CRASH NOO 1
Seton Hall Housing and Residence Life
TABLE OF CONTENTS 1
2
3
THE BASICS ........................................................................................................... 5 1.1
University Mission ....................................................................................................... 5
1.2
HRL Mission and Goals .............................................................................................. 5
1.3
2014-2015 Tutor in Residence Agreement ................................................................. 5
1.4
Tutor in Residence Employment Policy .................................................................... 10
1.5
Tutor in Residence Self Evaluation ........................................................................... 11
1.6
Senior Staff Evaluation of Tutor in Residence .......................................................... 12
1.7
HRL Job Descriptions ............................................................................................... 13
1.8
Residence Life Code of Ethics .................................................................................. 15
1.9
2014-2015 Academic Calendar ................................................................................ 15
1.10
SHU Clubs and Organizations .................................................................................. 17
1.11
HRL Jargon ............................................................................................................... 18
ACADEMIC TIPS ................................................................................................... 20 2.1
We Learn ................................................................................................................... 20
2.2
Top Five Ways to Make the Most of a Student/Professor Relationship ................... 20
2.3
Active Learning ......................................................................................................... 20
2.4
Increasing Your Reading Effectiveness .................................................................... 21
2.5
Seven Tips for Writing a Great Research Paper ...................................................... 21
2.6
Time Calculator ......................................................................................................... 23
2.7
Stress and Burnout ................................................................................................... 24
2.8
Exam Time Dos and Don’ts ...................................................................................... 25
2.9
Exploring Your Major................................................................................................. 25
2.10
Getting Career Experience ....................................................................................... 26
2.11
Developing Skills for a Career .................................................................................. 26
RESOURCES ........................................................................................................ 28 3.1
SHU Schools and Departments ................................................................................ 28
3.2
Academic Resource Center ...................................................................................... 29
3.3
Center for Learning, Instruction and Assessment ..................................................... 30 2
4
5
6
3.4
Writing Center ........................................................................................................... 31
3.5
Mathematics Learning Lab ........................................................................................ 32
3.6
Campus Resources................................................................................................... 32
3.7
Disability Support Services ....................................................................................... 33
3.8
Internet Resources .................................................................................................... 33
PROGRAMMING ................................................................................................... 35 4.1
TIR Programming Model ........................................................................................... 35
4.2
Program Proposal ..................................................................................................... 35
4.3
Program Evaluation................................................................................................... 36
4.4
Program Planning ..................................................................................................... 36
4.5
Advertising from A to Z ............................................................................................. 38
4.6
Resident Student Association ................................................................................... 39
4.7
National Residence Hall Honorary ............................................................................ 39
COMMUNICATION AND HELPING SKILLS ......................................................... 40 5.1
Communication ......................................................................................................... 40
5.2
Effective Communicators .......................................................................................... 42
5.3
Listening .................................................................................................................... 43
5.4
Attending Behaviors .................................................................................................. 44
POLICIES AND PROCEDURES ............................................................................ 45 6.1
Academic Policies ..................................................................................................... 45
6.2
Behavior Policies for Campus and Residence Halls ................................................. 46
6.3 6.3.1
Alcohol Policy ............................................................................................................ 48 Good Samaritan Policy ....................................................................................................................... 49
6.4 6.4.1 6.4.2 6.4.3 6.4.4 6.4.5
Fire Safety Policies ................................................................................................... 49 Appliance Policy for Residence Halls ................................................................................................. 49 Residence Hall Allowed and Prohibited Items .................................................................................... 50 Heath and Safety Inspections ............................................................................................................. 50 Residence Hall Holiday Decoration Guidelines .................................................................................. 51 Arson and Fire Policy .......................................................................................................................... 51
6.5
Guest and Visitation Policy ....................................................................................... 52
6.6
Noise Policy .............................................................................................................. 54
6.7
University Racial and Ethnic Discrimination Policy ................................................... 54 3
7
6.8
Non-Hazing Policy..................................................................................................... 56
6.9
Sexual Assault and Harassment Policies and Procedures ....................................... 57
6.10
University Center Room Reservation Policies .......................................................... 60
6.11
SHU Traffic Rules and Regulations .......................................................................... 61
6.12
Publicity and Posting Procedures ............................................................................. 61
6.13
Involuntary Medical Leaves of Absence ................................................................... 62
DIVERSITY ............................................................................................................ 63 7.1
Understanding Diversity ............................................................................................ 63
7.2
Seven Skills of Cultural Awareness .......................................................................... 64
7.3
Why Appreciate Diversity .......................................................................................... 64
7.4 7.4.1 7.4.2 7.4.3
Language .................................................................................................................. 65 History of Commonly Used Inappropriate Words ............................................................................... 66 Strategies for Responding to Slurs and Ethnic Jokes......................................................................... 66 Unbiased Terminology ........................................................................................................................ 67
7.5
Stereotypes ............................................................................................................... 71
7.6
Guidelines for Dealing with Issues of Diversity and Equality .................................... 72
7.7
Programmer’s Checklist for Planning Diversity-Sensitive Events ............................. 73
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1
THE BASICS
1.1
University Mission Seton Hall University is a major Catholic university. In a diverse and collaborative environment it focuses on academic and ethical development. Seton Hall students are prepared to be leaders in their professional and community lives in a global society and are challenged by outstanding faculty, an evolving technologically advanced setting and values-centered curricula.
1.2
HRL Mission and Goals The Department of Housing and Residence Life at Seton Hall University is dedicated to providing a safe and inclusive living and learning environment within our residence halls. We provide intentional programming to promote academic success, personal and spiritual development, inspired by the University's Catholic mission. We work collaboratively with other departments to foster opportunities for our diverse students to grow and develop as servant leaders and global citizens. Housing & Residence Life has as its strategic directions the following three areas: Strategic Direction 1 – A firm Focus on Community in residential settings Strategic Direction 2 – A commitment to Integration of Academics into our work Strategic Direction 3 – An awareness of our Responsibility in Resources for our students
1.3
2014-2015 Tutor in Residence Agreement
Overview This document contains three parts: the General Duties and Expectations of the TIR Position; the Student Staff Code of Ethics; and the Staff Disciplinary Policy. This document is intended to ensure effective and consistent performance of duties and expectations while highlighting the skills and experiences to be gained from the TIR position. Failure to fulfill job responsibilities and/or any violation of university policy or state law may be grounds for termination. If any terms, or expectations are unclear, staff members should contact a supervisor immediately for clarification. The Department of Housing & Residence Life reserves the right to amend, modify, or update this Agreement at any time during the time of employment as necessary or as directed to by University Counsel. Binding Agreement The Tutor in Residence Agreement is binding as of the day the Agreement is signed (Spring Training Day – April 19, 2013) and all Tutors in Residence who sign the Agreement are expected to understand and abide by the terms of the Agreement until the Agreement expires on May 20, 2014.
1. General Duties and Expectations of the TIR Position The Tutor in Residence (TIR) is a part-time, paraprofessional staff member of the Department of Housing and Residence Life. The TIR is a valued part of the staff and as an employee has a responsibility to the Catholic mission of the University and the Department of Housing and Residence Life. 1-1. Period of Employment This is an academic year appointment beginning with a start date approximately two weeks prior to the start of classes for the fall semester (the tentative date for 2013 is August 7, 2013) and continuing through the day after graduation (the tentative date for 2014 is May 20, 2014) at 6:00pm. The arrival and departure dates are not negotiable. All staff must plan accordingly, advising all who will need to be informed of these dates. TIRs may be asked to assist with Residence Hall openings and closings, which would require remaining on campus 24 hours after halls close and returning to campus up to a minimum of 24 hours prior to halls opening. 1-2. Basic Expectations a. The roles of the TIR position include, but are not limited to that of a tutor, resource person, programmer, administrator, and role model. It is implicitly understood that staff members will respect confidential issues appropriately. 5
b. As a representative of the University and the Housing and Residence Life staff, TIRs are expected to maintain a high level of job performance and to behave at all times in an ethical manner and a manner which upholds university and departmental policy. Failure to uphold this expectation may result in job disciplinary action. c. As a representative of the University and the housing staff, TIRs are expected to abide by all SHU Community Standards, HRL policies, State and/or Federal Laws anywhere on campus or in SHU owned or leased property. Being found responsible of a policy violation in a campus judicial hearing will result in immediate dismissal. 1-3. Academic Expectations a. TIRs are required to maintain a cumulative 3.0 GPA. If this minimum is not maintained, it will be cause for termination. Grades will be checked after each semester. b. Compensation is issued via a grant therefore TIRs must maintain full-time student status, which is a minimum of 12 credit hours per semester. Therefore, it is vital that any TIR who will fall below 12 credit hours inform their supervisor immediately to get approval for an exception from the HRL Central Office. 1-4. Training All TIR staff members must attend all Spring, August, and Winter Training sessions. Spring Training takes places on a Friday afternoon in early to mid-April (2013 Spring Training is scheduled for April 19, 2013). August Training begins two weeks prior to the fall semester (2013 August Training begins tentatively on August 7, 2013). Winter Training begins up to five days prior to the spring semester (2014 Winter Training begins tentatively on January 8, 2014). In addition, on-going staff training occurs throughout each semester. Training involves full and active participation as well as day and evening commitments. Staff members are responsible for making travel and other necessary advance plans according to these training dates as well as informing all family and friends of these dates and the required attendance at these trainings. 1-5. Programming TIRs are responsible for meeting programming requirements as set forth by supervisory staff. Effective programming assists in creating a stronger community in the residential living environment as well as provides academic support. Incorporation of active involvement of faculty and priests in residence is encouraged. Programs must be properly planned and advertised in advance. Programming paperwork must be completed thoroughly and on time as directed by supervisory staff. The minimum of 4 individual TIR programs per semester must be spaced out evenly over the course of each semester and the deadlines for proposing those programs should be followed. In addition, as a staff team, the TIRs are responsible for planning and implementation of one all-hall program per month. 1-6. Office Hours TIRs are required to conduct 8-10 weekly lobby/office hours to meet the needs of the students seeking assistance from the Tutor in Residence program. TIRs are expected to keep all scheduled lobby hours and notify the TIR Supervisor of any changes or conflicts immediately. Any changes to the lobby hours schedule are at the discretion of the TIR Supervisor. Failure to notify the TIR Supervisor may result in administrative action. 1-7. Staff Meetings and Individual Meetings TIRs must attend and participate in all staff meetings and activities at the discretion of the TIR Supervisor. The TIR Supervisor must give advance approval to miss any staff function. Tutor in Residence staff meetings occur once a month. TIRs are required to attend building staff meetings (RAs & TIRs) twice a month during the Fall semester and once a month during the Spring semester. (Length and location indicated by supervisory staff.) Individual meetings are scheduled by the TIR Supervisor and should occur at least once every other week. 1-8. Co-curricular Activities, Employment, and Experiential Education (Internships) All TIRs are expected to advise supervisory staff of all co-curricular activities so that they may discuss balancing these activities with academic success and job responsibilities. TIRs may not exceed 10 hours of co-curricular activities such as sororities, fraternities, cheerleading, ROTC, athletics/intramurals, and clubs and organizations. TIRs are not allowed to serve as a Peer Advisor, or as an executive officer of the Student Government Association. TIR employment and/or experiential education may not exceed 10 hours per week. Exceptions may be granted for student teaching and nursing clinical practice in consultation with supervisor(s) and the Assistant Director for Training and Development. Any staff member wishing for any employment exception must meet with 6
the TIR Supervisor in advance of starting employment to discuss how all responsibilities will be managed. For all employment, an agreement will be signed and periodically reviewed to insure positive performance. If a staff member is unable to manage their commitments, a decision must be made as to which activities to drop. Further violations of this agreement may result in termination. 1-9. Evaluation and Placement Staff appointment and placement decisions are made based on each staff member's capabilities, personal interests and needs for the particular living environment. Assignments are subject to change at the discretion of Central office depending on the needs of the department. Reappointment is not guaranteed and will be based upon a reapplication process including but not limited to a reapplication, interview, performance evaluation, and recommendations by supervisory staff. Reappointment is not automatic. If rehired, attendance is required at Spring Training. 1-10. Administrative Responsibilities & Duties TIRs are responsible for assisting with check-in and check-out processes each semester as needed. TIR participation in Student Staff Selection, Room Selection, Open Houses, and Freshman Preview is also required. 1-11. Remuneration TIRs receive a bed in a double room at no charge. Voicemail and computer network access are also provided to be utilized in fulfilling job responsibilities.
2. Student Staff Code of Ethics Student staff members of the Housing and Residence Life (HRL) Department at Seton Hall University have many responsibilities as a student employed by the University. Staff members must abide by all SHU Community Standards, HRL policies, State and/or Federal Laws anywhere on campus or in SHU owned or leased property. Being found responsible of a policy violation in a campus judicial hearing will result in immediate dismissal. 2-1. Abiding by Policy An HRL student staff member is both a leader and role model for other students. Therefore, staff members are expected to act in a consistent, professional manner, to refrain from inappropriate or offensive communication or behavior, and to act in a respectful manner towards all residents and supervisors. Staff Members are expected to support, enforce and abide by all federal, state (civil and criminal) laws, and University, and Housing policies and procedures. If, for any reason, staff members violate the Community Standards or are party to a possible policy violation, they will notify their direct supervisor in a timely manner. In addition, not abiding by University and HRL policies will result in disciplinary action. 2-2. Scope of Position The TIR position is a priority second only to academics. As an employee of Seton Hall University, staff members have broader responsibilities within the campus community. It is expected that all student staff members, when present, offer to aid in any conflicts and situations that may arise in any residence hall at any time. 2-3. Confidentiality Student staff members are expected to maintain appropriate confidentiality of all residents/guests and other Residence Life issues, unless maintaining this confidentiality would compromise health and safety of residents/guests and/or staff members. Vital information should be reported in a timely fashion, only to the proper and necessary staff. 2-4. Decision-Making and Communication Staff members must, at all times, exercise ethical decision-making skills and maintain open and honest two-way communication with supervisory staff regarding circumstances or issues that affect employment or this agreement. All staff members are required to provide the department with a personal cell phone number to be used confidentially by professional staff for job related communication if necessary. 2-5. Social Networking Sites If staff members choose to have a Facebook/MySpace/Twitter or any other social networking site account and/or an instant 7
messenger account, they must ensure that only appropriate content/images are associated with the account as students (current and prospective) may encounter the account and it is vital that staff members remain a role model online and offline. 2-6. Intimate Relationships As stated in the Sexual Harassment Policy in the University’s Student Handbook, “The University considers it inappropriate for any member of the community to establish an intimate relationship with a student, subordinate or colleague on whose academic or work performance he or she will be required to make professional judgments. The University requires that the individual cease such conduct and divest himself/herself of the professional responsibility for supervision or oversight,should an intimate relationship develop.� Given this University policy, it is expected that any student staff member who engages in an intimate relationship with a resident or another staff member will communicate with their supervisor(s) about the relationship and ensure that no conflict of interest develops. 2-7. Illegal Drugs Staff members have a responsibility to be role models regarding the use of illegal drugs. Staff members will not sell, trade, transfer, purchase, promote, or possess, in any manner, illegal drugs. Staff members will not abuse medications for which they have a prescription.
3. Staff Disciplinary Policy This policy has been developed to provide staff members with a complete description of the continuum of sanctions that will be imposed in response to any concerns with their job performance. Because the Department of Housing and Residence Life is committed to the growth and development of the paraprofessional staff, the TIR Supervisor will work closely with all Tutors in Residence so that there is a thorough understanding of their obligations to both themselves and the students they tutor. The Department's philosophy of progressive discipline sees staff performance concerns as an opportunity to allow a staff member to grow and correct certain behaviors. There are however situations that will warrant a staff member being removed from the position without the benefit of the progressive disciplinary process. Examples of those situations are listed later in this section. 3-1. Purpose The purpose of this policy is to clearly detail and inform staff of the continuum of sanctions: Documentation Form, Letter of Warning, Probation, and Request for Resignation/Termination. These sanctions may be imposed alone or in conjunction with judicial action. The sanctions may begin at any point on the continuum. Depending on the seriousness of work performance issues, probation and/or termination may be the first or only job action. 3-2. Procedures a. At the first indication of a staff performance deficiency, the TIR Supervisor will gather the facts. If written documentation from a third party is needed, that information will be gathered. b. A meeting with the staff member will be requested to discuss the performance concern(s). The TIR Supervisor will discuss the reasons for the meeting, allowing the staff member to present his/her side of the issue. After this meeting, the TIR Supervisor will follow through with an outcome letter and sanctions (if any) as deemed appropriate. c. If a staff member is placed on probation, or if the performance concern is of a serious nature the meeting may involve the Assistant Director, TIR Supervisor and the TIR. After this meeting, an outcome letter will describe sanctions (if any) are issued. 3-3. Sanctions a. Documentation Form: This form is used for minor concerns as a reminder to the staff member of the inappropriateness of his/her behavior, the expectation that it does not reoccur, and what the expected behavior should be in the future. A copy of the form is given to the staff member and a copy is forwarded to the Assistant Director for Training and Development to be placed in the central file. b. Letter of Warning: A warning letter is used for repeated minor concerns or more serious performance concerns. It will be a summation of the discussion the supervisor had with the staff member, outlining specific behaviors that warranted the meeting, and what is to be expected in the future. The copy of the letter is given to the staff member and a copy is forwarded to the Assistant Director for Training and Development to be placed in the central file. 8
c. Probation: There may be times when a written warning may not be sufficient in addressing certain behaviors, especially if prior warning has already been given. The probation letter will summarize the discussion the supervisor had with the staff member, which will cover all the points that led up to such action. The letter will outline what level of performance is expected, focusing on specific behaviors. Probation is a time period that allows a staff member to regain an acceptable level of performance. An action plan may be developed that facilitates this goal. The copy of the letter is given to the staff member and a copy is forwarded to the Assistant Director for Training and Development to be placed in the central file. d. Resignation/Termination: When a pattern of behavior or choices emerges and/or the staff member has not adequately responded to the terms of probation, an HRL professional staff member may move to begin the process of termination/resignation. There are also some performance behaviors that may lead to immediate dismissal regardless of any prior history. The Assistant Director will review all matters pertaining to such action to insure consistency with prior decisions, and to protect the staff member against possible bias, before final determination is made. The staff member's resignation may be requested. In the event that a resignation is not received, a letter of termination will be presented to the staff member. In some instances, termination will be immediate and no request for a resignation will be made. This will be at the sole discretion of the HRL Central Management Team. 3-4. Appeal A staff member wishing to appeal a probation or termination decision may do so. All appeals must be in writing, outlining new information that was not known or available at the time of the probation or termination decision. The new information must be directly related to the performance issues that led to the probation or termination decision. All written appeals are to be submitted to the Associate Director of Housing and Residence Life within five business days of receiving notice of a decision from the TIR Supervisor. An investigation will be made, and the results will be furnished to the appellant within five business days. Should the investigation warrant a formal appeals conference, it will be held with the Associate Director and any additional participants designated by the Associate Director. The appellant may request a neutral third party to serve as a witness to the appeal hearing. The neutral third party will be designated by the Director of Residence Life. Once an appeal decision is rendered, it will be final. 3-5. Severe Job Action Behaviors The following is a list of some job performance behaviors that may lead to immediate dismissal, without the benefit of the progressive discipline procedure outlined above. Please note that this list is not all-inclusive, and therefore should be used as guidance on what the Department views as severe behaviors. a. Assault b. Threats/Harassment, including but not limited to Sexual/Racial Harassment c. Insubordination d. Deliberately providing false information e. Missing training/duty without notification f. Violating any University and/or HRL policy and/or procedures g. Being under the influence of drugs at any time or under the influence of alcohol if underage h. Misuse of University funds and property i. Loss/Misuse of sequence lock key or misuse of any other key issued by HRL j. Misuse or improper use of university supplied technology or data 3-6. Violations of SHU Community Standards and/or HRL policies As a representative of the university and the housing staff, student staff members are expected to abide by and enforce all SHU Community Standards, HRL policies, State and/or Federal Laws. Violations of any of these policies or being found responsible in a campus judicial hearing may result in immediate dismissal. 3-7. Removal From a Position Once a staff member has been removed from a position, 48 hours will be given to vacate the assigned room. The staff member will be responsible for following proper check-out procedures with the RHD of the building, and for returning all items on loan during the employment period, i.e. Staff Manual, keys, flashlights, accountable items, etc. Priority with new housing will be offered, if requested, and will be based on availability. All charges will thus be prorated on the amount of time remaining in a given semester. The Department will cover room and board costs only up to the effective date of termination/resignation. It is the practice of the Department to deny living privileges in the hall or apartment area where a staff member is terminated, for the remainder of that particular semester. 9
Anti-ism Statement The Department of Housing and Residence Life has a commitment to actively combat racism, sexism, heterosexism or any other discrimination that seeks to suppress another group or individual. As such, while acting in their professional role, HRL Student Staff Members will not engage in any type of activity that exhibits the above characteristics (i.e. jokes, bias, insults or gossip) and will confront inappropriate actions, comments and/or remarks. My signature below indicates that I have read and agree to adhere to all parts of the Tutor in Residence Agreement. I understand that any violation of this agreement may result in employment action, up to and including termination of the TIR position. I also understand that as a Tutor in Residence, I have a responsibility to the students, the University, and myself. I agree to uphold the University and Department’s policies and philosophy and will carry them out accordingly.
