Grad Workbook 2019

RESIDENCE LIFE 2019 - 2020

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RESIDENCE LIFE 2019 - 2020

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This book belongs to:

UNIVERSITY OF OKLAHOMA

table of contents

university of oklahoma ............................................................................................................. 5 Introduction.................................................................................................................................................... 7 Demographics................................................................................................................................................ 8 OU Culture...................................................................................................................................................... 9 New to OU...................................................................................................................................................... 10 Getting your Sooner ID...................................................................................................................... 10 Campus Dining................................................................................................................................... 12 Campus Dining Map............................................................................................................ 13 Dining Facilities ..................................................................................................................... 14 First Street Eat & Tapingo ..................................................................................................... 18 Campus Safety & Transportation..................................................................................................... 19 Academic........................................................................................................................................... 20 Adult & Higher Education (EDAH)....................................................................................... 20 Human Relations (HR)........................................................................................................... 25 Academic Expectations...................................................................................................... 30 Academic Resources........................................................................................................... 31 How to Enroll.......................................................................................................................... 32 Student Affairs................................................................................................................................................. 35 Campus Partners................................................................................................................................ 36 Campus Resources Comprehensive List......................................................................................... 40

NORMAN............................................................................................................................................................... 43 Introduction.................................................................................................................................................... 45 Dining Options................................................................................................................................................ 46 Grocery Stores................................................................................................................................................ 52 Things To-Do in Norman................................................................................................................................. 53 Communities of Faith..................................................................................................................................... 56

Residential curriculum ................................................................................................................ 59 Introduction to the Curricular Approach.................................................................................................... 61 Scope.............................................................................................................................................................. 63 Educational Priority & Learning Goals......................................................................................................... 64 Theoretical Framework.................................................................................................................................. 66 Educational Strategies.................................................................................................................................. 69 Graduate Assistant Curriculum.................................................................................................................... 70 Introduction....................................................................................................................................... 70 Rubrics................................................................................................................................................ 72 Strategies........................................................................................................................................... 73 Tentative Schedule 2019 - 2020.......................................................................................... 74 Summer Training................................................................................................................... 75 E-Portfolio.............................................................................................................................. 79 Resume.................................................................................................................................. 80 Professional Development Plan.......................................................................................... 81 Informational Interview........................................................................................................ 82 Achievement Inventory....................................................................................................... 83 Educational/Leadership Philosophy.................................................................................. 84 Read & Lead: Guided Reading Worksheets.................................................................... 86

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DEPARTMENTAL GUIDELINES ............................................................................................................ 95 Departmental Expectations ........................................................................................................................ 97 Disciplines & Misconducts ............................................................................................................................ 102 Chain of Communication ............................................................................................................................ 105 Performance Evaluation .............................................................................................................................. 108

POSITION GUIDELINES & RESOURCES ...................................................................................... 117 Job Duties Breakdown .................................................................................................................................. 119 Programming ................................................................................................................................................. 121 Curricular Approach Expectations ................................................................................................ 121 Timeline .............................................................................................................................................. 122 Reserving Space .............................................................................................................................. 123 Accounting Procedures .................................................................................................................. 124 Duty Procedures ............................................................................................................................................ 133 Expectations ..................................................................................................................................... 133 Residence Halls, Residential Colleges, & Cross ............................................................................ 134 Traditions............................................................................................................................................ 146 Roompact ....................................................................................................................................................... 148 StarRez ............................................................................................................................................................. 164 Occupancy Procedures ............................................................................................................................... 176 Who's Who......................................................................................................................................... 176 Occupancy Timeline ....................................................................................................................... 177 Occupancy Processes .................................................................................................................... 179 Occupancy Reporting .................................................................................................................... 183 Not Enrolled ...................................................................................................................................... 185 Occupancy Resources ................................................................................................................... 187

PERSONAL SCHEDULE & NOTES ................................................................................................... 191 August ............................................................................................................................................................ 194 September ..................................................................................................................................................... 196 October .......................................................................................................................................................... 198 November ...................................................................................................................................................... 200 December ..................................................................................................................................................... 202 January .......................................................................................................................................................... 204 February ......................................................................................................................................................... 206 March ............................................................................................................................................................. 208 April.................................................................................................................................................................. 210 May ................................................................................................................................................................. 212 Notes .............................................................................................................................................................. 214

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UNIVERSITY OF OKLAHOMA UNIVERSITY OF OKLAHOMA Founded in 1890, the University of Oklahoma is a public research university located in Norman, Oklahoma just 20 mins. south of Oklahoma City. OU’s Norman undergraduate population is slightly more than 20,000, giving students a major university experience in a private college atmosphere. With three campuses in Oklahoma, OU also offers study abroad opportunities at several locations and OU campuses overseas.

Norman, OK

1890

170 majors

400+ student organizations

MISSION STATEMENT The mission of the University of Oklahoma is to provide the best possible educational experience for our students through excellence in teaching, research and creative activity, and service to the state and society.

general information UNIVERSITY OF OKLAHOMA Control

Public

Level

Four or more years

Institution Category

Degree-granting, primarily baccalaureate or above

Carnegie Classification

Doctoral Universities: Highest Research Activity Less than one year certificate Bachelor's degree

Award levels

Postbaccalaureate certificate Master's degree Doctor's degree - research/scholarship Doctor's degree - professional practice

Campus Setting

Suburb: Midsize

(NCES, 2017-2018)

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ou demographic (Enrollment Statistics: Fall 2017)

BY RACE/ETHNICITY

BY THE NUMBER:

5% Asian

92%

4% Indigenous American or Alaska Native

retention rates of first-time

7% Nonresident Alien

full-time (FTFT) bachelor's

59% White 9% Hispanic 5% Black or African American

First to second year

3% Race/Ethnicity Unknown

degree-seeking

8% Two or more races

undergraduates.

National Average: 79.8%

0% Native Hawaiian or Other Pacific Islander

BY GENDER BY RESIDENCY

67% Graduation rates of

FTFT degree/certificateseeking undergraduates within 6 years.

National Average: 60% 49.9% men

40% Out-of-state

50.1% women

57% In-state

3% Foreign countries

4,100+

BY AGE 100

Bachelor's degrees 90

78

80 60

22 10

0

24 and under

July, 2016 - June, 2017

2,000+

40 20

awarded between

25 and over

Undergraduate Graduate

Graduate degrees

(Master's & Doctor's) awarded between July, 2016 - June, 2017

(NCES)

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OU CULTURE When OU's first president David Ross Boyd stepped off the train in Norman, Oklahoma in 1892, he was greeted with a barren expanse of prairie, no tree in sight. His only remark at this sight was "What possibilities!" At the University of Oklahoma, we have that same spirit: anything can grow if you have the drive to make it so.

OU SEAL & THE SEED SOWER President Boyd wanted an official university seal. The idea came from a chapel talk he made on the parable of a man sowing seeds. In 1902, the University seal took shape. The Latin motto, "Civi et Republicae" translated to "For the Citizens and For the States."

The Seed Sower, a reminder of the importance of sowing the seeds of knowledge, to bear fruit in the future. The face of the Seed Sower on our university seal was rendered to resemble the first president of the university, David Ross Boyd, who took half of his first year’s salary and personally bought, planted and even watered the very first trees on the then-barren OU campus.

CRIMSON & CREAM The school official colors are crimson and white. Even though crimson and cream became official over a century ago, you can still see those colors worn proudly by OU athletes and fans alike on gamedays or when they want to show their love for the university.

BOOMER SOONER & SCHOONER The Sooner Schooner is a covered wagon reminiscent of the mode of travel used by pioneers who settled Oklahoma Territory around the time of the 1889 Land Run. Powered by matching white ponies named Boomer and Sooner, the Schooner races across Owen Field in a triumphant victory ride after every OU score. They are official OU mascots.

The terms “Boomer” and “Sooner,” as well as the image of the schooner are rooted in colonization and land theft in this state during the 1889 Land Run period. It is important to acknowledge that we are visitors of the lands to which Indigenous peoples have multiple claims, both as original occupants and as people who were forcibly resettled here. We honor and respect the diverse indigenous people connected to this land, as well as the population represented here at the University of Oklahoma.

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getting your student id SOONER CARD The Sooner Card is the University of Oklahoma’s official identification card for students, faculty and staff.

The Sooner Card features the cardholder’s sooner identification number, picture, affiliation with the University and graduating class (if applicable). The Sooner Card connects you to campus—granting you access to many buildings, campus restaurants, student services and so much more.

GETTING YOUR SOONER CARD To get your Sooner Card, a valid, non-expired government issued photo ID with name, date of birth and picture is required. For example, a state issued driver's license, passport, green card or military ID are accepted. Your first Sooner Card costs $20 and the Sooner Card office accepts cash, check, credit/debit cards and Apple Pay. You can get you Sooner Card at these following places: Oklahoma Memorial Union

Stubbeman Place

900 Asp Avenue, Room 127

1107 Elm Avenue

Norman, Oklahoma 73019

Norman, Oklahoma 73072

(405) 325-3113

(405) 325-0862

Monday-Friday: 8 a.m. - 5 p.m.

Monday-Friday: 9 a.m. - 6 p.m.

SOONER CARD ONLINE You can manage your Sooner Card, run transaction reports and make deposits from anywhere at any time by simply logging into Sooner Card Online. You can also deposit your Sooner Sense here.

SOONER SENSE Sooner Sense is the debit account that all Sooner Card holders can utilize for financial transactions across campus. Sooner Sense is convenient and easy to use. All funds are tied to the cardholder’s account and accessed by swiping or tapping the Sooner Card at select locations. Sooner Sense can be used campus-wide at locations such as: - On-campus restaurants - Sooner Print kiosks - The University Bookstore

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MOBILE SOONER CARD Now you can add your Sooner Card to your mobile device and use it anywhere the physical Sooner Card is accepted. Open a door, enjoy a meal or attend an event all with a simple tap of your device.

SOONER CARD IN APPLE WALLET

ANDROID MOBILE SOONER CARD

Add your Sooner Card to Apple Wallet on iPhone

Add your Sooner Card to your Android Device

or Apple Watch and use it anywhere the physical

and use it anywhere the physical Sooner Card is

Sooner Card is accepted.

accepted.

Here’s what you need:

Here’s what you need:

•

Your eligible device

•

Your NFC-enabled Android device

•

iOS 12 and watchOS 5

•

Duo Mobile for two-factor authentication

•

Duo Mobile for two-factor authentication

•

Transact eAccounts for Android

•

eAccounts Mobile for iOS

INSTRUCTIONS 1. Download eAccounts from the App Store or Play Store 2. Select University of Oklahoma 3. Select Norman from the campus list 4. Login using your 4x4 and password (this is the same username and password used for other OU sites) 5. Download and Install Duo Mobile 6. Enroll in Duo Multi-Factor Authentication For specific step-by-step instruction, visit https://bit.ly/2I5g7bJ 7. Choose your preferred Duo Mobile two-factor authentication method

By adding your Sooner Card on your mobile smart devices (iphone, Android phone, Apple watch, etc.), you can easily access your ID, gaining access to different campus facilities, and make your campus transactions (meals, points, SoonerSense, etc.) without getting out your Sooner Card.

For more information, visit http://www.ou.edu/soonercard/mobile

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dining on campus MEAL PLANS Meal Plans are designed to allow students the freedom to eat anywhere on campus without having to worry about carrying cash or credit cards. Meal plans are applied to your OU student ID, the Sooner Card.

MEAL/MEAL EXCHANGE Meals reset every Sunday morning at 12:01 AM., and unused meals do not roll over from week to week.

For Couch Restaurant and our Residential Colleges Dining facilities, the value of a meal is $12.50. For selected restaurants across campus, the value of a meal exchange is $8.50. For a meal that costs over $8.50, you can use an meal exchange, and points, cash, or Sooner Sense to pay for the rest. While meal points can be used at every dining facilities on campus, not all facilities take meal exchanges at all time. See a map next page to see where you can use your meal exchanges.

MEAL POINTS Meal Points are a debit-card system loaded onto your Sooner Card that may be used at all campus dining locations. Each Meal Point equals $1. Each time you use the card, the amount of your purchase is deducted from your balance. Meal Points roll over from fall to spring semester, but not from spring to the next fall semester. Unused Meal Points will expire on the Friday of finals week of the spring semester.

PICK YOUR MEAL PLAN These are some basic meal plans that offered with your Graduate Assistantship 12 Meals/Week & 250 Meal Plan Points/Semester 10 Meals/Week & 400 Meal Plan Points/Semester 8 Meals/Week & 550 Meal Plan Points/Semester 6 Meals/Week & 700 Meal Plan Points/Semester You can pick your meal plan when you complete your housing contract. You should take into consideration how much you want to eat on campus, and where do you want to eat your campus (Ex: Restaurants in the Oklahoma Memorial Union only take meal exchanges after 2 PM). If you wish to change your meal plans, you can contact Main Housing Office (Walker Center, Rm 126) during Week 3 - Week 4 of the semester.

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campus dining facilities 1. OKLAHOMA MEMORIAL UNION • Crossroads

• Chick-fil-A

• Quiznos

• Baja Fresh

• Starbucks

• Union Market

• The Laughing Tomato

2. BIZZELL MEMORIAL LIBRARY • The Bookmark

3. SARKEYS ENERGY CENTER • Bedrock Café

4. HEADINGTON HALL • Qdoba

• Einstein Bros. Bagels

• Wagner Dining Hall (Headington Hall Residents Only)

5. THE RESIDENTIAL COLLEGES • Colleges’ Dining Halls

6. WALKER CENTER • Xcetera

7. ADAMS CENTER • Raising Cane’s

8. COUCH CENTER • Couch Express

9. COUCH RESTAURANTS 12. SAM NOBLE MUSEUM 10. CROSS

• Redbud Café

• Credo Kitchen

• Glow Kitchen

• Acre Provisions

• Basic Knead

• The Hive • Milkflower Gelateria

11. OU COLLEGE OF LAW • Amicus Café

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13. THREE PARTNERS PLACE • Café 201

14. NATIONAL WEATHER CENTER

KEY Take meal exchanges anytime Take meal exchanges after 2 PM Does not take meal exchanges

• Flying Cow Café

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DINING FACILITIES DESCRIPTION Housing and Food Services provides the OU community with more than 25 restaurants in 14 locations to enjoy.

ACRE PROVISIONS

AMICUS CAFE

Cross

OU College of Law

The theme of Acre Provisions is called “Modern

Amicus Cafe serves a little something for everyone.

Farmhouse” with an emphasis on health and

From sandwiches and soups to flatbread pizzas

the local sourcing of the food found in the

to a hot daily special, law students, faculty

marketplace.

and visitors enjoy the menu selections and the convenience of this cafe.

MARKETPLACE

7 AM. - 2 PM

7 AM - 9 PM

Monday - Friday

7 Days a Week BAJA FRESH EXPRESS BORN & GRAZED

Oklahoma Memorial Union

Grilled sandwiches with an emphasis on ingredients and flavor.

Baja Fresh Express offers flame-grilled Mexican

8 AM - 9 PM

flavor. You can get fresh, high quality, flavorful

7 Days a Week

food, prepared from real recipes by hand, just

(Breakfast only Monday - Friday)

the way you like it — big, fresh and delicious!

You’ll find all of your favorites—burritos, tacos,

FARMER & THE KALE Vegan veggie butcher serving 100% vegan

quesadillas, nachos, salads, unique salsas and a variety of sides.

dishes.

Monday - Thursday, 10 AM - 6 PM

11 AM - 9 PM

Friday, 10 AM - 5 PM

Monday - Friday BASIC KNEAD PITCH FORK

Cross

Grilled to order kabobs and kabob sandwiches served with mediterranean sides and naan.

Basic Knead offers high-quality handmade staples such as pizza, pasta and breakfast baked

11 AM - 9 PM Monday - Friday

goods.

11 AM - 11 PM 7 Days a Week

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BEDROCK CAFE

COUCH EXPRESS

Sarkey’s Energy Center

Couch Center

Bedrock Cafe is the perfect place to grab your

Couch Express is a great, quick stop before head-

favorite coffee drink, a Cow on the Fly sandwich

ing to class. Known for their grilled cheese sand-

or freshly-baked croissant.

wich, Couch Express also has breakfast items,

8 AM - 3 PM

fresh-baked cookies and daily specials.

Monday - Friday

Monday-Thursday, 7 AM - Midnight Friday, 7 AM - 5 PM

THE BOOKMARK

Sunday, 5 PM - Midnight

Bizzell Library COUCH RESTAURANTS The newly-renovated Bookmark cafe features a variety of coffee beverages, pastries and Cow on

OU’s largest dining operation, features 14 unique

the Fly items.

restaurant concepts. At this all-you-care-to-eat Sunday, 12 PM - 1 AM

venue, you can enjoy a wide variety of foods

Monday-Thursday, 7:30 AM - 1 AM

including stir fry, barbecue, bold vegan and

Friday, 7:30 AM - 8 PM

vegetarian dishes, home cooking, traditional

Saturday, 10 AM - 8 PM

Mediterranean

and

much

more.

Couch

Restaurants is also known for having the country’s CAFE 201

only all-you-care-to-eat Chick-fil-A!

Innovation Hub

Breakfast: Monday - Friday, 7 AM - 11 AM

Cafe 201 features a variety of coffee beverages,

Lunch:

snacks and Cow on the Fly items. Cafe 201

Monday - Friday, 11 AM - 2 PM

provides a great spot to recharge between

Dinner:

studying or working in the FabLab.

Monday - Friday, 4:30 PM - 8 PM

8:30 AM - 3 PM

Saturday - Sunday, 8 AM - 7 PM

Monday - Friday CREDO KITCHEN CHICK-FIL-A

Cross

Oklahoma Memorial Union Credo is a fast casual restaurant with a higher Monday - Thursday, 7:30 AM - 6 PM

end feel where freshness and flavor are king.

Friday, 7:30 AM - 5 PM

11 AM -10 PM

Breakfast ends at 10 AM

7 Days a Week

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CROSSROADS

GLOW KITCHEN

Oklahoma Memorial Union

Cross

Stop by anytime to enjoy a delicious burger or

Glow Kitchen is an allergen-friendly restaurant

sandwich, and breakfast is served all day! With a

creating food free of the top 8 allergens.

stunning variety of options, Crossroads Restaurant

11 AM - 8 PM

continues to be the place where OU meets to

Monday - Friday

eat! Located in the Oklahoma Memorial Union.

Monday - Wednesday, 7 AM - 11 PM Thursday - Friday, 7 AM - Midnight

MILKFLOWER GELATERIA Cross

Saturday, 10 AM - Midnight Sunday, 10 AM - 11 PM

Milkflower is an eye-catching gelateria serving fresh, clean ingredient gelatos and desserts.

EINSTEN BROS. BAGELS

Monday - Friday, 11 AM - 9 PM

Headington Hall

Saturday & Sunday, 1 - 9 PM

Bagels serves breakfast and lunch including

QDOBA

our famous bagels and amazing coffee. Need

Headington Hall

breakfast or lunch for a group? We offer pick-uponly catering!

Qdoba served made-to-order burritos, tacos, 7:30 AM - 3 PM

quesadillas and more.

Wednesday - Sunday

11 AM - 5 PM 7 Days a Week

FLYING COW CAFE National Weather Center

QUIZNOS Oklahoma Memorial Union

Flying Cow Cafe offers meals and snacks to satisfy all cravings. From daily specials to brick-oven

Quiznos offers toasted sub sandwiches, salads

pizzas to a grill menu, Flying Cow Cafe is a one

and soups in a quick service restaurant.

stop shop to satisfy any appetite.

7:30 AM - 3 PM

Monday - Thursday, 10 AM - 6 PM Friday, 10 AM - 5 PM

Monday - Friday RAISING CANE'S FRESHENS

Adams Center

Oklahoma Memorial Union, Sarkey's Firtness Center, and Couch Restaurant

We have just ONE LOVE - hot, crispy chicken fingers made from fresh, never-ever frozen premium

Monday-Thursday, 10 AM - 9 PM

chicken tenderloins!!

Friday, 10 AM - 3 PM

Sunday - Wednesday, 11 AM - Midnight

(Sarkeys Location)

Thursday - Saturday, 11 AM - 3 AM

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RESIDENTIAL COLLEGES' DINING HALL

THE LAUGHING TOMATO

Dunham & Headington Residential College

Oklahoma Memorial Union

All-you-can-eat facilities with many cook to order

The Laughing Tomato offers fresh, hearty and

options.

flavorful

selections.

The

delectable

menu

Breakfast:

incorporates soups, wraps, salads and an ample

Monday - Friday, 7 - 11 AM

selection of other snacks and sides to satisfy every

Lunch:

taste bud, in addition to several locally-sourced

Monday - Friday, 11 AM - 2 PM

menu items.

Dinner: Monday - Friday, 4:30 - 8 PM

9 AM - 4 PM Monday - Friday

Saturday - Sunday, 11 a.m. - 7 p.m.

UNION MARKET Oklahoma Memorial Union REDBUD CAFE Sam Noble Museum

Guests can enjoy salad and hot bars, a variety of soups, fresh fruit and snacks, grab-and-go items

Redbud Cafe offers Cow on the Fly sandwiches, wraps and salads as well as soups, snacks and

and grocery staples.

Monday - Thursday, 10 AM - 6 PM

desserts.

Friday, 10 AM - 5 PM 10 AM - 3 PM Tuesday - Saturday

XCETERA! Walker Center

STARBUCKS

This on-campus convenience store has a lot to

Oklahoma Memorial Union

offer! It’s you’re one-stop shop for snacks and drinks, supplies for your room, and even features

Monday - Thursday, 7 AM - 9 PM Friday, 7 AM - 5 PM

a cereal station.

Monday - Thursday, 7:30 AM - Midnight Friday, 7:30 AM - 10 PM Saturday, 10 AM - 10 PM

THE HIVE

Sunday, 1 PM - Midnight

Cross The Hive is a modern coffeehouse where coffee is queen.

7 AM - 10 PM 7 Days a Week

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FIRST STREET EAT Enjoy delicious food from The Trailer and other local food trucks this fall. Food trucks will be located north of the Walker-Adams Mall near the Cate Rock Garden on Thursday. Meal exchanges, meal points, Sooner Sense, cash and debit/credit cards will be accepted. * Weather permitting. Schedule subject to change.

To check the schedule, visit http://www.ou.edu/housingandfood/dining/first_ street_eats

TAPINGO The Tapingo app offers guests various options for payment methods including credit cards, PayPal and Sooner Sense. In addition, OU Students will be able to use their meal plans through Tapingo in the same way that they would be able to if they walked up to the location to order.

1. Download either the iOS or Android app 2. Register an account with Tapingo – an OU email address or a personal email address can be used for initial Tapingo registration. During registration, guests will be asked to choose a PIN number that will be used to verify all orders placed within the app.

3. Once logged into the app, under “Settings,” (upper left-hand corner of the application home screen) select “Payment Methods,” to add a Sooner Card, Credit Card or PayPal account. To add a Sooner Card account, set University of Oklahoma as the campus and enter an OU email address and Sooner Card ID number to verify the account.

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campus safety OU Alert – An Alert System to notify students in case of an emergency on campus such as a tornado, fire, snow and ice and other campus-related issues. The University will deliver updates through text messaging, email, phone calls, social media, and on ou.edu. Students can enter their contact information and one additional phone number on accounts.ou.edu.

SafeWalk – A free service utilizing resident advisers to accompany members of the university community anywhere on campus from 8 p.m. to 2 a.m., 7 days a week. Call (405) 325-WALK to request a SafeWalk RA. SafeRide – Provides safe and free transportation to OU students within the Norman city limits, no questions asked. Each student receives two free, on-demand taxi SafeRides (available Thursday - Saturday, 10 p.m. to 3 a.m.). Find SafeRide on the OU Innovate app.

TRANSPORTATION Parking – Since you are Graduate Students working for Residence Life, you are eligible to purchase a Priority Housing Parking Permit. The Priority Housing Parking Permit cost $261 for the academic year, Aug. 15 to May 15. Student parking permits, maps and citation information are available on ou.edu/ parking.

Cleveland Area Rapid Transit (CART) – CART offers a free park-and-ride service to OU students. Most often, students will park at Lloyd Noble Center and ride the shuttle to the Brooks Street bus stop (near the stadium). The Lloyd Noble Center shuttle will pick you up or drop you off every 5-10 minutes. For other park-and-ride locations, visit ou.edu/parking.

Bicycles – The University of Oklahoma provides and promotes a bike-friendly campus. OU is committed to developing programs and providing infrastructure to support and accommodate bicycling to, from and on campus. Most recently, OU has developed a bike share program called Crimson Cruisers.

Through the SoBi app, students have access to one free hour of bike riding each day. Learn more about Crimson Cruisers, registering your personal bike, bike rack locations and more at ou.edu/bike.

Shuffle – Shuffle is dedicated to giving fun, safe and eco-friendly campus rides that enhance student experience and keep campus safe. And thanks to support from local and national brand partners, rides only cost $2 per person! They are only covering a one mile radius around campus. You can downoad the Shuffle app and request a ride, or wave them down.

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program of study ADULT AND HIGHER EDUCATION M.ED. The Master's Degree in adult and higher education is designed to prepare professionals to assume administrative roles in adult and higher education; become more competitive candidates for leadership positions in adult and higher education; and conduct inquiry which contributes to the practice of adult and higher education.

The master's program is comprised of a comprehensive curriculum (no master's thesis is required) and practical experiences designed to prepare students for professional positions in a variety of education and training organizations including colleges and universities, governmental agencies, educational planning agencies, and business and industry. Graduate students must make a grade of “B” or better in core classes.

The master's program offers a variety of emphases designed to prepare graduates for 21st century education and the diverse student population it will serve. Program emphases include

COMMUNITY COLLEGE ADMINISTRATION The community college concentration focuses on administration and research related to the community colleges. In this concentration, students are introduced to the unique role that community colleges play in the American higher education system, concepts and theories related to the administration of these institutions, and to critical research topics dealing with their constituents. This concentration prepares students to assume entry-level to mid-level administrative positions in the community colleges or related agencies.

HIGHER EDUCATION ADMINISTRATION The higher education concentration focuses on topics related to general administration in colleges and universities. In this concentration, students will be introduced to theories, issues, and research related to organizational behavior, academic administration, financial management, and planning in higher education. This concentration enables students to become competitive candidates for entrylevel general administrative positions in higher education, intercollegiate athletics, and institutional development.

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INTERCOLLEGIATE ATHLETICS ADMINISTRATION The IAA concentration is philosophically embedded within the broader study of adult and higher education. As such, it reects the realities of modern intercollegiate athletics programs within the context of the higher education setting. The curriculum is designed to provide a breadth of knowledge in higher education with specialized course work in intercollegiate athletics.

STUDENT AFFAIRS The Student Affairs emphasis in EDAH is committed to helping students understand how colleges and universities work, the issues affecting college students and faculty, and how to best lead our colleges and universities to meet the challenges of our global and changing diverse democracy. Students will be challenged intellectually to consider the intersections of theory, research, and practice as they develop integrity, courage, and vision to advance social justice and educational equity in the eld.

WORKFORCE, ADULT, AND CONTINUING EDUCATION The Workforce, Adult, and Continuing Education (WACE) emphasis prepares professionals for work as administrators, program managers, trainers, and human resource and organizational development professionals in a variety of organizational settings including private rms, nonprot and government organizations, and higher educational systems. Major emphases of the WACE program will equip individuals with a basic foundation, knowledge, and skills related to adult and workplace learning theories, instructional strategies, program planning and evaluation techniques, and lifelong- and neuroscience-based learning perspectives.

PICKING AN EMPHASIS The EDAH program is designed to provide the students with the competencies necessary to teach, develop, and administer successful organizational and educational programs based on the literature and research in adult and higher education. Students will be exposed to significant insights related to management, leadership, evaluation, finance, marketing, development, program planning, distance and traditional learning, teaching strategies, organizational transformation, and human relations.

Regardless of emphasis, all students must attend the same four core classes. Each emphasis is different based on the elective classes the students choose to take. You do not need to have an emphasis to graduate from your degree. Students should look into the courses and description of each emphasis in order make an informed decision regarding picking their emphasis of study.

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COURSEWORK The program is a 36-hour program which includes a core of 12 hours, 15 hours of course work in the selected area of emphasis, and 9 hours of graduate electives. Students are advised to take 3 hours per semester. During enrollment period, students should try to enroll in core classes first, as they are often the ones that filled up first. Students are advised to take no more than two core classes per semester, as the workload/information can be overwhelmed. Students may take the comprehensive exam only after completing the four core courses (or enrolled and in process of completing their last core classes) and at minimum 75% of the degree requirements CORE (12 Hours) EDAH 5013

The Adult Learner

EDAH 5023

Administration of Adult and Higher Education

EDAH 5033

Critical Literature in Adult and Higher Education

EDAH 5043

Introduction to Research in Adult and Higher Education

EMPHASIS (15 Hours) Each emphasis includes a specific sequence of courses on the basis of the program emphasis selected.

