RA Class Why Statement Activity

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Resident Assistant Class Instructor’s Guide

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Table of Contents
Overview……………………………………………………………………..……………………3
Week 1: Finding Your Why……..…………………………………………..…………………….6
Week 2: Introduction to Pace…………………...………………………….….…………………..9
Week 3: Self Awareness and Time Management...……………………….…….……...………..11
Week 4: Know Your Privilege………………………………………….……….………….……13
Week 5: Mental Health Training……………………………………….……….……………….16
Week 6: Wrap up…………………………………………………….……………….………….18
Personal Shield Handout…………………………………………………………………………20
Finding Your Why Handout…..…………………………………………………………………21
Scavenger Hunt Clue Sheet……………………………………………………………………...22
Blank Time Table………………………………………………………………………………..23
Time Management Scenarios…………………………………………………………………….24
Cross the Line Prompts…………………………………………………………………………..26

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General Overview
Duration: Five to seven 1.5-2 hour weekly sessions. Instructors will determine when their
section of the class will take place.
Journal prompts: 2-3 pages. Grading will be based off of the rubric in the syllabus.
Instructors: Professional staff within the Housing and Residential Life Office determined before
selection of the Resident Assistants.
SessionSelection: Once hired and they have accepted, the new RAs will sign up for a section of
the RA class based on time slot. Once the section is filled to capacity, the section will be closed.
If a student cannot make any of the open sections once a section is closed, they must meet with
Vinn Randazzo to discuss options.
Learning Outcomes for RA Class
Upon successful completion of the RA Class, students will be able to
1. Describe the roles and responsibilities of a Resident Assistant at Pace University.
2. Identify resources within Pace University and the community to better serve their
residents and peers during presentations and guest speakers throughout the sessions.
3. Develop knowledge on diversity, inclusion, and equity and how they play a role in
development of community and interpersonal relationships through discussions on
systematic oppression and privilege.
4. Display skills to respond and intervene with residents with mental difference in crisis and
non-crisis situations through mental health training.
5. Demonstrate their leadership philosophy they will use as a Resident Assistant through a
final presentation at the end of the course.
Theory Support for RA Class1
Overall class structure: This class was developed based off of Chickering’s Theory of Identity.
All of the course topics aim to cover one or more of the identity development vectors listed in
this theory. Most of the weeks will have a component of all seven vectors within the lesson;
however they may have more emphasis on one or two vectors.
Finding Your Why Vectors covered: developing purpose. Through engaging in discussions and
activities, students will be able to articulate their why. This will highlight their purpose for
becoming a resident assistant.
Introduction to Res Life Vectors covered: developing competence. Students will be given
information on resources within residence life, Pace University, and outside community.
1 Chickering, A.W., Reisser, L. (1993). Education and Identity (2nd ed.) San Francisco, CA: Jossey-Bass.