1.4
Tutor in Residence Employment Policy I.
General Requirements The HRL Student Staff member may hold an outside job provided the staff member complies with the stipulations of their position agreement. The RA/TIR position responsibilities will always supersede the responsibilities of a second position. The HRL Student Staff member may not hold the Head Desk Assistant position.
II. Hours The HRL student staff member is eligible to work 10 hours per week. Staff members may be permitted to work more than 10 hours per week for student teaching and nursing clinical practice in consultation with supervisor(s) and the Assistant Director for Training and Development. Work hours may not be scheduled during staff meetings, duty hours, or one on one supervisory meetings. The HRL student staff member may not work past 8 pm. III. Supervisory Relationship The HRL student staff member is expected to maintain communication with his/her supervisor regarding the outside job throughout the entire time he/she is employed. The RA/TIR supervisor has the authority to determine whether the student staff member may retain their second position. IV. Performance Should the student staff worker have any performance/behavioral issues with their second position, i.e. missing shifts, tardiness, etc., the infraction will be documented and placed in the RA/TIR file. If the student staff worker is terminated from his/her second job for poor/negative job performance, he/she will automatically be placed on RA/TIR probation. V. Other Restrictions The RA/TIR must receive permission from his/her RHD/supervisor to apply for a second position. The HRL student staff member may have only one other job. If the RA/TIR is on probation, s/he is not eligible for a second position. To retain a second job, RAs/TIRs must maintain a cumulative GPA of 2.75 and above (3.0 for RAs in Turrell Manor and TIRs). Holding a second job within HRL is a privilege granted to HRL employees. Any violation of this contract will result in revocation of permission to hold a second position held as well as RA probation.
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1.5
Tutor in Residence Self Evaluation This evaluation is designed to help you reflect on your performance this semester. Scale: 1 – Does not meet expectations 2 – Does not meet expectations consistently 3 – Meets expectations 4 – Often exceeds expectations 5 – Exceeds expectations on a regular basis Student staff member as an administrator: I am reliable in assuming study hour coverage, i.e. on-time for my hours, accessible to residents when conducting hours. Lobby hour reports are complete, concise and timely. I attend required meetings regularly and punctually. I check my TIR mailbox at least once a day. I check my e-mail the required amount of times daily. I complete assigned administrative tasks accurately and thoroughly. Comments: Student Staff member as a team member: I participate in staff meetings. I make positive contributions to my staff group. I am able to work with other staff members. I give honest and constructive feedback to other staff members and maintain open lines of communication. I am respected and trusted by others on staff. Comments:
Student staff member and his/her relationship with supervisor: I keep my supervisor informed of problems within the residence hall(s). I give honest and constructive feedback to my supervisor(s). Comments:
Student staff member as a community builder: I am approachable to residents. I have made myself available to residents. I take initiative to know and spend time with residents. Students see me as someone they can turn to for academic help and sees TIR as an academic resource. I am attentive to the diverse needs of our student groups. I have made an effort to attend floor meetings in residence hall. Comments:
Student staff member as a programmer: I am able to develop, execute and facilitate programs effectively. I am attentive to the details regarding the implementation of programs (i.e. confirming speakers/presenters). I assess students’ academic needs and interests when planning programs. I have made good use of bulletin boards to get useful information out to residents. I have supported other RAs/TIRs in their programming efforts. I have created study groups to help cluster residents in learning their subjects. I have utilized on campus resources including but not limited to faculty, staff and administrators. 11
Comments:
Strengths:
Areas For Improvement:
1.6
Senior Staff Evaluation of Tutor in Residence This evaluation is designed to help you reflect on your performance this semester. Scale: 1 – Does not meet expectations 2 – Does not meet expectations consistently 3 – Meets expectations 4 – Often exceeds expectations 5 – Exceeds expectations on a regular basis Student staff member as an administrator: Is reliable in assuming study hour coverage, i.e. on-time for hours, accessible to residents when conducting hours. Lobby hour reports are complete, concise and timely. Attends required meetings regularly and punctually. Checks TIR mailbox at least once a day. Checks e-mail the required amount of times daily. Completes assigned administrative tasks accurately and thoroughly. Comments:
Student Staff member as a team member: Participates in staff meetings. Makes positive contributions to staff group. Is able to work with other staff members. Gives honest and constructive feedback to other staff members and maintain open lines of communication. Is respected and trusted by others on staff. Comments:
Student staff member and his/her relationship with supervisor: Keeps my supervisor informed of problems within the residence hall(s). Gives honest and constructive feedback to supervisor(s). Comments:
Student staff member as a community builder: Is approachable to residents. Is available to residents. Takes initiative to know and spend time with residents Students see TIR as someone they can turn to for academic help and sees TIR as an academic resource. Is attentive to the diverse needs of our student groups. Has made an effort to attend floor meetings in residence hall. Comments: 12
Student staff member as a programmer: Is able to develop, execute and facilitate programs effectively. Is attentive to the details regarding the implementation of programs (i.e. confirming speakers/presenters). Assesses students’ academic needs and interests when planning programs. Has made good use of bulletin boards to get useful information out to residents. Has supported other RAs/TIRs in their programming efforts. Has created study groups to help cluster residents in learning their subjects. Has utilized on campus resources including but not limited to faculty, staff and administrators. Comments:
Strengths:
Areas For Improvement:
Action Plan: 1. 2. 3.
1.7
Projected Date:
HRL Job Descriptions Director of Housing and Residence Life The Director of Housing and Residence Life is a full-time, live-out professional staff member in the Division of Student Affairs. S/He reports directly to the Vice President for Student Affairs. The Director assumes the primary responsibility for the overall development and implementation of programs, policies, and procedures, which will ensure a living environment which is safe, secure and conducive to maximum academic, personal and social development of the resident students. The Director is responsible for providing direct supervision for the Associate Director, Assistant Director of Housing Services, and the Secretary of HRL. Associate Director The Associate Director is a full-time live-out position reporting to the Director of Housing and Residence Life. The Associate Director supervises 2 assistant directors and is responsible for providing direction for the residential education program for a resident population of over 2,100 students. The Associate Director has an integral role in the planning, development and assessment process for the housing and residence life program. The Associate Director will assume leadership for the department judicial processes as well as the facilities repair and replacement project planning and implementation. Assistant Director for Training and Development The Assistant Director (AD) is a full-time live-out position reporting to the Associate Director of Housing and Residence Life. The AD supervises the Xavier and Complex Residence Hall Directors and is responsible for providing direction for the residential education program for a resident population of over 1,000 students, including the Sophomore Discovery Program. The AD assists staff in building an inclusive learning community where student's personal and academic growth is enhanced. The AD has an integral role in planning the long-range goals of the housing and residence life program. The AD will assume leadership for a comprehensive training and development program for paraprofessional and live-in professional staff that reinforces the educational mission and strengthens the Catholic identity of the institution. The AD will serve on university committees.
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Assistant Director for First Year Experience The Assistant Director for First Year Experience (AD) is a full-time live-in position reporting to the Associate Director of Housing and Residence Life. The AD supervises the Aquinas and Boland Residence Hall Directors and is responsible for providing direction for the residential education program for a resident population of over 1,000 students in the COMPASS First Year Experience Program. The AD assists staff in building an inclusive learning community where student's personal and academic growth is enhanced. The AD has an integral role in planning the long-range goals of the housing and residence life program. The AD will assume leadership for all aspects of the first year experience program in the two freshmen halls: Aquinas and Boland, including staff development, coordinating programs and services to serve the first year residential interest group housing, developing living learning collaborations with faculty and staff through academic housing. The AD will serve on university committees. Assistant Director for Housing Services The Assistant Director for Housing Services is a full-time live out position reporting to the Director of Housing and Residence Life. The AD supervises student assistants as needed. The AD assists in hall professional staff in ensuring accuracy in occupancy related issues. The AD has an integral role in planning the long-range goals of the housing and residence life program. The AD will assume leadership for all aspects of coordination, maintenance and update of all records and operations relating to student housing assignments, meal plans, and billing. The AD will serve on university committees. Assistant Director for Housing Operations and Marketing The Housing Operations Coordinator is a twelve month, full-time, live-in professional in the Department of Housing and Residence Life (HRL), who reports to the Assistant Director for Housing Operations and Marketing. S/He is responsible for the coordination of housing operations related processes including housing assignments coordination, priority point calculation, and desk operations. Secretary of Housing and Residence Life A Secretary is a full-time position reporting directly to the Director, but also serving the Associate and Assistant Directors of Housing and Residence Life. Responsibilities include word processing of various memos, bookkeeping and filing, setting appointments for various meetings; creating various lists and reports, utilizing Housing Director to access housing database information, and maintaining current up-todate information. S/he serves as a communication liaison between administrators, staff, and students. Residence Hall Director The Residence Hall Director (RHD) position is a twelve month, full-time, live-in professional in the Department of Housing and Residence Life (HRL), who reports directly to an Assistant Director of Housing and Residence Life. The RHD serves as the leader in forming residential communities that reinforce the educational mission of the institution. The RHD works towards advancing the Catholic identity of the institution. The RHD will lead the paraprofessional staff and together the staff team will assist students in building an inclusive community where personal, spiritual, and academic growth is enhanced. The RHD position requires intentional efforts to interact with students, assess their needs and promote community growth and development. Responsibilities also include facilities management, overseeing all administrative processes and procedures for the hall, and managing the hall environment through crises intervention, student behavioral meetings and roommate mediation. The RHD will be a part of departmental goal setting and will also establish a vision, goals and objectives for the residence hall. The RHD will be expected to take initiatives that are consistent with the goals and vision and see them through to completion. Residence Coordinator The Residence Coordinator (RC) position is a ten month, full-time, live-in professional in Housing and Residence Life, who reports directly the Residence Hall Director (RHD). An understanding of the Catholic tradition in higher education and ability to promote the values of the University are critical for the RC position. The RC’s primary role is to assist students in building an inclusive community to enhance personal, spiritual, and academic growth. The RC’s work is performed within the framework of the Community Standards model and requires intentional efforts to interact with students, assess their needs and promote community growth and development. Hall Council and supervision of staff are also central to the RC role. The RC will assist the RHD in establishing a vision, goals and objectives for the residence hall. Participation in HRL project teams is expected and RCs are encouraged to participate in other University committees. 14
Resident Assistant The Resident Assistant (RA) is a part-time paraprofessional staff member of the Department of Housing and Residence Life. S/he lives on a wing of typically about 40 people and assumes primary responsibility for responding to the personal needs of residents, shaping an environment that supports academic and personal development, and managing critical administrative tasks at the floor/wing level. The RA receives direct supervision and training from the Residence Hall Director (RHD). Tutor in Residence The Tutor in Residence (TIR) is a part-time paraprofessional member of the Department of Housing and Residence Life. The TIR will live in the residence hall and assumes the responsibility of supporting academics throughout the residence hall. TIRs are an active part of academic planning and receive direct supervision and training from the Boland RC assigned to supervise TIRs.
1.8
Residence Life Code of Ethics As a representative of Seton Hall University, I will conduct myself according to the following principles: 1. I will treat others, as I would have others treat me. 2. I will uphold the spirit as well as the letter of Seton Hall’s guidelines, policies, and procedures. 3. I will conduct all business and personal affairs in a manner that will command respect from those above me, alongside me, and below me on the organizational chart. 4. I will always represent Seton Hall in an honest and truthful manner. 5. I will place great value on my own name and reputation. 6. I will offer criticism constructively, clearly, and in a positive manner so that we as a staff may improve on performance. 7. I will lead more by example than by words. 8. I will try to anticipate obstacles and view them as challenges through which I will grow personally and professionally. 9. I will not assume or condemn and will try to get all possible facts before drawing conclusions. 10. I will remain aware that I represent Seton Hall University and the Residence Life position at all times and in all areas, on and off the campus.
1.9 2014-2015 Academic Calendar Fall 2014 August 21
(Thursday)
Registration – New Students
August 22
(Friday)
Registration for Senior Citizens/Au Pairs 9:00 a.m.– 3:00 p.m.
August 25
(Monday)
Classes Begin - Add-drop Continues and Late Registration Begins
August 31
(Sunday)
Deadline for filing online Application for Degree for Fall 2014 undergraduate and graduate degrees; Online application available in Banner Self-Service
September 1
(Monday)
Labor Day – University Closed.
September 2
(Tuesday)
Add-drop and late registration end
September 10
(Wednesday)
Mass of the Holy Spirit 12:00 noon; Classes canceled from noon to 1:00 p.m.
October 3
(Friday)
Last day to request course withdrawal without professor/dean approval; Deadline for pass-fail and audit 15
requests Last day for December 2014 baccalaureate candidates to add a major or minor October 10
(Friday)
Spring 2015 registration PINs generated
October 13-14
(Monday-Tuesday)
Fall Break – No classes
October 17
(Friday)
Last day to request course withdrawal with professor/dean approval
November 1
(Saturday)
Online Application for Degree for Spring 2015 undergraduate and graduate degrees available in Banner Self-Service; Deadline for filing is January 25
November 3-25
(Monday-Tuesday)
Spring 2015 registration
November 26
(Wednesday)
No Classes
November 27-28
(Thursday-Friday)
Thanksgiving Recess – University Closed
November 29
(Saturday)
No Classes
December 8
(Monday)
Last day of classes; Last day to submit assignments to resolve Fall 2013 Incomplete grade; Unresolved Incomplete grades will convert to failing grades (FI); Online grading opens for faculty
December 8
(Monday)
Solemnity of the Immaculate Conception – 1:00 p.m.; Classes canceled from 1:00 – 2:00 p.m.
December 9
(Tuesday)
Reading Day
December 10-16
(WednesdayTuesday)
Final Examinations (n.b., Requests for ‘Incomplete’ grade must be submitted before final examination)
December 18
(Thursday)
Deadline for faculty to enter Fall 2014 grades on-line via Banner Self-Service
January 12
(Monday)
Classes Begin - Add-drop Continues and Late Registration Begins
January 19
(Monday)
Martin Luther King, Jr. Birthday – University Closed
February 18
(Wednesday)
Ash Wednesday Mass – 12 p.m.; classes canceled from noon to 1 p.m.
March 9-14
(MondaySaturday)
Spring Break
April 2
(Thursday)
Holy Thursday – University Closed
April 3
(Friday)
Good Friday – University Closed
Spring 2015
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April 4-5
(Saturday-Sunday)
No Classes
April 6
(Monday)
Easter Monday – No Classes
May 4
(Monday)
Last Day of Classes
May 5
(Tuesday)
Reading Day
May 6-12
(WednesdayTuesday)
Final Examinations
May 14
(Thursday)
Ascension Day
May 18
(Monday)
Baccalaureate Commencement
1.10
SHU Clubs and Organizations Academic and Professional Accounting Club American Chemical Society Asian Studies Club The Biology Society Catholic Studies Organization Chemistry Club Criminal Justice Association Economics Club Education Opportunity Program Student Organization (EOPSO) Finance Club French Club Graduate Diplomacy Council (GDC) History Club Marketing Club Mathematics Club Organization of Physical Therapy Students (OPTS) Physicians Assistant Student Society of SHU Political Science Association Public Relations Student Society of America Psychology Club Society for Physics Students Sports Management Student Association Student Nurses Association Student Occupational Therapy Association (SOTA) Sociology Club St. Thomas Moore Pre-Legal Association Undergraduate Diplomacy Student Association
Cultural Adelante African Student Leadership Coalition (ASLC) Black Student Union Filipino League at Seton Hall International Student Association Italian Student Union National Council of Negro Women Salaam Organization Seton Hall Association of Indians (SHAI) Seton Hall Union of Cuban American Students (SHUCAS) Slavic Club West Indian Student Organization (WISO) Student Government and Planning Commuter Council Freshman Class Council Graduate Student Association Human Relations Programming Council (HRPC) Junior Class Council National Coalition Building Institute (NCBI) Resident Student Association Student Government Association Senior Class Council Sophomore Class Council Student Activities Board Sports Dance Team Martial Arts Club Ski Club The Sixth Man
Religious and Political Amnesty International College Democrats College Republicans ONE Campaign Seton Hall United for Life Seton Hall United Nations Association Student Bayley Seton League
Honorary Societies Alpha Epsilon Delta (Pre-Med) Alpha Kappa Delta (Sociology) Alpha Kappa Psi (Business) Beta Alpha Psi (Accounting) 17
Beta Gamma Sigma (Business & Management) Martin Luther King Scholarship Associations Kappa Delta Pi (Education) Phi Alpha Delta (Pre-Law) Phi Alpha Theta (History) Phi Sigma Tau (Philosophy) Pi Sigma Alpha (Political Science) Psi Chi (Psychology) Sigma Delta Pi (Spanish Culture) Sigma Tau Delta (English) Theta Alpha Kappa (Religious Studies)
Service Alpha Phi Omega
1.11
Habitat for Humanity International Red Cross Club Student Ambassador Society Student Media Chavez Literary Magazine The Setonian WSOU FM Pirate TV Special Interest Chess Club Emergency Medical Services Club Gospel Choir Theatre Council
HRL Jargon AR or AQ TIR BR CA CD or Comm Dev COMPASS CR DA DFE DOVE FYA FYE GDS GMM HC HRL NR OA OCA OR P-Card PIR PSS RC RCR RHD SR SSOD SOFD SOPD TR UCA XR or X
Aquinas Hall Tutors In Residence Boland Hall Conference Assistant Community Development Collaborative Opportunities to Mature Personally, Academically, Spiritually and Socially Cabrini Hall Desk Assistant Department of Facilities and Engineering Division of Volunteer Efforts First Year Area First Year Experience Gourmet Dining Services General Maintenance Manager Hall Council Housing and Residence Life Neumann Hall Office Assistant Off-Campus Area Ora Manor Purchasing (Chase) Card Priest In Residence Public Safety and Security Residence Coordinator Room Condition Report Residence Hall Director Serra Hall Senior Staff On Duty South Orange Fire Department South Orange Police Department Turrell Manor Upperclassmen Area Xavier 18
Submasters or Subs Sequence Lock/Key Tag Key Central or Duffy Verifications Resource Room St. Barnabas
Master key for each floor and room In order to get the master keys, a staff member must insert their sequence key in the sequence lock and is not able to get their sequence key back until the master key is returned Extra key for a particular room HRL Central Office, 68 Duffy Hall Each resident must sign a list to confirm they are living in their designated room assignment Supply room for RAs and TIRs located in each residence hall St. Barnabas Hospital in Livingston NJ, which is about 15 minutes away from campus
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2
ACADEMIC TIPS
2.1
We Learn 10%...of What We Read 20%...of What We Hear 30%...of What We See 50%...of What We See and Hear 70%...of What We Discuss With Others 80%...of What We Experience Personally 95%...of What We Teach Others
2.2
Top Five Ways to Make the Most of a Student/Professor Relationship 1. Attend class regularly and on time. And participate in discussions; you’ll learn more if you do. If you miss a class, you might get another student’s notes, but that isn’t the same thing as being present during the class. Learning is easier when you’re there every day. 2. Save your cuts for emergencies. When you know you will be absent, always let your instructor know in advance. It could make a big difference in your teacher’s attitude toward you. And it’s one way of introducing yourself. 3. Sit near the front. Studies indicate that students who do so are freer of distractions and tend to earn better grades. 4. Speak up. Ask questions when you need clarification, and voice your opinion when you disagree. Your teacher should respond favorably as long as your comments or questions are relevant and respectfully worded. 5. See your instructor outside class when you need help. Instructors are required to keep office hours for student appointments. Make an appointment by phone, email, or at the end of class.
2.3
Active Learning How to Become an Active Learner Active learning requires preparation before and after every class. According to student development theory, an active approach to learning and living has the potential to produce individuals who are well rounded in all aspects of life. Good active learning skills will help you feel more comfortable socially, gain a greater appreciation for diversity and the liberal arts, and be better able to clarify your major and future career. Staying physically active can reduce stress and keep you mentally alert while you study. Developing a sense of values can help you choose your friends more carefully and decide how to manage your time Ways to Practice Actively Learning Ask other students which professors will actively engage you in learning. Even in a class of 200, sit as close to the front as you can and raise your hand if you don’t understand something. Chances are the other 199 didn’t understand it either. Study with other students. Talking about assignments and getting other points of view will help you learn the material faster and more thoroughly. Politely question your instructor. When you don’t agree, explain why. Good teachers will listen and may still disagree, but they may think more of you for showing you can think and that you care enough to question them. Stay in touch with professors and your academic advisor through email or voice mail.
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2.4
Increasing Your Reading Effectiveness SQ4R Method Survey: Briefly survey the chapter. Read the authors’ headings. Your aim here is not to go into detail but to develop a general idea of the structure. This will prepare you for what you are going to read and give you a general understanding of the chapter. Read any summary. This will remind you of what is important throughout the chapter. Question: Think about the material as you are reading. Ask yourself questions about it. These questions will serve to keep you more involved with what you are reading. This will keep you focused on the more important material without becoming overwhelmed by details. Try formulating questions as if you were the professor making up the test. This facilitates concentration and helps you prepare for the exam. Read: Read carefully and try to answer the questions you have asked yourself. Read actively with involvement. This increases your understanding of the material. If you become tired or distracted, stop reading. Remember, your job here is not to cover a number of pages, but to “dig in”. Make sure to read silently rather than aloud as you will cover more material faster. Write: After you have answered a question, write the answer down. Sum up information in your own words. Recite: Recite to yourself what you’ve read. Recall the main headings and ideas and be sure to rephrase ideas in your own words to help you retain the information. Answer questions aloud and listen to your responses to see if they are complete and correct. If they are incorrect, re-read the material and answer the question again. Review: Reviewing is the key to figuring out what you know, and what you need to concentrate on. The best times to review are right after reading while the material is still fresh on your mind and again before the test. Try to summarize major points and answer questions you posed to yourself while reading.