Students should consult with their assigned advisors regarding emphasis requirements.

ELECTIVES (9 Hours) Electives should be chosen to supplement your program. With the approval of your advisor, you may select from any University of Oklahoma graduate course.

PRACTICUM (EDAH 5910) Practical experiences (practica) are designed to provide students with opportunities to explore possible areas of professional interest. In addition, practica provide students with applied, specialized experience in one of the following areas: (1) Adult and Continuing Education; (2) Higher Education Administration; (3) Institutional Research; (4) Distance Education; (5) Student Personnel Services; (6) Intercollegiate Sports Administration; and (7) Workforce Learning and Development. Unpaid practica are strongly recommended for students who have not had at least one year's experience working in the field of adult and higher education.

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COMPREHENSIVE EXAM In lieu of a master's thesis, all students are required to take the master's comprehensive exam at the end of their program of study. Students may take the comprehensive exam only after completing the four core courses and at minimum 75% of the degree requirements. The Graduate College requires, without exception, that students be registered for a minimum of two hours to qualify as eligible to take the comprehensive exam. Students must register to take the exam.

The exam is a “take-home” format to be completed at your own pace over the course of a weekend in a word processing program. You can utilize course notes, materials, scholarly resources, etc., but you must complete the exam by yourself with no outside consultation or assistance. You will have 74 hours to complete and then upload the exam. The exam will cover the materials from the four core classes. Failure to provide plausible answers to all exam questions will result in a failure for the exam. The Comprehensive Exam is not offered during the summer. Exam dates are determined at the beginning of each Fall or Spring semester. The exam is typically on the first Saturday in November and April. Most students take the Comprehensive Exams in their third semester (Fall).

Application forms and deadlines are found on the Graduate College website. Please note that deadlines for the exam are early in the semester prior to the semester when you want to take the exam.

Once registered, you will automatically be added to the “Comprehensive Exam” Canvas course.

Please contact Graduate Program Studies at JRCOE_GPS@ou.edu or (405) 325-4525 for with questions about registering for the exam.

TIPS FOR COMPREHENSIVE EXAM Comprehensive exam can be stressful, but it does not have to be. Here are some tips to help you prepare for the exam •

Take good notes when you take the class. It allows you to quickly revisit the material when you are preparing for the exam.

•

See how different concepts in higher education relates to each other. It helps strengthening your understanding of different concepts and making it easier to recall different information.

•

Try to apply the concepts you have learned into reality. Connect different theories into real and relatable concepts can help you better understand the material and how to apply that concept.

Faculties want to see you demonstrate your understanding of the material, but also want to see how you will utilize your knowledge in a practical setting.

•

List and define correctly, various theorists or researchers in your answer

•

Answer must relate to question asked, not a simple regurgitation of a rehearsal answer that does not match the question asked

•

Answer all of the question relating to all four core classes. Do not neglect any part of the exam because you think it is not important.

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program of study HUMAN RELATIONS (MHR - STANDARD)

The Master of Human Relations program is designed to provide a quality education for individuals interested in creating and leading team-based organizations, social justice and change, and helping people and communities. This degree programs have emphases in organizational management, counseling, human resources, and social justice and change.

The Master of Human Relations prepares you for any profession in which a knowledge of human behavior, organizational behavior, and social issues and change strategies is paramount.

CLINICAL MENTAL HEALTH COUNSELING (CMHC) The University of Oklahoma offers the Master of Human Relations degree with an emphasis in Clinical Mental Health Counseling (CMHC) on the Norman, Tulsa, and Extended campuses.

This track prepares graduates for careers in counseling and emphasizes critical thinking, social justice, and multicultural competencies. This program is ideal for those pursuing a career as a Licensed Professional Counselor (LPC) and students completing this program will meet the academic requirements for the Licensed Professional Counselor license administered by the state of Oklahoma Board of Behavioral Health.

The curriculum is a non-thesis, 60-credit hour program. Candidates selecting this option must include in their program the following courses: Theoretical Foundations of Human Relations (HR 5003) Current Problems in Human Relations (HR 5013) Research in Human Relations (HR 5023) 6 hours of Internship in Human Relations (HR 5200) Students must also complete eighteen (18) hours of required counseling coursework and twenty-seven (27) hours of guided electives. A comprehensive exam is required of all candidates prior to completion of the degree.

Please see the Program of Study at https://bit.ly/2EKvrJW

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HUMAN RESOURCES CONCENTRATION (HRC) The mission of the Master of Human Relations (MHR), Human Resources concentration is twofold: first, to educate students in the Human Resources (HR) discipline, and second, to prepare them for careers in HR. Whether you are totally new to the HR discipline and desire foundational HR knowledge or you are already a seasoned HR professional looking for additional education to combine with your experience and certifications to take your career to the next level, the HR concentration is designed for you!

Developed with practicality in mind, the Human Resources concentration not only focuses on assisting students in acquiring a comprehensive knowledge and understanding of HR - its breadth and depth, but also on fostering a learning experience that promotes critical application of the acquired knowledge to real world HR scenarios. We believe this holistic approach will uniquely position students to readily enter the HR workforce with the knowledge, skills, and competencies necessary to contribute meaningfully to organizations.

Below is just a sample of the topics the HR concentration is centered on: Employment Law, Workforce Staffing, Benefits, Compensation, Employee and Labor Relations, HR Trends and Emerging Issues, Diversity, Equity, and Inclusion, HR Strategy, Learning and Development, Technology and HR Concentration completion requirements include: 6 hours of Human Relations core coursework 21 hours of Human Resources core concentration coursework 3 hours of Diversity, Equity, and Inclusion coursework 6 hours of Research and Application Thesis and Non-Thesis options Please see the Program of Study at https://bit.ly/2wxm0sU

GRADUATE CERTIFICATES The Department of Human Relations offers two graduate certificates: Helping Skills in Human Relations, and Human Resource Diversity and Development. These certificates can be taken by individuals with a bachelor’s degree, or by those who have or are pursuing graduate degrees at the University of Oklahoma. All course work taken for the certificates will apply to the Master’s of Human Relations (MHR).

However, the certificate can be taken separately from the MHR. You must complete the Graduate Certificate Program Report (GCPR) form for the graduate certificate you wish to receive and submit it to the appropriate staff member. For more information, please visit https://bit.ly/2XjwA2m

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MASTER OF HUMAN RELATIONS (MHR) Human Relations is a multi-disciplinary field that promotes democratic values, advocacy and social justice. The program provides the skills and knowledge to work with diverse populations and to confront systemic social and organizational inequities. The Human Relations program focuses on three important areas: COUNSELING Emphasizes skill and knowledge to help guide individuals in such settings as family service centers, hospitals, and private and public mental health practices. It is appropriate for those interested in counseling and for helping professionals. The MHR Clinical Mental Health Counseling major is an accepted 60-hour program by the state of Oklahoma for the Licensed Professional Counselor (LPC).

ORGANIZATIONAL STUDIES Focuses on organizational behavior, diversity in the workforce, human resource development, and leadership. In addition to concentrating on the intersections of race/ethnicity, gender and class, it also addresses work-life integration, organizational ethics, and social responsibility.

SOCIAL JUSTICE AND CHANGE Concentrates on learning to analyze societal problems, apply change theory, design and evaluate solutions and outcome-based assessments, write grants, and develop and lead non-profit organizations.

COURSES The Master of Human Relations is the standard 36 hour degree. The non-thesis option, available in Norman, Tulsa, and Advanced Programs, requires 4 HR core courses (12 credit hours) 6 credit hours of internship 18 hours of electives Comprehensive exam The thesis option, available in Norman and Tulsa, requires the same 4 core courses, electives, and a thesis instead of an internship and comprehensive exam.

Please see the Program of Study at https://bit.ly/310MwbS

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COMPREHENSIVE EXAM The purpose of the Comprehensive Examination is to give students an opportunity to review the theoretical aspects of the Human Relations field and to integrate that information with application as they approach the culmination of study for the Master of Human Relations degree. Therefore, it is not a mere review of courses completed.

First, when you receive your exam, you will be added to a Canvas course that will allow you to check the originality of your work. Second, if your paper is flagged as unoriginal by Turnitin.com (on the Canvas site), or if you have concerns about your exam, you may use the resources available through the OU Writing Center.

Upon receipt of the questions, students have thirty days (30) to complete and return the examination. If you do not submit the exam in Canvas on or before the due date to be evaluated you will receive a grade of an Unsatisfactory, which is a comp failure. This will count as one of your two attempts to pass the exam.

OPTION 1: COMPREHENSIVE EXAM Each examination consists of two pairs of questions. Students should answer one question from each pair. Students should type the questions selected on a separate page which will serve as a cover page for the question. The answer to each question is to be between 2500-3000 words. This total includes text only, and does not include the cover page and reference page. All essays should double-space.

Students should focus on answering only the question asked. Make sure the answer stays on the topic and does not include tangential issues or information. The answers must reflect the student’s personal integration of several specifically identified concepts rather than a mere review of the literature.

Generalizations should be carefully supported with specific examples. The subjects assigned should be addressed in some depth. Main points should be stated clearly, documented with references to the literature by citations in the text, and illustrated by specific examples. Students should clearly explain how the point(s) and the example(s) are connected with the assigned question.

Students are to cite specific references within the text of the answer and to include a reference list.

Each answer must contain references from 7 different scholarly sources. The same sources can be used in both questions if appropriate. Each answer should contain its own reference page, which is in addition to the essay. It is important to cite the scholars who have contributed to an area of inquiry.

Use scholarly books and journals and avoid using popular magazines or non-academic Internet sites as sources for your research.

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OPTION 2: INTERNSHIP APPLICATION PAPER GUIDELINES The Internship Application Paper Comprehensive Examination synthesizes course readings, personal and the internship experience(s), and student projections regarding future applications of course material and the internship experience(s). Students are asked to produce a critical examination of their internship experience(s), which reflects the integration of knowledge, principles and skills, and demonstrates mastery of core human relations principles, values and practices. Emphasis should be placed on the particular challenges the student may have experienced during their internship experience(s) and the ways in which human relations approaches (e.g., social justice/multicultural studies, counseling theory/methods, organizational management theory/methods) could address those challenges.

In 3300-4000 words (10-12 pages), students are asked to demonstrate the development, enhancement, and application of core Human Relations competencies and principles. This total includes text only, and does not include the cover page and reference page. All essays should be double-spaced. It is expected that at least 12 different references will inform the development of the paper, with at least three-quarters (9) of those reflecting articles in scholarly professional journals, books, book chapters, and/or governmental reports.

For the SPECIFIC INSTRUCTIONS OF THIS EXAM, please visit https://bit.ly/2Z1V8NL

THESIS Although most students elect to take the comprehensive exam instead of writing a thesis, the HR program offers you the option of writing a traditional Master’s thesis. This is a good option for students who enjoy researching and writing, or for whom the thesis option better meets future career objectives. The thesis option does not require an internship or a comprehensive exam. You must, however, complete an additional research course to be selected by your thesis committee. For more information on the thesis option, please visit with your faculty advisor. Your advisor can provide detailed guidance to help you pursue the thesis option.

For the students on the Norman and Tulsa campuses pursuing the thesis option instead of the comprehensive exam, the final dates for defense of the thesis are May 5 for the Spring semester, July 31 for the Summer semester, and December 8 for the Fall semester.

The thesis must be filed in the OU Library no later than May 12 for the Spring semester, August 7 for the Summer semester and December 15 for the Fall semester.

For more detailed information for the HR Program, please visit https://bit.ly/2wtCemG

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academic expectations Adapted from TCU Graduate Student Experience 2018 - 2019 Handbook

CLASSROOM EXPECTATIONS Attire - Even though there is no formal dress code for class, it is often expected for graduate students to dress business casual to class. If you have a presentation, clarify with the professors whether they are expecting presentation attire.

Decorum - You are expected to arrive in class with all the resources you need to be successful, i.e your books, laptop, pens/pencils, notebooks, etc. While most professors allow laptops, it is expected that you pay attention and do not web-surf.

Participation - Most classes are discussion based, so be prepared to engage with others on a variety of topics. Whether partcipation is graded in your courses, it is expected that you are engaged in all classroom activities and in the materials, as academic is the main reason you are here. Your Graduate Assistantship is contingent on your performance in class.

Other - If you are on duty, please inform the instructor before class starts and position yourself closer to the entrance so you would not disrupt the classroom if the duty phone rings. If you have a presentation or an exam, it is your responsibility to find another Graduate Resident Director to help holding the phone for you during class period.

TIPS FOR SUCCESS •

You are expected to complete your readings for your courses. It is important that you have read the material and are ready for discussions. If time gets tight, it is better to skim than to come in without an idea of what is going on.

•

Set blocks of time in your schedule dedicated to studying/working on classwork.

•

Practice active-listening skills when you are in class. Try to listen to comprehend and understand someone's experience rather than to respond. All of your classmates have a wide variety of experiences, and that experiential knowledge is just as important as the theories you will learn.

•

Keep up with current events in your field. Beside the fact that it will enrich your understanding of the materials covered in class, some classes will require you to research and bring in topics of discussion.

•

Talk to the professors if you have any concerns! They are there to guide you and serve as resources.

•

Most classes (if not all) require you to participate in group work. Always carry your weight in those projects, and make sure you communicate with your group members. If you believe your group members are not carrying their weight, document your communication attempt and report to your instructor/professor.

•

Discuss what you have learned with your peers/supervisor. We are a community of practice.

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academic resources There are various resources for Graduate Students to succeed academically at OU OU WRITING CENTER

BIZZELL LIBRARY

The OU Writing Center is a university-wide program

The University of Oklahoma Libraries strives to lead

that enriches learning, teaching, and research

in providing an exceptional library experience,

through engagement with writing. The OU Writing

supporting superior research services and scholarly

Center will provide you various resources, as

communications, building on the excellence

well as have personal consultants help assisting

of our special collections, strengthening our

students and faculty across the campus with

community outreach, and investing in our staff

all types of writing projects at any stage in the

to develop skills and capabilities as needed to

writing process.

ensure we continue to provide expertise of the highest quality.

Wagner Hall, Rm. 280 (405) 325-4142

(405) 325-2936

library@ou.edu

writingcenter@ou.edu

https://libraries.ou.edu/

http://www.ou.edu/writingcenter

OU CENTER FOR TEACHING EXCELLENCE (CTE) CTE is to maximize the University’s academic impact by advancing innovation in the classroom and sharing expertise on teaching and learning.

CTE strives to inspire, enable, and facilitate all instructors in the OU community to engage in

evidence-based

and

student-centered

instruction.

Wallace Old Science Hall, Room 224 (405) 325-2323 teach@ou.edu http://www.ou.edu/cte

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FACULTY AND GRADUATE STUDENT CENTER The Faculty & Graduate Student Center is a space dedicated to supporting the research and teaching needs of OU faculty and graduate students in a central campus location. Your OU ID is needed as access is limited to faculty and graduate students. Those who need to meet with undergraduate students should utilize the consultation rooms that are available in the common area of Lower Level 2 or meet with the students elsewhere in Bizzell. This is an incredible space to work on group projects or academic work.

Bizzell Memorial Library, L2

31

how to enroll OVERVIEW •

Log into one.ou.edu using your OUNet ID and Password.

•

Click the Academics tab located in the upper left corner, followed by the Enrollment tab located in the middle of the page.

•

Click Enroll.

BUILD A PLAN •

Click Plan Ahead.

•

Select the term for which you want to create a plan.

•

Click Create a New Plan – you may create up to 5 plans per term.

•

Using the information that you receive at your advising appointment, enter the subject and course number. Remember you can enroll in any 5000 and above course as electives outside of your major (EDAH or HR). Press Search.

•

To add a course to your plan, click Add next to the section you want. You will see the course appear in the panel below with the status “Pending.” Repeat the search process if needed

•

To remove a course that you have planned, click the drop down menu under Action and select “Remove.”

•

When you are finished adding courses, click Save Plan at the bottom of the page.

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REGISTER FOR CLASS •

On the home screen, click Register for Classes.

•

Select the term in which you would like to enroll

If you have already created a plan, click the Plans tab.

• You may add all courses from a plan or add them individually.

• You may remove a course by changing the drop down menu under Action.

• Click Submit. The status of each class will change from “Pending” to “Registered” and all of your classes will appear in color.

No plan? Follow these steps •

Use the Find Classes tab shown on the opposite page.

•

Referring to the information that you receive at your advising appointment, enter the subject and course number. Then press Search.

•

All of the available sections for the course will appear. Be sure to scroll to the bottom to see if there is more than one page of sections available. You can change the number of sections listed on each page by clicking the drop down menu.

•

To add a course to your schedule, click Add next to the section you want. You will see the course appear in the panel below with the status “Pending.”

•

When you are finished adding courses, click Submit at the bottom of the page.

•

Once you have submitted your schedule, the status will change to “Registered” and all of your classes will appear in color

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CHANGE VARIABLE CREDIT HOURS Some courses have variable credit, meaning that they can be worth 1 to 3 credit hours at the discretion of the student enrolling. Example would be Practicum, Internship, Directed Reading course. Once you enroll in a course that has variable credit hours, the system will automatically enter you in the minimum number of hours for that course. To receive the desired amount of credit, you must manually change the number While on the Register for Classes page, click My Schedule and Options to change the number of hours.

Click on the credit hours and it will give you the credit hour range for the course in question.

Change the credit hours to the desired amount within the credit hour range and then click Submit.

Once you have submitted the change you will get a message that states “Save Successful.”

Contact your Academic Program Specialist or Enrollment Services if you have any issues.

TIME MANAGEMENT Graduate Assistants must juggle a number of related responsibilities. At the same time that they are pursuing their own degrees, they also serve multiple roles: in their graduate assistantship, in their involvement, in their practicum/internship, etc. In many ways, the time management problems faced by graduate students are the same as those faced by university faculty and professionals in many disciplines. In these cases, time management and planning are essential; setting goals and ordering priorities are crucial. Above all, Graduate Assistants must plan and manage their time so that they are able to perform their duties as Graduate Assistants while remaining focused on their academic goal of successful degree completion.

Resist the temptation of just staying in your comfort zone and only being involved in your Graduate Assistantship as well as the temptation of getting involved in everything! Utilize the activities in the Graduate Assistant Development Series to plan out your professional development and identify those opportunities to get involved to maximize your time and effort. Ask your supervisor about various involvement opportunities on campus, or in what way you can improve as a professional. Use the Week-in-a-life activities to plan out your schedule, so you do not neglect your job duties, involvement, and self-care activities.

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student affairs MISSION STATEMENT The mission of Student Affairs is to enhance students’ academic success by developing student skills, cultivating diverse, campus life experiences and enriching the university community through programs and services.

LEARNING GOALS 1.

Assist students in realizing their goals – academic, personal, and professional.

2.

Provide diverse cultural experiences to the University community.

3.

Offer programs designed to enhance the academic experience.

4.

Provide leadership development opportunities.

5.

Create a safe, healthy environment in which students may live, study, socialize and work.

DEPARTMENTS The division of Student Affairs is responsible for seventeen departments that provide the out-of-classroom experience that defines student life for OU students.

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campus partners We simply cannot do our work to the best of our abilities without the collaboration with our campus partners. Here are some departments both within and outside of the division of Student Affairs that we work with on the regular basis.

CAREER SERVICES

FITNESS + RECREATION

Career Services provides career assistance to all

Fitness and Recreation provides recreational

OU students from freshman year through graduate

sports programs, fitness services and facilities. The

school. An outstanding staff provide programs

Sarkeys Fitness Center, the university's recreation

and resources that assist students in discovering

and fitness center, offers a state-of-the-art facilities

interests and selecting a major field of study,

and equipments, as well as a variety of services.

finding an internship or full-time employment, or applying for graduate or professional school.

Oklahoma Memorial Union, Suite 323 (405) 325-1974 oucs@ou.edu

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

http://www.ou.edu/career HEALTH SERVICES (Goddard) GENDER + EQUALITY CENTER (GEC)

Health Services (OUHS) is a fully accredited ambulatory health care facility staffed by

The Gender + Equality Center (GEC) fosters

board-certified physicians, physician assistants

social justice by advocating for the rights of

and registered nurses. The center offers the

women and LGBTQ students, empowering those

convenience of an on-campus location and the

without a voice, and challenging inequality. It

commitment to high quality care for students,

provides a number of programs to ensure stu-

faculty, staff and their dependents.

dent safety, well-being and success while at the university.

Oklahoma Memorial Union, Suite 247 (405) 325-4929 gec@ou.edu

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

http://www.ou.edu/gec

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LEADERSHIP & VOLUNTEERISM

OKLAHOMA MEMORIAL UNION (OMU)

Leadership & Volunteerism prepares students

The Oklahoma Memorial Union is the living room

for leadership responsibilities and roles through

of the university, providing spaces to study and

educational

and

relax. Student organizations may host organization

office

meetings, dinners, receptions and dances in The

advises The Big Event, OU students’ annual day of

Union. The Union Programming Board (UPB) is a

volunteerism, coordinates campus awards and

dynamic student-run organization dedicated

recognition programs, and serves as a resource

to providing diverse programs in the Oklahoma

for student organizations.

Memorial Union for the University of Oklahoma

student

leadership

volunteer

programming

opportunities.

The

community.

Oklahoma Memorial Union, Suite 249-253 (405) 325-4020 leadandvolunteer@ou.edu http://www.ou.edu/leadandvolunteer

Ok Oklahoma Memorial Union, Suite 428 (405) 325-2121 union@ou.edu http://www.ou.edu/union

STUDENT CONDUCT UNIVERSITY COUNSELING CENTER This department is responsible for the day-today administration of the Student Rights and

Unversity Counseling Center provides a wide

Responsibilities Code, the university’s discipline

range of counseling services including traditional

system and coordinates due process under

counseling (individual, couple, group), psycho-

the OU Academic Misconduct Code. It also

logical assessment, psychiatry, consultation and

coordinates alcohol compliance checks for the

outreach. In addition the center is home to an

university's Greek community, and serves as a

APA accredited pre-doctoral psychology intern-

resource to the university community for dispute

ship program.

resolution and positive alternatives to hazing and alcohol/drug abuse.

Walker Center, Room 209W (405) 325-1540 studentconduct@ou.edu

Goddard Health Center, Room 201 (405) 325-2911 goddard@ou.edu http://www.ou.edu/ucc

studentconduct.ou.edu

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STUDENT LIFE Student Life is the “hub” of student life at OU. By providing motivation, guidance, encouragement and support to students throughout their collegiate experience, Student Life provides program opportunities and student activities that enhance students’ academic pursuits. The department is also a central resource for more than 400 registered student organizations as well as a variety of programs and services for all OU students.

Oklahoma Memorial Union, Suite 370

(405) 325-3163 http://www.ou.edu/studentlife ORIENTATION & TRANSFER PROGRAMS

FRATERNITY & SORORITY PROGRAMS & SERVICES

Orientation & Transfer Programs (OTP) offers

Fraternity and Sorority Life has long been a part

several venues for any incoming students to get

of campus life at the University of Oklahoma.

aquainted to OU. From Camp Crimson to Transfer

Since the early 1900s on campus, fraternities and

Leadership Class, OTP is a great way to have an

sororities have been providing spaces for students

introduction to the campus community.

to spend time together and challenge each other to be better. Fraternity and Sorority Programs and

MULTICULTURAL PROGRAMS AND SERVICES MCPS offers several programs a year - cultural and intercultural celebrations, heritage and awareness events, dialogues, workshops, student leadership and cohort meetings, prejudicereduction trainings, wellness initiatives and Social Justice Engagement opportunities - all focused on teaching students personal and interpersonal skills necessary to be most effective in a diverse world.

MCPS welcomes ALL students, faculty, staff and community members to our events while at the same time supporting and celebrating specific constituency groups 1. African American Programs & Services 2. American Indian Programs & Services 3. Asian American Programs & Services 4. Latino Programs & Services

Services, a branch of the Office of Student Life, is committed to furthering the mission and values of our fraternity and sorority community.

1. Interfraternity Council (IFC) 2. Independent Greek Council (IGC) 3. Multicultural Greek Council (MGC) 4. National Pan-Hellenic Council (NPHC) 5. Panhellenic Association CAMPUS ACTIVITIES COUNCIL (CAC) CAC is the programming branch of OU's Student Government Association. CAC is responsible for programming inclusive, campus-wide events that serve all students. As an organization, we initiate and implement quality campus-wide programs throughout the academic year to all facets of campus life, with an emphasis on

building

community, developing leaders, and leaving a legacy.

5. OU Cousins

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MONEY COACH

UNIVERSITY COLLEGE

The OU Money Coach Program will assist students

University

with personalized, effective financial planning,

Assessment Center, the Center for Student

coaching and financial literacy strategies to

Advancement, Freshman Programs, and the

help ensure healthy lifelong financial behaviors,

Student Learning Center to serve OU students.

continous enrollment and, ultimately, graduation

University College was one of the first academic

from the University of Oklahoma.

units in the United States to focus on meeting the

College

includes

Advising,

the

special needs of first year students. Since then, many colleges and universities have patterned

Couch Center, 2W

their first year experience (FYE) programs on the

(405) 325-4692

University College model.

moneycoach@ou.edu Lissa & Cy Wagner Hall, Suite 203 SOONER SUCCESS (Academic & Life Coach) The Sooner Success Program is an individualized program

where

graduation

coaches

(405) 325-3521 ucquestions@ou.edu http://www.ou.edu/univcoll/

meet

regularly with students to discuss academic

Resources under University Colleges

services on campus, goal setting, career and major choices, getting involved on campus, time management, study skills and more.

Coaches

will continue to be a resource to their students

ACADEMIC ADVISING Lissa and Cy Wagner Hall, Suite 100.

(405) 325-3521

throughout the student’s time at OU CENTER FOR MAJOR EXPLORATIONS Cate Center, Quad 4, 3rd Floor (405) 325-2577

Cate Center 4 (rooms 382 & 383) (405) 325-1684 exploremajors@ou.edu FRESHMAN PROGRAMS Lissa and Cy Wagner Hall, Suite 170.

ACADEMIC ADVISING RESOURCE CENTER (AARC) 418 Cate Building 1 (405) 325-1596

(405) 325-3470 freshmanprograms@ou.edu STUDENT LEARNING CENTER Lissa and Cy Wagner Hall, Suite 245.

(405) 325-7621 studentlearning@ou.edu

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CAMPUS PARTNERS COMPREHENSIVE LIST

Financial services Student Financial Center

Money Coach

Scholarships

Sooners Helping Sooners

Buchanan Hall, Rm. 105

Couch Center, 2W

Whitehand Hall

OMU, St. 370

405-325-9000

405-325-4692

405-325-3701

405-325-3163

sfc@ou.edu

moneycoach@ou.edu

scholarships@ou.edu

shs@ou.edu

http://www.ou.edu/sfc

http://www.ou.edu/

http://scholarships.ou.edu

http://www.ou.edu/give/shs

moneycoach

academic services Academic Advising

Assessment Center

Enrollment Services

Disability Resource Center

Resources Center (AARC) Cate Quad 1, Floor 4

Buchanan Hall, Rm. 216

Buchanan Hall, Rm. 230

University Community Center

405-325-1596

405-325-4336

405-325-3572

405-325-3852

advising@ou.edu

ucac@ou.edu

enroll@ou.edu

drc@ou.edu

http://ou.edu/advising

Library

http://www.ou.edu/uni vcoll

http://www.ou.edu/enrollment

Major Exploration

Student Learning Center

http://www.ou.edu/drc

Writing Center

Bizzell Library

Cate Quad 4, Floor 3

Wagner Hall, Rm. 245

Wagner Hall, Rm. 280

405-325-3341

405-325-1684

405-325-7621

405-325-2936

library@ou.edu

exploremajors@ou.edu

studentlearning@ou.edu

writingcenter@ou.edu

http://libraries.ou.edu

http://ou.edu/advising

http://www.ou.edu/univcoll

http://www.ou.edu/writingcenter

Union Programming

Housing Center Student

Board (UPB)

Association (HCSA)

campus involvement Leadership &

Student Life

Volunteerism Office OMU, St. 249 - 253

OMU, St. 370

OMU, St. 428

Couch Center, Rm. 131

405-325-4020

405-325-3163

405-325-2113

405-325-3701

upb@ou.edu

hcsa@ou.edu

leadandvolunteer@ou.edu http://www.ou.edu/ leadandvolunteer

http://www.ou.edu/ studentlife

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http://www.ou.edu/upb

http://www.ou.edu/ housingandfood/hcsa

40

student services Housing & Food Services

Information Technology

Compass Network

Career Services

Walker Center, Rm. 126

Various locations

Cate Quad 4, Floor 3

OMU, St. 323

405-325-2511

405-325-HELP (4357)

405-325-8103

405-325-1974

housinginfo@ou.edu

needhelp@ou.edu

compass.network@ou.edu

oucs@ou.edu

http://www.ou.edu/ housingandfood

http://www.ou.edu/career

http://www.ou.edu/ouit

health & Wellness Health Services

Fitness & Recreation

Gender + Equality Center

Counseling Center

Goddard Health Center

Sarkeys Fitness Center

OMU, St. 247

Goddard, Rm. 201

405-325-4611

405-325-3053

405-325-4929

405-325-2911

goddard@ou.edu

fitrec@ou.edu

gec@ou.edu

goddard@ou.edu

http://www.ou.edu/far

http://www.ou.edu/gec

http://www.ou.edu/ucc

http://www.ou.edu/ healthservices

OUPD

SafeWALK

SafeRIDE

2775 Monitor Ave

Cate Center Office

OU Innovate App

405-325-1911

405-325-WALK (9255)

405-325-7433

oupd@ou.edu

housinginfo@ou.edu

saferide@ou.edu

http://www.ou.edu/oupd

http://www.ou.edu/ police/crime/ou-safewalk

intervention resources Behavioral Intervention

OU Advocates

Team (BIT)

http://www.ou.edu/ studentaffairs/our_departments/saferide

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

OU 24 Hour Reporting

Compass Network

Hotline

405-325-7700

OMU, St. 247

844-428-6531

Cate Quad 4, Floor 3

normanbit@ou.edu

405-615-0013

university.community@

405-325-8103

http://www.ou.edu/ normanbit

http://www.ou.edu/ content/gec/advocacy

RESIDENCE LIFE 2019 - 2020

ou.edu

compass.network@ou.edu

www.ou.ethicspoint.com.

