.
Resident Director is communicative and collaborative with the Operations Staff.
Resident Director works to keep communication and collaboration consistent with Operations staff.
Resident Director intentionally works with operations and strives maintain effective communication.
Resident Director is proactive and does not wait for questions from operations in order to find corrections and complete the occupancy report.
Resident Director intentionally builds a positive relationship with Operations staff to ensure strong, consistent collaboration and communication.
Resident Director is not timely when responding to questions from operations and does not recognize the importance of being timely on helping to close the OR.
Resident Director does not effectively communicate and collaborate with the Operations staff.
Resident Director provides training, support, and scheduling for Weekend Desk Assistants.
MOVING IN MOVING THROUGH MOVING OUT DOES NOT MEET EXPECTATIONS.
Resident Director is involved in hiring, training, scheduling, and supervising the WDAs and responds to any concerns.
Resident Director is present and engaged in weekly RSA meetings.
Resident Director attends RSA meeting and advises them through programming.
Resident Director takes initiative in the hiring, training, scheduling, and supervising the WDAs.
Resident Director takes initiative and is innovative and intentional in the hiring, training, scheduling and supervising of WDAs.
Resident Director is not actively engages in any process involving WDAs.
Resident Director actively participates in supporting programs and events by the
Resident Director provides training, support, and monthly meeting times to the Citations Appeals Board.
Resident Director follows all rules and procedures when acting as the on-call RD and appropriately responds to situations.
Resident Director is helpful to staff and students when on call.
Resident Student Association.
Resident Director attends and helps with programs put on by RSA.
Resident Director selects and trains the Citations Appeal board and schedules meetings once a month.
Resident Director relies on advice from Full-Time staff on duty when on-call to ensure policies and procedures are being followed correctly.
Resident Director is prompt and thorough when responding to students and staff.
Resident Director actively engages in weekly meetings and provides support and challenge in regards to their advising.
Resident Director is actively engages in RSA programs and helps support their efforts.
Resident Director selects and trains CAB and provides guidance and knowledge during their monthly meetings.
Resident Director occasionally seeks advice on call, but typically can problem solve through issues.
Resident Director actively engages in RSA meetings and collaborates with RSA president to be autonomous in planning.
Resident Director is actively engaged in the programs and assists with the implementation of the program and the evaluation of it.
Resident Director selects, trains and develops the CAB and works to implement justice in their monthly meetings.
Resident Director fully understands policies and utilizes problem solving skills to assist with all calls, only utilizing full time staff when necessary.
Resident Director utilizes empathy and kindness when working with staff and students on call.
Resident Director uses empathy, kindness, and thoroughness when responding to students and staff and properly follows through with as much transparency as possible.
Resident Director does not attend RSA meetings and/ or does not actively participate and engage with the RSA members.
Resident Director doesn’t attend RSA programs and/or is not engaged in the planning and execution of them.
Resident Director does not regularly meet with the CAB.
Resident Director does not follow policy and procedure and does not reach out to fulltime when unsure.
Resident Director is not perceived as helpful to staff and students when on call
Resident Director actively participates in the development and execution of the Community Education Plan with their Community Education Team.
Resident Director engages in discussion and implementation of our Theory to Practice topics.
MOVING IN MOVING THROUGH MOVING OUT DOES NOT MEET EXPECTATIONS.
Resident Director helps in the creation and implementation of the Community Education Plan.
Resident Director utilizes The Scope to assess the needs of the building and intentionally collaborates with the rest of ProStaff to create a plan for the community.
Resident Director is attentive to Theory to Practice sessions and engages in small group discussions.
Resident Director collaborates with Student Staff/ Student Leaders to incorporate The Scope into their programming and Intentional Interactions/Catchups.
Resident Director provides resources and lesson plans for Student Staff/ Student Leaders. Resident Director follows up on due dates for Intentional interactions/catchups.
Resident Director is attentive and engaged in Theory to Practice, and shows effort to change their own practice. RD may also engage with supervisor around the topic separately.
Resident Director connects with the Student Staff/ Student Leaders to brainstorm ideas and best strategies to use to provide educational content to residents. RD works with the Student Staff/ Student Leaders to come up with successful completion strategies for Intentional Interactions/catchups.
Resident Director is innovative and collaborative with ProStaff to create impactful and wellthought our strategies for the Community Education Plan.
Resident Director is engaged, attentive, and provides ideas and solutions to incorporate the topic into their own work and the work of the department.
Resident Director is intentional with each Student Staff/ Student Leader member in providing and creating programming and other strategies for their community. RD follows up and assesses changes that need to be made to better adapt to the intended community. RD consistently follows up on Intentional Interactions/Catchups and assists the RA/ CA with creating their own strategies for completion.
Resident Director does not contribute the Community Education Plan.
Resident Director is consistent with use of Roompact as a tool to advance our Residential Curriculum.
Resident Director uses Roompact to check weeklies and approve program proposals.
Resident Director is consistent with use of other appropriate tools in their respective role advance our Residential Curriculum.
Resident Director uses given tools at the basic level to complete their given tasks.
Resident Director uses Roompact to see trends in duty logs, give feedback on program proposals and respond to weeklies.
Resident Director uses appropriate tools to complete their tasks within their role and to assist their students.
Residents Director uses Roompact to discuss plans of action during 1:1’s to advance their programming, their academics, and their wellbeing.
Residents Director uses appropriate tools innovatively to promote residential curriculum, assist their students and colleagues in their work.
Resident Director does not pay attention during Theory to Practice and does not continue the conversation around the topic.
Resident Director does not actively engage with the Student Staff/ Student Leaders in programming. Resident Director does not follow up on Intentional Interactions/Catchups.
Resident Director does not utilize Roompact.
Resident Director does not utilize the tools were given in their roles.
Email – Response and Timeliness
MOVING IN MOVING THROUGH MOVING OUT DOES NOT MEET EXPECTATIONS.
RD responds to normal e-mails within 2-3 business days and important e-mails within 24 business hours
Attentive to policies and procedures
Resident Director is timely and thorough with their e-mail responses within the department and attempts to effectively prioritize their e-mail.
RD recognizes all policies and procedures, but may not understand enforcement or correct policy. RD recognizes all policies and procedures and understands correct policy. RD also properly enforces policies and procedures.
Resident Director prioritizes email and ensures that they are communicating effectively within the department and with campus stakeholders in a timely manner
Resident Director is aware of most policies, enforces them and holds all community members and co-workers to those standards. RDs knows where to find additional information or resources to reach out to for additional information.
Resident Directors actions and timeliness do not show an appreciation for the time sensitive needs of others.
Resident Director does not have an appreciation for policy and often times does not adhere to policy.
Communication
Resident Director works to effectively communicate within the department in a thorough and timely manner
Resident Director effectively communicates within the department along with other areas within their job functions and collateral work
Resident Director recognizes the importance of strong communication and utilizes it to ensure all processes and procedures within their job description are being communicated effectively
Resident Director lacks communication skills and does not make timely and clear communication a priority
Team Work
Strengths:
Resident Director works with others, but mostly works independently.
Areas Needing Improvement:
Action Steps:
Additional Comments:
Resident Director is beginning to understand and utilize collaboration with others, but still works somewhat independently
Resident Director shows a balance of collaborating and autonomy. Resident Director gives respect and support to fellow staff members.
Resident Director does not work well with others and does not have a collaborative attitude.
job duties breakdown
SUPERVISING PARAPROFESSIONAL STAFF
Regardless of which position you have, you will be responsible for supervising the RA Staff. Depending on the centers, you will have a set of RA that you are directly responsible for, so the ratio between RA:RD can vary. This means that you will be supervising RA programs, intentionals, and ensure that RAs are also developing personally and academically as well. 1:1 meetings (30 min – 1 hour) often happen weekly or bi-weekly to ensure the interactions between RAs and RDs. There will be a form on Roompact for you to document their 1:1, learning progress, and performance. Remember that you are their direct supervisor, so set the boundaries you need for yourself.
FRONT DESK MANAGEMENT
You will be responsible for desk scheduling of all RAs at the RA desk. There are usually 20 RA staff members, and each member of staff should work around 2-3 hours a week at the front desk. You need to collect the RA Class Schedules and assign shifts.
DUTY SCHEDULE
You need to assign RAs to Rounds each night. Depending on the center, the schedule and method of assigning shifts maybe different. Weekday rounds always start at 8 PM, and weekend rounds always start at 10 PM.
SUPERVISING WEEKEND DESK ASSISTANTS
You will supervise 3-4 Weekend Desk Assistants (WDAs). These students are paid by the hour, and you are responsible for scheduling them. These students are trained in terms of spare key and community access card returns or check-outs, among other responsibilities.
CITATION APPEAL BOARD
You will be responsible for advising the Citations Appeals Board (CAB). Essentially, these students are first-year students in the building who want to be involved in a judicial process helping to understand enforcing the housing live-on agreement policies. You will be responsible for sending a message to all students, seeing interest, and forming a group of 3-5 first-year students to be on the board. You need to contact Student Conduct to get the paperwork for the board. Your board will meet once a month the entire school year to vote on appealed citations in other centers. Students on the board will decide if the cited student violated the live-on agreement policies, or was unjustly cited. On this board, your role is to reiterate policies and let the students decide! You need 3 student signatures/initials on all decisions.
OCCUPANCY
Occupancy means the administrative paperwork behind understanding the occupants of your building. You will be corresponding with the Housing Advisors at Main Housing Operations to complete all necessary student occupancy paperwork. You will have a meeting every Tuesday at 11AM to discuss all updated student move information (i.e. did someone move over the weekend? What is their old room? What is their new room?) This information you provide will be used for billing students, so make sure the room information is correct. GRD also will need to check and ensure that the Move Log is updated and the RAs are performing the needed steps for Occupancy.
PROGRAMMING
You will supervise the RA programs, and also can create educational programs for our RAs to facilitate, as they are not the educational expert. GRDs will also need to assist the large scale educational events putting on by ProStaff. This is not just simply brainstorming and managing events, but also the logistics and administrative tasks going along with it.