2.5
Seven Tips for Writing a Great Research Paper 1. Know what your instructor wants you to do. Before you do anything else, make sure you have a clear understanding of what your instructor expects from you. Read over the assignment several times and underline action words like define, describe, classify, compare, analyze, argue, and evaluate. Throughout the writing process, keep those terms in mind so that you are always aware of your task. If the assignment doesn’t include any action words other than write, as in “write a research paper,” your teacher probably wants you to present an argument about your topic and provide support for the argument. If you are at all unsure, talk to him/her right away. 2. Begin planning the paper as soon as you receive the assignment. After you know your assignment, begin defining a good topic. That can be a time-consuming task, but if you do it well in the beginning, you will save yourself some heartache as you get further into the writing process. Keep in mind that you may need to do some preliminary research in order to develop a good topic. As you decide what to write about, think about how long the essay needs to be and whether your professor expects you to cover one narrow topic in depth or to survey a broader range of material. It’s always smart to discuss your topic with your professor, if possible; he/she can help you determine whether your goals are feasible. If the professor isn’t available, discuss the topic with a tutor or classmate. Once you have decided what to write about, you might be ready to jump in and begin researching right away – Resist that urge! Before you begin, think about your topic. Write down everything you already know about it and then make a list of questions you’d like to answer in your research. This early planning step may seem tedious, but it will help guide your research and make it more productive. 21
3. Begin the research process well in advance. I can’t say this enough. When you’re taking several courses, you will be tempted to delay getting started on a long-term assignment so that you can manage more immediate challenges. Your chances of acing this assignment depend, however, on your discipline and time management. As soon as you’ve defined your topic (if not before), go to the library or search online for relevant materials. Take advantage of resources available to you; a librarian can be your savior during this stressful time because he/she is trained to know the best ways to track down information. 4. Don’t delay the writing process. When working on research papers, many students mistakenly compile research for weeks or months and then plan to write the paper a week (or even a day) before it is due. This strategy might work for you, but it can be risky. It is best to interrupt the research process frequently to review and evaluate what you have gathered. Start writing parts of the essay long before you finish researching (and don’t worry about starting at the beginning!) This strategy works well because writing is thinking, and the process of writing can help you define your arguments and questions and enable you to return to gathering materials with clear goals in mind. You might even change direction almost completely as you discover more interesting ideas through writing. If you don’t write early in the process, you might be forced to stick with a less interesting thesis because of a lack of time. 5. Write in your own words. An article on writing academic essays wouldn’t be complete without a warning about plagiarism. Presenting someone else’s work as your own is never appropriate. Never turn in an essay that you haven’t written—chances are a professor will recognize that it has been plagiarized—and always cite any material that you have found in an outside source. Whenever you want to include a phrase or sentence that comes directly from another text, be sure to put quotation marks around it. Try to be selective about when to quote an outside source. Remember that for most assignments your job isn’t to compile other writer’s thoughts; it is to analyze and synthesize the information you find. If the idea can be paraphrased in your own words, try to do so. Keep in mind, though, that an idea from another source that is presented in your own words still needs to be cited. Check with your instructor to find out which citation style to use (MLA, Chicago, APA, CBE, etc.). 6. Read and revise your first draft. Once you have written your first draft, put it away for a few days. If you can only put it away for an hour or so because of time constraints, do so, but remember that the more time you have away from it the better. After you’ve had a chance to get away from the essay, take a look at it again. As you read over it again, ask yourself these questions:
Is the main point clear? Does each paragraph focus on one main point and have a clear topic sentence? Am I providing enough support for my claims? Does the order of the paragraphs make sense? Are there transitions between ideas and paragraphs to help the reader move from one point to the other?
Take some time to revise and fix any problems you notice. Then, if possible, share your essay with a teacher, tutor, or classmate. Writing is communicating, and you need to be sure that you’ve communicated effectively to another person. When another person reads your essay, he/she can let you know whether your argument is convincing and easy to follow. Keep in mind that you can repeat this step as often as is necessary to get your essay into great shape.
22
7. Proofread carefully. Proofreading is an important process. A polished essay is much easier to read than one filled with typos and formatting errors. Know that the spellchecker will help you find some errors, but it can’t help you find all of them and won’t catch a word that is spelled correctly but doesn’t fit the meaning of your sentence. Also, be cautious when using the grammar checker because it might encourage you to change something in a way that will change a sentence’s meaning. There are two great ways to find errors in your essay: 1) Read it out loud. You may feel silly doing this, but it will help you catch omitted or repeated words and awkward sentences. You might even have someone else read it out loud while you listen. 2) Read the essay backwards sentence by sentence from the end to the beginning. This editor’s trick works well because it forces you to focus on the words on the page rather than on what you expect to be there. Once you’ve fixed all of your typographic errors, look for formatting and spacing problems, make sure your essay conforms to the guidelines stipulated by your teacher, and feel relieved and confident when you turn it in!
2.6
Time Calculator We all have the same amount of time each week: 168 hours. That’s 24 hours a day 7 days a week. Enter the amount of time spent in each area. Enter minutes in decimal form.
15 minutes = .25 hours 30 minutes = .50 hours 45 minutes = .75 hours
Ways I Spend My Time
Number of Hours
Classroom…………………………………………………………………………..………………..____ Studying…………………………………………………………...................................................____ Transportation (driving, walking, bus, etc.)……………………………………………….……….____ Outside job (if applicable)…………………………………………..............................................____ Eating (including preparation and cleanup)………………………………………………………____ Personal Preparation (Shower, dress, etc.)…………………..................................................____ Sleeping………………………………………………………………………………………………____ Exercise…………………………………………………………...................................................____ Spiritual Commitment…………………………………….…………..………………..…………....____ Phone/Email/Computer……………………………………………….….………………………….____ Housekeeping………………………………………………….…………………………….……….____ Meetings…………………………………………………………...................................................____ Personal Time……………………………………………………………….………………………..____ Total Time Spent………………………………………………………………….…………………..____ Uncommitted Time = 168-Total Time Spent…………………...................................................____ 23
2.7
Stress and Burnout Causes and Concerns Stress is your body’s physical, emotional, and mental response to change. People need a certain amount of stress for day-to-day functioning. In most situations, stress is a positive motivation. It provides the extra energy and adrenaline we need to accomplish mental and physical tasks. In excess, however, stress works against the body. The American College Health Association compares stress to a rubber band. Positive stress is just the right amount of stress needed to stretch the band and make it useful. The rubber band snaps when stress is negative and excessive. Negative stress may be caused by things like a strenuous study load or having too many tasks for a short period of time. When poor sleeping and dietary habits compound conditions like these, the rubber band gets stretched too far! The American College Health Association maintains that excessive stress may be the key element in half of all illnesses, ranging from the common cold to heart disease. Studies suggest that your stress level affects your immune and nervous systems, heart function, metabolism, and hormone levels. Listed below are a few physical symptoms of stress: Problems eating or sleeping Increased use of alcohol or other drugs Increased boredom or fatigue Increased procrastination Anxiety or confusion over unimportant events Lack of concentration Inability to get organized Weakness, dizziness, and shortness of breath: “anxiety attacks” Persistent hostile or angry feelings; increased frustration over minor events Nightmares Overpowering urges to cry or run and hide Changes in exercise habits/ feelings of lethargy Frequent headaches, backache, muscle aches, or stomach tightness Frequent indigestion, diarrhea, or urination Frequent colds and infections Frequent accidents and minor injuries Coping with Stress As a Tutor in Residence, you may encounter many students who have “stressed out” symptoms listed above or you may have experienced these symptoms yourself. Recognizing the symptoms and helping the residents in your hall deal effectively with stress is a large responsibility of the position. Short-term Ways for Relieving Stress: 1. Take a break. Get some exercise, fresh air or go somewhere private and yell or cry. 2. Ask yourself whether the situation is worth being upset over. You can choose to stay calm. If the issue is important, confront it directly, talk it out with a sympathetic friend, or write it out in a letter. 3. Make a list. List all the things you think you need to do right away. Then prioritize the list and do only the top few. The rest can be first priority tomorrow. Long-term Ways for Relieving Stress: 1. Set goals and determine your comfortable level of stress. Don’t live out choices others have made for you, set your personal goals and recognize the level of stress that is comfortable and healthy for you. 2. Take care of yourself. Exercise frequently, eat a balanced diet, get plenty of sleep, and avoid moodaltering drugs, including excessive amounts of alcohol. 3. Manage your time. Prioritize and plan your schedule so that you allow enough time for healthy activities. Keeping a calendar with daily appointments is the best way to keep track of the amount of time you spend in various activities. 4. Take time for yourself. Make yourself a priority. 5. Anticipate potentially stressful situations and prepare. Decide whether the situation is one you should deal with immediately, postpone, or avoid for a while. 6. Live in the present. Learn from the past and move on. 24
7. Keep your expectations realistic. Don’t expect perfection from yourself or others. Expect some problems reaching your goal and realize that you can solve most of them with practice. 8. Accept what you cannot change. If a problem is beyond your control, you’re better off accepting it rather than spinning your wheels worrying about it. 9. Think positive. Your mind sends signals to your body to prepare for danger whenever you think about possible negative outcomes, and you become tense regardless of whether the event happens. THINK YES! 10. Become part of a supportive system. Look out for yourself by letting friends help you when you are under too much stress and by helping when you are overloaded. 11. Seek help when you’re under too much stress. A healthy individual is one who knows when to ask for help.
2.8
Exam Time Dos and Don’ts Dos Write your name on the test (unless directed not to) and on the answer sheet. Analyze, ask, and stay calm. Take a long, deep breath and exhale before you begin. Read all the directions so that you understand what to do. Ask for clarification if you don’t understand something. Be confident. Be aware of the point values of different sections of the test. Answer the easy questions first. Use positive self-talk—you will be fine. Don’ts Don’t panic. If you finish early, don’t leave, check for errors or reread the directions one last time. If you are stuck on a particular question, don’t sit there and dwell on it, move on, to the next question, marking the number that you were stuck on so that you can go back to it later. Don’t let your eyes wander onto other people’s paper, your professors will think that you are cheating.
2.9
Exploring Your Major The Career Development Process – WHO AM I? The career development process can be enjoyable with a bit of patience and an open mind. Start by considering the jobs or volunteer work that you’ve experienced. Think about the clubs and activities in which you’ve participated. We want you to start thinking about YOU and the things that interest YOU. Exploring Your Options 1. Go through the Undergraduate Catalog. Pick out all of the majors that even slightly interest you. Cross out those that do not interest you. This is usually a great starting point. When making your list, consider your own interests, skills and how they relate to that major. 2. Talk to people in the departments in which you are interested. Gather information about the different majors. Your freshman mentor can help connect you with people in each department. http://studentaffairs.shu.edu/career/students-undergrad-fsj-undecided.htm (pre- major students) http://studentaffairs.shu.edu/career/students-undergrad-fsj.htm (undergrad- students with majors)
25
Don’ts Don’t just focus on a major and blindly hope to get a career out of it. That’s backward. Don’t be motivated by external stimuli, such as salary, prestige, and perks. All the money in the world won’t make you happy if you do not like what you are doing every day. Don’t select a cool major for that reason alone. Don’t choose courses simply because your roommate said that they were easy. That’s wasting your valuable time, not to mention tuition.
Dos Do explore a number of career possibilities and academic majors. Do get involved through volunteering, study abroad, and student organizations—especially those linked to your major. Do follow your passion.
2.10
2.11
Getting Career Experience
Volunteer/Service learning. Service learning allows you to apply academic theories and ideas to actual practice. Volunteering outside of class is a valuable way to encounter different life situations and to gain work knowledge in areas such as teaching, health services, counseling, and tax preparation; it is also rewarding personally and professionally.
Study abroad. Spend a term studying another country and learn about a different culture as well. Some study-abroad programs also include a service learning experience.
Internships/co-ops. Employers expect these work experiences. They want to see that you have experienced the professional workplace and gained an understanding of the skills and competencies necessary to succeed.
On-campus employment. This type of employment gives you a chance to practice good work habits. It also brings you into contact with faculty and other academic professionals whom you can later utilize as mentors or references.
Developing Skills for a Career
Communication skills that demonstrate solid oral, written, and listening abilities.
Presentation skills, including the ability to respond to questions and serious critiques of your presentation material.
Computer/technical aptitudes at the level required for the position being filled.
Leadership skills, or the ability to take charge or relinquish control according to the needs of the organization.
Team skills, the ability to work with different people while maintaining autonomous control over some assignments.
Interpretational abilities that allow a person to relate to others inspire others to participate, or mitigate conflict between coworkers.
Personal Traits including showing initiative and motivation, being adaptable to change, having a work ethic, being reliable and honest, possessing integrity, knowing how to plan and organize multiple tasks, and being able to respond positively to customer concerns.
Critical thinking/problem solving—the ability to identify problems and their solutions by integrating information from a variety of sources and effectively weighing alternatives. 26
Intelligence and common sense.
A willingness to learn quickly and continuously.
Work-related experiences in college that provide an understanding of the work-place and allow you to apply classroom learning.
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3
RESOURCES
3.1
SHU Schools and Departments College of Arts and Sciences Dean
Dr. Joan Guetti
ext. 9022
Associate Dean for Academic Affairs
Dr. Charles Carter
ext. 9359
Associate Dean for Undergraduate Student Services
Dr. Christopher Kaiser
ext. 9430
Biological Studies
Dr. Jane Ko, Chair
ext. 9044
Chemistry & Biochemistry
Dr. Stephen Kelty, Chair
ext. 9414
Communication and the Arts
Prof. Thomas Rondinella, Chair
ext. 5837
English
Dr. Mary Balkun, Chair
ext. 9388
History
Dr. Nathaniel Knight, Chair
ext. 2984
Jewish Christian Studies
Rev. Lawrence Frizzell, Chair
ext. 9751
Mathematics and Computer Science
Dr. Joan Guetti, Chair
ext. 9466
Languages, Literatures and Culture
Dr. Anne Mullen-Hohl, Chair
ext. 9468
Philosophy
Dr. Yvonne Unna, Chair
ext. 9480
Physics
Dr. Mehmet Alper Sahiner, Chair
ext. 9050
Political Science
Dr. Jeffrey Togman, Chair
ext. 9383
Psychology
Dr. Susan Nolan, Chair
ext. 9484
Religion
Dr. Anthony Sciglitano, Acting Chair ext. 9480
Sociology, Anthropology & Social Work
Dr. C. Lynn Carr, Chair
ext. 7443
Dr. Joyce Strawser
ext. 9225
Associate Dean of Undergraduate & MBA Curricula
Dr. Rob Weitz
ext. 9540
Associate Dean of Academic Services
Dr. Karen A. Passaro
ext. 7573
Assistant Dean of Undergraduate Assessment
Dr. Leigh Onimus
ext. 6058
Accounting & Taxation
Dr. Mark P. Holtzman, Chair
ext. 9133
Computing & Decision Sciences
Dr. David A. Rosenthal, Chair
ext. 9250
Economics & Legal Studies
Dr. Richard Hunter, Chair
ext. 9511
Finance
Dr. Anthony Loviscek, Chair
ext. 9127
Legal Studies
Dr. John H. Shannon, Chair
ext. 9516
Management
Dr. Jason Yin, Chair
ext. 9360
Marketing
Dr. Stephen Pirog, Chair
ext. 9237
Sports Management
Dr. Ann Mayo, Chair
ext. 9707
Stillman School of Business Acting Dean
College of Nursing Dean
Dr. Phyllis Shanley Hansell
ext. 7949
Associate Dean for Student Affairs & Assessment
Dr. Linda Ulak
ext. 9276
Associate Dean for Academic Affairs
TBA
Behavioral Sciences, Community & Health Systems
Dr. Gloria Essoka, Chair
ext. 9742
Adult Health Nursing
Dr. Phyllis Russo, Chair
ext. 9275
Family Health Nursing
Dr. Gloria Essoka, Chair
ext. 9742
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College of Education and Human Services Dean
Dr. Joseph De Pierro
ext. 9025
Associate Dean for Academic Affairs
Dr. Manina Urgolo Huckvale
ext. 9399
Associate Dean for Assessment & Accreditation
Dr. Grace May
ext. 2725
Associate Dean for Urban & International Initiatives
Dr. Charles Mitchel
ext. 2854
Educational Studies
Dr. Joseph Martinelli, Chair
ext. 2733
Education Leadership, Management & Policy
Dr. Michael Osnato, Chair
ext. 9397
Professional Psychology & Family Therapy
Dr. Laura Palmer, Chair
ext. 9449
School of Theology Rector & Dean
Rev. Msgr. Robert F. Coleman
ext. 9016
Associate Dean
Rev. Christopher M. Ciccarino
ext. 9576
Associate Dean
Dr. Dianne M. Traflet
ext. 9353
Associate Dean for Undergraduate Programs
Rev. Douglas J. Milewski
ext. 2473
Biblical Studies
Dr. Gregory Glazov, Chair
ext. 9143
Church History
Rev. Msgr. Robert Wister, Chair
ext. 2032
Pastoral Theology
Rev. W. Jerome Bracken, Chair
ext. 9232
Systematic Theology
Rev. Lawrence Porter, Chair
ext. 9017
Philosophical Theology
Dr. Victor Velarde-Mayol, Chair
ext. 6035
Whitehead School of Diplomacy and International Relations Dean Ambassador John K. Menzies Associate Dean
Dr. Courtney Smith
ext. 6203
Associate Dean
Dr. Ursula Sanjamino
ext. 6210
Assistant Dean of External Affairs
Ms. Elizabeth Halpin
ext. 2560
Dr. Brian Shulman
ext. 2168
Associate Dean, Division of Medical Residencies
Dr. John Sensakovic
ext. 2031
Associate Dean, Division of Health Sciences
Dr. Theresa Bartolotta
ext. 2916
Athletic Training
Professor Carolyn Goeckel, Chair
ext. 2911
Graduate Programs
Dr. Terrence Cahill, Chair
ext. 2449
Occupational Therapy
Dr. Ruth Segal, Chair
ext. 2443
Physical Therapy
Dr. Doreen Stiskal, Chair
ext. 2320
Physician Assistant
Dr. Mona Sedrak, Chair
ext. 2214
Speech-Language Pathology
TBA
ext. 2937
School of Health and Medical Sciences Dean
3.2
ext. 2515
Academic Resource Center Advising, Tutoring and Co-curricular Resources in the College of Arts and Sciences: Students who have declared majors within the College of Arts and Sciences are advised by experienced faculty in Departments within the College. All advising of pre-majors and inter-departmental majors is done through the College Academic Resource Center (ARC) located in Arts and Sciences Hall and overseen by Peter Hynes.
29
The College of Arts and Sciences ARC: The ARC serves as a place for all students to meet with faculty advisers about courses and academic options as well as for tutoring and assistance in subjects such as Writing, Math, Languages, and Science. All students are encouraged to visit the ARC to meet with faculty advisers and mentors as well as fellow students interested in working collectively on class projects. Advisers in the ARC work closely with students to link them with alumni mentors through the Pirate Navigator program. ARC advisers and tutors also organize co-curricular activities, which bring faculty, students, and alumni together through visits to museums or attendance at theatrical productions, concerts, and SHU basketball games. ARC tutors frequently conduct review classes in disciplines such as Chemistry and Biology, directly linked to the schedule of study maintained in introductory courses; announcements regarding these classes are posted on the ARC bulletin board as well as online and students are encouraged to avail themselves of this opportunity for increased and supplementary instruction in various disciplines. The ARC thus provides a resource for students who wish to be fully engaged in the academic and cocurricular life of the College; it provides a venue for formal and semi-formal faculty-student interactions and an opportunity for students to carry learning beyond the classroom, to become a part of a larger Arts and Sciences learning community which consists of fellow students, graduate teaching assistants, faculty, administrators, and alumni. Majors advised in the ARC: Liberal Studies: Dr. Mark Couch Pre-Arts: Dr. Patrice Thoms-Capello Pre-Science: Dr. Michael Yurko Social and Behavioral Sciences: Dr. Phil Kayal Dual Degree (PA, AT, PT): Dr. Gerald Ruscingno Pre-Law and Pre-Med: Faculty advisers in the ARC also work closely with students tracking graduate professional careers in Law and Medicine: Pre-Law: Dr. Robert Pallitto Pre-Med / Pre-Dent: Dr. Roberta Moldow
3.3
Center for Learning, Instruction and Assessment The tutorial component of Seton Hall's Educational Opportunity Program (EOP) serves as an integral part of the Center for Learning, Instruction and Assessment (CLIA). This component is responsible for designing and implementing a comprehensive tutorial program which supplements students’ course work and the development of self-directed and independent learners, and the overall monitoring and evaluation of tutorial program including services, tutees and tutors. Who is eligible? The Tutorial Component provides free tutorial services to students who want to learn. All EOP students are eligible to receive tutoring. What will students receive? CLIA offers tutorial services to students who walk-in or are referred by their EOP Student Development Specialist, professors, tutorial coordinator, and/or EOP staff. Academic support is offered to individuals, on a one-on-one basis, and in small groups. Professional and peer tutors, learning facilitators as well as administrator/faculty are available in the following areas: Mathematics: Developmental Math: Algebra, Calculus, Statistics, Math for Education Majors; Business: Accounting, Economics, Management; Language Arts: English literature, Reading, Writing; Sciences: Biology, Microbiology, Chemistry, Physics, Biochemistry, Astronomy, and Psychology 30
Modern Languages: Spanish and French; Nursing: Anatomy and Physiology, Biochemistry, Medicine and Surgery, Child Bearing, Pathophysiology Support in other areas approved based on request. WHERE should students go? The Tutorial Component is located within the Center for Learning, Instruction & Assessment on the lower level of Alfieri Hall. You may call at (973) 761-9161. Ask for tutoring. WHEN should students apply/attend? The student should apply the first and no later than the second week of classes of each semester. Tutorial Services are available Monday through Thursday from 9:00 a.m. - 6:00 p.m. and Friday from 9:00 a.m. - 4:00 p.m. Services commence by the third week of the semester through the week of finals. Once scheduled, students are required to attend all sessions. Students should not wait until they fail their first exam or mid-terms. The tutorial slots fill up very quickly and later requests not be guaranteed.