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Self Care/Mentoring Vectors covered: managing emotions, moving through autonomy toward
interdependence and developing mature interpersonal relationships. Students will complete
reflective activities to detect burnout and high emotional states then develop techniques to
relieve them.
Know Your Privilege Vectors covered: developing competence establishing identity, developing
mature interpersonal relationships, and developing integrity. The activities and discussion were
developed based on a combination of Atkinson, Morten, and Sue’s Racial and Cultural Identity
Development2 and Kohlberg’s Theory of Moral Development3. Atkinson, Morten, and Sue
discuss a student’s progress through their identity development. Though it primarily focuses on
racial identity, these stages can be applied to all identities. The stages include conformity,
dissonance, resistance and immersion, introspection, and synergistic articulation and awareness.
Students who are engaged in the week’s session should be in the introspection or synergistic
articulation and awareness stage. Kohlberg discusses the development of a person’s form or
structure of thought of what is right or moral. This theory includes six stages: Hereronomous
morality, individualistic/instrumental morality, interpersonally normative morality, social system
morality, human rights/social welfare morality, and morality of universalizable, reversible, and
perspective general ethical principles. After participating in discussions, engaged students should
be in the social system or human rights/social welfare morality stage (some have the potential to
be in the last stage, but this is based on identities and previous experience).
Mental Health Vectors covered: developing competence, managing emotions, moving through
autonomy toward interdependence, developing mature interpersonal relationships, and
developing integrity. Students will participate in a brief mental health training including
discussions on trends, reviewing statistics nationwide and campus wide, and participating in role
playing scenarios.
Wrap Up Vectors covered: developing competence. The final week is reserved for any final
questions about the course or resident assistant position.
Prior to first class: Instructor(s) send an email to their students welcoming them to the RA
class. The email should include class time, class location, other students in the class, small
introduction of themselves, class syllabus, and prompt for journal due the first class.
Students will also make name placards to bring to class. On the placards, students should write
their preferred name and decorate it with items or pictures which represent themselves.
Instructors should also create a placard.
Journal prompt for week 1: Introduce yourself. This week is very open to how you want to
introduce yourself. Some questions you can answer to help: What are you passionate about?
2 Atksinson,D.R., Morten, G., & Sue, D.W. (1998) Counseling American minorities. Boston: McGraw-Hill.
3 Helms, J.E. (1990). Black and white racial identity:Theory research, and practice. New York: Greenwood Press.

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What is one thing you would like your instructor(s) to know about you? Why do you want to be
an RA?
Links for weekly presentation
Week 1 http://prezi.com/g50ohujcjpny/?utm_campaign=share&utm_medium=copy
Week 2 http://prezi.com/uvttut7bmq_3/?utm_campaign=share&utm_medium=copy
Week 3 http://prezi.com/a2n7yijeyerz/?utm_campaign=share&utm_medium=copy
Week 4 http://prezi.com/qjldpwvdeync/?utm_campaign=share&utm_medium=copy
Week 5 http://prezi.com/cgm765wbmq-h/?utm_campaign=share&utm_medium=copy
Week 6 http://prezi.com/sjxpblrhdppu/?utm_campaign=share&utm_medium=copy

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Week 1: Finding Your Why
Learning Outcomes
After completion of this session, engaged students will be able to
1. Create their “why” statement after viewing the Ted Talk and participating in the Finding
Your Why activity.
2. Differentiate between a good and bad mentorship through the discussion on mentor
characteristics.
Technology needs:
-Computer
-Internet access
-Projector
Setting expectations for the class
Time needed: 15-20 minutes
Materials needed:
-Pieces of paper with different animal names
-Butcher paper-one for each group and one for instructor
-Markers
Instructor(s) explains the students will draw a piece of paper to split into groups. The students
are not to say the name on the paper out loud. Students will draw a piece of paper from instructor
with an animal name. Instead, the students will make the animal noise to locate the other
members of their group. Hand out the butcher paper and markers to the groups when formed.
Once in the group, the students will develop expectations they have of the RA class, other
students in the class, themselves, and the instructor(s). Allow the students 5 minutes to develop
the expectations. After the groups have developed their expectations, place a blank butcher paper
at the front of class. The students will then use the expectations from all groups to develop the
class expectations of the RA class, each other, themselves, and instructor(s)* The students and
instructor(s) will sign the paper in agreement to pursue these expectations.**
*Instructor(s) have the right to veto any expectations they deem inappropriate or unrealistic (i.e.
“We expect everyone in the class to be best friends and hang out all the time”)
**Paper should be present at each RA class
Personal Shields
Materials Needed:
-One shield worksheet per student (attached in Appendix A)
Students will split the shield into six sections and number each of the sections. The students will
fill in the sections with the following items:
Section 1: All about you. Name, hometown, major, etc