OTHER DUTIES
Depending on the center, GRD might be assigned different responsibilities. Here are some examples:
RESIDENT STUDENT ASSOCIATION
The Resident Student Association is a student programming group within each center that creates programs or initiatives to better the community. Your job will be to serve as the advisor to the RSA, helping to make sure that at least two building-scale programs are done every month You are responsible for maintaining the RSA budget, coordinating all program details, and supporting the RSA at staff meetings as well! The programs should be student-created, student-run, and student-centric.
ROOMPACT
Depending on the position, you may have different access on Roompact. However, no matter your capacity, you all should be working with Roompact. You should check to see if there is any programming forms that is needed to approved, any scheduling-request that needs to be approved, or to simply look over student staff form submission.
This list of duties are certainly not at all comprehensive. However, these are the brief descriptions of the common duties for a Residence Halls Resident Director. Please check with your direct supervisor for more specific breakdown and instruction of your position.
programming procedures
Curricular Approach EXPECTATIONS
As stated in the 10 Essential Elements of the Curricular Approach, programming is one, but not the only strategies that we utilize. As you are planning your programs/events, keep these essential elements in mind:
• Your program should stem from our learning goals with clearly stated learning outcomes. Creating an event and then attaching the "educational" component after is NOT actually utilizing the curricular approach!
• Your learning outcomes for the event must be measurable. There is the difference between "Student will be introduced to academic resources" and "Student will be able to recall at least 3 academic resources on campus." This will ensure that you are picking appropriate strategies for your learning outcomes (Ask yourself, is programming the best strategies for this?) and it will help you come up with the assessment method.
• Avoid the programming cliche. It can help tremendously if you focus on what is the best strategy to deliver certain learning outcomes. Is having a mocktail event truly the best strategy to help students learn more about alcohol safety? Asking yourself critical questions to ensure that the educational elements are always the focus, instead of an after-thought.
• Make sure that your programs are appropriately sequenced and scaffolded. Is it appropriate according to students' experience and development timeline? How can you build on top of previous programs to advance to more complex learning outcomes?
• Make sure to collaborate with a campus partners if they already offer something similar to what you are trying to do. Work smarter, not harder; do NOT re-invent the wheel. You can find the list of programming resources on Roompact, under Resources. This is not only help you in your graduate assistantship, but also will help you connect and collaborate with other student affairs professionals on campus.
• Assessment must be included as an element of the planning process, not an after-thought. Not only you need to measure the programming outcomes (attendance, amount of things given, etc.) but also your learning outcomes as well (What did the students learn and to what degree?). To utilize the previous examples, did your students, in fact, recall 3 academic resources on campus? Can they articulate how they can utilize those resources personally?
• Make your programs fun! Yes, it can be both eduational and fun at the same time. Be creative in your approach, and see how you can "gamify" the learning experience for students.
• If you ever need help or have questions about your event, ALWAYS ask. Full time staff and even returning RDs can help you coming up with ideas and guiding you through administrative processes.
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.
8+ WEEKS AWAY
6+ WEEKS AWAY
4+ WEEKS AWAY
2+ WEEKS AWAY EVENT WEEK AFTER
• 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)
• Gather 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)
• Review your assessment data (Programming & learning outcomes)
• Complete assessment on Roompact
• Stars/Wishes reflective activity
• Check in with your speakers/campus partners with thank-you notes
REserving space
RESIDENTIAL AREA
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
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/2RkBxpz
https://bit.ly/2WVjLzi
Email Stacy Lemmert slemmert@ou.edu
Dunham College Dunham.College@ou.edu
Heading College Headington.College@ou.edu
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
Email Traditions CC NON-RESIDENTIAL
AREA
HTCC/Jim-Thorpe
https://bit.ly/2XkFTCi
Dale Hall Community Room (9th floor) 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 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.
All Accounts-your updated account balance will be e-mailed to your RD on Monday of each week.
RSA/HCSA-You should keep track of every transaction (deposits/withdrawals/transfers) throughout the course of the year. Additionally, check your account balance regularly. Mistakes happen and you may be able to help us find them. Should you find that your balance does not agree with your calculations, please discuss this with the Treasurer. Accounting Operations will be happy to assist in finding the difference.
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.
YOUR ACCOUNT BALANCE
SPECIAL OR COMBINED CENTER EVENTS
MISCELLANEOUS PURCHASES
OFFICE SUPPLIES
The University currently has an exclusive contract with Staples for the purchase of office supplies. Therefore, general office supplies including, but not limited to, pens, paper, tape, or markers, 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.
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.
Please remember that Accounting Operations is here to assist you with any questions or concerns. Accounting Operations is currently located on the second floor, east wing of Walker Center.
ACCOUNTING OPERATIONS CONTACTS
Karen Littlefield
Brandie Wright
Kevin Smith
James Pickle
Erica Hogue
Karen Buntin
Nicole Rollins
Pam Ketner
325-2881
klittlefield@ou.edu Staff Accountant
325-7426 bwright@ou.edu Staff Accountant
325-6468
325-4714
smithk@ou.edu Staff Accountant
jamespickle@ou.edu Staff Accountant
325-6154 ehogue@ou.edu Payroll Specialist
325-6153
kbuntin@ou.edu Payroll Specialist
325-4062 nrollins@ou.edu Asst. Dir. , Accounting
325-1286
COMMONLY USED VENDORS & RESOURCES
pketner@ou.edu Chief Financial Officer
info@normanokdj.com
quanphan94@ou.edu
https://bit.ly/2InWs89
duty procedures
Expectations
Duty Expectations for all Resident Directors
• Be ready to respond to any situation, but always know you can call up.
• Be patient with the PPs. They are looking to you for guidance, so even if you have answered the question before or feel they should know the answer, be kind in your response.
• No drinking while on duty. You are the first line of contact and should not smell of alcohol if responding to a situation.
• You should not leave Norman while on duty. Shouldn’t be more than 15 minutes from campus (with traffic). Target is usually about the furthest we allow.
• Always have the duty phone on you, and always answer. Do not forward the phone.
a. If in class, please speak with your professor and let them know that you are on call and may need to step out to take a call.
b. If you have an exam or presentation, please ask a fellow RD to hold the phone.
• Duty Logs should be sent out by 10 AM daily. Even if this is not a part of your normal office hours, this info is used by full-time staff if we need to follow up on any situation, and having it at 10 AM is crucial.
• Duty Logs should be sent to “All CCs” and “All Resident Directors” listservs.
• Even if you have no calls, send out an e-mail to the appropriate people to say no calls last night.
• Designate the building in each situation and be sure to include the information of the person calling.
• Try to write the duty log in third person so it remains objective.
• Charge the duty phone fully prior to handing it over to the next person.
• Hand the duty phone to the next person, don’t just leave it in their office to pick up. The phone should always be answered, even during business hours.
Residence Life Daily On-Call Duty Log Template
*due each morning via e-mail by 10 am to respective community recipients*
Staff Name:
On-Call for:
Date:
Total Number of Calls Received:
Date of Call: Time of Call:
Type of Call: Community
Details of Call & Actions Taken:
RESIDENCE HALLS, RESIDENTIAL COLLEGES, & CROSS
MOVE-IN QUESTIONS
Date of Call: 8/16/15
Time of Call: 4:11 PM
Type of Call: Check-In Community Walker
Details of Call & Actions Taken:
Received a call from the RA Eric in Walker. A food service employee arrived to check in. Their original check in on 8/12. The RA was advised to complete the check in and make sure their correct check in date was reflected in StarRez
SITUATION: An RA calls about a student wanting to check in outside of our normal “move-in” hours.
QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF:
1. What is the student’s status in StarRez?
2. Are they located on any rosters? (You may have to look this up yourself)
3. Are they a Sooner Jump Start (SJS) or United World College (UWC) student?
4. Do they have special circumstances to move in early? (Part of an org, group, etc.)
PROCEDURE TO FOLLOW:
1. Verify that the student has a contract with us and shows up in StarRez as “Reserved”
2. Verify that student is checking in has permission to be there at this time
3. Follow up with the Paraprofessional Staff (PP) if the student should be here and allow them to check the student in themselves
4. If other circumstances exist or you are unsure of what to do next, call the CC on duty for further instructions
KEY ISSUES/LOCK OUT
Date of Call: 8/17/2015
Time of Call: 9:53 AM
Type of Call: Missing Key Community Adams
Details of Call & Actions Taken:
RA Dakota called because keys were missing from the key envelopes. RD Montelongo went to Adams to find the missing keys for the resident. OA Andrew helped figure out the problem with the keys.
SITUATION: During MOVE IN, keys for a room are not on the panel, key box, and/or not with the assigned student, and therefore are missing.
QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF:
1. Is there another location where these keys could be?
2. Could they be in the wrong section of the key box?
3. Did you check the codes on the keys?
PROCEDURE TO FOLLOW:
1. Ask PP's what other location could have the keys
2. Have PP issues the spare key to resident if available while they search for the original key
3. Assist PPs in searching for the keys/key envelope
4. If keys can still not be found, submit an emergency recomb of the room
LOCK-OUT
Date of Call: 8/29/17
Time of Call: 10:36 AM
Type of Call: Lockout Community Cate/DLB
Details of Call & Actions Taken:
Date of Call: 9/12/17
WDA called because a resident had locked their key and loaner key in their room. RD Brian went and let the resident into their room.
Time of Call: 5:49PM
Type of Call: Lock Out Community Couch
Details of Call & Actions Taken:
RA David T. called RD Erik about a resident having locked their room key and spare room key in their room, wondering what to do. RD Erik called CC Derek to make sure that RA David T. could use the master key for Couch. CC Derek confirmed, and RD Erik called back RA David T. to let him know he could let that resident back into their room by using the master key.
SITUATION: A resident has been locked out of their room and there is no spare key on the panel.
QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF:
1. Is the spare key currently checked out to their roommate or to the resident?
2. Can the student contact their roommate to gain access to the room currently?
PROCEDURE TO FOLLOW:
1. If spare key is missing/checked out, and the resident is unable to quickly gain access to the room from their roommate, then a master key should be used to let the resident in the room
2. If a PP is in the office, they can take the master key and escort the student to their room (after verifying on StarRez that it is their room) and unlock it for them
3. If a WDA is working (during weekend hours) then the RD on duty must grab the master key from the office and escort the resident to their room to unlock it
4. At no time should a WDA or the resident be given access to the master key.
ACCESS ISSUES
Date of Call: 11.11.17
Type of Call: SoonerCard
Details of Call & Actions Taken:
Date of Call: 2/9/17
Type of Call: Access Issues
Details of Call & Actions Taken:
Time of Call: 5:30 PM
Community Walker
RA Andy called about a resident not being able to do laundry because her card was being denied. I gave him the SoonerCard After-Hours number and they took care of it from there.
Time of Call: 9:47 PM
Community Adams
RA Everett called to let me know that the card swipe on Johnson 4 was not functioning. I called SoonerCard on Call and they came to fix it immediately.
SITUATION: A student is having access issues either to their hall or within the laundry facility.
QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF:
1. Where is the card denying access? Hallway, front door, or other location?
2. How long has this issue been occurring?
3. Can you temporarily issue a Community Access Card?
PROCEDURE TO FOLLOW:
1. If there is a door access, and you are currently in the office, you can check the status of their access using Blackboard Transact
2. If it shows the student has access, ask PP to issue a community access card and have the student visit the Sooner Card office and see if there is an issue with their card
3. If there is an issue with laundry, they need to contact the Sooner Card Office
4. If there is an entire hallway/building with access issues, call the Sooner Card after hours phone
5. Be sure the student has a tap ID to access the halls. If not, they need to get a new ID at the Sooner Card Office in the Union or Stubbeman
FLOODING
Date of Call: 8/18/2017
Time of Call: 1:01AM
Type of Call: Flooding in Room Community Couch
Details of Call & Actions Taken:
RA Ryan called because room 332E had water in the bathroom. He called maintenance but could not get ahold of them.
SITUATION: There has been flooding in a room.
QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF:
1. Have you seen the flooding?
2. How severe is the issue?
3. Have you called maintenance?
4. Was any property damaged?
5. Is this a common area or within a room?
PROCEDURE TO FOLLOW:
1. Have the PPs contact maintenance immediately
2. If the after hours Maintenance line is unanswered, let the CC know, but also call OUPD to let them know since they have the ability to contact the person on call
3. If there is any property damage, put eyes on the situation and begin to document exactly what is damaged
4. Update CC on damages and if maintenance arrives at the flooding
EMERGENCY ROOM CHANGE (ERC)
Date of Call: 8/21/17
Time of Call: 6:38 PM
Type of Call: ERC Community Walker Center
Details of Call & Actions Taken:
RA Ghaid called about a resident wanting to move to a different room because of roommate issues. RD Beck called CC Bates who got approval. RD Beck issued the resident a key to an empty room.
SITUATION: A PP called after hours and has a resident that wanted to switch rooms.
QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF: (or for them to ask residents)
1. What is the reason for wanting the room change?
2. Can this wait until within the normal room change process?
3. Does the resident feel unsafe in their current environment?
4. Does the resident understand that we cannot force anyone from their space?
5. Does the resident know the timeline of their ERC?
PROCEDURE TO FOLLOW:
Also double check with the Occupancy Procedures - ERC for a more comprehensive procedures.
1. Work through the situation with the PP or Resident. If this is something that can wait until the morning, then wait
a. Give the pro-staff of that building a heads up about the situation through e-mail
2. If it is a situation of a room change that needs to happen now, call the CC on call to discuss the situation
3. The CC may give you approval to do an emergency room change. Depending on the situation, they may ask that the resident be moved to another community, or even building
4. Check StarRez and pull an Empty Bed and Room report.
5. Do not move the resident into an empty room unless they agree to pay the single rate on their room change request.
6. Have resident fill out a room change request and send an to all centers involved, the CC (and/ or any additional staff who approved it), residencehalls@ou.edu, the Director of Residence Life, Assistant Director of Residence Life, Director of Operations, and Manager of Operations with the student’s full name, OU ID number, old room, new room, and timeline for student to complete the move.
Please see the template of an ERC email below
7. Pro-Staff will communicate timeline of move to student
8. Give the resident a timeline to move, and follow up with pro-staff the following day during business hours
SAMPLE ERC E-MAIL
To: [Housing Advisor(s) of area(s)]; [ProStaff of Building(s)]; [ResLife Members on Duty]; Brian Rock (Assistant Director); Diane Brittingham (Director of Residence Life); Ann Schafer (Manager of Operations); Jenn Doughty (Director of Operations)
Subject: ERC
*If you know it’s a temp ERC, feel free to put that in the subject as well
Message:
An ERC for First name, Last name (ID number) has been approved by [full-time approver] from [Current Center & Room Number] to [New Center & Room Number]. This student will be moving permanently into [New Space] and has been given [time, typically 24/48 hours] to move.
Example:
To: Erikah Brown, Marissa Ratcliff, Derek Binsfield, Brian Rock, Diane Brittingham, Ann Schafer, Jenn Doughty
Subject: ERC
Message:
An ERC has been approved for Jessica Smith (112956947) from Walker 620E to Couch 837W by Derek Binsfield.
She has been given 48 hours to complete her move and I have provided that information in-person and in-e-mail.
If there are any questions let me know!
DRUGS
Date of Call: 8/23/15
Time of Call: 9:44 PM
Type of Call: Weed Community Walker
Details of Call & Actions Taken:
SITUATION: PPs smell weed on the floor.
RAs Steven and Laura were on rounds and smelled weed on Walker 4W, called OUPD, who then found the residents to be smoking in their room. The residents were written referrals.
QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF:
1. Have you confirmed the smell with another staff member?
2. Have you contacted OUPD?
3. Are you able to tell where the smell is coming from?
4. Do you need backup?
PROCEDURE TO FOLLOW:
1. If weed smell is on the floor, OUPD needs to handle that situation
2. Remind PPs not to confront residents before OUPD arrives and to follow their instruction
3. If the PPs request your presence, go help assess the situation
4. Follow up with the CC on duty to let them know police were called for a weed situation
ALCOHOL
Date of Call: 8/24/15
Time of Call: 1:04 AM
Type of Call: Alcohol Community Couch
Details of Call & Actions Taken:
Date of Call: 9/5/2015
RA Ryan called about an alcohol violation on his floor, OUPD was called. Two residents were seen taking shots and drinking beer in their room, and then became unresponsive to knocks on the door. OUPD showed up and confiscated alcohol & fake IDs and wrote the residents tickets. RAs Ryan and Colton P had the residents pour out their alcohol and throw away flasks, then wrote referrals.
Time of Call: 12:09 AM
Type of Call: Alcohol Community Cate
Details of Call & Actions Taken:
RA Shaun called to inform the RD that OUPD was in Cate to shut down a part that was happening in one of the quads. OUPD had it under control.
SITUATION: Alcohol is present in a room or in a hallway with residents present.
QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF:
1. Do you need back up?
2. How much alcohol is present? What type? Are you documenting it all?
3. Are you being careful to not touch any of the alcohol?
4. Are the residents complying?
PROCEDURE TO FOLLOW:
1. Go as back up if the PP request that you are there. Sometimes it’s helpful to have more authority.
2. Call the CC on call if police are called or the situation escalates
3. Be sure that the alcohol is documented but then disposed of by the residents (liquid down the sink, cans/bottles in trash room or dumpster)
WELLNESS CHECK
Date of Call: 9/8/17
Time of Call: 9:40PM
Type of Call: Wellness Check Community Couch
Details of Call & Actions Taken:
RA Sofi called the RD duty phone to let RD Erik know that two guys were very concerned about their friend. RD Erik called CC Derek to ask if he needed to call OUPD but CC Derek said to assess the situation. RD Erik went to the resident’s room with that resident’s RA, Ben, and talked with the resident. The resident said that he was doing fine and thanked RD Erik and RA Ben for checking in. RA Ben told RD Erik that he plans on checking in on that resident tomorrow to make sure that he was doing alright.
SITUATION: You are asked to complete a wellness check of a resident.
QUESTIONS TO ASK THE CONCERNED PERSON:
1. *Note that this might not always be coming from a PP
2. Ask for as many details as possible on why they are concerned to get a better picture
3. Do you know if this person could potentially harm themselves?
4. Do you know how long they have been a concern?
PROCEDURE TO FOLLOW:
1. If concern is from a parent, get in touch with the resident and have them call their parent. Never call the parent back yourself
2. Check blackboard for the last time they swiped on their community
3. Gather details from the PP to get more information
4. If an urgent concern, go to the resident’s room and have a conversation with the student. Sometimes it’s okay to let them know that people are worried about them, and you’d like to bring them to the office to chat more about it
5. If you need guidance, please contact your direct supervisor or CC on call.
TRANSPORTS
Date of Call: 9/27/17
Time of Call: 12:38am
Type of Call: Transport Community Adams
Details of Call & Actions Taken:
Received a call from RA Matt, a resident was found unconscious outside main door of Adams. OUPD was contacted, and the resident was transported. CC on duty was notified.
SITUATION: Resident is being transported.
QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF:
1. Has the ambulance arrived?
2. What community?
3. What details do you have?
4 Does the resident have shoes and a phone?
PROCEDURE TO FOLLOW:
1. Go to the scene of what is happening to help PPs and to find out more information
2. Try to make sure that the resident has shoes, a jacket, and their phone (potentially a charger as well)
3. See if anyone around the community has more information about what happened
4. Call the CC on call and give them full details of the resident and where they are being transported
5. Follow up with CC as needed
FIRE
Date of Call: 03/04/18
Time of Call: 5:39pm
Type of Call: Fire alarm Community Walker lobby
Details of Call & Actions Taken: Walker WDA called because the fire alarm in Walker lobby had been pulled by a student’s exiting the building. Maintenance was contacted and it was shut off. Duty CC was contacted with details
Date of Call: 10/07/2018
Time of Call: 7:13 PM
Type of Call: Fire alarm Community Adams
Details of Call & Actions Taken: RA Kenzie called because a small electrical fire had occurred in the basement and the building had to be evacuated. RD Maya asked to be updated periodically.
Date of Call: 4/23/18
Time of Call: 4 AM
Type of Call: Fire alarm Community Couch
Details of Call & Actions Taken:
RA Quan called because the Fire Alarm on 2, 3, and 4 was going off. RA Cassi called for the same reason not knowing that RA Quan had just called. RD Brian called CC Derek to let him know what was happening, as RD Brian was walking over to Couch. The source was that someone turned on steaming hot water in the trash room and let it overflow. Maintenance was called to clean up the mess after the all clear was given.
SITUATION: Fire Alarms or Fire occurs in the halls.
QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF:
1. Where is the alarm going off? The whole building or just a community?
2. Is the alarm a fire alarm or has the box over the alarm system been knocked?
3. Is it a security door?
4. Are people evacuating properly?
PROCEDURE TO FOLLOW:
1. Go put eyes on the situation
2. See where the alarm is going off
3. Have the PPs contact OUPD or Maintenance depending on the situation
4. Follow up with CC if emergency personnel come to the scene
PHYSICAL ALTERCATIONS
Date of Call: 11/1/2017
Time of Call: 1:43 AM
Type of Call: Physical Altercation Community Couch
Details of Call & Actions Taken:
RA Keith called because three students had engaged in a physical altercation. RA Keith stated that he did not think OUPD needed to be called because the fight was not on-going, but requested that RD Tenney assist the RAs in resolving the situation. RD Tenney advised RA Keith that she was en route to the scene and also requested that he call OUPD immediately because physical altercations are a violation of the law.
SITUATION: A physical fight breaks out between residents.
QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF:
1. Have you called OUPD?
2. When did the fight occur?
3. Are you safe?
4. Who are the residents?
PROCEDURE TO FOLLOW:
1. If the fight is currently happening, get over to the scene as soon as possible. Have the PPs call OUPD immediately and give them location details
2. Don’t put yourself or the PP in the middle of the situation. Try to stop crowds from forming
3. Follow directions of OUPD and call the CC on duty to follow up
WITHDRAWAL AFTER-HOURS
Date of Call: 2/23/17
Time of Call: 5:25 PM
Type of Call: Withdrawal Community Walker
Details of Call & Actions Taken:
Date of Call: 2/23/17
RA from Walker called me to let me know that there was an after-hours withdrawal ready to check out. RD Erik walked over to Walker to perform the withdrawal only to find out that the resident had not moved her belongings out of her room. RD Erik instructed the residents to first remove her belongings before the move out process can begin.
Time of Call: 8:37 PM
Type of Call: Withdrawal Community Walker
Details of Call & Actions Taken:
RA at Walker called RD Erik to let him know that the resident from the previous phone call was ready to be checked out. RD Erik went over to Walker to perform the after-hours withdrawal process.
SITUATION: A student is trying to move out without a withdrawal form
QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF:
1. Is the student enrolled in classes?
2. Did the student know they had to pick up a withdrawal form?
3. Can the student wait until the next business day to complete proper check out processes?
4. Is Pro-Staff aware of this check out?
PROCEDURE TO FOLLOW:
1. Verify that the student can be moving out (if they are on the not enrolled list, if you have prior knowledge of the student planning to withdraw after hours) or approved release (check StarRez using the StarRez guide page - internal).
2. Call CC on call to verify this information
3. Head to the center and fill out the withdrawal form
4. Have the PP check the resident out of their room and verify you have their keys
5. Put resident in move log and inform Pro-Staff
UNKNOWN PERSON IN HALLS
SITUATION: A non-resident (or sometimes it may be a resident) is sleeping in the lounges or basements
QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF:
1. Is the person a resident?
2. Did this person accidently fall asleep?
3. Have you seen this person do this before?
4. Could this be a result of a roommate conflict?
PROCEDURE TO FOLLOW:
1. No one is allowed to sleep in lounges or basements, so if a non-resident call OUPD to escort the person off campus
2. If a resident, inform them they must sleep in their room and ask if there is a reason they are sleeping in common areas
3. If there is a non-resident around the halls, call OUPD to confront the situation
SUICIDAL IDEATION/ATTEMPTS
Date of Call: 04-25-17
Time of Call: 8:54pm
Type of Call: Concern for student Community
Details of Call & Actions Taken:
Date of Call: 04-25-17
RA called RD to inform her that a student had told his roommate that he planned to commit suicide on Wednesday. RD informed him to call the police and have them talk to him and handle the situation.
Time of Call: 9:25pm
Type of Call: Concern for student Community
Details of Call & Actions Taken:
Date of Call: 04-25-17
RA called to provide more info on the same student who had suicidal plans.
Time of Call: 10:37pm
Type of Call: Concern for student Community
Details of Call & Actions Taken:
Diane called to inform RD Alisa that the student had been evaluated by a professional and should be okay for the night. Diane told RD to inform concerned RA so that he could be at ease.
SITUATION: PP is concerned for the well-being of a resident and thinks they are having suicidal thoughts.
QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF:
1. When was the last time you spoke to the resident?
2. What has the resident said that has concerned you?
3. Where is the resident now? Are you with them?
PROCEDURE TO FOLLOW:
1. Go to the resident’s room and have a private conversation with them about the concerns that have been discussed
2. Call CC on duty to inform them of the situation
3. Outwardly ask if they have suicidal thoughts and/or a plan to commit suicide
4. If the student has any plans or serious thoughts, call OUPD to evaluate the student
5. The student will be evaluated and may be taken to the hospital or may stay in their room
6. Follow up with Pro-Staff on duty and within the building where it is occurring
TRADITIONS
SITUATION
Break-In - A resident comes in to the Clubhouse and notifies the Community Assistant at the front desk that the front door of their apartment was found unlocked, and their belongings misplaced/thrown throughout the apartment and bedroom.
Drug Use – A resident calls the duty phone because they came home and found a roommate passed out on the floor in the kitchen. The resident says it looks like the roommate is not breathing, and a syringe is on the floor as well.
Fire – A resident comes into the clubhouse saying that an item was cooking inside their oven, and caught fire. The residents used the fire extinguisher inside the apartment to put out the fire.
Flood – A resident calls the duty phone saying that water is coming into their first floor apartment from the ceiling of the apartment.
Call 911 (direct CA to call or you call immediately)
Call 911 (if they have not already been called by resident)
Notify Immediate Supervisor (provide information on situation) and call duty phone
Go to location of incident
Notify Immediate Supervisor (provide information on situation) and call duty phone
Call 911 (if they have not already been called by resident)
Call Emergency Maintenance at 325-4421 (if they have not already been called by resident)
Notify Immediate Supervisor (provide information on situation) and call duty phone
Notify Immediate Supervisor (provide information on situation) and call duty phone
Go to location of incident
Injury (minor) – A resident comes to the front desk of the Clubhouse with a dislocated finger and a bloody lip from playing sand volleyball on the court located on site.
Ask if the resident would like us to call 911 for medical assistance or use first aid kit
Get information from resident to follow up with them
Go to location of incident AND Ensure that fire alarm on building has been pulled
Go to location of incident and check second and third floor apartments for water damage. Possible relocation to emergency apartments.
Direct resident to Goddard, hospital, or urgent care facility
SITUATION
Party – Duty phone call received from resident. Apartment that had previously been called in for a noise complaint has continued to be loud and gotten even louder. Music is at loud levels and people are loudly talking in the breezeways.
Suicide Attempt – A resident calls the duty phone because their roommate has locked themselves in their bedroom with a kitchen knife and has repeatedly yelled through the door that they just want to be left alone and that they don’t need any help. The resident informs you that this roommate recently had a bad breakup and a death in the family.
Unapproved Pet – Maintenance staff informs you that they entered an apartment to complete a work order and found a cat inside one of the bedrooms.
Wild Animals – A resident emails the complex email account about seeing multiple skunks near the pool house.
Go to location of incident and work on de-escalation. If assistance needed, call OUPD and/or Pro Staff member(s)
Call 911 (if they have not already been called by resident) and call duty phone
SECOND ACTION (if needed)
Issue citations and referrals, as necessary (OUPD shows up, cigarrettes are present, or students are non-compliant)
Notify Immediate Supervisor (provide information on situation)
THIRD ACTION (if needed)
Have a follow up meeting with residents
Noise Violation – Staff member receives a duty call from a Student Assistant that residents are being loud in an apartment and that a neighbor has complained that they are causing a nuisance/preventing them from sleeping.
Have Residence Life staff member enter apartment and document pet (photos)
Forward information on to Facilities Managers about placing traps and/or deterrents
Go to location of incident and speak with residents of offending apartment
Go to location of incident if instructed to do so
Contact Operations to see if pet is approved through Disability Resource Center If unapproved, contact resident and follow the unapproved ESA protocol
Let the Community Coordinator know immediately
Let the residents in the area know
Issue warning or citation based on severity
Meet the residents (for 3rd offense)
roompact guide
LOG IN/ LOG OUT
In order to access Roompact, you must enter in your OU email address. If you changed your email address from FirstName.M.Lastname-1@ou.edu to a custom email address (myname@ou.edu) during your time of employment with housing and food services, you must notify Quan Phan (quanphan94@ ou.edu). That might affect your access status to Roompact platform. Once you enter your email address, it should direct you to a log in page where you will use your 4x4 information to access Roompact.