3.4
Writing Center Location: Arts and Sciences Hall, Room 206, (973) 761-9000 ext. 7501. Director: Kelly A. Shea, Ph.D., Assistant Professor of Writing, (973) 275-2183, sheakell@shu.edu. Hours: Fall and Spring Semesters: Mondays through Thursdays, 9 a.m. to 8 p.m.; Fridays, 9 a.m. to 4 p.m. Please call for hours during finals, May Intersession, and Summer Sessions. Staffed with faculty, graduate students, upperclassman students, and professional tutors, the Writing Center is an important resource for all writers on campus. Appointments may be made by stopping by or calling the Writing Center during its normal hours of operation. Walk-in appointments are also accepted; we recommend arriving at the Writing Center by about 10 minutes before the top of the hour in which you want to be seen. The Writing Center typically opens at the beginning of the second full week of classes of each semester. The Writing Center is not usually open during breaks or on individual days when classes are not in session. However the On-line Writing Lab (OWL) http://academic.shu.edu/owl/ is usually available for assistance during these sessions. Please e-mail the OWL at owl@shu.edu if you have any questions. First-Year Writing Program All Seton Hall first-year students who take introductory English courses are required to visit the Writing Center as a graded part of their class work. Students taking College English I (English 1201) and II (English 1202) are required to attend two sessions during the semester. Students taking basic skills or linked 1201 classes are required to attend six sessions at the Writing Center during the semester. Basic Skills classes are typically assigned tutors to work with that particular section. In addition, tutors visit linked 1201 classes weekly and work with the students and the faculty member during class time. Students are expected to attend their individual appointments weekly until the session requirement is met; and are encouraged to continue attending after they have met their requirement. Writing Center tutors will complete conference summary sheets after each session and send them to the student’s English faculty, who should respond to the tutor in writing. At the Writing Center, freshmen are typically assisted by peer tutors; upperclass and graduate students as well as faculty and staff are usually assisted by senior, graduate, or faculty tutors. The reception desk is staffed a desk attendant or by one of the available tutors on duty during that hour. Clients and tutors unable to be at the Writing Center at their scheduled times are asked to notify on-duty staff by phoning ext. 7501 or ext. 2183 as well as e-mailing and/or calling their tutoring partners as soon as the conflict arises. 31
3.5
Mathematics Learning Lab Location: Arts & Sciences Hall, Room 108 Director: Wendiann Sethi, AS 202C, (973) 761-9765, sethiwen@shu.edu Sharing the ARC’s mission of supporting successful academic performance, the MLL is committed to providing resources that enhance the mastery of mathematical concepts at all skill-levels with the aim of improving performance in mathematical courses. The MLL features the Classroom Lab and the Tutoring Center. The Classroom Lab has 20 computer workstations and a laser printer in a friendly and comfortable learning environment. It is supported by fulltime faculty assisted by student Learning Assistants. The Classroom Lab mainly facilitates the Developmental Mathematics program which incorporates the use of online technology in learning. The Developmental Mathematics online classroom environment offers students continuous access to course material, alternative palettes of assistance such as video instruction and step-by-step examples, rapid feedback mechanisms that increase accuracy in the learning process, and standardized homework and testing formats that increases the familiarity of the material being presented online while also helping to ease students’ anxiety of working with computer software. Through its competent (and friendly) team of tutors, the MLL tutoring center provides additional learning support through scheduled and drop-in tutoring sessions. Students receive assistance in completing homework exercises and preparing for dreaded exams! Tutor expertise covers a wide range of topics from Pre-Algebra to Calculus. All services provided by the tutoring center are free for Seton Hall University students.
3.6
Campus Resources Career Center The Career Center facilitates and promotes career development and experiential education programs that enrich the academic experience and develop the career/life skills essential for students to be successful contributors in their professional and community lives. An integrated career development/management plan provides students with meaningful career/life experiences. For more information regarding the Career Center please visit their website at http://studentaffairs.shu.edu/career/ or call at 973 761-9355. Community Development The Department of Community Development partners with students to develop and promote opportunities that celebrate unity. We provide educational, social, and leadership opportunities for all members of our community to participate in and: encourage all students to create and take responsibility for the community in which they live. We motivate and empower students to succeed today and in the future. Campus Ministry For more information regarding Campus Ministry please visit their website or call at 973-761-9545. Division of Volunteer Efforts (DOVE) The Campus Ministry Division of Volunteer Efforts is one aspect of Seton Hall University's response to the ongoing call for social justice. Our aim is to raise the awareness of the Seton Hall University community to social injustice through direct involvement in serving others. This service stems from our desire to affirm the dignity of all people and to live as Christ taught us by putting our faith into action. The Division of Volunteer Efforts seeks to aid Seton Hall University in its commitment to graduate not only well educated professionals, but also compassionate individuals rooted in and guided by faith and its expression in firm moral convictions. DOVE offers programs and projects for issues dealing with: Children at risk Recycling Housing and Homelessness Hospital visits and Health Mentoring Hunger Adult literacy Relief to victims of natural disasters 32
For more information regarding DOVE please visit their website at http://admin.shu.edu/dove/ or call at 973-761-9702. Freshmen Studies For more information regarding Freshmen Studies please visit their website at http://academic.shu.edu/freshstd/ or call at 973-761-9740.
3.7
Disability Support Services The Office of Disability Support Services (DSS) coordinates accommodations and services for students with the following disabilities: Attention Deficit/Hyperactive Disorder, Blind/Low Vision, Deaf/Hearing Impairments, Orthopedic Disabilities, Traumatic Brain Injury, Psychiatric/Psychological Disabilities, Specific Learning Disabilities, Medical Disabilities (e.g. cancer, Crohn’s Disease, asthma, etc.), and Temporary Medical Disabilities (e.g. post surgical students, orthopedic injuries, etc.). There is collaboration with academic departments as well as the other departments in the Division of Student Affairs. To receive accommodations on campus, whether they are academic, parking or housing, and students must identify themselves to DSS and provide appropriate documentation of their disability. Specific Learning Disabilities A learning disability is a permanent neurological disorder that affects the manner in which information is received, organized, remembered, and then retrieved or expressed. Students with learning disabilities possess average to above average intelligence. Terms associated with learning disabilities include: Dyslexia – Challenges with read Dyscalculia – Challenges with mathematics Dysgraphia – Challenges in writing words with appropriate syntax Dysphasia – Challenges in speaking with fluency or sometimes to understand others Figure-ground perception – Challenges in seeing an object from a background of other objects Visual discrimination – Challenges in seeing the difference in objects Auditory figure-ground perception – Challenges in hearing one sound among others Auditory sequencing – Challenges in hearing sounds in the right order Characteristics may include an inability to perform in accordance with the norm in such areas as: Oral language – Understanding, word recall, grammar, pronunciation Listening comprehension Written expression – Spelling errors, sentence structure, organization and development Basic reading skills – Slow reading rate and retention, difficulty with syntax on tests Mathematical reasoning and calculation –Number reversals and confusion of symbols Social skills – Spatial disorientation, low frustration level, low self-esteem, problem resolution Study skills and time management Accommodations may include: Reduced course load Extended time to complete assignment Tape recorders Note-taking Taped text
Readers Extended time for in class assignments Assistive technology Extended time for testing Non-distracting environment for testing
To find further information about DSS, you can contact them via phone at (973)-313-6003, visit their office in Duffy Hall, or visit their website at http://studentaffairs.shu.edu/dss/
3.8
Internet Resources Residence Life Related and Programming Ideas: http://www.reslife.net http://www.lothlorien.net/collections/hrl/program 33
http://wilderdom.com/games/Icebreakers.html http://www.studentaffairs.com/ Academic Resources: http://www.howtostudy.org http://www.studytips.org http://www.testtakingtips.com/study/index.htm First Year Experience Resources: http://www.abacon.com/firstyearfocus/index.html http://www.sc.edu/fye/resources/fyr/index.html General Resources: http://www.nrhh.org http://motivateus.com http://www.njtransit.com http://www.southorange.org Clipart and Fonts: http://www.1001freefonts.com http://free-clipart.net
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4
PROGRAMMING
4.1
TIR Programming Model Goals of the Programming Model: 1. Provide academic assistance to students 2. Facilitate interaction between faculty and students outside of the classroom 3. Help incoming students adjust to academic demands of a University setting 4. Help students built academic skills necessary to succeed at a University 5. Facilitate and promote a healthy learning environment through study groups, academic programs and faculty interaction. These Goals are accomplished by: Offering 60 Tutoring Hours per week Planning and organizing at least six study groups per month Planning and organizing at least six programs/study groups each semester with a faculty member Increasing out of class collaboration by establishing close working relations with faculty Planning and implementing at least four programs in the first month of the academic year on adjusting to academic demand of an University Assisting with students who have below a 1.8 GPA
4.2
Program Proposal Today’s Date:
Your Name: PROGRAM SPECIFICS Program Name:
Program Date:
Location of Program:
Time of Program:
Target Audience: ____________________________________________________________________________________ Please indicate which requirement this program will fulfill Study Group 1 Study Group 2 Faculty or Administrator Campus Wide Program ____________________________________________________________________________________ Please indicate what forms of advertising will be used Flyers Word of Mouth Email Facebook Evites Blackboard Sidewalk chalk Display Board Setonian AIM Other ___________________________________________________________________________________ Shopping List Item(s):
Website/ store location:
Will cost about: ____________________________________________________________________________________
35
Co-Sponsors Do you have any co-sponsors?
If yes, who?
What are their responsibilities
Name: Department: Title: Email: ____________________________________________________________________________________ Goal Setting Please describe your program; why are you doing this program? What will participants gain from being at the event?
4.3
Program Evaluation How many people were in attendance at this program? What would you consider were the strongest parts of the program? The weakest? Were your goals met? How did you use resources in this program?
4.4
Lobby Hour Log TIR:
Building:
Monday Due:
Date & Time: Tasks Accomplished: Programming
Student Meeting
Follow-Up Contact
For Meetings with Students: Name: Class Year: Residence Hall: Room Number: First time visiting a TIR? Y/N If Yes, how did student find out about TIRs?
Other (please specify)
Gender: M/F Email:
Description:
4.5
Program Planning You can never be too organized! Use a calendar to plan your programs. Try backward planning — identify the date of your event and then start counting backward and writing in the dates that certain pre-event tasks must be accomplished. Assign those activities to a committee or individual and write that on the calendar also. Find Out What Else Is Going On Is there another event going on in your building/area? Is there another event on campus? Check campuswide calendars to see if anything else is going on (sporting events, holidays, etc.) Check with campus division offices to see if any “big” academic activities are taking place. If possible, develop a time frame for all your programs. Create a Flow Chart with a Timeline for the Program You can use this format:
36
Three-four weeks before the program Brainstorm program topics with your residents. Survey your residents. Determine possible locations for your program and reserve the space. Decide on the program theme and name, set the time and date. Develop your promotional plan and have it approved: flyers, posters, table tents, etc. Fill out a program proposal, request snacks if needed, and have it approved. Invite faculty/staff if applicable. Two weeks before the program Create and hang banners, distribute flyers, promotional materials. Reserve any special equipment needed. One week before the program Check promotional materials and replace if needed. Obtain event evaluation forms. Day of the Program Test any equipment that will be used during the program. Have audience members fill out program evaluations. Fill out the RA Program Evaluation Form. Clean up after the program and remove all promotional items from the building. One week after event Write Thank you notes to anyone who assisted you. Turn in all the necessary paperwork, forms, etc. On Program Day Put aside everything else in your life for a short period of time and focus on the moment at hand. In programming, this translates to don’t schedule meetings, lunches, marathon, study sessions, double work shifts, or special “dates” on program day. Allow yourself to focus on the program and to be ready to handle any emergencies that might arise and to enjoy the program. Conclusion Each program brings special challenges. Unique, creative and innovative promotional ideas for programs are always helpful to bring in a crowd. However, it is important to remember that the most creative promotional idea only works if the details of program planning are addressed. Note: the best form of advertisement is “word of mouth.” The key element, regardless of the promotion plan, is to “plan the entire program out” before you start any other activity. Program Parameters: Determine the needs of your residents through surveys and continued interaction. There should be at least three forms of advertisement for each program. Some programs will require advertisement throughout the building. Plan accordingly with your RC and other staff members. Support other staff members’ programs. Complete all programming duties to receive credit. Include your hall council with programs in the halls. BE CREATIVE AND HAVE FUN! Successful Programs Incorporate: 1. Advance Planning a. Achievable goals are set b. Input from students is sought c. Accessible, comfortable location is chosen d. Good publicity/promotion plans are developed 2. Researching and preparing facilitators a. Do they have good interpersonal skills 37
3.
4.
5.
6.
4.6
b. Are they knowledgeable of the topic c. Advance agreement on topic, length of program d. Informed of time, date, location for program e. Set expectations for handouts, other materials Possible problem identification in advance a. Equipment is checked for working condition b. Room set up and lighting are determined c. Others assisting are informed of their responsibilities d. Budgets allocations are confirmed Adherence to University/HRL procedures and policies a. Location is properly reserved b. Program is approved through proper channels Good timing a. Checked out other scheduled activities b. Program held at an appropriate time of the day Support of colleagues
Advertising from A to Z Add a letter of title to program each day, Advertise in community, Advertise on related items, Advertise on stairs, Announce programs at Hall Council meetings, Announce programs in classes, Announce next program at current program, Announcements on candy and gum, Arrows leading to programs, Ask a desk attendant to tell everyone walking by about your program Bake something before the program, Balloons with the event information on them, Banners, Billboards, Blackboard teasers, Block parties, Body paint, Boldface lettering, Bookmarks, Brochures, Build human signs, Bulletin boards Cartoons on posters, Celebrity spokespersons, Certificates of accomplishment, Chain groups, Chalk sidewalks, Commercial during a break in another program, Create a slogan, Crossword puzzle, Cut out shapes or figures that have to do with the program and put announcements on the shapes Decorating prior to a program, Door to door visits, Door knob hangers, Dramatization, Drawing, Dress in Costume Early arrival prizes, Elevator messages, E-mail announcements Faculty endorsements, Finger paint signs, Flyers, Food at programs, Footprints to the program, Fortune cookies Giant size calendar on the wall, Give away awards for promptness, tardiness, etc., Give away promotional items or samples, Give away candy with announcements on it Hall council announcements, Hang signs in unusual places, Have a big All-Hall programming calendar, Have a huge crowd in one area to advertise, Have the program in the center of action on campus, helium balloons Insert flyers in magazines, Invite faculty and staff to attend, involve a variety of organizations “Just say GO” campaign Keep ‘em guessing, Keep ‘em laughing, Kisses (Hershey) with messages Leaflets on car windshields, Letters to parents, Life-sized cardboard cut-outs of a person with an announcement, Lopsided signs Magazine cut-outs, Make announcements, Make a lot of noise at the beginning of the program, Make footprints through heavy traffic areas to the program, Make signs out of “unusual” items, Make “rip me” signs with program info behind it, Memos, Mystery guests Newsletters, Newspaper story/advertisement, Notice under clocks Offer a reward for attending, Oversized items Paint information on a sheet, Paper towel ads, Perform a skit in the lobby or near a busy entrance, Place post-its on all of the doors, Post notices on “frequently used items” (TV, Microwave), Posters, Put announcements inside balloons and ask people to break the balloons Question sheets (who, what, where, when), Quick quizzes to test awareness, Quotations from famous people Run a piece of string along the route to the program, Ribbons with program information on them Sandwich board, Scavenger hunt, Scoreboard at athletics events, Send personal invitations, Singing telegrams, Special guests, Spell out the event in room windows, Stop signs, Stickers, Stuff mailboxes T-Shirts, Trophies, Toilet paper ads, Tickets, Ticker tape parade, 3-D signs, Teasers in lobbies, Tape signs on vending machines, Take out a personal ad in the Setonian, Talk it up 38
Upside-down posters and flyers, Use “catchy� slogans, Use face paint, Use lots of colors, Use paper to make big block letters to form program title Various colors, sizes, and shapes of flyers and posters, Voice mail Write on mirrors with wipe off marker (be careful), Washing machine and dryer messages, Wear costumes, Wear a button, Wear a t-shirt with program info on it, White board signs, Window displays, Word of mouth, Write an announcement, Write a poem, Write letters to all campus organizations, Yell the program title back and forth across campus, You must keep a positive attitude! Zero in on one word to describe the program.
4.7
Resident Student Association The Resident Student Association (RSA) at Seton Hall University is designed to represent resident students in University matters concerning their welfare, to promote leadership development among resident students, and to stimulate an interest in and responsibility for self-governance through programming. The primary goal of RSA is to serve as both an advocate and a liaison between the resident students and various University departments. In addition to this advocacy, RSA also provides interhall as well as campus wide programming. RSA has two annual events, the RSA Suitcase Party and Can Castle. Suitcase party is a dance where RSA raffles trips and other prizes, while the Can Castle is designed to obtain as many clubs and organizations to built castles out of cans and donate them to a local shelter. In addition, the RSA E-board designs surveys and presents resident suggestions to Housing and Residence Life and other administrators on campus, at regular meetings.
4.8
National Residence Hall Honorary The National Residence Hall Honorary (NRHH) is the recognition branch of National Association of Colleges and University Residence Halls (NACURH). NACURH, as an organization, truly believes that recognition is a must in a strong Residence Hall community. As such, NRHH is there to make sure that we don't forget to give well-deserved pats on the back. The way NRHH works on campus is through a chapter. The Seton Hall Chapter is Sigma Eta Upsilon. NRHH chapters recognize top campus leaders through membership in NRHH. The NRHH chapter membership (per school) is restricted to 1% of students living in the residence halls. So, once inducted into NRHH you can consider yourself a member of the Top 1% of residence hall leaders.