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Section 2: Important places. Where do you like to go? Where did you spend your best three days
this past year?
Section 3: Important dates. What is your favorite date? A date you look the most forward to?
Section 4: Important people. Who brings joy to your life? Who has left a positive impact on your
life?
Section 5: Positive characteristics. What makes you unique? What is one aspect you love about
yourself?
Section 6: Three items you possess that you cherish.
Discussion questions
1. What are your reactions to the makeup of your shield?
2. Is there a common theme throughout your sections? Explain?
3. What do you think the things you drew on your shield say about the person you are or are
trying to be?
Play Simon Sinek’s “Start with Why” Ted Talk
Discussion Questions:
1. What inspires your why?
2. Is your why statement reflected in your life? Where? How?
Finding Your Why
Materials Needed:
-Finding your why circle worksheet
Start by having the students reflect on why they applied for the Resident Assistant position and
why they do what they do (roughly 2-3 minutes). Then have them write their why in the inner
circle. In the middle circle, students will write how they plan to accomplish their why (some
examples would be programming, building community, or other RA duties). In the outer circle,
students will write what they are doing (this will most likely be the RA position). Encourage the
student to place this worksheet in a visible place to be reminded frequently why they are doing
this position.
Mentoring
The dictionary defines a mentor as an experienced and trusted advisor. Mentoring is an important
component of the RA position; whether you are mentoring your residents or each other.
Discussion Questions:
1. How do you define mentoring?
2. What makes a good mentor?
3. What makes a bad mentor?
4. How will you take those experiences with mentors to develop your own mentoring style?

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Last 5-10 minutes discuss the journal prompt and clear up any questions.
Journal entry for week 2: What has your experience been during your time at Pace University?
Do you know what office you would go to talk about financial issues? Stress? Class schedule
issues?

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Week 2: Introduction to Pace: Res Life 101
Learning Outcomes
At the end of this session, engaged students will be able to
1. Locate university and local resources to aid them in successful student interventions after
receiving resource handout and participating in the resource scavenger hunt.
2. Articulate university and department culture after engaging in discussion on Pace culture.
Technology needs:
-Computer
-Internet access
-Projector
Discussion
Culture at Pace University
1. Residence life
a. What has been your involvement in Residence Life at Pace so far?
b. What are your first impressions?
c. What questions do you have of Res Life?
2. Student
a. What culture have you noticed or helped develop during your time in Pace?
b. What culture might you hope to cultivate during your time as a Resident
Assistant?
3. From Resident to Resident Assistant
a. Discussion point: What do you think the difference will be between being a
resident and a Resident Assistant?
b. Student first mentality-you are here to be a student, then a student leader.
Remember you must maintain 2.75 GPA (semester and cumulative) and remain in
good academic standing.
c. Finding the balance between being their friend and being friendly.
i. Have a discussion with your residents about your rules and expectations-
develop expectations with the whole floor during the first floor meeting
ii. Easier to start off strict and ease up than starting off relaxed and trying to
become stricter.
d. “Living in a fishbowl”- you are representing OHRL at all times.
e. Know your triggers and what your resources are when you are triggered.
Pace Resource Scavenger Hunt
Time needed: 60 minutes
Materials needed:
-Clue Handout
-Candy for the winning team

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The class will be split into two groups. Students will be given the clue handout where they will
figure out resources around the community and Pace University. The groups can earn points for
picture creativity and number of resources discovered: two points for each correct resource.
When they solve the clue, they will need to find the office and take a picture of the office. At
least one group member must be in the picture. Groups can earn one point for each additional
group member in the picture. Students must return to the classroom before time expires. Late
groups will receive a five point deduction. The pictures should be tweeted with the hashtags
listed on the clue handout.
Once the groups are back, pull up Twitter to review the photos and tally up the points. After a
winner has been declared, discuss any questions the students may have about the resources.
Journal prompt for week 3: When someone asks “who are you?” how do you respond? Name a
compassionate way you’ve supported someone recently. How can you do that for yourself? What
is one topic you need to learn more about to help you live a more fulfilling life?

