COMMUNITY DEVELOPMENT
A Community is
"A group of people sharing a common purpose . . . living in close proximity and interacting on a
regular basis, involved in defining group expectations, taking responsibility for meeting those
standards, and respecting individuality within the group."
Ok, great. I've sort of got the community part. So what's
Community Development??
Community Development is the process by which you, as a Resident Assistant or Hall Director, educate
your residents both formally (through community meetings) and informally (through role modeling,
planning events, knowing your residents and just doing your job) about what life at Carleton is all about.
Community Development is what makes the halls and houses a place where students want to
live, instead of where they just have to live.
It is your role to help build a community, but you can’t do it alone. You have to pull in residents
to help you or they won’t feel any ownership for what exists.
Community Development is a shared process!
What’s in it for you? If you have a strong community on your floor, you won’t have as
many policy violations, vandalism will be a thing of the past and residents will do the majority of
bulletin boards and plan activities on the floor, not you! You will be able to spend more time
interacting with individuals and helping them discover their leadership potential (that and have
more time for finals!)
Sound good? Well here’s where to start.
Maslow’s Hierarchy of Needs
Actualization
Before a person can achieve their best, they must
satisfy their basic needs. Our job in the residence halls
is to meet those basic needs first and then build upon
them, thus creating a community. So initially, do a
good job with RCRs & FWRs. Then utilize the info on
the next few pages to help you build a great
community on your floor.
Esteem
Belonging
Safety
Shelter & Food
Programming Goals/Categories
To help build your strong communities, there are three primary programming categories we would
like programs to fall within and which we will use for assessment purposes.
1. Community Building and Responsibility
2. Understanding/Appreciating Diversity
3. Personal Skills
Programs can be planned, spontaneous or passive. Be creative and have fun with your programs.
Remember to use the many resources available to you at Carleton. When you fill out the online event
form/evaluation, please check the one category that is your main goal for the program.
Community Building and Responsibility: Programs which encourage students to interact, to get to
know one another and/or to accept their responsibility to the community.
ƒ Fun and social activities (goals are for students to interact, get to know one another and enjoy
themselves)
ƒ Helps students set expectations for each other in the community
ƒ Encourages students to get involved with and provide leadership to residential activities
ƒ Students get to know each other and in return have a high level of respect for each other
ƒ Asking students what they want to do/getting them involved in community decisions and
plans
ƒ Helping students to become socially integrated and have a feeling of connectedness to the
floor/column/residence hall/house and to the college
ƒ Helps students learn to accept responsibility for self and personal actions
ƒ Programs where students give back to the community in some way
ƒ Helps students understand how their actions impact the larger community
ƒ Helps students to develop a sense of respect for self, others and property
ƒ Students learn they are able to affect what happens in their communities and at the college
ƒ Programs which help students to become involved in campus life and/or community life (the
buildings they live in, Carleton, Northfield, etc.)
Understanding/Appreciating Diversity: Programs which help students gain an understanding of
others who are different from themselves and an appreciation for those differences.
ƒ Programs which help students gain an understanding of diversity
ƒ Students develop a better sense of self and understanding of their own differences
ƒ Students value each other and appreciate the differences each person brings
ƒ Diversity politics and social issues are addressed
ƒ Students are able to engage with people different than themselves
ƒ Students broaden their horizons through new experiences
ƒ Programs create atmospheres of challenge and support
ƒ Dialogue is encouraged about social/diversity issues
ƒ Inclusion of all people in the community/welcoming feeling for all
ƒ Students attend/participate in events at Carleton that focus on diversity issues and
understanding
Personal Skills: Programs which encourage self awareness, self development and the learning of
new skills.
ƒ Help to develop sense of self and/or learning of new skills
ƒ Assist residents with their adjustment to living with roommate(s) and other floor/house
residents
ƒ Further the development of self-management, health and wellness skills
ƒ Further the development of balancing life's pleasures and responsibilities
ƒ Learning to make healthy choices/decision making skills
ƒ Finding a support group and learning to seek out resources
ƒ Students learn to better work in teams
ƒ Students learn to better deal with conflict/conflict management skills/confronting others
respectfully
ƒ Students understand, learn and grow from mistakes
ƒ Students gain experiences that enhance interpersonal skills
ƒ Programs which help students prepare for the transition between college and the “real world”
ƒ Students have opportunities to engage in dialogue and learn new things from others
ƒ Connect out-of-classroom learning with in-classroom learning/further develop academic skills
ƒ Students attend/participate in events at Carleton that focus on learning new skills or gaining
new knowledge
Assessment
The Office of Residential Life will be keeping track of all the programs done in order to assess what is
happening all over campus. We hope that you will also do some of your own assessment so that you know
what is needed in your community and program accordingly. So where to start? It’s a two-prong approach
really – there is the obvious need to get acquainted with the residents in addition to assessment. The assessment
will happen on an individual level, floor/column level and hall/house level. By gaining an understanding of
where your residents are within their own development, what are they bringing to the community (positive and
areas for growth), the interests they may have and activities they would like to do, whose interacting with who,
whose not interacting within the community you will have a better idea of how to program and be more
successful with those you coordinate. We have listed a number of assessment tools to best aid in this process.
Tools
Resident activity/interest form
Socio-gram
Individual Caring Conversations
Roommate Agreements
Community Agreements
Inspection Process/Form
Conversation Starters
Study Breaks
Programs
Bulletin Boards
Teachable Moments
Make your job easier!
The first 5 weeks are crucial in retention of our
students and setting the tone for the rest of the year.
If you can make connections with your residents
and connect them with the greater college
community, your residents will be far more likely to
be successful not only their first year here at
Carleton but throughout their academic career. The
focus within the first 5 weeks should be around
social programming and providing opportunities for
residents to get to know each other. This is also a
crucial time for setting the norms and standards for
how the community will act and react to situations,
policies and cleanliness issues.
COMMUNITY DEVELOPMENT
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Community development is at the heart of Residential Life and Carleton College. Community
development is your A#1 priority as an RA.
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Developing community is the whole point. It’s why we have RAs.
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Developing community is what RA Training and our jobs are all about.
EVERYTHING WE DO IS ABOUT BUILDING BETTER COMMUNITIES.
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Attitude is everything when it comes to community building; you not only have to want it to happen,
you have to MAKE IT HAPPEN!