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5
COMMUNICATION AND HELPING SKILLS
5.1
Communication Listening Skills Staff members who listen effectively help students express their thoughts and feelings. Helpful listeners do not offer advice or assume responsibility for solving students’ problems. They help students clarify the problem and identify appropriate responses to it. Most of you already possess some intuitive ability to listen well, to indicate to others that you are attentive and responsive to what they are saying, and to offer your advice and opinions only when it is appropriate to do so. However, most people don’t listen as well as they could and everyone can work on improving in this area. Included in this section are some of the components of good listening. Non-Verbal Encouragement How you sit in a chair, whether you make eye contact with the person with whom you’re talking and other nonverbal behaviors can influence the degree to which that person feels comfortable talking with you. If your body inclines forward or is facing the other person’s chair it is likely that the person will think you are attending to what is being said. Good eye contact means catching the other person’s eye or following the expression in the other person’s face, not staring the person down. Nodding, smiling, and other responsive facial expressions also help the person know you are interested in and following what is being said. Individuals differ in the degree of comfort they feel with direct eye contact, sitting close together, and touching. You also need to be sensitive to culture differences. For example, members of some cultural groups find direct eye contact to be challenging and disrespectful. If you are unsure about how comfortable the other person is, ask, “Is there a way you would like to sit that would be more comfortable?” Verbal Encouragement At appropriate intervals in conversations with students, you can indicate you are paying attention by saying, “uh huh,” “I see,” “yes,” and similar expressions. These responsive comments enable you, to encourage students to keep talking. Acknowledgement Acknowledgement is a technique which gives closure to part of the conversation and opens the way for further communication. Students appreciate indications that you are hearing and understanding what is being said. The verbal and non-verbal signals you give are not to indicate that you necessarily agree with what is being said but simply that have heard and registered the student’s message. “I see your point,” and “I understand what you are saying,” are examples are acknowledgement. When the student is satisfied that you have understood what has been said to that point, he or she will feel comfortable moving on to new material. Personal Restraint You should refrain from assuming that you know what the problem is. Because your first impression of a problem may not be accurate, it is important to hear the student out. Once you understand what the problem is, you can help the student clarify his or her situation and identify the various options for dealing with it. Then, the individual needs help making an informed choice among these options. At each stage, you are most helpful when you concentrate on the student, the student’s perceptions of the situation, and the student’s view of the available options. Giving advice, telling the student what should be done or felt, or otherwise shifting the focus away from the student is usually not helpful and may even be harmful. So, even if it happens that a student describes the same feelings you felt as a freshman ask yourself if sharing these thoughts would be useful to the student. Your past experience and feeling are not necessarily of any relevance to the student’s situation. By holding back from commenting, you allow students to pursue their own trains of thought. Open Questions While closed questions call for “yes” or “no” answers or specific information, open questions may invite the speaker to go into greater depth or to discuss the problem in a way that shares personal feelings as well as information. “How,” “What,” “Could you say more about…” are examples of beginnings of open questions. “How do you feel about that?” and “What are you thinking of doing?” are open questions. 40
Starting a question with “why” may put the speaker on the defense. Instead of asking, “Why did you …” try asking, “How did it happen that you…” which does not sound as if you are asking for a justification. Silence Breaks or pauses in the flow of conversation are fine. Listeners need not rush to fill conversational void. Often by being patient and not asking questions to fill the silence, you allow the student time to think and clarify feelings. Paraphrasing Briefly summarizing the essence of what the student has said helps you make sure that you accurately understand what is being said. For the student, hearing a synthesis of his/her remarks can be a way of clarifying exactly what the problem is. Paraphrases should be put into tentative terms so that the student is invited to correct something that has not been heard accurately. “What I hear you are saying…” and “In other words…” are standard opening for a paraphrase. When a student’s recitation has been long and involved you might open by saying, “Let me see if I got what you’ve been saying.” Paraphrasing shows the student that you have been paying attention and that you are not imposing your values on what is being said. More importantly, paraphrasing reassures the student that you have heard correctly and offers you an opportunity to confirm or correct your understanding. Reflecting Feelings As a listener, you need to be attuned not only to what is being said, but also to the student’s feeling. It is helpful to the student to have angry, hurt, or elated feelings perceived by the listener. “It sounds like you feel hurt by what was said,” “You sound pretty angry about what happened,” “You seem to be really excited about getting the job,” are examples of reflections of feelings. You can also help students focus on their feelings and verbalize them with questions such as, “How do you feel about that?” and “How are you feeling now?” Validating Feelings While you mirror students’ feelings through reflection, through validation you demonstrate in your own words that you understand how the student feels. “It is only natural for you to find it difficult to talk to me about such a personal matter,” “Must have been very frightening for you,” “How upset you must feel,” and “I can understand how angry you are,” are examples of validating sentences. What you are expressing is that knowing the person and the person’s reaction to the situation, you can understand why the person feels as s/he does. Because you are using your own words to communicate understanding, validation is probably the most effective way you can express empathy. Validating phrases indicate that you hear and appreciate the person’s feelings, not that you necessarily would react the same way yourself. Validation can be especially helpful when the student is repeating the same information over and over again. By showing your understanding, you may enable the student to go on to express new thoughts and feelings. Identifying Alternative Solutions You can use open questions to help students identify and evaluate possible solutions to their dilemmas. “What have you tried?” “How did that work?” “What are you planning to do?” “What would you like to happen now?” are helpful questions to ask. We all like to come up with our own solutions to problems. Although you might think you have perfect remedies in mind, you have to gauge if and when it is appropriate to offer these suggestions or to direct students to resources. No matter how apt your advice may be, in addition to the helpful suggestions, students will be getting a message that you think they can’t handle the problem themselves. What you want to do is help students take responsibility for their own problems and gain confidence in their ability to work out their own solutions. So, before offering suggestions, you need to find out what the person has tried and how the coping strategies have worked. By assessing why a problem-solving approach was or was not successful, students are often able to arrive at effective solutions on their own. “What else could you try?” is a good open question that may lead to other problem-solving possibilities. If the student seems stuck and unable to think of more than one approach, you can encourage the student to fantasize the most favorable outcome (“What would you like to happen?” “If you could have things work out the way you wanted, what would happen from here?”). Exploring the fantasies of desirable solutions may lead to some concrete problem-solving strategies. This can encourage students to think about the worst possible outcome to the problem. Verbalizing the worst imaginable scenario may make is easier for the student to deal with that eventually.
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After the person has talked about what has been tried and how the various attempted solutions have worked, you may think it appropriate to offer suggestions. If so, you can say gently, “Well, I have some ideas that may or may not work” or “There are some people I might suggest you speak with.” If students are responsive, you can help them anticipate how they will act on these suggestions or approach the resources. By helping students to create a “game plan,” you enable students both to do something to better the troubling situation and to act on their own behalf. If students seem hesitant to pursue their own or your suggestions, you may say, “You seem apprehensive about this. What feels uncomfortable to you?” By enabling students to explore their fears ahead of time, you help reduce students’ anxiety about acting to solve their own problems. Recognizing Personal Values Inevitably, in counseling situations some alternatives a student considers to resolve the problem may conflict with your personal values. You might have strong, definite religious, social, or political beliefs. Your role as a staff member is to help students clarify their own opinions, beliefs and values. You should try to be conscious of situations in which your own moral viewpoint may influence your interaction with a student and be honest about your feelings. For example, you might feel strongly that abortion is not an acceptable way to deal with an unwanted pregnancy and therefore you may say, “I want you to know that my upbringing influences me a great deal in responding to your situation. But I really want you to have good advice and support, so I can suggest another person for you to talk with about what you want to do.” Sometimes you may be asked what you would be inclined to do in a particular situation. When you can, turn the question around so the student is deciding which course of action seems right. What you might do is probably not relevant to the student’s choice. The student needs to decide which alternative is best for him/her. Staff members who are effective listeners are relaxed, open, and natural in their counseling style. They practice the traits of good listening in their own personal way. The examples we offer are meant only to suggest techniques and approaches that can be helpful to you in your counseling role. Knowing a repertoire of possible responses enables you to choose the most appropriate way of handling a situation. Sometimes it is okay to offer advice and share personal experiences, but on most occasions it will be better to help the student talk out the problem and identify alternative ways of resolving it. You will need to fit the techniques to your own personality and to the situation. After a while, techniques don’t feel foreign or awkward. Try out the skills comfortable to you. Personalizing the techniques and integrating the skills with your own style of relating to others will enhance your counseling effectiveness.
5.2
Effective Communicators
Want to Listen. Almost all problems in listening can be overcome by having the right attitudes. Remember, there is no such thing as uninteresting people - only disinterested listeners. Act Like a Good Listener. Be alert, sit straight, lean forward if appropriate, show interest. Listen to Understand. Do not just listen for the sake of listening; listen to gain a real understanding of what is being said. React. The only time a person likes to be interrupted is when applauded. Be generous with your applause. Make the other person feel important. Applaud with nods, smiles, comments and encouragement. Stop Talking. You can’t listen while you are talking or thinking of what to say next. Communicate; do not take turns talking. Empathize with the Other Person. Try and put yourself in the other’s place so that you can see that point of view. Ask Questions. When you don’t understand, when you need further clarification, when you want to show that you are listening; but don’t ask questions that will embarrass or “put down” the other person. Concentrate on What the Other Person is Saying. Actively focus your attention on the words, the ideas, and the feelings related to the subject. Look at the Other Person. Face, mouth, eyes, hands, will all help the other person communicate with you. Helps you concentrate, too. Shows you are listening. Smile appropriately. But don’t overdo it. 42
5.3
Leave Your Emotions Behind (if you can). Try to push your worries, your fears, your problems away. They may prevent you from listening well. Get Rid of Distraction. Put down any papers, pencils, etc. you have in your hands; they may distract your attention – or theirs. Get the Main Points (the big story). Concentrate on the main ideas and not on the illustrative material; examples, stories, statistics, etc. are important, but usually are not the main points. Examine them only to see if they prove, support, define the main ideas. Share Responsibility for Communication. Only part of the responsibility rests with the speaker; you as the listener have an important part. Try and understand, and if you don’t, ask for clarification. React to Ideas, Not to the Person. Don’t allow your reaction to the person to influence your interpretation of words. Good ideas can come from people whose looks or personality you don’t like. Don’t Argue Mentally. When you are trying to understand the other person, it is a handicap to argue mentally while you are listening. This sets up a barrier between you and the speaker. Use the Difference in Rate. You can listen faster than anyone can talk, so use this rate difference to your advantage by trying to stay on the right track, think back over what the speaker has said. Rate difference: speech rate is about 100 to 150 words per minute; thinking: 500. Don’t Antagonize the Speaker. You may cause the other person to conceal ideas, emotions, attitudes by being antagonizing in any of a number of ways: arguing, criticizing, taking notes, not taking notes, asking questions, not asking questions, etc. Try to judge and be aware of the effect you are having on the other person. Adapt to the speaker. Avoid Hasty Judgments. Wait until all the facts are in before making any judgments. Think Listening Is Fun! Develop this attitude. Make a game of seeing how well you can listen.
Listening hysical attending is a manner of being present to another; listening is what you do while you attend. Learn to listen actively. Most of us have learned competitive listening skills; we listen selectively in order to influence or win an argument. We need to learn to listen for understanding. Listening for understanding means listening, without evaluating, both to words and for feelings. It involved taking the risk of not mentally rehearing what you are going say, having the confidence you will know how to reply. Paraphrase what was said to you until the sender agrees to understand. Other points to remember or which should be followed in active listening are: Resisting Distractions – noises, views, people – anything or anyone that will take you away from the person to whom you are listening. Being Non-Judgmental – suspend your own judgment – let the speaker’s message sink in without trying to make decisions about it. Practice Waiting – wait before responding in any way to the speaker – speaking right away may close off rather than open up further expression. Looking for Commonality – the speaker’s most important themes will be repeated over and over with the most intensity. The combination of physical attending or being with another and actively listening for understanding must also include empathy. “I messages” allow an individual to Share feelings and concerns Take responsibility for our own feelings Offer a sense of respect Focus on feelings about the other person’s behavior, not on the individual as a person Distinguish communication needs “You messages” usually blame or criticize. These messages provoke anger, hurt and embarrassment. They essentially blame the other individual for our feelings. For example “you make me angry” as opposed to “I feel angry.” Reflective Listening can be accomplished with this statement: 43
What I heard you say was… Then check back to see that your perception was what they intended Good listening is crucial to effective communication between the RA and their residents. Nonetheless, studies show that only about 10% of us listen in a way that facilitates communication. The following encourages you to consider what is helpful, or not helpful, when listening to residents. Listening IS: Making eye contact Paying attention Sitting appropriately Keeping an open mind Letting the speaker finish talking Focusing on the message, not the words Listening to the speaker’s message Looking interested in what is being said Being non-judgmental Opportunity to learn, share, grow or assist Listening is NOT: Looking at shoes, outdoors, over the shoulders when someone is talking Thinking so much about your message that you don’t pay attention to what they say Fidgeting or acting distracted Making up your mind before hearing all of the information Interrupting Shifting focus to other subjects whether or not the speaker is finished Concentrating on how the speaker looks or is talking rather then on what is being said Looking bored or frustrated Judging their issue, grooming or vocabulary Wasting time Having a hidden agenda
5.4
Attending Behaviors Rarely will someone enter your room “to talk” over a problem and in the beginning specifically state what the problem may be. You must be able to attend carefully to the resident and listen to both his/her verbal and nonverbal messages. Also, in order to communicate effectively, you must also be aware of what you convey. Conveying to another your undivided attention, willingness to communicate and interest in meeting their needs. The important thing to remember in order to improve your physical attending behaviors is best represented by the letters in SOLER: S O
L
E R
Face the other person SQUARELY. This is the basic posture of involvement. It says “I am available to you.” Turning at an angle from another person lessens your involvement. Adopt an OPEN posture. Crossed arms and crossed legs are often at least minimal signs of lessened involvement. An open posture is a sign that you are open to what the other person has to say and are open to communicating directly with the other. It is a non-defensive position. LEAN toward to other person. This is another sign of availability, presence, or involvement. In your everyday environment, when you see people who are seriously involved in a conversation, you see them leaning forward as a natural sign of their involvement. Maintain good EYE CONTACT. As you speak with another person you should spend much of the times looking directly at them. Be at home and relatively RELAXED in this position. Relative relaxation says to the other person "I’m at home with you.” The physical position described here has a kind of tension about it. However, an effective communicator is relatively comfortable with involvement and intimacy, and therefore will be relatively relaxed. Intensity of interaction will not be a chore for you but will come naturally, enabling you to be at home with intensity.
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6
POLICIES AND PROCEDURES
6.1
Academic Policies Full-time Students A full-time undergraduate student is defined as a student who is registered for a minimum of 12 credits during any one semester. A student enrolled in a department-approved program in which fewer than 12 credits is the recommended full-time credit load also is considered a full-time student. Full-time undergraduate students are required to successfully complete at least 24 credits in each 12 months of fulltime registration and have a cumulative GPA of at least 1.75 for freshmen, 1.90 for sophomores and 2.0 for juniors and seniors. Individual schools and colleges may apply additional criteria for good academic standing and retention beyond the University minimum. Students who were registered for the previous two semesters as full-time students but whom have not successfully completed 24 credits in the previous 12 months are ineligible to participate and hold office in recognized student activities, to participate on athletic teams, and for student employment. The dean of each college may waive any or all rules of ineligibility if the student’s failure to complete the 24 credits in the previous 12 months was due to medical conditions, family emergencies or circumstances beyond the student’s control. Part-time Students A part-time undergraduate student is defined as a student who is registered for fewer than 12 credits in the current semester. Part-time undergraduate students are required to have the same cumulative GPA as full-time undergraduate students. Part-time students who were enrolled in the previous semester must have completed a minimum of six credits in the previous 12 months. Part-time students who meet the required GPA standards are eligible to participate and hold office in recognized activities except for varsity Athletics and receive Title IV federal aid for which part-time students must qualify and for which the student is otherwise ineligible. Warning A full-time or part-time student who meets the cumulative GPA criteria but whose GPA for any one semester falls below the requirements will receive a letter of warning, reminding the student of the criteria for probation. Probation Full-time and part-time students whose cumulative GPAs do not meet the minimum requirement are automatically placed on academic probation for the current semester. A letter from the student’s respective dean is sent as a reminder of minimum requirements, as well as to require a meeting with the student and the department chair or representatives. If a student is placed on probation for a second consecutive semester, the dean must conduct a suspension/dismissal review, and the student is ineligible to participate and hold office in recognized student activities, to participate on athletic teams (not applicable to part-time students), and for student employment Enrollment Services distributes a list of students placed on probation or in default of the 24-credit requirement to all deans, department chairs, the faculty representative for athletics and the vice president for student affairs. The dean will review the student’s progress with the respective department chair and the student. The resulting decision must be communicated to the student, in writing, by the dean. Normally, the review will allow no more than one additional semester for a student’s performance improvement. Complete information regarding the University policy on probation is detailed in the University Catalogue. Procedures for dealing with issues of academic dishonesty or academic grievance are available upon request from the offices of the academic deans of each college.
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6.2
Behavior Policies for Campus and Residence Halls Bed Bunking Policy Unauthorized bunking of beds or stacking of furniture is not permitted. Only beds designated by Housing and Residence Life may be bunked. Beds must be bunked by an approved representative of the University. Use of inverted beds, waterbeds, mattresses on the floor, or non-university mattresses is not permitted. Candles and Incense For fire safety reasons, burning candles, incense or other open flame devices is prohibited in the University housing. Cohabitation Cohabitation, which is defined as the sexual union between two individuals without the benefit of marriage, is not permitted in University housing. Guests of the opposite gender of their hosts may not sleep in the same room, regardless of relation. Common Area Damages Damage to any common area in University housing is the responsibility of the student and/or student's guest who caused the damage to those areas. If the responsible party cannot be determined, the University will charge the students residing in that area and those students pay the cost of repairs and replacement for those damages. Fireworks and Explosives Fireworks are illegal in New Jersey and are all prohibited in University housing. They are a serious threat to the safety and welfare of the residents. In addition to possibly being sanctioned, criminal charges may also be pressed. Gambling Gambling on University property is illegal and thus prohibited. Harassment or Interference with Staff Staff includes all student and professional employees of the University. Anyone is subject to sanction who harasses the staff or interferes with their duties including failure to present a SHU ID upon request; providing false, misleading, or incomplete information or withholding information. Keys, Locks and Chains Keys are issued upon check. Students are responsible for those keys at all times. While keys remain the property of the University, they are loaned or licensed only as long as a student is the rightful occupant of the room to which these keys provide access. Please note: Misplaced, lost or stolen keys threaten the safety and security of the room and residents. Locks will be changed in all cases, and $85 materials and labor cost will be billed to the resident who lost the keys. Failure to return room keys to a residence life staff member during check out will result in the lock change charge. Unauthorized duplication, lending, borrowing or possession of University keys is prohibited. Students may not install their own door locks and chains or make any other repairs or additions to the facilities. Lock Outs\Lost Keys It is the resident’s responsibility to carry their room/apartment keys at all times. However, should a resident be locked out of their room or apartment, they may contact a staff member for access. A charge will be placed on their Bursar bill for this service: $5.00 for the first occurrence, $10.00 for the second, and $15.00 for each occurrence thereafter. Abuse of the lockout service will result in a meeting with the RHD and judicial action. Microwaves Microwave size is limited to .8 cubic feet or 800 watts.
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Motorcycles, Moped & Bicycles Motorcycles, mopeds or other internal combustion engines may not be kept or stored in or around the apartments/residence halls. They must be registered with the Parking Office. Violators are subject to sanctions imposed by the University hearing officer. Riding a bicycle in University housing is not permitted. Bicycles must be walked at all times while in the halls. All bicycles must be stored in the student's living area only. At no time should a bicycle impede the entrance or exit of a room or facility, therefore they cannot be stored in the hallway of a suite. Students may be asked to remove their bicycle from University housing. Parking Spaces for the Apartments Parking spaces in the Ora Manor and Turrell Manor parking lots are assigned by Housing and Residence Life. Only vehicles with a clearly displayed parking decal for Ora Manor or Turrell Manor may park in a designated space, and only within the designated lot. Violators of this policy may be ticketed and towed at the owner's expense. Guest or visitor parking is not provided. Personalizing Rooms As a member of our residential community, it is each resident’s responsibility to maintain and leave the facilities in the same condition at check-out as when they arrived. In order to maintain clean and safe facilities, Housing and Residence Life enforces guidelines on decorating. Residents must exercise good taste and judgment in posting items in rooms. Residents may not use adhesives, nails, tacks or screws that will damage the walls, ceiling or door of the room. Residents may not stack furniture or construct a loft. Residents may not cover or tamper with smoke detectors or obstruct any room/suite exit or window. Residents may not hang any decorations from the ceiling, overhead structures or safety devices. Residents may not paint, wallpaper, or use markers to decorate. Any damages that occur to the living space, beyond what is considered normal wear and tear, will be the resident’s responsibility and will be billed to their account. Pets Only aquariums of 10 gallons or less, containing only fish, are allowed. Physical Confrontation Physical confrontation with and/or bodily harm to any student or University employee will result in referral to a University hearing officer. Pranks Participating in any prank that is perceived as/or is threatening to the safety of others is prohibited. Private Business Enterprises/Sales and Solicitation Private business enterprises, door-to-door sales and soliciting are prohibited. Residents may choose to sell or solicit products from their rooms provided they first notify their Residence Hall Director (examples of acceptable products are Girls Scout Cookies and World's Finest Chocolate). Food items sold by residents must be prepackaged and sealed by the manufacturer. Food items may not be prepared in students’ rooms due to sanitation regulations. Representatives of commercial companies may not conduct business from a student's room. Restricted Area Entry into locked or restricted areas, including, but not limited to roofs, maintenance closets and mechanical rooms or areas is prohibited. Smoking The University community prohibits smoking in all buildings, including Residence Halls. Smoking is only permitted at least 25 feet away from any building on SHU property. Sports and Games in Public Areas Physical sports and games are prohibited throughout University housing. 47
Storage Housing and Residence Life does not offer storage space for personal belongings. Room furnishings or personal belongings may not be stored in public areas. Thermostats for Apartments The thermostat in each apartment has been set by the University. Thermostat units may only be turned to "cool", “heat" or "off". Any individual who tampers with this device is subject to judicial action. Trash Disposal All trash and unwanted items must be disposed of properly using the trash receptacles in the parking lot of the apartments or in the trash room(s) on each floor of the residence halls. Vandalism Vandalism or malicious acts of defacement of property is prohibited. Individuals whose property has been damaged have recourse through the civil and criminal court system. Windows Students may not open or remove screens from their windows or other apartment/residence hall windows at any time, nor take any action that may damage the window screens/casings. Windows and balconies are not to be used as entrances or exits. Throwing objects out the window/balcony or resting them on the exterior window sill is prohibited. Red security tags are placed on ground floor window screens so staff can ensure that these screens have not been opened or removed.
