The Lead Resident Advisor is an undergraduate student staff member who assists the Hall Coordinator with administrative duties and community development in the residence halls. As a peer leader, the LRA helps create an inclusive community that supports academic success and personal growth. Key responsibilities include coordinating staff training, assisting with facility operations, responding to student needs, and enforcing housing policies. In return, the LRA receives a room credit, meal plan, and $3,000 annual stipend paid monthly. The position requires an average of 20 hours per week and maintaining a 3.0 GPA.
In 2013, youth development nonprofit Our Piece of the Pie released its school-=based Dashboard that measured student performance. The system, unique to Connecticut, took multiple inputs from a variety of data sources and combined them into an integrated data warehouse.
Now, in 2014, OPP has produced Dashboard 2.0 that integrates the original dashboard with a Holistic Performance Index that measures student academic progress, student attendance, student behavior, career- and workforce-readiness, social emotional growth, and credit accumulation.
The document discusses coaching and mentoring at a college. It provides an overview of coaching and mentoring, noting that some academic departments have advisors while others use faculty advisors. The goal is to expand participation. Coaching and mentoring is defined as a collaborative process to help students with educational and career goals through problem-solving and overcoming obstacles. It combines teaching, mentoring, and career counseling.
The college uses a three-stage coaching and mentoring model from admission through graduation. Stage one focuses on pre-enrollment advising. Stage two creates academic/career plans and offers orientation. Stage three provides specific academic and career advice linked to programs of study. Over time, the model aims to have all students
Even though 12.1.0.2 is "only" a patch set, it introduces a number of very interesting performance features. In-Memory Column Store is the most well known in this area. But, be aware, a number of additional features that, for example, helps optimizing the physical storage and the caching of data are also available. The aim of this session is to explain and demonstrate how these new features work.
This document discusses the aggregate demand-aggregate supply (AD-AS) model. It provides insights into inflation, unemployment, and economic growth. The model shows an inverse relationship between price level and real domestic output. Shifts in aggregate demand and aggregate supply can change output and inflation. The document outlines the various determinants that can cause these curves to shift, such as consumer spending, investment, government spending, net exports, and input prices.
Este documento resume la importancia, incidencia, causas y mecanismos de la lesión renal aguda (LRA). Explica que la LRA es una complicación frecuente en pacientes hospitalizados y críticos, y se asocia con altas tasas de mortalidad y costos. Propone una teoría unificada para la LRA séptica que involucra la inflamación, disfunción microvascular, bioenergética celular y adaptación de las células tubulares. Describe cómo la activación inflamatoria puede dañar las células
The Law on Trade Dispute resolution (Labour Law) (Kenya)Quincy Kiptoo
This document discusses alternative dispute resolution (ADR) methods for resolving trade disputes, including their definitions, processes, advantages, and disadvantages. It outlines several ADR methods:
1. Negotiation - Direct communication between disputing parties to jointly resolve the issue. It is voluntary, informal, and flexible but power imbalances can disadvantage weaker parties.
2. Mediation/Conciliation - A neutral third party assists negotiations but does not make binding decisions. It aims to maintain relationships while resolving multiple issues privately and quickly. However, it is not binding and power imbalances may still influence the process.
3. Arbitration - A third party hears evidence and renders a binding decision. Parties have
This document discusses a theory solver for linear rational arithmetic (LRA). It begins with an overview of the basic solving process, including preprocessing to separate formulas into equations and bounds, and storing equations in a tableau data structure. It then describes how bounds are asserted on variables, which may tighten bounds or require updating the model if a bound conflicts with the current value assigned to a variable. Asserting a bound on a non-basic variable in particular may cause the values of basic variables to be adjusted. The document provides examples to illustrate these concepts.
Robert L. De Bereaux has over 10 years of experience in social services and nonprofit management. He has a proven track record of successfully administering programs serving youth, families, and the community. His skills include community outreach, administrative work, client relations, and operations management. He holds a Bachelor's degree in African American Studies from Syracuse University.
In 2013, youth development nonprofit Our Piece of the Pie released its school-=based Dashboard that measured student performance. The system, unique to Connecticut, took multiple inputs from a variety of data sources and combined them into an integrated data warehouse.
Now, in 2014, OPP has produced Dashboard 2.0 that integrates the original dashboard with a Holistic Performance Index that measures student academic progress, student attendance, student behavior, career- and workforce-readiness, social emotional growth, and credit accumulation.
The document discusses coaching and mentoring at a college. It provides an overview of coaching and mentoring, noting that some academic departments have advisors while others use faculty advisors. The goal is to expand participation. Coaching and mentoring is defined as a collaborative process to help students with educational and career goals through problem-solving and overcoming obstacles. It combines teaching, mentoring, and career counseling.