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NORMAN, OKLAHOMA Norman is a great town with a lot of fun activites: twenty-five festivals and events, five golf courses, historical attractions, antique shops, OU sports, and more. We have about 20,000 students and about 100,000 permanent, year-round residents. Summer Norman and school year Norman feel like two completely different places because of the traffic on campus.

10 HRS

8

Norman, Oklahoma is the home of the

HRS

Denver

University of Oklahoma. It is the third

8.5

largest city in the state. Norman has a

0.5

HRS

HRS

small town feel with big city activities.

Albuquerque

events throughout the year. Norman

4

3

5.5

is also home of several historical shopping

St. Louis

Oklahoma City Fayetteville Norman

holding over 25 annual festivals and

great

Kansas City

HRS

It is known as the “City of Festivals,” for

attractions,

HRS

5.5

HRS

HRS

Dallas

and

6

HRS

exciting activities to keep everyone

Austin

entertained! Norman is also an easy

Houston

drive to downtown Oklahoma City.

quick facts :120,000+ people 6.5% Two or more races 3.8% Indigenous American or Alaska Native 3.4% Asian 4.1% Black or African American 5.4% Hispanic 0.2% Native Hawaiian or Other Pacific Islander 80% White MISCELLANEOUS: Area: 189.5 Square Miles Mayor: Breea Clark

Mean Annual Temperature: 61.4 oF (16.3 oC)

Mean Annual Precipitation: 35.4 in

City Manager: Steven Lewis

Average Annual Snowfall: 5 - 9 Inches

County: Cleveland

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local dining spots CAMPUS CORNER Home of the best shopping, dining and college game day experience. Located on Boyd between University & Asp Ave. APPLE TREE CHOCOLATE

CRIMSON AND WHIPPED CREAM

Locally owned candy store guaranteed to have

Gourmet bakery and coffee bar located on

something for everyone!

historic Campus Corner.

Monday - Thursday, 11 AM - 9 PM

Monday - Thursday, 8 AM - 9 PM

Friday - Saturday, 11 AM - 10 PM

Friday, 8 AM - 10 PM

Sunday, 10 AM - 5 PM

Saturday, 9 AM - 10 PM Sunday, 9 AM - 6 PM

BAKED BEAR Custom ice cream sandwiches made to order

DIAMOND DAWGS

with freshly baked cookies, brownies and donuts,

Hot dogs, corn dogs and burgers. Stop by to try

paired with super premium craft ice cream!

the Wonderboy, their Capt'n Crunch coated Corndog!

Monday - Thursday, 12-10 Friday - Saturday, 12-12

Sunday - Tuesday, 11 AM - 10 PM Wednesday - Saturday, 11 AM - 3 AM

BLACKBIRD GASTROPUB Known for its pot roast nachos, elevated pub

FUZZY'S TACO SHOP

grub & wide whiskey selection.

Modern counter-service chain serving Bajastyle tacos & other Mexican eats, plus beer &

Sunday - Saturday, 11AM- 2AM

margaritas.

Sunday - Wednesday, 10 AM - 10 PM

HIDEAWAY PIZZA

Thursday - Saturday, 10 AM - 12 AM

Local chain featuring build-your-own pies and a variety of Italian fare.

Sunday - Thursday, 11 AM - 9:30 PM Friday - Saturday, 11 AM - 10:30 PM

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HURT'S DONUTS

LOUIE'S

Offbeat donut shop with a laid-back vibe

Casual American eatery and pub serves a wide

specializing in quirky sweets with unique flavors.

variety of affordable options in a come-as-youare atmosphere.

Sunday - Saturday, 12 AM - 12 AM Sunday - Saturday, 11 AM - 1 AM INSOMNIA COOKIES Bakery chain known for late-night deliveries, and

THE MONT

warm, delicious cookies!

Family and student-friendly, venerable American and Mexican eatery with a popular landscaped

Monday - Friday, 9 AM - 3 AM

patio.

Saturday - Sunday, 11 AM - 3 AM Sunday - Saturday, 11 AM - 2 AM I SUSHI A small dine in, take out and delivery sushi

NEW YORK PIZZA & PASTA

restaurant located on campus corner.

Joint offering NYC-style pizza by the slice or pie, along with Italian entrees, subs & other eats.

Monday - Friday, 11 AM - 9 PM Saturday, 12 PM - 9 PM

Monday - Wednesday, 11 AM - 11:45 PM

Sunday, closed

Thursday - Saturday, 11 AM - 2:30 AM Sunday, closed

JIMMY JOHN'S Counter-serve chain specializing in sub & club

O'CONNELL'S

sandwiches, plus signature potato chips.

Humble, wood-paneled sports bar offering American grub & beer on tap, plus trivia &

Sunday - Wednesday, 11 AM - 12 AM

karaoke nights.

Thursday - Saturday, 11 AM - 3 AM Saturday & Monday, 11 AM - 12 AM KONG'S TAVERN

Tuesday - Friday, 11 AM - 2 AM

Modern sports bar specializing in frozen drinks,

Sunday, closed

alcoholic milkshakes, and the best nightlife ambience. With TVs & state of the art sound &

OTHELLO'S

lighting, Kong’s is the biggest sports bar the city

Venerable family-owned spot crafting Italian fare

has to offer.

in a relaxed setting with a patio.

Monday - Wednesday, 2 PM - 2 AM

Sunday - Thursday, 4 PM - 10 PM

Thursday - Sunday, 11 AM - 2 AM

Friday - Saturday, 4 PM - 11 PM

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PAD THAI

SEVEN47

Thai restaurant offering classic dishes, including a

Casual American eatery and pub serves a wide

lunch buffet, in a modest space with a patio.

variety of affordable options in a come-as-youare atmosphere.

Monday - Friday, 11 AM - 10 PM Satuday, 12 PM - 10 PM

Sunday, 10AM - 2 PM

Sunday, 12 PM - 9 PM

Tuesday, 5 PM - 10 PM Wednesday, 5 PM - 12 AM

PEPE DELGADO'S

Thursday - Saturday, 5 PM - 2 AM

Tacos, burritos & other order-at-the-counter eats served in bright, casual surroundings.

STARBUCKS Seattle-based coffeehouse chain known for its

Monday - Saturday, 11 AM - 9 PM

signature roasts, light bites and WiFi availability.

Sunday, Closed Monday - Friday, 6 AM - 9 PM PHO WINNER

Saturday, 6:30 AM - 9 PM

Pared-down eatery serving Vietnamese dishes,

Sunday, 7 AM - 8:30 PM

pho & bubble tea in spartan surroundings.

T.E.A. CAFE Monday - Saturday, 11 AM - 9 PM Sunday, Closed

T.E.A. Cafe aims to cater towards Norman's diverse community by committing to a fun and friendly environment with top notch quality.

THE PORCH Grab a bite to eat or enjoy one a craft drink

Monday - Saturday, 11 AM - 9 PM

while you take in the iconic view of campus from a roof top patio.

THAI DELIGHT Spicy curries, sushi rolls & other Asian specialties

Monday - Saturday, 11 AM - 2 AM

served in a warm, down-to-earth restaurant.

Sunday, 11 AM - 12 AM Tuesday - Sunday, 11 AM - 3 pm & 4 PM - 9:30 PM SECOND WIND COFFEEHOUSE Second Wind is a Non-Profit coffee shop founded

VOLARE

in 2008 with the goal of having an inclusive

The best wood-fired Neapolitan pizza this side of

space for students at the University of Oklahoma.

the Atlantic.

Coffee prices are based on suggested donations in order to make coffee accessible to all!

Monday - Wednesday, 4 PM - 11 PM Thursday, 4 PM - 2 AM

Sunday - Monday, 9 AM - 10 PM

Friday - Saturday, 11 AM - 2 AM

Tuesday, 9 AM - 6:30 PM

Sunday, 11 AM - 11 PM

Wednesday - Friday, 9 AM - 10 PM

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DOWNTOWN NORMAN & MAIN STREET In historic downtown Norman, you can eat at quaint cafes, shop in stylish and vintage boutiques, enjoy the arts and entertainment and take care of business.

ALL ABOUT CHA

THE DINER

All About Cha specializes in serving gourmet

Breakfast & lunch spot renowned for its chili,

coffee and tea while providing high-quality

huevos rancheros & hearty American fare.

breakfast and lunch/dinner menus.

Monday - Wednesday, 6:30 AM - 2 PM Monday - Saturday, 8 AM - 11 PM

Thursday - Friday, 6:30 AM - 2 PM & 5 PM - 10 PM

Sunday, 10 AM - 10 PM

Saturday - Sunday, 7 AM - 2 PM

BENVENUTI'S

THE EARTH CAFE & DELI

Refined option offering elevated Italian fare,

Neighborhood cafe & deli offering a menu of

prime steaks, seafood & wine amid a cozy

coffee, tea, organic smoothies & health-minded

ambiance.

meals.

Monday - Saturday, 8 AM - 8 PM

Sunday - Thursday, 5 PM - 9 PM

Sunday, 10 AM - 5 PM

Friday - Saturday, 5 PM - 10 PM GABERINO'S CLASSIC 50'S

Subs, pizza, pastas & hearty Italian mains served

Known for its pot roast nachos, elevated pub

in a quaint family-run trattoria in a strip mall.

grub & wide whiskey selection.

Monday - Thursday, 11 AM - 9 PM Sunday - Thursday, 11 AM - 11 PM

Friday - Saturday, 11 AM - 10 PM

Friday, 11 AM - 12 AM

Sunday, closed

Saturday, 10 AM - 12 AM THE GARAGE Trendy bar with TV sports & games, known for DAS BOOT CAMP

inventive gourmet burgers, tacos & hot dogs

Bavarian brews & German pub food are served in an open space with a beer hall vibe & sports

Sunday - Thursday, 11 AM - 12 AM

on TV.

Friday - Saturday, 11 AM - 1 AM Sunday - Tuesday, 11 AM - 10 PM

Wednesday - Saturday, 11 AM - 12 AM

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GRAY OWL

STELLA NOVA

Art & bikes accent this airy, open-timbered

Stella Nova provides crafted, small batch coffee,

coffeehouse with light bites & a chill, hip vibe.

convenient & friendly service, and an enchanting environment in order to meet the diverse needs

Sunday - Saturday, 7 AM - 10 PM

of guests.

MICHELANGELO'S COFFEE & WINE BAR

Sunday - Thursday, 5:30 AM - 10 PM

Mellow espresso & wine bar offering chocolates,

Friday - Saturday, 5:30 AM - 11 PM

pastries, Italian-inspired sandwiches & pizza.

SWEET BASIL THAI CUISINE Monday - Friday, 7 AM - 10 PM Saturday, 8 AM - 10 PM

Warmly painted, art-lined outpost for familiar Thai favorites like tom yum & noodle dishes.

Sunday, 9 AM - 8 PM Sunday - Saturday, 11 AM - 3 PM & 5 PM - 10 PM NEIGHBORHOOD JAM Breakfast specialist serving innovative American

SYRUP.

plates, plus lunch, in a laid-back, modern space.

Bustling daytime eatery serving a range of classic breakfast & lunch plates in a modern interior.

Sunday - Saturday, 6:30 AM - 2:30 PM Monday - Friday, 7 AM - 1 PM OZZIE'S

Saturday - Sunday, 7 AM - 2 PM

Home-cooked American chow, including an allyou-can-eat option, offered in this retro-themed

TARAHUMARA'S

diner.

Laid-back, family-owned cantina with a bar & a patio dishing Mexican & Tex-Mex classics.

Monday - Saturday, 6 AM - 9 PM Sunday, 6 AM - 3 PM

Sunday - Thursday, 11 AM - 8:30 PM Friday - Saturday, 11 AM - 10 PM

SERGIO'S ITALIAN BISTRO Traditional Italian dishes & build-your-own pizzas

TATSUMAKI RAMEN & LOUNGE

are prepared at this cozy bistro with live music.

Unfussy eatery offering Japanese fare such as noodle soups with creative toppings & sushi rolls.

Sunday - Thursday, 10:30 AM - 9 PM Friday, 10:30 AM - 10 PM

Monday - Thursday, 11 AM - 2 PM & 5 - 9 PM

Saturday, 4 PM - 9 PM

Friday - Saturday, 11 AM - 2 PM & 5 - 9:30 PM Sunday, Closed

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THAI THAI

THE WINSTON

Casual, colorful restaurant preparing curries,

The Winston is the place to go for great lunch

noodles, fried rice & other Thai specialties.

in Norman! Enjoy favorites like their Chili-Lime Chicken Salad, Avocado Toast, Herb-Baked

Tuesday - Friday, 11 AM - 3 PM & 5 - 9:30 PM Saturday - Sunday, 12 PM - 9:30 PM

Trout, Coconut-Ginger Ahi Tuna Salad and much more.

Monday - Friday, 11 AM - 12 AM Saturday, 10 AM - 12 AM Sunday, 10 AM - 9 PM

FAST FOOD

Beside local restaurants, Norman also has various fast food chain locations: Arby’s

Sonic

Braum's Ice Cream & Dairy Store

Taco Bueno

Burger King

Taco Bell

Carl’s Jr.

Taco Casa

Chicken Express

Taco Mayo

Chick-Fil-A

Torchy’s Tacos

Chipotle

Waffle House

Dairy Queen

Wendy’s

Del Taco

Whataburger

Firehouse Subs

Zaxby’s

Five Guys Freddy’s Frozen Custard & Steakburgers Greek House Ihop Jack In The Box Jersey Mikes Johnnie’s Charcoal Broiler Express KFC McAlister’s McDonalds Panda Garden Panera Pei Wei Pizza Shuttle Qdoba Raising Cane’s Schlotzsky’s Slim Chicken’s

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GROCERY SHOPPING LOCATIONS Norman has several places to gather some groceries and other everday items!

ALDI

SPROUTS FARMERS MARKET

Retail chain selling a range of grocery items,

Specialty chain offering a range of natural &

including produce, meat & dairy, at discount

organic grocery items.

prices.

Sunday - Saturday, 9 AM - 9 PM

Sunday - Saturday, 7 AM - 10 PM

CREST

TARGET

Crest Foods is a family owned and operated

Retail chain offering home goods, clothing,

business chain of grocery stores in Oklahoma.

electronics & more, plus exclusive designer collections.

Sunday - Saturday, 12 AM-12 AM Monday - Thursday, 8 AM - 11 PM HOMELAND

Friday - Saturday, 8 AM - 12 AM

Homeland's mission is to serve its community by providing exceptional customer service and

WALMART NEIGHBORHOOD MARKET

competitive prices. Also available are a hot deli

A Walmart catered to picking up last minute

and pharmacy!

groceries while also offering a limited collection of items for household needs.

1724 W Lindsey St

Sunday - Saturday, 6AM–11PM

2551 Classen Blvd Sunday - Saturday, 6 AM - 12 AM

2600 W Robinson St Sunday - Saturday, 6AM–11PM

3571 W Rock Creek Rd Sunday - Saturday, 6 AM - 12 AM

1251 Alameda St Sunday - Saturday, 7AM–11PM

WALMART SUPERCENTER Retail chain offering home goods, clothing,

NATURAL GROCERS

electronics & more!

Retail chain focused on natural & organic groceries, supplements, household products & more.

3651 Classen Blvd Saturday - Sunday, 12 AM - 12 AM

Monday - Saturday, 8:30 AM - 9:05 PM

601 12th Ave NE

Sunday, 9 AM - 8:05 PM

Saturday - Sunday, 12 AM - 12 AM 333 N Interstate Dr Saturday - Sunday, 12 AM - 12 AM

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THINGS TO DO IN NORMAN! The City of Festivals, Norman is far more than a simple college town with its collection of museums, community events, and its many festivals.

2ND FRIDAY NORMAN ART WALK

ESCAPE THIS NORMAN

The 2nd Friday Norman Art Walk is a monthly,

An Escape Room is a form of entertainment

citywide celebration of art in Norman. It’s a

that involves creativity, problem-solving and

collaboration between artists, art organizations,

teamwork to “escape” from a locked room.

and businesses, brought to you by the Norman

You will be “locked" in a themed room of your

Arts Council. All events are free and open to

choice and you’ll have one hour to solve puzzles

the public from 6pm to 9pm. The main action

and find codes in order to escape. There are

happens in Downtown Norman where many of

several rooms to choose from, as well as a game

the businesses are having art shows, live music,

room for parties and team-building events.

giveaways, and other fun activities.

Unplug from your devices and spend quality time with family and friends! Reservations can be

Cost: Free to attend Location: Downtown Norman

made online or by phone call. Walk-ins are also welcomed, but not guaranteed.

Cost: $22.00/Person

BEATS AND BITES AT RIVERWIND CASINO

Location: 550 24th Ave. NW, Suite C Tuesday-Thursday 4:30PM - 8:00PM

Each month, May through August, the COOP

Friday 4:30PM - 12AM

Ale Works Beats & Bites Festival brings you an

Saturday 12PM - 12AM

amazing combo: dozens of the metro’s best

Sunday 12PM - 8PM

food trucks and great live music. Vendors with the coolest merchandise. A beer garden! Plus

FRED JONES, JR MUESUM OF ART

free, live outdoor concerts from some of the best acts around. Oh, and a fireworks display, in July,

Through its growing collections, diverse

naturally.

exhibitions, and programs, the Fred Jones Jr. Museum of Art creates opportunities for the Cost: Free to attend Location: Riverwind Casino

Concerts are monthly, May - August, and begin at 8 PM

University family, the people of Oklahoma, and our national and international audiences to derive knowledge, understanding, and enjoyment from the visual arts.

Cost: Free Thursday, 10 AM - 9 PM Friday - Wednesday, 10 AM - 5 PM

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HEYDAY ENTERTAINMENT

LOOT & XP

Bi-level laser tag arena with bridges & ramps, plus

A board game café off of 24th and Main in

mini-golf, a ropes course, arcade & pizza place.

Norman, Oklahoma. Customers of all ages and types are welcomed to come buy games or play

Cost: Dependent upon activities

games in store. While playing games, grab some

Location: 3201 Market Pl

food and drinks at their concession. Offering a

Sunday - Wednesday, 11 AM - 10 PM

variety of games to play, this place is defintely fit

Thursday, 11 AM - 11 PM

for a fun group hangout!

Saturday - 10 AM - 1 AM Cost: $6 for complete access to library INTERNATIONAL PANTRY

$3 if you bring your own game/materials Location: 2228 West Main St

The international pantry has been Oklahoma's

Sunday, 12 PM - 11 PM

gourmet and kitchenware destination since

Monday - Thursday, 3 PM - 11 PM

1978. The store carries everything your kitchen

Friday - Saturday, 12 PM - 1 AM

needs, including a complete selection of cutlery, cookware, bakeware, kitchen gadgets, linens,

NORMAN MUSIC FEST

small electrics, culinary gadgets, glassware, barware, gourmet foods, ethnic foods, Made in

Norman Music Festival is a free, independent

Oklahoma foods, specialty spices, coffee, bulk

music festival in downtown Norman, Oklahoma

olives and much more! If you're looking to brush

Founded in 2008, NMF was originally a one-day

up your culinary skills, there are also cooking

event and has since grown to span two nights

classes offered from local chefs. You will receive

and one full day and night of music and arts.

recipes of each dish, observe the chef prepare

NMF features performers from several different

each course, and then enjoy their creations!

genres in both indoor and outdoor venues.

Cost: $45-75

Cost: Free

Location: 1618 W Lindsey St

Location: Downtown Norman

Monday - Saturday, 10 AM - 6 PM

April 25 - 27, 2019

JAZZ IN JUNE

OU STAR PARTY

Jazz in June exists to provide the hippest jazz

Every Wednesday night while University of

festival around as a gift to our community. The

Oklahoma (OU) is in session, the Physics and

festival remains free to the public.

Astronomy department hosts public star parties on the roof of their observatory. The star parties

Cost: Free

have several telescopes with each one set up to

Location: Brookhaven Village & Andrews Park

view a binary star, nebula, planet, or star cluster.

June 20 - 22, 2019

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OU ATHLETICS

SOONER BOWLING CENTER

OU athletic events are a big part of the OU

Complex offering 24 lanes with bumpers, glow-in-

experience, especially Saturdays in the fall and

the-dark parties, pool tables & American eats.

with 47 national championships! Students receive free admission to all athletic events, except

Cost: $5 - $10

football and men’s basketball. All you have to do is show your OU student ID.

Location: 550 24th Ave Monday - Thursday, 10 AM - 12 AM Friday - Saturday, 10 AM - 1 AM

To purchase OU Football and Baskettball tickets,

Sunday, 12 PM - 12 AM

visit http://www.soonersports.com/ STAR SKATE OU UNIVERSITY THEATRE Old-school roller rink offering party packages & You can enjoy high-quality theatre productions

regular special events such as speed meets.

by our fine arts students from September through May. This includes Drama, Dance, Musical, Opera, Lab Theatre, or Music Concert.

Cost: $5 - $10 Location: 2020 W Lindsey Thursday, 6 PM - 9 PM

Cost: $5 - 10 depending on the productions

Friday, 7 PM - 10:30 PM

(Advance Purchase)

Saturday, 1 PM - 5 PM & 7 PM - 10:30 PM Sunday, 2 - 4 PM

PINOT'S PALETTE SUMMER BREEZE CONCERT SERIES Attendees paint during evening classes at this art studio chain serving alcohol at most locations.

The Summer Breeze Concert Series has become a Norman tradition, featuring national and local

Cost: $22 - 35/person Location: Downtown Norman April 25 - 27, 2019

musicians performing in Norman's Lions and Andrews Parks. These May through September, Sunday evening concerts are casual familyfriendly events. Bring a blanket and picnic

SHALL WE DANCE?

basket and enjoy!

A dance studio dedicated to the partnerdancing styles of Ballroom, Latin, Country, and Swing. No partner? No problem!

Cost: Free Location: Lions Park, Flood and Symme May - August

Cost: $45 Location: 2260 W Main St Monday - Friday, 10 AM - 9 PM Saturday - 10 AM - 4 PM

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COMMUNITIES OF FAITh BAHA'I FAITH Everlasting Life Baptist Church Baha'i Faith of Norman

925 E Brooks St

526 Iowa St Enterprise Baptist Church 2425 84th Ave SE BAPTIST Faith Baptist Church Alameda Baptist Church

3661 120th Ave SE

1503 Alameda St Faith Pointe Baptist Church Baptist Student Union

3404 36th Ave NW

University of Oklahoma First Baptist Church of Norman Berry Road Baptist Church

300 W Comanche St

500 N Berry Rd First Free Will Baptist Church Bethel Baptist Church of Norman

2601 24th Ave SE

1717 W Lindsey St First Hispanic Baptist Church Blue Lakes Baptist Church

1639 Stubbeman Ave

201 W Indian Hills Rd Franklin Baptist Church Calvary Free Will Baptist Church

7327 E Franklin Rd

3730 N Porter Ave Little Axe Baptist Church Community Missionary Baptist Church

3405 168th Ave NE

701 E Apache St Lakeview Baptist Church Concord Missionary Baptist Church

10510 Alameda Dr

1500 Stubbeman Ave Mainstream Oklahoma Baptists Cooperating Baptist Fellowship of Oklahoma

1017 Elm Ave

1017 Elm Ave Northeast Baptist Church East Robinson Baptist Church

905 E Rock Creek Rd

4150 E Robinson St

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Pleasant Hill Freewill Baptist

CHRISTIAN

4800 E Franklin Rd Cornerstone Christian Church Robinson Street Baptist

2323 Classen Blvd

801 E Robinson St First Christian Church Southern Oklahoma Chinese Baptist Church

220 S Webster Ave

625 E Frank St Trinity Baptist Church

ISLAMIC

801 N Peters Ave Islamic Society of Norman Union Baptist Association

420 E Lindsey St

1637 Stubbeman Ave Westwood Baptist Church

JEHOVAH’S WITNESSES

724 Fairway Dr Jehovah’s Witnesses 2201 E Imhoff Rd BUDDHIST University Buddhist Association

LUTHERAN

University of Oklahoma Grace Evangelical Lutheran Church 900 24th Ave NW #1 CATHOLIC Trinity Lutheran Church St. Joseph’s Catholic Church

603 Classen Blvd

211 N Porter Ave University Lutheran Church Our Lady of Lebanon Maronite

914 Elm Ave

500 Alameda St St. Mark the Evangelist Catholic Church

MESSIANIC

3939 W Tecumseh Rd B’Nai Shalom Messianic Congregation St. Thomas More University Parish

Online - FB : https://www.facebook.com/

and Student Center

bnaishalomtv/

100 Stinson St

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METHODIST

New Life Bible Church 330 Broce Ct

Bridgeview United Methodist Church 4300 W Indian Hills Rd

Redeemer Church 1320 W Lindsay

First American United Methodist 1950 Beaumont Dr

Seeker Church 1118 N Berry Rd

Goodrich Memorial United Methodist Church 200 Hayes St

Victory Family Church 4343 N Flood Ave

McFarlin Memorial United Methodist Church 419 S University Blvd

Wildwood Community Church 1501 24th Ave NE

St. Stephens United Methodist 1801 W Brooks St PENTECOSTAL The Wesley 428 W Lindsey St

Apostolic Worship Center United Pentecostal Church 3221 N Porter Ave

MORMON First Pentecostal Church of God The Church of Jesus Christ of Latter-day Saints

1055 24th Ave SE

848 Elm Ave PRESBYTERIAN NON-DENOMINATIONAL Christ the King Presbyterian Church Antioch Community Church

2373 Blvd

1330 E Lindsey St First Presbyterian Church Crosspointe Church

555 S University Blvd

2601 24th Ave SE Grace Presbyterian Grace Fellowship

310 N Findlay Ave

102 W Eufaula St Memorial Presbyterian Church LifeSpring Church

601 24th Ave SW

600 W Tecumseh Rd

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residential curriculum what is the curricular approach?

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

TRADITIONAL APPROACH VS. CURRICULUM MODEL Traditional

Curriculum

Identifies list of general topics or categories that

Clearly defined and more narrowly focused

students could be exposed to

educational goals are tied to institutional mission

Often based on reaction to recent needs displayed by students Student leaders or student staff determine the content within the categories and the pedagogy

Based on scholarly literature, national trends, and campus assessment data of student educational needs Clearly definied learning goals and delivery strategies are crafted by professional staff

Determining effective pedagogy is often the

Lesson plans or facilitation guides developed

responsibility of student leaders or student staff

by professional staff provide structure to guide

members

student/peer leaders or student staff members

Focuses on who will show up to publicized

Utilizes a variety of strategies to reach each

programs; evaluated based on how many

student; assessed based on student learning

students attend

outcomes and effectiveness of the strategies

Sessions stand alone, disconnected from what has come before or what will come after, and vary by each student leader or staff member Often in competition with other campus units for students' time and attention

Content and pedagogy are developementally sequenced to best serve the learner Campus partners are integrated into the strategies and content, and pedagogy is suject to review (internal & external)

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

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

THE TEN ESSENTIAL ELEMENTS OF A CURRICULAR MODEL FOR LEARNING BEYOND THE CLASSROOM 1. Directly Connects to the

Learning goals are tied to institutional educational priorities

Institutional Mission

such as general education, history, mission, and culture.

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

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

3. Basis in Developmental Theory

Educational content and strategies are grounded in student

and Research

development theory and learning pedagogy.

4. Educational Strategies are

Educational strategies are determined based on what can

Developed to Advance Learning

best facilitate each student achieving the department

Outcomes

learning outcomes.

Strategies like intentional conversations, community and

5. Educational Strategies Go

organizational meetings, service initiatives, social media

Beyond Programmed Events

engagement, and campus events are structired to help achieve the learning outcomes.