6.3
Alcohol Policy In addition to the University policies involving alcohol and other drugs (see current Student Handbook), the following regulations apply to the use of alcohol in University housing:
The state law of New Jersey allows possession and consumption of alcoholic beverages by those 21 years of age and over. Only residents and their guests, who are 21 years of age and over, may legally possess and consume alcoholic beverages in their rooms and/or in the rooms of other students 21 years of age (and over), and only if they live in alcohol designated living areas. The alcohol designated areas are Cabrini, Neumann, Serra, Xavier, Ora, and Turrell. The consumption of alcohol is prohibited in all public areas. Anyone under the age of 21 is not permitted to be in a room where alcohol is visible and/or being consumed unless that person is the roommate of a person over the age of 21. In Boland and Aquinas Halls, the possession and consumption of ANY alcoholic beverage by any person, regardless of age, is prohibited. In Cabrini Hall, Neumann Hall, Ora Manor, Serra Hall, Turrell Manor, and Xavier Hall, alcohol may be transported by individuals 21 years of age or older, provided that all alcoholic beverages are in the original containers and remain sealed by the manufacturer. If a University official has reason to believe that alcohol is being transported in a non-designated area, or by an individual under 21 years of age, the University official has the right to check any packages, book bags, etc. Resident students bringing alcohol into University housing must have their SHU ID scanned for validation of legal drinking age. Non-resident students and visitors are not permitted to bring any alcohol into University housing regardless of their age. Possession and consumption of alcoholic beverages is limited to personal consumption. Personal consumption is defined as one 6-pack of beer OR one liter of wine or liquor. No kegs or beer balls are permitted. The purchase or sale of any alcohol is prohibited in ALL University housing. No person shall provide any alcoholic beverages to any person not 21 years of age for possession and/or consumption. All alcoholic beverages present during violation of University and/or housing policy will be confiscated and disposed. 48
6.3.1
Any violation relating to the possession or consumption of alcoholic beverages in University housing will result in a judicial hearing with an appropriate hearing officer. Students found responsible for violating the University alcohol policy will face sanctions ranging from disciplinary reprimand to University suspension. (Refer to University Code of Conduct, Student Handbook). Students will be held responsible for their actions while they are under the influence of alcohol. Students hosting guests will be held responsible for their guests' violation of any portion of the above alcohol policy.
Good Samaritan Policy Student health and safety are primary concerns to our community. Whenever there is concern for another student or belief that assistance is needed, students are expected to contact Public Safety. In the case of a medical emergency, students should immediately call 911. Students who seek medical assistance for individual who is intoxicated or experiencing an alcohol-related emergency, or for themselves, will not be subject to University disciplinary action related to the alcohol policy. Furthermore, the intoxicated student who receives medical assistance will not be subject to University disciplinary action. When an incident that falls under the Good Samaritan Policy occurs, the student(s) involved will be required to meet with the Coordinator for Community Standards to review the matter. While no formal disciplinary sanction (i.e. Probation) will be applied, an appropriate educational response may be. This may include participation in an educational class, mandated counseling assessment, additional fee for ambulance service, and/or parental notification. Failure to complete the educational requirements will result in referral to the University discipline system. The following is also of important note: Other violations of the Student Code related to the same incident may be referred for disciplinary review and sanction. A student involved in more than one incident that falls under the Good Samaritan Policy may be subject to disciplinary sanction. Students may still be subject to local and state law for their behavior. The University reserves the right to review each incident on a case by case basis. For information about New Jersey’s 9-1-1 Lifeline Legislation, please see http://www.njpn.org/wpcontent/uploads/File/911%20lifeline%20legislation.pdf.
6.4
Fire Safety Policies Fire Safety Policies incorporate a number of policies, including Prohibited Items and Actions and Evacuation. All staff members should have a copy of and be familiar with the Fire Safety Brochure.
6.4.1
Appliance Policy for Residence Halls
The number of appliances plugged in at one time should be carefully monitored and limited. Use of power strips is strongly encouraged to decrease the possibility of electrical fire. Extension cords are prohibited. Housing & Residence Life reserves the right to require students to restrict use of adapters and appliances. All appliances must be utilized as originally designed by the manufacturer (i.e. ovens may not be used to heat an apartment) and must be UL approved. Any individual who violates this policy places their housing in jeopardy and may face charges by the University and the Village of South Orange. Open heating surfaces of any kind are not permitted in the residence halls. Such items include, but are not limited to toaster ovens, hot plates, coffee makers that have an open heating element, hot pots and traditional popcorn poppers. Hot air poppers are allowed, but must not be used near smoke detectors. 49
6.4.2
Examples of appliances that are allowed in Residence Halls include alarm clocks, computers, printers, most types of desk or floor lamps, vacuums, flashlights, full-length mirrors, automatic shut off irons, ironing boards, laundry baskets, telephones, radios, refrigerators (4 cubic feet maximum), televisions, VCRs, etc. Examples of appliances that are not allowed in Residence Halls include decorative and holiday lights, halogen lamps, candles, incense, space heaters, toasters, toaster ovens, skillets, woks, amplified instruments, fireworks, combustibles, etc. See the Fire Safety Brochure for more detailed information about Fire Safety Policies. Housing and Residence Life also reserves the right to confiscate any illegal appliances found in student rooms. Health and safety guidelines must be adhered to at all times by all residents, including paraprofessional staff.
Residence Hall Allowed and Prohibited Items ALLOWED ITEMS
Alarm Clock Computer and printer Desk and/or floor lamp (most types) Dust buster and/or vacuum Flashlight and batteries Full-length mirror Iron and ironing board Laundry bag or basket
Laundry detergent Microwave (no more than 800 watts) Telephone/Cell Phone Pillows and pillowcases (all linens) Radio or stereo Refrigerator (4 cubic feet maximum) TV (cable ready)/cable wire UL-approved power strip with circuit breaker
PROHIBITED ITEMS
6.4.3
Amplified Instruments Candles and incense Halogen Lamps Multiple bulb plastic shade lamps Coffee pot Extension Cords Multi –plug adapters Decorative lights
Space heaters Appliances with an exposed heating element, including: o Toaster oven, toasters, and hot-plates o Broilers, skillets/, and woks Fireworks/ explosives Combustibles Other electrical appliances Weapons
Heath and Safety Inspections Rationale: To ensure safety of the entire residential hall community, all residence halls rooms will be inspected an average of three times per semester for Health and Safety compliance. Policy: University code strictly prohibits the following items: halogen lamps, extension cords, incense, candles, open-coil heating/cooking devices (coffee pots or coffee warmers with an open heating element, hot plates, heaters, etc.) and hanging ornamental or holiday lights. Additionally, students are prohibited from tampering with, removing, hanging or placing items on fire-safety equipment. At no time, may students place furniture or other items that would impede any means of egress from their room/suite. Procedures: The Residence Hall Director along with a Resident Assistant will key into each room and inspect for health safety compliance. The resident(s) do not need to be present during this time. Each room will be marked off on a Health-Safety master list. If violations are found, items may be confiscated and the resident(s) will receive a violation form alerting them of what has been removed from their room.
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Progressive Discipline: Any residents found in non-compliance will receive the violation form alerting them of the violations and how to arrange to recover items to be removed from the hall. Students will be required to meet with a HRL professional staff member to discuss the violation(s) cited in their room. Students who fail to meet with the staff member will be sanctioned without the benefit of their input.
6.4.4
Residence Hall Holiday Decoration Guidelines The following guidelines pertain to all Seton Hall Buildings and are intended to allow for the placement of festive decorations while ensuring a safe campus environment and adherence to the N.J Uniform Fire Code.
Live Christmas trees, wreaths, garland or other combustible materials (e.g grass, hay, leaves, stalks) are not permitted in the residence halls. These items are also prohibited in all buildings unless the Compliance Office and South Orange Fire Department first grant approval. Holiday or “strung” lights are not permitted in any area of the residence halls. These items are also prohibited in all buildings unless the Compliance Office and South Orange Fire Department first grant approval. Candles are prohibited in all buildings except for the Chapel or other places of religious assembly. Prior approval from the Compliance Office and South Orange Fire Department is required. All exits are to be visible at all times and remain clear of all decorating materials. Decorations may not be placed within six feet of any fire safety device or equipment (e.g. smoke detectors, sprinkler heads, pull stations, alarm horns and strobe lights, exit signs, fire extinguishers) Lights in common areas or public spaces may not be turned off or dimmed. Holiday decorations are not to be hung from the ceiling or suspended from overhead pipes. Residence Hall Decorating Contests: The residence halls may at times hold decorating contests. These contests require prior approval from the Housing Department, Compliance Office and South Orange Fire Department and must adhere to the above guidelines.
The Fire Department, Compliance Office or the Housing and Residence Life Staff may order the immediate removal of any decoration that violates these guidelines or is deemed unsafe. Please direct any questions to either the office of Housing and Residence Life or the Compliance Office.
6.4.5
Arson and Fire Policy N.J. State Statutes Concerning Arson New Jersey State Statutes Concerning Arson and Like Crimes N.J.S.A.2C:17-1 Aggravated Arson (2nd degree crime) 2C: 17-19(a). A person is considered guilty if he starts a fire or causes an explosion, whether on his own property or another’s: Thereby purposely or knowingly placing another person in danger of death or bodily injury; or with the purpose of destroying a building or structure of another; or Arson (3rd degree crime) 2C:17- 19(b). Thereby recklessly placing another person in danger of death or bodily injury; or thereby recklessly placing a building or structure of another in danger of damage or destruction; or (In order to elevate the above crimes to a crime of the 1st degree: 2C:17:1(d)) any person who, directly or indirectly, pays/accepts/offers to pay or accept any form of consideration, including, but not limited to, money or any other financial benefit, regardless of whether any consideration is actually exchanged for the purpose of starting a fire or causing an explosion in violation of this section commits a crime of the 1st degree. Fire Safety Equipment Abuse The safety of the community is everyone's responsibility and equipment and facilities are maintained to enhance safety. Tampering with any fire and safety equipment is prohibited. All acts will be referred to the University hearing officer. The minimum sanction is a $500 fine, replacement costs, and removal from University housing. Criminal charges also may be pressed. According to the New Jersey State Uniform Fire Code 5:18-2.12, anyone guilty of disabling or decreasing the effectiveness of any fire suppression or alarm device or system in a place of education is subject to a maximum fine of $5000 per occurrence. Students having any information regarding a false alarm or fire should report information to a Housing and Residence Life staff member immediately. 51
Fire Evacuation All residents must evacuate an apartment/residence hall promptly when the fire alarm sounds.
6.5
Guest and Visitation Policy Definitions: For the purpose of this policy: Consent form is a form that must be filled out by a parent/guardian of a person under the age of 18 wishing to spend the night in a University residence hall. The consent forms are available at all residence hall front desks, Residence Hall Director offices and from all Resident Assistants (RA). Ora Manor residents must see an RA or go to staff office on the 2nd floor of the building. This document is available on our Housing website. Daytime is defined as 8:01am until midnight (11:59pm). Guest is defined as any person who is not a resident of the University residence hall being entered, and a person is considered a guest of a specific host rather than a particular residence hall. One-week period is defined as the time from Sunday 12:01am to Saturday 11:59pm. Overnight is defined as 12:01am and beyond to 8am. Resident is defined as any Seton Hall University student who has a current housing assignment and a residence hall validation sticker. Policies and Procedures For Residents: 1. Residents may visit other residence halls by swiping their ID from 8am to midnight. From midnight to 8am, residents are able to visit other halls by being signed in by a resident of that hall. To host someone from another hall, residents may sign in the resident (one per person) at the residence hall front desk. The resident student visiting a hall (other than his or her own) will be required to leave his or her SHU ID at the residence hall front desk. After midnight, residents may only host one resident from another University residence hall. 2. If residents wish to host a commuter from 8 am to midnight, they must meet the commuter student at the residence hall front desk and register him or her as a visitor. From midnight to 8 am, commuters are only allowed in a University residence hall if he or she receives an overnight pass by midnight. Please note: An overnight visitor must be of the same gender. 3. If residents wish to host a non-SHU individual, they must bring the guest with proper and valid ID to the Residence Hall front desk to receive a guest pass between the hours of 8 am and midnight. No guest passes are issued after midnight. Please note: An overnight visitor must be of the same gender. 4. If residents wish to have their parents and/or grandparents visit, they must meet them at the Residence Hall front desk and register them in a parents/grandparents log each time they enter the University residence halls. They will be asked/required to show ID. Any other family member (siblings, cousins, etc.) wishing to visit must obtain a guest pass at the residence hall front desk. Please note: Parents and grandparents do not count toward the daytime guest total. 5. If residents wish to host a non-SHU person younger than 18, they must bring him or her to the Residence Hall front desk to receive an under-18 guest pass. If the person is 15 or older and is staying overnight, he or she must present a letter of consent (see definitions) from a parent/guardian 52
containing a contact phone number, for approval by HRL senior staff and/or RA. Please note: Visitors younger than 15 are not allowed to stay overnight in University residence halls. For Commuters: 1. If a commuter wishes to visit the University residence halls between 8am and midnight, the host must accompany them to the residence hall front desk and register them as a visitor. Commuters must register each time they enter the University residence hall. 2. If a commuter wishes to visit the University residence halls between midnight and 8am they must obtain an overnight pass prior to midnight. Please note: An overnight visitor must be of the same gender. 3. Commuter students have the privilege to stay as an overnight guest a maximum of any two days during a one-week period (see definition of one-week period), not to exceed a total of 20 nights per semester (defined as first day of classes until halls close). General Rules: 1. The Guest and Visitation Policy applies to all Seton Hall University students and their guests. 2. All students and guests must carry their valid Seton Hall University ID or a guest pass with them at all times. 3. A resident (host) is allowed a maximum of three daytime guests (8am to midnight) at a time. Please note: Residents visiting another University residence hall do not count toward the host’s guest total. 4. A resident (host) is allowed one overnight (see definition of overnight) guest at a time, with a maximum of two times per week (see definition of week). 5. An overnight guest must be the same gender as the resident (host) student. 6. Only guests with valid overnight passes are allowed through the front gate of campus after midnight. 7. Any guest who arrives at the Front Gate between 11pm and 12am must be escorted by a current resident. 8. An overnight guest pass is valid until Noon of the following day, and the guest has a privilege to stay any two days during a one-week period (see definition of one-week period), not to exceed 20 nights per semester. 9. Daytime visitation has no limits. Visitors are issued day passes (valid 8 am to midnight only) after registering at the residence hall front desk and leaving a valid ID. 10. If a resident of another University residence hall is hosting another residents’ guest overnight, the host must escort their guest to the other University residence hall and have the overnight host register them at his or her residence hall front desk. 11. To obtain a guest pass, visitors to University residence halls must present one of the following: Commuter Students: A valid SHU ID Non-SHU Students: One of the following: a valid driver’s license with a photo, military ID, college ID, DMV non-drivers license. To be considered valid, an ID must have a non-expired expiration date. 12. Overnight guests must obtain an overnight parking pass. A parking pass can normally be obtained at the Office of Parking Services located at 68 Duffy Hall between the hours of 8am to 7pm Monday through Thursday, and 8am to 5pm on Fridays. At all other times overnight-parking passes can be 53
obtained from the Office of Public Safety and Security. Vehicles parked on campus overnight with improper parking passes are subject to a fine and/or towing. 13. The Guest and Visitation Policy is in effect on the first day of classes in the Fall Semester and ends on the last day of classes in the Spring semester. No guests are permitted in University residence halls before or after these dates. See posted policies for Welcome Week, Senior Week and Summer. No visitors are permitted when the University residence halls are closed: Thanksgiving, Winter Break, Spring Break and Easter.
6.6
Noise Policy As a general guideline, common courtesy and respect for the community should be used at all times regarding noise levels; Courtesy Hours are in effect 24/7. Quiet hours in University housing are: Sunday - Thursday: 10:00 p.m. - 10:00 a.m. Friday - Saturday: 12:00 a.m. - 10:00 a.m. During quiet hours sustained noise should not be heard one door away. Noise amplified out windows is not allowed at any time. The established quiet hours are standard for all University housing. When each community establishes standards on the floor, the floor may decide to extend quiet hours to meet the needs of your floor. Each floor may also establish standards for noise levels for non quiet hours. During FINALS WEEK quiet hours are as follows: Quiet hours begin two days before the first day of final exams (i.e. if finals begin on Thursday, quiet hours begin Tuesday at 6:00 p.m.). During finals week quiet hours, sustained noise should not be heard outside residents’ rooms. Residents should be encouraged to confront each other with minor noise concerns. If the noise issue is not resolved, they should then go to their RA to intervene. When a RA has to respond to a noise violation for any reason, only one warning should be given on any given night, which should be noted in the duty log. An IR should be written for all subsequent violations that night. In addition, Senior Staff may inform RAs of a room that has exceeded an appropriate number of noise warnings and should be documented on the first noise violation of the night.
6.7
University Racial and Ethnic Discrimination Policy I. Preamble As a Catholic institution of higher education, Seton Hall University abides by values that proclaim the dignity and rights of all people. In keeping with this fundamental principle, we affirm the value of racial and ethnic diversity and welcome persons of all groups, cultures and religious traditions to Seton Hall. We categorically reject all forms of racial and/or ethnic discrimination. We acknowledge our obligation to safeguard and enhance the dignity of every member of our University community. We seek to foster an understanding of cultural differences and encourage and support the ethical and moral values that are the basis of a humane social order. To fulfill these aspirations, we commit ourselves to create and to maintain an environment free of racial and/or ethnic intimidation, humiliation and harassment. We urge all members of the Seton Hall community to adhere to the following values:
Respect for the dignity of each person Openness to opinions and points of view different from one’s own Understanding and respect for persons whose background may be different from one’s own Respect for persons and groups in the search for an affirmation of differences and commonalities of human experience and endeavors Maintenance and enhancement of our University as a setting in which differences may be debated and defended with civility, respect and reason as the standards of humane discourse Use of education as a humanizing force for all members of the community Courage to face conflicts with integrity and maturity so that negotiation may be genuine and accommodation attainable. 54
Racial or ethnic discrimination is a violation of University policy and may be the basis for disciplinary action. No member of our University community may engage in racial and/or ethnic discrimination. II. Applicability This Policy Against Racial and/or Ethnic Discrimination applies to all University students, faculty, administrators, staff members and employees, as well as vendors and guests on or off campus. This includes those members of the University community who are involved in the University’ extension and off-campus programs, such as Cooperative Education, internships, clinical practice, student teaching, etc. This policy does not replace or supersede an individual’s rights and remedies under the law. III. Definitions Racial and/or ethnic discrimination is conduct that serves to limit the social, political, economic, employment or educational opportunities of particular groups or individuals solely on the basis of their race and/or ethnicity. Racial and/or ethnic discrimination is oral, written and/or physical conduct directed against any person or group of persons because of race, ethnicity, color or national origin that harms or creates an offensive, demeaning, intimidating or hostile environment for that person or group of persons. Such conduct includes but is not limited to objectionable epithets, demeaning depictions or treatment, and threatened or actual abuse or harm. Racial and/or ethnic discrimination is further defined as conduct that: 1. Is directed at an identifiable person or persons, and insults or demeans the person or persons to whom the conduct is directed, or abuses a power or authority relationship with that person on the basis of race, color, ethnicity, or national origin by the use of slurs, epithets, hate words, demeaning jokes, derogatory stereotypes and similar action; and/or 2. Is intended to inflict direct injury on that person or persons to whom the conduct is directed; and/or 3. Is sufficiently abusive or demeaning that a reasonable person would find it so severe or pervasive as to create a hostile environment; and/or 4. Occurs in any context or location such that an intent to inflict direct injury may reasonably be inferred; and/or 5. Is intended to affect negatively the work or educational environment in a way that makes the treatment of the affected party unequal with respect to his or her proper functioning, opportunities for promotion and development because of his or her race, color, ethnicity, or national origin; and/or 6. Is intended to damage or destroy, or damages or destroys private property of any member of the University community or guest because of that person’s race or ethnicity with the purpose of making the educational, work or living environment hostile for the person whose property was damaged or destroyed. The following examples illustrate but do not exhaust the types of conduct referred to: 1. A person would be in violation if causing bodily harm to an individual because of that person’s race and/or ethnicity. 2. A person would be in violation by making a demeaning remark based on a person’s race or ethnicity, or by using racial slurs or “jokes”, and those remarks created a hostile work, educational or living environment for a person or persons hearing the remark, or for a person to whom the demeaning remark may have been specifically addressed. 3. A person would be in violation if intentionally placing visual or written material demeaning the race and/or ethnicity of an individual in that person’s work, study or living area; and such material made the work, educational, or living environment hostile for the person in whose work or study area the material was placed. 4. A person would be in violation when that person’s conduct resulted in making hostile the work, educational or living environment for a person subject to such conduct. 5. A person would be in violation if misusing grades, evaluations or promotion procedures to adversely affect a person on the basis of race or ethnicity. 6. A person would be in violation if intentionally not hiring a person on the basis of race or ethnicity.
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IV. Process for Investigating and Resolving an Alleged Incident of Racial and/or Ethnic Discrimination Any individual who becomes aware of an incident of racial and/or ethnic discrimination has a duty to report it to the Compliance Officer immediately. Investigation of alleged incidents is carried out in accordance with the Investigation Guidelines for Complaints of Discrimination. The goal of the investigation process is to assist in achieving resolution in a timely and appropriate manner. The process for investigation and resolution of complaints is outlined in the University Guidelines for Complaints of Discrimination. The guidelines are available on-line at the University web site, Compliance Program home page, http://admin.shu.edu/complianceprogram/. V. Sanctions Misconduct will be dealt with appropriately. Responsive action may include training, referral to counseling, and disciplinary action such as warnings, reprimands, withholding of a promotion, reassignment, temporary suspension without pay, or discharge for cause. False charges may result in corrective action or sanctions against the accuser, countercharges, or any other appropriate response. VI. Non-Retaliation Retaliation against an individual who has made a claim of discrimination is prohibited. Retaliation will subject an individual to disciplinary action.