The college uses a three-stage coaching and mentoring model from admission through graduation. Stage one focuses on pre-enrollment advising. Stage two creates academic/career plans and offers orientation. Stage three provides specific academic and career advice linked to programs of study. Over time, the model aims to have all students
Even though 12.1.0.2 is "only" a patch set, it introduces a number of very interesting performance features. In-Memory Column Store is the most well known in this area. But, be aware, a number of additional features that, for example, helps optimizing the physical storage and the caching of data are also available. The aim of this session is to explain and demonstrate how these new features work.
This document discusses the aggregate demand-aggregate supply (AD-AS) model. It provides insights into inflation, unemployment, and economic growth. The model shows an inverse relationship between price level and real domestic output. Shifts in aggregate demand and aggregate supply can change output and inflation. The document outlines the various determinants that can cause these curves to shift, such as consumer spending, investment, government spending, net exports, and input prices.
Este documento resume la importancia, incidencia, causas y mecanismos de la lesión renal aguda (LRA). Explica que la LRA es una complicación frecuente en pacientes hospitalizados y críticos, y se asocia con altas tasas de mortalidad y costos. Propone una teoría unificada para la LRA séptica que involucra la inflamación, disfunción microvascular, bioenergética celular y adaptación de las células tubulares. Describe cómo la activación inflamatoria puede dañar las células
The Law on Trade Dispute resolution (Labour Law) (Kenya)Quincy Kiptoo
This document discusses alternative dispute resolution (ADR) methods for resolving trade disputes, including their definitions, processes, advantages, and disadvantages. It outlines several ADR methods:
1. Negotiation - Direct communication between disputing parties to jointly resolve the issue. It is voluntary, informal, and flexible but power imbalances can disadvantage weaker parties.
2. Mediation/Conciliation - A neutral third party assists negotiations but does not make binding decisions. It aims to maintain relationships while resolving multiple issues privately and quickly. However, it is not binding and power imbalances may still influence the process.
3. Arbitration - A third party hears evidence and renders a binding decision. Parties have
This document discusses a theory solver for linear rational arithmetic (LRA). It begins with an overview of the basic solving process, including preprocessing to separate formulas into equations and bounds, and storing equations in a tableau data structure. It then describes how bounds are asserted on variables, which may tighten bounds or require updating the model if a bound conflicts with the current value assigned to a variable. Asserting a bound on a non-basic variable in particular may cause the values of basic variables to be adjusted. The document provides examples to illustrate these concepts.
Robert L. De Bereaux has over 10 years of experience in social services and nonprofit management. He has a proven track record of successfully administering programs serving youth, families, and the community. His skills include community outreach, administrative work, client relations, and operations management. He holds a Bachelor's degree in African American Studies from Syracuse University.
The document discusses student affairs as a profession focused on experiential learning outside and sometimes inside the classroom. It notes that student affairs practitioners hold various positions like career counselors and academic advisors and facilitate programs with learning outcomes. The graduate assistant learning contract template then outlines various competencies like administration, communication, theoretical foundations, and technology that the assistant will develop goals and receive evaluation in over the semester from their supervisor.
Karey Gauthier has over 15 years of experience in client relations, account management, recruitment, social media, and event planning. She has a proven track record of exceeding goals, such as increasing social media membership by over 1000% in two months. She also has experience managing entire operations, such as serving as Staff Association President representing the entire university staff. Gauthier has strong skills in customer service, project management, strategic planning, and advising.
Reflective practice frames the process of continuous improvement. It addresses questions about leadership, authority, and one’s own upbringing and how we tackle hard problems. Reflective practice helps us to adjust, fine-tune, and change the way we do business through daily experiences and real-life situations. Reflective practices have a direct impact on our leadership style.
Evett Shulman is an experienced development and fundraising consultant with a track record of success in cultivating corporate and individual donors. She has over 10 years of experience in nonprofit leadership roles, where she implemented strategies to diversify funding, increase revenue from major gifts and grants, and grow volunteer engagement. Shulman also has skills in strategic planning, brand promotion, and executing impactful fundraising events. She holds graduate degrees in education and certificates in nonprofit management and digital media.
This document outlines a mentor/mentee agreement between two individuals beginning in [today] and ending in April 2010. It details the communication expectations, which include meeting once a month in person and conducting quick check-ins by email or phone between meetings. Goals for both the student and mentor are listed in several categories, along with action steps and methods for assessing progress and providing feedback. Guidelines around professional conduct, confidentiality, and monthly check-ins with the Pathways program are also established.