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Week 3: Self Awareness
Learning Outcomes
At the end of the session, engaged students will be able to
1. Differentiate between academic, social, and job responsibilities and rank them
accordingly in priority after completing the time management table exercise.
2. Recognize their personal self, values, and beliefs through a reflection on the journal entry
and self awareness discussion.
3. Identify strategies to recognize and stop burnout during the discussion of self care as a
Resident Assistant.
Technology needs:
-Computer
-Internet access
-Projector
Speed Interviewing
Divide the students into two even groups. The students will then form two lines, facing each
other. Students will have 30 seconds each to tell the other who they are and other information
they wish to share. In their last pairs, the students will introduce their partner and one interesting
fact about their partner.
Time Management4
Students will receive a blank time table which they will fill out with various time commitments.
Time commitments to add:
1. Physiological needs-sleeping, eating, etc
2. Academic commitments-class schedule, study time, paper writing time, labs, tutoring,
performances, etc
3. Social commitments-clubs, organizations, socializing with friends
4. RA duties-duty nights, other duties??
5. SURPRISE! Pick two surprise RA scenarios and add them to your schedule. One of each.
Discussion questions:
1. What did you remove or rearrange to fit in the surprise scenarios?
2. Why did you choose that?
3. If you had more surprises, how would you compensate?
4 Adapted from the Office of Housing,Residential Living, and Dining Community Assistant Seminar at Indiana
University of Pennsylvania

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4. How will you balance your RA position, academics, social life, and self care?
Self Care
Self care is extremely important in residence life, especially being a student leader. When an RA
dedicates a substantial amount of time to their position and neglects other aspects of life (social
life, academics, self care) they may experience burn out. Burn out can occur at a high rate among
residence life staff.
Maslow’s Hierarchy of Needs talks about
Discussion:
1. What does self care look like to you?
2. What are some of your signs that you are close to burning out?
3. How do you plan on combating burnout?
Journal prompt for week 4: Privilege is defined as a special right, advantage, or immunity
granted or available only to a particular person or group of people (Webster Dictionary
definition). In order for a group to be privileged, there needs to be groups who are oppressed.
These groups face unjust treatment or control based on their identities.
Discuss the areas in which you are privileged. What do those identities mean in society, your
relationships and you personally? Have you had to think about these privileges before writing
this? How?

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Week 4: Know Your Privilege
Learning Outcomes
After completing this session, engaged students will be able to
1. Define systematic oppression and privilege through interacting in dialogue throughout the
session.
2. Recognize the space their identities occupy after engaging in identity discussion.
Technology needs:
-Computer
-Internet access
-Projector
This week’s session will be primarily based on discussion. This is an outline of sections from the
presentation for the instructor to refer if the conversation is slow or students are unable to think
of talking points.
Safer space rules:
 “One Person, One Mic”: No interrupting. One person will speak at a time
 Agreeing as a group to be respectful of each other’s feelings, and our own, and to be
respectful of all cultures, races, sexual orientations, gender identities, religions, class
backgrounds, abilities, and perspectives when speaking.
 Speaking in “I” statements: Don’t tell others what to do or think as if it is a command.
Instead, describe your own experience. Agreeing to challenge people who make hurtful
comments.
 Guaranteeing a safe space: agreeing not to repeat personal things people say during a
group meeting to others.
 Recognizing our own and others’ privilege: When entering a space and speaking, being
aware of privilege based on race, age, experience, sex, gender, abilities, class, etc.
 “Step up and step back”: If we usually don’t talk much, we will challenge ourselves to
speak more. If we find ourselves talking more than others, we will speak less.
Discussion Question: What is privilege?
Understand Privilege
Materials needed:
-One blank piece of paper for each student
-Waste basket