6.8
Non-Hazing Policy Seton Hall University does not condone and never has condoned or supported the practice of hazing. Hazing contrary to the principles upon which the University community is built. Seton Hall, therefore, asserts its position to define and prohibit hazing as a requirement for admission or acceptance into any club, organization or athletic activity. The following information has been organized through the efforts of the College Panhellenic Council, Inter-Fraternity Council, Multicultural Greek Council and the Greek Life Office in the Department of Community Development. The information is designed to assist student organizations and their associates/new members in understanding University and state positions on hazing. In no way should this guideline be considered allinclusive in definition and content as to what constitutes hazing. It is educational in purpose and serves as an outline of practices that may be considered hazing and counter-productive to missions, principles, and purposes of fraternities and sororities and the University itself. Statement of Position Seton Hall University recognizes that fraternities and sororities are an integral part of campus life. They provide leadership opportunities, social and academic support, scholarship, friendship and community service. The University has an obligation to protect the environment within which fraternities and sororities operate. All students are expected to conduct themselves responsibly and respect the rights of fellow citizens. Any departure from these standards may result in disciplinary action. Seton Hall University defines hazing as any action taken or situation created (on or off campus) to cause, or place in jeopardy of, physical or mental harm, discomfort, embarrassment, ridicule or mistreatment. A person(s) or organization(s) may be charged with hazing under the University's standards of conduct. Sanctions to persons found guilty of hazing range up to and include expulsion. Sanctions for organizations found guilty of hazing range up to and include permanent loss of recognition and possible criminal charges against the individual(s). Charges of hazing are referred to and investigated by the Department of Community Development. If you are being hazed or know someone who is hazing or being hazed, COME FORWARD AND REPORT IT to the Greek Life Office in the Department of Community Development, (973) 761-9077.
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6.9
Sexual Assault and Harassment Policies and Procedures Sexual Assault and Misconduct Policy Sexual assault and sexual misconduct in any form will not be tolerated at Seton Hall University. Both sexual assault and sexual misconduct are serious crimes under the criminal laws of the state of New Jersey and a conviction of these crimes could result in imprisonment. The disciplinary mechanism described below is not intended to replace or serve as an alternative to the reporting of any sex offense to the appropriate authorities. The University believes that the victim of any sex offense should seek assistance and immediately contact the police. Confidentiality Victims of a sexual assault are encouraged to report the crime to the police. However, when a victim reports an assault to any member of Health/Counseling Services and/or Campus Ministry, that person will obtain emotional, spiritual, and medical support and assistance under strict confidentiality. Disclosures by a victim to any other offices on campus necessitate that the office contact police authorities regarding the crime. Definition of Sexual Assault and Sexual Misconduct Sexual assault encompasses rape in all forms. Date rape or acquaintance rape is no less criminal than the rape of a stranger. Sexual contact involves intentional touching of the victim’s or attacker’s intimate body parts, even through clothing, for the purpose of degrading or humiliating the victim or for the assailant’s gratification. Copies of the New Jersey statutes that include the legal definition of these crimes are available in the Department of Community Development. Victims Bill of Rights The following rights shall be accorded to victims of sexual assault that occur: On the campus of any public or independent institution of higher education in the state of New Jersey, where the victim or alleged perpetrator is a student at that institution, or when the victim is a student involved in an offcampus sexual assault. Human Dignity Rights To be free from any suggestion that victims must report the crimes to be assured of any other right guaranteed under this policy. To have any allegations of sexual assault treated seriously; the right to be treated with dignity. To be free from any suggestion that victims are responsible for the commission of crimes against them. To be free from any pressure from campus personnel to: a. Report crimes if the victim does not wish to do so. b. Report crimes as lesser offenses than the victim perceives the crimes to be. c. Refrain from reporting crimes. d. Refrain from reporting crimes to avoid unwanted personal publicity. Rights to On & Off-Campus Resources To be notified of existing campus and community-based medical, counseling, mental health and student services for victims of sexual assault whether the crime formally reported to campus or civil authorities. To have access to campus counseling under the same terms and conditions that apply to other students in their institution. To be informed of: a. Any rights to confidential or anonymous testing for sexually transmitted diseases, human immunodeficiency virus and/or pregnancy. b. Any rights that may be provided by law to compel and disclose the testing of sexual assault suspects for communicable diseases. Campus Judicial Rights To be afforded the same access to legal assistance as the accused. To be afforded the same opportunity to have others present during any campus disciplinary proceeding that is allowed the accused. 57
To be notified of the outcome of the sexual assault disciplinary proceeding against the accused.
Legal Rights To have any allegation of sexual assault investigated and adjudicated by the appropriate criminal and civil authorities of the jurisdiction in which the sexual assault was reported. To receive full and prompt cooperation and assistance of campus personnel in notifying the proper authorities. To receive full, prompt and victim-sensitive cooperation of campus personnel with regard to obtaining, securing and maintaining evidence, including a medical examination when it is necessary to preserve evidence of the assault. Campus Intervention Rights To require campus personnel to take reasonable and necessary actions to prevent further unwanted contact of victims by their alleged assailants. To be notified of the options and provided assistance in changing academic and living situations if such changes are reasonably available. Statutory Mandates Each campus must guarantee that this Bill of Rights is implemented. It is the obligation of the individual campus governing board to examine resources dedicated to services required and to make appropriate requests to increase or reallocate resources where necessary to ensure implementation. Each campus shall make every reasonable effort to ensure that every student at that institution receives a copy of this document. Nothing in this act or any Campus Assault Victims’ Bill of Rights developed in accordance with the provisions of this act shall be construed to preclude or in any way restrict any public or independent institution of higher education in the state from reporting any suspected crime or offense to the appropriate law enforcement authorities. Resources Available: Reporting Victims of sex offenses are strongly urged to report the assault to the police and a trusted University official. In addition, others who can assist include: 1. Resident Assistants (RAs) who know sex offense victims need assistance and support. RAs also can facilitate contact with the appropriate resources. 2. Physicians, nurse practitioners and registered nurses are available on call or by phone, 24 hours a day, for immediate intervention. Medical Treatment Health aides or professional personnel at Health/Counseling Services treat injuries, offer health care, facilitate transport to a local hospital/rape crisis center, and sensitively prepare the victim for the examination and treatment required. Counseling Health/Counseling Services provides intervention in the immediate situation and the ongoing support necessary for recovery to take place. A counselor will accompany the victim to the hospital. Spiritual Counsel Campus Ministry can assist regarding the role that faith and/or one’s spiritual life may sometimes play in recovery from a trauma such as rape. Housing Victims who would like to move from their present assignment can be accommodated by the Department of Housing and Residence Life.
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Security Students are urged to report sex offenses to the Department of Public Safety and Security. A representative of the department will come to students when called, and security personnel will summon the police to campus upon request. Victims’ Advocates A call to the office of the dean of any school in the University will identify an advocate who will remain in contact with the victim throughout all judicial and administrative actions. Restraining Order The Department of Community Development will issue a no-contact order against the accused at the request of the victim. Hospital The rape crisis facility for this area is St. Barnabas Medical Center, (973) 533- 5180. The hospital is located in Livingston. Police Victims are strongly encouraged to report sex offenses to the South Orange Police Department, (973) 378- 7772. The department is located two blocks west of Seton Hall on South Orange Avenue. Rape Crisis Center Located in Westfield, the Rape Crisis Center offers individual and group counseling, accompaniment to the hospital and a 24- hour hotline. To contact the center, call (908) 233- 7273. University Community Standards Proceedings in Sex Offense Cases In the community standards process, the accuser and the accused are entitled to call witnesses and introduce evidence at the hearing. The accuser and the accused will be promptly informed of the outcome of any sex offense disciplinary hearing. However, the University community standards process is not a substitute for the filing of a criminal or civil complaint by the victim or for a criminal prosecution by the state. Sexual Harassment Policy As a Catholic institution of higher education, Seton Hall University embraces Judeo-Christian values that proclaim the dignity and rights of all people. Sexual harassment in any form will not be tolerated at Seton Hall. Sexual harassment is a form of sexual discrimination prohibited by Title IX of the Education Amendments of 1972 and Title VII of the Civil Rights Act of 1964. All members of the University community have an obligation to take appropriate action to eliminate sexual harassment. Definition of Sexual Harassment: For the purpose of this policy, sexual harassment is defined as sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature toward any individual, student, faculty member, administrator, staff member or employee when: a. Submission to such conduct is made explicitly or implicitly a term or condition of an individual’s academic evaluation or employment b. Submission to or rejection of such conduct by any individual is used in regard to academic decisions or employment affecting the individual c. Such conduct has the purpose or effect of unreasonably interfering with an individual’s academic performance or employment by creating an intimidating, hostile, or offensive academic or work environment. Sexual harassment manifests itself in several forms. This behavior may include but is not limited to the following: a. Conduct or comments directed at an individual based on the individual’s gender that are abusive in nature b. Sexual innuendos in the guise of humor to coerce sexual favors c. Sexual teasing, jokes, remarks or questions d. Sexual remarks about a person’s body, clothing or behavior 59
e. f. g. h. i. j. k. l.
Patting, pinching or other unwanted touching of another’s body Leering or ogling Uninvited emails, letters or telephone calls Uninvited pressure for dates Inappropriate and offensive sexual advances Solicitation of sexual favors or other sexually related behavior by promise of rewards Coercion of sexual activity by threat of punishment Sexual crimes, including rape, acquaintance rape, attempted rape or sexual assault.
Process for Resolving an Alleged Incident of Sexual Harassment Any individual who becomes aware of an incident of sexual harassment has a duty to report it to the Compliance Officer immediately. To report an incident, contact James Gillson, University Compliance Officer, (973) 313- 6132. The process of investigation and resolution of complaints is outlined in the University Guidelines on Complaints of Sexual Harassment. The guidelines are available online at the Compliance Program home page at the University’s website http://admin.shu.edu/edu/complianceprogram/ Sanctions Misconduct will be dealt with appropriately. Responsive action may include training, referral to counseling and disciplinary action such as warnings, reprimands, withholding of a promotion, reassignment, and temporary suspension without pay or discharge for cause. False charges may result in corrective action or sanctions against the accuser, countercharges, or any other appropriate response.
6.10
University Center Room Reservation Policies All requests for use of University Center facilities including Galleon, Campus Green and Duffy Hall Game Room must be first approved by the Department of Community Development Scheduling Office (UC 107). The schedule request form must be completed regardless of the size of the event.
Room reservation requests require 72 hour confirmation. Confirming forms will be delivered by mail or for student organizations, placed in the appropriate mailbox. Room reservations are not approved without the signature of the appropriate member of the Department of Community Development. No events can be scheduled outside the University Center hours of operation. Security may be required for each event at the cost of the sponsoring group. All events sponsored by non-university groups will require a rental charge. A non-refundable deposit is required before the event can be confirmed. Full payment is due 5 days prior to the event. The Scheduling office must be notified of all cancellations. A $100 no show fee will be charged if your group cancels without notification. Groups are responsible for room clean up. Events are not allowed to exceed the fire code capacity of the room. If tickets are to be sold, ticket sales must go though the ticket office. All food requests including snacks, meals, drinks, etc. must be arranged through the Gourmet Dining website. If you encounter difficulty call (ext. 9562). Arrangements for equipment and room set up must be made at least one week in advance. There may be additional charges for difficult or large set ups. Events which serve alcohol must be held in accordance with Seton Hall University policy. Event Organizers are responsible for all damages and losses incurred during their occupancy. Non-University groups are required to provide their own insurance in accordance with the University's policy and procedure. Certificates of insurance are due at least one week in advance. Seton Hall University is a private religious organization and reserves the right to grant use of its facilities based on determination made by institutional directors. Seton Hall University is a registered trademark and may not be used for promotional purposes.
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6.11
SHU Traffic Rules and Regulations The University Board of Regents has authorized the President of the University to adopt such traffic rules and regulations as may be necessary for effective safety and control of people and property. These policies and regulations are applicable to all University employees, staff, guest, visitors, and any other persons driving and parking on University property. Permission to operate a motor vehicle on campus is to be considered a privilege, not a right to which one is entitled by reason of enrollment or employment by the University. Decals/Hang-tags/Passes allow the authorization to bring a vehicle on campus. All students must purchase a decal and register their vehicles with the Office of Parking Services. Resident students that have not been classified as seniors by the Registrar Office may not register or bring their vehicles to campus. No parking will be permitted to on campus between 2 a.m. and 6 a.m. for vehicles with commuter or evening decals. Decals are to be directly affixed to the left rear window by means of the adhesive provided. Decals remain the property of Seton Hall and are subject to recall at any time. Replacement decals or hangtags cost $5. Vehicle registration or photocopies are required for purchasing a permit and every other transaction at Parking Services. The Parking Services Office may authorize the towing or vehicle immobilization (boot) of any vehicle while on campus (without notification to the owner or driver). Parking Services has a comprehensive Traffic and Parking Regulation brochure available in the Parking Services.
6.12
Publicity and Posting Procedures It is the responsibility of each group to properly publicize its activities. Publicity should include all information concerning particulars of the event, including what the event is, when and where it will be held, who is sponsoring it and admission price if necessary. On-campus publicity for student events must be distributed in accordance with individual building policies. Posting is prohibited on the University Green. Policies and regulations regarding the posting and use of advertisements on the campus are available through the Department of Community Development. For residence hall posting regulations and approval to post, you must speak with a member of that hall’s professional staff.
College of Nursing The bulletin board marked "Student Activities" located on the first floor may be used for posters and flyers. Materials placed on walls, doors or other bulletin boards will be removed. Fahy Hall Groups must have their materials approved and stamped by the dean of the College of Arts and Sciences, Room 118, before posting on public bulletin boards. Promotional materials on walls, doors and windows will be removed. Walsh Library All material must be approved by the dean of the library. No posting on library doors is allowed. University Housing All flyers, posters, etc., must be approved for distribution and/or posting and stamped by the Residence Coordinator or Residence Hall Director of each building. Information is to be posted on approved bulletin boards, not on painted or glass surfaces. Stuffing mailboxes or sliding materials under doors is prohibited. Arts and Sciences Hall Flyers and posters may be posted on bulletin boards. Materials may not be posted on walls, doors or in restrooms. Bishop Dougherty University Center All materials must be approved and stamped by the Department of Community Development. These materials may be displayed on bulletin boards throughout the Bishop Dougherty University Center. Flyers cannot be posted on painted surfaces, glass or walls. The University Center will only approve 10 posted items per group.
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6.13
Involuntary Medical Leaves of Absence The University maintains Health/Counseling Services to serve the physical and emotional needs of students. Students whose needs are beyond the resources of these offices are referred to off-campus facilities and service providers when possible. However, students who cannot adequately be helped by the available facilities and/or refuse to accept recommended emotional and/or medical treatment, and whose resulting behavior renders them unable to effectively function in the residential or University community without harming themselves, others, or disrupting the University community, may be required to leave, following the described procedure below: 1. The Director of Housing and Residence Life, the Dean for Community Development and/or the Vice President for Student Affairs may require a mandatory assessment if a student’s condition renders him or her unable to function in the University community without harming him or herself or others and/or disrupting the educational mission of the institution. 2. The Dean for Community Development or designee is promptly notified when, in the opinion of a professional member of the Health/Counseling Services staff, a student is unable to be adequately helped by the center or other available facilities, and the student’s condition renders him or her unable to function in the University community without harming him or herself or others and/or disrupting the educational mission of the institution. 3. When the Dean for Community Development receives notification under the conditions described above, the dean or his or her designee seeks other professional opinions as appropriate, and confers with the student if possible. The student may submit other medical documentation secured independently for consideration and may be accompanied by a support person (friend, relative, faculty member, etc.) to scheduled appointments with University personnel. Failure to appear for a mandatory assessment may result in an involuntary medical leave of absence without further process. If the dean for community development concurs with the opinion that the student should leave the University, the dean or his or her designee may consult with the student’s parent, spouse or other guardian. If the student (or family member) declines to withdraw from the University, the dean for community development may authorize the withdrawal. 4. Involuntary medical leaves of absence are normally for a minimum of one semester. Following that period, a student may apply to the dean for community development for reenrollment by following the reenrollment process described in the Procedures for Reenrollment from a Medical Leave of Absence documentation provided to the student at the time of departure from the campus.
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7
DIVERSITY
7.1
Understanding Diversity The idea of diversity is not a new one in the United States; however, more attention has been paid to the appreciation of the differences that encompass diversity in recent years. “Diversity” is a broad term that has come to represent people from different backgrounds with different cultures, values, ideologies and characteristics who may live, interact, and socialize together. Diversity includes race, ethnicity, gender, sexual orientation, religion, age, physical ability and socioeconomic status. While the term “multiculturalism” has been used interchangeable with “diversity” our definition is about more than cultural differences among people. It’s about anything that defines a person’s identity. Diversity is “otherness,” or those human qualities that are different from our own and outside the groups to which we belong, yet are present in other individuals and groups. It is important to distinguish between primary and secondary dimensions of diversity. Primary dimensions are the following: age, ethnicity, gender, physical abilities/qualities, race and sexual orientation. Secondary dimensions of diversity are those that can be changed, and include, but are not limited to: educational background, geographies, location, income, marital status, military experience, parental status, religious beliefs and work experience. When understanding diversity it is also important to keep the following in mind: 1. Be respectful of others. Learn to be patient and tolerant of other people. All people are different from you. Simply because a person is a boss, friend, or resident on your floor does not make the person like you. They are not going to act out the role of boss, friend, or resident exactly the way you think it should be done. You may not understand why the other person acts like he or she does. But you can learn to respect that person and that person’s differences from yours; that is the beginning of all understanding. 2. Avoid expecting people to be perfect. Have faith in people, believe in them, love them, enjoy them – but accept them the way they are! They come with a lot of good and a little bad; some positive and a little negative; always some plus and always a little minus. If you expect people to be perfect you are going to be disappointed. If you are going to understand them, it is their negative characteristics you are going to have to accept and understand. 3. Be sure you WANT to understand people. There are times when you ding yourself criticizing another person saying you do not understand why that person acts that way. But perhaps you’re finding it easier not to understand that person. Your own negative attitude might be showing. Perhaps you are envious, suspicious, or simply find it easier to dislike that person. As long as you want to be dominated by your own negative feelings, you will never learn to understand them. 4. Look for the good in others. Will Rogers said, “I never met a man I didn’t like!” He was only looking for characteristics in others he could like. He always found something. It is amazing how deliberately people seem to look for others’ negative characteristics. There seems to be a measure of delight in fault finding. If you have only positive thoughts of others – you will really have no need for understanding. You have, in a sense, achieved it! 5. Learn to love the unlovable. The happy, personable, popular individual with no irritating qualities presents no challenge to understanding. The challenge is to love the unlovable. It is difficult to understand the people who are rude, sarcastic, arrogant, surly and self-centered. It is difficult to understand these people. It requires self-determination to understand that someone has hurt these people. Someone has made them feel unimportant and unwanted. So these are the people who need understanding. The reward will be yours for trying. Because, in the process, you will be growing into a genuinely mature person. 63
6. Get all the facts. In very few instances would you be irritated with another person if you really know all the facts. And all the facts include an insight into all inner compulsions, needs, experiences, and the problems of others. Perhaps the saying attributed to Native Americans says it best” “great Spirit, help never to judge another until I have walked two weeks in his moccasins.” 7. Have empathy. You can never perfectly understand people, but you can imagine their feelings. One of the characteristics of your imagination is its ability to place yourself in the other person’s situation. You can “imagine” how another feels. That accomplishes much the same purpose as understanding. It gives a bond of feeling and compassion for others. 8. Control your attitudes. Remember there is usually nothing in the other person’s actions that irritate you. It is your reactions that cause negative feelings – the misunderstandings. Learn to control your “reactions” – your attitudes – to others, and you will automatically control your feelings. 9. Develop a mental image of understanding. Picture yourself as an understanding, patient, kind individual. Model your picture, if you wish, after an actual person who you consider having these characteristics. Hold that picture in your mind. Start acting out the image. Soon you will become that person!
7.2
Seven Skills of Cultural Awareness 1. The capacity to communicate respect – to transmit verbal and nonverbal positive regard, encouragement and sincere interest. 2. The capacity to be nonjudgmental – to avoid moralistic, value-laden evaluative statements and learn to listen in such a way that the other person can fully share and explain themselves. 3. The capacity to personalize knowledge and perceptions – to recognize the influence of one’s own values, perceptions, and opinions and knowledge on human interaction, and to regard as relative rather than absolute for more tentative communication. 4. The capacity to display empathy – to try and understand others from “their” point of view, to attempt to put oneself into the other’s life space and to feel as they do about the matter under consideration. 5. The capacity for role flexibility – to be able to get a task accomplished in a manner and time frame appropriate to the learner, and to be flexible in the process for getting the jobs done, particularly with reference to participation and group maintenance morale. 6. The capacity to demonstrate reciprocal concern – to truly have a conversation with another person. You need to take turns talking and interacting with the other person responsibly. 7. The capacity to tolerate ambiguity – to be able to cope with cultural differences, to accept a degree of frustration, and to deal with changed circumstances and people.
