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 Mission Statement and Goals The mission of the Department of Residence Life and Off-Campus Living at Ohio University is to engage, motivate, challenge, and support students as learners, community members, and leaders in a safe and inclusive residential environment, both on and off-campus. As Residence Life Staff we strive to:
- Ensure residential facilities are safe, secure, and healthy for students and staff. (HEALTH and SAFETY)
- Promote scholarship to enhance the academic success of residential students in support of the academic mission of Ohio University. (SCHOLARSHIP)
- Support students in their personal growth and development. (STUDENT DEVELOPMENT)
- Educate students on personal responsibility, foster community involvement, and develop students as engaged citizens acting for the public good. (CITIZENSHIP)
- Create living environments which foster respect, appreciation, and an in-depth understanding of diversity including the ability to put knowledge into meaningful action. (DIVERSITY)
Updated August 2008
Learning Outcomes Health and Safety Goal: Ensure residential facilities are safe, secure, and healthy for students and staff Learning Outcomes
H.1 Students will learn to create and maintain a physically safe, functional and clean living environment. Learning Competencies -
Actively uphold security measures (building/room access; fire safety) -
Report maintenance and safety concerns -
Report environmental and health concerns (e.g., pest problems) -
Practice room and community cleanline Examples of Staff Action -
Provide students a “Health & Safety in Residence Halls” booklet during Opening Weekend (includes information on this learning outcome) -
Employ a campus-wide campaign on building/room access safety -
Create student awareness of floor layouts and emergency exit routes -
Educate residents on fire safety and will conduct drills -
Ensure that students know how to file an on-line maintenance request -
Encourage students to report safety concerns -
Encourage students to report pest problems -
Conduct environmental health and safety inspections H.2 Students will be informed and aware of safety resources, especially the services provided by the Ohio University Police Department and Residence Life. Learning Competencies - Know who to contact in emergencies
- Understand the role and services provided by OUPD (e.g., police response, campus escort)
- Understand the role and services provided by Residence Life (e.g., RA and SA rounds, room and perimeter key control, Green office hours)
- Understand and execute appropriate safety actions during an environmental emergency
Examples of Staff Action - Provide students a “Health & Safety in Residence Halls” booklet during Opening Weekend (includes information on this learning outcome)
- Staff will have students program their cell phones with emergency numbers and an “In case of emergency” number (ICE) at the first floor meeting
- Have students complete a safety survey during Fall quarter
- Discuss the roles of OUPD, RAs and SAs related to campus safety
- Explain room and perimeter key control process including the appropriate course of actoin if a key is lost
H.3 Students will develop healthy lifestyles regarding responsible alcohol and drug use, sexual health, physical health, and stress management/coping skills.
Learning Competencies -
Understand consequences of and resources available regarding alcohol use -
Care for their reproductive health -
Support their physical health -
Learn healthy stress management and coping skills Examples of Staff Action -
Provide students a “Health & Safety in Residence Halls” booklet during Opening Weekend (includes information on this learning outcome) -
Make students aware of the counselor-in-residence program -
Have students participate in wellness programs H.4 Students will be knowledgeable about sexual assault risk reduction, resources and response agencies.
Learning Competencies -
Be aware of personal safety and identify risks -
Recognize the relationship between high-risk alcohol use and sexual assault -
Be aware of the sexual assault protocol -
Be aware of resources available if a sexual assault situation occurs
Examples of Staff Action -
Provide students a “Health & Safety in Residence Halls” booklet during Opening Weekend (includes information on this learning outcome) -
Discuss the sexual assault protocol at the first floor section meeting -
Encourage student participation in programs regarding sexual assault risk reduction H.5 Students will engage in safe and responsible electronic communication.
Learning Competencies -
Understand the risk of information shared via the internet -
Develop time management skills related to computer usage -
Learn appropriate language and use of computer communication, camera phones and text messaging Examples of Staff Action Scholarship Goal: Promote scholarship to enhance the academic success of residential students in support of the academic mission of Ohio University
Learning Outcomes
S.1 Students will develop and utilize academic habits and skills that will facilitate academic success especially during the first and second years.
