Calvin College Ra Manual Overview

13 Questions | Total Attempts: 66

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Calvin College Ra Manual Overview

This quiz provides an overview of the RA Manual. Please read the manual (https://docs. Google. Com/fileview? Id=0By_xIsnZgKPzMmY3MDg1ZGMtYmNiNy00Yz M1LTkwN2ItZmNhNDU4YmFmMDMw&hl=en&authkey=CPHDtbQO) before proceeding. They just took the quiz and ACED it. . . . :)


Questions and Answers
  • 1. 
    The Residence Life mission statement.... As partners in enacting the mission of Calvin College, the Residence Life Department is dedicated to the learning experience of students through on-campus living.  We challenge and support students in their development as whole persons, responsible participants in their communities, and faithful citizens of God’s kingdom.  Through vibrant experiences and opportunities we strive to connect students’ hearts to God’s heart in all things.  To effectively promote student learning and the Christian character of our communities the Residence Life Department is committed to the following goals:To ensure safe, well-maintained, and accessible facilities for all residents. To encourage learning, retention, and graduation. To uphold campus standards of conduct and to encourage student responsibility to these. To promote campus and community resources for students related to health, wellness, and academic success. To shape intentional settings, events, and opportunities for student learning, in order to promote understanding of diversity, justice, and citizenship of God’s world. To lead by example in our own conduct, relationships with students, and development as professionals and Christ-followers. Through all of the above, to nurture personal and communal faith formation in our communities, so that students grow in lives of faith and congruence. Which goals are most directly connected to the RA position?
    • A. 

      All of them!

    • B. 

      "relationships with students"

    • C. 

      "uphold campus standards of conduct"

    • D. 

      "promote campus and community resources"

    • E. 

      "ensure safe, well-maintained facilities"

  • 2. 
    As a result of living on-campus for two (or more) years and participating in residential community life, Calvin College students will be able to:  1.        Demonstrate appropriate personal responsibility in daily life (e.g. time management, maintenance of personal health and cleanliness, finding and utilizing campus resources, problem solving, etc.). 2.        Demonstrate an understanding of the educational purpose and learning potential of living in community. a.        Develop ‘Christian Wisdom” (living what they learn and caring about it –congruence between values and actions). b.       Explore a commitment to Christian virtues (such as ‘stewardship, justice, truth, and gratitude’). c.        Explore connections between curricular and co-curricular opportunities in an effort to create coherent learning. 3.        Form just relationships marked by trust, mutual accountability, and responsible freedom within the living community a.        Readiness and commitment to actively contend against actions and comments that may exclude, marginalize, or offend others. 4.       Demonstrate compassion through: a.        mutual support and encouragement of friends and neighbors alike; b.       recognizing the worth, dignity, and needs of others; and c.        admitting to one’s own limitations while seeing the image of God in self and others. 5.        Articulate the role and function of discipline (self and community accountability) as part of a well-ordered community. a.        Articulate personal needs within the context of community (e.g. seeking compromise with others through dialogue). b.       Moderate personal desires and tendencies for the good of the community (e.g. turning stereo volume down at the request of another). c.        Adjust personal behavior as a result of community expectations and/or judicial proceedings (e.g.. not repeating a community violation after a conduct meeting). Above are our "learning outcomes" or what we hope students will "be able to do" as a result of living on-campus.  At the end of the learning outcomes printed in the RA Manual is a large graphic with 5 concepts taken from the above.  What are they?
    • A. 

      Personal responsibility, purpose & congruence, just relationships, discipline, compassion

    • B. 

      Being nice to others, finding and utilizing campus resources, developing Christian Wisdom

  • 3. 
    According to the RA Manual, in-duty begins at ____. RAs on in-duty need to walk through each hall at least 3 times while on in-duty.
  • 4. 
    From the RA Manual in a section titled, "The Residence Life Staff Member as Role Model": You will educate with your life.  The students around you will be influenced by who you are, and also by what you say and do.  This applies to all areas of your life.  Students will notice what is important to you by watching how you spend your time and by what you choose to talk about.  Students around you can benefit greatly from observing your good study skills, social interactions, decision-making, taking care of yourself physically, and growth in your relationship with Christ. This can be an overwhelming charge, but an important reality to think about - mark below how much your agree that the above paragraph is "reality" for RAs.
    • A. 

      Strongly agree

    • B. 

      Agree

    • C. 

      Neither agree nor disagree

    • D. 

      Disagree

    • E. 

      Strongly disagree

  • 5. 
    In the section titled, "RA Self-Care", delegation is described as a strategy for taking care of yourself. RAs should not be doing everything, but should activate others to be involved and take responsibility for their community... How to delegate:
    1. Divide the work into logical pieces or steps and decide what others can do.
    2. Select and approach the proper person(s) based on skills, potential, and workload.
    3. Communicate clear expectations, responsibilities, and deadlines.  Let people know all they need to know at the beginning.  Be up-front with the amount of time involved, and make sure they know what they are getting into.
    4. Get a firm commitment.
    5. Check back with the person(s).  Delegation doesn’t mean you dump a job on someone and forget about them.  Monitor their progress without being overly controlling.  Coach the person if need be, but try to let them do the work.  Checking back also decreases the risk of the job not being completed.  It is a good idea to set up checkpoints when you first delegate.
    6. Give them appropriate praise and reward for finishing the task.  Encouragement, praise and reward can go a long way.  You might also evaluate their performance at this point.
    7. When you do delegate, display confidence that they can do it.  Be willing to delegate both the good and the bad, and try to give challenging assignments that will provide growth and interest.
    To what extent do you agree that delegating to others (think Floor Board and social activities) will help you maintain balance as an RA?
    • A. 