The document outlines the responsibilities and requirements for the Resident Assistant position at New York University. As a paraprofessional staff member, the RA serves as a role model, peer counselor, and leader for residents on their floor. Key duties include planning social and educational programs, responding to emergencies, enforcing policies, and creating a supportive community environment. RAs must be in good academic standing, enrolled full-time, and successfully complete training. In return, they receive housing and a meal plan. The position requires about 20 hours of work per week.
Developing an Operating Budget for Extended Family, Inc. A Not-fo.docxduketjoy27252
Developing an Operating Budget for Extended Family, Inc.: A Not-for-Profit Human Service Organization
Abstract (summary)
Translate AbstractTranslate
In this case, you will develop an operating budget for Extended Family, Inc., a not-for-profit (NFP) human service organization. Completing this budget successfully requires a high level of decision making, as you must determine the number of cost pools and allocation bases upon which common costs are to be allocated to the organization's three revenue-generating programs. This case will expose you to many real-world issues that NFP financial managers confront when they prepare operating budgets. These issues include: (1) allocating revenue among programs; (2) distinguishing among program, administrative, and fundraising costs; (3) properly treating temporarily restricted contributions; and (4) facing an array of ongoing financial challenges connected with NFPs. [PUBLICATION ABSTRACT]
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Headnote
ABSTRACT:
In this case, you will develop an operating budget for Extended Family, Inc., a not-for-profit (NFP) human service organization. Completing this budget successfully requires a high level of decision making, as you must determine the number of cost pools and allocation bases upon which common costs are to be allocated to the organization's three revenue-generating programs. This case will expose you to many real-world issues that NFP financial managers confront when they prepare operating budgets. These issues include: (1) allocating revenue among programs; (2) distinguishing among program, administrative, and fundraising costs; (3) properly treating temporarily restricted contributions; and (4) facing an array of ongoing financial challenges connected with NFPs.
INTRODUCTION
Extended Family, Inc., a community-based, not-for-profit (NFP) organization, was founded in 1995 by a group of parents who were concerned about the stigma surrounding children with disabilities. Specifically, these parents found that such children did not have a place to go to receive specialized counseling aimed at helping them cope with their disabilities. The founding parents also wanted their adult children with disabilities to have an independent, yet supervised, living situation. Originally a grass roots organization with limited support, Extended Family was incorporated in 1999 in order to expand the program from advocating for services to providing services. Extended Family's mission is to educate the community on disabilities and to provide a safe living environment that will enable people with disabilities to live with dignity.
Program Description
Extended Family operates three separate programs: counseling, education, and residential. Clients may be referred to one of these programs by their schools, social service agencies, physicians, or their parents.
Counseling Program
The counseling program provides individual, group, and fami.
Students are responsible for their own educational goals and should take initiative in the advising relationship. They must schedule advising sessions early and come prepared. The advisor's role is to guide students on requirements, policies and support services. However, advisors cannot make decisions for students and are limited to offering information and referrals rather than personal counseling.
This document discusses understanding funding and budgeting for graduate students. It outlines various types of funding such as grants, scholarships, fellowships, teaching assistantships, and research assistantships. Grants and scholarships do not need to be repaid. Fellowships can provide stipends and tuition waivers for 1-4 years. Assistantships provide stipends and tuition in exchange for work. The document emphasizes budgeting basics like tracking income and expenses, saving for emergencies, and avoiding debt. It warns that funding may be lost if guidelines are not met and advises graduate students to stack funding from multiple sources.
This senior reorientation module provides guidance to graduating students on goal setting, values, ethics, mentors, global citizenship, and reflection as they transition out of college. It encourages students to develop 5-year goals plans, examine their values, identify qualities to look for in mentors, consider their role as global citizens, and reflect on how their college experiences have shaped them. Students are prompted to think about how principles from the modules can influence their goals, decisions, and role in society post-graduation.
The document provides information about the volunteer coordinator position and volunteer program at Rossview Middle School (RMS) in the Clarksville-Montgomery County School System (CMCSS). It outlines the responsibilities of the volunteer coordinator, which include conducting needs assessments, recruiting and screening volunteers, providing orientation and training, and evaluating the program. It also describes the roles and expectations of principals, teachers, volunteers, and the front office staff in relation to the volunteer program. The goals of the RMS volunteer program are to support teachers and students, provide assistance under teacher direction, work collaboratively with the school and community, and ensure a safe and secure environment following all CMCSS policies and procedures.
This document provides recommendations for best practices for establishing and maintaining alumni communities at private postsecondary institutions. It discusses structuring an alumni community by determining its place within the institution's organization, creating an advisory board, and measuring return on investment. The document also recommends offering career services, discounts, recognition programs, and scholarships to benefit alumni and gain institutional benefits like employer partnerships, advocacy, and strategic planning support from engaged alumni.