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Students are given a blank piece of paper. The students will then crumple up the piece of paper.
Place the waste basket at the front of the room. Then stagger the students throughout the room
(some being close to the front while others are in the back). Explain to the students they each
represent a different country. They all have an opportunity to become upper class with endless
resources if they can get their crumpled paper into the waste basket. The students are not
permitted to move and must attempt to get the paper in from where they were placed.
This is how privilege works. There is the narrative that if you work hard, you can accomplish
anything; this is also known as the pulling yourself up by the bootstraps narrative. However,
people, based on their identities, are placed in certain positions (similar to how you were in this
activity) which makes it easier or harder to achieve these goals. Those who are in the front often
can only see the work they are doing and attribute their success solely on the work and nothing
else. This leads to the privileged to believing the reason for the oppressed identities failure on
their lack of hard work. Those who are placed in the back see the advantage the other groups get
and try often to voice these injustices but are often seen as selfish or trying to further themselves.
1. What did it feel like being in the positions you were in?
2. In your position, did you think about anyone else’s position? How?
Cross the line
Material needed:
-Tape (should be used to make a line in the middle of the room)
Students will line up on one side of the tape line. Inform the student they do not have to cross the
line for any prompt with an identity they do not wish to share with the group. Honest
participation is encouraged. Trigger warning: some of the prompts may trigger an emotional
response in some of the students. Remind everyone of the different experiences of everyone in
the room and to be respectful of the emotional responses. It is encouraged to have the counseling
center’s information readily available for students who want to talk about their experience.
1. Did any of these questions cause you to think of your identities?
2. Did you find yourself making judgments of others?
3. How did the movement of others influence you?
4. After this activity, how can you make your actions more welcoming?
What is an Identity?
Visible:
1. Race
2. Sex
3. Body type
4. Ability
5. Age

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Invisible
1. Sexual Orientation
2. Gender Identity
3. Ethnicity
4. Language
5. Religion
6. Class
7. Ability
8. Mental Ability
9. Medical Health
Intersectionality is the combination of a person’s entire identity which results in their unique
lived experience. Though two people may share one identity, they will have different
experiences due to the makeup of their other identities.
1. What does it mean to take up space?
2. What space do you take up?
3. How can you make the space you take up more welcoming and inclusive?
4. How does this affect you as an RA?
Journal prompt for week 5: Currently in the United States, mental health is being discussed
more than ever before. This has lead to more college students talking about these issues and
developing help seeking behaviors. As a resident assistant, you may see mental health within you
community. How do you define mental health? What does mental health mean to you? What
does it mean to our community we are trying to create?

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Week 5: Mental Health Workshop
Learning Outcomes
Upon completion of this session, engaged students will be able to
1. Identify signs and symptoms of mental health in students after reviewing the
presentation.
2. Indicate the current trends in mental health at Pace University after discussing recent
research from the Counseling Center.
Technology needs:
-Computer
-Internet access
-Projector
Additional Materials:
-Invite a counseling center staff member to come discuss current trends in mental health at Pace
University
-The Counseling Center pamphlet (enough for each student in the class)
Good Times/Bad Times
Students will pair off. One partner will tell a story of something negative that happened to them.
This can be personal or work related which happened recently or years ago, but it must be
something that is over. The same person will tell the story again, this time focusing on the
positives that came from the experience. The listening partner can help explore positives of the
story if asked. The pairs will then switch and the other partner will share their story.
Myths vs Facts
Instructor should reveal a myth to the students. Ask the students why they think it is a myth and
what is the truth.
Myth: Having mental illness means you are weak.
Fact: Mental illness isn’t something that goes away if you “try hard enough”. Your personality or
ability to handle your feelings does not cause mental illness. Once they find something that
helps, most people live healthy, full lives.
Myth: People with mental illness are violent and dangerous
Fact: The majority of the violence in the world is committed by those who do not have mental
health concerns. A person with mental illness is more likely to be the one hurt or bullied by
someone without mental illness.
Myth: Only a doctor can help someone with mental illness.

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Fact: Though counselors and doctors should focus on professional care, anyone can help
someone with their journey with mental illness. Not using language such as “crazy”, “mental”,
“psycho”, or “loony” is an easy step. Another thing you can do is educate yourself and others on
the truth of mental health. If you hear something that isn’t true, speak up and explain what is
true.
Myth: Mental illness is uncommon.
Fact: 1 in every 5 Americans will have a diagnosable mental disorder within their lifetimes.
Common Stressors/Mental Health Problems at Pace
1. Cover the top issues mentioned on the slide
2. Discussion question: Have you seen any of these issues during your time here? How was
it handled?
Res Life Policy/Counseling Services
1. Briefly cover the protocol for resident assistants handling mental health cases
2. Counseling center representative comes in to discuss services and different programs they
are working on and potential collaboration
Role Play Scenarios
For the remainder of the class, students will split into pairs or small groups. They will take turns
acting out and confronting mental health scenarios (located at the end of the packet).
Instructor should walk around the class to observe and assist in the scenarios if needed.
Journal prompt for week 6: A leadership philosophy describes who and what influences the
way you lead. This could be previous mentors or supervisors, identities, life experiences, or
relationships. Take a moment to reflect how these different areas of your life influence the way
you interact with others and your leadership style. Based on this reflection, describe your
leadership philosophy. How will you use those identities and relationships to lead others?