      Strongly agree

    • B. 

      Agree

    • C. 

      Neither agree nor disagree

    • D. 

      Disagree

    • E. 

      Strongly disagree

  • 6. 
    From the section titled, "Working relationships between RA and RD": The RD must be aware of situations or problems that exist within your community.  The RA & RD should have a good mutual understanding of the types of problems or violations that an RA may handle alone.  However, there are some situations that occur that the RA must discuss with the RD.  A few examples are: ·         People missing from the Residence Hall ·         Stealing ·         Violations of policies that have a disciplinary response ·         Signs of emotional stress or difficulty ·         Abuse (physical, sexual, etc) ·         Health concerns To what extent do you agree that the above situations MUST be discussed with your supervisor?
    • A. 

      Strongly agree

    • B. 

      Agree

    • C. 

      Neither agree nor disagree

    • D. 

      Disagree

    • E. 

      Strongly disagree

  • 7. 
    There's a lengthy section in the RA Manual on community development and "Common Ground" charters. Every hall will benefit from the process of writing some common ground agreements and benefit from having clearly established community expectations. A few tips.... Writing the Charter 1.        Explain the philosophy and benefits of a Community Charter.  If you don’t get the point of it, it will be impossible to communicate its importance to your residents.  If they don’t get it, it will be a flop. 2.       Facilitate group discussions so each resident may voice their input.  Perhaps you will want them to form committees to develop sections of the charter and have them report to the group.  Consider having each resident share their pet peeves about living in community and then turn it into a positive phrase the hall can agree on.  Example: a.       Pet peeve: I hate it when people eat my food in the fridge right after I go grocery shopping. b.      Charter agreement: We agree not to eat food that isn’t our own.  When we put something in the fridge, we will label it clearly. 3.       Review the charter draft with your RD. 4.      Reach final agreement by group consensus at a follow-up hall meeting.  Type the charter and have each resident (including the RA) sign the form.  Copy and distribute the charter to each resident and post a copy in the hallway for all to see and abide by. Do you feel confident in your ability to lead this conversation with your hall? (Mark agree for confident and disagree for not confident).
    • A. 

      Agree

    • B. 

      Disagree

  • 8. 
     Below is under the section titled "Discipline" in the RA Manual, please fill in the designated blanks: GENERAL RULES FOR DEALING WITH DISCIPLINE CASES 1.             Always fill out an Incident Report online (see examples on following pages) a)      be as detailed about the incident as possible (include full names of all residents involved, times, places, etc.) b)     report facts only (personal observations can be reported directly to your Resident Director) c)      complete ______ following the incident (promptness is essential so that the case may be dealt with and so facts will not be forgotten or confused!)                 2.            Always treat the student with respect 3.             A Resident Director will normally not be able to share the sanction with you due to confidentiality considerations.  However, students will often willingly share this information with you.  As a Residence Life team member, you should always  support  the discipline sanctions issued.  If you have a problem with a sanction issued, it should be discussed with your Resident Director and not with the student.                 4.            Never speculate or predict for a student the possible outcome of a discipline case.
  • 9. 
    _____ is one of the most important aspects of enforcing policy. Without it, residents may get confused about expectations or feel like they are being treated unfairly (if they see a hall-mate violate quiet hours regularly, and then they get documented for quiet hours... or RAs usually give warnings when open house violations are within 15 minutes, but one time an RA gives a warning at 30 minutes past). EARLY documentations can be helpful. Establish strict adherence to policies in the first 3 weeks and the RAs need to document violations will drastically decrease. Just like training for teacher's classroom rules, "you can always back off, but it's much harder to get more strict".
    • A. 

      Consistency

    • B. 

      A loud voice

  • 10. 
    After reading the section "Calvin Policies from an RA Perspective", did anything surprise you?  In what ways?
  • 11. 
    Tips In Making Referrals (Fill in the blanks). 1.             Refer to a ________ person                 Refer the student to a specific person whenever possible rather than to an office.  Being familiar with the people and functions of offices will help you determine the "right" person for each referral. 2.            Make an appointment.                 If possible and appropriate, make an appointment for the student.  Also, sometimes going with the student to the office may be the only way to get them there. 3.             Don't talk about the student while he/she is present It is often appropriate to discuss the case of the person you are referring with the counselor whom you trust.  Generally, conversations between two helping people are not considered violations of confidentiality because both need to be well informed to effectively help the student.  Talking about the student while the student is present may appear to violate confidentiality. 4.            Don't be too inquisitive about a student's visit.                 Don't pump the student for information about his/her experience.  You can ask about the visit, but do so in a casual and caring way. 5.            Don't expect immediate results Changing attitudes and feelings may be a slow process.  Don't expect miracles.  Be patient and understanding.
  • 12. 
    CRISIS MANAGEMENT (fill in the blank) Basic Principles 1.        Be _____!– and keep others calm. 2.       Be aware – of the people and events around you. Make sure others are safe. 3.       Be a good listener and communicator. 4.      Get help and support. 5.       Follow set procedures if they exist. 6.       If you’re involving outside help such as ambulance, fire, police, etc., call x3-3333. Answer all questions completely and carefully. Do not hang up until the dispatcher has done so. 7.       Fill out an incident report form after the fact, including all important details.
    • A. 

      CALM

    • B. 

      FRANTIC

  • 13. 
    Thanks for completing the RA Training Overview....  Please use the following space to ask questions - feel free to ask them in-person as well. Your RD (Area Coordinator) and the Central Office team (John, Jolyn, and Jay) are ready to help and would love to help clarify expectations as necessary.
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