The document outlines standards and goals for evaluating a school district superintendent's performance. It includes 6 standards related to educational leadership, management, community engagement, ethics, and understanding the broader context. It also lists 3 district goals: more effectively differentiating instruction; reviewing and revising student progress reports; and better meeting students' social-emotional needs. The superintendent will be evaluated on their performance on the standards and progress towards the goals.
Introducing a Volunteer Mentoring Program - Part IVolunteerMatch
The document discusses introducing a volunteer mentoring program. It covers how mentoring benefits both volunteers and the organization by improving retention, developing talent, and supporting diversity initiatives. The document provides guidance on structuring a mentoring program, including designing matching processes, training mentors and mentees, and providing support and accountability. It also discusses best practices for mentors and mentees and potential issues to address, such as mismatched pairs or poor training.
Transition From School to Adult Life for Special EducationMaryAlyssaBotin
This document provides guidance for developing transition plans to support students moving from school to adult life. It outlines key aspects to consider including a student's strengths, dreams, needs, goals and the services and activities needed to accomplish their plan. It stresses connecting transition goals to a student's IEP and drawing on both school and community resources. Building a strong network of community support is also emphasized. The transition plan should be reviewed at least yearly and the process benefits all students.
Bonita S. Steele has over 15 years of experience in higher education, including roles as an adjunct professor, regional director of education, director of education, and program manager. She has developed curriculum, managed faculty, and ensured compliance with accreditation standards across various associate's and bachelor's degree programs in criminal justice, health sciences, and arts & sciences fields. Steele holds a Master's degree in Criminal Justice/Behavioral Science and is currently pursuing a PhD in Counseling Studies with a dissertation topic related to job stress effects on law enforcement officers' personal relationships.
Lori Lucas is an Academic Services Officer II at Wayne State University, where she coordinates student teaching placements and advises education students. She has worked at Wayne State since 2010, first as a Program Specialist and now in her current role. Her responsibilities include coordinating field placements, advising students, assisting with orientations, and ensuring compliance with state requirements. She holds multiple degrees from Wayne State and is currently a Ph.D. student there, with an expected graduation date of May 2020.
Here are the key points from the ECU SGA response:
- ECU SGA is modeled after the US federal government with executive, legislative, and judicial branches and represents students to the administration and community.
- Their biggest success this semester has been being one of the most active SGA's in years, with members sitting on many committees and most legislation passed in recent years.
- The SGA constitution and bylaws evolve over time through legislative processes to continue helping students.
- Members sit on internal and external student affairs committees to stay informed on student issues.
- There are director positions for local/state affairs and community outreach to interact with Greenville, currently working on a frisbee
The document discusses student affairs as a profession focused on experiential learning outside and sometimes inside the classroom. It notes that student affairs practitioners hold various positions like career counselors and academic advisors and facilitate programs with learning outcomes. The graduate assistant learning contract template then outlines various competencies like administration, communication, theoretical foundations, and technology that the assistant will develop goals and receive evaluation in over the semester from their supervisor.
Karey Gauthier has over 15 years of experience in client relations, account management, recruitment, social media, and event planning. She has a proven track record of exceeding goals, such as increasing social media membership by over 1000% in two months. She also has experience managing entire operations, such as serving as Staff Association President representing the entire university staff. Gauthier has strong skills in customer service, project management, strategic planning, and advising.
Reflective practice frames the process of continuous improvement. It addresses questions about leadership, authority, and one’s own upbringing and how we tackle hard problems. Reflective practice helps us to adjust, fine-tune, and change the way we do business through daily experiences and real-life situations. Reflective practices have a direct impact on our leadership style.
Evett Shulman is an experienced development and fundraising consultant with a track record of success in cultivating corporate and individual donors. She has over 10 years of experience in nonprofit leadership roles, where she implemented strategies to diversify funding, increase revenue from major gifts and grants, and grow volunteer engagement. Shulman also has skills in strategic planning, brand promotion, and executing impactful fundraising events. She holds graduate degrees in education and certificates in nonprofit management and digital media.
This document outlines a mentor/mentee agreement between two individuals beginning in [today] and ending in April 2010. It details the communication expectations, which include meeting once a month in person and conducting quick check-ins by email or phone between meetings. Goals for both the student and mentor are listed in several categories, along with action steps and methods for assessing progress and providing feedback. Guidelines around professional conduct, confidentiality, and monthly check-ins with the Pathways program are also established.