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Assessment of your residents is an important step. Identify the leaders on the floor!
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Goal sharing is a great way to assess the needs of the floor while setting some expectations for
community behavior.
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Action is the key to community building. You can role model it for residents!
COMMUNITY DEVELOPMENT PROCESS
Communities don’t develop overnight. Community Development is a process that takes time and
energy. As communities grow they go through a series of five phases. These phases are cyclical as
communities change each term.
1) Getting started/acquainted
a) preparing the floor before students arrive
b) getting students settled in
c) meeting residents and helping them to meet each other
2) Communication/bonding
a) communicate individual/group goals, values, needs, and guidelines
b) hear from each member of the group
3) Trust
a) depend upon and know what to expect from each other
b) feel more comfortable playing a larger role in the group
4) Commitment
a) willingness to compromise with one another
b) take responsibility for individual behavior
c) self disclosure of self to others
d) pride in the shared living environment and individual roles
5) Community
a) sense of belonging established and strong
b) unity is displayed by residents
c) respect is evident in actions and words
d) understanding of self and others is achieved
COMMUNITY DEVELOPMENT TIPS
DURING OPENING:
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Introduce yourself to your residents and parents as they arrive.
Encourage residents to help each other get settled.
Visit residents in their rooms.
Establish an open door policy.
Introduce residents to each other. Connect residents with similar interests.
Use goofy ice breakers/activities at floor meetings and events.
Identify shy and loner residents immediately and get them involved.
Encourage residents to try new things.
ON THE FLOOR/COLUMN/HOUSE:
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Be around and available. Sometimes, just knowing you’re available helps students.
Use a message board, feedback sheet or brainstorming list on your door.
Post information on bulletin boards, regularly.
Get to know campus resources, offices, and services and make referrals to those resources.
If you don't know an answer, find it out for your resident.
Hang out with your residents in rooms, TV lounges, hallways, etc.
Involve residents in responsibility for floor environment, security, & programs.
Introduce residents to custodians; encourage respect for custodians' efforts.
Ask residents about their academics and recognize their achievement and accomplishments.
Post lists of upper-class students willing to help 1st year students w/classes.
ABOUT THE COMMUNITY:
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Plan activities around residents' birthdays, college events, programs, etc.
Post photographs, interests, achievements of residents.
Create floor traditions and celebrate cultural events. Do a community service project to bring your
floor together.
Get residents to design bulletin boards and programs.
Publish a floor newsletter.
Plan events for the floor early on, then encourage others to get involved and program themselves.
Spread out responsibilities; don’t let the same people always do all the work.
Plan spontaneous activities. Take advantage of the events planned by others.
Invite your Hall Director to meetings, meals, and programs.
Attend hall and Residential Life events.
Talk with your residents 1:1 or in groups about issues they may be dealing with (check out the
calendar approach on pg. 13) or the latest hot topic.
Encourage your residents to organize activities like meals or movies in the lounge, even when you’re
not around.
ABOUT FLOOR BEHAVIOR:
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Have regular floor meetings where residents can discuss ideas and concerns or provide a vehicle for
communication if in houses or columns.
Ask for feedback from all residents on what's good or bad on the floor/in the house.
Be consistent, don't play favorites, and don't talk behind residents' backs.
Encourage residents to approach each other with conflicts, complaints, problems, etc.
Stress positive aspects and rationale for community standards.
Follow the same community standards you expect your residents to.
Confront disrespect for community standards firmly from the start. You can always loosen up later if
needed.
Follow-up on problems and residents' concerns--don't hope they will disappear.
Consult your Hall Director when residents exhibit serious problems.
FOR YOU PERSONALLY:
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If you are busy and can't talk to a resident, set a time to talk later.
Let your floor know you are a person too--not just the RA who checks up on them.
Stay committed to building this community, all year long.
You won't get along with all of your residents--just stay in contact with them if you aren’t comfortable
being their friend.
Recognize when you've reached your limits and need to get other staff members involved.
Keep your Hall Director and RA staff informed.
Ask experienced staff for ideas and support.
FACILITATION SKILLS
NECESSARY INGREDIENTS IN PREPARING FOR FACILITATION
z Set Goals
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• What results do you want from your presentation?
Assess Your Audience
• Who are they? Be respectful of culture, race, gender, etc.
• Why are they there?
• What do they expect from the presentation?
Create Your Content
• Research your topic
• Brainstorm/Creativeness
• Opening, Body, Closing
Handouts
• Summation of program content
• Include yourself as a contact for further inquiry
Visual Aids
• Effective visuals to emphasize or summarize points
Rehearsing Your Delivery
• Ask a friend, mentor, etc., for feedback
• Alleviate anxiety through rehearsing
Make Any Changes if Needed
GUIDELINES FOR THE SMALL GROUP LEADER:
FACILITATING MEETINGS/DISCUSSIONS
1. Establishing and maintaining goal direction
• States general purpose or goal
• Defines or calls attention to limits when needed
• Summarizes ideas when appropriate
• Keeps working toward goal(s)
• Helps group work toward closure when appropriate
2. Developing and maintaining member participation
• Restates/reflects ideas and feelings when helpful
• Clarifies ideas when needed.
• Uses open-ended questions, e.g., what-when-where (not why)
• Extends discussion to insure wide participation
• Gives his/her opinion after others have been heard--preferably in a tentative way to get others
reactions
3. Building cohesiveness in the group
• Connecting or pairing feelings and/or content
• Helps group explore alternatives or seek consensus, if indicated
FACILITATING A GROUP DISCUSSION
How you facilitate will depend on your abilities, your style, the particular group and the particular situation.
Sometimes your concern will be primarily with the content of the discussion, sometimes with the interactions
between group members (process), most often both. (With all of these things, it’s important that the group
recognize that the facilitator’s word is one opinion and that they are welcome to suggest alternatives, disagree,
or challenge what has been said or done. The more all group members feel they share responsibility for the
interaction, the more these behaviors will be demonstrated by the whole group.)
General categories of behavior for facilitators:
1.
EQUALIZING PARTICIPATION
Group members will want to participate. You can help keep one person or a small group from
dominating the discussion, and provide opportunities for silent members to contribute if they
seem to be interested but are having difficulty breaking in.
• “How about if we hear from some of the people who haven’t had a chance...”
2.