7.3
Why Appreciate Diversity It is not enough for us to simply tolerate differences, although it is a start and basic tolerance is an expectation of all students and staff in the residence halls. Every student in our halls should feel comfortable expressing his or her identity, whether that is cultural, religious, or sexual, without fear of reprisal. It is important to recognize that the differences among students educate us and contribute to the varied texture of life in the residence halls. A respect for and appreciation of diversity is essential to the development of all persons. The world we live in is ever changing and rich with opportunities for growth and understanding. By helping our students 64
expand their minds and grow as individuals we will be preparing them to educate and help other people understand diversity. Appreciating diversity involves Knowing oneself Seeking to educate ourselves about others Being aware and respecting the needs of others Taking the initiative to involve others Being open to new challenges Being open-minded and willing to listen Defending everyone – not just those in your group Being conscious of stereotyping and making an effort not to be a part of stereotyping Not expecting people of a certain race, religion, etc. to be experts on the group they’re apart of
7.4
Language Language is more than just the means through which people express themselves; we use language, overtly and subtly, to shape people’s thoughts, values and perceptions of reality. Therefore, many experts have suggested that the elimination of “oppressive language” or biased terminology in our language will help to change our views of others and ourselves. It is also important to recognize that language is dynamic; it is constantly evolving and changing just like society. Often sociopolitical issues drive these changes. Unfortunately, using outdated terminology is a way of subjugating or demeaning a person or group of people. Generally people want to be dealt with as individual, not as categories or labels. Also, many people care more about how they are being treated then if they are called by the correct term. Keeping this in mind here are some myths and facts about language: Myth 1: A person cannot change language patterns particularly after the patterns have been used for a long time. Fact 1: People can make conscious changes if they have information, relationships, and/or work situations which support language change. People can change habits if they want to, especially if they realize how they can benefit. People are constantly changing their language patterns anyway, as they adapt to their audience. Myth 2: Changing language is too awkward or inconvenient. Fact 2: Many alternatives to biased language have been developed. It takes commitment to change any habit. Myth 3: The use of the word “men” or masculine pronouns is generic and clearly includes both women and men. Fact 3: It is impossible to know whether or not these terms include women or girls since these same terms refer exclusively to men or boys. At best the terms are ambiguous. At worst they are exclusive and perpetuate inequities by making females invisible in language. Myth 4: If some people don’t mind a particular label or expression, then others are being overly sensitive. Fact 4: The fact that a person or group does not see the language as offensive does not lessen the damaging effects. Those who feel language is important have the right to respect without being told they are being overly sensitive. Myth 5: Language is not important enough to spend time and energy changing. There are too many “real” issues we should work on expanding. Fact 5: Research has shown that language helps form a person’s ideas about him/her self and the world. If we are serious about opportunities for women, racial, ethnic and sexual minorities and other groups, language must be addressed. It is a major mechanism for changing ideas and behaviors. 65
7.4.1
History of Commonly Used Inappropriate Words Cracker: contemptuous name given in Southern states to “poor whites”. Supposedly comes from the cracking of their whips over oxen or mules in taking their cotton to the market. Faggot: literally a “bag of sticks” from the 1300s in France when heretics were burned at the stake. Because homosexuals were considered heretics and often burned or used as kindling, this term came to refer to a large gathering of homosexual men in the early 1900s. Kike: -ki and –ky were common endings to the personal names of Eastern European Jews who emigrated to the U.S. in the late 1900s and early 20th century. Continues to be used as an offensive name for Jews. Oreo: a derogatory term for African-Americans who are seen (especially by other African Americans) as part of the white establishment. Term comes from the cookie that represents the black skin with the internalized white values. Oriental: belonging to or situated in the east of a country or place of the earth. Whites of the British Empire named the regions east of the Mediterranean and belonging to Southwestern Asia as oriental, therefore the term is associated with a period of occupation and oppression. Spic: refers to an Italian immigrant. Two possible reasons include, from spaghetti to spiggoty to spig to spic; or the phrase “no spica di English”. Has also been used to refer to Hispanic persons. Wop: derogatory term for an Italian. One possible origin is “without passport” referring to immigration status. Another explanation is the Italian term guappo (pronounced “wappo”), a large handsome man supported by more than one woman. Yahoo: a name created in Gulliver’s Travels for an imaginary race of brutes having the form of men who were degraded or bestial. Now used as a derogatory term for Native Americans.
7.4.2
Strategies for Responding to Slurs and Ethnic Jokes Prejudicial remarks, offensive ethnic jokes and racial slurs can occur in any setting. Left unchecked such comments can often get out of hand and poison work, school or social situations. Not responding to these remarks conditions us to accept them; and if we accept these it may be easier to be accepting of bigotry, discrimination, scapegoating or even violence. While there is no one strategy for confronting such remarks, the following are some effective strategies. In A Private Conversation: Don’t laugh at the joke or slur. If you know the person, voice your anger to them calmly but pointedly. State how you feel rather than making an abstract statement. Paraphrase the remarks to make sure you perceive the comment as the person meant it. If the speaker dismissed the objection, continue the dialogue, hear the other person’s concern and point out your own. In a Group Setting or Meeting: If the remark or action is particularly outrageous regardless of the speaker or the setting it may be necessary to register your disagreement. Usually in group settings it is preferable not to publicly confront the person making an offensive comment, but in some cases it may be appropriate. An excellent alternative is to take the offender aside afterward – then use the strategies that you would use for a private conversation listed above. At a large meeting or public gathering, asking to talk to the speaker after the event may be an appropriate way of expressing your displeasure with an offensive comment. 66
Possible Responses to Name Calling/Prejudiced Statements “That comment is inappropriate.” “That type of remark hurts people.” “Why did you say that? What do you really mean by that remark?” “Do you realize how offensive that comment is?” “That comment is not funny.” “How would you feel if someone said that about you?”
7.4.3
Unbiased Terminology In an effort to be clear and non-racist, try to use some less biased terminology in our language. Some of the following definitions are an attempt to do this. It is important to understand that when we use labels to discuss a group or individuals, they are imperfect labels. Definitions Ableism: Any attitude, actions or institutional practices that subordinate people due to their disability. Ablest institutional practices prevent the integration of people with disabilities into the mainstream of society and keep them socially and economically oppressed. African-American : 1. Refers to Black individuals living in the United States with African ancestry. 2. Refers to individuals of African heritage living in the United States having similar experiences, culture, heritage and ancestry of former slaves. Ageism: Any attitude, actions or institutional practices that subordinate people based upon their age. Ageism results in distorted views of older people by young people, or vice versa. Its more serious consequences are to keep many older people from satisfying work and to treat them as useless, unwanted and unattractive citizens. It can also have the consequence of younger people not being taken seriously or trusted to take on a responsibility. Ally: Any person who is not a member of the minority group whose attitudes and behaviors are not oppressive. In addition, this person actively works towards combating the ism (racism, sexism, etc) on both a personal and institutional level. Anti-Semitism: Anti-Semitism is prejudice or discrimination against Jews, based on negative perceptions of their religious beliefs or on negative group stereotypes. Anti-Semitism can also be a form of racism, as when Nazis and others considered Jews an “inferior” race. Asian American: Refers to individuals living in the United States with Asian ancestry. Bigotry: Intolerance of beliefs and cultures other than one’s own. Bisexual: A common and acceptable term for a person who is emotionally, physically, and/or sexually attracted to a member or members of the same gender, and emotionally, physically and/or sexually attracted to a member or members of the opposite gender. Civil Rights: Generally, the freedoms people are entitled to as members of a community or nation. In democratic societies, these usually include equal opportunity in schooling and employment, and equal treatment under the law. Class: Category of division based on economic status; members of a class are theoretically assumed to possess similar cultural, political and economic characteristics and principles. Classism: Any attitude, actions or institutional practices that subordinate people due to their economic condition. In the United States, poor people and members of the working class are not afforded the dignity and respect (let alone the economic awards) afforded to wealthy upper class people. See also “elitism.” 67
Coming out vs. In the closet: To “come out” is to affirm and declare publicly one’s lesbian/gay/bisexual identity: sometimes to one person in conversation; sometimes by an act that places one in the public eye. It is not a single event, but a life-long process. In each new situation, a homosexual must decide whether or not to come out. To be “in the closet” means to hide one’s lesbian/bisexual identity and to pretend to be heterosexual, to “pass” as straight and live a fragmented identity in order to keep a job, a housing situation, friends, or in some other way to survive. Many homosexuals are “out” in some situations and “closeted” in others. Community: A concentrated settlement of people in a limited territorial area, within which they satisfy many of their daily needs through a system of interdependent relationships. Cultural Racism: The imposition of one race’s culture in such a way as to withhold respect for, to demean or destroy the cultures of other races. White European culture has assumed-and has used its institutions to enforce-the superiority of its own cultures, values, religions, styles of art, languages, and perspectives. Culture: A term used to describe the artistic, social, political, economic and related elements of “a people” originating from a particular geographic region of the world. Cultural Sexism: The imposition of stereotyped sex roles on each generation by society’s institutions, families, schools, television, newspapers, etc. An individual’s capabilities are submerged by socially acceptable expectations of behavior deemed “masculine” and behavior deemed “feminine”. While this process has criticized males in addition to females, “masculine” roles are more valued and are given a more positive status by most societies. Women’s identity and self-concept in society has been based primarily on their role as sex objects, in serving positions or in nurturing and self-sacrificing family relationships. Men’s identity and self-conception in society has been based primarily on their role as income providers, with social value equated to earning potential and social disapprobation of emotional expression. Each of these constructs has served to subordinate women and to deny the development of full human potential. Diaspora: A historical dispersion of a group of people deriving from similar origins, i.e. the African Diaspora includes African Americans, Africans, Caribbeans, Afro-Russians, Black Brazilians, AfroLatinos, etc…. Disadvantaged: 1. A historically oppressed group having less than sufficient resources to fund all of basic needs; without expendable income. 2. A group characterized by disproportionate economic, social, and political disadvantages. Discrimination: The restrictive treatment of a person or group based on prejudiced assumptions of group characteristics, rather than on individual merit. Diversity: A situation that includes representation of multiple (ideally all) groups within a prescribed environment, such as a university or a workplace. An emphasis on accepting and respecting cultural differences by recognizing that no one culture is intrinsically superior to another underlies the current usage of the term. Dominant: In discussions of oppression, symbolizes the empowered, privileged, superior, upper caste, essentially those persons or cultures in recognized positions of power. Elitism: Any attitude, actions or institutional practices that subordinate people due to their social position, economic class or lifestyle. The belief held by people in power that they are superior to those without power. Snobbishness. Emigrant: One who leaves his/her country of origin to reside in a foreign country. Ethnic Group: A group that is socially identified and set apart by others and itself on the basis of its unique cultural or national characteristics. 68
Ethnicity: The traditions and practices of a group of people, or a class of people, which are usually related to their cultural and/or racial background. Ethnocentrism: The belief that one’s own race and culture are superior. Eurocentrism: The practice of consciously or unconsciously privileging the culture of Europe over other cultures. European-American: Relating to the culture of European Americans. European American: An individual living in the United States with European ancestry. Feminism: A female or male advocate for the full rights of women. Gay: A common and acceptable term for a man who is primarily emotionally, physically, and/or sexually attracted and/or committed to a member or members of the same gender. Gender: System of sexual classification based on the social construction of the categories “men” and “women”, as opposed to sex which is based on biological and physical differences which form the categories “male” and “female”. Glass ceiling: Term for the maximum position and salary some claim minorities and women are allowed to reach without any chances of further promotion or advancement within an employment scenario. Heterosexism: The expectation and assumption that everyone is heterosexual. Sexual orientation prejudice plus the back-up of institutional power to impose that prejudice, used to the advantage of one sexual orientation and the disadvantage of another (i.e.-any attitude, action or institutional action). Heterosexual: A person who is primarily emotionally, physically, and/or sexually committed or attracted to a member or members of the opposite gender. Hispanic-American: Pertaining to Americans with direct ancestry from Hispanic, or Spanish speaking, countries. Homophobia: Fear of homosexuals or homosexuality, which can lead to prejudice, discrimination and violence against homosexuals or people perceived as homosexuals. Homosexual: A person who is primarily emotionally, physically, and/or sexually attracted and/or committed to a member of same gender. Gay man, gay woman or lesbian is preferred language. Immigrant: A person who resides in a nation, country, or region other than that of his/her origin. Also known as nonnative, outlander, outsider, alien, etc. Institutional Oppression: Institutional arrangements of a society used to benefit one group at the expense of another. Institutional oppression can be illustrated through the use of language, media, education, economics, religion, etc. Institutional Racism: Institutional arrangement of a society used to benefit a particular race, at the expense of other races. Institutional racism can be intentional or unintentional. When one race dominated the major institutions of a society, that race has the power to impose its prejudice to the detriment of other races. Minority people, in the U.S., have no control over institutions. Therefore, there are no such things as “black racism” or “reverse racism” in this country. Of course, people of color can be prejudiced, just as white people, but without control of institutional power to subordinate white people, they cannot be racist. Institutional Sexism: Institutional arrangement of a society used to benefit one sex at the expense of the other. Institutional sexism can be intentional or unintentional. The control of institutional power by 69
males has put them in a position of dominance over female and has allowed them to exploit women’s labor and to deny women equal access and opportunities within a wide range of institutional settings; e.g. government, business, employment, education, religion, etc. Internalized Oppression: The adoption and acceptance within a person who is a member of a minority group that negative attitudes and beliefs about that group are true. ISM’s: An ‘ism’ is typically a strongly held belief about a target group that is: Related to maintaining power and control A rationalization designed to explain or defend a system of beliefs Irrational…founded upon myths, stereotypes, fears…not facts Usually, targeted toward a minority group within society Latino/a: Individual living in the United States originating from, or having a heritage relating to Latin America. Lesbian: A common and acceptable term for a woman who is emotionally, physically, and/or sexually attracted and/or committed to a member or members of the same gender. Gay woman is also an acceptable term, while some women prefer the term gay, it generally refers to men, leaving the gay woman invisible. The term “lesbian” gives gay women their own identity. Minority: Term used to describe a group that represents a relatively smaller percentage of the overall population of a nation/state/continent, etc… Multiculturalism: The practice of acknowledging and respecting the various cultures, religions, race, ethnicities, attitudes and opinions within an environment. National origin: System of classification based on nation from which a person originates, regardless of the nation in which he/she currently resides. Native-American: Refers to the descendants of the various indigenous populations that occupied the land now designated America. Neo-colonialization: Term for contemporary policies adopted by international and western “first world” nations and organizations that exert regulation, power and control over poorer “third world” nations disguised as humanitarian help or aid. These policies are distinct from, but related to the “original” period of colonization of Africa, Asia, and the Americas by European nations. Oppression: The systematic mistreatment of the powerless by the powerful, resulting in the targeting of certain groups within the society for its benefits – involves a subtle devaluing or non-acceptance of the powerless group-may be economic, political, social and/or psychological. Oriental: Relating to or deriving from the language, traditions, or cultures of the peoples of Asian nations in the region designated as “the Orient”, or “the East”, by Europeans. This term is conspicuously eurocentric as “the East” is constructed as being opposed to a fixed reference point, “the West”, or western Europe. Pan-Africanism: 1. Describes the theory relating to the desire to educate all peoples of the African diaspora of their common plight and of the connections between them, e.g. a problem faced by one group affects the lives of other groups as well. 2. Theory, relating to the desire to link all African countries across the continent through a common government, language, ideology, or belief. People of color: A term used to describe all non-white racial or ethnic groups. Pluralism: Is present when “several distinct ethnic, religious, and racial communities live side by side, willing to affirm each other’s dignity, ready to benefit from each other’s experience, and quick to acknowledge each other's contributions to the common welfare. 70
Power: The ability to influence others, enforce one’s beliefs, or get what one wants. Prejudice: Prejudice is a negative or hostile attitude toward a person or group formed without just grounds or sufficient knowledge and based on negative stereotypes. Prejudice is the result of “prejudgment” and can lead to discrimination. Privilege: Power and advantages benefiting a group derived from the historical oppression and exploitation of other groups. Race: A term of particular significance in the U.S., which describes and often defines a group of people based upon the color of their skin. At best, race is used in the U.S. as a social organizer. Racism: Prejudice based on race - the back up of institutional power, used to the advantage of one race and the disadvantage of other races. The critical concept of differentiating racism from prejudice is “the back-up of institutional power”. Racism is an attitude, action or institutional practice – backed up by institutional power – which subordinates people because of their color. Power + Prejudice = Racism Religious bigotry: Prejudice or discrimination against all members of a particular religious group based on negative perceptions of their religious beliefs and practices or on negative group stereotypes. Sex: System of sexual classification based on biological and physical differences, such as primary and secondary sexual characteristics, forming the categories “male” and “female” as opposed to gender which is based on the social construction of the categories “men” and “women”. Sexism: Prejudice based on gender plus the back up of institutional power to impose that prejudice, used to the advantage of one gender and the disadvantage of the other. Sexism is any attitude, action or institutional practice – ‘backed up by institutional power’ – which subordinates people because of their gender. Social Constructionism: A perception of an individual, group, or idea that is “constructed” through cultural and social practice, but appears to be “natural”, or “the way things are”. For example, the idea that women “naturally” like to do housework is a social construction because this idea appears “natural” due to its historical repetition, rather than it being “true” in any essential sense. Social Group: A group bound or defined by a characteristic such as race, gender, religion, sexual orientation, physical or mental capacity, age, class, etc. Socialization: The basic social process through which an individual becomes integrated into a social group by learning the group’s culture and his/her role in the group. It is a lifelong process. Stereotypes: A stereotype is a preconceived or oversimplified generalization about an entire group of people without regard for their individual differences. While often negative, stereotypes may also be complimentary. Yet even positive stereotypes can have a negative impact and feed into prejudice. Subordinate: To delegate to a lower rank or class. To oppress. Tolerance: Acceptance and open-mindedness of different practices, attitudes, and cultures; does not necessarily mean agreement with the differences.
7.5
Stereotypes Stereotypes are usually negative, painful images, beliefs or assumptions about an individual or a group which have the following characteristics: A "grain of truth" in them. Taken out of historical context. Generalized to the whole group, ignoring individuality. 71
Used to subjugate, dominate, and justify oppression. If this same characteristic were true of a member of the "dominant" group, it would be overlooked, downplayed or at least named differently.
Most people have unconsciously absorbed stereotypes throughout their lives from the media, school, books, parents/family, religious organizations, peers, etc. Stereotypes seem to "pop" into our thoughts automatically. Like a radio playing a song, we listen to the music of the song (stereotypes), and it may be so loud that it drowns out the reality we are experiencing at that moment. Much of the time we are unaware of our prejudices and stereotypes unless we deliberately recognize and analyze them. Negative Consequences of Stereotypes Used to degrade, humiliate, and punish members of "targeted" groups. Used to justify the harassment, abuse and discrimination towards members of targeted groups. Used to limit opportunities and access to resources for members of the stereotyped group. Block understanding and acceptance of differences. Often they are "internalized" by members of the targeted group. Internalized stereotypes foster low self-esteem and block the development of a positive group identity. Members of targeted groups may actually believe the stereotypes and use them to rationalize their own oppression. May inhibit the growth and development of members of both the targeted and dominant groups. Strategies for Interrupting Your Own Stereotypes Listen for your own assumptions and stereotypes. Consciously identify them in every interaction: you can't begin to change them until you honestly acknowledge them. Analyze the sources of your stereotypes/assumptions. Work to balance/silence them. Educate yourself; read articles/books, go to programs, ask permission to ask questions of members of targeted groups, talk to other allies, etc. Information/"facts" about groups and individuals must always be treated as working hypotheses, not as truths; there are incredible differences among members of any group.
7.6
Guidelines for Dealing with Issues of Diversity and Equality
Don't ignore it! Do not let an incident pass without remark. To do so sends the message that you are in agreement with such behavior or attitudes. The intervention may not always take place at the exact time or place of the incident but it must be brought up as soon as appropriate.
Explain and engage When raising the issue - don't preach or be self-righteous.
Don't be afraid of possible tension or conflict. In certain situations it may be unavoidable. These are sensitive and deep-seated issues that won't change without some struggle.
Be aware of your own attitudes, stereotypes, and expectations and be open to discovering the limitations they place on your perspective. We are all victims of our misconceptions to some degree and none of us remain untouched by the discriminatory images and behaviors we have been socialized to believe.
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Project a feeling of understanding and forgiveness. When events occur, don't take a guilt trip!
Recognize that it is a long term struggle. Try not to get too frustrated. The "isms" won't be eradicated in a day from one diversity presentation. It is a constant process of change and growth.
Be aware of your own hesitancies to intervene in certain situations. Confront your own fears about interrupting discrimination, set your priorities and take actions.
Be a role model. Always reflect and practice the positive values you are trying to teach. Don't compartmentalize your responses.
Remember that issues of human dignity, equality and safety are non-negotiable.
7.7
Programmer’s Checklist for Planning Diversity-Sensitive Events
This program does not coincide with a specific religious observance that may exclude some members of the community. This program does not reflect stereotypes or assumptions about an ethnic or political group, lifestyle preference or gender. The publicity does not use or depict persons by stereotypes, nor is it exclusive to one group. The cultural traditions for this program have been well researched and accurately reflect the highlighted cultures. The agenda of the activity does not convey the message that particular groups are included because they "have to be". Examples include calling an Easter or Christmas Party a Holiday Party while not celebrating all of the holidays that occur at that time. This program and its publicity invite all community members to attend, not just those who are members of the topic being presented. This program is accessible to community members with disabilities. This program in its planning and agenda does not promote insensitive comments or gestures from participants. This program is not centered around a religious holiday for social purposes (i.e. Christmas). The budget expenditures are within reasonable means so that no one is excluded because of monetary constraints. Diversity within the groups is considered
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