The document outlines the responsibilities and requirements for the Resident Assistant position at New York University. As a paraprofessional staff member, the RA serves as a role model, peer counselor, and leader for residents on their floor. Key duties include planning social and educational programs, responding to emergencies, enforcing policies, and creating a supportive community environment. RAs must be in good academic standing, enrolled full-time, and successfully complete training. In return, they receive housing and a meal plan. The position requires about 20 hours of work per week.
Developing an Operating Budget for Extended Family, Inc. A Not-fo.docxduketjoy27252
Developing an Operating Budget for Extended Family, Inc.: A Not-for-Profit Human Service Organization
Abstract (summary)
Translate AbstractTranslate
In this case, you will develop an operating budget for Extended Family, Inc., a not-for-profit (NFP) human service organization. Completing this budget successfully requires a high level of decision making, as you must determine the number of cost pools and allocation bases upon which common costs are to be allocated to the organization's three revenue-generating programs. This case will expose you to many real-world issues that NFP financial managers confront when they prepare operating budgets. These issues include: (1) allocating revenue among programs; (2) distinguishing among program, administrative, and fundraising costs; (3) properly treating temporarily restricted contributions; and (4) facing an array of ongoing financial challenges connected with NFPs. [PUBLICATION ABSTRACT]
Full text
· Translate Full textTranslate
· Turn on search term navigation
Headnote
ABSTRACT:
In this case, you will develop an operating budget for Extended Family, Inc., a not-for-profit (NFP) human service organization. Completing this budget successfully requires a high level of decision making, as you must determine the number of cost pools and allocation bases upon which common costs are to be allocated to the organization's three revenue-generating programs. This case will expose you to many real-world issues that NFP financial managers confront when they prepare operating budgets. These issues include: (1) allocating revenue among programs; (2) distinguishing among program, administrative, and fundraising costs; (3) properly treating temporarily restricted contributions; and (4) facing an array of ongoing financial challenges connected with NFPs.
INTRODUCTION
Extended Family, Inc., a community-based, not-for-profit (NFP) organization, was founded in 1995 by a group of parents who were concerned about the stigma surrounding children with disabilities. Specifically, these parents found that such children did not have a place to go to receive specialized counseling aimed at helping them cope with their disabilities. The founding parents also wanted their adult children with disabilities to have an independent, yet supervised, living situation. Originally a grass roots organization with limited support, Extended Family was incorporated in 1999 in order to expand the program from advocating for services to providing services. Extended Family's mission is to educate the community on disabilities and to provide a safe living environment that will enable people with disabilities to live with dignity.
Program Description
Extended Family operates three separate programs: counseling, education, and residential. Clients may be referred to one of these programs by their schools, social service agencies, physicians, or their parents.
Counseling Program
The counseling program provides individual, group, and fami.
Students are responsible for their own educational goals and should take initiative in the advising relationship. They must schedule advising sessions early and come prepared. The advisor's role is to guide students on requirements, policies and support services. However, advisors cannot make decisions for students and are limited to offering information and referrals rather than personal counseling.
This document discusses understanding funding and budgeting for graduate students. It outlines various types of funding such as grants, scholarships, fellowships, teaching assistantships, and research assistantships. Grants and scholarships do not need to be repaid. Fellowships can provide stipends and tuition waivers for 1-4 years. Assistantships provide stipends and tuition in exchange for work. The document emphasizes budgeting basics like tracking income and expenses, saving for emergencies, and avoiding debt. It warns that funding may be lost if guidelines are not met and advises graduate students to stack funding from multiple sources.
This senior reorientation module provides guidance to graduating students on goal setting, values, ethics, mentors, global citizenship, and reflection as they transition out of college. It encourages students to develop 5-year goals plans, examine their values, identify qualities to look for in mentors, consider their role as global citizens, and reflect on how their college experiences have shaped them. Students are prompted to think about how principles from the modules can influence their goals, decisions, and role in society post-graduation.
The document provides information about the volunteer coordinator position and volunteer program at Rossview Middle School (RMS) in the Clarksville-Montgomery County School System (CMCSS). It outlines the responsibilities of the volunteer coordinator, which include conducting needs assessments, recruiting and screening volunteers, providing orientation and training, and evaluating the program. It also describes the roles and expectations of principals, teachers, volunteers, and the front office staff in relation to the volunteer program. The goals of the RMS volunteer program are to support teachers and students, provide assistance under teacher direction, work collaboratively with the school and community, and ensure a safe and secure environment following all CMCSS policies and procedures.
This document provides recommendations for best practices for establishing and maintaining alumni communities at private postsecondary institutions. It discusses structuring an alumni community by determining its place within the institution's organization, creating an advisory board, and measuring return on investment. The document also recommends offering career services, discounts, recognition programs, and scholarships to benefit alumni and gain institutional benefits like employer partnerships, advocacy, and strategic planning support from engaged alumni.