6. Student Staff Are Utilized in Roles Appropriate To Their Skill Development

Student leaders and staff members are considered to be facilitators rather than designers of educational strategies.

7. Learning is Scaffolded and

Educational content and strategies build upon one another

Sequenced To Follow Time-Based

for a coherent plan both across the academic year and the

Development

full college career.

8. Key Stakeholders are Identified

Multiple units with intersecting goals work together to

and Involved in the Planning

develop educational strategies that complement the student

Process

experience and advance the institution's mission

9. Peer-Review is Accomplished

A regular review process is developed to get feedback from

Through an Intentional Process

key partners and experts on content and pedagogy.

10. Cycle of Assessment for

Assessment is focused on student attaintment oflearning

Student Learning and Educational

outcomes and the effectiveness of strategies in a cycle of

Strategies

continuous improvement.

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

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residential curriculum what is the scope?

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

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

Our focus areas, or learning goals, were developed collaboratively with Residence Life, Housing and Food Services, and the Division of Student Affairs.

We believe these 5 learning goals encompass the ideas that all students can learn and grow with while at the University of Oklahoma. Those learning

OU housing and food services goals are:

residential curriculum

1. Community Building

2. Academic Engagement

3. Identity Exploration

4. Committed Compassion

5. Intercultural Competence

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

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

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

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

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

INTERCULTURAL COMPETENCE Constructively communicate, relate, and engage with individuals of similar and different cultures.

Recognize components of privilege and how personal identity can be made of many differing ideas.

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

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INTERCULTURAL COMPETENCEW

IDENTITY EXPLORATION

COMMITTED COMPASSION

ACADEMIC ENGAGEMENT

COMMUNITY BUILDING

RUBRICS MOVING IN

MOVING THROUGH

MOVING OUT

FIRST YEAR

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

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

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

UPPER YEAR

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

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

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

Able to locate and identify academic resources.

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

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

UPPER YEAR

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

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

Peer to peer education through mentorship within communities

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

FIRST YEAR

Service based on campus expectations

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

Continuing service locally, regionally, nationally and even globally.

UPPER YEAR

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

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

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

FIRST YEAR

Able to respectfully discuss previously formed ideas of self

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

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

UPPER YEAR

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

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

Acknowledgment of areas of identity needing development.

Willingness to continuously develop and reevaluate aspects of identity as they enter different phases of their lives

FIRST YEAR

Understand the basics of personal identity

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

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

UPPER YEAR

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

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

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

FIRST YEAR

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

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

Schlossberg said that there are hree types of transitions: 1. Anticipated 2. Unanticipated 3. Nonevents Four major sets of factors influence an individual's ability to cope with a transition period: 1. Situation 2. Self 3. Support 4. Strategies Chickering used the Transition Theory to explain the transition process of college students as: 1. Moving In 2. Moving Through 3. Moving Out As Residence Life professionals, it is important that we understand and support students through their crucial transitional period. Throughout their time with Residence Life, not only that we help students become acquainted to the college environment, but also to challenge students to explore new ideas and different perspectives. Our rubrics are laid out in a Moving In, Moving Through, and Moving Out formula, so that we have a better understanding of students' transitions and experience when they live on campus.

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LEARNING PARTNERSHIP (Baxter Magolda) The Learning Partnerships Model is a framework promote self-authorship in student leaders. It is based on three assumptions, which provide a challenge to students' assumptions about the way the world works: 1. Knowledge is complex and socially constructed 2. One’s identity plays a central role in crafting knowledge claims 3. Knowledge is mutually constructed via the sharing of expertise and authority It also support students' learning by based on three principles: 1. Validate student leaders capacity to know 2. Situate learning in student leaders experiences 3. Define learning as mutually constructing meaning There should be a balance of challenge and support from the educators throughout student's academic journey. The result of the learning partnership is to help students develop an internal belief system, an internal identity/sense of self, and a capacity for mutual, interdependent relationships.

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

LEARNING PARTNERSHIP MODEL CHALLENGE - Complex work and life challenges - Share authority; interdependence - Develop personal authority

- Mutual learning and problem solving - Respect learners’ thoughts and feelings - Situated in learners’ experiences SUPPORT

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BLOOM'S TAXONOMY (Bloom) Bloom’s Taxonomy is a hierarchical ordering of cognitive skills that can, among countless other uses, help educators teach and students learn. Although Bloom's taxonomy is not our foundational theoretical framework, it is an incredibly useful tool for us to identify our learning outcomes, build our facifitation guide, and assess our student's learning.

Knowledge dimension

Cognitive dimension

FACTUAL

CONCEPTUAL

PROCEDURAL

METACOGNITIVE How to do The interrelationships The basic elements something, methods Knowledge of among the basic a student must know of inquiry, and cognition in general elements within a to be acquainted criteria for using as well as awareness larger structure that with a discipline or skills, algorithms, and knowledge of enable them to solve problems in it. techniques, and one’s own cognition function together. methods.

REMEMBER Retrieve relevant knowledge from long-term memory.

List

Recognize

Recognize

Identify

Summarize

Classify

Clarify

Predict

Respond (to question)

Provide (advice, answer, example, etc.)

Carry out

Use

Categorize

Differentiate

Integrate

Deconstruct

Select (the best, most fitted, etc.)

Determine

Judge

Reflect

Generate

Assemble

Design (a workflow)

Create

UNDERSTAND Construct meaning from instructional messages, including oral, written and graphic communication.

APPLY Carry out or use a procedure in a given situation.

ANALYZE Break down material into its component parts EVALUATE Make judgments based on criteria and standards.

CREATE Put elements together to form a coherent whole; reorganize into a new pattern or structure.

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

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

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

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

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

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

SOCIAL MEDIA Social media engages students on various social media platforms (Facebook, Instagram, Groupme).

Professional staff will use social media frequently throughout the semester to provide important infomation to residents regarding upcoming events, resources on campus, tips for success, etc.

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

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graduate assistant curriculum Residence Life’s commitments to our graduate students is evidenced by our sequenced graduate student curriculum. The professional staff has created a two year educational plan for graduate students to explore the profession of Student Affairs, understand their role as a scholar-practitioner, and continue to develop their own identity in Student Affairs.

statement of needs In student affairs, graduate student development is often being ignored due to the assumptions based on their academic level (Gansemer-Topf, Ross, & Johnson, 2006). However, just like any other populations, graduate students need support through their transition period as well as their development, both personally and professionally. According to A Model for Graduate Student Development developed

by MIT Careers Office – Graduate Student Perspectives, during their earlier stage of transition, graduate students can meet different challenges such as maintain motivation due to imposter syndrome, lack of sense of purpose and direction, and difficulties in managing academic demands. During their time in graduate school, graduate students continue to need support to manage self-motivation as complacency can develop, as well as to balance between academic and other areas of their lives such as involvement, assistantship, and social life. During their exit stage, they can suffer from disengagement due to the demands of balancing between job search and academic rigor, pressure to make rapid progress, and imposter complex, etc. (MIT Careers Office – Graduate Student Perspectives, 2007).

As stated in both OU Student Affairs’ mission statement and Residence Life’s educational priority, we, as the division, commit to “enhance students’ academic success” and “contribute to students’learning” by “developing student skills, cultivating diverse, campus life experiences and enriching the university community.” We can enhance our graduate students’ experience and learning by creating opportunities for students to engage with current student affairs professionals, explore their professional identities, and develop their scholarship outside of the classroom environment.

THEORETICAL FRAMEWORK In order to help graduate students develop and communicate their professional identity, we use Chickering’s Theory of Identity Development – Seven Vectors as the main framework. As many developmental aspects will be addressed in their course work in graduate school and through the exposures in their current graduate assistantship, the curricular strategies can contribute to graduate students’ professional identity development in the following ways:

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VECTORS Developing Competence

METHODOLOGY Based on ACPA & NASPA’s Professional Competencies Rubrics, we will develop a rubric to adequately assess graduate students’ development.

Graduate students will receive tools to:

Managing Emotions -

- Verbalize and express their emotions/thoughts through a critical lens in a professional way through their writing examples

Moving Through Autonomy

and artifacts

Toward Interdependence

- Document their growth in interpersonal relationships and

-

leadership development

Developing Mature Interpersonal - Be autonomous in their work on the e-portfolio with feedbacks Relationships

and guidance provided by student affairs professionals and career services experts By using critical theories, graduate students will be asked to think critically about different higher education issues/hot topics,

Establishing Identity

their professional mission and values, and higher education research, etc. and they can reflect their understanding and demonstrate their intercultural competency through their artifacts writing.

Graduate students will be asked to reflect critically on their values and express them through their professional mission.

Developing Purpose

Graduate students will also receive the tools to distinguish their passion from purpose, develop goals based on their values and mission, and develop the language to express them in a professional and scholarly way.

Graduate students will be asked to develop an action plan that is integrated into their work and other strategies implemented

Developing Integrity

by Residence Life (Theory to Practice), Student Affairs, or their graduate coursework (Practicum) based on their personal and professional values and mission statement.

(Chickering, 1969)

The proposed methodology listed above incorporate critical theories in Experiential Learning and Transformational Learning models. Graduate students, in the division of student affairs in general and in residence life specifically, are encouraged to think critically about various issues of social inequity while forming and developing their professional identity. They will have opportunities to reflect on their personal identities and how it can make an impact in their practice in the field of student affairs.

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MOVING THROUGH

MOVING OUT

COMMUNITY BUILDING

Graduate Students will understand the thought and reasoning behind the implementation of our residential curriculum and understand their role as a community builder in their spaces.

Graduate students will begin to learn the culture of the university and the different ways we approach community across campus, especially in our residential spaces. Graduate Students will feel like a member of the OU Family and feel empowered to engage in and create their own positive communities as well as build lasting relationships. Graduate students will have the knowledge and comfort to help others navigate and develop their own communities.

Graduate Students will be passionate and engaged with the University of Oklahoma Community. They will be able to not only belong to the larger community but be able to create and facilitate community building and growth in this area for undergraduate students.

ACADEMIC ENGAGEMENT

Graduate Students will understand the resources and materials presented and promote those resources to others.

Graduate Students recognize and appreciate lifelong learning and enjoy working creatively and independently with fewer guidelines. With this knowledge and skill, Graduate students will motivate others through their actions and example.

Graduate Students begin to developed and identify passion areas and interests.

Graduate Students will have an understanding of theory and its place in our curriculum and the development of the academic strengths of our students.

They will recognize the relationships between academics and the student’s life experience. They will learn to apply their knowledge in their academic and work settings.

Graduate students are able to use resources to gather research and present on passion areas and higher education topics. Graduate students use their knowledge and research to apply theory to their work within Residence Life.

Graduate Students will strive academically and be able to provide successful strategies to undergraduate students.

COMMITTED COMPASSION

Graduate Students are other-oriented, but acting with the expectation of return or reward. Compassion they show may come from the idea of us versus them, with the motivation to serve others based on available opportunities and what points, credit, or personal gains they may receive.

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

Graduate Students will understand the importance of perspective taking of others. They will understand the difference between volunteerism and service learning.

Graduate Students being incorporating service learning into their planning and practices.

Graduate Students are empathic to others without personal motivation behind their actions and feelings. Graduate Students treat everyone with compassion and recognize the humanity of all people. Use empathy to create sustainable projects and initiatives that deconstruct systems of oppression in the local community and recognition of the impact on a global scale.

Graduate Students will have a base understanding of their personal identity and begin to understand and develop how they want to shape their professional identity. Graduate Students will partake in conversations surrounding identity development and begin to recognize the role identity takes in their personal and professional lives. Graduate students may begin to conceptualize the idea of being an aspiring ally, but may understand it as a noun.

Graduate Students develop a deeper awareness of self which has been constructed through internal exploration and engagement with others. They are comfortable in their identity including their interests and abilities and will better understand how to navigate previous communities with a new and explored identity. They also recognize that identities are not fixed, and in being an aspiring ally they begin to look at how their identity moves through spaces.

Graduate Students will have developed a deep understanding of their own identity.

They are able to create meaning of their personal and professional identity and how it impacts and interacts with the identities of those around them and in a larger society. Graduate students will be able to facilitate and create activities and strategies to help undergraduate students develop a better sense of their own identity. Recognizes ally as a verb and consider the spaces that they move in the lens of their identity.

Graduate students are able to understand their identities and be able to tell their own story. They understand the importance of celebrating and appreciating other's stories and cultures. Graduate students see how identity plays a role in the larger community on our campus.

Graduate Students are able to tell their own story, including their shown and hidden identities. They have begun to understand others stories and begin advocating for the appreciation and admiration of differing identities, cultures, and backgrounds. Graduate Students will understand and own the privileges they hold, as well as be willing to be an agent of change and create learning and teachable moments in the workplace and beyond.

Graduate Students will understand oneself and others and be able to place the individual within structures that are intertwined, recognizing that changes in one part of the system will result in changes in other parts. Graduate Students identify knowledge, skills, and attitudes that will develop the ability to consider the interrelationship of the parts within the whole and to understand issues and events as they relate to larger systems and their power differences.

INTERCULTURAL COMPETENCE

MOVING IN

IDENTITY EXPLORATION

RUBRICS

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EDUCATIONAL STRATEGIES THEORY-TO-PRACTICE & SERVICE LEARNING In the Fall semester, different teams within Residence Life present a scholarly article and its impact on our practice within housing. These presentations and discussions serve to highlight how we use classroom-style learning in everyday practice. In the Spring semester, graduate students and full-time staff will develop a small scale project as a deliverables for their topics to bring their theory into practice.

TEACHING OPPORTUNITIES Resident Directors interested in gaining teaching experience have a wide array of opportunities to hone their skills, including the RA Class, developing and presenting ongoing training opportunities for student staff, facilitating Residence Life curriculum, etc.

SEMINAR SERIES An important part of developing professionals is the investment from upper level administration as well as our student affairs professionals. Resident Directors will get opportunities to have facetime from the Student Affairs leadership team as well as opportunities to learn from other student affairs professionals through seminars, workshops, or informational interview. Sessions are sequenced based on Graduate Students' needs for professional development and professional skills.

READ & LEAD The Strategic Guide to Shaping Your Student Affairs Career, sessions developed by full time staff to coordinate with book chapters, appropriately sequenced and scaffolded to our graduate students' needs and development. Sessions will be hosted in each Fall semester.

ELECTRONIC PORTFOLIO Follow the Bowling Green University SAHE model, assist in development and creation of e-portfolios highlighting resumés and competency development. The e-Portfolio will serve as an assessment tools of Resident Directors' growth and development.

CENTRALIZED ONE ON ONES The One on One structure will be common across all areas for at least four one on one meetings, common professional development planning. Performance evaluations will be provided to graduate students at the beginning of their job agreement, and will occur throughout the semester.

MONTHLY MONDAY CHAT Each month, Resident Directors will be able to discuss in groups about topics that pertaining to their development, including transition issues, academic, impostership syndrome, etc. Each topic is developed and facilitated by full time professional staff.

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tentative schedule This is a tentative schedule. We will inform you as soon as we finalize any changes. Please visit the Canvas page for more details. HIghlighted items are due on Canvas at Noon. There are development opportunities that are not included in this calendar.

WEEK

DATE

1

8/19

2 3

FIRST YEAR GRAD

RETURNING GRAD Due: Summer Book Report

8/26

Due: Resume

8/28

Seminar Session #1

9/4

Due: Professional Development Plan Performance Check In #1 & Professional Development Plan Critique (1:1)

4

Monthly Monday Chat: Transition

9/9

Collateral Assignment Given

9/11 6

FALL

7 8 10 11 12 13 14 15

SPRING

16

Read & Lead: Chapter 1

Read & Lead: Chapter 4

9/25

Seminar Session #2

9/30

Paraprofessional Staff Training Presentation Topic Pick RD Training Refresher

10/7

Monthly Monday Chat: Academic

10/9

Read & Lead: Chapter 2

Read & Lead: Chapter 5

10/23

Seminar Session #3

10/28

Due: Paraprofessional Staff Training First Draft

10/30

Due: Informational Interview

11/4

Due: Achievement Inventory

Monthly Monday Chat: Impostership Syndrome

11/6

Read & Lead: Chapter 3

Read & Lead: Chapter 7

11/13

Due: Resume (Revised)

11/18

Due: Paraprofessional Staff Training Presentation Final Draft

11/20

Seminar Session #4 Performance Check In #2

11/25

Due: E-Portfolio 1st Draft

12/2

Monthly Monday Chat: Self-Care

12/5

Read & Lead: Chapter 6

Read & Lead: Chapter 8

1

1/13

Resume Critiques Given

Resume & E-Portfolio Critiques Given

2

1/22

Workshop: Interview Prep

3

1/27

Monthly Monday Chat: Exploring the Profession

1/29

Due: Professional & Leadership Philosophy

Due: E-Portfolio Revised Draft

4

2/5

Mock Interview

6

2/19

Workshop: Self-Assessment

2/24

Monthly Monday Chat: Burn Out

7 13 14

2/26

Due: Self-Assessment Report

4/6

Monthly Monday Chat: Next Step End-of-the-year Performance Evaluation & Exit Interview for Exitting RDs

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summer 2019 formal training schedule SUN 23 30

MON

TUE

WED

THU

FRI 28

SAT 29

4

5

6

11

12

13

24

25

26

27

1

2

3

Welcome to OU (All-day)

Welcome to Residence Life (All-day)

Professional Development (All-Day)

July 4 Holiday Party

RD Move In

HH 7

8

OU RCI (All-day)

OU RCI (All-day)

9

OU RCI (All-day)

10

Camp Crimson Opening Session

14

15

Duty & Crisis Management Procedures (All-day)

Starrez (Morning)

Roompact (Morning)

Occupancy/ Programming Admin RD Track Workshop (Afternoon) HH

16 17 18 OU Advocates Student Professional (All-day) Affairs Development Campus (All-Day) Partners and Collaborators (All-day)

Muddy Points Q&A (Morning)

19

20

Para-Pros training/ Move-In Explain (Afternoon) HH

21

Unlearning: Classism (Morning)

22

Unlearning: Sexism (Morning)

23

Unlearning: Racism (Morning)

24

Unlearning: Ableism (Morning)

25

26

Unlearning: Homo & Trans Negativity (Morning)

Lunch & Debrief

Lunch & Debrief

Lunch & Debrief

Lunch & Debrief

Lunch & Debrief

In-Center & Training Prep (Afternoon)

In-Center & Training Prep (Afternoon)

In-Center & Training Prep (Afternoon)

In-Center & Training Prep (Afternoon)

In-Center & Training Prep (Afternoon)

27

HH

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summer 2019 formal training schedule FRIDAY, JUNE 28 2 PM 4 PM 5 PM

Hiring paperwork Getting your Sooner Card Dinner

Walker Center - Lobby SoonerCard Office Residential Colleges Dining Hall

Welcome to Residence Life Expectation Setting Lunch OU Traditions Team Meeting Social

Dunham College - 126 Dunham College - 126 Residential Colleges Dining Hall Dunham College - 126 Various Locations TBD

Introduction to Housing & Food Services Introduction with Operations Lunch Residence Life Plenary Residence Life & International Students

Dunham College - 126 Dunham College - 126 Residential Colleges Dining Hall Dunham College - 126 Dunham College - 126

Strengths Finder & Uzoo Introduction to GA Development Series Lunch Supervising Vs. Advising Team Meeting

Dunham College - 126 Dunham College - 126 Residential Colleges Dining Hall Dunham College - 126 Various Locations

MONDAY, JULY 1 9 AM 10:30 AM 12 PM 1 PM 2 PM 3 PM TUESDAY, JULY 2 9 AM 11 AM 12 PM 1 PM 2:30 PM WEDNESDAY, JULY 3 9 AM 10:30 AM 12 PM 1 PM 2 PM

THURSDAY, JULY 4 - SUNDAY, JULY 7 Free weekend.

Homework: Read MONDAY, JULY 8 10 AM 11 AM 12 PM 1 PM

Article Discussion Archaeological Dig and Educational Priority Lunch Educational Priority into Learning Goals,

2 PM

Narratives, and Learning Outcomes Debrief & Discuss

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TUESDAY, JULY 9 10 AM 11 AM 12 PM 1 PM 2 PM

Discussion Share Strategies & Sequencing Lunch Assessment Debrief & Discuss

Cross DIY Cross DIY

Discussion Share Turning Concepts into Actions Lunch HCSA/RSA Debrief & Discuss Camp Crimson Opening Session

Cross DIY Cross DIY Cross DIY Cross DIY Catlett Music Hall

Debrief on Curricular Approach StarRez Lunch Occupancy Administrative Grads

Dunham College - 126 Dunham College - 126 Residential Colleges Dining Hall Various Locations Brian's Office

Cross DIY Cross DIY

WEDNESDAY, JULY 10 10 AM 11 AM 12 PM 1 PM 2:30 PM 2 PM THURSDAY, JULY 11 9 AM 10 AM 12 PM 1 PM 1 PM FRIDAY, JULY 12 10 AM 12 PM 1 PM 2 PM 3 PM

Roompact Lunch Programming Workshop Administrative Track Social

Dunham College - 126 Dunham Dining Hall Dunham College - 126 Dunham College - 126 TBD

MONDAY, JULY 15 10 AM 12 PM 1 PM

Emergency & High Risks Situation Lunch Practical Emergency Procedures Tour

Dunham College - 126 Residential Colleges Dining Hall Dunham College - 126

TUESDAY, JULY 16 OU Advocates Training

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WEDNESDAY, JULY 17 9 AM 10 AM 11 AM 12 PM 1 PM 2 PM

Debrief Coffee with Student Affairs Leadership Campus Partners - Introduction & Outreach Lunch Networking in SA Payroll

Frontier Room, OMU Frontier Room, OMU OMU Dunham College - 126 Dunham College - 126

THURSDAY, JULY 18 10 AM 12 PM 1 PM 2 PM

Professional Standards & Core Competencies Lunch Self-advocacy as a Graduate Student Degree Panels

Cross DIY

Muddy Points/ Q&A Lunch Para-Professional Training & Move In Overview Social

Cross DIY

Cross DIY Cross DIY

FRIDAY, JULY 19 10:30 AM 12 PM 1 PM 3 PM

Cross DIY TBD

MONDAY, JULY 22 - FRIDAY, JULY 25 10 AM

Unlearn Series:

Dunham College - 128

Racism, Sexism, Classism, Ableism, 12 PM 1 PM

Homo & Trans Negativity Lunch & Debrief Para-Professional Training & Move In Overview

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e-portfolio Follow the Bowling Green University SAHE model, Residence Life department at the University of Oklahoma wants to assist Graduate Student in development and creation of e-portfolios to highlight their professional competencies and development, showcase diverse artifacts to support your proficiencies, and contextualize those artifacts for your next steps (potential employer, advanced graduate degree, etc.) The E-Portfolio must include the following items: RESUME Although your resume should be tailored specifically to whichever job you are applying to, you can display your standard resume and/or CV on your e-Portfolio. Resume is an opportunities to advertise your skill sets, proficiencies, and other relevant experiences.

PERSONAL STATEMENT A personal statement is an opportunity to showcase your goals and passions, your strengths and competencies, and your professional and/or academic aspirations. The personal statement can take many forms, including a statement of purpose (focus on your credentials and aspirations), a leadership profile (showcase your leadership styles), an education philosophy (reflect your beliefs and practices as an educator/student affairs practitioner). Depending on your goals, you can include some, or all of the elements in your personal statement.

PROFESSIONAL DEVELOPMENT PLAN The Professional Development Plan is an opportunity to show your growth and development, and your plan to improve yourself professionally in the up-coming years (3 - 4 years). In this section, you can document how you have grown and what opportunities you have taken for your professional development during your time in graduate school, your self-assessment project, and what opportunities do you want to take in the future to advance your professional goal.

ARTIFACTS Artifacts are the documents and media that you include in your ePortfolio. They act as evidence of your skills, experiences, and knowledge. Examples of artifacts include essays, blog posts, videos, assessment reports, lesson plans, pictures, and certificates. As you gather materials for your ePortfolio, remember to display relevant evidence and include a variety of artifacts.

OTHER This list is certainly not exhaustive of options for you to showcase your skills and experiences. The E-Portfolio can be your personal branding or profesional website. Be creative in your process!

Due dates: For 2nd year/returner/graduating graduate students only First draft: 11/15

Revised draft: 1/30

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resume Due on Canvas at Noon on the following dates: 8/26 and 11/14.

CRITERIA

MOVING IN

MOVING THROUGH

MOVING OUT

Overall Appearance/Style

Format is not appealing.

Information is not laid out in a clear format.

Does not draw attention and has lack of structure.

Consistent in style but has some uneven white space or does not fill up a page.

Important information may not stand out clearly to reader. Appearance may lack appropriate use of bold/italics, font, bullet points or margins.

Fills page, not crowded.

Consistent in font style and layout. Information is clear.

Centered on page and good choice of font and type size. Structure has clear purpose.

Category Selection

Resume does not include subject headers, or lack appropriate categories or category selection is unclear

Category selection is well defined and order of information on page is good, may need to be structured differently to be more effective.

Choice of subject headers is excellent. Most important items are listed on the top half. Categories selected include enough information within each to substantiate the need for the heading.

Experience

No type of experience (work, volunteer, leadership or other) is listed. Descriptions are not detailed and offer no illustration of what was done.

Appropriate experience listed. Sentence fragments are used, but descriptions may not be result oriented or verbs may be weak.

Appropriate experience listed with organization name, title, dates, and location. Sentence fragments are concise, direct, and accomplishment oriented; strong verbs and appropriate verb tense is used. Results are quantified. Listed in correct chronological order

Education

Section is not included or crucial information is missing.

Section lacks information and format.

Additional information may need to be included to increase length of resume or too much information may be included.

Degree and major are listed with graduation month and year, name and location of school. If GPA is listed it is over a 3.0. Honors and Scholarships are included here or in their own section if more appropriate. Important information is highlighted.

Typos/Spelling Errors

Mechanical errors are so widespread that they are distracting.

Few errors, shows but consistent pattern.

Information may be abbreviated when it should be spelled out.

No or extremely minor errors (Capitalization, spelling, grammar).

Additional Sections

Additional sections are missing.

Additional section is missing key information, or information is weak or irrelevant.

Included additional section with relevant, well organized, and easy to understand information. If appropriate, leadership roles and related activities are indicated.

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PROFESSIONAL DEVELOPMENT PLAN Use this worksheet to help summarize your interests and needs for growth and development in your current position and for future positions. You can also access it on Canvas page. Due 9/5 on Canvas.

What are my aspirations for this academic year? What experience, education or support would help me advance professionally? Break them down into 5 concrete goals below and create an action plan.

Goal 1

Actions

Date

Goal 2

Goal 3

Goal 4

Goal 5

Am I sufficiently challenged by my responsibilities?

Who do I want to connect to?

First-year only: Who do you want to conduct an informational interview with? What do you hope to learn from them? What are some questions are you asking them?

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informational interview For first-year GA only. Due on Canvas on 10/31 Who are you interviewing?

What do you hope to learn from them?

What are some questions are you asking them?

Please write a short reflection (1-2 pages) about your interview with the following information: - Information about the interviewee (Name, title, why do you choose this individual, and how?)

- Summary of the significant information you gained from your interviewee - What did you learn from your interview?

- How are you hoping to utilize the information in the future?

- The impact this interview had on your career/passion pursuits? Noting that this can have a positive or a negative impact. Sometimes we realize we do not want what we originally thought, and that's okay!

- Any other information or additional positive outcomes from your interview?

Please visit the canvas page for more resources (interview questions, professional etiquette, etc.)

REQUIREMENTS: 1. The person you choose to interview may not be someone with whom you already have an established relationship. They must be someone new to you, otherwise you aren’t expanding your professional network.

2. You may conduct a face-to-face interview (best) or a telephone/Skype interview. You may not “interview” via email. This would be inconsiderate and unprofessional.

3. Please remember that you are a reflection of the department, so act professionally. This interview can certainly help you network, but it can also harm your reputation if you are unprepared or act unprofessionally.

4. Once you have submitted your reflection, your supervisor will receive a copy and will discuss your reflection with you during your following one-on-one meeting.

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ACHIEVEMENT INVENTORY Graduating GA only. This can reflect your achievement in your role as a Resident Director, in your involvement, in your internship/practicum, or your academic work. Due on Canvas on 10/31.

YEAR

ACHIEVEMENTS/ARTIFACTS

Ex: 1st

Create a programming menu

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EDUCATIONAL PHILOSOPHY Adapted from University of Calgary

First-Year GA (EDAH recommeded) only. Due 1/30 on Canvas.

An educational philosophy statement clearly communicates what our beliefs are about educational leadership, why we hold these beliefs and how we translate our beliefs into practice. Please use the following guide to draft your Educational Philosophy. Examples are available on Canvas.

PHILOSOPHY STATEMENT COMPONENTS

GUIDING QUESTIONS What are my beliefs about educational leadership in postsecondary education? Why do I hold these beliefs? Who or what has most informed my leadership approaches?