Learning Competencies
Students will develop and utilize the following habits: Students will develop and utilize the following skills: -
Learn effective tools for studying (e.g. taking courses covering reading skills) -
Create an academic plan (e.g. participating in advising, understanding DARS, writing a program of study) -
Learn the best times and types of classes to schedule for one’s learning styles Examples of Staff Action -
Serve as an academic support resource -
Create bulletin boards on academic success strategies -
Participate in university retention efforts (e.g., class attendance tracking response; intervention study follow-ups) -
Reach out to low performing students and provide resources -
Encourage students’ involvement in their learning communities -
Engage students in one-on-one academic discussions focusing on academic success -
Involve students in activities designed to foster academic success (e.g., study tables) S.2 Students will engage with faculty inside and outside the classroom.
Learning Competencies
-
Learn skills to approach one class faculty member each quarter -
Learn large lecture class skills – How to survive and thrive -
Develop and maintain classroom etiquette (e.g. appropriate use of technology during class time) -
Learn appropriate ways of communicating with faculty (e.g. email, after class, etc.)
Examples of Staff Action -
Actively provide techniques for interacting with faculty through a “Meet Your Faculty” campaign (go to faculty office hours) -
Provide ideas for classroom survival skills (particularly large lecture classes) -
Explore proper and improper use of technology inside the classroom (cell phone use, computer use, voice recording devices) -
Provide opportunities for student/faculty interaction S.3 Students will be aware of, utilize and take ownership for creating and maintaining study environments in and out of the residence halls.
Learning Competencies -
Be aware of the importance of quiet and consideration hours -
Work to find their optimal study environment, considering factors such as learning style, location, noise level, other distractions, etc. -
Actively seek, develop and maintain study environments on campus Examples of Staff Action -
Help residents maintain study environments by being attentive to physical study spaces -
Provide a resource sheet for study locations on campus -
Enforce quiet hours and educate students to understand what is too loud -
Review the judicial response for noise S.4 Students will become involved in opportunities to learn beyond the classroom.
Learning Competencies -
Gain knowledge of cultural events or lectures both on and off campus -
Gain knowledge of service learning -
Gain knowledge on becoming involved in student organizations or interactions in the Athens community that enhance their intellectual and personal growth and development Examples of Staff Action Student Development Goal: Support students in their personal growth and development
Learning Outcomes SD.1 Students will experience growth in their identity development.
Learning Competencies -
Ability to respect one’s self and accept self, independent of outside influences -
Ability to make conclusions about their identity by engaging in self exploration and explorative conversations about culture, heritage, race, ethnicity, gender, sexual orientation, disabilities, and spirituality -
Ability to conduct an objective self assessment as a means to understanding one’s self and roles -
Ability to accept their own identity and articulate their identity to others Examples of Staff Action -
Engage students in conversations about self expression and self confidence -
Engage students in conversations about culture, heritage, race, sexual orientation, disabilities, and spirituality -
Educate students about and/or direct students to the Multicultural Programs office, LGBT Programs, Women’s Center, International Student Services, Counseling and Psychological Services, religious organizations, Institutional Equity and Disability Services, and other campus offices -
Educate and/or take students to campus activities and events that uphold student development competencies SD.2 Students will make decisions with clear purpose and intent
Learning Competencies -
Develop critical thinking and decision making skills -
Become cognizant of how they think rather than what they think -
Learn to think for themselves and view issues in context -
Ability to base decisions upon self-chosen principles -
Learn how their experiences shape how they feel and act Examples of Staff Action -
Create a safe environment for students to ask difficult questions to foster critical thinking -
Engage students in activities and discussions that challenge them to think in a more complex way -
Engage students in values clarification activities or discussions -
Involve students in intentional activities designed to foster moral reasoning (e.g., discussion on moral dilemmas) -
Discuss decision-making processes when addressing behavioral concerns with students SD.3 Students will learn to manage their emotions.