The document outlines standards and goals for evaluating a school district superintendent's performance. It includes 6 standards related to educational leadership, management, community engagement, ethics, and understanding the broader context. It also lists 3 district goals: more effectively differentiating instruction; reviewing and revising student progress reports; and better meeting students' social-emotional needs. The superintendent will be evaluated on their performance on the standards and progress towards the goals.
Introducing a Volunteer Mentoring Program - Part IVolunteerMatch
The document discusses introducing a volunteer mentoring program. It covers how mentoring benefits both volunteers and the organization by improving retention, developing talent, and supporting diversity initiatives. The document provides guidance on structuring a mentoring program, including designing matching processes, training mentors and mentees, and providing support and accountability. It also discusses best practices for mentors and mentees and potential issues to address, such as mismatched pairs or poor training.
Transition From School to Adult Life for Special EducationMaryAlyssaBotin
This document provides guidance for developing transition plans to support students moving from school to adult life. It outlines key aspects to consider including a student's strengths, dreams, needs, goals and the services and activities needed to accomplish their plan. It stresses connecting transition goals to a student's IEP and drawing on both school and community resources. Building a strong network of community support is also emphasized. The transition plan should be reviewed at least yearly and the process benefits all students.
Bonita S. Steele has over 15 years of experience in higher education, including roles as an adjunct professor, regional director of education, director of education, and program manager. She has developed curriculum, managed faculty, and ensured compliance with accreditation standards across various associate's and bachelor's degree programs in criminal justice, health sciences, and arts & sciences fields. Steele holds a Master's degree in Criminal Justice/Behavioral Science and is currently pursuing a PhD in Counseling Studies with a dissertation topic related to job stress effects on law enforcement officers' personal relationships.
Lori Lucas is an Academic Services Officer II at Wayne State University, where she coordinates student teaching placements and advises education students. She has worked at Wayne State since 2010, first as a Program Specialist and now in her current role. Her responsibilities include coordinating field placements, advising students, assisting with orientations, and ensuring compliance with state requirements. She holds multiple degrees from Wayne State and is currently a Ph.D. student there, with an expected graduation date of May 2020.
Here are the key points from the ECU SGA response:
- ECU SGA is modeled after the US federal government with executive, legislative, and judicial branches and represents students to the administration and community.
- Their biggest success this semester has been being one of the most active SGA's in years, with members sitting on many committees and most legislation passed in recent years.
- The SGA constitution and bylaws evolve over time through legislative processes to continue helping students.
- Members sit on internal and external student affairs committees to stay informed on student issues.
- There are director positions for local/state affairs and community outreach to interact with Greenville, currently working on a frisbee
1. 2014-2015 Lead Resident Advisor Grant-In-Aid Agreement
Housing and Residence Life| Saint Louis University
Updated 07/31/2014
General Description___________________________________________________________________________________________________________
The Lead Resident Advisor (LRA) is a live-in, undergraduate residence hall staff member responsible for assisting the Hall Coordinator with the successful
provision of services and resources in Saint Louis University’s residence halls and apartments.
The Department of Housing and Residence Life as part of the Division of Student Development helps students develop as leaders who are spiritually
formed, critically reflective, and socially and personally responsible. The Lead Resident Advisor, as a peer educator and student leader, provides support for
student learning and academic success while assisting with the coordination of the administrative facet. This includes the development of inclusive
communities that foster academic and personal success, helping individuals with personal needs and concerns, focusing on the whole student, and
providing developmental opportunities for students and student staff. To accomplish this, the Lead Resident Advisor must be flexible and creative in meeting
the residents’ needs by serving as a peer educator, mentor, advisor, planner and leader. This position requires a serious time commitment and willingness
to be available and accessible to other students.
This description provides an outline of major responsibilities but is not an all-inclusive list. Through the course of the year there will be times where staff will
be called to provide duties based on the needs of the community. Housing and Residence Life Staff need to be flexible and realize other duties will be
assigned as needed.
Saint Louis University wishes to confirm and ratify the status of its relationship with the Lead Resident Advisor with the following agreement:
1. Upon his/her acceptance, the Lead Resident Advisor designated below is selected as recipient of the Lead Resident Advisor grant-in-aid award and
agrees to act in accordance with provisions of this agreement as indicated by the student’s signature below.
2. It is expressly understood that the relationship between the University and the Lead Resident Advisor is not an employment relationship, but rather a
grant award relationship between the student and Saint Louis University.
3. It is understood that the maximum hours to be devoted to the LRA position will not exceed an average of 20 hours per week for the semester.