Beliefs about educational philosophy

How have my beliefs been influenced by my experiences postsecondary educator and/or scholarly literature related to leadership? What difference do I hope to make as a leader? What does it mean to be a good leader in a postsecondary context?

What educational leadership activities, practices and initiatives have I implemented? How do these align with

Educational leadership activities and initiatives

my beliefs? When have I felt most engaged and affirmed as an educational leader? What are my key strengths and skills as a leader? What am I most proud of? What sets me apart? What are some of my accomplishments as a postsecondary leader?

What difference have I made, and how do I know? What has been the impact and influence of my educational

Impact and Influence

leadership (on me, on students, on colleagues, on my department, on my faculty, on the institution and beyond)? What have others learned from my leadership approaches?

How will I continue to develop, grow, and improve as a leader? What interests me most about teaching and

Future Aspirations

learning in post-secondary education? What changes do I most hope to see and inspire? What are my future goals and aspirations as a leader in post-secondary education?

Developing an educational leadership philosophy statement provides an opportunity for individuals to reflect on their own leadership beliefs and activities. This process also makes visible the many ways in which leadership is formally and informally enacted by individuals on our campus.

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LEADERSHIP PHILOSOPHY Adapted from University of Calgary

First-Year GA (HR recommeded) only. Due 1/30 on Canvas.

A leadership philosophy statement clearly communicates what our beliefs are about leadership, why we hold these beliefs and how we translate our beliefs into practice. Please use the following guide to draft your Leadership Philosophy.

PHILOSOPHY STATEMENT COMPONENTS

GUIDING QUESTIONS What are my beliefs about leadership as a concept? Why do I hold these beliefs? Who or what has most informed

Beliefs about leadership philosophy

my leadership approaches? How have my beliefs been influenced by my experiences in the field? What difference do I hope to make as a leader? What does it mean to be a good leader in a professional context?

What leadership activities, practices and initiatives have I implemented? How do these align with my beliefs? When

Personal leadership activities and

have I felt most engaged and affirmed as an leader? What

initiatives

are my key strengths and skills as a leader? What am I most proud of? What sets me apart? What are some of my accomplishments as a leader in the professional setting?

What difference have I made, and how do I know? What has been the impact and influence of my leadership (on

Impact and Influence

me, on colleagues, on my department/organization)?

What have others learned from my leadership approaches and practices?

How will I continue to develop, grow, and improve as a leader? What interests me most about the field? What

Future Aspirations

changes do I most hope to see and inspire? What are my future goals and aspirations as a leader in post-secondary education?

Remember that both Educational and Leadership Philosophy is meant to reflect who you are as a person and a professional. It should not only showcase your values, beliefs, but also your relevant experiences and accomplishment in the field. For HR student, this can certainly be tailored to your counseling philosophy, or your management philosophy so it can be applicable to your future work/ career aspirations.

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READ & LEAD GUIDED READING The Strategic Guide to Shaping Your Student Affairs Career is a book for any student affairs professional who wants to strategically shape their career path―and will be particularly helpful for people who are entering a career in student affairs.

CHAPTER 1: INTRODUCTION TO THE FIELD The student populations I serve are:

Their unique needs are:

How does my role/mydepartment address those needs?

How do other campus partners help addressing the needs of my students?

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CHAPTER 2: NEW PROFESSIONALS THROUGH THE MAGNIFYING MIRROR What are some expectations do you have for your GA-ship? Are they being met?

What are some skills you have already had?

Which one of them are considered "useful"?

Rank your compentencies, based on the ACPA/NASPA Professional Competencies Rubrics https://bit.ly/2z1Pb96 Advising & Helping N/A

Foundational

Intermediate

Advanced

Assessment, Evaluation, & Research N/A

Foundational

Intermediate

Advanced

Foundational

Intermediate

Advanced

Foundational

Intermediate

Advanced

Foundational

Intermediate

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Advanced

Law, Policy, & Governance N/A

Foundational

Intermediate

Advanced

N/A

Foundational

Intermediate

Advanced

N/A

Intermediate

Advanced

Foundational

Student Learning & Development

History, Philosophy, & Values N/A

Foundational

Personal Foundation

Ethical Professional Practice N/A

N/A

Leadership

Equity, Diversity, & Inclusion N/A

Human & Organizational Resources

Advanced

N/A

Foundational

Intermediate

Advanced

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CHAPTER 3: CREATING A STUDENT AFFAIRS CAREER STRATEGY Do you have a “dream rst job” in mind?

Do you have a type of institution that you prefer?

What are some qualifications/requirements for

Highlight any qualifications you met.

you to attain said job?

What are some skills you need experience in?

What are some opportunities that can help you attain those skills?

SKILLS

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CHAPTER 6: PLANNING FOR PROFESSIONAL DEVELOPMENT

GOALS

PROFESSIONAL DEVELOPMENT SUPPORT INVENTORY

PROFESSIONAL ORGANIZATIONS

PEOPLE

What are some professional organizations

Who are the people you want to engage in

can help you reach your goals?

this conversation? Who do you want to connect to?

National:

Local:

INSTITUTIONAL INVOLVEMENT

RESOURCES

What are some involvement opportunities for

What are some resources (webinars,

you to engage in your passion at OU?

readings) that help strengthen your skills and knowledge? Build yourself a (digital) library!

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CHAPTER 4: LIFELONG LEARNING FORMAL LEARNING What are some areas of your academic passion/research interest?

You can research and create presentations/workshop materials to market yourself as an educational expert in said areas. This can be useful for class projects, conference proposals, interview presentations...

INFORMAL LEARNING Please document your accomplishments/knowledge/experience in the following areas Volunteering

Reading Literatures

Interning

Webinars

Shadowing

Participating in Conferences/Institutes

Serving on Committees

Intentional Conversations (about ...)

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CHAPTER 5: THE JOB HUNT & EXTENDING YOUR EXPERIENCE What are some functional areas are you interested in?

Where do you want to live?

Salary & Benefits

Type of Institution

Other non-negotiables:

Audit your transferrable skills TRANSFERRABLE SKILLS

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CHAPTER 7: NETWORKING OR CONNECTING Networking Inventory CONTACT INFO

POSITION/INSTITUTION

NOTES (Where? How? How to further relationship)

PEOPLE I WANT TO CONNECT WITH

PEOPLE I HAVE CONNECTED WITH

NAME

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CHAPTER 8: SELF-REFLECTION As stated in the reading, self-relfection is a very personal process. Each of us reflects in our own way.

This worksheet meant to serve as a guide for you to self reflect on your skills, strengths, values, and room for improvement, etc.

TALENT/ SKILLS What are your greatest talents or skills?

What talents or skills do you admire most in others?

Which of your talents or skills gives you the greatest

What talent or skill do you wish to develop for

sense of pride or satisfaction?

yourself?

STRENGTHS/ WEAKNESSES

What are your greatest strengths?

What do you feel are your biggest weaknesses?

What behaviors, traits, or qualities do you want

What qualities or traits do you most admire in

other people to admire in you?

others?

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VALUES What are ten things that are really important to

What are the three most important things to you?

you?

Do you think you have lived out your values everyday?

REFLECTION How do you like to be challenged?

How do you like to be supported?

I do my best when...

I struggle when...

I am comfortable when…

I feel stress when...

I wish I had...

I wish I knew...

The best experience I had was...

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JOB AGREEMENT Departmental Expectations TIMELINESS Residence Life staff, including Graduate Resident Directors, are expected to be on time to all events and meetings. This includes departmental and campus events, staff meetings, student meetings, and meetings with other professional and paraprofessional staff across campus. In regards to deadlines, timeliness should be of highest priority. A deadline should not be missed, however, in the case that the task cannot be completed on time or within expectations, the GRD should notify the direct supervisor on the task prior to the passing deadline to come up with a solution.

COMMUNICATION Communication is a key to a successful staff and team. Be sure to follow these simple rules when responding: • Email – 24 business hours • Phone – End of business day • In person – Need you now It is better to over-communicate than to miss something important. This is especially true in emergency situations in which communication is key to keeping students safe.

Communication is also key when it comes to disagreements and disputes. Remember the 48 Hour Rule: after 48 hours are you venting? If so, what are you going to do about it? If you have an issue with something or someone, follow the correct procedures for chain of command and the open-door policy.

CONSISTENCY All Residence Life staff should stay consistent in the ways in which situations are handled and the way in which you work with student staff, student leaders, and residents. This includes conduct meetings, day to day working with your staff, and other Residence Life staff including peers. While special circumstances may occur, recognize that all student staff, student leaders, and residents should be treated fairly and equitably. If you have questions pertaining to a special circumstance do not hesitate to contact your direct supervisor.

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PARTICIPATION Active participation in all aspects of your job is vital not only to get tasks accomplished but also to create a working and actively engaged team. Participation allows you to lead by example as many of your peers, staff, and supervisors will be looking to you to lead the way in many situations and events, such as emergencies, collaterals and training. This includes active participation in implementing and revising residential curriculum. If you show energy and commitment to the department, student staff, student leaders, and residents will follow.

RESPECT Respect comes in many forms. The respect you expect to receive should be the respect you give to others as well. This includes avoiding gossiping about situations or sharing information that may defame a person, their work, or their character (unless a safety and/or security concern). Bullying of any kind, whether physical or verbal will not be tolerated.

Finally, when in meetings of any sort, it is important that you are giving your attention to the person speaking, this includes putting your cell phone or other electronics away unless necessary.

PROFESSIONALISM Model professional behavior. As a Graduate Resident Director, you will be in the spotlight for your staff and your residents. This includes your actions, speech, attire, as well as your social media. Always remember that as a part of a professional staff, you are always on stage. There is always a possibility that the behavior you show off-campus can either positively or negatively affect your reputation oncampus.

SUPPORT & COOPERATION Many staff members oversee many different tasks and wear many different hats. It is important to support peers, staff, and residents. There are going to be assignments or events that are collateral projects and it is important to cooperate with those supervising the event as well as your peers and staff. Support the mission and values of the department and university.

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OFFICE HOURS & AVAILABILITY •

The Graduate Resident Director position is considered a twenty (20) hour per week position.

•

GRDs are expected to schedule office hours within their area of Residence Life that fall between 9 am and 5 pm, Monday through Friday.

•

Some GRDs may have work hours outside of the 9-5 timeline due to the function of their position and therefore may schedule some of their ours outside that time frame.

•

Office hours are to be used primarily for Residence Life related work rather than personal or academic work.

GRDs should schedule their office hours at the beginning of the semester, with input from their direct supervisor, and stick to those hours throughout the semester, unless circumstances require a change (either temporary or permanent). These should be posted somewhere accessible to student staff, student leaders, and residents.

Graduate Resident Directors should be aware early on that the nature of a “typical” day can vary greatly and should be prepared to rearrange tasks as needed.

OFFICE SPACE Remember that our offices are places of work and should be kept clean at all times. We do not live in our offices, though sometimes it feels like we do. Meetings or one-on-ones with student staff, student leaders, and residents sometimes happen unexpectedly and it is important that your office is always in a condition that allows for these to occur in a professional manner.

ATTIRE While we do have a jeans policy, which allows for clean, non-ripped jeans to be worn every day, this does not negate the fact that professional attire while in the office or during office hours should be business casual and office appropriate. This means that clothing should be free of stains and holes.

There are times where unexpected meetings or events may occur that staff will attend without notice to change. As such Graduate Resident Directors represent the department during these times and should dress the part.

If you are concerned about whether an outfit is work appropriate, discuss your concern with your direct supervisor.

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KEY USAGE POLICY Resident Directors have access to a variety of keys, including individual room keys, building sub-masters, and building master keys. Under no circumstances shall keys be used to facilitate pranks.

You may only open a room for the resident of that room. If you do not know the resident, you must check their ID and housing records. If the resident does not have an ID in their possession (i.e., it is locked in the resident’s room), you may look up their profile on StarRez. Do not give access to a room to anyone who is not a resident. This includes parents, relatives, suite-mates, etc. If a problem arises, contact your direct supervisor.

If the resident is not present, you may only enter the resident’s room in rare instances such as a health and well-being check, emergency maintenance problem, or to turn off an unattended loud stereo or alarm clock. If it becomes necessary to do this, get permission from your direct supervisor to enter and have another Housing and Food staff member (including an RA or GRD) witness your entry. Additionally, a Room Entrance Notification slip must be completed and a copy left for the resident(s).

There will be times during the school year that you will possess a sub-master or master key for a building.

Because this is such a tremendous responsibility and issue of security, you must be extremely careful not to lose these. You are encouraged to carry the appropriate key for the job. For example, if the task you need to complete only requires a single room key, do not use the sub-master. If only the sub-master is required, it is best to leave the master in the lock-box. You may be held professionally and financially accountable for any keys that you lose.

PERSONAL RELATIONSHIPS It is inappropriate for a supervisor to date or even appear to be dating someone under their supervision including student staff, student leaders, and residents. Additionally, Resident Directors must be cautious about “outside” friendships with student staff, student leaders, and residents, especially those under their supervision. If a dating/romantic relationship were to develop, the staff member would be expected to be direct and upfront with their supervisor. If the relationship were to continue, one of the parties may be moved.

SEXUAL MISCONDUCT, DISCRIMINATION, AND HARASSMENT POLICY The University of Oklahoma explicitly condemns sexual harassment of students, staff, and faculty. Sexual harassment is unlawful and may subject those who engage in it to University sanctions as well as civil and criminal penalties.

For more info, please visit the University of Oklahoma Staff Handbook, in the addendum.

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CONFIDENTIALITY In the university setting, it is a more complicated process of keeping the trust of the student and knowing when to share this knowledge to the appropriate person and at the appropriate time. The purpose of confidentiality is to provide a safe and secure setting to share private information between student staff, student leaders, and residents and the administration so that students’ personal needs and concerns can be addressed without public ridicule or scrutiny.

Whenever a student (or anyone) comes to you with a problem that they would like to speak to you about in private, the first thing you must make clear to the person is that you can be trusted with any information. However, you must explain to them should any information be given during that meeting that requires you to share it with your direct supervisor, Director of Housing, or OUPD, you are required and bound by state and federal law to pass that information up the chain of command. With that being said, hold this meeting in a secure location where you can close the door and prevent any form of unintentional listening from anyone else. If the individual that requested the meeting is of the opposite sex, it is recommended that you leave the door and/or blinds open. However, steps should be taken to ensure that others outside of room cannot listen in on the conversation. Next, ask the individual if you can take notes during the meeting so that you may better perform your duty as a Resident Director.

Remember, if someone has come to you seeking out a confidential meeting, in most cases, there is a serious nature to call for such a meeting. Give the individual your complete undivided attention and respect. It is your responsibility to serve the individual as best as you can by listening to all details of the matter and to form a plan of action that may require outside help even if the resident wishes not to do so. Undoubtedly, you will have student staff, student leaders, and residents seeking your counsel in this manner and you must be fully prepared to protect the rights and privacy of that individual. Finally, follow-up with the resident with a telephone call and/or wellness check. This will allow the resident to see your commitment to their and will convey the message that he/she can come to you with any problem.

COMPUTER USAGE GUIDELINES As part of your responsibilities, you will spend a great part of your time on a computer. For GRDs, this will usually include email, creating/updating occupancy spreadsheets, pulling old files or letters off the I-Drive, using Microsoft to create and revise various parts of the residential curriculum, and designing flyers for an upcoming program. All Resident Directors have access to the I-drive. The I-drive is a network drive shared by many departments in Student Affairs, including Housing and Food Services. A network drive is essentially a “hard drive” that can be accessed throughout the network. The I-drive is shared among everyone who has access to the network, including Residence Life Resident Directors.

To access, open My Computer > Under network drives, click on the shared drive > Make sure that you are in the ResLife folder > Click on the appropriate area folder.

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As a Student GRADES Resident Directors are required to maintain at least a 3.0 grade point average each semester and overall, as well as completing a minimum of 6 hours.

AVAILABILITY Work with your direct supervisor to discuss your course workload including major assignments, tests, projects, etc. This should be done as early in the semester as possible to avoid surprises or mismanaged time.

Discipline and Misconduct UNIVERSITY POSITIVE DISCIPLINE PROCEDURES Staff misconduct or poor performance within the position and its expectations and responsibilities will result in disciplinary action. The following is the procedure for disciplinary action in the event of misconduct at any level of staffing: Coaching/Counseling - Given by the direct supervisor. This step is documented and will become part of the staff member’s employment file. Supervisor will coach and come up with an action plan for employee to address the concerning performance.

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

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

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

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

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

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

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

Violation of University policy

•

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

•

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

•

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

•

Violation of confidentiality

•

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

•

Misuse of residents’ or staff members’ room key

Employee's Comment By signing the conduct form, it simply means that you have received this information. If you disagree or have any grievances regarding the disciplinary process, you can submit a comment (physical document) to HFS Payroll. You can submit the comment 3 days after the disciplinary action.

Administrative Strike The administrative strike will be given for minor misconduct (ex: submit paperwork late, not answering the duty phone, etc.). 6 administrative strikes will result in the next step of the disciplinary procedures.

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

•

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

•

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

Performance Evaluations

o

Service to University Housing and Food Service such as committees

o

Behavior and discipline matters

o

Awards and letters of commendation

MISCONDUCT At the University of Oklahoma, as well as all universities that are committed to excellence in education, we are not free from those who violate the student code and housing policies. It is our responsibility and duty to the student staff, student leaders, and residents of Housing & Food Services to provide an environment that promotes academic excellence and safety. To accomplish this it is important to recognize and educate those who violate those policies.

The position of the Resident Director (RD) is required to handle such situations of misconduct (including academic misconduct). When this duty is performed, it should be done in a professional manner that is both educational to the student and positive behavior modification, which, in some cases, is a life changing event.

PERFORMANCE CHECK INS As a Graduate Resident Director we are committed to helping you shape an experience where you learn and grow as person and as a professional. Throughout your time as an RD and as part of the curriculum we created for you, you will have a few performance check-ins throughout the year. These check-ins will be consistent with all Resident Directors and focus on your growth and improvement in the department. You will be able to view the check-ins along with the formal evaluation so you have knowledge of what to expect in the meeting. During the semester, the direct supervisor may also address any inappropriate behavior, GRD misconduct, or poor performance within the position, its expectations, or responsibilities.

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brian rock

Community Assistants

Cross

Resident Directors

Cross

Community Manager

cross

Resident Director

Resident Mentors

Residential Colleges

Resident Director

hcsa

Programming Coordinator

programming

International Student Services Coordinator

College Directors (Dunham & Headington)

Residential Colleges

ra class

international students

Residential Colleges

Resident Directors

Debbie wells

erin simpson

Resident Directors

Resident Advisers

Residence halls

Curriculum Resident Directors

residence halls

curriculum Curriclum Coordinator DLB Coordinator

Center Coordinators (Adams, Couch, Walker)

Assistant Director of Residence Life

Residence halls

Administrative Assistant

This organizational chart is last updated on 6/20/2019 for printing purposes. This organizational chart is not finalized.

Community Assistants

apartments

Resident Directors

apartments

Community Coordinators (Kraettli, Traditions East & West)

apartments

Assistant Director of Residence Life

Associate Director of Housing & Food Services Director of Residence Life

Diane brittingham

chain of communication

105

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

What does all this mean?

•

Keep grievances at the lowest level.

•

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

•

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

to discuss a personal issue

o

to make a suggestion which would benefit the department

o

to ask about a university or housing policy

o

to express a general concern that does not involve another person, such as a disagreement

o

about our student development philosophy to express a concern or need to communicate with another department, for example:

"As the Director, can you help me remove a block at the Registrar's Office?" or "The

Physical Plant is not being as helpful as I had hoped with our new landscaping. Can you

help? o

to express concern over a perceived disastrous decision already made or soon to be

made, for example: "You need to know that John Doe, who is interested in the accounting

job, has been in jail three times for embezzlement."

Administrators do not always have all the facts. If you have an important piece of information please do not hold back, even if it is unsolicited. (adapted from the University of North Texas Hall Director manual)

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

This gives all parties both the opportunity to secure a satisfactory resolution for all involved.

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

Staff members are expected to adhere to the above outlined chain-of-communication. The following steps are the protocol that Resident Directors are expected to follow when a conflict, issue, or other cause for concern arises: 1. Resident Directors should meet with their direct supervisor. If the Resident Director feels, after speaking with their direct supervisor, that the situation has not been resolved to their satisfaction, they can request to meet with the Assistant Director of Residence Life. The RD must request this meeting through their direct supervisor.

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

3. If the RD meets with the Director of Residence Life and is still displeased with the outcome of the meeting, they can make a request to meet with the Director of Housing and Food Services.

This request must be made through the Director of Residence Life. The decision(s) of the Director of Housing and Food Services is final.

Resident Directors should understand that at any time in the above outlined process their direct supervisor may be contacted regarding the situation. Resident Directors that do not follow the above outline chain-of-communication may be subject to disciplinary action. While Housing and Food Services is understanding and emphasizes that RDs are students first, they have chosen to become employees of the University of Oklahoma and are expected to abide by the employment policies of the department.

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performance evaluation performance check-in #1

Please complete during the week of 9/9 - 9/13

TRAINING Focus and Engagement throughout Training:

MOVE IN Timeliness:

Relationship Building and Team Work:

Problem Solving & Adaptability: New Ideas, Problem Solving Skills:

ADMINISTRATION

NOTES

Office Routine:

Attentiveness to Staff Needs:

Self Motivation/Autonomy:

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CURRICULUM

DEVELOPMENT

Understanding of the Curricular appraoch:

Comprehension of role in Curriculum:

Engagement in the Community Education Planning:

TO DO

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performance check-in #2 CURRICULUM Advancement of learning & knowledge:

Please complete during the week of 11/25 - 11/29 PROFESSIONAL DEVELOPMENT Experience Opportunities:

Taking initiative and providing content:

Self-Motivated Plan: Creation and Facilitation of Scope strategies:

ADMINISTRATION

NOTES

Office Routine:

Attentiveness to Staff Needs:

Self Motivation/Autonomy:

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STUDENT STAFF INTERACTIONS

GOALS

Supervision/Advising:

Supervisor Goals for RD:

Building relationships:

RD Goals:

TO DO

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performance check-in #3

Please complete during the week of 4/13 - 4/17

Accomplishments of the Semester:

Areas of Challenge:

Professional Development Growth:

Support Needed from Supervisor:

NOTES:

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SUPERVISION / ADVISING OCCUPANCY / RSA

MOVING IN

MOVING THROUGH

MOVING OUT

DOES NOT MEET EXPECTATIONS.

The Resident Director is present in the office and available to Resident Advisers/ Community Assistant/ Student Staff/Student Leaders.

Resident Director is present during office hours and is available to Resident Advisers/ Community Assistant/ Student Staff/Student Leaders.

Resident Director is engaged in the office interactions and intentionally reaches out to Resident Advisers/ Community Assistant/Student Staff/ Student Leaders.

Resident Director utilizes office hours to full potential and intentionally engages with students and Residents while in the office.

Resident Director is not a sufficient presence in the office for the Resident Advisers/ Community Assistant/ Student Staff/Student Leaders.

Resident Director holds regular one on one meetings with student staff

Resident Director schedules one on one meetings and utilizes the guide in the workbook to talk with the staff and follows up with information that is requested.

Resident Director holds intentional one on ones and utilizes both the guide in the workbook and own creativity to connect with student staff and infers the support and resources that the student staff needs.

Resident director holds one on ones and utilizes different strategies that are intentional based on the staff member and follows up with resources and information accordingly.

Resident Director does not hold regular one on ones and/or does not provide support and guidance in these meetings.

Resident Director provides support and advocacy to other groups (RSA, Citations Appeal Board, etc.) within the center.

Resident Director provides support to groups included under their job responsibilities.

Resident Director provides support to their groups, as well as other that they don’t directly supervise, when asked.

Resident Director intentionally supports all groups within the Center and works with their co to provide assistance when needed.

Resident Director does not provide support or guidance to groups within the center.

Resident Director is timely and complete with Occupancy Report each week.

Resident Director turns in a completed Occupancy Report on time and provides detail needed for the operations team.

Resident Director is completes Occupancy report early and provides thorough details.

Resident Director completes Occupancy report early, provides thorough detail, and prepares thoughtful questions for the occupancy meeting.

Resident Director does not complete the occupancy report on time and does not fill it out completely.

Resident Director follows up with Operations in a timely manner in regards to questions on the occupancy report.

Resident Director responds within one business day to questions from operations regarding the occupancy report.

Resident Director responds within the same business day to questions on the occupancy report.

Resident Director is proactive and does not wait for questions from operations in order to find corrections and complete the occupancy report.

Resident Director is not timely when responding to questions from operations and does not recognize the importance of being timely on helping to close the OR.

Resident Director is communicative and collaborative with the Operations Staff.

Resident Director works to keep communication and collaboration consistent with Operations staff.

Resident Director intentionally works with operations and strives maintain effective communication.

Resident Director intentionally builds a positive relationship with Operations staff to ensure strong, consistent collaboration and communication.

Resident Director does not effectively communicate and collaborate with the Operations staff.

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OCCUPANCY / RSA ON-CALL

MOVING THROUGH

Resident Director provides training, support, and scheduling for Weekend Desk Assistants.

Resident Director is involved in hiring, training, scheduling, and supervising the WDAs and responds to any concerns.

Resident Director takes initiative in the hiring, training, scheduling, and supervising the WDAs.

Resident Director takes initiative and is innovative and intentional in the hiring, training, scheduling and supervising of WDAs.

Resident Director is not actively engages in any process involving WDAs.

Resident Director is present and engaged in weekly RSA meetings.

Resident Director attends RSA meeting and advises them through programming.

Resident Director actively engages in weekly meetings and provides support and challenge in regards to their advising.

Resident Director actively engages in RSA meetings and collaborates with RSA president to be autonomous in planning.

Resident Director does not attend RSA meetings and/ or does not actively participate and engage with the RSA members.

Resident Director actively participates in supporting programs and events by the

Resident Student Association.

Resident Director attends and helps with programs put on by RSA.

Resident Director is actively engages in RSA programs and helps support their efforts.

Resident Director is actively engaged in the programs and assists with the implementation of the program and the evaluation of it.

Resident Director doesn’t attend RSA programs and/or is not engaged in the planning and execution of them.

Resident Director provides training, support, and monthly meeting times to the Citations Appeals Board.

Resident Director selects and trains the Citations Appeal board and schedules meetings once a month.

Resident Director selects and trains CAB and provides guidance and knowledge during their monthly meetings.

Resident Director Resident Director does selects, trains and not regularly meet develops the CAB and with the CAB. works to implement justice in their monthly meetings.

Resident Director follows all rules and procedures when acting as the on-call RD and appropriately responds to situations.

Resident Director relies on advice from Full-Time staff on duty when on-call to ensure policies and procedures are being followed correctly.

Resident Director occasionally seeks advice on call, but typically can problem solve through issues.

Resident Director fully understands policies and utilizes problem solving skills to assist with all calls, only utilizing full time staff when necessary.

Resident Director does not follow policy and procedure and does not reach out to fulltime when unsure.

Resident Director is helpful to staff and students when on call.

Resident Director is prompt and thorough when responding to students and staff.

Resident Director utilizes empathy and kindness when working with staff and students on call.

Resident Director uses empathy, kindness, and thoroughness when responding to students and staff and properly follows through with as much transparency as possible.

Resident Director is not perceived as helpful to staff and students when on call

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DOES NOT MEET EXPECTATIONS.

MOVING IN

114

CURRICULUM

DOES NOT MEET EXPECTATIONS.

MOVING IN

MOVING THROUGH

MOVING OUT

Resident Director actively participates in the development and execution of the Community Education Plan with their Community Education Team.

Resident Director helps in the creation and implementation of the Community Education Plan.

Resident Director utilizes The Scope to assess the needs of the building and intentionally collaborates with the rest of ProStaff to create a plan for the community.

Resident Director is innovative and collaborative with ProStaff to create impactful and wellthought our strategies for the Community Education Plan.

Resident Director does not contribute the Community Education Plan.

Resident Director engages in discussion and implementation of our Theory to Practice topics.

Resident Director is attentive to Theory to Practice sessions and engages in small group discussions.

Resident Director is attentive and engaged in Theory to Practice, and shows effort to change their own practice. RD may also engage with supervisor around the topic separately.

Resident Director is engaged, attentive, and provides ideas and solutions to incorporate the topic into their own work and the work of the department.

Resident Director does not pay attention during Theory to Practice and does not continue the conversation around the topic.

Resident Director collaborates with Student Staff/ Student Leaders to incorporate The Scope into their programming and Intentional Interactions/Catchups.

Resident Director provides resources and lesson plans for Student Staff/ Student Leaders.

Resident Director follows up on due dates for Intentional interactions/catchups.

Resident Director connects with the Student Staff/ Student Leaders to brainstorm ideas and best strategies to use to provide educational content to residents.

RD works with the Student Staff/ Student Leaders to come up with successful completion strategies for Intentional Interactions/catchups.