KEEPING ON THE SUBJECT
You may need to point out that the group is straying from the subject or not sticking to
agenda items that were agreed upon from the beginning.
• “That’s a good point, and one we can come back to, but for right now let’s try and get back on
track with...”
(Follow-up is important here--go back if you said you would; talk to the person individually also to be sure they’re
satisfied with the discussion or the opportunities you can create with them for further discussion of other
questions/subjects.)
3.
CLARIFYING AND INTERPRETING
You may need to rephrase things that have been said to make them clearer for the whole group or
yourself, and to make sure that what you heard was what a person meant. Be sure to do this in
ways that leave the discussion open for clarification. You may want to ask that other group
members do this as well.
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“Would someone like to respond to that last comment?”
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“So what I understand you to be saying is..., is that right?”
4.
SUMMARIZING
Pulling together parts of the discussion and summing them up. It may include a comment on
where you think the group is going and what progress you think has been made.
• “So from what I hear many of you saying, there seems to be a feeling that we need to work on
how we communicate with each other.”
5.
PEACEMAKING
You may need to be the one who makes the group aware of their own progress or that some other
action may be appropriate at a certain point.
• “Has this subject been thoroughly covered for everyone? Maybe we should start talking about
how we are going to use this information.”
• “I’m glad people are excited about what we’re talking about, and it seems as though we’ve
reached a consensus so unless people have things to add that haven’t been said yet, let’s move
on to some decision-making."
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PROCESSING
Helping group members to work well together on an interpersonal level. This is both one of the
most important parts of facilitating and one of the most difficult. How you do this depends on the
group of individuals you’re working with. One group may have members ready for more direct
feedback about behaviors.
• “It seems that more than being upset about the decision that Kate made, some of you are upset
about the authority she took on to do it without discussing it with you.”
Most often your processing role will be about keeping communication open. This can happen by
asking how people are feeling, by asking for group feedback, or providing suggestions.
• “Kate, how are you feeling about what Angie and Deb have been saying?”
• “What do others think about how this is affecting the group?”
• “Maybe we need some more time to think this over individually and come back to it after a
break."
CALENDAR APPROACH TO COMMUNITY BUILDING
MONTHLY ISSUES AND CONCERNS & COMMUNITY IDEAS
SEPTEMBER ISSUES AND CONCERNS
FALL TERM
ƒ Homesickness
ƒ Challenges to values
ƒ Feelings of inadequacy due to change in
academic/social status from high school
ƒ Roommate conflicts
ƒ End of summer blues
ƒ Financial adjustment
ƒ Long distance relationships
ƒ Social life adjustments
ƒ Excitement/willingness to try new things is at highest
level
UPPERCLASS/TRANSFER ISSUES
ƒ Need to reestablish old peer groups
ƒ Facing reality of changes in old support groups or
relationships
ƒ High expectations for a great year, desire for a new
beginning
ƒ High expectation for new activities
ƒ New major/career choice after spring term grades
and experiences
ƒ More difficult courses and course loads
ƒ Orientation to new residence
ƒ Money management, financial aid, employment
SEPTEMBER COMMUNITY IDEAS
Get to know you activities
Proactive roommate conflict/communication discussions
Campus/town tours/walks
Laundry 101
Pair up frosh with upperclass students
Interest surveys
List of classes residents have taken
Ultimate workshops/sports/IMs
Email distribution system
Socials on floor/in hall/with other floors
Time management/study tips
Sexual assault/harassment
Safer sex workshops/AHA condom distribution system
Wellness Center information
Hall Programming Board: hall-wide discussion, involvement,
programs
UPPERCLASS/TRANSFER COMMUNITY IDEAS
Floor socials
Roommate relationships, conflict resolution
Motivation/goal setting
Career planning, time management
Hall tour
Relationship workshop/discussion
Getting involved in Hall Community Board, student groups
OCTOBER ISSUES AND CONCERNS
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Homesickness continues for some
Roommate conflicts continue
Test anxiety, adjustment to study habits/needs
Frosh realize college life is not perfect
Time management issues
Mid-term workload builds
Dating/social life anxiety (Screw Your Roommate)
Party/relationship blues if not dating or socializing
Conflicts due to 1st time dealing w/differences
Adjustment to administrative details/red tape
Financial adjustment
Advising days/registration
Fall weather changes and leaves
Exciting social and intellectual stimuli
New friends and college experiences
Mid-term break
Halloween
OCTOBER COMMUNITY IDEAS
Test-taking
Study skills
Time management
Budget management
Drinking/drug issues
Stress management
Fall weather events
Sports/IMs
Connections with other floors/halls
Screw Your Roommate alternatives
Differences discussions
Discussions about floor conflicts/noise/etc.
NOVEMBER ISSUES AND CONCERNS
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Mounting academic pressure
Depression/anxiety for students not adjusted yet
Economic anxiety
Alcohol/drug use problems
Increased thoughts about suicide
Deteriorating health due to stress & cold weather
Time management issues
Party/relationship blues if not dating or socializing
Cold weather changes
Thanksgiving and fears about going home
End of the term!
NOVEMBER COMMUNITY IDEAS
Suicide awareness
Relaxation techniques
Alcohol alternatives
Quiet hours issues
Staying healthy
Drinking/drug issues
Stress management
Cold weather activities/sports
End of term celebrations
JANUARY ISSUES AND CONCERNS
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WINTER TERM
Academic anxiety about winter term may begin for
some students who did not do well first term and have
pressure from parents and peers
High excitement to be back at Carleton; high
expectations for a new beginning or high anxiety and
feelings of not wanting to be back
Post-holiday depression due to being away from home
security and positive strokes
New students or OCS students feel out of place and
like they are intruding on established friendships and
community
Some students experience loss of or injury to a loved
one, relative or friend over break that causes grief and
difficulty adjusting to school
Some students experience unwanted weight gains
over break (holiday foods and home cooking)
Money problems begin because many were unable to
find jobs or took trips over break
Some students begin RA Selection process
Reality of academics/grades: depression, increased
motivation or commitment, questioning major choice,
competence or future, low self-esteem
Indecision about majors/career
JANUARY COMMUNITY IDEAS
Study skills
Time management
Goal setting/motivation
Assertiveness
Roommate communication skills
Nutrition or weight control info
Death/values clarification
Cold weather activities/sports
RA selection information session
Money management
Super Bowl party
Rape awareness programs
Picking your major workshop
FEBRUARY ISSUES AND CONCERNS
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Academic pressures increase as finals approach
Excitement or anxiety over spring break plans
Career/major choice or indecision anxieties increase
Couples begin to plan for transition to summer, may
make long range commitment or experience problems
or break up
Valentines Day may be a lonely time
Selection processes for many groups/jobs starts:
anxiety, self awareness, fear of rejection, etc.