4. The Lead Resident Advisor must meet eligibility requirements as outlined below.
5. The Lead Resident Advisor should have additional commitments approved by his/her direct supervisor.
Responsibilities ______________________________________________________________________________________________________________
The Lead Resident Advisor assumes specific responsibilities in the areas of coordinating schedules, serving as a role model for staff, assisting the
Residence Hall Coordinator in planning training, and other reasonable duties to assist the Hall Coordinator. Through this valuable learning and leadership
opportunity, LRAs develop one on one connections, supports academics, and builds a sense of community in their residential community. The Lead
Resident Advisor reports directly to a professional staff member for the hall, apartment, or area. Lead Resident Advisors assist the Hall Coordinator with the
administrative duties for the area and serve as a role model in all aspects of the position. Lead Resident Advisors collaborate with the Department of
Housing and Residence Life and University professional staff to meet the varying needs of their building throughout the year.
Leadership and Staff Development ______________________________________________________________________________________________
• Assists with coordinating on-going training, development, and appreciation/recognition for staff
• Helps to facilitate a professional development activities for student staff meetings
• Coordinates building staff duty schedules
• Motivates students to succeed and develop pride for their work environment
• Supports recognition initiatives to maintain morale and reward excellence
• Serve on at least one Housing and Residence Life committee
Building Administrative Operations______________________________________________________________________________________________
• Provide up to five hours per week at the security desk, serve as an alternate for open shifts and/or serve in the event desk staff members do not show
for their assigned shift
• Assists with hall openings, breaks, and closings
• Completes facilities condition reports as necessary for community common areas
• Coordinates upkeep of lobby and/or front desk bulletin boards for information and passive programming purposes
• Assists in the maintenance of accurate records of check-in/check-outs and assists the professional staff on occupancy matters
• Completes administrative tasks in an accurate and timely fashion
• Attends assigned meetings, including one meeting with the Hall Coordinator weekly
Resident Educator____________________________________________________________________________________________________________
• Be familiar with their students and assess the personal, developmental and educational needs of their communities
• Encourages students’ personal growth through leadership experiences
• Helps create and maintain an atmosphere conducive to academic success within the community
• Offers students the opportunity to learn to manage time, communicate and resolve conflicts
• Directs students to the appropriate personal, social, academic, or health related resources when appropriate (e.g. Academic Services, Academic
Advisors, Hall Coordinator, Campus Minister, Student Health and Counseling, etc.)
Community Development ______________________________________________________________________________________________________
• Facilitates community development through personal interactions, meetings, and activities
2. 2014-2015 Lead Resident Advisor Grant-In-Aid Agreement
Housing and Residence Life| Saint Louis University
Updated 07/31/2014
• Supports the implementation of the Residential Curriculum to enhance the overall student experience in the community
• Co-organizes and co-facilitates Fall, Winter and ongoing student staff training and development for building student staff
• Encourages student engagement and support academic success
• Supports and respect the dignity of all individuals
Safety/Security, Student Crisis Response and Other Emergencies ____________________________________________________________________
• Understands emergency response protocols and respond appropriately when emergencies arise within the community (e.g. fire alarm, medical
emergency, flood, etc.)
• Educates students on the safety and security guidelines and all other emergency procedures
• Familiarizes students with building evacuation routes, relocation and reassembly areas
• Regularly reports repair requests that affect the safety and security of residents (i.e. stairway breezeway lights, damage to door lock mechanisms, etc.)
• Fulfills and assumes duties responsibilities in the area
Provide Student Assistance and Helping Skills ____________________________________________________________________________________
• Serves as a concerned, non-judgmental peer advisor to assist residents in resolving personal issues
• Is respectful of sensitive information and respect confidentially
• Is regularly available and accessible to address resident needs or concerns
• Educates residents and staff on conflict resolution skills and mediate group conflicts
• Identifies and assists residents with personal, social, academic, or health related concerns
• Communicates with supervisor regularly about discipline, activities, and the hall community
• Treats residents fairly and impartially
Encourage Student Responsibility_______________________________________________________________________________________________
• Confront and document policy violations and other reportable incidents in a positive and timely manner
• Educate residents about University and Housing policies and regulations outlined in the Student Code of Community Standards, Housing and
Residence Life Handbook and housing contract
• Make referrals to supervisor regarding any individual or incident which needs prompt attention
Mandatory Trainings and Time Commitments______________________________________________________________________________________
• Work 20 hours per week
• Maintain at least a 3.0 GPA (cumulative and semester) and remain in good and full-time standing at Saint Louis University. Should a Lead Resident
Advisor’s semester grade point average fall below 3.0, while the cumulative grade point average is 3.0 or above, the Lead Resident Advisor may be
placed on probation for one semester. The Lead Resident Advisor will develop an academic improvement plan with their supervisor. At the end of that
semester, the grade requirement must be met. If the cumulative grade point average is ever below 3.0, the Lead Resident Adivosr may lose their
position
• Participate in all departmental and in-community training, development sessions, in-services, and workshops
• Arrive late July or early August and early January for job related training sessions, and co-coordination of RA training sessions. Actual dates are
determined the Student Staff Important Dates list.