If you access Roompact on a shared device (front desk computer, etc.), you MUST make sure that it is your profile. In order to completely log out of the account, you must access an OU affiliate page (ex: one. ou.edu). You then log out on that page, so Roompact will stop using your Single-Sign-On information. Then you can return to Roompact and sign in with your email address and your 4x4 information.
HUB
The Roompact Hub is a communication system that connects all of the Roompact users at a particular institution to one another. The Hub is the first thing that all users see when they log into Roompact. The primary components of the Hub are a homepage feed containing posts and replies, as well as a notification system accessible from the top bar of any page.
To get to the Hub, user can access it by clicking Roompact icon on the top left of the page or by clicking the Hub tab on the tool bar on the left of the page.
User can control what contents show up on their hub by clicking Hub Filter on the right hand side of the page. The recommended options are:
- Staff Notes
- Discussions
- Form Submissions
Changing filter settings by checking the boxes of the corresponding post types and permission levels will result in an immediate application of the new settings to incoming posts that the user receives. In addition to this, immediately after changing a setting, the user is presented with a “Reload Hub” button that will clear the feed of all of its current posts and load only ones that match the filter settings. This operation is performed very quickly, without reloading the page and can be performed repeatedly. This allows staff members, particularly professional staff, who have purview of a large portion of each campus, to select and view only a particular type of post in order to view the recent activity of that particular type.
POSTs / REPLIES
The core feature that the Hub adds to Roompact is the ability to make and read posts and replies directly from the homepage (or “dash”) that every user sees when they log in. Every type of post accommodates replies beneath it. A breakdown of the contents of each post is visible below.
Post target zone - indicates where the post is being posted to. For discussion posts initiated by staff, the author of a post will get to choose the post target zone before submitting a post. All other types of posts will have their target zone established automatically by the system.
Author permission level - indicates the permission level of the author of the post. Can be hovered over with the cursor or tapped on mobile to expand and show their description.
Author permission level indicators; collapsed (above) and expanded (below) Posts are streamed to each user in real time but in order to not rearrange the content of a user’s feed while it is being viewed, new posts that the user has received will be queued in a “Load New Posts” box at the top of their Hub.
Required permission level - indicates the minimum permission level required to view a particular post. This setting for each post corresponds with author permission levels in that in order to see a particular post on their Hub, a user must have at least the required permission level of said post to view it and the user must have purview of the post target zone.
If you decide to post any discussion post on the hub, make sure that they are only visible to staff members (Resident Advisor, Hall Director, or Administrator). Any post you leave on a resident’s profile or on a room will only be visible to staff members.
VIEW YOUR COMMUNITY
Click View [Community] to see your hall. Depending on the viewing permission, you can see your floor (Resident Advisor Level), your building (Hall Director Level), or all of the buildings (Administrator Level). If you have access to a different community, or have more access than you should have, please contact Pro Staff immediately.
AREA LEVEL
BUILDING LEVEL
COMMUNITY LEVEL
On a room’s timeline, you can see the occupants of that room as well as any notes made on that room and any form submissions with that room and/or its residents tagged in them.
You can also see the status of a room indicated by its color:
- Green: Great
- Yellow: OK
- Red: Bad
You can change the room status to better visualize your community. This can be done to see whether your residents have completed their roommate agreement, or for community mapping. There are several ways to change a room status, but here is how to do it manually:
- You must submit a comment to change a Room Status.
- To begin, click on Leave a comment… and enter your comment.
- Click on Change Room Status and select either Green, Yellow, or Red.
- Click on Type here to tag… to tag your comment. “Mediation”, “Interaction”, and “Conflict” are common tags.
- Click on the Permission Level button to restrict your comment to Hall Director and Admin level staff.
- After entering your comment, click Submit to post your Room State Change on the Room Timeline. Your Staff Note will also be visible on the Roompact Hub of appropriate staff accounts.
RESIDENT TIMELINE
On a resident’s timeline, you can see any notes made on that room and any form submissions with that room and/or its residents tagged in them. It will also show their response to any micro-survey.
You can leave notes on a resident’s timeline with message like “Have tried to contact [resident’s name(s)] for intentional interaction through [insert method(s)] on [insert date(s)].” Make sure to not put any confidential information on Roompact.
FORMS
Click Forms to access forms. Depending on your access level, there will be 3 tabs:
SUBMISSION
All of the form submissions will be sorted chronologically.
• If you are a paraprofessional staff, you can see only your form submissions
• If you are a Hall Director, you can see the form submissions only from your staff members a. If a resident of your building is a staff member in a different building, you will also see their form submissions. Please let Quan and the Center/Community Coordinator of that building knows to ensure that their submission can also see the form submissions.
• If you are an Administrator (Admin RDs),you can see all of the form submissions from all centers
FILTERS
You can use the filter function to narrow your views. You can filter by - Templates: What kind of forms are you wanting to see? - Buildings
- Submitted before or after a certain time
Or you can also use the search function to find certain information in all of the forms.
You can use the Form’s ‘Review Mode’ to see your submissions for a specific form.
Click “Switch to Review Mode”
Select a form you would like to review. You can also use the Search function You can see the number of submissions you have for a certain form by looking at the number on the top left side. You can also use the filter function to search for specific information (1)
Are you not seeing all of your form submissions? Make sure you click the Next button (2). If you still don’t see all of your form submissions, click Older to make sure that there are no form submissions there (3). This would only happen if there is a change in the form that was made by an administrator. Hopefully all changes were made before you start submitting your responses, but adjustments can always happen.
You can also click Download to download all of the forms submissions’ data on an excel spreadsheet. This will be used to conduct assessment on forms.
A FORM
To file a form, click File Form on the top bar and select a form you would like to start
Tag Question
For certain questions, you will need to tag a resident, a room, or a building. You can do so by typing the residents’ name, a room number, or a building (1). You can also type in a room number to search for a resident’s name (and then you will try really hard to learn their name afterward).
Required Question
For certain questions that have a red asterisk (2), that means that question requires a response. You will not be able to submit a form without having a response for those questions.
Tag a Theme Question
For certain questions, you will need to tag a theme. This is to help Pro Staff to sort them out easier and to provide you appropriate resources through assessment. You can select multiple themes depending on the content you have. If you have a question about certain theme, please ask Pro Staff.
Rating Question
For certain questions, you will be asked to rate. There should be enough information for you to easily rate the information you are asked to perform. We trust your judgement for rating. If you have any troubles, please talk to Pro Staff. If you think that you don’t have enough information to rate this item, it might be best to follow up with the resident to get more information.
Revise a form
If you have more information to add to an already submitted form, you can revise a form.
- Go to View Submissions tab and search for your form submission
- Click on the submission you want to revise
- On the top right hand side, you will see the ‘Viewing.’ Click on the drop down option, and you can select Revise
- Make any adjustments you want, then you can submit again.
- For each intentional interaction you have for each resident, make sure you revise your submission instead of logging a second form.
Add responses
For some forms (Ex: Duty Report), you will see a section of the form with a gray line on the left hand side. That means you can add another section to the form if needed. For any response you need, just click Add Response at the bottom of the section. If you accidentally add another section, click the x symbol on the top left of the section to delete
SCHEDULE
Schedule allows you to sign up for shifts, request days off, or sign out after completing a shift.
(1) A series of buttons at the top allows you to filter your schedule. You can toggle on/off the following: - Unfilled Shifts - Filled Shifts - Pending Days Off - Approved Days Off - Duty “Sign Outs”
(2) You can change the view of your calendar to be by month, week, or just display a single day.
(3) You can also access schedules for each of the Shift Regions in the system. It can help filter out your views. Most of them are building or staff specific.
(4) A sidebar shows any Shift Trades that need supervisor approval, and any Open Trades (available to anyone) or Person-to-Person Trades.
CREATING SHIFT
To create a shift, click on a day that you want to create shift, and select " Create a new shift." If you have the same shift everyday, you can select "Repeat Daily." This option will create multiple shifts with the same timeframe every day of the week. You must be careful because there is no option to delete multiple shifts.
SIGN UP FOR SHIFTS
Depending on the staff, it might be different. However, for the majority of cases, you will be assigned shifts at the beginning of the semester. In case you need to sign up for shift, you can follow these steps
- Click on the shifts that needed to be filled (A shift must already be created in order for you to sign up for it)
- Click Sign up for this shift
- Your name will appear on that shift in yellow with a star next to your name
TRADE SHIFTS
If something comes up on the shift that you signed up for/ were assigned to, follow these steps to trade it with someone
- Communicate with Pro-Staff first! Then communicate with your fellow staff members to see if anyone would be willing to switch (Don’t be that staff member who surprises other people with a shift trade. Remember, consent matters, always)
- Click on your shift (your name should be in yellow with a yellow star)
- Click Trade Shift
- You can choose to Trade it with a specific staff member in the drop down menu OR leave it “Unassigned” and it will become an Open Trade viewable by all staff members able to pick it up.
- Shifts available as an Open Trade or Shifts proposed as a Person-To-Person Trade have an orange flag underneath them (1). A supervisor will need to approve a trade you propose. Shifts awaiting approval by a supervisor have a purple flag underneath them (2)
- An Open Shift request will appear on the right hand side bar that anyone can select. Hovering over it allows you to Accept. Staff members that are proposing a trade directly with you will also appear here.
REQUEST DAY OFF
If you need to request a day off, follow these steps
- Communicate with Pro-Staff first!
- Click on the date you want off
- Click Request this day off
- This dialog will then pop up. Click OK – Request Day Off! Pending Day Off will appear on your calendar, and your supervisor will approve or deny it.
- As an RD, make sure that you check in with your supervisor and approve the shift changes frequently.
events
The Events function will allow you to see your events, assess them, or propose a new event
PROPOSE A NEW EVENT
- To propose a new event, click Propose
- The rest of the functions should follow as a form. Please be as specific as you can in your event proposal
- If you are co-programming with your colleagues, make sure you also tag them in the Staff Responsible portion
- When you finish, hit Propose Event. It will send you an email confirming your event proposal, and wait for your Pro Staff to Approve, Deny, Revise, or Delete your proposal.