Financial aid forms due; scholarship time - anxiety
over uncertainty of future money situation
Anxiety over physical appearance: pressure to get
ready for spring break
Excitement/concern about Midwinter Ball, dates, etc.
FEBRUARY COMMUNITY IDEAS
Test anxiety
Study skills
Time management
Developing positive relationships
Planning spring break
Travel information
Winter sports
Career planning
Creating/writing a resume Interviewing skills
Conflict management
Motivation
Avoiding burnout
Financial aid workshop
Alcohol education
Eating disorders
Nutrition
Values clarification
Sexual attitudes
Midwinter Ball
Secret valentines
Mardi Gras party
Choosing a major seminar
Post application information for campus positions/opportunities
MARCH ISSUES AND CONCERNS
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High expectations for spring break vacations
Anxiety occurs if a student has no vacation plans or is
worried about going home to family problems
Academic pressures increase with finals coming
Excitement about Late Night Trivia
Progressive abuse of alcohol and drugs over the year
may lead toward signs of addiction
Depression when return from break, long haul until the
year is over
Unsuccessful summer job hunting over break may
create anxieties over finding a job
Seniors: second guessing career/major choice,
anxiety over comps, job search, life-style choices
MARCH COMMUNITY IDEAS
Preparing for Spring Break
Travel information
Late night trivia team
Alcohol/drug information
Dealing with depression
Physical fitness, aerobics
Summer job hunting strategies Eating disorders info
Stress management/relaxation Study skills
Trips away from Northfield
Nutrition/wellness Information
Relationship with parents workshop
APRIL ISSUES AND CONCERNS
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SPRING TERM
Anxiety about spring term begins because some
students did poorly in academics winter term and
have pressure from parents or peers
High period for interviewing and selection for student
leadership positions resulting in anxiety and possible
depression if not selected
Financial strain from spring break affects social life
Easter weekend: pressure to go home, academic
pressures to study; depression if can't go home or if
going home to family problems
Burnout, lack of motivation: apathy, spring fever, sick
of school
Health problems and physical appearance pressures
arise as the weather changes
With spring arriving, everyone wants to be in love;
students may go through reflection, fear of rejection,
or envy towards those with a significant other
Housing arrangement anxieties occur with the
release of room draw information
Northfield Option students trying to find apartments
Senior job recruitment panic increases, anxiety about
leaving college, friends, and entering the "real
world".
Summer job pressures continue
Progressive abuse of alcohol and drugs over the
year may lead toward signs of addiction
APRIL COMMUNITY IDEAS
Study skills
Time management
Stress management: motivation or goal setting
Stress relievers: movies, pizza party, etc.
Managing what money you have left workshop
Positive relationships with parents workshop
Nutrition/wellness information, fat content in cafeteria food,
fitness
Dating skills
Building relationships
Date rape/sexual assault info
Answer your room draw questions with Steve Wisener
Apartment hunting information
Lease and landlord information
Career/life planning workshops
Summer job strategies bulletin board
Dealing with a friend with a drinking/drug problem bulletin
board
MAY ISSUES AND CONCERNS
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Anxiety over midterms, academic pressure
increasing
Increasing social/time pressures -- end of the year
banquets
Floor/roommates have less patience for each other
Residents stressed about room draw, may feel
shafted by one another as event approaches
Seniors' job panic increases with fears of
unemployment, feelings of failure, fear of moving
home, etc.
Increased use of alcohol/drugs with social events
nearing end of year
Anxiety for couples who will be parting over the
summer
Anxiety over financial matters: will I be able to return
next fall?
MAY COMMUNITY IDEAS
Midterm preparation info
Stress management
Career/life planning information Job bulletins
Alcohol/drug information
Scholarship/loan information
Study break activities: movies, food breaks, picnics
Outside activities: camping, miniature golf
Self-concept and esteem information
Long distance relationship strategies
JUNE ISSUES AND CONCERNS
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Anxiety over approaching finals, papers and project
deadlines
Roommate conflicts at a head. Cliques splitting apart
with summer approaching and residents becoming
more independent
Depression over leaving Carleton: friends, freedoms,
activities, feelings of lack of closure as academic
pressures limit end of the year activities and goodbyes
Anxiety for couples: fear that the relationship will
end over the summer or after graduation
Anxiety over being at home for so long
Reality of classes/grades hits
Need for closure for year
JUNE COMMUNITY IDEAS
Finals preparation information and writing tips
Stress relieving activities
Long distance relationship strategies
Floor closure activities: end of the year picnic, awards, photo
boards
Develop a summer address book of floor residents
Floor t-shirts or CDs
Thank-you cards for roommates/floormates
Generate suggestions for next year
Community Development Ideas
TOPICS
EVENT IDEAS
VOLUNTEERING/SERVICE
COMMUNITY BUILDERS
FOOD
ARTS & ENTERTAINMENT
RECREATION/OUTDOORS
STRESS RELIEF
TRIPS
COMMUNICATION
TIME MANAGEMENT
SAFETY & SECURITY
COOKING
FINANCE
ACADEMICS
CAREERS
STUDY ABROAD
GRADUATE SCHOOL
STRESS MANAGEMENT
EXERCISE/FITNESS
NUTRITION
BODY IMAGE
MENTAL HEALTH
RACE/ETHNICITY
GENDER
SOCIO-ECONOMIC CLASS
SEXUAL ORIENTATION
INTERNATIONALISM
RELIGION
STEREOTYPES & PREJUDICE
SPIRITUALITY
RELATIONSHIPS
SEXUALITY
CHEMICAL HEALTH
ETHICS
CURRENT EVENTS
ENVIRONMENT
POLITICS
TRAVEL
VOLUNTEERING/SERVICE
Visit the elderly
Host disadvantaged youth
Rake yards
Celebrations/parties/b-days
Congratulatory events
Spontaneous
Holidays
Newsletters
Barbecues/picnics/potlucks
Theater/dance
Museums/galleries
Movies
Athletic events
Sports/IM teams
Late night study breaks
Camping/hiking
The Arb
Snowball fights/sledding
Snow sculpture contests
Game/puzzle night
Twin Cities events
Festivals
Restaurants
Visit residents' homes
Apple-picking
Bowling
Discover Northfield tour
Social with a floor from Olaf
Rollerblade @ Metrodome
Laundry/ironing
Bike maintenance
Assertiveness training
Interpersonal communication
Sexual harassment/assault
Self-esteem
What to do about depression
How to create a budget
Balancing your checkbook
Avoiding credit cards/debt
Self-defense session
Study skills
Learning styles
Test-taking skills
Resume writing
Job search
Internships/summer jobs
Graduate school essays
Library tour
Women's or men's health
Women in advertising/videos
Stress management techniques
Healthy eating in dining halls
Eating disorders
Massage workshops
Suicide discussion
Use of Prozac
Fitness
Weightlifting
THIS IS ONLY A SAMPLE.