Resident Director is intentional with each Student Staff/ Student Leader member in providing and creating programming and other strategies for their community.

RD follows up and assesses changes that need to be made to better adapt to the intended community.

RD consistently follows up on Intentional Interactions/Catchups and assists the RA/ CA with creating their own strategies for completion.

Resident Director does not actively engage with the Student Staff/ Student Leaders in programming.

Resident Director does not follow up on Intentional Interactions/Catchups.

Resident Director is consistent with use of Roompact as a tool to advance our Residential Curriculum.

Resident Director uses Roompact to check weeklies and approve program proposals.

Resident Director uses Roompact to see trends in duty logs, give feedback on program proposals and respond to weeklies.

Residents Director uses Roompact to discuss plans of action during 1:1’s to advance their programming, their academics, and their wellbeing.

Resident Director does not utilize Roompact.

Resident Director is consistent with use of other appropriate tools in their respective role advance our Residential Curriculum.

Resident Director uses given tools at the basic level to complete their given tasks.

Resident Director uses appropriate tools to complete their tasks within their role and to assist their students.

Residents Director uses appropriate tools innovatively to promote residential curriculum, assist their students and colleagues in their work.

Resident Director does not utilize the tools were given in their roles.

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ADMINISTRATIVE RESPONSIBILITIES

DOES NOT MEET EXPECTATIONS.

MOVING IN

MOVING THROUGH

MOVING OUT

Email – Response and Timeliness

RD responds to normal e-mails within 2-3 business days and important e-mails within 24 business hours

Resident Director is timely and thorough with their e-mail responses within the department and attempts to effectively prioritize their e-mail.

Resident Director prioritizes email and ensures that they are communicating effectively within the department and with campus stakeholders in a timely manner

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

Attentive to policies and procedures

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

RD recognizes all policies and procedures and understands correct policy. RD also properly enforces policies and procedures.

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

Resident Director does not have an appreciation for policy and often times does not adhere to policy.

Communication

Resident Director works to effectively communicate within the department in a thorough and timely manner

Resident Director effectively communicates within the department along with other areas within their job functions and collateral work

Resident Director recognizes the importance of strong communication and utilizes it to ensure all processes and procedures within their job description are being communicated effectively

Resident Director lacks communication skills and does not make timely and clear communication a priority

Team Work

Resident Director works with others, but mostly works independently.

Resident Director is beginning to understand and utilize collaboration with others, but still works somewhat independently

Resident Director shows a balance of collaborating and autonomy. Resident Director gives respect and support to fellow staff members.

Resident Director does not work well with others and does not have a collaborative attitude.

Strengths: Areas Needing Improvement: Action Steps: Additional Comments:

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job duties breakdown SUPERVISING PARAPROFESSIONAL STAFF Regardless of which position you have, you will be responsible for supervising the RA Staff. Depending on the centers, you will have a set of RA that you are directly responsible for, so the ratio between RA:RD can vary. This means that you will be supervising RA programs, intentionals, and ensure that RAs are also developing personally and academically as well. 1:1 meetings (30 min – 1 hour) often happen weekly or bi-weekly to ensure the interactions between RAs and RDs. There will be a form on Roompact for you to document their 1:1, learning progress, and performance. Remember that you are their direct supervisor, so set the boundaries you need for yourself.

FRONT DESK MANAGEMENT You will be responsible for desk scheduling of all RAs at the RA desk. There are usually 20 RA staff members, and each member of staff should work around 2-3 hours a week at the front desk. You need to collect the RA Class Schedules and assign shifts.

DUTY SCHEDULE You need to assign RAs to Rounds each night. Depending on the center, the schedule and method of assigning shifts maybe different. Weekday rounds always start at 8 PM, and weekend rounds always start at 10 PM.

SUPERVISING WEEKEND DESK ASSISTANTS You will supervise 3-4 Weekend Desk Assistants (WDAs). These students are paid by the hour, and you are responsible for scheduling them. These students are trained in terms of spare key and community access card returns or check-outs, among other responsibilities.

CITATION APPEAL BOARD You will be responsible for advising the Citations Appeals Board (CAB). Essentially, these students are first-year students in the building who want to be involved in a judicial process helping to understand enforcing the housing live-on agreement policies. You will be responsible for sending a message to all students, seeing interest, and forming a group of 3-5 first-year students to be on the board. You need to contact Student Conduct to get the paperwork for the board. Your board will meet once a month the entire school year to vote on appealed citations in other centers. Students on the board will decide if the cited student violated the live-on agreement policies, or was unjustly cited. On this board, your role is to reiterate policies and let the students decide! You need 3 student signatures/initials on all decisions.

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OCCUPANCY Occupancy means the administrative paperwork behind understanding the occupants of your building. You will be corresponding with the Housing Advisors at Main Housing Operations to complete all necessary student occupancy paperwork. You will have a meeting every Tuesday at 11AM to discuss all updated student move information (i.e. did someone move over the weekend? What is their old room? What is their new room?) This information you provide will be used for billing students, so make sure the room information is correct. GRD also will need to check and ensure that the Move Log is updated and the RAs are performing the needed steps for Occupancy.

PROGRAMMING You will supervise the RA programs, and also can create educational programs for our RAs to facilitate, as they are not the educational expert. GRDs will also need to assist the large scale educational events putting on by ProStaff. This is not just simply brainstorming and managing events, but also the logistics and administrative tasks going along with it.

OTHER DUTIES Depending on the center, GRD might be assigned different responsibilities. Here are some examples: RESIDENT STUDENT ASSOCIATION The Resident Student Association is a student programming group within each center that creates programs or initiatives to better the community. Your job will be to serve as the advisor to the RSA, helping to make sure that at least two building-scale programs are done every month You are responsible for maintaining the RSA budget, coordinating all program details, and supporting the RSA at staff meetings as well! The programs should be student-created, student-run, and student-centric.

ROOMPACT Depending on the position, you may have different access on Roompact. However, no matter your capacity, you all should be working with Roompact. You should check to see if there is any programming forms that is needed to approved, any scheduling-request that needs to be approved, or to simply look over student staff form submission.

This list of duties are certainly not at all comprehensive. However, these are the brief descriptions of the common duties for a Residence Halls Resident Director. Please check with your direct supervisor for more specific breakdown and instruction of your position.

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programming procedures Curricular Approach EXPECTATIONS As stated in the 10 Essential Elements of the Curricular Approach, programming is one, but not the only strategies that we utilize. As you are planning your programs/events, keep these essential elements in mind: •

Your program should stem from our learning goals with clearly stated learning outcomes. Creating an event and then attaching the "educational" component after is NOT actually utilizing the curricular approach!

•

Your learning outcomes for the event must be measurable. There is the difference between "Student will be introduced to academic resources" and "Student will be able to recall at least 3 academic resources on campus." This will ensure that you are picking appropriate strategies for your learning outcomes (Ask yourself, is programming the best strategies for this?) and it will help you come up with the assessment method.

•

Avoid the programming cliche. It can help tremendously if you focus on what is the best strategy to deliver certain learning outcomes. Is having a mocktail event truly the best strategy to help students learn more about alcohol safety? Asking yourself critical questions to ensure that the educational elements are always the focus, instead of an after-thought.

•

Make sure that your programs are appropriately sequenced and scaffolded. Is it appropriate according to students' experience and development timeline? How can you build on top of previous programs to advance to more complex learning outcomes?

•

Make sure to collaborate with a campus partners if they already offer something similar to what you are trying to do. Work smarter, not harder; do NOT re-invent the wheel. You can find the list of programming resources on Roompact, under Resources. This is not only help you in your graduate assistantship, but also will help you connect and collaborate with other student affairs professionals on campus.

•

Assessment must be included as an element of the planning process, not an after-thought. Not only you need to measure the programming outcomes (attendance, amount of things given, etc.) but also your learning outcomes as well (What did the students learn and to what degree?). To utilize the previous examples, did your students, in fact, recall 3 academic resources on campus? Can they articulate how they can utilize those resources personally?

•

Make your programs fun! Yes, it can be both eduational and fun at the same time. Be creative in your approach, and see how you can "gamify" the learning experience for students.

•

If you ever need help or have questions about your event, ALWAYS ask. Full time staff and even returning RDs can help you coming up with ideas and guiding you through administrative processes.

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

•

8+ WEEKS AWAY

6+ WEEKS AWAY

4+ WEEKS AWAY

2+ WEEKS AWAY

EVENT WEEK

AFTER

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

•

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

•

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

•

Is there anyone you would like to collaborate with?

•

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

•

How are you assessing your learning outcomes

•

Complete Roompact form(s)

•

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

•

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

•

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

•

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

•

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

•

Come up with a publicity plan for your event

•

Reach out for volunteers

•

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

•

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

•

Finalize volunteer schedules (if needed)

•

Gather your supplies

•

Create specific tasks for your volunteers

•

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

•

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

•

Review your assessment data (Programming & learning outcomes)

•

Complete assessment on Roompact

•

Stars/Wishes reflective activity

•

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

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REserving space RESIDENTIAL AREA Couch & Walker Shelter 1st floor/lobby of residence halls Walker-Adams Mall Cate-Rock Garden Couch Restaurant for Tabling Adams Basements

ACTION STEPS

Email Debbie Wells dwells@ou.edu or https://bit.ly/2RkBxpz

Cross facilities •

Black Box Theatre

•

DIY "Do it Yourself" Creative Space

•

Rehearsal Nooks

•

First Floor Den

•

Courtyard

Davenport's or Couch Restaurant (Reserved)

https://bit.ly/2WVjLzi

Email Stacy Lemmert slemmert@ou.edu

Dunham College Heading College

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

Couch Practice Center

Create a calendar invite on Outlook

You can only reserve Couch Practice Center facilities 24 hrs

Invite the following account for the

in advance with 2 hr chunk • Couch Flex Room • Couch Huddle Room Traditions

space you want to reserve. cpcflex@ou.edu cpchuddle@ou.edu Email Traditions CC

NON-RESIDENTIAL AREA HTCC/Jim-Thorpe Dale Hall Community Room (9th floor) Innovation Hub Collaborative Spaces

https://bit.ly/2XkFTCi https://bit.ly/2XocyqF

https://bit.ly/2Zu6zxT

South Oval Classroom

https://bit.ly/2XopFrK https://bit.ly/2ZqRygi

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

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

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

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

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

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

5. You are required to have a PO for Food Services. A copy of the PO and Food Service Confirmation will be emailed to you at the end of the PO process. You will take both items to pick up your order.

Remember, you are responsible for placing your order with Food Services. Also, if Food Service offers the items, they must be purchased from Food Service.

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

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

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

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

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

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

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

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

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

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

Title, date, and location of activity.

b.

Amount of your purchase. For vendors other than Food Service, overestimate the purchase

order amount by $10-20. This will allow you a cushion for emergencies. c.

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

d.

Vendor name-from the approved vendor list.

e.

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

to be purchased. f.

Copy of Food Service reservation confirmation for Food Service order.

g.

Signatures-be sure all signatures have been obtained. Note: Your request will not be processed

without all appropriate signatures.

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

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Purchase orders will be emailed to you by Accounting Operations. If you cannot print them, reply to the email and Accounting will have it printed for you to pick up. Take the purchase order to the business. (With Food Service orders take the purchase order and the reservation confirmation form.)

Leave a copy of the purchase order with the cashier. Bring back a copy of the purchase order along with an itemized receipt. Be sure the receipt is legible and includes the vendor name, address and amount of your purchase. The receipt should state the items purchased, quantity and amount. (Food Service orders do not require anything to be turned in.)

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

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

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

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

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

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

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

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PCARD PURCHASES

Several staff members have access to the University Pcard. Purchases may be made with vendors who do not accept purchase orders and online vendors. Pcard’s may not be used to purchase food.

You must get prior authorization for Pcard purchases by filling out a Pcard form (green sheet) and submitting it with pricing documentation (ex. print screen of the website’s pricing or a vendor’s quote sheet) to the Pcard holder. Next make arrangements with that staff member to accompany you when making the purchase. After the purchase is complete, the cardholder should submit the completed/ signed Pcard form and the final receipts to Accounting. Remember that each vendor/receipt should have its own Pcard form.

YOUR ACCOUNT BALANCE

All Accounts-your updated account balance will be e-mailed to your RD on Monday of each week.

RSA/HCSA-You should keep track of every transaction (deposits/withdrawals/transfers) throughout the course of the year. Additionally, check your account balance regularly. Mistakes happen and you may be able to help us find them. Should you find that your balance does not agree with your calculations, please discuss this with the Treasurer. Accounting Operations will be happy to assist in finding the difference.

SPECIAL OR COMBINED CENTER EVENTS

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

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

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MISCELLANEOUS PURCHASES OFFICE SUPPLIES The University currently has an exclusive contract with Staples for the purchase of office supplies.

Therefore, general office supplies including, but not limited to, pens, paper, tape, or markers, must be purchased from Staples.

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

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

These are the Coca-Cola products we are aware of: All Coke

Hi-C

Fuze Tea

All Diet Coke

Mello Yellow

Gold Peak

All Coke Zero

Fanta

Dasani Water

All Sprite

Barq’s Root Beer

Vitamin Water

All Powerade

Pibb Xtra

Smartwater

Minute Maid

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

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

ACTIVITY ATTENDANCE FORM All off campus programs require that an activity attendance form be submitted along with the receipt.

These include, but are not limited to miniature golf, bowling and ice skating and any events with 16 or less attendees. If this form is not completed and turned in with your receipt, your account may be frozen.

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

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

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

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

b. If they do not have a Federal Tax ID number – page 2 of the independent contractor

approval form must be completed by the vendor and authorized by HR before a contract for services can be completed.

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

An IC form must be completed for each event.

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

5. If the vendor is a Foreign National, there is an additional form that must also be completed.

Copies of these forms are available in Accounting Operations.

We will let you know when the Independent Contractor form has been approved and a Contract for Services form may be completed. As you can see, this process is lengthy and must be started early so all documents can be processed in time. Please contact Accounting Operations with any questions about this process.

6. contract for services may be completed.

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

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

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

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

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

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

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

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

CONFERENCE ATTENDANCE Preparation to attend a conference must begin at least two months before the start of the conference.

Additional paperwork is required for any conference you and your staff/council members plan to attend. Accounting Operations will need to know: 1. Names and OUID numbers of all attendees.

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

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

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

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

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

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CONTACT INFORMATION Please remember that Accounting Operations is here to assist you with any questions or concerns.

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

ACCOUNTING OPERATIONS CONTACTS Karen Littlefield Brandie Wright Kevin Smith James Pickle Erica Hogue Karen Buntin Nicole Rollins Pam Ketner

325-2881 325-7426 325-6468 325-4714 325-6154 325-6153 325-4062 325-1286

klittlefield@ou.edu bwright@ou.edu smithk@ou.edu jamespickle@ou.edu ehogue@ou.edu kbuntin@ou.edu nrollins@ou.edu pketner@ou.edu

Staff Accountant Staff Accountant Staff Accountant Staff Accountant Payroll Specialist Payroll Specialist Asst. Dir. , Accounting Chief Financial Officer

COMMONLY USED VENDORS & RESOURCES Nexus Productions

info@normanokdj.com

DJ, sound equipment, lighting, photo booth, snow cones, etc.

Game Time Inflatables New Leash for Life

405-793-9595 http://newleashinc.org/

Therapy dogs Sarkeys Fitness Center

405-325-3053

Massage Therapists, Fitness Instructor Brian Rock

rock@ou.edu

Screen, projector, lights, etc.

Neighborhood

quanphan94@ou.edu

Yard games, programming materials, etc.

Student Organization Resource Office

https://bit.ly/2InWs89

Sound equipment, projector screens, etc.

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duty procedures Expectations Duty Expectations for all Resident Directors •

Be ready to respond to any situation, but always know you can call up.

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Be patient with the PPs. They are looking to you for guidance, so even if you have answered the question before or feel they should know the answer, be kind in your response.

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No drinking while on duty. You are the first line of contact and should not smell of alcohol if responding to a situation.

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You should not leave Norman while on duty. Shouldn’t be more than 15 minutes from campus (with traffic). Target is usually about the furthest we allow.

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Always have the duty phone on you, and always answer. Do not forward the phone. a.

If in class, please speak with your professor and let them know that you are on call and

may need to step out to take a call. b.

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If you have an exam or presentation, please ask a fellow RD to hold the phone.

Duty Logs should be sent out by 10 AM daily. Even if this is not a part of your normal office hours, this info is used by full-time staff if we need to follow up on any situation, and having it at 10 AM is crucial.

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Duty Logs should be sent to “All CCs” and “All Resident Directors” listservs.

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Even if you have no calls, send out an e-mail to the appropriate people to say no calls last night.

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Designate the building in each situation and be sure to include the information of the person calling.

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Try to write the duty log in third person so it remains objective.

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Charge the duty phone fully prior to handing it over to the next person.

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Hand the duty phone to the next person, don’t just leave it in their office to pick up. The phone should always be answered, even during business hours.

Residence Life Daily On-Call Duty Log Template *due each morning via e-mail by 10 am to respective community recipients*

Staff Name: On-Call for: Date: Total Number of Calls Received: Date of Call: Type of Call: Details of Call & Actions Taken:

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RESIDENCE HALLS, RESIDENTIAL COLLEGES, & CROSS MOVE-IN QUESTIONS Date of Call: 8/16/15 Type of Call: Check-In Details of Call & Actions Taken:

Time of Call: 4:11 PM Community Walker Received a call from the RA Eric in Walker. A food service employee arrived to check in. Their original check in on 8/12. The RA was advised to complete the check in and make sure their correct check in date was reflected in StarRez

SITUATION: An RA calls about a student wanting to check in outside of our normal “move-in” hours.

QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF: 1. What is the student’s status in StarRez? 2. Are they located on any rosters? (You may have to look this up yourself) 3. Are they a Sooner Jump Start (SJS) or United World College (UWC) student?

4. Do they have special circumstances to move in early? (Part of an org, group, etc.)

PROCEDURE TO FOLLOW: 1. Verify that the student has a contract with us and shows up in StarRez as “Reserved” 2. Verify that student is checking in has permission to be there at this time 3. Follow up with the Paraprofessional Staff (PP) if the student should be here and allow them to check the student in themselves 4. If other circumstances exist or you are unsure of what to do next, call the CC on duty for further instructions KEY ISSUES/LOCK OUT Date of Call: 8/17/2015 Type of Call: Missing Key Details of Call & Actions Taken:

Time of Call: 9:53 AM Community Adams RA Dakota called because keys were missing from the key envelopes. RD Montelongo went to Adams to find the missing keys for the resident.

OA Andrew helped figure out the problem with the keys.

SITUATION: During MOVE IN, keys for a room are not on the panel, key box, and/or not with the assigned student, and therefore are missing.

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QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF: 1. Is there another location where these keys could be?

2. Could they be in the wrong section of the key box?

3. Did you check the codes on the keys?

PROCEDURE TO FOLLOW: 1. Ask PP's what other location could have the keys 2. Have PP issues the spare key to resident if available while they search for the original key 3. Assist PPs in searching for the keys/key envelope 4. If keys can still not be found, submit an emergency recomb of the room LOCK-OUT Date of Call: 8/29/17 Type of Call: Lockout Details of Call & Actions Taken:

Time of Call: 10:36 AM Community Cate/DLB WDA called because a resident had locked their key and loaner key in their room. RD Brian went and let the resident into their room.

Date of Call: 9/12/17 Type of Call: Lock Out Details of Call & Actions Taken:

Time of Call: 5:49PM Community Couch RA David T. called RD Erik about a resident having locked their room key and spare room key in their room, wondering what to do. RD Erik called CC Derek to make sure that RA David T. could use the master key for Couch. CC Derek confirmed, and RD Erik called back RA David T. to let him know he could let that resident back into their room by using the master key.

SITUATION: A resident has been locked out of their room and there is no spare key on the panel.

QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF: 1. Is the spare key currently checked out to their roommate or to the resident?

2. Can the student contact their roommate to gain access to the room currently?

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PROCEDURE TO FOLLOW: 1. If spare key is missing/checked out, and the resident is unable to quickly gain access to the room from their roommate, then a master key should be used to let the resident in the room 2. If a PP is in the office, they can take the master key and escort the student to their room (after verifying on StarRez that it is their room) and unlock it for them 3. If a WDA is working (during weekend hours) then the RD on duty must grab the master key from the office and escort the resident to their room to unlock it 4. At no time should a WDA or the resident be given access to the master key.

ACCESS ISSUES Date of Call: 11.11.17 Type of Call: SoonerCard Details of Call & Actions Taken:

Time of Call: 5:30 PM Community Walker RA Andy called about a resident not being able to do laundry because her card was being denied. I gave him the SoonerCard After-Hours number and they took care of it from there.

Date of Call: 2/9/17 Type of Call: Access Issues Details of Call & Actions Taken:

Time of Call: 9:47 PM Community Adams RA Everett called to let me know that the card swipe on Johnson 4 was not functioning. I called SoonerCard on Call and they came to fix it immediately.

SITUATION: A student is having access issues either to their hall or within the laundry facility.

QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF: 1. Where is the card denying access? Hallway, front door, or other location?

2. How long has this issue been occurring?

3. Can you temporarily issue a Community Access Card?

PROCEDURE TO FOLLOW: 1. If there is a door access, and you are currently in the office, you can check the status of their access using Blackboard Transact 2. If it shows the student has access, ask PP to issue a community access card and have the student visit the Sooner Card office and see if there is an issue with their card 3. If there is an issue with laundry, they need to contact the Sooner Card Office 4. If there is an entire hallway/building with access issues, call the Sooner Card after hours phone 5. Be sure the student has a tap ID to access the halls. If not, they need to get a new ID at the Sooner Card Office in the Union or Stubbeman

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FLOODING Date of Call: 8/18/2017 Type of Call: Flooding in Room Details of Call & Actions Taken:

Time of Call: 1:01AM Community Couch RA Ryan called because room 332E had water in the bathroom. He called maintenance but could not get ahold of them.

SITUATION: There has been flooding in a room.

QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF: 1. Have you seen the flooding?

2. How severe is the issue?

3. Have you called maintenance?

4. Was any property damaged?

5. Is this a common area or within a room?

PROCEDURE TO FOLLOW: 1. Have the PPs contact maintenance immediately 2. If the after hours Maintenance line is unanswered, let the CC know, but also call OUPD to let them know since they have the ability to contact the person on call 3. If there is any property damage, put eyes on the situation and begin to document exactly what is damaged 4. Update CC on damages and if maintenance arrives at the flooding

EMERGENCY ROOM CHANGE (ERC) Date of Call: 8/21/17 Type of Call: ERC Details of Call & Actions Taken:

Time of Call: 6:38 PM Community Walker Center RA Ghaid called about a resident wanting to move to a different room because of roommate issues. RD Beck called CC Bates who got approval. RD Beck issued the resident a key to an empty room.

SITUATION: A PP called after hours and has a resident that wanted to switch rooms.

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QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF: (or for them to ask residents) 1. What is the reason for wanting the room change?

2. Can this wait until within the normal room change process?

3. Does the resident feel unsafe in their current environment?

4. Does the resident understand that we cannot force anyone from their space?

5. Does the resident know the timeline of their ERC? PROCEDURE TO FOLLOW: Also double check with the Occupancy Procedures - ERC for a more comprehensive procedures.

1. Work through the situation with the PP or Resident. If this is something that can wait until the morning, then wait a.

Give the pro-staff of that building a heads up about the situation through e-mail

2. If it is a situation of a room change that needs to happen now, call the CC on call to discuss the situation 3. The CC may give you approval to do an emergency room change. Depending on the situation, they may ask that the resident be moved to another community, or even building 4. Check StarRez and pull an Empty Bed and Room report.

5. Do not move the resident into an empty room unless they agree to pay the single rate on their room change request.

6. Have resident fill out a room change request and send an to all centers involved, the CC (and/ or any additional staff who approved it), residencehalls@ou.edu, the Director of Residence Life, Assistant Director of Residence Life, Director of Operations, and Manager of Operations with the student’s full name, OU ID number, old room, new room, and timeline for student to complete the move.

Please see the template of an ERC email below 7. Pro-Staff will communicate timeline of move to student 8. Give the resident a timeline to move, and follow up with pro-staff the following day during business hours SAMPLE ERC E-MAIL To: [Housing Advisor(s) of area(s)]; [ProStaff of Building(s)]; [ResLife Members on Duty]; Brian Rock (Assistant Director); Diane Brittingham (Director of Residence Life); Ann Schafer (Manager of Operations); Jenn Doughty (Director of Operations) Subject: ERC *If you know it’s a temp ERC, feel free to put that in the subject as well

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Message: An ERC for First name, Last name (ID number) has been approved by [full-time approver] from [Current Center & Room Number] to [New Center & Room Number]. This student will be moving permanently into [New Space] and has been given [time, typically 24/48 hours] to move.

Example: To: Erikah Brown, Marissa Ratcliff, Derek Binsfield, Brian Rock, Diane Brittingham, Ann Schafer, Jenn Doughty Subject: ERC Message: An ERC has been approved for Jessica Smith (112956947) from Walker 620E to Couch 837W by Derek Binsfield.

She has been given 48 hours to complete her move and I have provided that information in-person and in-e-mail.

If there are any questions let me know!

DRUGS Date of Call: 8/23/15 Type of Call: Weed Details of Call & Actions Taken:

Time of Call: 9:44 PM Community Walker RAs Steven and Laura were on rounds and smelled weed on Walker 4W, called OUPD, who then found the residents to be smoking in their room. The residents were written referrals.

SITUATION: PPs smell weed on the floor.

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QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF: 1. Have you confirmed the smell with another staff member?

2. Have you contacted OUPD? 3. Are you able to tell where the smell is coming from?

4. Do you need backup?

PROCEDURE TO FOLLOW: 1. If weed smell is on the floor, OUPD needs to handle that situation 2. Remind PPs not to confront residents before OUPD arrives and to follow their instruction 3. If the PPs request your presence, go help assess the situation 4. Follow up with the CC on duty to let them know police were called for a weed situation ALCOHOL Date of Call: 8/24/15 Type of Call: Alcohol Details of Call & Actions Taken:

Time of Call: 1:04 AM Community Couch RA Ryan called about an alcohol violation on his floor, OUPD was called. Two residents were seen taking shots and drinking beer in their room, and then became unresponsive to knocks on the door. OUPD showed up and confiscated alcohol & fake IDs and wrote the residents tickets. RAs Ryan and Colton P had the residents pour out their alcohol and throw away flasks, then wrote referrals.

Date of Call: 9/5/2015 Type of Call: Alcohol Details of Call & Actions Taken:

Time of Call: 12:09 AM Community Cate RA Shaun called to inform the RD that OUPD was in Cate to shut down a part that was happening in one of the quads. OUPD had it under control.

SITUATION: Alcohol is present in a room or in a hallway with residents present.

QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF: 1. Do you need back up?

2. How much alcohol is present? What type? Are you documenting it all?

3. Are you being careful to not touch any of the alcohol?

4. Are the residents complying?

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PROCEDURE TO FOLLOW: 1. Go as back up if the PP request that you are there. Sometimes it’s helpful to have more authority.

2. Call the CC on call if police are called or the situation escalates 3. Be sure that the alcohol is documented but then disposed of by the residents (liquid down the sink, cans/bottles in trash room or dumpster) WELLNESS CHECK Date of Call: 9/8/17 Type of Call: Wellness Check Details of Call & Actions Taken:

Time of Call: 9:40PM Community Couch RA Sofi called the RD duty phone to let RD Erik know that two guys were very concerned about their friend. RD Erik called CC Derek to ask if he needed to call OUPD but CC Derek said to assess the situation. RD Erik went to the resident’s room with that resident’s RA, Ben, and talked with the resident. The resident said that he was doing fine and thanked RD Erik and RA Ben for checking in. RA Ben told RD Erik that he plans on checking in on that resident tomorrow to make sure that he was doing alright.

SITUATION: You are asked to complete a wellness check of a resident.

QUESTIONS TO ASK THE CONCERNED PERSON: 1. *Note that this might not always be coming from a PP 2. Ask for as many details as possible on why they are concerned to get a better picture 3. Do you know if this person could potentially harm themselves?

4. Do you know how long they have been a concern?

PROCEDURE TO FOLLOW: 1. If concern is from a parent, get in touch with the resident and have them call their parent. Never call the parent back yourself 2. Check blackboard for the last time they swiped on their community 3. Gather details from the PP to get more information 4. If an urgent concern, go to the resident’s room and have a conversation with the student. Sometimes it’s okay to let them know that people are worried about them, and you’d like to bring them to the office to chat more about it 5. If you need guidance, please contact your direct supervisor or CC on call.

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TRANSPORTS Date of Call: 9/27/17 Type of Call: Transport Details of Call & Actions Taken:

Time of Call: 12:38am Community Adams Received a call from RA Matt, a resident was found unconscious outside main door of Adams.

OUPD was contacted, and the resident was transported. CC on duty was notified.