Learning Competencies -
Ability to recognize their emotions, including differentiating emotions from each other (e.g. seeing the difference between sadness and anger) -
Ability to understand and accept their emotions -
Ability to express their emotions appropriately -
Ability to understand the impact of their emotions on self and others
Examples of Staff Action -
Engage students in conversations about emotions -
Engage students in conversations about the impact emotions have on their lives and interactions -
Educate students about and direct students to mental health resources -
Role model positive emotional management -
Educate students on how to express each emotion in a positive manner SD.4 Students will begin to develop a purpose for the future. Learning Competencies -
Ability to identify and articulate subjects and activities of interest -
Ability to engage in focused and sustained activities that are personally rewarding -
Actively select a major -
Ability to engage in conversation with faculty, staff and other students about their choice of major and how it relates to career plans
Examples of Staff Action
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Engage students in conversation about what their personal interests are (e.g., what topics and activities are they passionate about) -
Assist students in finding student organizations and activities that are congruent with their interests -
Take students to student organization involvement fair and community service agency fairs -
Direct students to majors fair, faculty, or campus resources for assistance with career plans and selecting a major Citizenship Goal: Educate students on personal responsibility, foster community involvement, and develop students as engaged citizens acting for the public good
Learning Outcomes
C.1 Students will develop a sense of belonging and membership in their floor section, residence hall, university, and local communities.
Learning Competencies -
Know each others’ names in their floor section and hall -
Get to know the history and traditions of the OU campus -
Get to know the history and traditions of the Athens community
Examples of Staff Action -
Actively welcome new residents to the hall -
Have floor section Green Games teams -
Know everyone’s name and interests and create activities/opportunities to help students learn each others names and interests -
Create door tags for every new resident to their floor section -
Create an awareness of the history and traditions of campus and the surrounding community C.2 Students will become active participants in their floor section, residence hall, university, and local communities. Learning Competencies - Learn how to become active in community groups or organizations
- Know how to actively participate in the decision making process regarding aspects that pertain to their community
- Become involved in community service and/or community related "common good" initiatives (e.g., recycling efforts, local animal/pet control concerns, hunger issues)
Examples of Staff Action -
Take first-year students to the Student Activity Fair during Opening Weekend -
Develop Community Agreements with residents -
Encourage students to be involved in Hall Council -
Encourage students to participate in open forums, tRAC, and/or Student Senate meetings regarding decisions about the university -
Encourage students to be informed and participate in civic government -
Provide resources and opportunities for students regarding community issue understanding and participation -
Encourage students to participate in staff lead community service projects. C.3 Students will respect themselves and others.
Learning Competencies -
Learn to appreciate themselves and their attributes -
Learn to hold themselves and other members of the floor section accountable for responsible community behavior -
Learn to build considerate and encouraging relationships with their residence hall community -
Value open and civil dialogue with others -
Recognize that everyone is unique and has value Examples of Staff Action -
Get to know each resident on a personal level (beyond class and major) -
Be a role model for respect through words and actions -
Encourage students to communicate with one another (individually and collectively) when issues arise, such as noise or trash -
Facilitate roommate agreements -
Uphold community and university standards C.4 Students will respect university property and the property of others.
Learning Competencies Examples of Staff Action - Utilize community agreements regarding respect of property
- Actively involve maintenance and RCS staff in the life of the floor section.
- Collaborate with hall and floor government to address vandalism concerns
- Regularly communicate with residents when vandalism occurs and discuss strategies for solutions
C.5 Students will develop leadership skills.
Learning Competencies
Examples of Staff Action C.6 Students will be prepared to be responsible citizens of the off-campus living community
Learning Competencies -
Make informed decisions when finding off-campus housing -
Become familiar with and utilize the services provided by the Center for Student Legal Services -
Understand issues and processes related to moving off-campus Examples of Staff Action -
Introduce students to the process of finding off-campus housing including leases and off-campus resources -
Introduce students to the services offered by the Center for Student Legal Services -
Inform students of skills and information needed to set-up a household off-campus Diversity Goal: Create living environments which foster respect, appreciation, and an in-depth understanding of diversity including the ability to put knowledge into meaningful action.
Learning Outcomes D.1 Students will learn to welcome, respect, and be sensitive to differences.