DON'T LIMIT YOURSELF TO
JUST THESE IDEAS! TALK
TO YOUR HD, ASSOCIATE
DIRECTOR, OR OTHER
CAMPUS OFFICES FOR
MORE INFO!
Ethnic poetry night
Discuss black/white TV shows
Black history month
Cultural dance/music/art
Women's/men's issues
Women's history month
Domestic violence
Pride month
Hold a speak out
Host an international prof.
Glass ceiling debate
Foods from around the world
Skin deep video
MAH presentation
Mosque/church/temple tour
True colors hall simulation
Theology w/religion prof.
Holiday celebrations
Creative dating
AHA/safer sex workshops
Smoking effects on lungs
Alcohol /drugs & your friends
AA speaker
The US budget debate
Tree-planting
Park cleanups
Earth Day
Adopt-a-highway
World travel
COMMUNITY DEVELOPMENT GUIDELINES
Programming Guidelines
1) Assess your community and residents to determine the needs of your residents or
community. This will allow you to provide activities and programs that your residents
will be more likely to attend and want to help plan.
a. Discuss this assessment with your Hall Director each term.
b. Create some general goals for your community and how programming and community
development activities will help you in achieving those goals. Keep in mind, your goals around
programming should be flexible to allow for the natural growth that will occur.
c. Revisit these throughout each term, it is okay to reassess your community as you continue to
progress.
d. Your HD will share your community goals with the Associate Director, remember these folks
can be of assistance to you as well!
Many activities which occur on your floor or in your column or house may require funding. Some may
not. We try to track all events, which occur in our department because it helps to define the work we do
with and for students. So even if you have a spontaneous activity and don’t want to try to get reimbursed,
we still want to know about it. That’s why we have the online form for letting us know about events or
activities in your area.
2) Fill out an Event and Funding form for each activity, which seems appropriate.
The forms help Residential Life:
1) know what's happening in the halls and houses
2) provide suggestions/feedback to you
3) track event funds/efforts
4) show others some things RAs do
5) develop a resource library
To access the online form you will use to report events or activities that you plan:
1.
2.
3.
4.
5.
Go to https://webapps.acs.carleton.edu/reslife/forms/.
Enter your Carleton user name and password.
Then click on the "Event and Funding Form / Event Evaluations" link.
Fill out the form.
Where it asks for "event type" make sure to select the appropriate type based on the following
explanations:
• A "Planned Activity" is an activity which you plan in advance (normally 1-3 weeks to line up
funding and organize details).
• A "Passive Activity" is an activity which is considered passive (i.e., creating educational or
interactive bulletin boards, organizing some residents to walk to a campus program sponsored
by another department, bathroom stall postings (fun or educational), etc.).
• A "Spontaneous Activity" is an activity which just happens without any pre-planning.
• A "Staff Development" is an event or opportunity that your HD plans for the staff. You will
be involved in the ideas and planning. Staff developments are done for a number of reasons,
which could include teambuilding, learning more about a topic area that will help you as a RA,
and much more. (Your HD will fill out the form for a staff development.)
• A "Hall Community Board" event/activity is done by the Hall Community Board of your
building.
6. Next to "event type" you are also asked to indicate which area it falls under based on the Program
Goals, described on page 2-3 of this section (Community Building & Responsibility,
Understanding & Appreciation for Diversity, Personal Skills).
7. Continue to fill out the remaining information asked for on this form.
8. If you ever have any questions make sure to ask your Hall Director.
The form will be sent to your Hall Director, who then reviews and submits them to the
Residential Life Office:
For a "Planned Event"
ƒ
ƒ
Needs to be filled out and submitted to your Hall Director at least one week prior to your
activity. It will be reviewed by your HD.
After the program is done, you should fill out the evaluation (found on the forms page), and
submit all receipts to your Hall Director within one week of the activity (talk to your HD and
plan ahead!).
For a "Passive Event"
ƒ
ƒ
ƒ
ƒ
Needs to be filled out after you have completed the event and submitted to your Hall Director
within one week of the event.
Funding may be requested retroactively, but keep in mind that your request may not be
granted. You can discuss your idea with your HD in advance if you want to be assured of
funding.
Always be sure to turn in receipts when asking for a reimbursement!
After you fill out the form, you should go right back and fill out the evaluation of the activity.
Sent it to your HD.
For a "Spontaneous Event"
ƒ
ƒ
ƒ
ƒ
Needs to be filled out after you have completed the event and submitted to your Hall Director
within one week of the event.
Funding may be requested retroactively, but keep in mind that your request may not be
granted.
Always be sure to turn in receipts when asking for a reimbursement!
After you fill out the form, you should go right back and fill out the evaluation of the activity.
Sent it to your HD.
(SEE NEXT PAGE FOR GRAPH)
Program Form Procedures
Go onto the forms page (https://webapps.acs.carleton.edu/reslife/forms/)
and click onto: “Event and Funding Form / Event Evaluations”
Fill out the form, and submit it to your Hall Director
Planned Activity
Planned, Spontaneous or Passive Activity
After you fill out the form, you should
go right back on and fill out the
evaluation of the activity, and send it
to your Hall Director.
You should fill out the
form at least 1 week in
advance, and submit it to
your Hall Director.