SITUATION: Resident is being transported.

QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF: 1. Has the ambulance arrived?

2. What community?

3. What details do you have?

4 Does the resident have shoes and a phone?

PROCEDURE TO FOLLOW: 1. Go to the scene of what is happening to help PPs and to find out more information 2. Try to make sure that the resident has shoes, a jacket, and their phone (potentially a charger as well) 3. See if anyone around the community has more information about what happened 4. Call the CC on call and give them full details of the resident and where they are being transported 5. Follow up with CC as needed FIRE Date of Call: 03/04/18 Type of Call: Fire alarm Details of Call & Actions Taken:

Time of Call: 5:39pm Community Walker lobby Walker WDA called because the fire alarm in Walker lobby had been pulled by a student’s exiting the building. Maintenance was contacted and it was shut off. Duty CC was contacted with details

Date of Call: 10/07/2018 Type of Call: Fire alarm Details of Call & Actions Taken:

Time of Call: 7:13 PM Community Adams RA Kenzie called because a small electrical fire had occurred in the basement and the building had to be evacuated. RD Maya asked to be updated periodically.

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Date of Call: 4/23/18 Type of Call: Fire alarm Details of Call & Actions Taken:

Time of Call: 4 AM Community Couch RA Quan called because the Fire Alarm on 2, 3, and 4 was going off. RA Cassi called for the same reason not knowing that RA Quan had just called. RD Brian called CC Derek to let him know what was happening, as RD Brian was walking over to Couch. The source was that someone turned on steaming hot water in the trash room and let it overflow. Maintenance was called to clean up the mess after the all clear was given.

SITUATION: Fire Alarms or Fire occurs in the halls.

QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF: 1. Where is the alarm going off? The whole building or just a community?

2. Is the alarm a fire alarm or has the box over the alarm system been knocked?

3. Is it a security door?

4. Are people evacuating properly?

PROCEDURE TO FOLLOW: 1. Go put eyes on the situation 2. See where the alarm is going off 3. Have the PPs contact OUPD or Maintenance depending on the situation 4. Follow up with CC if emergency personnel come to the scene PHYSICAL ALTERCATIONS Date of Call: 11/1/2017 Type of Call: Physical Altercation Details of Call & Actions Taken:

Time of Call: 1:43 AM Community Couch RA Keith called because three students had engaged in a physical altercation. RA Keith stated that he did not think OUPD needed to be called because the fight was not on-going, but requested that RD Tenney assist the RAs in resolving the situation. RD Tenney advised RA Keith that she was en route to the scene and also requested that he call OUPD immediately because physical altercations are a violation of the law.

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SITUATION: A physical fight breaks out between residents.

QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF: 1. Have you called OUPD? 2. When did the fight occur?

3. Are you safe?

4. Who are the residents?

PROCEDURE TO FOLLOW: 1. If the fight is currently happening, get over to the scene as soon as possible. Have the PPs call OUPD immediately and give them location details 2. Don’t put yourself or the PP in the middle of the situation. Try to stop crowds from forming 3. Follow directions of OUPD and call the CC on duty to follow up WITHDRAWAL AFTER-HOURS Date of Call: 2/23/17 Type of Call: Withdrawal Details of Call & Actions Taken:

Time of Call: 5:25 PM Community Walker RA from Walker called me to let me know that there was an after-hours withdrawal ready to check out. RD Erik walked over to Walker to perform the withdrawal only to find out that the resident had not moved her belongings out of her room. RD Erik instructed the residents to first remove her belongings before the move out process can begin.

Date of Call: 2/23/17 Type of Call: Withdrawal Details of Call & Actions Taken:

Time of Call: 8:37 PM Community Walker RA at Walker called RD Erik to let him know that the resident from the previous phone call was ready to be checked out. RD Erik went over to Walker to perform the after-hours withdrawal process.

SITUATION: A student is trying to move out without a withdrawal form

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QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF: 1.

Is the student enrolled in classes?

2.

Did the student know they had to pick up a withdrawal form?

3.

Can the student wait until the next business day to complete proper check out processes?

4.

Is Pro-Staff aware of this check out?

PROCEDURE TO FOLLOW: 1.

Verify that the student can be moving out (if they are on the not enrolled list, if you have prior

knowledge of the student planning to withdraw after hours) or approved release (check StarRez using the StarRez guide page - internal).

2.

Call CC on call to verify this information

3.

Head to the center and fill out the withdrawal form

4.

Have the PP check the resident out of their room and verify you have their keys

5.

Put resident in move log and inform Pro-Staff

UNKNOWN PERSON IN HALLS SITUATION: A non-resident (or sometimes it may be a resident) is sleeping in the lounges or basements QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF: 1.

Is the person a resident?

2.

Did this person accidently fall asleep?

3.

Have you seen this person do this before?

4.

Could this be a result of a roommate conflict?

PROCEDURE TO FOLLOW: 1.

No one is allowed to sleep in lounges or basements, so if a non-resident call OUPD to escort the

person off campus 2.

If a resident, inform them they must sleep in their room and ask if there is a reason they are

sleeping in common areas 3.

If there is a non-resident around the halls, call OUPD to confront the situation

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SUICIDAL IDEATION/ATTEMPTS Date of Call: Type of Call:

04-25-17 Concern for student

Details of Call & Actions Taken:

Time of Call: Community

8:54pm

RA called RD to inform her that a student had told his roommate that he planned to commit suicide on Wednesday. RD informed him to call the police and have them talk to him and handle the situation.

Date of Call: Type of Call:

04-25-17 Concern for student

Details of Call & Actions Taken:

Time of Call: Community

9:25pm

RA called to provide more info on the same student who had suicidal plans.

Date of Call: Type of Call:

04-25-17 Concern for student

Details of Call & Actions Taken:

Time of Call: Community

10:37pm

Diane called to inform RD Alisa that the student had been evaluated by a professional and should be okay for the night. Diane told RD to inform concerned RA so that he could be at ease.

SITUATION: PP is concerned for the well-being of a resident and thinks they are having suicidal thoughts.

QUESTIONS TO ASK THE PARAPROFESSIONAL STAFF: 1.

When was the last time you spoke to the resident?

2.

What has the resident said that has concerned you?

3.

Where is the resident now? Are you with them?

PROCEDURE TO FOLLOW: 1.

Go to the resident’s room and have a private conversation with them about the concerns that

have been discussed 2.

Call CC on duty to inform them of the situation

3.

Outwardly ask if they have suicidal thoughts and/or a plan to commit suicide

4.

If the student has any plans or serious thoughts, call OUPD to evaluate the student

5.

The student will be evaluated and may be taken to the hospital or may stay in their room

6.

Follow up with Pro-Staff on duty and within the building where it is occurring

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TRADITIONS SITUATION

FIRST ACTION

SECOND ACTION (if needed)

THIRD ACTION (if needed)

Break-In - A resident comes in to the

Call 911 (direct CA

Notify Immediate

Go to location of

Clubhouse and notifies the Community

to call or you call

Supervisor (provide

incident

Assistant at the front desk that the

immediately)

information on

front door of their apartment was

situation) and call

found unlocked, and their belongings

duty phone

misplaced/thrown throughout the apartment and bedroom.

Drug Use – A resident calls the duty phone Call 911 (if they

Notify Immediate

Go to location of

because they came home and found a

have not already

Supervisor (provide

incident

roommate passed out on the floor in the

been called by

information on

kitchen. The resident says it looks like the

resident)

situation) and call

roommate is not breathing, and a syringe

duty phone

is on the floor as well.

Fire – A resident comes into the clubhouse Call 911 (if they

Notify Immediate

Go to location of

saying that an item was cooking inside

have not already

Supervisor (provide

incident AND Ensure

their oven, and caught fire. The residents

been called by

information on

that fire alarm on

used the fire extinguisher inside the

resident)

situation) and call

building has been

duty phone

pulled

apartment to put out the fire.

Flood – A resident calls the duty phone

Call Emergency

Notify Immediate

Go to location of

saying that water is coming into their first

Maintenance at

Supervisor (provide

incident and check

floor apartment from the ceiling of the

325-4421 (if they

information on

second and third

apartment.

have not already

situation) and call

floor apartments

been called by

duty phone

for water damage.

resident)

Possible relocation to emergency apartments.

Injury (minor) – A resident comes to

Ask if the resident

Get information

Direct resident to

the front desk of the Clubhouse with a

would like us to call

from resident to

Goddard, hospital,

dislocated finger and a bloody lip from

911 for medical

follow up with them

or urgent care

playing sand volleyball on the court

assistance or use first

located on site.

aid kit

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SITUATION

FIRST ACTION

SECOND ACTION (if needed)

Party – Duty phone call received from

Go to location of

Issue citations

resident. Apartment that had previously

incident and work

and referrals,

been called in for a noise complaint has

on de-escalation. If

as necessary

continued to be loud and gotten even

assistance needed,

(OUPD shows up,

louder. Music is at loud levels and people

call OUPD and/or

cigarrettes are

are loudly talking in the breezeways.

Pro Staff member(s)

present, or students

THIRD ACTION (if needed)

Have a follow up meeting with residents

are non-compliant) Suicide Attempt – A resident calls the

Call 911 (if they

Notify Immediate

Go to location of

duty phone because their roommate has

have not already

Supervisor (provide

incident if instructed

locked themselves in their bedroom with

been called by

information on

to do so

a kitchen knife and has repeatedly yelled

resident) and call

situation)

through the door that they just want to

duty phone

be left alone and that they don’t need any help. The resident informs you that this roommate recently had a bad breakup and a death in the family.

Unapproved Pet – Maintenance staff

Have Residence

Contact Operations

If unapproved,

informs you that they entered an

Life staff member

to see if pet is

contact resident

apartment to complete a work order and

enter apartment

approved through

and follow the

found a cat inside one of the bedrooms.

and document pet

Disability Resource

unapproved ESA

(photos)

Center

protocol

Wild Animals – A resident emails the

Forward information

Let the Community

Let the residents in

complex email account about seeing

on to Facilities

Coordinator know

the area know

multiple skunks near the pool house.

Managers about

immediately

placing traps and/or deterrents Noise Violation – Staff member receives

Go to location

Issue warning or

Meet the residents

a duty call from a Student Assistant that

of incident and

citation based on

(for 3rd offense)

residents are being loud in an apartment

speak with residents

severity

and that a neighbor has complained that

of offending

they are causing a nuisance/preventing

apartment

them from sleeping.

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roompact guide LOG IN/ LOG OUT In order to access Roompact, you must enter in your OU email address. If you changed your email address from FirstName.M.Lastname-1@ou.edu to a custom email address (myname@ou.edu) during your time of employment with housing and food services, you must notify Quan Phan (quanphan94@ ou.edu). That might affect your access status to Roompact platform. Once you enter your email address, it should direct you to a log in page where you will use your 4x4 information to access Roompact.

If you access Roompact on a shared device (front desk computer, etc.), you MUST make sure that it is your profile. In order to completely log out of the account, you must access an OU affiliate page (ex: one. ou.edu). You then log out on that page, so Roompact will stop using your Single-Sign-On information.

Then you can return to Roompact and sign in with your email address and your 4x4 information.

HUB

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The Roompact Hub is a communication system that connects all of the Roompact users at a particular institution to one another. The Hub is the first thing that all users see when they log into Roompact.

The primary components of the Hub are a homepage feed containing posts and replies, as well as a notification system accessible from the top bar of any page.

To get to the Hub, user can access it by clicking Roompact icon on the top left of the page or by clicking the Hub tab on the tool bar on the left of the page.

User can control what contents show up on their hub by clicking Hub Filter on the right hand side of the page. The recommended options are: -

Staff Notes

-

Discussions

-

Form Submissions

Changing filter settings by checking the boxes of the corresponding post types and permission levels will result in an immediate application of the new settings to incoming posts that the user receives.

In addition to this, immediately after changing a setting, the user is presented with a “Reload Hub” button that will clear the feed of all of its current posts and load only ones that match the filter settings.

This operation is performed very quickly, without reloading the page and can be performed repeatedly.

This allows staff members, particularly professional staff, who have purview of a large portion of each campus, to select and view only a particular type of post in order to view the recent activity of that particular type.

POSTs / REPLIES The core feature that the Hub adds to Roompact is the ability to make and read posts and replies directly from the homepage (or “dash”) that every user sees when they log in. Every type of post accommodates replies beneath it. A breakdown of the contents of each post is visible below.

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Post target zone - indicates where the post is being posted to. For discussion posts initiated by staff, the author of a post will get to choose the post target zone before submitting a post. All other types of posts will have their target zone established automatically by the system.

Author permission level - indicates the permission level of the author of the post. Can be hovered over with the cursor or tapped on mobile to expand and show their description.

Author permission level indicators; collapsed (above) and expanded (below) Posts are streamed to each user in real time but in order to not rearrange the content of a user’s feed while it is being viewed, new posts that the user has received will be queued in a “Load New Posts” box at the top of their Hub. Required permission level - indicates the minimum permission level required to view a particular post.

This setting for each post corresponds with author permission levels in that in order to see a particular post on their Hub, a user must have at least the required permission level of said post to view it and the user must have purview of the post target zone.

If you decide to post any discussion post on the hub, make sure that they are only visible to staff members (Resident Advisor, Hall Director, or Administrator). Any post you leave on a resident’s profile or on a room will only be visible to staff members.

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VIEW YOUR COMMUNITY Click View [Community] to see your hall. Depending on the viewing permission, you can see your floor (Resident Advisor Level), your building (Hall Director Level), or all of the buildings (Administrator Level).

If you have access to a different community, or have more access than you should have, please contact Pro Staff immediately.

AREA LEVEL

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BUILDING LEVEL

COMMUNITY LEVEL

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ROOM TIMELINE

Floor Resident Name

#

Resident Name

Resident Name

Resident Name

Form Submission that students or room got tagged in

Resident’s micro-survey’s response

Form Submission that students or room got tagged in

On a room’s timeline, you can see the occupants of that room as well as any notes made on that room and any form submissions with that room and/or its residents tagged in them.

You can also see the status of a room indicated by its color: -

Green: Great

-

Yellow: OK

-

Red: Bad

You can change the room status to better visualize your community. This can be done to see whether your residents have completed their roommate agreement, or for community mapping. There are several ways to change a room status, but here is how to do it manually:

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ROOM STATUS CHANGE MANUALLY

- You must submit a comment to change a Room Status.

- To begin, click on Leave a comment… and enter your comment.

- Click on Change Room Status and select either Green, Yellow, or Red. - Click on Type here to tag… to tag your comment. “Mediation”, “Interaction”, and “Conflict” are common tags.

- Click on the Permission Level button to restrict your comment to Hall Director and Admin level staff.

- After entering your comment, click Submit to post your Room State Change on the Room Timeline.

Your Staff Note will also be visible on the Roompact Hub of appropriate staff accounts.

RESIDENT TIMELINE

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On a resident’s timeline, you can see any notes made on that room and any form submissions with that room and/or its residents tagged in them. It will also show their response to any micro-survey.

You can leave notes on a resident’s timeline with message like “Have tried to contact [resident’s name(s)] for intentional interaction through [insert method(s)] on [insert date(s)].” Make sure to not put any confidential information on Roompact.

FORMS Click Forms to access forms. Depending on your access level, there will be 3 tabs: SUBMISSION All of the form submissions will be sorted chronologically.

•

If you are a paraprofessional staff, you can see only your form submissions

•

If you are a Hall Director, you can see the form submissions only from your staff members a. If a resident of your building is a staff member in a different building, you will also see their form

submissions. Please let Quan and the Center/Community Coordinator of that building knows to ensure that their submission can also see the form submissions.

•

If you are an Administrator (Admin RDs),you can see all of the form submissions from all centers

FILTERS

You can use the filter function to narrow your views. You can filter by -

Templates: What kind of forms are you wanting to see?

-

Buildings

-

Submitted before or after a certain time

Or you can also use the search function to find certain information in all of the forms.

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REVIEW MODE You can use the Form’s ‘Review Mode’ to see your submissions for a specific form.

Click “Switch to Review Mode” Select a form you would like to review. You can also use the Search function You can see the number of submissions you have for a certain form by looking at the number on the top left side. You can also use the filter function to search for specific information (1)

Are you not seeing all of your form submissions? Make sure you click the Next button (2). If you still don’t see all of your form submissions, click Older to make sure that there are no form submissions there (3).

This would only happen if there is a change in the form that was made by an administrator. Hopefully all changes were made before you start submitting your responses, but adjustments can always happen.

You can also click Download to download all of the forms submissions’ data on an excel spreadsheet.

This will be used to conduct assessment on forms.

FILE A FORM To file a form, click File Form on the top bar and select a form you would like to start

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Tag Question For certain questions, you will need to tag a resident, a room, or a building. You can do so by typing the residents’ name, a room number, or a building (1). You can also type in a room number to search for a resident’s name (and then you will try really hard to learn their name afterward).

Required Question For certain questions that have a red asterisk (2), that means that question requires a response.

You will not be able to submit a form without having a response for those questions.

Tag a Theme Question For certain questions, you will need to tag a theme. This is to help Pro Staff to sort them out easier and to provide you appropriate resources through assessment. You can select multiple themes depending on the content you have. If you have a question about certain theme, please ask Pro Staff.

Rating Question For certain questions, you will be asked to rate. There should be enough information for you to easily rate the information you are asked to perform. We trust your judgement for rating. If you have any troubles, please talk to Pro Staff. If you think that you don’t have enough information to rate this item, it might be best to follow up with the resident to get more information.

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Revise a form If you have more information to add to an already submitted form, you can revise a form.

- Go to View Submissions tab and search for your form submission - Click on the submission you want to revise

- On the top right hand side, you will see the ‘Viewing.’ Click on the drop down option, and you can select Revise

- Make any adjustments you want, then you can submit again.

- For each intentional interaction you have for each resident, make sure you revise your submission instead of logging a second form.

Add responses For some forms (Ex: Duty Report), you will see a section of the form with a gray line on the left hand side. That means you can add another section to the form if needed. For any response you need, just click Add Response at the bottom of the section. If you accidentally add another section, click the x symbol on the top left of the section to delete

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SCHEDULE Schedule allows you to sign up for shifts, request days off, or sign out after completing a shift.

(1)

A series of buttons at the top allows you to filter your schedule. You can toggle on/off the

following: -

Unfilled Shifts

-

Filled Shifts

-

Pending Days Off

-

Approved Days Off

-

Duty “Sign Outs”

(2)

You can change the view of your calendar to be by month, week, or just display a single day.

(3)

You can also access schedules for each of the Shift Regions in the system. It can help filter out

your views. Most of them are building or staff specific.

(4)

A sidebar shows any Shift Trades that need supervisor approval, and any Open Trades (available

to anyone) or Person-to-Person Trades.

CREATING SHIFT To create a shift, click on a day that you want to create shift, and select " Create a new shift." If you have the same shift everyday, you can select "Repeat Daily." This option will create multiple shifts with the same timeframe every day of the week. You must be careful because there is no option to delete multiple shifts.

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SIGN UP FOR SHIFTS Depending on the staff, it might be different. However, for the majority of cases, you will be assigned shifts at the beginning of the semester. In case you need to sign up for shift, you can follow these steps - Click on the shifts that needed to be filled (A shift must already be created in order for you to sign up for it) - Click Sign up for this shift - Your name will appear on that shift in yellow with a star next to your name TRADE SHIFTS If something comes up on the shift that you signed up for/ were assigned to, follow these steps to trade it with someone - Communicate with Pro-Staff first! Then communicate with your fellow staff members to see if anyone would be willing to switch (Don’t be that staff member who surprises other people with a shift trade.

Remember, consent matters, always) - Click on your shift (your name should be in yellow with a yellow star) - Click Trade Shift - You can choose to Trade it with a specific staff member in the drop down menu OR leave it “Unassigned” and it will become an Open Trade viewable by all staff members able to pick it up.

- Shifts available as an Open Trade or Shifts proposed as a Person-To-Person Trade have an orange flag underneath them (1). A supervisor will need to approve a trade you propose. Shifts awaiting approval by a supervisor have a purple flag underneath them (2)

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- An Open Shift request will appear on the right hand side bar that anyone can select. Hovering over it allows you to Accept. Staff members that are proposing a trade directly with you will also appear here.

REQUEST DAY OFF If you need to request a day off, follow these steps - Communicate with Pro-Staff first!

- Click on the date you want off

- Click Request this day off

- This dialog will then pop up. Click OK – Request Day Off! Pending Day Off will appear on your calendar, and your supervisor will approve or deny it.

- As an RD, make sure that you check in with your supervisor and approve the shift changes frequently.

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events The Events function will allow you to see your events, assess them, or propose a new event PROPOSE A NEW EVENT - To propose a new event, click Propose

- The rest of the functions should follow as a form. Please be as specific as you can in your event proposal - If you are co-programming with your colleagues, make sure you also tag them in the Staff Responsible portion - When you finish, hit Propose Event. It will send you an email confirming your event proposal, and wait for your Pro Staff to Approve, Deny, Revise, or Delete your proposal.

- Once Pro Staff approved your proposal, your event will change as shown below

- Once the date of your event has passed, it will automatically change to Pending Assessment. You need to click on the Event, click on Assessment on the top Right hand side and complete the assessment questions

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MESSAGE CENTER You can send quick message to your floor or to a specific resident through this function Depending on the viewing permission, you can see your floor (Resident Advisor Level), your building (Hall Director Level), or all of the buildings (Administrator Level). If you have access to a different community, or have more access than you should have, please contact Pro Staff immediately.

You can type in your hall or your floor to email all of the residents living in that area. You can also type in individual resident’s name, but I would recommend using your email instead.

You type in the message below after selecting your recipient.

You can ONLY EMAIL your residents. If you see an option for texting, please ignore them. DO NOT USE THIS TO TEXT!

RESOURCES Under Resources, you can see different documents to help you perform your job duties. If you think something should be on here, please let Pro-Staff or Quan know.

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starrez guide getting started 1. Log in to StarRez Web: https://myhousingandfood.ou.edu/StarRezWeb with your 4x4 and password.

2. In the left-hand menu, click "More" at the bottom. Click and drag "Main" to the top of the list so that you land on it when you log in in the future. Then click the "Main" module for our next steps!

3. In the upper right, click the little down arrow, then "Manage Columns". Choose the information you’d like to see at a glance, put them in the order your prefer, and adjust the width of each column here (you can do the same for the "Rooms" module!)

4. In the "Views" menu, choose "All Records" from the "Common Filters" section. Click the star to favorite it and always use this filter.

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the basics: how to find the data 1. To search for a student, enter information into (or use the dropdown for) any of the fields you chose to show. Note that you’ll have to type it exactly as StarRez has it. Ex: Couch 344W won’t work, it must be Couch Center 344W

2. The first column of student info will be blue. When you mouse over the blue field, you’ll get a popup of some quick information about the student.

When you click on the blue field, you’ll open their Entry page, where you can see a student’s phone number (scroll down to Active Address), FERPA contact (Custom Fields—Student Info), meal plans (Meal Plans), and more.

3. To see a student’s current roommates, open the student’s Entry page, click Bookings in the left hand menu, then click View to the right of their Active Booking. If they have one, their current roommate’s information will show here. You can also open the roommate or the room from this page.

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the terminology Entry: Each person in the StarRez database is called an entry Booking: Each housing assignment is called a booking. A booking may be where someone lived in the past, where they are currently living, or where we are expecting them to live in the future Entry Status: An entry’s status is based on their bookings. A booking may be in one of several statuses: • In Room : The student is currently living in that room • Tentative: The student is moving around and has access to their new floor/room • Reserved: The student has been assigned, but does not have access to the floor/room because they have not moved in • History: The student no longer lives in the room • Cancelled: The student was expected to move in, but did not • Application: This status indicates that the student does not have a booking (confusingly, it does not necessarily mean they have an application, it is simply the default status when entries are created in StarRez) • Occupant (In Room/History): This entry is the family member of a Kraettli resident, and not neces-sarily affiliated with OU Occupancy Graph: A visual way to see all of the rooms in your building and the people assigned there Module: A major area of function within StarRez (Main, Dashboard, Reports, etc.) — these are listed in a vertical bar on the left side Tab: A sub-group of functions within a module, tabs are listed across the top of the screen (Entries vs Occupancy Graph, or Rooms vs Inspections) Page: The information about an item in StarRez is divided into pages, shown in a left hand menu when the item is open Report: A collection of data from StarRez based on specific criteria (for example: All students currently living in DLB, or all students who have signed up for express checkout on Couch 3W) Dashboard: A collection of reports you find useful to see at a glance at any time Portal: OU’s website for StarRez processes. This is where students must log in to complete their room inspection, purchase an additional meal plan, and sign up for express checkout at the end of the year Resource: Access cards that can be checked out to students who have misplaced their ID card, as well as select other “borrowable” items like movies, vacuums, and video game controllers (location-specific)

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bookings: understanding the information When you search for a student, their active booking is what shows up in the Room field. A student’s active booking is determined by the status of each of their bookings. The status of a student’s active booking also determines the student’s Entry Status. In order of priority, the statuses are: In Room, Reserved or Tentative (whichever starts earlier), History, then Cancelled.

Here, Amber and Amina are currently living with us, Alivia is expected to move in, and Alexis and Amandeep have moved out and are not expected to return.

We can find out more about a student’s bookings by opening their record and clicking the Bookings page.

Here we can see where Amina has lived in the past and when she lived there, as well as where she is expected to live in the future.

*Note* You can recognize room changes by their In Room and Tentative bookings with overlapping dates: Hamed’s active In Room booking runs from 1/23 to 5/11, and his Tentative booking runs from 4/4 to 5/11. This means he is a room change who has been or will be given permission to move begin-ning 4/4. These bookings are also for the same term but different rooms, making us even more certain he is a room change.

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BOOKINGS: CHECKING RESIDENTS IN When checking a resident in or out, you will always affect the active booking, and you will only be able to take logi-cal action — if the active booking is In Room, you will only be able to check the resident out. If they are not In Room, you will only be able to check them in.

Open the entry and click Entry Actions toward the top right.

On the popup menu, search for Check In, (it will show up if you’ve used it recently) or go to the Booking submenu and click Check In Read this information and make sure this is the booking you’re checking them in to!

IMPORTANT: Only check students in via StarRez when they are actually checking in. Always click Fix when asked “Check In Date Not Today” Choose “Issue”, assuming you gave them a key.

Have the student sign for their key if you issue it, and click done

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BOOKINGS: CHECKING RESIDENTS OUT Open an entry and click Entry Actions toward the top right.

On the popup menu, search for Check Out, (it will show up if you’ve used it recently) or go to the Booking submenu and click Check Out. Read this information and make sure this is the booking you’re checking them out of!

IMPORTANT: IMPORTANT: Only check students out via StarRez when they are actually checking out.

Always click Fix when asked “Check Out Date Not Today”. Choose “Return”, assuming they gave you their key.

Have the student sign for their key if you return it, and click done

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ISSUING AND RETURNING KEYS Each bed has two keys in StarRez: the Individual (regular) Key, and the Spare Key. This means there are four keys in StarRez for each double room, even though there are only three physical keys for a double room. Please note: Residential Colleges physical keys (used in emergencies only) are Resources in StarRez. When a resident checks in, their Individual Key must also be checked out to them When a resident needs a temporary key, their Spare Key can be checked out to them.

Select an entry and click Actions at the bottom, or open an entry and click Entry Actions at the top right.

On the popup menu, search for Issue Key, (it will show up if you’ve used it recently) or go to the Front Desk submenu and click Issue Key Make sure you select the correct key, and click OK!

To return a key, follow the same steps as before, but click Return Key instead of Issue Key. A list of keys currently issued to the student will pop up.

Select the one they’re returning and click OK!

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KEYS: LOCK RECOMBS When the locks are changed on a room, the keys must be changed in StarRez as well.

Receive

Return

Mark

Create

Issue

replacement keys

all old keys as

all old keys as

all new keys

new keys if

from Lock Shop.

"Lost"

"Dead Keys"

necessary

Go to the Rooms tab of the Rooms module and find the room you’re looking for by typing it in the Room or Room Space field.

Make sure you do all beds in the room! (Super suites have four beds).

Open the room and choose the Keys page.

Mouse over the vertical ellipsis to the right of the key’s information, and choose "Return Key".

Return the key as Lost and click OK. Mouse over the vertical ellipsis again, but this time choose "Edit Item".

Change the Room Space Key Type to "Dead Keys" and save changes.

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KEYS: LOCK RECOMBS- CREATING NEW KEYS From the Rooms tab of the Rooms module, select all the beds in the room you are creating keys for and click Actions. Make sure the number on the Actions button is the number of beds you intended to affect!

On the popup menu, search for Issue Key, (it will show up if you’ve used it recently) or go to the General submenu and click Issue Key. Change the Room Space Key Type to "Individual Keys", and type "Individual Keys" in as the "Description" as well. Enter the serial number as it appears on the key.