- Once Pro Staff approved your proposal, your event will change as shown below
- Once the date of your event has passed, it will automatically change to Pending Assessment. You need to click on the Event, click on Assessment on the top Right hand side and complete the assessment questions
MESSAGE CENTER
You can send quick message to your floor or to a specific resident through this function
RESOURCES
Depending on the viewing permission, you can see your floor (Resident Advisor Level), your building (Hall Director Level), or all of the buildings (Administrator Level). If you have access to a different community, or have more access than you should have, please contact Pro Staff immediately.
You can type in your hall or your floor to email all of the residents living in that area. You can also type in individual resident’s name, but I would recommend using your email instead.
You type in the message below after selecting your recipient.
You can ONLY EMAIL your residents. If you see an option for texting, please ignore them. DO NOT USE THIS TO TEXT!
Under Resources, you can see different documents to help you perform your job duties. If you think something should be on here, please let Pro-Staff or Quan know.
starrez guide
getting started
1. Log in to StarRez Web: https://myhousingandfood.ou.edu/StarRezWeb with your 4x4 and password.
4. In the "Views" menu, choose "All Records" from the "Common Filters" section. Click the star to favorite it and always use this filter.
2. In the left-hand menu, click "More" at the bottom. Click and drag "Main" to the top of the list so that you land on it when you log in in the future. Then click the "Main" module for our next steps!
3. In the upper right, click the little down arrow, then "Manage Columns". Choose the information you’d like to see at a glance, put them in the order your prefer, and adjust the width of each column here (you can do the same for the "Rooms" module!)
the basics: how to find the data
1. To search for a student, enter information into (or use the dropdown for) any of the fields you chose to show. Note that you’ll have to type it exactly as StarRez has it. Ex: Couch 344W won’t work, it must be Couch Center 344W
2. The first column of student info will be blue. When you mouse over the blue field, you’ll get a popup of some quick information about the student. When you click on the blue field, you’ll open their Entry page, where you can see a student’s phone number (scroll down to Active Address), FERPA contact (Custom Fields—Student Info), meal plans (Meal Plans), and more.
3. To see a student’s current roommates, open the student’s Entry page, click Bookings in the left hand menu, then click View to the right of their Active Booking. If they have one, their current roommate’s information will show here. You can also open the roommate or the room from this page.
the terminology
Entry: Each person in the StarRez database is called an entry
Booking: Each housing assignment is called a booking. A booking may be where someone lived in the past, where they are currently living, or where we are expecting them to live in the future
Entry Status: An entry’s status is based on their bookings. A booking may be in one of several statuses:
• In Room : The student is currently living in that room
• Tentative: The student is moving around and has access to their new floor/room
• Reserved: The student has been assigned, but does not have access to the floor/room because they have not moved in
• History: The student no longer lives in the room
• Cancelled: The student was expected to move in, but did not
• Application: This status indicates that the student does not have a booking (confusingly, it does not necessarily mean they have an application, it is simply the default status when entries are created in StarRez)
• Occupant (In Room/History): This entry is the family member of a Kraettli resident, and not neces-sarily affiliated with OU
Occupancy Graph: A visual way to see all of the rooms in your building and the people assigned there
Module: A major area of function within StarRez (Main, Dashboard, Reports, etc.) — these are listed in a vertical bar on the left side
Tab: A sub-group of functions within a module, tabs are listed across the top of the screen (Entries vs Occupancy Graph, or Rooms vs Inspections)
Page: The information about an item in StarRez is divided into pages, shown in a left hand menu when the item is open
Report: A collection of data from StarRez based on specific criteria (for example: All students currently living in DLB, or all students who have signed up for express checkout on Couch 3W)
Dashboard: A collection of reports you find useful to see at a glance at any time
Portal: OU’s website for StarRez processes. This is where students must log in to complete their room inspection, purchase an additional meal plan, and sign up for express checkout at the end of the year
Resource: Access cards that can be checked out to students who have misplaced their ID card, as well as select other “borrowable” items like movies, vacuums, and video game controllers (location-specific)
bookings: understanding the information
When you search for a student, their active booking is what shows up in the Room field. A student’s active booking is determined by the status of each of their bookings. The status of a student’s active booking also determines the student’s Entry Status. In order of priority, the statuses are: In Room, Reserved or Tentative (whichever starts earlier), History, then Cancelled.
Here, Amber and Amina are currently living with us, Alivia is expected to move in, and Alexis and Amandeep have moved out and are not expected to return.
We can find out more about a student’s bookings by opening their record and clicking the Bookings page.
Here we can see where Amina has lived in the past and when she lived there, as well as where she is expected to live in the future.
*Note* You can recognize room changes by their In Room and Tentative bookings with overlapping dates: Hamed’s active In Room booking runs from 1/23 to 5/11, and his Tentative booking runs from 4/4 to 5/11. This means he is a room change who has been or will be given permission to move begin-ning 4/4. These bookings are also for the same term but different rooms, making us even more certain he is a room change.
BOOKINGS: CHECKING RESIDENTS IN
When checking a resident in or out, you will always affect the active booking, and you will only be able to take logi-cal action — if the active booking is In Room, you will only be able to check the resident out. If they are not In Room, you will only be able to check them in.
Open the entry and click Entry Actions toward the top right.
On the popup menu, search for Check In, (it will show up if you’ve used it recently) or go to the Booking submenu and click Check In
Read this information and make sure this is the booking you’re checking them in to!
IMPORTANT: Only check students in via StarRez when they are actually checking in. Always click Fix when asked “Check In Date Not Today” Choose “Issue”, assuming you gave them a key.
Have the student sign for their key if you issue it, and click done
BOOKINGS: CHECKING RESIDENTS OUT
IMPORTANT: IMPORTANT: Only check students out via StarRez when they are actually checking out. Always click Fix when asked “Check Out Date Not Today”. Choose “Return”, assuming they gave you their key.
Have the student sign for their key if you return it, and click done
Open an entry and click Entry Actions toward the top right.
On the popup menu, search for Check Out, (it will show up if you’ve used it recently) or go to the Booking submenu and click Check Out.
Read this information and make sure this is the booking you’re checking them out of!
ISSUING AND RETURNING KEYS
Each bed has two keys in StarRez: the Individual (regular) Key, and the Spare Key. This means there are four keys in StarRez for each double room, even though there are only three physical keys for a double room. Please note: Residential Colleges physical keys (used in emergencies only) are Resources in StarRez.
When a resident checks in, their Individual Key must also be checked out to them
When a resident needs a temporary key, their Spare Key can be checked out to them.
Select an entry and click Actions at the bottom, or open an entry and click Entry Actions at the top right.
On the popup menu, search for Issue Key, (it will show up if you’ve used it recently) or go to the Front Desk submenu and click Issue Key
Make sure you select the correct key, and click OK!
To return a key, follow the same steps as before, but click Return Key instead of Issue Key. A list of keys currently issued to the student will pop up. Select the one they’re returning and click OK!
KEYS: LOCK RECOMBS
When the locks are changed on a room, the keys must be changed in StarRez as well.
Receive replacement keys from Lock Shop.
Return all old keys as "Lost"
Mark all old keys as "Dead Keys"
Create all new keys Issue new keys if necessary
Go to the Rooms tab of the Rooms module and find the room you’re looking for by typing it in the Room or Room Space field.
Make sure you do all beds in the room! (Super suites have four beds).
Open the room and choose the Keys page.
Mouse over the vertical ellipsis to the right of the key’s information, and choose "Return Key".
Return the key as Lost and click OK.
Mouse over the vertical ellipsis again, but this time choose "Edit Item".
Change the Room Space Key Type to "Dead Keys" and save changes.
KEYS: LOCK RECOMBS- CREATING NEW KEYS
From the Rooms tab of the Rooms module, select all the beds in the room you are creating keys for and click Actions. Make sure the number on the Actions button is the number of beds you intended to affect!
On the popup menu, search for Issue Key, (it will show up if you’ve used it recently) or go to the General submenu and click Issue Key.
Change the Room Space Key Type to "Individual Keys", and type "Individual Keys" in as the "Description" as well. Enter the serial number as it appears on the key.
Make sure to format the serial number the same way the other keys in your building are entered, so you can figure out where it belongs if the key is found without an owner later
Repeat process, replacing “Individual Keys” with “Spare Keys”
If the resident picked up their new key before you were able to create it in StarRez, issue the Individual Key now! Otherwise, leave the keys with a status of “In” until they are picked up.
To help you manage keys, the CC, RDs, and OA for your building receive two automated reports: Weekly– Residents In Room without Individual Keys: this report shows residents who need to have their individual key issued to them Daily — Spare Keys Out: this report shows the due date for spare keys, so you know when to reach out to and/or recomb the lock for residents with overdue spare keys.
ISSUING RESOURCES
The most common resources are temporary access cards, but at select locations also include movies, video game controllers, vacuums, etc. Here is how to issue a resource:
Select an entry and click Actions at the bottom, or open an entry and click Entry Actions at the top right:
You can double check your work when you’re done by clicking the Resources page on the left hand side. You can also check the due date from the Resources page.
On the popup menu, search for Issue Resource, (it will show up if you’ve used it recently) or go to the Front Desk submenu and click Issue Resource.
The due date will automatically be the appropriate number of hours from now, depending on the type of resource, thought it will always show up as 24 hours from now while issuing. Adjusting the end date here has no effect on the due date once issued.
Use Ctrl + F to search for the number on the card you’re issuing (or the room number the card is for in Cross/the Colleges). Select the item, and click OK!
returning resources
To return a resource, follow the same steps as before, but click Return Resource instead of Issue Resource. A list of resources currently issued to the student will pop up. Select the one they’re returning and click OK!
keeping track of resources checked out
Each day at 9:00am pro-staff will receive a report from housinginfo@ou.edu of resources checked out in their building. If you ever want to check the report at another time, here’s how:
Go to the Reports module and make sure you’re on the Saved Reports tab
Search for Resources Out, select the report for your building, and click Open in the top right!
dashboards: information at your fingertips
With your dashboard, you can see as many reports as you want, at a glance, with real-time information at the click of a button.