After the program is done, you
should fill out the evaluation (found
on the forms page), and submit all
receipts to your Hall Director
within one week of activity.
The Hall Director prints and signs the form,
And then gives it to their supervisor.
Amy signs the form.
Program form filed for record purposes.
FUNDING GUIDELINES
ALLOCATION:
•
•
We have funding available for programming.
BUT because RAs will not use funding for every program, the money is allocated on a 1st
come, 1st served basis, not a per RA allocation basis. We will turn down your request on
occasion, if you are spending large amounts of money. We need to allow others a reasonable
chance to spend money as well.
REIMBURSEMENTS:
•
•
•
•
Figure out what you want to buy, where, and the cost.
For planned events: Fill out the Funds Request Information section of the form and turn in the form to your
HD at least 1 week before the event. The form will be returned to you with an approved amount of money to
spend. For spontaneous or passive events: Fill out the Funds Request Information section of the form and turn
it in to your HD within 1 week of the program with receipts attached.
Make sure you have approval via an event form (if a planned event) before spending your own
$$ or you might not get reimbursed! Spontaneous and passive event reimbursement will be
determined on a case-by-case basis based on previous spending.
Purchase items with your own money and obtain receipts for everything! Remember – we’re
tax free. Staple receipts to your event form and submit through your HD within 1 week of your
program. If approved, you will receive an email when your petty cash is available for pick up
from the Res. Life Office. Receipts must be received within 1 week for the activity to be
eligible for reimbursement. No receipts = no reimbursement.
HERE ARE SOME IDEAS TO CONSIDER:
• Try to get donations from local merchants (perhaps in exchange for advertising).
• Get a pack-out from Carleton Dining Services or ask residents to chip in when possible.
• Try to get group rates, consider cheaper options, or use coupons.
• Check what supplies we have in the office or items your residents may already have before you
buy anything.
OTHER FUNDING RESOURCES:
The 3rd Center Fund
• at least 7 people must attend (1 faculty/staff/trustee person for every 6 students);
preference given for events with more than one type of non-student
• no alcohol
• estimated amount must be pre-approved because there is no retroactive funding
• reimbursements only, so save your receipts!
• no class-related events (nothing on a syllabus)
• no CSA organizations can receive funds
• what to do: fill out form on the web at www.csa.carleton.edu
• questions? Call CSA Treasurer x4030
• submission must be made within 30 days of event
The Alternative Beverage Fund
• good for soda and snacks; NOT meals or alcohol (pizza is not a snack)
• individual can receive up to $20; CSA chartered organizations, up to $100
• what to do: fill out form on the web at www.csa.carleton.edu
• submissions must be made within 30 days of event
The Metro Arts Access Fund
• events must be: student initiated, in the Twin Cities, open to all students and well
publicized
• covers transportation cost
• what to do: fill out form on the web at:
http://webapps.acs.carleton.edu/campus/campact/maaf
• questions? contact Chris Rasinen [email protected] or call x4161 to schedule
an appointment with Chris.
Committee for Studies in the Arts
• events may be on or off campus events, which are open to the entire campus
community, and well publicized for at least a week citing the committee as a sponsor
• what to do: submit a typed proposal 2 weeks in advance to the Committee with name,
ph# and email which includes nature of event (location/date/time); estimated costs
including range of payment for event or performer; estimated funding from other
sources; and publicity plans
• questions? Contact any committee member. Forms available from the Office of
Residential Life.
EASY AS A PIE:
HOW TO PLAN EVENTS IN 4 EASY STEPS
1)
ASSESS needs
This is the figuring out what program to do part.
• What is cool, innovative, appealing or fun?
• What are my residents' needs/interests?
ƒ Ask at study break what residents want to do.
ƒ Consider floor issues/what residents talk about (alcohol, politics, relationships, resumes).
2)
PLAN
This is the actual coordinating of details part.
• Fill out your Planned Event form to show what you hope to accomplish, needs
to meet, interests to tap into.
• Brainstorm ideas, resources, residents who could help, advertising; consider new
activities or put a twist on an old activity.
• When's a good time/where's a good place for the program? What are possible
conflicts?
• How about co-programming with another RA/Hall/organization?
• Discuss the program with your Hall Director.
• Your Planned Event form should be submitted to the your Hall Director at least 1 week
before the event, 2-3 weeks is ideal. For all-campus programs, you may need even more
time.
• Consider funding needs and resources.
3)
IMPLEMENT & INVOLVE
This is the getting input/support & building skills part.
• Decide who will take responsibility for each part of the activity and preparation.
ƒ Get residents involved.
• Make preparations (see how to contact a presenter info for tips).
• Create an advertising strategy (see publicity how-to).
• Double check on all resources, materials, and presenters at least a week before
the event.
• Make sure the event is set-up at least 15 minutes before the start time.
4)
EVALUATE/wrap-up
This is the "hmm . . . how'd it go?" part.
• Get residents' feedback and have them help clean up.
• Discuss and evaluate the activity with co-programmers; thank co-programmers.
• Return all resources/supplies, send thank-you notes, turn in receipts.
• The evaluation section of the Planned Event form should be submitted to your HD within
one week.
5 LAYERS TO A PIE:
HOW TO IMPROVE ANY EVENT
ALL EVENTS CAN BE DIVIDED INTO THESE 5 LAYERS OR ASPECTS:
1) ACTIVE: A physical/interactive event or some sort of trip (i.e., broomball,
Northfield tour, Mall of America, bowling, Timberwolves, Guthrie, etc.)
2) PASSIVE: Any type of educational information distributed/displayed (i.e.,
women's history month bulletin board, safety/security wall, floor newsletter,
packet of resumes/cover letters, sexual assault poster series, etc.)
3) THEATRICAL: Someone comes to your floor to do a presentation or host an
event (i.e., presenter, speaker, musician, poet, staff/faculty member, etc.).
4) TACTILE: Including some sort of how-to, hands-on, arts & crafts, physical
activity (i.e., tie-dye, paper-making, cards for the elderly, holiday gifts, etc.).
5) PROCESS: An opportunity for residents/RAs to discuss ideas, thoughts, feelings
(i.e., discussion after a movie, issue debate, discussion on sexuality,
faculty member leading discussion on careers after Carleton, etc.).
Ñ Worried your event idea isn't strong enough? Ò
Consider adding more layers...