Make sure to format the serial number the same way the other keys in your building are entered, so you can figure out where it belongs if the key is found without an owner later Repeat process, replacing “Individual Keys” with “Spare Keys” If the resident picked up their new key before you were able to create it in StarRez, issue the Individual Key now! Otherwise, leave the keys with a status of “In” until they are picked up.

To help you manage keys, the CC, RDs, and OA for your building receive two automated reports: Weekly– Residents In Room without Individual Keys: this report shows residents who need to have their individual key issued to them Daily — Spare Keys Out: this report shows the due date for spare keys, so you know when to reach out to and/or recomb the lock for residents with overdue spare keys.

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ISSUING RESOURCES The most common resources are temporary access cards, but at select locations also include movies, video game controllers, vacuums, etc. Here is how to issue a resource: Select an entry and click Actions at the bottom, or open an entry and click Entry Actions at the top right:

On the popup menu, search for Issue Resource, (it will show up if you’ve used it recently) or go to the Front Desk submenu and click Issue Resource.

The due date will automatically be the appropriate number of hours from now, depending on the type of resource, thought it will always show up as 24 hours from now while issuing.

Adjusting the end date here has no effect on the due date once issued.

Use Ctrl + F to search for the number on the card you’re issuing (or the room number the card is for in Cross/the Colleges). Select the item, and click OK!

You can double check your work when you’re done by clicking the Resources page on the left hand side. You can also check the due date from the Resources page.

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returning resources To return a resource, follow the same steps as before, but click Return Resource instead of Issue Resource. A list of resources currently issued to the student will pop up. Select the one they’re returning and click OK!

keeping track of resources checked out Each day at 9:00am pro-staff will receive a report from housinginfo@ou.edu of resources checked out in their building. If you ever want to check the report at another time, here’s how: Go to the Reports module and make sure you’re on the Saved Reports tab Search for Resources Out, select the report for your building, and click Open in the top right!

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dashboards: information at your fingertips With your dashboard, you can see as many reports as you want, at a glance, with real-time information at the click of a button.

In the left hand menu, click the Dashboard module In the top right, click Add Panel Select Reporting Click Add on the Report Panel box Expand the folders until you find what you’re looking for, then select your report!

A few notes: Using the Dashboard dropdown in the top right corner, you can create additional dashboards if you’d like to categorize what you’re looking at. For instance you can have daily-use reports on one dashboard and seasonal reports like Express Checkouts on another dashboard. You can also share dashboards if you’d like to create one for use by other StarRez users (your fellow pro-staff members, or your office assistant, etc.).

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operations procedures ERIKAH BROWN

MARISSA RATCLIFF

Residence Halls Housing Advisor (Females)

Residence Halls Housing Advisors (Males)

erikah@ou.edu

marissa.e.ratcliff-1@ou.edu

(405) 325-4769

(405) 325-1274

she/her/hers

she/her/hers

GARETT REEVES

JACKIE IRVIN

Operations Graduate Assistant

Customer Service Representative

garettreeves@ou.edu

jackiei@ou.edu

(405) 325-2511

(405) 325-2511

they/them/theirs

she/her/hers

KARLA PITRE

HANNAH EOFF

Customer Service Coordinator

HFS Office/Kraettli Housing Advisor

karlaw@ou.edu

hannahtruangel@ou.edu

(405) 325-2514

(405) 325-8873

she/her/hers

she/her/hers

ANN SCHAFER

JENN DOUGHTY

Manager of Operations

Director of Operations

annschafer@ou.edu

poedoughty@ou.edu

(405) 325-1276

(405) 325-2514

she/her/hers

she/her/hers

RACHEL PEARCE

RACHEL DAVIS

Program Specialist

Senior Housing Advisor & Residential Colleges Advisor

rachelpearce@ou.edu

racheldavis@ou.edu

(405) 325-3447

(405) 325-4502

she/her/hers

she/her/hers

KERI TREVINO

CODY JOHNSON

Program Coordinator

Traditions Square Housing Advisor

ktrevino@ou.edu

cjohnson@ou.edu

(405) 325-1865

(405) 325-1837

she/her/hers DANTE BROOKS

NOT IN OPERATIONS

he/him/his JEWELS SIMPSON

Program Specialist

Headington Hall Building Coordinator

dbrooks@ou.edu

jewellia.simpson@ou.edu

(405) 325-1747 he/him/his

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Residence Halls Occupancy Timeline WEEKLY MONDAYS 4:00 P.M.

Not Enrolled Contact Logs are due

TUESDAYS 10:30 A.M.

Occupancy Report draft due to Housing Advisors (residencehalls@ou.edu) If there is no change in occupancy, please send a blank report for our records.

11:00 A.M. 12:00 P.M. 3:00 P.M.

Occupancy meeting in the Operations Conference Room Room change requests for week are due Final Occupancy Report due to Housing Advisors

WEDNESDAYS 4:00 P.M.

Operations sends Residence Life room change list for week

THURSDAYS 4:00 P.M. 4:00 P.M.

Operations sends Residence Life the Not Enrolled list Operations sends Residence Life center rosters

FALL SEMESTER Special Occupancy Report due from each center by 5:00 p.m.

Aug. 2

Things to be aware of: Summer students who are transitioning/transitioned to their fall assignment (including staff); early move-ins should be listed

Aug. 6

First occupancy meeting of the semester Students can begin to submit room change requests

Aug. 19

Requests received by noon on Tuesday, September 3 will be reviewed for the first week of room changes

Aug. 27 Sept. 4

Sept. 5

Extended occupancy meeting to discuss room changes and Not Enrolled processes Housing Advisors will provide the first list of approved, waitlisted, and denied room changes for the fall semester to Centers by 4:00 p.m.

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

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Nov. 19 Nov. 19

Last day to submit room change requests to Housing Advisors for fall semester Requests received after noon on Tuesday, November 19 will be reviewed for the first week of room changes in the spring semester Extended occupancy meeting to review and prepare end of semester withdrawals, fall to spring timelines

Nov. 20

Housing Advisors will provide the last list of approved, waitlisted, and denied room changes for the fall semester to Centers by 4:00 p.m.

Nov. 21

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

Nov. 25

All room changes must be complete by noon. No additional room changes will be granted this semester.

Dec. 4

Housing Advisors will begin sending Withdrawal Master list

Dec. 13 Dec.17

Special Occupancy Report due from each center by 5:00 p.m.

Things to be aware of: EOS withdrawals, releases, ERCs, etc.

Last occupancy meeting of the fall semester

SPRING SEMESTER Jan. 7

First occupancy meeting of the semester Housing Advisors will provide the first list of approved, waitlisted, and denied room

Jan. 8

changes to Centers by 4:00 pm.

Requests received by noon on Tuesday, January 7 will be reviewed for the first week of room changes

Jan. 9 Apr. 21 Apr. 22 Apr. 23 Apr. 27

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

Last day to submit room change requests to Housing Advisors for spring semester Housing Advisors will provide the last list of approved, waitlisted, and denied room changes for the spring semester to Centers by 4:00 p.m.

Students will be notified via email before noon of their room change status, whether approved, waitlisted, or denied All room changes must be complete by noon. No additional room changes will be granted this semester.

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Occupancy Processes Residence Halls MOVE IN PROCESS After the start of the semester, new move-ins are required to complete a contract in the main Housing office and Housing Advisors will assign the student.

Operations 1. Student will complete a contract in the main Housing office 2. Housing Advisor will contact center’s Pro-Staff or front desk to physically check room space(s) 3. Housing Advisor will assign student and create a Tentative booking in StarRez for student 4. Housing Advisor will send Move-In Notification to student’s center Pro-Staff 5. Student will be given their assignment and directed to check in at the center office Because the student is present and is anticipated to check in mere minutes later, Housing Advisors do not notify the new roommate Residence Life 6. Center office will check student in to their Tentative booking in StarRez 7. Center office will document student’s move-in in Move Log

MOVE OUT PROCESS

(Withdrawals/“Not Enrolled”, Releases)

Students who intend to withdraw from the University must work with either Compass Network or University College to drop their courses. Withdrawn students are not eligible to live in housing and are required to move out upon withdrawal. “Not Enrolled” students are withdrawn students who have yet to take action on moving out of housing. Refer to the Not Enrolled Procedure document for further information regarding the Not Enrolled process.

Students who intend to continue studying at the University, but no longer wish to live in the Residence Halls, must go through the release process. Releases are reviewed by a committee and the student will be notified of the outcome. Students approved for a release are not required to move out of housing.

Operations 1. Student will pick up a withdrawal form from the main Housing office during regular business hours 2. Housing Advisor will verify student is an approved withdrawal or release 3. Student will be given withdrawal form and directed to check out with their RA or the center office.

Student is required to check out within 48 hours of picking up form.

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Residence Life 4. Student will schedule checkout with Residence Life 5. Center office/RA will check student out of their booking in StarRez, sign withdrawal form, and give pink copy of withdrawal form to student 6. Center office/RA will document student’s move-out in Move Log 7. RA will return the white and yellow copy of the withdrawal form to Pro-Staff 8. Pro-Staff will complete the “For Residence Life Only” portion of the withdrawal form 9. Pro-Staff will return the white copy of the withdrawal form to the Housing Advisor

AFTER HOURS WITHDRAWAL PROCESS If a student is moving out after business hours and has not picked up a withdrawal form from the main Housing office, Pro-Staff will need to start an internal withdrawal form after verifying the student has withdrawn or been released from their contract.

Residence Life 1. Pro-Staff will verify student is an approved withdrawal/release 2. Pro-Staff will write internal withdrawal form and give the form to the student. Student is required to check out within 48 hours of picking up form.

3. Student will schedule checkout with Residence Life 4. Center office/RA will check student out of their booking in StarRez, sign withdrawal form, and give pink copy of withdrawal form to student 5. RA will return the white and yellow copy of the withdrawal form to Pro-Staff 6. Pro-Staff will complete the “For Residence Life Only” portion of the withdrawal form 7. Pro-Staff will return the white copy of the withdrawal form to the Housing Advisor

IMPROPER WITHDRAWAL PROCESS Occasionally it will be discovered that a student has moved out without going through the proper steps (picking up a withdrawal form, being checked out of their booking, turning in their key, etc.). Residence Life should follow the appropriate procedure for these students as defined by Residence Life. The student’s booking in StarRez will remain untouched – Housing Advisors will process the checkout once the necessary paperwork has been turned in, and the student has been listed properly on the OR.

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ROOM CHANGE PROCESS Students may submit a room change request to move to a new assignment. Room change requests are reviewed on a weekly basis. In emergency situations, a room change request can be approved outside the weekly timeline by Residence Life (Director of Residence Life, Assistant Director of Residence Life, or a CC) or by Operations (Director of Operations or Manager of Operations).

Residence Life 1. Student will submit room change request to RA for review 2. RA will submit room change request to center Pro-Staff for review 3. CC will review content of room change request and approves or denies request 4. If approved by CC, room change request is submitted to Housing Advisor Operations 5. Housing Advisor will review room change request for accuracy and availability Room change requests are only denied based on form inaccuracy or extended incomplete requests.

Requests may be waitlisted based on lack of availability or incomplete request.

6. Housing Advisors will send list of approved, waitlisted, and denied requests to center Pro-Staff on Wednesday afternoon 7. Housing Advisor will email student an approved room change email on Thursday morning Housing Advisor will also email new roommate Residence Life 8. Student will pick up the key to their new assignment from the center office of that room (if they decide to move) 9. Center office will document student’s move-in in Move Log 10. Student will complete move from old room to new room by Monday at noon. The move is considered complete if a student has 1) picked up the key to the new room and 2) checks out of their old room with their RA. 11. After completing their room inspection/returning their key, the RA will check the student out of their In Room booking in StarRez and check student in to their Tentative booking in StarRez RAs should only process student’s booking in StarRez the same day an action occurs and will want to select “Fix” instead of “Ignore” for any StarRez errors. If a student does not get processed in StarRez the same day an action occurs, please do not check the student in or out in StarRez. The Housing Advisors will correct the student’s record via the OR. 12. RA should document student’s move-out in Move Log

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EMERGENCY ROOM CHANGE If an ERC is initiated by Residence Life: Residence Life 1. Pro-Staff coordinating move will contact Housing Advisor to find an available room for the student If ERC occurs after hours, please utilize the Empty Bed and Room report to identify a space 2. Once a space is identified, Pro-Staff will send an email to all centers involved, the CC (and/or any additional staff who approved it), residencehalls@ou.edu, the Director of Residence Life, Assistant Director of Residence Life, Director of Operations, and Manager of Operations with the student’s full name, OU ID number, old room, new room, and timeline for student to complete the move 3. Pro-Staff will communicate timeline of move to student 4. Pro-Staff will have student complete room change request 5. Student will pick up the key to their new assignment from the center office of that room (if they decide to move) 6. Center office will document student’s move-in in Move Log 7. Student will complete move from old room to new room by the timeline determined by Residence Life. The move is considered complete if a student has 1) picked up the key to the new room and 2) checks out of their old room with an RA. 8. After completing their room inspection/returning their key, the RA will check the student out from their In Room booking in StarRez and check student in to their Tentative booking in StarRez 9.RA should document student’s move-out in Move Log If an ERC is initiated by Operations: Operations 1. Housing Advisors will send an email to all centers involved, the Director of Residence Life, Assistant Director of Residence Life, Director of Operations, and Manager of Operations with the student’s full name, OU ID number, old room, new room, and timeline for student to complete the move 2. Housing Advisors will communicate timeline of move to student 3. Housing Advisors will have student complete room change request Residence Life 4. Student will pick up the key to their new assignment from the center office of that room (if they decide to move) 5. Center office should document student’s move-in in Move Log 6. Student will complete move from old room to new room by the timeline determined by Operations. The move is considered complete if a student has 1) picked up the key to the new room and 2) checks out of their old room with an RA. 7. After completing their room inspection/returning their key, the RA will check the student out from their In Room booking in StarRez and check student in to their Tentative booking in StarRez 8. RA should document student’s move-out in Move Log

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Occupancy Reporting Residence Halls MOVE-INS/NO SHOWS A “move-in” occurs when a student moves into a residence hall from off-campus or another on-campus facility. A “no show” occurs when a student anticipated to move in does not.

Population: Students expected to move in to the Residence Halls Guides: Panhellenic Master roster, Post Move-In rosters, Center rosters, Move-In Notifications Occupancy Report (OR): Move-In Tab Students should be listed on this tab if your center’s records indicate a student has moved into their assignment.

•

Date Checked In: Date student picked up their key (Move Log)

No Show Tab Students should be listed on this tab if your center’s records do not indicate a student has moved into their assignment. No Show’s statuses should be re-checked each week and moved to the Move-In tab or kept on the No Show tab according to their status the following weeks. RDs will continue to list students as No Shows until students have moved in or Operations has instructed Residence Life to no longer list the student on the OR. Operations requests that you list the date on your paperwork, even if it does not match the date in StarRez. If the date in your move log does not match the date in StarRez, please investigate further (reviewing card swipes, StarRez change logs, etc.)

MOVE-AROUNDS/STATUS PENDING A “move-around” occurs when a room change request is approved or an Emergency Room Change (ERC) is authorized by Residence Life (Director of Residence Life, Assistant Director of Residence Life, or a CC) or by Operations (Director of Operations or Manager of Operations). “Status pending” occurs when a student anticipated to move around does not.

Population: Students approved to move within the Residence Halls (Adams, Couch, DLB, Headington Hall, and Walker).

Guides: Room Change list, ERC email

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Occupancy Report (OR): Move-Around Tab Students should be listed on this tab if your center’s records indicate a student has moved out of their assignment (Old Room) or into their new assignment (New Room).

• Date Checked Out: Date student checked out of their room (Move Log) • Date Checked In: Date student picked up their key (Move Log) • If the student moved to or from a different center you will want to: o Share Date Checked Out/In with other center for their OR o Get Date Checked Out/In from other center for your OR Status Pending Tab Students should be listed on this tab if your center’s records indicate a student has not completed their move from their assignment (Old Room) to their new assignment (New Room).

If the student did not pick up the key to their new assignment during the room change period, the student has chosen to not accept their new assignment and has voided their room change request.

List the student on the Move-Arounds tab indicating in the notes that the student chose not to move.

MOVE-OUTS /STATUS PENDING/NOT ENROLLED A “move-out” occurs when a student either a) withdrawals from the University or b) is released from their contract (moving off-campus or to another on-campus facility). “Not Enrolled” occurs when a student withdraws from the University, but our records indicate the student is still currently living with us.

“Status pending” occurs when a student anticipated to move out does not.

Population: Students expected to move out of the Residence Halls (withdrawals, releases) Guides: Move-Out Notifications, withdrawal form, Not Enrolled list, Withdrawal Master list Occupancy Report (OR): Move-Out Tab Students should be listed on this tab if your center’s records indicate a student has moved out.

• Date Checked Out: Date student checked out of their room (Date Completed Check Out on withdrawal form). This information is vital as it determines the date we stop the student’s charges.

Status Pending Tab/Not Enrolled Tab If you were notified about the student via a Move-Out Notification or the Withdrawal Master list, and your center’s records do not indicate the student has moved out of their assignment, the student should be listed on the Status Pending tab. Please document any efforts to contact the student on the Status Pending’s Actions Taken by ResLife column.

If you were notified about the student via the Not Enrolled list, and your center’s records do not indicate the student has moved out of their assignment, the student should be listed on the Not Enrolled tab.

You will document any and all efforts to contact these students via the Not Enrolled Contact Log.

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Not Enrolled Timeline THURSDAY Operations • Send Not Enrolled list with contact log(s) • Contacts student: OU email, non-OU email, text message Residence Life Continue contact log(s) documenting the following: • Contacting student: knocking on door, calling all known numbers (from StarRez, Banner, etc.), reaching out via email/social media • Checking student’s room to identify if the student is still living in/still has belongings in the room or if they have removed all of their belongings • Checking card swipe history • Checking key panel • Speaking to student’s RA FRIDAY – MONDAY Residence Life Continue efforts to contact students, documenting all attempts on contact logs MONDAY Residence Life By 4:00 p.m., “reply all” to Not Enrolled report received on Thursday, attaching updated contact log(s) for all students who were originally listed on Not Enrolled list, regardless if they have already moved out or not.

TUESDAY Residence Life List students on Occupancy Report • On Move-Out tab if they have completed a checkout • On Not Enrolled tab if checkout has not been completed WEDNESDAY Operations • Residence Halls Housing Advisors meet with Jenn to discuss students remaining on Not Enrolled tab • Housing Advisors pass “next steps” on to Center Pro-Staff for each not enrolled student THURSDAY Residence Life • Pro-Staff takes action on “next steps” provided by Operations for unresolved Not Enrolled students • Begin process again for new Not Enrolled Students Operations • Begin process again for new Not Enrolled Students

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Not Enrolled Resident Contact Log Resident Name:

Room Number:

OU ID Number:

Phone Number:

Date Appeared on Not Enrolled List: Date:

Contacted By: Type of Contact:

Details

 Phone  Email  Room  Swipe  Keys  Other  Phone  Email  Room  Swipe  Keys  Other  Phone  Email  Room  Swipe  Keys  Other  Phone  Email  Room  Swipe  Keys  Other  Phone  Email  Room  Swipe  Keys  Other  Phone  Email  Room  Swipe  Keys  Other  Phone  Email  Room  Swipe  Keys  Other  Phone  Email  Room  Swipe  Keys  Other  Phone  Email  Room  Swipe  Keys  Other  Phone  Email  Room  Swipe  Keys  Other  Phone  Email  Room  Swipe  Keys  Other  Phone  Email  Room  Swipe  Keys  Other  Phone  Email  Room  Swipe  Keys  Other  Phone  Email  Room  Swipe  Keys  Other

*On Monday by 4:00 p.m., please Reply All to the Not Enrolled list you received on Thursday attaching an updated contact log for each student on the list living in your center.

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Occupancy Resources Residence Halls

Below is a compiled list of items that should be checked to help you determine a student’s status.

MOVE LOG This is the first resource to reference to check if a student’s move has been recorded.

STARREZ StarRez can be a helpful indicator that a student has moved, but because moves are processed by staff members, it is susceptible to human error. Additional research should be conducted to determine if the dates and actions in StarRez are accurate.

KEY PANEL Key records can be helpful in determining if a student has returned their key, has picked up a key, or may still be in possession of their key. When utilizing the key panel as a resource, it is important to know how many students are assigned to a room and if a spare key may be currently issued.

CARD SWIPES Checking swipes can reveal approved and denied swipe activity, helping indicate whether a student may have moved in, moved out, or moved around. In addition to checking the card swipes of the individual, it is important to check whether a student may have a temporary card (resource) issued to them.

PHYSICAL ROOM Physically checking a student’s room may help you determine who is still living in a space based on belongings, and may also allow you the opportunity to talk to a roommate who can provide more information about whether the student has been there or not.

RESIDENT ADVISER It could be helpful to either check with the RA who processed a student’s move in StarRez (refer to the StarRez change log) or to speak with the specific student’s community RA. The RA who processed a move in StarRez can help identify if they took action in StarRez after the fact, or if any accidents in processing occurred. The student’s community RA may help identify if they’ve seen the student or know anything about their whereabouts.

THE STUDENT If all else fails, you can always contact the student who may be able to better provide information surrounding their move (when they picked up a key, when they moved out, if they checked out properly, etc.).

CORRESPONDENCE Checking the student’s correspondence in StarRez may help you identify factors impacting that student (whether they are an anticipated withdrawal, whether they have been approved for release, etc.).

Further investigation will be necessary, but correspondence may help point you in some direction.

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HOUSING WITHDRAWAL FORM

INTERNAL WITHDRAWAL FORM

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AUGUST 2019 THIS MONTH

SUNDAY

MONDAY

TUESDAY

28

29

4

5

11

12

13

18 19 Last Day to Register Before Classes Begin Classes Begin 100% Reduction of Charges Complete Withdrawals/ Dropped Courses Room Change Request begins Due: Summer Book Report (Returner only)

20

ParaProfessional Training starts

25

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Due: Resume

26

30

First Occupany Meeting

Extended Occupancy Meeting to discuss Room Changes & Not Enrolled Processes

6

27

194

WEDNESDAY

GA Curriculum: Seminar #1

THURSDAY

FRIDAY

31

1

7

SATURDAY 2

3

8

9

10

14

15

16

17

21

22

23

24

28

29

30

31

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Special Occupancy Report from each center

Final Day to Register or Add a Class without permission of instructor

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

195

SEPTEMBER 2019 THIS MONTH

SUNDAY

MONDAY 1

8

Final Day to File Graduation Application

2 3 Labor Day Holiday Automatic Grade of W Room Change Process for Dropped Course(s) for Approval Starts Undergraduate students Meal Plan Change Process Starts

9

10

15

16

17

22

23

24

29

RESIDENCE LIFE 2019 - 2020

TUESDAY

Performance Check In #1 Week starts MMC: Transition Collateral Assignment Given

Paraprofessional Staff Training Topic Picks RD Training Refresher Sessions Starts

30

196

WEDNESDAY Due: Professional Development Plan

Read & Lead FY: Chapter 1 R: Chapter 4

GA Curriculum: Seminar #2

THURSDAY

FRIDAY

SATURDAY

4

5

6

7

11

12

13

14

18

19

20

21

25

26

27

28

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octoBER 2019 THIS MONTH

SUNDAY

MONDAY

TUESDAY 1

6

7

8

13

14

15

20

21

22

28

29

27

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MMC: Academic

Advance Registration for Next Term(s) Begins Due: Paraprofessional Training Presentation Firstdraft

198

WEDNESDAY

THURSDAY

FRIDAY 4

5

10

11

12

16

17

18

19

23

24

25

26

30 Due FY: Informational Interview R: Achievement Inventory

31

Read & Lead FY: Chapter 2 R: Chapter 5

GA Curriculum: Seminar #3

2

3

9

SATURDAY

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RD Training Refresher Session Ends

199

novemBER 2019 THIS MONTH

SUNDAY

MONDAY

3

10

RESIDENCE LIFE 2019 - 2020

MMC: Impostership Syndrome

TUESDAY

4

5

11

12

17

18 19 Due: Paraprofessional Staff Last day to submit Room Training Presentation (Final Change Request Draft) Extended Occupancy Meeting

24

25 All Room Changes must be completed by Noon Performance Check In #2 Starts Due: E-Portfolio First Draft

26

200

WEDNESDAY

Read & Lead FY: Chapter 3 R: Chapter 7

Due: Resume (Revised)

GA Curriculum: Seminar #4

Thanksgiving Vacation Starts

THURSDAY

FRIDAY

SATURDAY 1

2

6

7

8

9

13

14

15

16

20

21

22

23

27

28

29

30

RESIDENCE LIFE 2019 - 2020

201

decemBER 2019 THIS MONTH

SUNDAY

MONDAY

1 Thanksgiving Vacation Ends MMC: Self-Care Final Exam Preparation Period Starts

TUESDAY 2

3

9

10

15 Winter Break Duty Week 1 Winter Session Begins Starts at Noon

16

17 Last Occupancy Meeting of the Fall Semester

22 Winter Break Duty Week 2 Starts at Noon

23

29 Winter Break Duty Week 3 Starts at Noon

30

8

RESIDENCE LIFE 2019 - 2020

Final Examinations Week Starts

Winter Session Holidays

24

31

202

WEDNESDAY Ops sending out Withdrawl Master list

Last Day for Refund on Winter Session Dropped Courses

THURSDAY 4

Read & Lead FY: Chapter 6 R: Chapter 8

FRIDAY 5

SATURDAY

Final Day of Full Term Fall Classes

6

7

11

12

13 Final Examinations Week Ends Special Occupancy Report Due

14

18

19

20

21

25

26

27

28

RESIDENCE LIFE 2019 - 2020

203

january 2020 THIS MONTH

SUNDAY

MONDAY

5 RDs & PPs come back from break

TUESDAY

6

7 First Occupancy Meeting of the semester

12 13 Last Day to Register Before Classes Begin Classes Begin 100% Reduction of Charges on Complete Withdrawals/ Dropped Courses Begins Resume & E-Portfolio Critique Given

14

19

26

RESIDENCE LIFE 2019 - 2020

20

21

27 No Reduction of Charges on Complete Withdrawals/ Dropped Courses after this date MMC: Exploring the Profession

28

Martin Luther King Day Holiday

204

WEDNESDAY

Interview Preparation

Due FY: Professional Leadership Philosophy R: E-Portfolio Revised

THURSDAY

FRIDAY

SATURDAY

1

2

3

4

8

9

10 Final Day of Winter Session part of Fall Term Classes

11

15

16

17 Final Day to Register or Add a Class without Permission of Instructor

18

22

23

24

25

29

30

31

RESIDENCE LIFE 2019 - 2020

205

FEBRUARY 2020 THIS MONTH

SUNDAY

MONDAY

2

3

4

9

10

11

16

17

18

24

25

23

RESIDENCE LIFE 2019 - 2020

TUESDAY

MMC: Burn Out

206

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY 1

Mock-Interview

Self-Assessment

Due: Self-Assessment Report

5

6

7

8

12

13

14

15

19

20

21

22

26

27

28

29

RESIDENCE LIFE 2019 - 2020

207

MARCH 2020 THIS MONTH

SUNDAY

MONDAY 1

Spring Vacation Ends

2

3

8

9

10

15

16

17

22

23

24

30

31

29

RESIDENCE LIFE 2019 - 2020

TUESDAY

ACPA Starts

Advance Registration for Next Term(s) Begins

208

WEDNESDAY

THURSDAY 4

TPE Starts

FRIDAY

SATURDAY

5

6

11

12

13

18

19

20

25

26

27

ACPA Ends

RESIDENCE LIFE 2019 - 2020

7

Spring Vacation Starts

14

21

TPE Ends NASPA Starts

28

209

APRIL 2020 THIS MONTH

SUNDAY

MONDAY

5

RESIDENCE LIFE 2019 - 2020

TUESDAY

6

7

12

13 End of the Year Performance Evaluation Exit Interview for Exiting RDs Service Learning Report

14

19

20

26

27 Final Exam Preparation Period Starts All Room Changes Must be Completed by Noon

MMC: Next Step

Last Day to submit Room Change Request

21

28

210

WEDNESDAY NASPA Ends

THURSDAY

FRIDAY

SATURDAY

1

2

3

4

8

9

10

11

15

16

17

18

22

23

24

25

29

30

RESIDENCE LIFE 2019 - 2020

211

MAY 2020 THIS MONTH

SUNDAY

MONDAY

3

TUESDAY

4

5

10

11 Spring Session part of spring term classes begin

12

17

18

19

25

26

24

Final Examinations Starts

Memorial Day Holiday

31

RESIDENCE LIFE 2019 - 2020

212

WEDNESDAY

THURSDAY

FRIDAY Final Day of Full Term Spring Classes

Last Day for Refund on Spring Session Dropped Courses

SATURDAY 1

2

8

9

6

7

13

14

15

16

20

21

22

23

27

28

29

30

RESIDENCE LIFE 2019 - 2020

Final Examinations Ends Commencement Weekend

213

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214

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215

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216

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217

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