Learning Competencies - Demonstrate that differences are valuable and that
learning about others who are culturally different is necessary and rewarding Gain an awareness of other worldviews and perspectives Gain knowledge about how gender, class, race, ethnicity, language, nationality, sexual orientation, age, religion or spirituality, mental and physical abilities, and social class affect individuals and their experiences Examples of Staff Action -
Role-model behavior which exemplifies “valuing diversity” – use of inclusive language, inclusive bulletin board and programming efforts -
Provide information regarding Ohio University diversity initiatives & programs (LGBT Center info, Multi-cultural programs info., etc.) -
Address the diversity goal in community agreements discussions and assist floor in developing a plan for building an “inclusive community” -
Attend diversity events on campus and provide opportunity for residents to attend as well -
Actively engage students in conversations about diversity and diverse world views D.2 Students will develop skills to create and maintain a safe and inclusive community.
Learning Competencies -
Gain awareness of how their own behaviors impact others -
Recognize culturally inappropriate actions of others -
Develop skills to confront others’ inappropriate actions -
Develop the ability to gain the trust and respect of individuals who are culturally different from themselves
Examples of Staff Action -
Hold discussions with students about trigger language and it’s negative impact in their community -
Monitor incidents of bias and hate and report to senior staff -
Set personal goals for improving their skills/abilities with regard to diversity (should be a topic covered in supervision with senior staff) -
Incorporate inclusive language and actions into floor section life and encourage residents to address inappropriate actions/words on the floor -
Create an environment where students in the community can successfully learn from their mistakes with regard to diversity (e.g. When diversity themed bulletin boards are destroyed, staff should hold an open, community conversation) D.3 Students will develop an awareness and knowledge of the differences between and among individuals, groups, and cultures. (Heterogeneity)
Learning Competencies -
Value and understand the significance of their own cultural heritage and worldview as a starting place for understanding others -
Gain knowledge of oppressed groups (e.g.,. history, traditions, values, customs, resources, issues),multiple oppressions, and multiple identities. -
Gain knowledge of dominant cultures and their impact on oppressed groups -
Gain knowledge about with-in group differences -
Develop the ability to identify and openly discuss cultural differences Examples of Staff Action -
Identify and incorporate input from students who have prior knowledge and experience about diversity issues (e.g. involve residents in initiating bulletin boards) -
Incorporate campus offices with expertise on diversity issues into their program efforts and initiatives. (Women’s Center, LGBT Center, etc.) -
Create at least 3 diversity themed bulletin boards throughout the year (senior staff should set specific complex/hall expectations) D.4 Students will be able to develop knowledge regarding the complexity of diversity. (Societal implications of inequity; social justice; institutional isms)
Learning Competencies -
Gain knowledge of how to bring about social change -
Develop a willingness to self-examine and challenge their own values, worldview, assumptions, and biases -
Gain an understanding of institutional oppression and barriers to members of oppressed groups -
Gain information and understanding of internalized oppression and its impact on identity and self-estee Examples of Staff Action -
Present opportunities for student involvement in activities around topics of social justice -
Encourage students to think about their own worldview and value system - organize activities that give students a chance to share their own background and values (Use Johnson Wheel concept) -
Engage students in discussions about current events involving topics of diversity (New York Times reading groups, etc -
Utilize media, such as movies about diversity, and invite residents to view together followed by discussion (Use CATvision discussion questions) D.5 Students will engage in intentional interactions and conversations with people who are different from themselves.
Learning Competencies -
Develop a willingness to take risks and see them as necessary and important for personal and professional growth -
Develop the capability to empathize and genuinely connect with individuals who are culturally differentfrom themselves -
Accurately assess ones multicultural skills, comfort level, growth, and developme Examples of Staff Action -
Build positive, peer helping relationships with all floor members (those of a similar background as themselves as well as those from different background) -
Participate or encourage residents to participate in activities that involve meeting students who are different from themselves -
Focus upon their role as educators first, enforcers of policy second, as a way to give purpose and rationale to residence hall community standards Off Campus Living Goals 2008-2009
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