Challenge yourself! Try an event that includes at least 3 layers . . .
work up to creating an event that involves all 5 layers.
A MULTI-LAYERED EVENT EXAMPLE:
Joe RA wants to show another movie--maybe Something About Mary.
His trusty Hall Director, Marie, suggests showing Life is Beautiful, a movie
about the Holocaust, as an educational program. Together they work on
adding the following layers to the event:
Active:
Passive:
Theatrical:
Tactile:
Process:
Watching the movie with a group of residents is a mildly active
event.
Joe passes out literature on the Holocaust--or does a bulletin
board in advance of the program.
A Holocaust survivor speaks at study break that week.
Residents construct a memorial to Holocaust survivors on the
floor bulletin board or write letters to the speaker.
After the movie, Joe leads a discussion about the movie.
HOW TO CONTACT A RESOURCE PERSON OR SPEAKER
Preparation
z Have clear idea of the topic
z Have dates and times in mind already (be flexible)
z Obtain correct phone # and address of resource or presenter
Contact
z Telephone or visit in person
 Make appointment if necessary
 Look presentable
z Clearly identify yourself, and explain the purpose or goal of the event
z Ask if they would be interested in participating
 If answer is no:
• Ask for referral to someone else
• Say thank you
 If answer is yes:
• Set up date and time
• Ask them if anyone else will be accompanying them
• Ask if any equipment is needed
• Ask if they charge for their services and if so, how much?
• Ask if they have promotional materials or ideas or information for publicity
• Summarize the conversation, making sure you both have all details clear
• Set a date by which you will contact them again with specific information
on:
Location
Time
Audience
Publicity
• Make sure you have correct spelling of their name, exact title, and areas of
expertise, for advertising and introductions
• Say thank you
Confirmation
z Contact the person in writing or via email to confirm all event information
z Call the person again, 1-2 weeks before the event, as a reminder and to check all
details
Day of Event
z Prepare an introduction, (with the person's name, title, and area of expertise) for
the beginning of the event
z Greet the presenter
 Look presentable yourself
 Be early
 Be in a good mood
After the event
z Thank the presenter after the program
z Get presenter’s view of program
z Send a thank you note within a week
z Give presenter feedback on residents’ perceptions
HOW TO HAVE THE BEST PUBLICITY POSSIBLE
I.
II.
Purpose of Publicity
ν Stimulate interest and involvement
ν Reach your target population
ν
Provide important information regarding event
Types: have a variety of types to reach a variety of learning styles (try for minimum of 2!)
ν Signs or flyers
ƒ Handmade
ƒ Computer generated
ν Posters/banners: in the hall, in Sayles
ν Table tents: in the hall lounges, in the dining hall or snack bar
ν Door dives: slips of paper you slide under each door as an invite
ν Bulletin boards: choose wisely -- in the hall, in Sayles, or by academic buildings
ν Media
ƒ Newspaper, NNB
ƒ Radio
ƒ TV
ƒ Web invites
ν Novelty Items: these items cost $ and require advance time for ordering so plan ahead!
ƒ Balloons
ƒ Pencils
ƒ Key chains
ƒ Cups
ƒ Clothing
III.
Location: be creative about placing your publicity but keep the posting policy in mind
ν Lobbies
ν Room Doors
ν Bulletin boards
ν Floor
ν Water Fountains
ν Bathroom stall doors
IV.
Information: be sure to include the following every time!
ν What – title
ν When – date, time
ν Where – location
ν Who – presenter, also who’s invited
ν Why – motivating factors
ν Cost – how much
V.
Appeal to audience
ν Movement of the eye
ƒ Z formation: information laid out in this way is more pleasing to the eye!
ƒ Rule of thirds: not just for photography, use this idea in laying out your publicity
ν Balance
ƒ Use of effective white space: only put what is necessary, don’t clutter it up with too
much information
ν Lettering
ƒ Use of upper and lower case increases readability
ƒ Serif types (fonts with “tails”) are easier to read
VI.
VII.
ν Use a different font to make headlines and titles stand out
ν Coloring: don’t make the mistake of using the wrong colors together!
Most readable - - - - - - - - -Least readable
Purple on Yellow
Black on White
Yellow on Black
White on Black
White on Purple
White on Green
White on Red
Green on White
Black on Orange
Red on White
Orange on Black
Red on Green
Green on Red
Yellow on White
White on Yellow
ν Psychological Color Associations – use color to your advantage
ƒ White = clean, pure
ƒ Black = formal, elegant
ƒ Purple = royalty; w/ blue or green = intrigue, mystery
ƒ Red
= revolution, excitement, fire, energy
ƒ Blue = sadness, night, coolness, tranquility
ƒ Yellow = happy, warm, optimism
Examples: When doing a program on fire safety, using red, orange and yellow is a nobrainer. Invites to a formal hall dinner might be best using black, gold or silver.
Creativity
ν Shape: don’t settle for ordinary 8 ½ x 11, cut shapes out, use squares or triangles, layer!
ν 3-D: you can make publicity pop by extending it off the paper, be creative!
Examples: For a movie night, have a box of popcorn actually on your poster! For an
ice cream social, hang plastic spoons with info taped to them from the ceiling.
ν Artwork
ƒ Original art: every floor has an artistic resident who could draw something for you!
ƒ Computer: use clip art or borrow pix from websites!
ƒ Magazine: check out the resource room for magazines waiting to be cut up.
ƒ Comic strip/newspaper: adds creativity and stands out.
ƒ Books: you can find great artwork in books, scan it in or photocopy as needed.