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Week 6: Wrap up
Learning Outcomes
Upon completion of this session, engaged students will be able to
1. Summarize the resident assistant class through wrap up discussion.
2. Establish a basic understanding of the resident assistant position through discussion.
3. Clarify lingering questions of the course and position through the wrap up activity.
This is My Life
Materials: One deck of cards
Each student will choose one card from the deck. Whichever number they select is the story or
experience they share with the group.
2- What is one way you like to de-stress?
3- What is your favorite way to connect with your peers?
4- What is your favorite place to eat around campus?
5- What have you learned during your time at Pace?
6-Describe a memorable experience with someone in Res Life (RA, RD, Desk Assistant, etc).
7- What was your favorite week of class and why?
8-What are some challenges you think you may face in the resident assistant position?
9- What aspect of the RA position makes your apprehensive?
10- Share something you learned from someone in the class.
J- Share a time you were challenged in this class.
Q- What is something you wish you had done different in the class?
K- Share something you appreciate about the class in general.
A- What aspect of the RA position are you excited for?
Wrap Up
Time: 45-60 minutes
Materials needed:
-note cards (enough for each student)
Students will write questions they still have of the topics covered, class, or RA position in
general. A minimum of one question should be asked by each student. There is no maximum for
questions asked, but there should only be one question per note card. Once all students have
written down questions, the note cards will be collected. If not already, the students will arrange
themselves in a circle facing each other. The instructor(s) will mix up the cards. One person
volunteers to draw the first card. This person will read the question out loud and answer the
question. Once the person has answered, the group has an opportunity to discuss the question or

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add on to the answer. The student is encouraged to attempt an answer even if they do not think
they know the answer. This continues until all the cards are read and answered.

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Finding Your Why Handout5
5 Adapted from Simon Sinek’s “How Great Leaders Inspire Action” Ted Talk. Sept 2009.

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Scavenger Hunt Clue Sheet
This place can be considered the home base for resident assistants and resident directors. Our
fearless leaders often take camp here. #HomeBase
Crafting material galore can be found in this place. Create door decs, bulletin boards, and
advertisements here. Did I hear you say you wanted more glitter on that bulletin board?!
#CraftHouse
The people who work here are always ready with open doors and a shoulder to lean on. They
offer many services here like group and individual sessions for a better you. #TheyCare
They are all about the money and making sure you have enough for the academic year. FAFSA
doesn’t scare them! #DollaDollaBill
This has been around since 1904 helping New Yorkers get from one borough to the next. It
might not always be running how we wish it would, but it still gets us where we need,
eventually. #Transportation
Smile for the camera! They will help you get in and out of the buildings and other important
things. But don’t lose what they give you, it wouldn’t be fun to replace it. #GetYourCard
Five of these buildings hold many of our sleepy Pace students. You must find at least one, but I
challenge you to find all five! #PaceLiving
Computer not working? Can’t connect to the internet? Basically any tech question? No problem!
The people at these place can help you! #TheyFixIT