In the left hand menu, click the Dashboard module
In the top right, click Add Panel
Select Reporting
Click Add on the Report Panel box
Expand the folders until you find what you’re looking for, then select your report!
A few notes: Using the Dashboard dropdown in the top right corner, you can create additional dashboards if you’d like to categorize what you’re looking at. For instance you can have daily-use reports on one dashboard and seasonal reports like Express Checkouts on another dashboard. You can also share dashboards if you’d like to create one for use by other StarRez users (your fellow pro-staff members, or your office assistant, etc.).
operations procedures
ERIKAH BROWN
Residence Halls Housing Advisor (Females) erikah@ou.edu (405) 325-4769
she/her/hers
GARETT REEVES
Operations Graduate Assistant garettreeves@ou.edu (405) 325-2511 they/them/theirs
KARLA PITRE
Customer Service Coordinator karlaw@ou.edu (405) 325-2514
she/her/hers
ANN SCHAFER
Manager of Operations annschafer@ou.edu (405) 325-1276
she/her/hers
RACHEL PEARCE
Program Specialist rachelpearce@ou.edu (405) 325-3447
she/her/hers
KERI TREVINO
Program Coordinator ktrevino@ou.edu (405) 325-1865 she/her/hers
DANTE BROOKS
Program Specialist dbrooks@ou.edu (405) 325-1747
he/him/his
MARISSA RATCLIFF
Residence Halls Housing Advisors (Males) marissa.e.ratcliff-1@ou.edu (405) 325-1274 she/her/hers
JACKIE IRVIN
Customer Service Representative jackiei@ou.edu (405) 325-2511 she/her/hers
HANNAH EOFF
HFS Office/Kraettli Housing Advisor hannahtruangel@ou.edu (405) 325-8873 she/her/hers
JENN DOUGHTY
Director of Operations poedoughty@ou.edu (405) 325-2514 she/her/hers
RACHEL DAVIS
Senior Housing Advisor & Residential Colleges Advisor racheldavis@ou.edu (405) 325-4502 she/her/hers
CODY JOHNSON
Traditions Square Housing Advisor cjohnson@ou.edu (405) 325-1837
he/him/his
NOT IN OPERATIONS
JEWELS SIMPSON
Headington Hall Building Coordinator
jewellia.simpson@ou.edu (405) 325-6067
she/her/hers
Residence Halls Occupancy Timeline
WEEKLY
MONDAYS
4:00 P.M. Not Enrolled Contact Logs are due
TUESDAYS
10:30 A.M. Occupancy Report draft due to Housing Advisors (residencehalls@ou.edu)
If there is no change in occupancy, please send a blank report for our records.
11:00 A.M. Occupancy meeting in the Operations Conference Room
12:00 P.M. Room change requests for week are due
3:00 P.M. Final Occupancy Report due to Housing Advisors
WEDNESDAYS
4:00 P.M. Operations sends Residence Life room change list for week
THURSDAYS
4:00 P.M. Operations sends Residence Life the Not Enrolled list
4:00 P.M. Operations sends Residence Life center rosters
FALL SEMESTER
Special Occupancy Report due from each center by 5:00 p.m.
Aug. 2
Things to be aware of: Summer students who are transitioning/transitioned to their fall assignment (including staff); early move-ins should be listed
Aug. 6 First occupancy meeting of the semester
Students can begin to submit room change requests
Aug. 19
Requests received by noon on Tuesday, September 3 will be reviewed for the first week of room changes
Aug. 27 Extended occupancy meeting to discuss room changes and Not Enrolled processes
Sept. 4
Sept. 5
Housing Advisors will provide the first list of approved, waitlisted, and denied room changes for the fall semester to Centers by 4:00 p.m.
Students will be notified via email before noon of their room change status, whether approved, waitlisted, or denied.
Nov. 19
Nov. 19
Nov. 20
Nov. 21
Nov. 25
Dec. 4
Dec. 13
Last day to submit room change requests to Housing Advisors for fall semester
Requests received after noon on Tuesday, November 19 will be reviewed for the first week of room changes in the spring semester
Extended occupancy meeting to review and prepare end of semester withdrawals, fall to spring timelines
Housing Advisors will provide the last list of approved, waitlisted, and denied room changes for the fall semester to Centers by 4:00 p.m.
Students will be notified via email before noon of their room change status, whether approved, waitlisted, or denied.
All room changes must be complete by noon. No additional room changes will be granted this semester.
Housing Advisors will begin sending Withdrawal Master list
Special Occupancy Report due from each center by 5:00 p.m.
Things to be aware of: EOS withdrawals, releases, ERCs, etc.
Dec.17 Last occupancy meeting of the fall semester
SPRING SEMESTER
Jan. 7
First occupancy meeting of the semester
Housing Advisors will provide the first list of approved, waitlisted, and denied room changes to Centers by 4:00 pm.
Jan. 8
Jan. 9
Requests received by noon on Tuesday, January 7 will be reviewed for the first week of room changes
Students will be notified via email before noon of their room change status, whether approved, waitlisted, or denied.
Apr. 21 Last day to submit room change requests to Housing Advisors for spring semester
Apr. 22
Apr. 23
Apr. 27
Housing Advisors will provide the last list of approved, waitlisted, and denied room changes for the spring semester to Centers by 4:00 p.m.
Students will be notified via email before noon of their room change status, whether approved, waitlisted, or denied
All room changes must be complete by noon. No additional room changes will be granted this semester.
Occupancy Processes Residence Halls
MOVE IN PROCESS
After the start of the semester, new move-ins are required to complete a contract in the main Housing office and Housing Advisors will assign the student.
Operations
1. Student will complete a contract in the main Housing office
2. Housing Advisor will contact center’s Pro-Staff or front desk to physically check room space(s)
3. Housing Advisor will assign student and create a Tentative booking in StarRez for student
4. Housing Advisor will send Move-In Notification to student’s center Pro-Staff
5. Student will be given their assignment and directed to check in at the center office Because the student is present and is anticipated to check in mere minutes later, Housing Advisors do not notify the new roommate
Residence Life
6. Center office will check student in to their Tentative booking in StarRez
7. Center office will document student’s move-in in Move Log
MOVE OUT PROCESS (Withdrawals/“Not Enrolled”, Releases)
Students who intend to withdraw from the University must work with either Compass Network or University College to drop their courses. Withdrawn students are not eligible to live in housing and are required to move out upon withdrawal. “Not Enrolled” students are withdrawn students who have yet to take action on moving out of housing. Refer to the Not Enrolled Procedure document for further information regarding the Not Enrolled process.
Students who intend to continue studying at the University, but no longer wish to live in the Residence Halls, must go through the release process. Releases are reviewed by a committee and the student will be notified of the outcome. Students approved for a release are not required to move out of housing.
Operations
1. Student will pick up a withdrawal form from the main Housing office during regular business hours
2. Housing Advisor will verify student is an approved withdrawal or release
3. Student will be given withdrawal form and directed to check out with their RA or the center office. Student is required to check out within 48 hours of picking up form.
Residence Life
4. Student will schedule checkout with Residence Life
5. Center office/RA will check student out of their booking in StarRez, sign withdrawal form, and give pink copy of withdrawal form to student
6. Center office/RA will document student’s move-out in Move Log
7. RA will return the white and yellow copy of the withdrawal form to Pro-Staff
8. Pro-Staff will complete the “For Residence Life Only” portion of the withdrawal form
9. Pro-Staff will return the white copy of the withdrawal form to the Housing Advisor
AFTER HOURS WITHDRAWAL PROCESS
If a student is moving out after business hours and has not picked up a withdrawal form from the main Housing office, Pro-Staff will need to start an internal withdrawal form after verifying the student has withdrawn or been released from their contract.
Residence Life
1. Pro-Staff will verify student is an approved withdrawal/release
2. Pro-Staff will write internal withdrawal form and give the form to the student. Student is required to check out within 48 hours of picking up form.
3. Student will schedule checkout with Residence Life
4. Center office/RA will check student out of their booking in StarRez, sign withdrawal form, and give pink copy of withdrawal form to student
5. RA will return the white and yellow copy of the withdrawal form to Pro-Staff
6. Pro-Staff will complete the “For Residence Life Only” portion of the withdrawal form
7. Pro-Staff will return the white copy of the withdrawal form to the Housing Advisor
IMPROPER WITHDRAWAL PROCESS
Occasionally it will be discovered that a student has moved out without going through the proper steps (picking up a withdrawal form, being checked out of their booking, turning in their key, etc.). Residence Life should follow the appropriate procedure for these students as defined by Residence Life. The student’s booking in StarRez will remain untouched – Housing Advisors will process the checkout once the necessary paperwork has been turned in, and the student has been listed properly on the OR.
ROOM CHANGE PROCESS
Students may submit a room change request to move to a new assignment. Room change requests are reviewed on a weekly basis. In emergency situations, a room change request can be approved outside the weekly timeline by Residence Life (Director of Residence Life, Assistant Director of Residence Life, or a CC) or by Operations (Director of Operations or Manager of Operations).
Residence Life
1. Student will submit room change request to RA for review
2. RA will submit room change request to center Pro-Staff for review
3. CC will review content of room change request and approves or denies request
4. If approved by CC, room change request is submitted to Housing Advisor
Operations
5. Housing Advisor will review room change request for accuracy and availability
Room change requests are only denied based on form inaccuracy or extended incomplete requests. Requests may be waitlisted based on lack of availability or incomplete request.
6. Housing Advisors will send list of approved, waitlisted, and denied requests to center Pro-Staff on Wednesday afternoon
7. Housing Advisor will email student an approved room change email on Thursday morning Housing Advisor will also email new roommate
Residence Life
8. Student will pick up the key to their new assignment from the center office of that room (if they decide to move)
9. Center office will document student’s move-in in Move Log
10. Student will complete move from old room to new room by Monday at noon. The move is considered complete if a student has 1) picked up the key to the new room and 2) checks out of their old room with their RA.