• Leave late at the end of each semester to help coordinate building openings and closings. LRAs may need to have the same flexibility with their
schedules during break periods such as Thanksgiving, Spring break, etc. Lead Resident Advisors may need to assist with duty coverage over
University breaks and/ or holidays.
• Attend weekly staff meetings and regularly scheduled in-services. Meeting dates and times will be established within the individual buildings
• Participate in student staff selection process
• Participate in department committees and collaterals as needed
• Lead Resident Advisors are selected for one academic year
• External activities with other organizations or holding a job is acceptable, but they must be approved by a supervisor, and outside jobs/ activities are
limited to a maximum of 10 hours/week. If these activities consistently take a LRA away from their responsibilities, they will have a discussion with their
supervisor.
• The Lead Resident Advisor position demands a significant time and energy commitment that should not detract from student academic performance.
Certain leadership positions on campus may be a conflict of interest with the Lead Resident Advisor position or take too much time to also balance the
position responsibilities. This includes positions such as the president/chair of any "governing/decision-making" student group, which includes RHA or
SGA. Full internships and student teaching are not allowed.
Other Expectations and Responsibilities__________________________________________________________________________________________
• LRAs must have a cell phone, with voicemail, and provide the Department with this number. While on duty, LRAs will be provided with a
communication device for the night.
• LRAs must be a positive role model for their community (including respectful language and behavior).
• LRAs must uphold and abide by all Housing and Residence Life, University, federal, state and local regulations and policies.
3. 2014-2015 Lead Resident Advisor Grant-In-Aid Agreement
Housing and Residence Life| Saint Louis University
Updated 07/31/2014
• Access to desk and key codes is a serious responsibility. Careless use, misuse, or loss presents a real threat to the security of the building and student
safety. Misuse or loss of desk, master keys or student room keys will result in position termination and/or restitution.
• Lead Resident Advisors must demonstrate the willingness to complete other reasonable tasks requested by the supervisor and other departmental
professional staff.
Accountability for and Termination of the Grant-In-Aid Agreement____________________________________________________________________
1. Lead Resident Advisors are directly supervised by the Hall Coordinator and indirectly by the Assistant Director in their area.
2. Lead Resident Advisors are expected to communicate frequently with their supervisors regarding information about their residents, incidents in the
building, desk shifts and all other information pertinent to the department.
3. Lead Resident Advisors are responsible for adhering to Grant-In-Aid expectations.
4. The Lead Resident Advisor’s grant-in-aid award may be impacted (up to and including termination) at the discretion of Housing and Residence Life if
the LRA fails to meet a significant expectation. Examples would include entering the community standards process, breaking the law, failing to
maintain the minimum GPA, and endangering the safety and well-being of the resident(s). The Grant-In-Aid discipline process will be outlined in detail
during training for the position.
5. Lead Resident Advisors are required to sign a Residential Housing Agreement for a full academic year. As such, they will be held to the remainder of
the term if they are not able to continue in the position for any reason.
Remuneration_________________________________________________________________________________________________________
• Credit for a room space on the LRA’s student account;
• A student staff meal plan;
• Stipend of $3000 per academic year made in ten (10) monthly installments.
2014-2015 Agreement__________________________________________________________________________________________________________
1. I hereby agree to participate in the above Grant-In-Aid relationship between the Lead Resident Advisor and Saint Louis University.
2. I acknowledge that the failure to fulfill the conditions of the above Grant-In-Aid agreement will be considered grounds for termination of the Grant-in-Aid
award.
3. I agree to abide by all University rules and regulations including those set forth in the Housing and Residence Life Handbook.
BY:_______________________________________________________________________________________________________________
Lead Resident Advisor (Signature) (Print CLEARLY) Date
BY:_______________________________________________________BY:_____________________________________________________
Supervisor, Hall Coordinator Date Assistant Director Date
Saint Louis University prohibits discrimination based on race, color, sex, national origin, religion, age, disability, or veteran status. In addition, based on our
Catholic Values and tradition we are committed to protecting the dignity of each person and therefore extend our non-discrimination policy to include sexual
orientation. All University policies, practices, and procedures are administered in a manner consistent with our Catholic Jesuit identity.