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Time Management Surprise Scenarios6
Additional WeeklyActivity Cards
Wednesday Night Hall Program 2 hours
Monday night you residents are watching a movie, you watch it with them. 2 hours
Training committee meeting on Monday 2 hours
Monday night hall program 2 hours
Thursday night studio art project 2 hours
Studio art project Wednesday night 2 hours
Monday club meeting 1 hour
Up all night with a resident, you need to take a nap on Wednesday 2 hours
Thursday night your residents are watching a movie, you join in and watch with them 2 hours
RD calls and needs to talk to you about a resident on Thursday 1 hour
Tuesday night emergency floor meeting 1 hour
Monday you have an extra team practice 2 hours
Monday night study group 2 hours
Friday night emergency floor meeting 1 hour
Saturday night surprise date 2 hours
RD calls and needs to talk to you about a resident on Wednesday 1 hour
Religious Service 2 hours
Thursday you have an extra team practice 2 hours
Tuesday club meeting 1 hour
Tuesday night study group 2 hours
Friday the fitness center is busy and it takes and extra hour to work out 2 hours
Up all night with a resident, you need to take a nap on Tuesday 2 hours
Religious service 2 hours
Training committee meeting on Friday 2 hours
Friday night surprise date 2 hours
Tuesday the fitness center is busy and it takes an extra hour to work out 2 hours
Crisis Situations
Wednesday night you lose your keys and I-card 2 hours
Shower alarm at 9 pm on Wednesday 1 hour
Your Co is sick and you take over duty for them on Wednesday night 7pm-
midnight
11 pm Thursday night and a paper is due tomorrow, your computer crashes and
there is a resident knocking at your door
2 hours
Fire alarm at 11 pm on Sunday 1 hour
Maintenance emergency on Wednesday 1 hour
6 Original source Office of Housing, Residential Living, and Dining at Indiana University of Pennsylvania

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Family crisis at 7 pm on Wednesday 1 hour
Maintenance emergency on Thursday 1 hour
Professor reminded you that you have a research paper due on Friday you haven’t
started the research and writing
3 hours
Officer Jack from UP calls to follow-up on an incident 1 hour
Fire alarm at 1 am on Friday 1 hour
Shower alarm at 10 pm on Thursday 1 hour
Parent calls on Tuesday night, they are upset and you cannot calm them down 1 hour
Family crisis at 7 pm on Thursday 1 hour
Your Co is sick on Monday night and you take over duty for them 7pm-
midnight
Parent calls on Thursday night they are upset and you cannot calm them down 1 hour
You go to the bathroom to find a lot of vandalism that has occurred in the
bathroom.
1 hour
Your sister calls at Midnight on Wednesday, she is upset because her boyfriend
just broke up with her
1 hour
You are on your away to a study group and across a passed out resident on the
floor in the hallway.
1 hour
Professor announces that there will be a test on Friday, you haven’t started
studying
3 hours
Tuesday night you lose your keys and ID 2 hours
Bulletin Board is due at midnight and you forgot about it. 4 hours
11 pm the night before a paper is due and your computer crashes, and a resident is
knocking at your door
2 hours
You walk past a room and notice alcohol in the room and need to handle the
incident
2 hours

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Cross the Line Prompts7
Cross the line if you…
 have visited another country
 prefer day to night
 have never flown
 own your own car
 have been in love
 have had a positive experience with someone in residence life
 have had a negative experience with someone in residence life
 do not identify with a religion
 do not have off of school for your religion’s holidays
 feel you know little about your cultural heritage
 describe your family as blue collar or working class
 describe your family as middle class
 describe your family as upper class
 are an undeclared major
 have ever gone to bed hungry
 are the oldest child
 are the middle child
 are the youngest child
 are an only child
 have one person you can always trust or rely on
 sometimes have low self confidence
 have ever felt lonely
 have ever had to fight to prove you are tough
 has experienced harassment or discrimination
 has felt unsafe on campus
 do not see people who share your identity often or in positive roles in the tv shows or movies
 have ever been in the foster care system
 are adopted
 have parents who are divorced
 have had one or more parent pass away
 have anyone in your family who is in the LGBTQ community
 has never had “the talk” with someone in their family
 has experienced the effects of alcoholism in their family
 has experienced the effects of substance abuse in their family
 has had a friend or relative attempt or commit suicide
 has known someone who is a survivor of abuse
 have not crossed the line yet
7 Adapted from the Undergraduate Interfraternity Institute

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