11. After completing their room inspection/returning their key, the RA will check the student out of their In Room booking in StarRez and check student in to their Tentative booking in StarRez RAs should only process student’s booking in StarRez the same day an action occurs and will want to select “Fix” instead of “Ignore” for any StarRez errors. If a student does not get processed in StarRez the same day an action occurs, please do not check the student in or out in StarRez. The Housing Advisors will correct the student’s record via the OR.
12. RA should document student’s move-out in Move Log
EMERGENCY ROOM CHANGE
If an ERC is initiated by Residence Life: Residence Life
1. Pro-Staff coordinating move will contact Housing Advisor to find an available room for the student If ERC occurs after hours, please utilize the Empty Bed and Room report to identify a space
2. Once a space is identified, Pro-Staff will send an email to all centers involved, the CC (and/or any additional staff who approved it), residencehalls@ou.edu, the Director of Residence Life, Assistant Director of Residence Life, Director of Operations, and Manager of Operations with the student’s full name, OU ID number, old room, new room, and timeline for student to complete the move
3. Pro-Staff will communicate timeline of move to student
4. Pro-Staff will have student complete room change request
5. Student will pick up the key to their new assignment from the center office of that room (if they decide to move)
6. Center office will document student’s move-in in Move Log
7. Student will complete move from old room to new room by the timeline determined by Residence Life. The move is considered complete if a student has 1) picked up the key to the new room and 2) checks out of their old room with an RA.
8. After completing their room inspection/returning their key, the RA will check the student out from their In Room booking in StarRez and check student in to their Tentative booking in StarRez 9.RA should document student’s move-out in Move Log
If an ERC is initiated by Operations: Operations
1. Housing Advisors will send an email to all centers involved, the Director of Residence Life, Assistant Director of Residence Life, Director of Operations, and Manager of Operations with the student’s full name, OU ID number, old room, new room, and timeline for student to complete the move
2. Housing Advisors will communicate timeline of move to student
3. Housing Advisors will have student complete room change request Residence Life
4. Student will pick up the key to their new assignment from the center office of that room (if they decide to move)
5. Center office should document student’s move-in in Move Log
6. Student will complete move from old room to new room by the timeline determined by Operations. The move is considered complete if a student has 1) picked up the key to the new room and 2) checks out of their old room with an RA.
7. After completing their room inspection/returning their key, the RA will check the student out from their In Room booking in StarRez and check student in to their Tentative booking in StarRez 8. RA should document student’s move-out in Move Log
Occupancy Reporting Residence Halls
MOVE-INS/NO SHOWS
A “move-in” occurs when a student moves into a residence hall from off-campus or another on-campus facility. A “no show” occurs when a student anticipated to move in does not.
Population:
Students expected to move in to the Residence Halls
Guides:
Panhellenic Master roster, Post Move-In rosters, Center rosters, Move-In Notifications
Occupancy Report (OR):
Move-In Tab
Students should be listed on this tab if your center’s records indicate a student has moved into their assignment.
• Date Checked In: Date student picked up their key (Move Log)
No Show Tab
Students should be listed on this tab if your center’s records do not indicate a student has moved into their assignment. No Show’s statuses should be re-checked each week and moved to the Move-In tab or kept on the No Show tab according to their status the following weeks. RDs will continue to list students as No Shows until students have moved in or Operations has instructed Residence Life to no longer list the student on the OR.
Operations requests that you list the date on your paperwork, even if it does not match the date in StarRez. If the date in your move log does not match the date in StarRez, please investigate further (reviewing card swipes, StarRez change logs, etc.)
MOVE-AROUNDS/STATUS PENDING
A “move-around” occurs when a room change request is approved or an Emergency Room Change (ERC) is authorized by Residence Life (Director of Residence Life, Assistant Director of Residence Life, or a CC) or by Operations (Director of Operations or Manager of Operations). “Status pending” occurs when a student anticipated to move around does not.
Population:
Students approved to move within the Residence Halls (Adams, Couch, DLB, Headington Hall, and Walker).
Guides:
Room Change list, ERC email
Occupancy Report (OR):
Move-Around Tab
Students should be listed on this tab if your center’s records indicate a student has moved out of their assignment (Old Room) or into their new assignment (New Room).
• Date Checked Out: Date student checked out of their room (Move Log)
• Date Checked In: Date student picked up their key (Move Log)
• If the student moved to or from a different center you will want to:
o Share Date Checked Out/In with other center for their OR
o Get Date Checked Out/In from other center for your OR
Status Pending Tab
Students should be listed on this tab if your center’s records indicate a student has not completed their move from their assignment (Old Room) to their new assignment (New Room).
If the student did not pick up the key to their new assignment during the room change period, the student has chosen to not accept their new assignment and has voided their room change request.
List the student on the Move-Arounds tab indicating in the notes that the student chose not to move.
MOVE-OUTS /STATUS PENDING/NOT ENROLLED
A “move-out” occurs when a student either a) withdrawals from the University or b) is released from their contract (moving off-campus or to another on-campus facility). “Not Enrolled” occurs when a student withdraws from the University, but our records indicate the student is still currently living with us. “Status pending” occurs when a student anticipated to move out does not.
Population:
Students expected to move out of the Residence Halls (withdrawals, releases) Guides:
Move-Out Notifications, withdrawal form, Not Enrolled list, Withdrawal Master list Occupancy Report (OR):
Move-Out Tab
Students should be listed on this tab if your center’s records indicate a student has moved out. • Date Checked Out: Date student checked out of their room (Date Completed Check Out on withdrawal form). This information is vital as it determines the date we stop the student’s charges.
Status Pending Tab/Not Enrolled Tab
If you were notified about the student via a Move-Out Notification or the Withdrawal Master list, and your center’s records do not indicate the student has moved out of their assignment, the student should be listed on the Status Pending tab. Please document any efforts to contact the student on the Status Pending’s Actions Taken by ResLife column. If you were notified about the student via the Not Enrolled list, and your center’s records do not indicate the student has moved out of their assignment, the student should be listed on the Not Enrolled tab. You will document any and all efforts to contact these students via the Not Enrolled Contact Log.
Not Enrolled Timeline
THURSDAY
Operations
• Send Not Enrolled list with contact log(s)
• Contacts student: OU email, non-OU email, text message
Residence Life
Continue contact log(s) documenting the following:
• Contacting student: knocking on door, calling all known numbers (from StarRez, Banner, etc.), reaching out via email/social media
• Checking student’s room to identify if the student is still living in/still has belongings in the room or if they have removed all of their belongings
• Checking card swipe history
• Checking key panel
• Speaking to student’s RA
FRIDAY – MONDAY
Residence Life
Continue efforts to contact students, documenting all attempts on contact logs
MONDAY
Residence Life
By 4:00 p.m., “reply all” to Not Enrolled report received on Thursday, attaching updated contact log(s) for all students who were originally listed on Not Enrolled list, regardless if they have already moved out or not.
TUESDAY
Residence Life
List students on Occupancy Report
• On Move-Out tab if they have completed a checkout
• On Not Enrolled tab if checkout has not been completed
WEDNESDAY
Operations
• Residence Halls Housing Advisors meet with Jenn to discuss students remaining on Not Enrolled tab
• Housing Advisors pass “next steps” on to Center Pro-Staff for each not enrolled student
THURSDAY
Residence Life
• Pro-Staff takes action on “next steps” provided by Operations for unresolved Not Enrolled students
• Begin process again for new Not Enrolled Students
Operations
• Begin process again for new Not Enrolled Students
Not Enrolled Resident Contact Log
Resident Name: Room Number:
OU ID Number: Phone Number:
Date Appeared on Not Enrolled List:
Date: Contacted By: Type of Contact: Details
*On Monday by 4:00 p.m., please Reply All to the Not Enrolled list you received on Thursday attaching an updated contact log for each student on the list living in your center.
Occupancy Resources Residence Halls
Below is a compiled list of items that should be checked to help you determine a student’s status.
MOVE LOG
This is the first resource to reference to check if a student’s move has been recorded.
STARREZ
StarRez can be a helpful indicator that a student has moved, but because moves are processed by staff members, it is susceptible to human error. Additional research should be conducted to determine if the dates and actions in StarRez are accurate.
KEY PANEL
Key records can be helpful in determining if a student has returned their key, has picked up a key, or may still be in possession of their key. When utilizing the key panel as a resource, it is important to know how many students are assigned to a room and if a spare key may be currently issued.
CARD SWIPES
Checking swipes can reveal approved and denied swipe activity, helping indicate whether a student may have moved in, moved out, or moved around. In addition to checking the card swipes of the individual, it is important to check whether a student may have a temporary card (resource) issued to them.
PHYSICAL ROOM
Physically checking a student’s room may help you determine who is still living in a space based on belongings, and may also allow you the opportunity to talk to a roommate who can provide more information about whether the student has been there or not.
RESIDENT ADVISER
It could be helpful to either check with the RA who processed a student’s move in StarRez (refer to the StarRez change log) or to speak with the specific student’s community RA. The RA who processed a move in StarRez can help identify if they took action in StarRez after the fact, or if any accidents in processing occurred. The student’s community RA may help identify if they’ve seen the student or know anything about their whereabouts.
THE STUDENT
If all else fails, you can always contact the student who may be able to better provide information surrounding their move (when they picked up a key, when they moved out, if they checked out properly, etc.).
CORRESPONDENCE
Checking the student’s correspondence in StarRez may help you identify factors impacting that student (whether they are an anticipated withdrawal, whether they have been approved for release, etc.). Further investigation will be necessary, but correspondence may help point you in some direction.
HOUSING WITHDRAWAL FORM
INTERNAL WITHDRAWAL FORM
AUGUST 2019
SEPTEMBER 2019
octoBER 2019
january 2020