Resources
ν Resource Room
ƒ Items available for check out or use in the office:
Banner paper, construction paper, printer paper, bulletin board borders
Paints, glitter, markers, crayons, chalk, colored pencils
Magazines, coloring books, stamps, stickers, games
Glue, glue guns, tape, scissors, paper edgers, pumpkin carvers
Bubbles, cake decorations, popcorn, cocoa, cider, brownie mix, ice cream scoops
Plastic silverware, napkins, plates, cups, bowls
ν Campus Activities Office
ƒ Items available for use in SH 160 only
ƒ Identify yourself as a RA and bring resource room paper with you
Large sponge paints and markers
PUBLICITY IDEAS
Chalk sidewalks outside your hall
WRITE ON BATHROOM MIRRORS (soap or washable marker--talk w/custodian 1st)
‘ Residents' band opens for program ‘
Wrap boxes as gifts w/ads inside H
TAKE FOOD/DRINKS TO ROOMS AS TEASER TO ENTICE RESIDENTS
Æ
Get residents to advertise for you
Do a song & dance in dining hall
Give out pencils with notes attached
Tape posters to boxes so they stand out from the wall
ŠSlide flyers in residents' textbooks
¼
Hang laminated flyers in showers
Tape ads to the floor w/clear tape
~
Have the President write residents personal invitations
D
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WIITTH
KEETTSS W
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Posters or mini flyers that hang off door knobs
—
Use photos from last program
Tape arrows/feet to the floor
Prizes to first 15 attendees H
HANG
Door Prize giveaway
SIGNS FROM THE
CEILING
NNB ads/personals
Invitations
Balloons
buttons
stickers
Mailbox notes
Posters in bathroom stalls
Tape notes to dining trays
œ KRLX ads
table tents Banners
Magazine cutouts
Business cards
T-SHIRTS
Fortune cookie notes
³
Bookmarks
KEYCHAINS
W i n d o w pai n t s
tn Differently shaped posters yi S a n d w i c h B o a r d s
COOKIES WITH NOTES ON BOTTOM
Cake w/icing advertising
Video ad in the tv lounge or on Carl TV
ICE BREAKERS
Backpack: Have each person take something from his/her backpack that symbolizes themselves.
Share the object with the group, explaining why it was chosen. Variation: Put the items in a pile and
draw out one at a time, guessing whose it is.
Back Snatching: Pin a name to each player’s back. If the residents don’t know each other, use their
real names; if they already know each other, use names of famous people, middle names or phony
names. When the beginning is signaled, each person tries to copy down as many of the other people’s
names as possible, but without letting anyone else see their own name. There is much twisting and
turning involved. At the end of five minutes, the person with the longest list of names wins.
Color, Car, Character: Each person writes his or her name on a piece of paper. Under their name,
they write which color they feel fits their personality. Beneath the color, each writes the name of a car
that fits their self-image. Finally, the participants write the name of a fictional character with whom they
identify. One at a time, group members introduce themselves by stating their names, reading their list
of choices, and providing a brief rationale for their choices. Other categories could be used instead.
Get Acquainted: Each person is asked to tell the group something about themselves. Then that
individual is asked to pick out the people they don’t yet know. These people then introduce themselves
to the first person, and soon everyone knows everybody.
Getting to Know Each Other: Pick a day near the start of the year when everyone goes to each
other’s rooms to learn at least one thing about the other person.
Humdingers: Prepare slips of paper with names of popular, easy-to-hum songs, using the same song
on three or four papers. As people enter the room, they are given a slip of paper. At the signal, people
start milling around while humming their song, trying to find the others humming the same song.
Variation: use animal sounds instead of songs.
Info Sheets: Gather information about each group member beforehand. From each info sheet take 3
or 4 interesting or obscure facts and write them on a card. At the meeting, one at a time have each
person randomly draw a card and read the facts aloud. Other group members then try to guess who is
being described.
Know Thy Neighbor: Sit in a circle and have someone volunteer to be leader. Leader selects one
person and asks him or her a question. The “questionee” does not answer directly, but instead the
person to their right answers as he or she thinks the “questionee” should. This usually works best
starting with casual questions and then moving to more personal ones.
M & M Game: Have everyone sit in a circle. Pass around a bowl of M&Ms. Tell participants to take as
many as they wish, but don’t eat any yet. After all have taken their handful of M&Ms, inform them you
will now go around the circle and each person will tell one thing about themselves for each M&M taken.
Midnight Encounters: Pick a night for this the first week students arrive. Choose an area that can be
made totally dark. Everyone enters this area and begins talking with someone else. The point is to get
to know an individual without knowing what he or she looks like. This works best with a group of 10 to
20 people. If the group is larger, two sessions or groups would be best.
My Name Is...: Players sit in a circle. First peron says “My name is...”. Second person introduces first
person and then him- or herself. Continue adding names around the circle, with last person introducing
the entire group.
The Name Game: On pieces of paper, write names of famous people from all over the world. Pin one
on the back of each person, taking care that they do not see the name. They then try to deduce the
name by asking yes or no questions of the other players.
Nametags: Provide everyone with construction paper and markers. Have them write their name and
draw pictures of things important in their life. Variation: Have people draw their names and make a
nametag for someone else in the group.
Obituary: This strategy helps the students see their lives more clearly – from the perspective of their
imagined death. Have group members write their obituaries as they would appear in the school paper if
they were to die that day. Share these with the group. Variation: Have each write their obituary as
they would like it to appear if they were to die five years from that day.
Open or Closed: Have everyone sit in a circle on the floor. A book is passed from person to person.
As the book is passed, each person must say whether it is being passed open or closed. For example, “I
received this open but I’m passing it closed.” The leader then says whether this is true or not. The
secret is discovering what open and closed really mean. The leader establishes this criterion before the
round has begun. For instance, open may mean wearing glasses or having legs crossed. Closed may
mean no glasses or legs not crossed. Caution people not to tell when they’ve figured out the secret.
There can be many variations to this game, so set your creativity free.
Profiles: Each member is given paper and marker to sketch a profile of a chosen partner. This profile
should include only head and shoulders. When members are finished, their drawings are turned in to the
facilitator who then shows the drawings to the group one by one. The group then tries to identify the
person by the profile.
Resume: Write a resume of past successes, achievements, and accomplishments from birth to the
present; then share it with the group. Some things to include might be: awards, offices held, things
you’ve made, jobs you’ve held, speeches, grades, honors, things you’ve written, performances,
promotions, etc.
Three Things You Didn’t Know: Group members write down three things about themselves that
others in the group could not know. Have members guess who each statement is about.
Further Resources: The Adventure Based Resource Index System
(ABRIS) provides hundreds of different games ranging in type from selfconcept, values clarification, and low- to high-activity games. Areas
covered include group maintenance, games for two to more than thirty
people, thrills and skills, my strengths, body awareness, and who am I?
Many of these ideas have been gathered over the years; others have been taken from
The Encyclopedia of Ice Breakers. Find resources like these in the Residence Life Office!
Also check out websites for great ideas too!
www.residentassistant.com
www.residentassistantlink.com
www.reslife.net